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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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Wang MC, Tang JS, Liu YP, Chuang CC, Shih CL. Innovative digital technology adapted in nursing education between Eastern and Western countries: a mini-review. Front Public Health 2023; 11:1167752. [PMID: 37293621 PMCID: PMC10244494 DOI: 10.3389/fpubh.2023.1167752] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 04/28/2023] [Indexed: 06/10/2023] Open
Abstract
Advanced digital technologies have overcome the limitation of on-site teaching, especially after the COVID-19 epidemic. Various newly-developed digital technologies, such as e-learning, virtual reality, serious games, and podcasts, have gained renewed interest and come into the spotlight. Podcasts are becoming increasingly popular in nursing education as they provide a convenient and cost-effective way for students to access educational content. This mini-review article provides an overview of the development of podcasts in nursing education in Eastern and Western countries. It explores potential future trends in the use of this technology. The literature review demonstrates that nursing education in Western countries has already integrated podcasts into curriculum design, using the podcast to convey nursing education knowledge and skills and to improve students' learning outcomes. However, few articles address nursing education in Eastern countries. The benefits of integrating podcasts into nursing education appear far greater than the limitations. In the future, the application of podcasts can serve not only as a supplement to instructional methodologies but also as a tool for clinical practicing students in nursing education. In addition, with the aging population increasing in both Eastern and Western countries, podcasts have the potential to serve as an effective delivery modality for health education in the future, particularly for the older adult, whose eyesight declines with age, and those populations with visual impairments.
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Affiliation(s)
- Mei-Chin Wang
- Department of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan
| | - Jing-Shia Tang
- Department of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan
| | - Yueh-Ping Liu
- Department of Medical Affairs, Ministry of Health and Welfare, Taipei, Taiwan
- Department of Emergency Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Chia-Chang Chuang
- Department of Emergency Medicine, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Chung-Liang Shih
- Department of Medical Affairs, Ministry of Health and Welfare, Taipei, Taiwan
- Department of Emergency Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
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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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Brown A, Ajufo E, Cone C, Quirk M. LectureKeepr: A novel approach to studying in the adaptive curriculum. MEDICAL TEACHER 2018; 40:834-837. [PMID: 30033790 DOI: 10.1080/0142159x.2018.1484895] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
As medical students search for ways to squeeze more hours of learning into their day, many have turned to technology for quick and efficient ways to study. Most commonly this includes based apps for purchase that involve visual tasks, mental review and repetition. Tasks involve flashcard creation, answering multiple choice questions (MCQs) and schedule planning. They typically require students to visually interact with a computer or smartphone screen. Alternatively, auditory apps may not only offer the benefit of enhanced learning through review and repetition, but also address convenience, portability, and metacognitive development without physical and temporal requirements of visual presentation. Auditory learning is eyes and "hands-free" allowing the learner to contiguously engage in other activities such as physical exercise, traveling, eating, etc. In this randomized, case-comparison study, half of the students were exposed to audio lecture content before class using a mobile application called LectureKeepr (LK) and half were exposed to lecture content before class via written material prepared by the professor. Pre- and post-MCQ quizzes were used to measure differences between groups in knowledge improvement. In addition, student perceptions of the auditory learning experience were assessed by an on-line survey. ANOVA with repeated measures revealed that students in the LK intervention group performed better on the postquiz than the students in the written materials group.
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Affiliation(s)
- Aaron Brown
- a American University of the Caribbean School of Medicine , Cupecoy , Sint Maarten
| | - Emeka Ajufo
- a American University of the Caribbean School of Medicine , Cupecoy , Sint Maarten
| | - Cecil Cone
- a American University of the Caribbean School of Medicine , Cupecoy , Sint Maarten
| | - Mark Quirk
- a American University of the Caribbean School of Medicine , Cupecoy , Sint Maarten
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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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6
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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: 27] [Impact Index Per Article: 3.9] [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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7
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Jesus Â, Gomes MJ. Web 2.0 Tools in Biomedical and Pharmaceutical Education. PHARMACEUTICAL SCIENCES 2017. [DOI: 10.4018/978-1-5225-1762-7.ch004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Web 2.0 technologies are being rapidly integrated in higher education, which dramatically influences the ways learners approach and use information. Knowledge transfer has evolved into a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical works were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other Biomedical Areas. Other works have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing this integrative review, this paper will provide an overview of what is being done in biomedical and pharmaceutical education, and elaborate some of the potential opportunities and challenges that these applications present. With this updated review we hope to give our contribution to consolidate research in this promising area.
