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Heidebrecht C, Fierheller D, Martel S, Andrews A, Hollahan A, Griffin L, Meerai S, Lock R, Nabavian H, D'Silva C, Friedman M, Zenlea I. Raising awareness of anti-fat stigma in healthcare through lived experience education: a continuing professional development pilot study. BMC MEDICAL EDUCATION 2024; 24:64. [PMID: 38229086 DOI: 10.1186/s12909-023-04889-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 11/20/2023] [Indexed: 01/18/2024]
Abstract
BACKGROUND Anti-fat attitudes and weight-based discrimination are prevalent in healthcare settings and among healthcare practitioners and clinical trainees, and can result in immense harm to patients. There is increasing recognition that anti-fat bias in healthcare is a critical issue that must be addressed, but there is a dearth of evidence demonstrating sustained attitude and behavioural change among clinicians, illustrating a need for more innovative educational approaches and rigorous evaluation. We describe the co-design and delivery of a narrative-based continuing professional development curriculum aimed at raising awareness of weight-based bias and stigma. METHODS Our research team of lived experience educators, clinicians and researchers collaboratively developed a series of seven podcast episodes comprised of narrative descriptions of lived experiences with and impacts of weight bias, stigma and discrimination in healthcare settings, as well as a post-podcast workshop to facilitate reflection and discussion between participants. The curriculum was piloted among 20 clinicians practicing at a large urban hospital in Mississauga, Canada. We explored feasibility, acceptability and learning impact by analyzing responses to questionnaires completed following each podcast episode and responses shared during the workshops and follow-up feedback sessions. RESULTS We observed high acceptability and feasibility of the curriculum. Participants experienced the podcast as a practical and convenient learning format and the workshop as a valuable opportunity to collectively debrief and reflect. The learning impact of the curriculum was strong; participants described a range of emotions elicited by the podcasts, engaged in self-reflection, and expressed a desire to modify clinical approaches. Barriers to the application of learnings identified by participants include pervasiveness of the use of body mass index (BMI) as an indicator of risk and a criterion for referral; discomfort with difficult conversations; prevalent biomedical understandings about the association between weight and health; and clinicians' defensiveness. CONCLUSION This pilot study yielded promising findings and demonstrated potential impact on weight bias and stigma among healthcare providers. Necessary next steps include conducting larger scale, rigorous evaluations of the curriculum among broader populations, both health professions trainees and current healthcare providers.
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Affiliation(s)
| | - Dianne Fierheller
- Institute for Better Health, Trillium Health Partners, Mississauga, Canada
| | | | - Alex Andrews
- School of Social Work, Toronto Metropolitan University, Toronto, Canada
| | - Amanda Hollahan
- School of Social Work, Toronto Metropolitan University, Toronto, Canada
| | - Laura Griffin
- School of Social Work, Toronto Metropolitan University, Toronto, Canada
| | - Sonia Meerai
- Faculty of Social Work, Wilfrid Laurier University, Brantford, Canada
- Program for Health System and Technology Evaluation, Ted Rogers Centre for Heart Research / Peter Munk Cardiac Centre, Toronto General Hospital Research Institute, Toronto, Canada
| | - Raeden Lock
- Social Service Worker Program, Sheridan College, Oakville, Canada
| | - Helia Nabavian
- Postgraduate Medical Education, University of Toronto, Toronto, Canada
| | - Chelsea D'Silva
- Institute for Better Health, Trillium Health Partners, Mississauga, Canada
| | - May Friedman
- School of Social Work, Toronto Metropolitan University, Toronto, Canada
| | - Ian Zenlea
- Institute for Better Health, Trillium Health Partners, Mississauga, Canada.
- Department of Women's and Children's Health Program, Trillium Health Partners, Mississauga, Canada.
- Department of Paediatrics, University of Toronto, Toronto, Canada.
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Tan W, Hu Q, Wang C, Li Y, Jiang Y. Outline of nurse prescribing education programs: A scoping review. NURSE EDUCATION TODAY 2023; 131:105941. [PMID: 37690439 DOI: 10.1016/j.nedt.2023.105941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 07/04/2023] [Accepted: 08/10/2023] [Indexed: 09/12/2023]
Abstract
BACKGROUND The role of nurse prescribers is developing rapidly to meet rising health care demands worldwide. However, prescribing is a complex process that requires nurses to receive the proper education. OBJECTIVES To identify what is known in the research field on nurse prescribing education. DESIGN Arksey and O'Malley's five-stage methodological framework was used to guide this scoping review. DATA SOURCES PubMed, Web of Science, CINAHL, Embase, and the Cochrane Library. REVIEW METHODS Databases were searched from inception to December 31, 2022. Data were extracted from papers meeting the inclusion criteria using the data chart and synthesized using a narrative method. RESULTS Seventy-one studies were included in the scoping review. Five education content themes and four education modes were identified. In addition, positive effects of nurse prescribing education and the learning needs of nurses were also found. CONCLUSIONS There is considerable heterogeneity in nurse prescribing education content and mode. This scoping review highlights the benefits of implementing education programs to prepare nurses for prescribing. However, nurses still have some unmet needs for prescribing education. More longitudinal studies and evaluation tools are needed to determine long-term effects. Future nurse prescribing education programs could consider the dual mentorship system, interactive educational activities, and specialized courses to improve the motivation of nurses and the quality of education.
