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Mohd Noor MN, Fatima S, Grace Cockburn J, Romli MH, Pallath V, Hong WH, Vadivelu J, Foong CC. Systematic review of feedback literacy instruments for health professions students. Heliyon 2024; 10:e31070. [PMID: 38813152 PMCID: PMC11133658 DOI: 10.1016/j.heliyon.2024.e31070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Revised: 05/06/2024] [Accepted: 05/09/2024] [Indexed: 05/31/2024] Open
Abstract
Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine the existing definitions and metrics used to assess feedback literacy (or parts of its concepts) for health professions education. A systematic search was conducted on six databases, together with a manual search in January 2023. Quality of the included studies were appraised using the COSMIN Checklist. Information on the psychometric properties and clinical utility of the accepted instruments were extracted. A total 2226 records of studies were identified, and 11 articles included in the final analysis extracting 13 instruments. These instruments can be administered easily, and most are readily accessible. However, 'appreciating feedback' was overrepresented compared to the other three features of feedback literacy and none of the instruments had sufficient quality across all COSMIN validity rating sections. Further research studies should focus on developing and refining feedback literacy instruments that can be adapted to many contexts within health professions education. Future research should apply a rigorous methodology to produce a valid and reliable student feedback literacy instrument.
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Affiliation(s)
| | - Sahar Fatima
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
| | | | | | - Vinod Pallath
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
| | - Wei-Han Hong
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Jamuna Vadivelu
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Chan Chong Foong
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
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McKinney AM, Moore JA, Campbell K, Braga TA, Rykken JB, Jagadeesan BD, McKinney ZJ. Automated vs. manual coding of neuroimaging reports via natural language processing, using the international classification of diseases, tenth revision. Heliyon 2024; 10:e30106. [PMID: 38799748 PMCID: PMC11126795 DOI: 10.1016/j.heliyon.2024.e30106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Revised: 04/19/2024] [Accepted: 04/19/2024] [Indexed: 05/29/2024] Open
Abstract
Objective Natural language processing (NLP) can generate diagnoses codes from imaging reports. Meanwhile, the International Classification of Diseases (ICD-10) codes are the United States' standard for billing/coding, which enable tracking disease burden and outcomes. This cross-sectional study aimed to test feasibility of an NLP algorithm's performance and comparison to radiologists' and physicians' manual coding. Methods Three neuroradiologists and one non-radiologist physician reviewers manually coded a randomly-selected pool of 200 craniospinal CT and MRI reports from a pool of >10,000. The NLP algorithm (Radnosis, VEEV, Inc., Minneapolis, MN) subdivided each report's Impression into "phrases", with multiple ICD-10 matches for each phrase. Only viewing the Impression, the physician reviewers selected the single best ICD-10 code for each phrase. Codes selected by the physicians and algorithm were compared for agreement. Results The algorithm extracted the reports' Impressions into 645 phrases, each having ranked ICD-10 matches. Regarding the reviewers' selected codes, pairwise agreement was unreliable (Krippendorff α = 0.39-0.63). Using unanimous reviewer agreement as "ground truth", the algorithm's sensitivity/specificity/F2 for top 5 codes was 0.88/0.80/0.83, and for the single best code was 0.67/0.82/0.67. The engine tabulated "pertinent negatives" as negative codes for stated findings (e.g. "no intracranial hemorrhage"). The engine's matching was more specific for shorter than full-length ICD-10 codes (p = 0.00582x10-3). Conclusions Manual coding by physician reviewers has significant variability and is time-consuming, while the NLP algorithm's top 5 diagnosis codes are relatively accurate. This preliminary work demonstrates the feasibility and potential for generating codes with reliability and consistency. Future works may include correlating diagnosis codes with clinical encounter codes to evaluate imaging's impact on, and relevance to care.