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Affiliation(s)
- Ângelo Jesus
- Instituto Politécnico do Porto, Portugal & Universidade do Minho, Portugal
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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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Krishnasamy C, Ong SY, Yock Y, Lim I, Rees R, Car J. Factors influencing the implementation, adoption, use, sustainability and scalability of mLearning for medical and nursing education: a systematic review protocol. Syst Rev 2016; 5:178. [PMID: 27756442 PMCID: PMC5069977 DOI: 10.1186/s13643-016-0354-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/26/2016] [Accepted: 09/29/2016] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND mLearning is increasingly presented as an attractive novel educational strategy for medical and nursing education. Yet, evidence base for its effectiveness or factors which influence use, success, implementation or adoption are not clear. We aim to synthesise findings from qualitative studies to provide insight into the factors (barriers and facilitators) influencing adoption, implementation and use of mobile devices for learning in medical and nursing education. The review also aims to identify factors or actions which are considered to optimise the experience and satisfaction of educators and learners in using mobile technologies for medical and nursing education and to identify strategies for improving mLearning interventions for medical and nursing education. METHODS A systematic search will be conducted across a range of databases for studies describing or evaluating the experiences, barriers, facilitators and factors pertaining to the use of mLearning for medical and nursing education. The framework synthesis approach will be used to organise and bring different components of the results together. The confidence in the qualitative review findings will be assessed using the CERQual approach. DISCUSSION This study will contribute to the planning and design of effective mLearning and the development of mLearning guidelines for medical and nursing education. SYSTEMATIC REVIEW REGISTRATION PROSPERO CRD42016035411.
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Affiliation(s)
- Charmaine Krishnasamy
- HOMER, Education Development Office, National Healthcare Group, Tan Tock Seng Hospital, 7 Jalan Tan Tock Seng, Annex 2 (Level 3, West Wing), Singapore, 308440, Singapore
| | - Sik Yin Ong
- HOMER, Education Development Office, National Healthcare Group, Tan Tock Seng Hospital, 7 Jalan Tan Tock Seng, Annex 2 (Level 3, West Wing), Singapore, 308440, Singapore
| | - Yvonne Yock
- HOMER, Education Development Office, National Healthcare Group, Tan Tock Seng Hospital, 7 Jalan Tan Tock Seng, Annex 2 (Level 3, West Wing), Singapore, 308440, Singapore
| | - Issac Lim
- HOMER, Education Development Office, National Healthcare Group, Tan Tock Seng Hospital, 7 Jalan Tan Tock Seng, Annex 2 (Level 3, West Wing), Singapore, 308440, Singapore
| | - Rebecca Rees
- Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), Social Science Research Unit, Department of Social Science, UCL Institute of Education, University College London, 18 Woburn Square, London, WC1H0NR, UK
| | - Josip Car
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, 3 Fusionopolis Link, #06-13, Nexus@One-North, South Tower, Singapore, 138543, Singapore. .,Global eHealth Unit, Department of Primary Care and Public Health, Imperial College London, London, UK.
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Kalludi S, Punja D, Rao R, Dhar M. Is Video Podcast Supplementation as a Learning Aid Beneficial to Dental Students? JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH : JCDR 2015; 9:CC04-7. [PMID: 26816884 DOI: 10.7860/jcdr/2015/14428.6944] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Accepted: 10/12/2015] [Indexed: 11/24/2022]
Abstract
INTRODUCTION Podcasting has recently emerged as an important information technology tool for health professionals. Podcasts can be viewed online or downloaded to a user computer or a handheld multimedia device like a portable MP3 player, smart phone and tablet device. The principal advantage of the podcast is that the presentation of information need not be linked with any particular time or location. Since students are familiar with newer technology tools and may be using it on a regular basis, video podcast could serve as a convenient tool for students to help remember both conceptual and factual information. AIM The purpose of this study was to assess the attitude of first year dental students towards video podcast supplementation and to assess the efficacy of video podcast as a teaching aid in comparison to text book reading. MATERIALS AND METHODS First year dental students were recruited for this study. A didactic lecture class was conducted for the students (n=100). The students were then randomly divided into two groups. Students present in group A (n=46) underwent a video podcast session followed by a multiple choice question test. This was followed by student feedback to assess the usefulness of video podcast. Students belonging to group B (n=54) had a study session for 20 minutes followed by the MCQ test. Students then underwent the video podcast session followed by feedback to assess the utility of video podcast. Mann-Whitney U test was applied to compare the difference in the median MCQ score between the two groups. RESULTS The findings revealed a significant gain in the median MCQ score in the intervention group (group A) when compared to control group (Group B). In the feedback form, 89% of students agreed that the video podcast might be useful as it would enable them to view slides and hear the lectures repeatedly. CONCLUSION Students who underwent the video podcast session performed significantly better in the MCQ test compared to students who underwent text book reading alone. This demonstrates an advantage of video podcasts over text book reading. Majority of students accepted the benefits of video podcast supplementation.