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Affiliation(s)
- Wei Tan
- Evidence-based Nursing Center, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, China
| | - Qin Hu
- Evidence-based Nursing Center, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, China
| | - Cong Wang
- Evidence-based Nursing Center, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, China
| | - Yijing Li
- Evidence-based Nursing Center, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, China
| | - Yan Jiang
- Department of Nursing, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, Sichuan, China.
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Aase I, Tjoflåt I, Hjorthaug Urstad K. Using the 'huddle' to enhance interprofessional teamwork among nursing students through a podcast: a qualitative and exploratory pilot study. BMC Nurs 2021; 20:235. [PMID: 34809644 PMCID: PMC8607652 DOI: 10.1186/s12912-021-00747-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 10/18/2021] [Indexed: 11/25/2022] Open
Abstract
Background Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students’ competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students’ experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital. Method This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis. Result The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one’s own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic. Conclusion Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.
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Affiliation(s)
- Ingunn Aase
- Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway.
| | - Ingrid Tjoflåt
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway
| | - Kristin Hjorthaug Urstad
- Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway
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4
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Mobasheri A, Costello KE. Podcasting: An innovative tool for enhanced osteoarthritis education and research dissemination. OSTEOARTHRITIS AND CARTILAGE OPEN 2021; 3:100130. [DOI: 10.1016/j.ocarto.2020.100130] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Accepted: 12/10/2020] [Indexed: 11/24/2022] Open
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O'Connor S, Daly CS, MacArthur J, Borglin G, Booth RG. Podcasting in nursing and midwifery education: An integrative review. Nurse Educ Pract 2020; 47:102827. [PMID: 32763834 PMCID: PMC7336128 DOI: 10.1016/j.nepr.2020.102827] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2019] [Revised: 05/31/2020] [Accepted: 06/15/2020] [Indexed: 12/02/2022]
Abstract
Podcasting is used in higher education so various digital resources can be shared with students. This review aims to synthesise evidence on podcasting in nursing and midwifery education. PubMed, MEDLINE, CINAHL, Scopus and ERIC databases were searched using key terms. 242 articles were found and screened. Data extraction, quality assessment and data analysis, underpinned by a Social Media Learning Model, were conducted on relevant studies. Twenty-six studies were included in the review. Three themes emerged; 1) learning and other outcomes, 2) antecedents to learning, and 3) learning process. Students seemed to acquire new knowledge and skills by using podcasts and it also appeared to improve clinical confidence. The organisation of podcasting, digital literacy and e-Professionalism, the personal motivation of learners, and flexible access to the technology seemed to impact the delivery of this educational intervention. Mechanisms that appeared to affect the learning process were the speed of exchange, the type of social media user, the timeframe, quality of information, the functionality of podcasts and other learning activities. This review synthesised evidence on podcasting in nursing and midwifery education. The technology was seen as a positive learning tool but more robust research examining its efficacy in improving learning outcomes is needed. Podcasting is being used in nursing and midwifery education to support learning. Review findings suggest podcasting may improve learning outcomes. Newer generations of students seem to like technology enhanced learning resources. More robust studies are needed to determine the efficacy of this pedagogical tool. The Social Media Learning Model could help inform future teaching and learning.
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Affiliation(s)
- Siobhan O'Connor
- School of Health in Social Science, The Edinburgh of University, Edinburgh, United Kingdom.
| | - Claire S Daly
- The Royal Infirmary of Edinburgh, 51 Little France Crescent, Edinburgh, EH16 4SA, United Kingdom.
| | - Juliet MacArthur
- NHS Lothian, Waverley Gate, 2-4 Waterloo Place, Edinburgh, EH1 3EG, United Kingdom.
| | - Gunilla Borglin
- Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden; Department of Nursing Education, Lovisenberg Diaconal University College, 0456, Oslo, Norway.
| | - Richard G Booth
- Arthur Labatt Family School of Nursing, Western University, London, Ontario, N6A 5B9, Canada.