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Affiliation(s)
- Alexander M. McKinney
- Department of Radiology, University of Miami-Miller School of Medicine, Miami, FL, USA
| | | | | | - Thiago A. Braga
- Department of Radiology, University of Miami-Miller School of Medicine, Miami, FL, USA
| | - Jeffrey B. Rykken
- Department of Radiology, University of Minnesota School of Medicine, Minneapolis, MN, USA
| | - Bharathi D. Jagadeesan
- Departments of Radiology and Neurosurgery, University of Minnesota School of Medicine, Minneapolis, MN, USA
| | - Zeke J. McKinney
- HealthPartners Occupational and Environmental Medicine Residency, Minneapolis, MN, USA
- University of Minnesota School of Public Health, Minneapolis, MN, USA
- HealthPartners Institute, Minneapolis, MN, USA
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He Y, Wang P, Du Y, Li H, Chen Y, Zhu J. Policy perception, job satisfaction and intentions to remain in rural area: evidence from the National Compulsory Service Programme in China. Glob Health Res Policy 2024; 9:16. [PMID: 38689363 PMCID: PMC11059768 DOI: 10.1186/s41256-024-00348-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Accepted: 03/07/2024] [Indexed: 05/02/2024] Open
Abstract
BACKGROUND Exploring factors that may influence general practitioners (GPs)' intentions to remain in rural area is necessary to inform the training and placement of future medical workforce in rural area. However, little is known about how GPs' perception towards the National Compulsory Service Programme (NCSP) and job satisfaction impact their turnover intention. This paper explores GPs' intentions to remain in rural China and how their policy perception and job satisfaction predict the intentions. METHODS We conducted a cross-sectional, online survey from December 2021 to February 2022 to investigate GPs' perception towards NCSP, job satisfaction, and intentions to remain in rural area. Eligible participants were GPs who were required to provide health services as part of NCSP at township health centres of 9 provinces which could represent all NCSP GPs in China. Multinomial logistic regression analyses were performed to explore the associations between policy perceptions, job satisfaction, and intentions to remain. RESULTS Of 3615 GPs included in the analysis, 442 (12.2%) would like to remain in rural area and 1266 (35.0%) were unsure. Results of the multinomial logistic regression analyses showed that compared with GPs who would leave, GPs with higher perception scores for the restriction on taking postgraduate exam (RRR: 1.93, 95% CI 1.72, 2.16) and the commitment to work for six years (RRR: 1.53, 95% CI 1.31, 1.78) were more likely to remain. In contrast, GPs who had higher perception scores for completing standardised residency training (RRR: 0.75, 95% CI 0.64, 0.88) and passing National Medical Licensing Examinations (RRR: 0.74, 95% CI 0.62, 0.87) were more likely to leave. GPs who were satisfied with the freedom of choosing work methods (RRR: 1.52, 95% CI 1.25, 1.84) and chances of promotion (RRR: 1.60, 95% CI 1.32, 1.94) were more likely to remain. CONCLUSIONS This study highlights the significance of policy perception and job satisfaction on GPs' intentions to remain in rural area. Factors such as career advancement and the empowerment of GPs to build on and use their skills and abilities should be taken into account when designing rural placement programmes.
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Affiliation(s)
- Yanrong He
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
| | - Peicheng Wang
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
- School of Medicine, Tsinghua University, Beijing, China
| | - Yanrong Du
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
| | - Hange Li
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China
| | - Yanhua Chen
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China.
- School of Medicine, Tsinghua University, Beijing, China.
| | - Jiming Zhu
- Vanke School of Public Health, Tsinghua University, Beijing, 100084, China.
- Institute for Healthy China, Tsinghua University, Beijing, China.
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Ayub R, Yousuf N, Shabnam N, Ashraf MA, Afzal AS, Rauf A, Khan DH, Kiran F. Investigating the internal structure of multiple mini interviews-A perspective from Pakistan. PLoS One 2024; 19:e0301365. [PMID: 38603708 PMCID: PMC11008892 DOI: 10.1371/journal.pone.0301365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 03/12/2024] [Indexed: 04/13/2024] Open
Abstract
BACKGROUND Healthcare professionals require many personal attributes in addition to cognitive abilities and psychomotor skills for competent practice. Multiple Mini- Interviews are being employed globally to assess personality attributes of candidates for selection in health professions education at all level of entry; these attributes are namely, communication skills, critical thinking, honesty, responsibility, health advocacy, empathy and sanctity of life. Considering the high stakes involved for students, faculty, institutions and the society, rigorous quality assurance mechanisms similar to those used for student assessment must be employed for student selection, throughout the continuum of medical education. It is a difficult undertaking as these psychological constructs are difficult to define and measure. Though considered to yield reliable and valid scores, studies providing multiple evidences of internal structure especially dimensionality of Multiple Mini-Interviews are sparse giving rise to questions if they are measuring a single or multiple constructs and even if they are measuring what they are purported to be measuring. OBJECTIVE The main objective is to provide statistical support of the multi-dimensional nature of our Multiple Mini Interviews, hypothesized a-priori, through CFA. Another objective is to provide multiple evidences for the internal structure. Our study highlights the link between content and internal structure evidences of the constructs, thus establishing that our Multiple Mini Interviews measure what they were intended to measure. METHOD After securing permission from the Institutional review board, an a-priori seven factor-model was hypothesized based on the attributes considered most essential for the graduating student of the institution. After operationally defining the attributes through extensive literature search, scenarios were constructed to assess them. A 5-point rating scale was used to rate each item on the station. A total 259 students participated in the multiple mini interviews over a period of three days. A training workshop had been arranged for the participating faculty. RESULTS The reliability coefficient using Cronbach's alpha were calculated (range from 0.73 to 0.94), Standard Error of Measurement (ranged from 0.80 to1.64), and item to station-total correlation ranged from 0.43-0.50 to 0.75-0.83. Inter-station correlation was also determined. Confirmatory factor analysis endorsed the results of Exploratory factor analysis in the study revealing a seven model fit with multiple indices of Goodness-of-fit statistics such as Root mean square error of approximation (RMSEA) value 0.05, Standardized root mean square residual (SRMR) value with less than 0.08. All these indices showed that model fit is good. The Confirmatory factor analysis confirmed the multi-dimensional nature of our MMIs and also confirmed that our stations measured the attributes that they were supposed to measure. CONCLUSION This study adds to the validity evidence of Multiple Mini-Interviews, in selection of candidates, with required personality traits for healthcare profession. It provides the evidence for the multi-dimensional structure of Multiple Mini interviews administered with multiple evidences for its internal structure and demonstrates the independence of different constructs being measured.
