Evidence-based training of health professionals to inform families about disability

Training Medical Professionals to Work with Patients with Neurodevelopmental Disorders: A Systematic Review

Background: Patients with neurodevelopmental disorders are not always provided the quality of medical care they deserve. Medical personnel report limited preparation and education in caring for patients with neurodevelopmental disorders.  Aim: The purpose of this systematic review is to summarize the research on medical personnel training programs, identify effective training methods, and provide directions for future application and research. Methods: Thirty-four studies met inclusion criteria. The studies were summarized in terms of training components, the medical personnel trained, and the effectiveness of the training in achieving target outcomes.  Results: Seventy-nine percent of studies demonstrated improvement in target outcomes. A variety of training components were used in combination throughout the studies, demonstrating a possibility of significant change to medical personnel's abilities for and attitudes about working with patients with neurodevelopmental disorders.  Conclusion: Further research is needed to determine specifically which types of training can affect which target outcomes.

Teaching medical students how to deliver diagnoses of Down syndrome: Utility of an educational tool

OBJECTIVE

This study assessed whether using an educational tool increased the knowledge and perceived comfort level of first-year medical students in giving a diagnosis of Down syndrome.

METHOD

A total of 295 students taking a genetics course completed a knowledge questionnaire and Situations Inventory (aimed at assessing comfort with sharing certain information), prior to and following use of Brighter Tomorrows, a web-based educational module on giving parents a diagnosis of Down syndrome.

RESULTS

The pre-intervention mean on the knowledge survey was 3.67, which significantly increased to 5.47 following the intervention. Mean Situational Inventory scores were significantly higher pre-intervention (M = 45.5), which indicates greater discomfort, compared to post-intervention (M = 36.7). Qualitative analysis of responses regarding lessons learned fell into 5 major themes. The most common theme (48% of responses) was related to communication skills. The most frequently cited lesson learned was the importance of demonstrating empathy.

CONCLUSIONS

This study found that knowledge and perceived comfort levels of first-year medical students in giving a postnatal diagnosis of Down syndrome were significantly increased following use of an educational tool.

PRACTICE IMPLICATIONS

Educational modules can provide medical students with foundational knowledge on providing distressing information to help prepare for future clinical encounters.

Radiographer mammographers' attitudes towards implementing new techniques for imaging the augmented breast, after viewing a training DVD or receiving cascade training: A survey

INTRODUCTION

Mammographers in the NHSBSP are required to implement the Eklund ('Pushback') technique after viewing a training DVD or receiving cascade training. This study aims to evaluate Radiographers' attitudes towards imaging the augmented breast following viewing the training DVD or receiving cascade training.

METHODOLOGY

Questionnaires containing both open and closed questions collected quantitative and qualitative data across three breast screening units. A total of 60 radiographers were targeted. Their responses were analysed using Pearson's Chi-Square. An evaluation of likelihood and association of variables was performed using inferential statistics.

RESULTS

Of the 60 mammographers targeted, 38 (63%) completed the questionnaires. Quantitative results indicated that most mammographers (78%) had watched the DVD. Of these responders, (51.14%) found the DVD somewhat helpful in raising their confidence to attempt the new techniques. When inferential statistics was used to evaluate if confidence was associated with location or level of qualifications, these showed no significance ('p' = 0.085 and 0.312 respectively). Results indicated that longer years of practice had an association with ability to attempt techniques, however, this was not statistically significant (χ² = 3.939, df = 6, p = 0.685). Qualitative responses indicated that cascade training increased confidence more than viewing the DVD. Both qualitative and quantitative data indicated that cascade training in addition to the DVD is required.

CONCLUSION

Although the DVD was a helpful training tool, it did not sufficiently raise confidence for all viewers. Cascaded training in addition to the DVD was required to effectively raise confidence.