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6
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Kane SP, Shuman M, Patel K, Olson M. Characteristics of Drug-Related Podcasts and This Medium's Potential as a Pharmacy Education Tool. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7083. [PMID: 31831898 PMCID: PMC6900824 DOI: 10.5688/ajpe7083] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Accepted: 10/08/2018] [Indexed: 06/10/2023]
Abstract
Objective. To analyze the publication frequency and characteristics of drug-related podcasts and describe the role of pharmacists in creating content for this audio-based educational medium. Methods. Podcasts that potentially included drug-related educational information were identified based on four podcast categories that were publicly available as of June 2016. Podcasts were screened by two reviewers to determine whether they contained at least five episodes with drug-related content and a minimum of 10 audio episodes. Metrics related to the podcast, audio episodes, and names of the content authors were collected and a descriptive analysis was conducted. Results. Of the 960 podcasts screened, 125 met the study criteria and were included in the descriptive analysis. These drug-related podcasts produced a median of two episodes per month and each episode lasted an average of 27 minutes. The most common professions represented by podcast hosts and guests were physicians (83.2%), followed by nurses and nurse practitioners (11.2%) and pharmacists (10.4%). Podcast content varied widely, with critical care and emergency medicine being the most common (18.4%), followed by general medicine (14.4%) and complementary and alternative medicine (13.6%). Conclusion. Drug-related podcasts are numerous and easily accessible; however, the quality and accuracy of their content cannot be easily determined as episodes do not consistently cite references. Pharmacists appear to be underrepresented in developing this particular genre of educational content, pharmacy educators should consider producing and disseminating educational material through podcasts for students and practitioners.
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Affiliation(s)
- Sean P. Kane
- Rosalind Franklin University of Medicine and Science, North Chicago, Illinois
| | - Michael Shuman
- Rosalind Franklin University of Medicine and Science, North Chicago, Illinois
| | - Khyati Patel
- Rosalind Franklin University of Medicine and Science, North Chicago, Illinois
| | - Margaret Olson
- Presence Saints Mary and Elizabeth Medical Center, Chicago, Illinois
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Bakkum MJ, Tichelaar J, Wellink A, Richir MC, van Agtmael MA. Digital Learning to Improve Safe and Effective Prescribing: A Systematic Review. Clin Pharmacol Ther 2019; 106:1236-1245. [PMID: 31206612 PMCID: PMC6896235 DOI: 10.1002/cpt.1549] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Accepted: 05/27/2019] [Indexed: 12/12/2022]
Abstract
With the aim to modernize and harmonize prescribing education, the European Association for Clinical Pharmacology and Therapeutics (EACPT) Working Group on education recommended the extensive use and distribution of digital learning resources (DLRs). However, it is unclear whether the complex task of prescribing medicine can be taught digitally. Therefore, the aim of this review was to investigate the effect of diverse DLRs in clinical pharmacology and therapeutics education. Databases PubMed, EMBASE, CINAHL, ERIC, and CENTRAL were systematically searched. Sixty-five articles were included in the analyses. Direct effects on patients were studied, but not detected, in six articles. Skills and behavior were studied in 11 articles, 8 of which reported positive effects. Knowledge acquisition was investigated in 19 articles, all with positive effects. Qualitative analyses yielded 10 recommendations for the future development of DLRs. Digital learning is effective in teaching knowledge, attitudes, and skills associated with safe and effective prescribing.
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Affiliation(s)
- Michiel J Bakkum
- Department of Internal Medicine, Section Pharmacotherapy, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - Jelle Tichelaar
- Department of Internal Medicine, Section Pharmacotherapy, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands.,European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
| | - Anne Wellink
- Department of Internal Medicine, Section Pharmacotherapy, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - Milan C Richir
- Department of Internal Medicine, Section Pharmacotherapy, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - Michiel A van Agtmael
- Department of Internal Medicine, Section Pharmacotherapy, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands.,European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
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8
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Patrick MD, Stukus DR, Nuss KE. Using podcasts to deliver pediatric educational content: Development and reach of PediaCast CME. Digit Health 2019; 5:2055207619834842. [PMID: 30834137 PMCID: PMC6393949 DOI: 10.1177/2055207619834842] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Accepted: 02/08/2019] [Indexed: 11/25/2022] Open
Abstract
Objective Pediatricians have used podcasts to communicate with the public since 2006 and medical students since 2008. Previous work has established quality criteria for medical education podcasts and examined the benefit of offering continuing medical education (CME) credit for online activities. This is the first descriptive study to outline the development and reach of a pediatric podcast that targets post-graduate healthcare providers, enhances communication by incorporating quality criteria, and offers free accredited CME to listeners. Methods We produced 26 podcast episodes from March 2015 to May 2017. Episodes incorporated quality criteria for medical education podcasts and offered free CME credit. They were published on a website, available for listening on multiple digital platforms and promoted through several social media channels. Data were analyzed for frequency of downloads and geographic location of listeners. Results The cumulative total of episode downloads was 91,159 with listeners representing 50 U.S. states and 108 countries. Podcast listenership grew over time. Individual episodes had their largest number of downloads immediately following release, but continued recruiting new listeners longitudinally, suggesting use of the archive as an “on-demand” source of educational content. Conclusions Pediatric podcasts that incorporate quality criteria and offer free CME credit can be used to deliver educational content to a large global audience of post-graduate healthcare providers. Since podcast communication is rapidly growing, future work should focus on identifying the professional roles of listeners; exploring listener perceptions of quality, value and satisfaction; and examining podcast impact on knowledge transfer, clinical practice, public policy and health outcomes.