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Affiliation(s)
- Rukhsana Ayub
- Department of Health Professions Education, National University of Medical Science, Rawalpindi, Pakistan
| | - Naveed Yousuf
- Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Nadia Shabnam
- Department of Health Professions Education, National University of Medical Science, Rawalpindi, Pakistan
| | | | - Azam S. Afzal
- Department of Community Health Sciences & Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Ayesha Rauf
- Department of Health Professions Education, National University of Medical Science, Rawalpindi, Pakistan
| | - Danish Hassan Khan
- Clinical Project Manager, Tiger Med Consulting Pakistan Ltd, Punjab, Pakistan
| | - Faiza Kiran
- Department of Health Professions Education, National University of Medical Science, Rawalpindi, Pakistan
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Dai X, Wang RR, Huang XF, Wang XX, Huang YT, Li Y, Wu Y, Guan CY, Kazembe RQ, Zhang Y, Gao B. An analytical model of college students' self-assessed satisfaction with the effectiveness of online learning: a structural equation model integrating LICE and S-O-R models. Front Psychol 2024; 14:1248729. [PMID: 38655499 PMCID: PMC11037083 DOI: 10.3389/fpsyg.2023.1248729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 10/19/2023] [Indexed: 04/26/2024] Open
Abstract
Background Nowadays, e-learning significantly affects college students' academic life. This study aims to examine the factors that influence college students' satisfaction with online learning outcomes. Method The study population consisted of undergraduate students from Dalian Medical University, with a total of 715 college students participating in the study. Out of these participants, 602 valid questionnaires were obtained. Demographic data was analyzed using SPSS.22, and the data was cleaned and prepared for testing the research hypotheses. The proposed research framework was examined using structural equation modeling (SEM) through Smart-PLS 3.0. Results The results of the study showed that student satisfaction with learning outcomes was positively correlated with several factors: quality of teacher instruction (β = 0.100, p < 0.0001), quality of e-learning platforms (β = 0.059, p < 0.0001), individual learner factors such as learning motivation (β = 0.112, p < 0.001), and e-learning environment (β = 0.469, p < 0.001). Additionally, self-learning efficacy (β = 0.081, p < 0.0001), learning strategies (β = 0.031, p < 0.001), and learning motivation (β = 0.039, p < 0.001) were found to have mediating effects. Conclusion Understanding the satisfaction of college students with the effect of e-learning holds great significance in coping with teaching methods in unexpected situations. It enables adjustments to teaching strategies, improvements to learning platforms, and mobilization of students' motivation. Thus, it serves as a valuable reference in addressing unexpected teaching scenarios.