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Affiliation(s)
- Shivananda Kalludi
- Associate Professor, Department of Physiology, Akash Institute of Medical Sciences and Research Centre , Devanahalli, Bengaluru, India
| | - Dhiren Punja
- Assistant Professor, Department of Physiology, Kasturba Medical College, Manipal University , Manipal, India
| | - Raghavendra Rao
- Professor, Department of Physiology, Kasturba Medical College, Manipal University , Manipal, India
| | - Murali Dhar
- Associate Professor, Department of Population Policies and Programmes, International Institute for Population Sciences , Mumbai, India
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Grasl MC, Seemann R, Hanisch M, Heiduschka G, Kremser K, Thurnher D. Influence of a revision course and the gender of examiners on the grades of the final ENT exam--a retrospective review of 3961 exams. GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2015; 32:Doc38. [PMID: 26483851 PMCID: PMC4606481 DOI: 10.3205/zma000980] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/18/2014] [Revised: 09/14/2015] [Accepted: 09/18/2015] [Indexed: 11/30/2022]
Abstract
Revision courses should repeat already acquired knowledge and skills and mostly provide a basis for passing the following exam. Aim: The aim of the study is to investigate the influence of a previously attended revision course on the grades achieved in a final exam (Ear, Nose and Throat Diseases). Additionally we ask the question whether the gender of the examiners plays a role concerning the marks or not. Methods: 3961 exams at the Department of Ear, Nose and Throat (ENT) Diseases in Vienna were investigated, 725 with revision course (experimental group) and 3236 without previous revision course (comparison group). The revision courses were performed in a standardized way concerning form and content, interactive and case based. Both groups were examined uniform in regard to topics and time duration. 16 male and 6 female examiners were involved. The grading followed a five–level scale. The examination marks were calculated in the arithmetic mean and median value for the entire sample, gender dependence was calculated according to the Wilcoxon-Mann-Whitney-Test. The inferential statistics included single- and multiple factorial analyses of variance as well as uni- and multivariate regression models. Results: The experimental group achieved a grade average of 2.54 compared with 2.46 for the comparison group. Splitting up into male and female examiners, an average of 2.54 and 2.58 resp. for the experimental group and 2.44 and 2.61 resp. for the comparison group resulted. Female examiner marked significantly lower grades in comparison to their male colleagues (P= 0.001926). Conclusions: The ENT revision course did not improve the grade averages of the final ENT exam. Female examiners grade stricter than male examiners. There was no difference concerning grades 4 (pass) and 5 (fail) but female examiners grade less with mark 1.
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Affiliation(s)
- Matthäus C Grasl
- Medical University of Vienna, Department of Ear, Nose and Throat Diseases, Vienna, Austria
| | - Rudolf Seemann
- Medical University of Vienna, Department of Cranio-, Maxillofacial and Oral Surgery, Vienna, Austria
| | - Michael Hanisch
- Medical University of Vienna, Department of Ear, Nose and Throat Diseases, Vienna, Austria
| | - Gregor Heiduschka
- Medical University of Vienna, Department of Ear, Nose and Throat Diseases, Vienna, Austria
| | - Karl Kremser
- Medical University of Vienna, Department for Medical Education, Vienna, Austria
| | - Dietmar Thurnher
- Medical University of Vienna, Department of Ear, Nose and Throat Diseases, Vienna, Austria
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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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Al-Hadithy N, Ghosh S. Smartphones and the plastic surgeon. J Plast Reconstr Aesthet Surg 2013; 66:e155-61. [DOI: 10.1016/j.bjps.2013.02.014] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2012] [Revised: 01/14/2013] [Accepted: 02/14/2013] [Indexed: 10/27/2022]
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Abstract
The paper aims to review current evidence that supports the application of genetic information in the management and use of psychotropic medication. Although the importance of an individual's genetic makeup in the metabolism of drugs has been known for at least 50 years, it is only recently that such information is finding clinical application. A literature review of recent studies suggest that there are clear variations in the way people respond to psychotropic medication. These variations can be seen across racial and ethnic lines, and are genetically determined. The hope is that, in future we will be able to use genetic information to predict which patient will benefit from which drug and at what dose. In other fields of health care such as anticoagulant therapy, the application of pharmacogenetics is now established in routine clinical care. Several psychiatric pharmacogenetic tests are currently available, including tests for the determination of metabolic status, risk of agranulocytosis and metabolic syndrome, and selection of beneficial medications. Since nurses are the centrepiece of mental health care, these advances are likely to alter significantly future mental health nurse education and practice.