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Affiliation(s)
- Michael D Patrick
- Nationwide Children's Hospital, Columbus, USA.,The Ohio State University College of Medicine, Columbus, USA
| | - David R Stukus
- Nationwide Children's Hospital, Columbus, USA.,The Ohio State University College of Medicine, Columbus, USA
| | - Kathryn E Nuss
- Nationwide Children's Hospital, Columbus, USA.,The Ohio State University College of Medicine, Columbus, USA
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Wieland PS, Willis J, Peters ML, O'Toole RS. Examining the impact of modality and learning style preferences on recall of psychiatric nursing and pharmacology terms. NURSE EDUCATION TODAY 2018; 66:130-134. [PMID: 29702442 DOI: 10.1016/j.nedt.2018.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Revised: 12/31/2017] [Accepted: 04/10/2018] [Indexed: 06/08/2023]
Abstract
The purpose of this experimental research study was to explore how modality and learning style preferences impact non-prescribing, first-year Licensed Vocational Nurse (LVN) students' recall of vocabulary. Independent t-test results indicated a statistically significant mean difference in short-term recall of pharmacological and psychiatric terms, with learners receiving visual text instruction recalling significantly more vocabulary than learners receiving audio text instruction. A correlation was not found between learning preferences and vocabulary recall.
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Affiliation(s)
- Patience S Wieland
- Literacy, Library, and Learning Technologies, University of Houston-Clear Lake, College of Education, 2700 Bay Area Blvd., Houston, TX 77058, United States.
| | - Jana Willis
- Literacy, Library, and Learning Technologies, University of Houston-Clear Lake, College of Education, 2700 Bay Area Blvd., Houston, TX 77058, United States.
| | - Michelle L Peters
- Research & Applied Statistics, University of Houston-Clear Lake, College of Education, 2700 Bay Area Blvd., Houston, TX 77058, United States.
| | - Robin S O'Toole
- San Jacinto College, 13735 Beamer Road, Houston, TX 77089, United States; Western Governors University, 4001 S 700 E #700, Salt Lake City, UT 84107, United States; University of Texas-Arlington, 411 S Nedderman Drive, Arlington, TX 76010, United States; College of the Mainland, 1200 N Amburn Road, Texas City, TX 77591, United States; Emergency Department, HCA Texas Orthopedic Hospital, 7401 S. Main Street, Houston, TX 77030, United States.
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Abuzour AS, Lewis PJ, Tully MP. Practice makes perfect: A systematic review of the expertise development of pharmacist and nurse independent prescribers in the United Kingdom. Res Social Adm Pharm 2018; 14:6-17. [DOI: 10.1016/j.sapharm.2017.02.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 02/03/2017] [Accepted: 02/04/2017] [Indexed: 10/20/2022]
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Prakash SS, Muthuraman N, Anand R. Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance. BMC MEDICAL EDUCATION 2017; 17:167. [PMID: 28923046 PMCID: PMC5604391 DOI: 10.1186/s12909-017-1001-5] [Citation(s) in RCA: 43] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Accepted: 09/05/2017] [Indexed: 05/10/2023]
Abstract
BACKGROUND Use of podcasts has several advantages in medical education. Podcasts can be of different types based on their length: short (1-5 min), moderate (6-15 min) and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. The perceptions of medical students towards short-duration podcasts are not well understood and this study aimed to analyze the same. An exploratory analysis of students' podcast usage and performance in summative assessments was also undertaken. METHODS First-year medical students (N = 94) participated in the study. Eight audiovisual podcasts, each ≤3 min duration (3-MinuTe Lessons; 3MTLs) were developed for two topics in biochemistry. The podcasts were made available for students after didactic lectures on the topics. Feedback was collected from students about their perceptions to 3MTLs using a self-reported questionnaire. The scores of students in summative assessments were compared based on their usage of 3MTLs. RESULTS Feedback revealed that 3MTLs were well received by students as a useful and convenient supplementary tool. Students used 3MTLs for topic review, to get an overview, as well as for quick revision and felt that 3MTLs were helpful in improving their understanding of the topic, clarify concepts and focus on important points and in turn, in preparation for assessments. A significant proportion (49%) felt that 3-min duration was optimal while, an equal proportion suggested an increase in the duration to 5 min with more information. The overall mean scores in assessments were not different between students based on 3MTLs usage. The pairwise comparisons revealed better scores amongst students who used 3MTLs for both topics. CONCLUSION Overall, short-duration podcasts were perceived by students as useful supplementary learning tools that aided them for revision and in preparation for assessments.
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Affiliation(s)
- S S Prakash
- Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India
| | - N Muthuraman
- Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India
| | - R Anand
- Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India.
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13
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Bowskill D, Lymn J. [Nurse prescribing rights, the UK experience]. SOINS; LA REVUE DE RÉFÉRENCE INFIRMIÈRE 2016; 61:53-57. [PMID: 27814809 DOI: 10.1016/j.soin.2016.08.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The United Kingdom has gradually introduced nurse prescribing. This authorisation is granted upon completion of a theoretical and practical training course. This evolution has been deemed to have had a positive impact twenty years after its implementation.