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Affiliation(s)
- Xin Dai
- School of Public Health, Dalian Medical University, Dalian, China
| | - Rong rong Wang
- School of Public Health, Dalian Medical University, Dalian, China
| | - Xue feng Huang
- School of Public Health, Dalian Medical University, Dalian, China
| | - Xiao xue Wang
- School of Public Health, Dalian Medical University, Dalian, China
| | - Ya ting Huang
- School of Public Health, Dalian Medical University, Dalian, China
| | - Yingying Li
- School of Public Health, Dalian Medical University, Dalian, China
| | - Yuqing Wu
- School of Public Health, Dalian Medical University, Dalian, China
| | - Chong yuan Guan
- School of Public Health, Dalian Medical University, Dalian, China
| | | | - Yuanyuan Zhang
- School of Public Health, Dalian Medical University, Dalian, China
| | - Bo Gao
- Department of Psychology, Dalian Medical University, Dalian, China
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Yaşarer Ö, Mete E, Kaygusuz Benli R, Kılıç BB, Doğan H, Sarı Z. Association between smartphone addiction and myofascial trigger points. BMC Musculoskelet Disord 2024; 25:254. [PMID: 38561699 PMCID: PMC10985983 DOI: 10.1186/s12891-024-07383-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Accepted: 03/25/2024] [Indexed: 04/04/2024] Open
Abstract
BACKGROUND The purpose of this study was to clarify the relationship between smartphone addiction and miyafascial trigger points in university students. METHODS A cross-sectional study of university students was conducted for the purpose of this study. The participants were assessed based on age, gender, dominant side, the amount of time they spent on their smartphones, the purpose of their use, and their posture. The Smartphone Addiction Scale Short Form (SAS-SF) was used to determine addictes and non-addicts. The cut-off value of SAS-SF is 31 and above for male and 33 and above for female. RESULTS There were 136 participants in the study. The posture score for addicts and non-addicts ones was not significantly different (p > 0,05), but the number of trigger points, maximal bending posture and trigger points in the right levator scapula and right cervical erector muscles were significantly higher in the smartphone addict participants (p < 0,05). CONCLUSIONS Smartphone addiction in university students is associated with postural changes and trigger points in the bilateral levator scapula and right cervical erector muscles. Public health programs should be developed to raise awareness about smartphone addiction, encourage screen breaks, and emphasize physical activity and exercise regularly.
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Affiliation(s)
- Özden Yaşarer
- Department of Therapy and Rehabilitation, Vocational School, Istanbul Arel University, Istanbul, Turkey.
- Department of Physiotherapy and Rehabilitation, Institute of Health Science, Marmara University, Istanbul, Turkey.
| | - Emel Mete
- Department of Physiotherapy and Rehabilitation, Faculty of Health Science, Medeniyet University, Istanbul, Turkey
| | - Reyhan Kaygusuz Benli
- Department of Physiotherapy and Rehabilitation, Faculty of Health Science, Demiroğlu Bilim University, Istanbul, Turkey
| | - Berivan Beril Kılıç
- Department of Physiotherapy and Rehabilitation, Institute of Health Science, Marmara University, Istanbul, Turkey
| | - Halis Doğan
- Department of Physiotherapy and Rehabilitation, Faculty of Health Science, Istanbul Arel University, Istanbul, Turkey
| | - Zübeyir Sarı
- Department of Physiotherapy and Rehabilitation, Faculty of Health Science, Marmara University, Istanbul, Turkey
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Onyinyechi OM, Ismail S, Nashriq Mohd Nazan AI. Prevention of malaria in pregnancy through health education intervention programs on insecticide-treated nets use: a systematic review. BMC Public Health 2024; 24:755. [PMID: 38468243 DOI: 10.1186/s12889-024-17650-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 01/03/2024] [Indexed: 03/13/2024] Open
Abstract
Malaria is a widespread and prevalent disease that affects human population globally, particularly in tropical countries. Malaria is a major health issue in sub-Saharan Africa and it contributes to morbidity and mortality among individuals in Africa. Pregnant women have been also reported as high risk of people been infected with malaria. This review attempted to evaluate the various methods used for health education programs and the effectiveness of the programs in improving ITNs among pregnant women.Methods The search involved various databases; EBCOHOST, MEDLINE, CINAHL, Cochrane library, ScienceDirect, PubMed, SAGE, Sringer link, Web of Science and Wiley Online Library. It was limited to full text research articles that report intervention studies, written in English Language, published between 2003 to 2022. The key words were "malaria", "malaria prevention", "health education", "insecticide-treated nets", "utilization", "pregnant women".Results A total of eleven articles met the inclusion criteria and included in the review. Six studies reported randomized controlled trials (RCTs) while five reported non-randomized controlled trials (NRCT).Conclusions There are evidences from the results which showed that health education programs were improved among pregnant women due to the use of ITNs and LLINS utilization. Furthermore, additional interventions directed at significant others need to be implemented, considering their important role in determining pregnant women's use of ITNs.
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Affiliation(s)
- Opara Monica Onyinyechi
- Department of Community Health, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, UPM Serdang, Serdang, Selangor, 43400, Malaysia
| | - Suriani Ismail
- Department of Community Health, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, UPM Serdang, Serdang, Selangor, 43400, Malaysia.
| | - Ahmad Iqmer Nashriq Mohd Nazan
- Department of Community Health, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, UPM Serdang, Serdang, Selangor, 43400, Malaysia.