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Affiliation(s)
- S Mutsatsa
- Senior Lecturer Senior Lecturer, Faculty of Health and Social Care, London South Bank University, Romford, UK.
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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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White J, Sharma N. Podcasting: a technology, not a toy. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2012; 17:601-3. [PMID: 22426544 DOI: 10.1007/s10459-012-9361-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2012] [Accepted: 02/28/2012] [Indexed: 05/25/2023]
Affiliation(s)
- Jonathan White
- Tom Williams Endowed Chair in Surgical Education, Department of Surgery, University of Alberta, Edmonton, AB, Canada.
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Al-Hadithy N, Gikas PD, Al-Nammari SS. Smartphones in orthopaedics. INTERNATIONAL ORTHOPAEDICS 2012; 36:1543-7. [PMID: 22426935 DOI: 10.1007/s00264-012-1527-4] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2012] [Accepted: 03/04/2012] [Indexed: 10/28/2022]
Abstract
With the introduction of the European Working Time Directive, surgical trainees are facing limited training opportunities and doctors are required to maximise their training opportunities. Smartphone sales have been rapidly increasing over the last five years and can be used as a training tool for the orthopaedic trainee and surgeon. Common uses include applications (AO, eLogbook and PubMed), Ebooks, online Logbooks, Guidelines and surgical techniques. In addition, smartphones can be used to immediately complete work-based assessments, in the absence of computers, hopefully increasing completion rates and reliability. Some journals now provide podcasts and video tutorials which may be accessed on smartphones, which is useful for higher examinations. Smartphones can also be used in the clinical setting to take photographs of wounds. Smartphones are enjoying increased uptake and application in the workplace and we review their use for orthopaedic surgeons and trainees to allow them to make the most out of their training opportunities.
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Meade O, Bowskill D, Lymn JS. Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning. BMC MEDICAL EDUCATION 2011; 11:2. [PMID: 21223547 PMCID: PMC3024307 DOI: 10.1186/1472-6920-11-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2010] [Accepted: 01/11/2011] [Indexed: 05/16/2023]
Abstract
BACKGROUND There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. METHODS Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. RESULTS Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. CONCLUSIONS Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.
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Affiliation(s)
- Oonagh Meade
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, U.K
| | - Dianne Bowskill
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, U.K
| | - Joanne S Lymn
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, U.K
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White JS, Sharma N, Boora P. Surgery 101: evaluating the use of podcasting in a general surgery clerkship. MEDICAL TEACHER 2011; 33:941-3. [PMID: 22022905 DOI: 10.3109/0142159x.2011.588975] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND Provision of learning resources online is rapidly becoming a feature of medical education. AIMS This study set out to determine how medical students engaged in a 6-week clerkship in General Surgery would make use of a series of audio podcasts designed to meet their educational objectives. METHODS Patterns of use and student learning styles were determined using an anonymous survey. RESULTS Of the 112 students, 93 responded to the survey (83%); 68% of students reported listening to at least one podcast (average number: six). While students reported listening in a variety of time and places, the majority of students reported listening on a computer in dedicated study time. Of the listeners, 84% agreed the podcasts helped them learn core topics, and over 80% found the recordings interesting and engaging. CONCLUSIONS This study demonstrates that podcasts are an acceptable learning resource for medical students engaged in a surgery clerkship, and can be integrated into existing study habits. We believe that podcasting can help us cater to busy students with a range of learning styles. We have also shown that a free online resource developed by one school can reach a global audience many times larger than its intended target: to date, the 'Surgery 101' podcast series has been downloaded more than 160,000 times worldwide.
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Lymn JS, Mostyn A. Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning. BMC MEDICAL EDUCATION 2010; 10:73. [PMID: 20979620 PMCID: PMC2978227 DOI: 10.1186/1472-6920-10-73] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2010] [Accepted: 10/27/2010] [Indexed: 05/12/2023]
Abstract
BACKGROUND Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. METHODS Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. RESULTS 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. CONCLUSIONS The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.
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Affiliation(s)
- Joanne S Lymn
- School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, UK
| | - Alison Mostyn
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, UK
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