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Affiliation(s)
- Dianne Bowskill
- Faculty of Medicine & Health Sciences, University of Nottingham, Queen's Medical Centre, Nottingham NG7 2UH, England.
| | - Joanne Lymn
- Faculty of Medicine & Health Sciences, University of Nottingham, Queen's Medical Centre, Nottingham NG7 2UH, England
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Nwosu AC, Monnery D, Reid VL, Chapman L. Use of podcast technology to facilitate education, communication and dissemination in palliative care: the development of the AmiPal podcast. BMJ Support Palliat Care 2016; 7:212-217. [PMID: 27580942 PMCID: PMC5502253 DOI: 10.1136/bmjspcare-2016-001140] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2016] [Revised: 06/18/2016] [Accepted: 08/07/2016] [Indexed: 11/11/2022]
Abstract
Objectives Podcasts have the potential to facilitate communication about palliative care with researchers, policymakers and the public. Some podcasts about palliative care are available; however, this is not reflected in the academic literature. Further study is needed to evaluate the utility of podcasts to facilitate knowledge-transfer about subjects related to palliative care. The aims of this paper are to (1) describe the development of a palliative care podcast according to international recommendations for podcast quality and (2) conduct an analysis of podcast listenership over a 14-month period. Methods The podcast was designed according to internationally agreed quality indicators for medical education podcasts. The podcast was published on SoundCloud and was promoted via social media. Data were analysed for frequency of plays and geographical location between January 2015 and February 2016. Results 20 podcasts were developed which were listened to 3036 times (an average of 217 monthly plays). The Rich Site Summary feed was the most popular way to access the podcast (n=1937; 64%). The mean duration of each podcast was 10 min (range 3–21 min). The podcast was listened to in 68 different countries and was most popular in English-speaking areas, of which the USA (n=1372, 45.2%), UK (n=661, 21.8%) and Canada (n=221, 7.3%) were most common. Conclusions A palliative care podcast is a method to facilitate palliative care discussion with global audience. Podcasts offer the potential to develop educational content and promote research dissemination. Future work should focus on content development, quality metrics and impact analysis, as this form of digital communication is likely to increase and engage wider society.
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Affiliation(s)
- Amara Callistus Nwosu
- Marie Curie Palliative Care Institute Liverpool (MCPCIL), University of Liverpool, Liverpool, UK
| | | | - Victoria Louise Reid
- Marie Curie Palliative Care Institute Liverpool (MCPCIL), University of Liverpool, Liverpool, UK
| | - Laura Chapman
- Royal Liverpool and Broadgreen University Hospitals NHS Trust, Liverpool, UK
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15
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Singh D, Alam F, Matava C. A Critical Analysis of Anesthesiology Podcasts: Identifying Determinants of Success. JMIR MEDICAL EDUCATION 2016; 2:e14. [PMID: 27731857 PMCID: PMC5041354 DOI: 10.2196/mededu.5950] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2016] [Revised: 07/29/2016] [Accepted: 07/31/2016] [Indexed: 05/18/2023]
Abstract
BACKGROUND Audio and video podcasts have gained popularity in recent years. Increasingly, podcasts are being used in the field of medicine as a tool to disseminate information. This format has multiple advantages including highly accessible creation tools, low distribution costs, and portability for the user. However, despite its ongoing use in medical education, there are no data describing factors associated with the success or quality of podcasts. OBJECTIVE The goal of the study was to assess the landscape of anesthesia podcasts in Canada and develop a methodology for evaluating the quality of the podcast. To achieve our objective, we identified the scope of podcasts in anesthesia specifically, constructed an algorithmic model for measuring success, and identified factors linked to both successful podcasts and a peer-review process. METHODS Independent reviewers performed a systematic search of anesthesia-related podcasts on iTunes Canada. Data and metrics recorded for each podcast included podcast's authorship, number posted, podcast series duration, target audience, topics, and social media presence. Descriptive statistics summarized mined data, and univariate analysis was used to identify factors associated with podcast success and a peer-review process. RESULTS Twenty-two podcasts related to anesthesia were included in the final analysis. Less than a third (6/22=27%) were still active. The median longevity of the podcasts' series was just 13 months (interquartile range: 1-39 months). Anesthesiologists were the target audience for 77% of podcast series with clinical topics being most commonly addressed. We defined a novel algorithm for measuring success: Podcast Success Index. Factors associated with a high Podcast Success Index included podcasts targeting fellows (Spearman R=0.434; P=.04), inclusion of professional topics (Spearman R=0.456-0.603; P=.01-.03), and the use of Twitter as a means of social media (Spearman R=0.453;P=.03). In addition, more than two-thirds (16/22=73%) of podcasts demonstrated evidence of peer review with podcasts targeting anesthesiologists most strongly associated with peer-reviewed podcasts (Spearman R=0.886; P=.004) CONCLUSIONS: We present the first report on the scope of anesthesia podcasts in Canada. We have developed a novel tool for assessing the success of an anesthesiology podcast series and identified factors linked to this success measure as well as evidence of a peer-review process for a given podcast. To enable advancement in this area of anesthesia e-resources, podcast creators and users should consider factors associated with success when creating podcasts. The lack of these aspects may be associated with the early demise of a podcast series.