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Abrishami R, Golestani K, Farhang Ranjbar M, Ghasemie Abarghouie MH, Ghadami A. A survey on the effects of patient safety training programs based on SBAR and FMEA techniques on the level of self-efficacy and observance of patient safety culture in Iran hospital, Shiraz in 2022-2023. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:66. [PMID: 38559489 PMCID: PMC10979771 DOI: 10.4103/jehp.jehp_194_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Accepted: 04/24/2023] [Indexed: 04/04/2024]
Abstract
BACKGROUND AND OBJECTIVE Patient safety and medical personnel self-efficacy are among the main factors involved in providing quality health services. Moreover, safety culture in an organization is considered one of the most critical factors regarding patients' safety. Therefore, the present study aimed to determine the effects of patient safety programs based on Situation, Background, Assessment, Recommendation (SBAR) and Failure Model Effects Analysis (FMEA) techniques on self-efficacy and patient safety culture in Iran Hospital of Shiraz in 2022-2023. MATERIALS AND METHODS This two-stage quasi-experimental study was conducted in 2022-2033. Considering inclusion criteria, the present study included 80 nurses working in Iran Hospital. The participants were divided into groups of SBAR (40 participants) and FMEA (40 participants). All the data were collected using a Hospital Survey on Patient Safety Culture questionnaire and Sherer General Self-Efficacy Scale. Then, the collected data were analyzed using SPSS 13, Fisher's exact test, paired t-test, and independent t-test with a significant level of P < 0.05. RESULTS The mean score of total patient safety culture between the two groups was insignificant before the intervention (P = 0.58). However, it was more significant in the FMEA group than the SBAR group after the intervention (P < 0/05). In addition, the mean self-efficacy score between the two groups was insignificant before the intervention (P = 0.80). However, after the intervention, the mean score of the FMEA group was significantly higher than the SBAR group (P < 0.05). CONCLUSION According to the findings of this study, there is a meaningful relationship between patient safety training programs based on SBAR and FMEA techniques on patient safety and self-efficacy of nurses; however, FMEA training has more positive effects on self-efficacy and patient safety compared to other techniques. As a result, these techniques, along with other plans, are recommended to authorities in order to help improve patient safety.
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Affiliation(s)
- Ramin Abrishami
- Research Center for Trauma in Police Operations, Directorate of Health, Rescue and Treatment, Police Headquarter, Tehran, Iran
- Department of Clinical Pharmacy, Faculty of Pharmacy, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
| | - Kambiz Golestani
- Research Center for Trauma in Police Operations, Directorate of Health, Rescue and Treatment, Police Headquarter, Tehran, Iran
| | - Mehri Farhang Ranjbar
- Research Center for Trauma in Police Operations, Directorate of Health, Rescue and Treatment, Police Headquarter, Tehran, Iran
| | - Mohammad Hassan Ghasemie Abarghouie
- Research Center for Trauma in Police Operations, Directorate of Health, Rescue and Treatment, Police Headquarter, Tehran, Iran
- Nursing Department, Eghlid Branch, Islamic Azad University, Eghlid, Iran
| | - Ahmad Ghadami
- Department of Operating Room, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery Isfahan University of Medical Sciences, Isfahan, Iran
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Fortini C, Daeppen JB. How do hospital providers perceive and experience the information-delivery process? A qualitative exploratory study. PEC INNOVATION 2023; 3:100222. [PMID: 37842173 PMCID: PMC10570693 DOI: 10.1016/j.pecinn.2023.100222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 09/21/2023] [Accepted: 09/30/2023] [Indexed: 10/17/2023]
Abstract
Objective To explore how professionals deal with informing their patients and how they experience the process per se, in order to deepen understanding of the issues involved and to identify areas of focus for improvement. Methods Semi-structured qualitative interviews were conducted with 13 hospital professionals at Lausanne University Hospital, Switzerland. Results Information includes feedback, practical information, patient condition, treatment/process of care, and educational material. Information-delivery is a process that involves informing the patient then checking patient reception of the information. The main expected outcome is patient action. Providers can feel trapped, guilty, inadequate, powerless, disenchanted when the process fails to achieve its expected purpose. Conclusions Informing and checking strategies are not implemented optimally, and providers could benefit from guidance in order to decrease discomfort and become more proficient at delivering information. Innovation Addressing the information-delivery process per se provides us with a novel insight into the complexity of the process and contributes to identifying essential ingredients of future innovative training programs for providers at large.
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Affiliation(s)
- Cristiana Fortini
- Addiction Medicine, Lausanne University Hospital CHUV, 23A rue du Bugnon, Lausanne 1011, Switzerland
| | - Jean-Bernard Daeppen
- Addiction Medicine, Lausanne University Hospital CHUV, 23A rue du Bugnon, Lausanne 1011, Switzerland
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Shibabaw AA, Chereka AA, Walle AD, Demsash AW, Kebede SD, Gebeyehu AS, Tizie SB, Mamo DN, Kassie SY. Evidence-Based Practice and Its Associated Factors among Health Professionals Working at Public Hospitals in Southwest Ethiopia. BIOMED RESEARCH INTERNATIONAL 2023; 2023:4083442. [PMID: 38125070 PMCID: PMC10732803 DOI: 10.1155/2023/4083442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 10/22/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023]
Abstract
Introduction "Evidence-based practice" (EBP) is the process of incorporating clinical expertise and taking patient values and preferences into consideration when making clinical decisions. It is used to describe the provision of high-quality patient care. Objective This study is aimed at assessing evidence-based practice and associated factors among health professionals working at public hospitals in Illu Aba Bora and Buno Bedele Zones, Oromia Region, Southwest Ethiopia, in 2022. Methods An institution-based cross-sectional study design was conducted from May 8 to June 20 at public hospitals in Illu Aba Bora and Buno Bedele Zones, Oromia Region, Southwest Ethiopia. A total of 423 health professionals were included, using proportional allocation and simple random sampling. The data were collected using a self-administered questionnaire. Data was entered using EpiData version 4.6, and the collected data was cleared, arranged, coded, and then analyzed using Statistical Package for the Social Sciences version 26. Descriptive statistics and bivariable and multivariable analyses of logistic regression with AOR (95% CI) were performed at p < 0.05. Result The study revealed that 36.2% of health professionals had good evidence-based practice. The factors found to be significantly associated with good EBP include having training in EBP (AOR = 5.43; 95% CI: 4.323, 9.532), good knowledge (AOR = 1.91; 95% CI: 1.065, 3.541), a favorable attitude (AOR = 1.91; 95% CI: 1.884, 2.342), and work experience greater than 5 years (AOR = 1.58; 95% CI: 1.482, 2.437). Conclusion The evidence-based practice of health professionals was poor. Evidence-based practice should included in the curriculum, and also planned trainings need to be delivered to all health professionals, inorder to enhancing their knowledge as well as their attitudes by motivating them to increase evidence-based practice.
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Affiliation(s)
- Adamu Ambachew Shibabaw
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
| | - Alex Ayenew Chereka
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
| | - Agmasie Damtew Walle
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
| | | | - Shimels Derso Kebede
- Department of Health Informatics, School of Public Health, College of Medicine and Health Science, Wollo University, Dessie, Ethiopia
| | - Ayenew Sisay Gebeyehu
- Department of Health Informatics, School of Public Health, College of Medicine and Health Science, Debre Markos University, Debre Markos, Ethiopia
| | - Sefefe Birhanu Tizie
- Department of Health Informatics, School of Public Health, College of Medicine and Health Science, Debre Markos University, Debre Markos, Ethiopia
| | - Daniel Niguse Mamo
- Department of Health Informatics, College of Medicine and Health Science, Arba Minch University, Arba Minch, Ethiopia
| | - Sisay Yitayh Kassie
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
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Nagpal TS, Pearce N, Sockalingam S, Hawa R, Dhaliwal KK, Lee-Baggley D, El-Hussein M, Nutter S, Piccinini-Vallis H, Vallis M, Dennett L, Forhan M, Hadjiyanakkis S, Kushner RF, McMillan M, Wharton S, Wiljer D, Abraham JR. A scoping review of obesity education interventions for current and prospective medical professionals in Canada. OBESITY PILLARS (ONLINE) 2023; 8:100085. [PMID: 38125662 PMCID: PMC10728706 DOI: 10.1016/j.obpill.2023.100085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 08/14/2023] [Accepted: 08/16/2023] [Indexed: 12/23/2023]
Abstract
Background Obesity is a prevalent chronic disease in Canada. Individuals living with obesity frequently interact with medical professionals who must be prepared to provide evidence-based and person-centred care options. The purpose of this scoping review was to summarize existing educational interventions on obesity in Canada for current and prospective medical professionals and to identify key future directions for practice and research. Methods A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. The search strategy was conducted using Medline (via PubMed), Embase, Eric, CBCA, Proquest Education, and Proquest Theses. The inclusion criteria included delivery of an educational intervention on obesity for current medical professionals, medical undergraduate trainees, or residents administered in Canada. Data were extracted from the included studies to thematically summarize the intervention content, and main outcomes assessed. Future directions for research and practice were identified. Results Eight studies met the inclusion criteria. The interventions ranged in terms of the mode of delivery, including interactive in-person workshops and seminars, online learning modules, webinars, and videos. The main outcomes assessed were attitudes towards patients living with obesity, self-efficacy for having sensitive obesity-related discussions, skills to assess obesity and provision of management options. All studies reported improvements in the outcomes. Future directions identified were the need to develop standardized obesity competencies for inclusion across medical education programs, further research on effective pedagogical approaches to integrating content into existing curricula and the need for broader awareness and assessment of the quality of obesity education resources. Conclusion Although there have been few obesity-specific educational interventions for current and prospective medical professionals in Canada, existing evidence shows positive learning outcomes. These findings advocate for continued investment in the development of obesity medical training and educational interventions.