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Affiliation(s)
- Devin Singh
- Department of Aneshesia and Pain Medicine, Hospital for Sick Children, University of Toronto, Toronto, ON, Canada
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16
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Abstract
Nonmedical prescribing has been allowed in the United Kingdom (UK) since 1992. Its development over the past 24 years has been marked by changes in legislation, enabling the progression towards independent prescribing for nurses, pharmacists and a range of allied health professionals. Although the UK has led the way regarding the introduction of nonmedical prescribing, it is now seen in a number of other Western-European and Anglophone countries although the models of application vary widely between countries. The programme of study to become a nonmedical prescriber (NMP) within the UK is rigorous, and involves a combination of taught curricula and practice-based learning. Prescribing is a complex skill that is high risk and error prone, with many influencing factors. Literature reports regarding the impact of nonmedical prescribing are sparse, with the majority of prescribing research tending to focus instead on prescribing by doctors. The impact of nonmedical prescribing however is important to evaluate, and can be carried out from several perspectives. This review takes a brief look back at the history of nonmedical prescribing, and compares this with the international situation. It also describes the processes required to qualify as a NMP in the UK, potential influences on nonmedical prescribing and the impact of nonmedical prescribing on patient opinions and outcomes and the opinions of doctors and other healthcare professionals.
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Affiliation(s)
- Louise C Cope
- Drug Usage and Pharmacy Practice Division, Prescribing and Patient Safety Research Room 132, 1st Floor, Stopford Building, Manchester Pharmacy School, Oxford Road, Manchester, M13 9PT, UK
| | | | - Mary P Tully
- University of Manchester Pharmacy School, Manchester, UK
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Bowskill D, Meade O, Lymn JS. Use and evaluation of a mentoring scheme to promote integration of non-medical prescribing in a clinical context. BMC MEDICAL EDUCATION 2014; 14:177. [PMID: 25152074 PMCID: PMC4254401 DOI: 10.1186/1472-6920-14-177] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2014] [Accepted: 08/21/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Growing numbers of non-medical health professionals are attaining prescribing rights through post-registration non-medical prescribing (NMP) courses in the UK. However, not all implement prescribing post-qualification. This study evaluated the uptake and perceived usefulness of a mentoring scheme for two cohorts of NMP students at the University of Nottingham. The scheme paired students with qualified mentors with whom they had an opportunity to discuss the integration of prescribing theory into practice. METHODS Mentors were allocated on days 2-5 of the course. Surveys were distributed to students who completed the NMP course [n = 63] and their mentors. Likert-scale and open-ended questions addressed: use, perceived usefulness, and positive and negative aspects of the mentoring scheme. Semi-structured interviews were conducted with both students (n = 6) and mentors (n = 3) to explore their experience of the mentoring scheme in more detail. Students were purposively selected for interview depending on their level of use of the mentoring system. Interviews were analysed using thematic analysis. RESULTS The response rates were 65.1% (n = 41) and 56.3% (n = 36) for students and mentors respectively. Just over half of students (57.1%) accessed their mentor. Having a sufficient support network was the key reason for not using the scheme. Students found mentors helpful for: moral support (68.2%); contextualising prescribing (71.4%); and helping them to think about implementing prescribing in practice (72.7%). Fewer mentors felt they helped in relation to contextualising (57.9%) or implementing prescribing (31.6%). Less than half the students and mentors surveyed agreed that they received/provided assistance related to the integration of prescribing theory into practice (38.1% and 42.2% respectively) and assistance with assignments (36.3% and 45.5% respectively).Interviews suggested that students found it difficult to focus on implementing prescribing because of the academic demands of their course, which impacted on uptake and use of the mentoring scheme. Students emphasised the importance of being paired with a prescriber who was successfully prescribing. Mentors benefited from sharing and refreshing their academic knowledge. CONCLUSIONS Students and mentors derived benefits from participation in this scheme. This intervention may be better as a post-qualification support resource when students are ready to consider their future prescribing practice.