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Affiliation(s)
- Taniya S. Nagpal
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | | | - Sanjeev Sockalingam
- Department of Psychiatry, University of Toronto, Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| | - Raed Hawa
- Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
| | - Khushmol K. Dhaliwal
- Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Dayna Lee-Baggley
- Department of Family Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Mohamed El-Hussein
- Faculty of Health, Community & Education, School of Nursing and Midwifery, Mount Royal University, Calgary, Alberta, Canada
| | - Sarah Nutter
- Educational Psychology and Leadership Studies, University of Victoria, Victoria, British Columbia, Canada
| | | | - Michael Vallis
- Department of Family Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Liz Dennett
- Scott Health Sciences Library, University of Alberta, Edmonton Alberta Canada
| | - Mary Forhan
- Department of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Stasia Hadjiyanakkis
- Children's Hospital of Eastern Ontario, University of Ottawa, Ottawa, Ontario, Canada
| | - Robert F. Kushner
- Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | | | - Sean Wharton
- University of Toronto, Wharton Medical Clinic, Toronto, Ontario, Canada
| | - David Wiljer
- University Health Network; Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
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12
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Maleki E, Soleymani MR, Ashrafi-Rizi H, Heidari Z, Nasr-Esfahani M. Development and validation of the clinical information literacy questionnaire. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:346. [PMID: 38144008 PMCID: PMC10743856 DOI: 10.4103/jehp.jehp_1097_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2022] [Accepted: 12/01/2022] [Indexed: 12/26/2023]
Abstract
BACKGROUND Clinical Information Literacy (CIL) seems to be a prerequisite for physicians to implement Evidence-Based Medicine (EBM) effectively. This study endeavors to develop and validate a CIL questionnaire for medical residents of Isfahan University of Medical Sciences. MATERIALS AND METHODS This study employs sequential-exploratory mixed methods in 2019. The participants were 200 medical residents in different specialties; they are selected through the convenience sampling method. In the first (qualitative) phase, an early CIL questionnaire was designed by reviewing literature and performing complementary interviews with health professionals. In the second (validation) phase, the questionnaire's face validity and content validity were confirmed. In the third (quantitative) phase, the construct validity was examined via Item-Response Theory (IRT) model, and the factor loading was computed. The gathered data were analyzed using descriptive statistics, t-test, two-way ANOVA, as well as two-parameter IRT model in R software. RESULTS In the qualitative phase, the concept of CIL is initially described in seven main categories and 22 subcategories, and the items were formulated. An initial 125-item questionnaire was analyzed by the research team, leading to a 43-item. Through the content validity and face validity examination, we removed 11 and 4 items in the Content Validity Ratio (CVR) and Content Validity Index (CVI), respectively. Throughout the face validity analysis, none of the items were removed. According to the construct validity results, difficulty coefficient, discriminant coefficient, and factor loading were confirmed, most of the other questions achieved a proper factor loading value that is higher than 0.30, and a value of 0.66 was achieved for the reliability via the Kuder-Richardson method. Ultimately, the real-assessment 28-item CIL questionnaire was developed with four components. CONCLUSIONS The CIL questionnaire could be employed to examine the actual CIL basic knowledge. Because of using the real-assessment approach rather than self-assessment in the design, it can be claimed that this instrument can provide a more accurate assessment of the information literacy status of medical residents. This valid questionnaire is used to measure and train the skills needed by healthcare professionals in the effective implementation of EBM.
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Affiliation(s)
- Elahe Maleki
- PhD Student, Medical Library and Information Science Department, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mohammad R. Soleymani
- Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Hasan Ashrafi-Rizi
- Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Zahra Heidari
- Department of Biostatistics and Epidemiology, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
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13
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ShahAli S, Shahabi S, Etemadi M, Hedayati M, Anne BC, Mojgani P, Behzadifar M, Lankarani KB. Barriers and facilitators of integrating physiotherapy into primary health care settings: A systematic scoping review of qualitative research. Heliyon 2023; 9:e20736. [PMID: 37860510 PMCID: PMC10582494 DOI: 10.1016/j.heliyon.2023.e20736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Revised: 10/02/2023] [Accepted: 10/05/2023] [Indexed: 10/21/2023] Open
Abstract
Purpose This scoping review investigated the barriers and facilitators to integrating physiotherapy into primary health care (PHC). Materials and methods PubMed, Scopus, Web of Science, Embase, ProQuest, and REHABDATA were searched. Two independent reviewers were involved in screening, selecting, and extracting data. Data were synthesized using thematic analysis. Results Of the 483 screened documents, 44 qualitative studies, primarily from high-income countries, were included. All of the studies had good methodological quality. Barriers and facilitators of integrating physiotherapy into PHC were extracted within the WHO six building blocks framework. In total, 41 items were identified as barriers to the integration process. The studies included 49 recommendations to facilitate integrating physiotherapy services into PHC. Conclusion Integrating physiotherapy services into PHC faces many barriers. The most commonly suggested potential barriers are poor knowledge of physicians about physiotherapy, ineffective teamwork, physiotherapists' time constraints/workload, a lack of clarity over the role and knowledge of physiotherapists, unawareness of physiotherapy users about these services, and lack of intra- and inter-professional collaborations. The most commonly suggested recommendations to facilitate the integration process include: Clarifying the role of involved professionals, strengthening teamwork, improving intra- and inter-professional collaborations, and providing comprehensive training programs for physiotherapists.