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Affiliation(s)
- Dianne Bowskill
- School of Health Sciences, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Oonagh Meade
- School of Health Sciences, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Joanne S Lymn
- School of Health Sciences, University of Nottingham, Queens Medical Centre, Nottingham, UK
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Fevzi Dikici M, Yaris F, Artiran Igde F, Yarar F, Altuntas O, Alper Gurz A. Effect of a workshop in rational pharmacotherapy for interns during family medicine clerkship in Samsun- Turkey. Pak J Med Sci 2014; 30:305-9. [PMID: 24772132 PMCID: PMC3998999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2013] [Accepted: 12/02/2013] [Indexed: 11/02/2022] Open
Abstract
OBJECTIVE We aimed to investigate the effect of rational pharmacotherapy workshop for interns on the rationality, cost and number of drugs prescribed. METHODS The participants were asked to prescribe a medication for acute noninflammatory osteoarthritis (ANOA), acute bacterial rhinosinusitis (ARS), acute otitis media (AOM), acute uncomplicated cystitis (AC), and acute bacterial tonsillopharyngitis (ABT) before and after workshop. Total 3000 prescriptions were scored regarding rationality of the drug choice (0-10), format (0-5), instructions (0-4), legibility (0-1) and total (0-20 points). The mean number of drug(s) and total costs per prescription were calculated. Paired samples t-test was used to compare the pre- and post score means. RESULTS Total pre- and post-prescribing scores (0-20) were significantly different (p=0.00 for each): ANOA (13.59±0.27, 18.33±0.18), ARS (13.26 ±0.18, 15.15 ±0.17), AOM (12.58 ± 0.26, 14.66±0.27), AC (13.53±0.17, 15.76±0.20), ABT (13.54±0.24, 15.49 ±0.28). Mean number of drugs per prescription for the indications in the pre-test and post-test were: ANOA (1.24 ±0.29, 1.02±0.01, p=0.00), ARS (2.08±0.04, 2.00±0.04, p=0.16), AOM (1.66±0.04 and 1.69±0.03, p=0.54), AC (1.55±0.04, 1.39±0.03, p=0.00) and ABT (2.10±0.05, 1.81±0.05, p=0.00). Mean costs per prescription in Turkish Liras: ANOA (6.31±0.29, 4.60±0.05, p=0.00), ARS (13.80±0.38, 4.63±0.04, p=0.00), AOM (10.18±0.28, 4.41±0.07, p=0.00), AC (11.33±0.21, 10.68±0.18, p=0.01) and ABT (12.03±0.34 and 10.41±0.35, p=0.00). CONCLUSION Training produced a significant improvement in rational prescribing.
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Affiliation(s)
- Mustafa Fevzi Dikici
- Mustafa Fevzi Dikici, MD, Associate Professor, Department of Family Medicine, Ondokuzmayis University School of Medicine, Samsun, Turkey.
| | - Fusun Yaris
- Fusun Yaris, MD, PhD, Professor, Department of Family Medicine, Ondokuzmayis University School of Medicine, Samsun, Turkey
| | - Fusun Artiran Igde
- Fusun Artiran Igde, MD, Associate Professor, Department of Family Medicine, Ondokuzmayis University School of Medicine, Samsun, Turkey
| | - Fulya Yarar
- Fulya Yarar, MD, Department of Family Medicine, Ondokuzmayis University School of Medicine, Samsun, Turkey
| | - Oznur Altuntas
- Oznur Altuntas, MD, Department of Family Medicine, Ondokuzmayis University School of Medicine, Samsun, Turkey
| | - Aysenur Alper Gurz
- Aysenur Alper Gurz, MD, Department of Family Medicine, Ondokuzmayis University School of Medicine, Samsun, Turkey
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Matava CT, Rosen D, Siu E, Bould DM. eLearning among Canadian anesthesia residents: a survey of podcast use and content needs. BMC MEDICAL EDUCATION 2013; 13:59. [PMID: 23617894 PMCID: PMC3648490 DOI: 10.1186/1472-6920-13-59] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2012] [Accepted: 04/15/2013] [Indexed: 05/10/2023]
Abstract
BACKGROUND Podcasts are increasingly being used in medical education. In this study, we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents. METHODS 10/16 Canadian anesthesia program directors, representing 443/659 Canadian anesthesia residents, allowed their residents to be included in the study. 169/659 (24%) residents responded to our survey. A 17-item survey tool developed by the investigators was distributed by email eliciting information on patterns of podcast use, preferred content, preferred format, and podcast adjuncts perceived to increase knowledge retention. RESULTS 60% (91/151) had used medical podcasts with 67% of these users spending up to 1 hour per week on podcasts. 72.3% of respondents selected 'ability to review materials whenever I want' was selected by the majority of respondents (72%) as the reason they found podcasts to be valuable. No clear preference was shown for audio, video, or slidecast podcasts. Physiology (88%) and pharmacology (87%) were the most requested basic science topics while regional anesthesia (84%), intensive care (79%) and crisis resource management (86%) were the most requested for procedural, clinical and professional topics respectively. Respondents stated they would most likely view podcasts that contained procedural skills, journal article summaries and case presentations and that were between 5-15 minutes in duration A significantly greater proportion of senior residents (81%) requested podcasts on 'pediatric anesthesia' compared to junior residents 57% (P = 0.007). CONCLUSIONS The majority of respondents are using podcasts. Anesthesia residents have preferred podcast content, types, length and format that educators should be cognizant of when developing and providing podcasts.
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Affiliation(s)
- Clyde T Matava
- Department of Anesthesia and Pain Medicine, Hospital for Sick Children, Toronto, ON, Canada
- Department of Anesthesia, Faculty of Medicine, University of Toronito, Toronto, Ontario, Canada
| | - Derek Rosen
- Department of Anesthesia, Faculty of Medicine, University of Toronito, Toronto, Ontario, Canada
- Department of Anesthesia, Toronto General Hospital, University Hospital Network, Toronto, Ontario, Canada
| | - Eric Siu
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Dylan M Bould
- Department of Anesthesiology, Children’s Hospital of Eastern Ontario, University of Ottawa, Ottawa, ON, Canada
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Mostyn A, Jenkinson CM, McCormick D, Meade O, Lymn JS. An exploration of student experiences of using biology podcasts in nursing training. BMC MEDICAL EDUCATION 2013; 13:12. [PMID: 23360078 PMCID: PMC3565862 DOI: 10.1186/1472-6920-13-12] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2012] [Accepted: 01/24/2013] [Indexed: 05/25/2023]
Abstract
BACKGROUND Students regard biological science as one of the most difficult components of the nursing curriculum. However, a good understanding of this area is essential for effective nursing practice. The aim of this study was to explore nursing students' perceptions of the usefulness of supplementary biology podcasts for their learning. METHODS Biological science podcasts (n=9) were made available to first-year nursing students (n=189) as supplementary learning tools. On completion of their first year, students were asked to complete a survey which investigated the frequency of their podcast use, reasons for use and their perception of the usefulness of podcasts as a learning tool. 153 of these students participated in the survey study (80.9%). Two focus groups were conducted with students (n=6) to gain a detailed understanding of student experiences of the usefulness of the podcasts for their learning. RESULTS Survey data demonstrated that most students (71%) accessed at least one podcast. The majority of students who reported accessing podcasts agreed that they were useful as learning tools (83%), revision aids (83%) and that they helped promote understanding of course materials (72%). Focus group participants discussed how they found podcasts especially useful in terms of revision. Students valued being able to repeatedly access the lecture materials, and appreciated having access to podcasts from a range of lecturers. Focus group members discussed the benefits of live recordings, in terms of valuing the information gleaned from questions asked during the lecture sessions, although there were concerns about the level of background noise in live recordings. Lack of awareness of the availability of podcasts was an issue raised by participants in both the survey component and the focus groups and this negatively impacted on podcast use. CONCLUSIONS Nursing students found the availability of biology podcasts helpful for their learning. Successful implementation of these tools to support learning requires teaching staff to understand and promote the importance of these tools.
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Affiliation(s)
- Alison Mostyn
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, LE12 5RD, UK
| | - Claire M Jenkinson
- Clinical Trial Manager, Nottingham Clinical Trials Unit, University of Nottingham, Nottingham Health Science Partners, C Floor, South Block, Queens Medical Centre, Nottingham, NG7 2UH, UK
| | - Damion McCormick
- Clinical Trial Manager, Nottingham Clinical Trials Unit, University of Nottingham, Nottingham Health Science Partners, C Floor, South Block, Queens Medical Centre, Nottingham, NG7 2UH, UK
| | - Oonagh Meade
- Clinical Trial Manager, Nottingham Clinical Trials Unit, University of Nottingham, Nottingham Health Science Partners, C Floor, South Block, Queens Medical Centre, Nottingham, NG7 2UH, UK
| | - Joanne S Lymn
- Clinical Trial Manager, Nottingham Clinical Trials Unit, University of Nottingham, Nottingham Health Science Partners, C Floor, South Block, Queens Medical Centre, Nottingham, NG7 2UH, UK
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Shah MN, Swanson PA, Nobay F, Peterson LKN, Caprio TV, Karuza J. A novel internet-based geriatric education program for emergency medical services providers. J Am Geriatr Soc 2012; 60:1749-54. [PMID: 22906239 DOI: 10.1111/j.1532-5415.2012.04112.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Despite caring for large numbers of older adults, prehospital emergency medical services (EMS) providers receive minimal geriatrics-specific training while obtaining their certification. Studies have shown that they desire further training to improve their comfort level and knowledge in caring for older adults, but continuing education programs to address these needs must account for each EMS provider's specific needs, consider each provider's learning styles, and provide an engaging, interactive experience. A novel, Internet-based, video podcast-based geriatric continuing education program was developed and implemented for EMS providers, and their perceived value of the program was evaluated. They found this resource to be highly valuable and were strongly supportive of the modality and the specific training provided. Some reported technical challenges and the inability to engage in a discussion to clarify topics as barriers. It was felt that both of these barriers could be addressed through programmatic and technological revisions. This study demonstrates the proof of concept of video podcast training to address deficiencies in EMS education regarding the care of older adults, although further work is needed to demonstrate the educational effect of video podcasts on the knowledge and skills of trainees.
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Affiliation(s)
- Manish N Shah
- Department of Emergency Medicine, University of Rochester Medical Center, Rochester, New York 14642, USA.
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