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Affiliation(s)
- Shabnam ShahAli
- Iranian Center of Excellence in Physiotherapy, Rehabilitation Research Center, Department of Physiotherapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Saeed Shahabi
- Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Manal Etemadi
- The National Institute for Health and Care Research Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust, UK
- Population Health Sciences, Bristol Medical School, University of Bristol, UK
| | - Maryam Hedayati
- Department of Health Services Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Barth Cornelia Anne
- School of Public Health, Physiotherapy and Sports Science, University College Dublin (UCD), Dublin, Ireland
- Centre for Primary Care and Public Health (Unisanté), University of Lausanne, Lausanne, Switzerland
| | - Parviz Mojgani
- Iran-Helal Institute of Applied Science and Technology, Tehran, Iran
- Research Center for Emergency and Disaster Resilience, Red Crescent Society of The Islamic Republic of Iran, Tehran, Iran
| | - Masoud Behzadifar
- Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Kamran Bagheri Lankarani
- Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran
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Chatterton BD, Sharma N, Rees EL, Hadfield-Law L, Jermin PJ, Banerjee R, Kiely NT. Twelve tips for optimising learning for postgraduate doctors in the operating theatre. MEDICAL TEACHER 2023; 45:972-977. [PMID: 37105593 DOI: 10.1080/0142159x.2023.2206536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Learning in the operating theatre forms a critical part of postgraduate medical education. Postgraduate doctors present a diverse cohort of learners with a wide range of learning needs that will vary by their level of experience and curriculum requirements. With evidence of both trainee dissatisfaction with the theatre learning experience and reduced time spent in the operating theatre, which has been exacerbated by the effects of the Covid-19 pandemic, it is vital that every visit to the operating theatre is used as a learning opportunity. We have devised 12 tips aimed at both learners and surgeons to optimise learning in the operating theatre, set out into four domains: educational context, preparation, learning in theatre, feedback and reflection. These tips have been created by a process of literature review and acknowledgment of established learning theory, with further discussion amongst surgical trainees, senior surgical faculty, surgical educators and medical education faculty.
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Affiliation(s)
- Benjamin D Chatterton
- The Robert Jones and Agnes Hunt Orthopaedic Hospital NHS Foundation Trust, Oswestry, UK
| | - Nikhil Sharma
- The Robert Jones and Agnes Hunt Orthopaedic Hospital NHS Foundation Trust, Oswestry, UK
| | - Eliot L Rees
- School of Medicine, Keele University, Keele, UK
- Faculty of Population Health Sciences, University College London, London, UK
| | - Lisa Hadfield-Law
- Bailey's Consulting, Surgical Educationalist, British Orthopaedic Association, Charlbury, UK
| | - Paul J Jermin
- The Robert Jones and Agnes Hunt Orthopaedic Hospital NHS Foundation Trust, Oswestry, UK
| | - Robin Banerjee
- The Robert Jones and Agnes Hunt Orthopaedic Hospital NHS Foundation Trust, Oswestry, UK
| | - Nigel T Kiely
- The Robert Jones and Agnes Hunt Orthopaedic Hospital NHS Foundation Trust, Oswestry, UK
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15
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Veerappan VR, Kumar NS, Selvakumar J, Kakwani M, Marks KM. Fostering interdisciplinary working within global surgery at an undergraduate level: A hackathon based approach. Surg Open Sci 2023; 15:26-31. [PMID: 37609370 PMCID: PMC10440547 DOI: 10.1016/j.sopen.2023.07.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 07/22/2023] [Accepted: 07/29/2023] [Indexed: 08/24/2023] Open
Abstract
Objective To investigate the effectiveness of a virtual hackathon in fostering interdisciplinary working amongst undergraduate students in global surgery. Methodology In this study, we developed a 3 day event consisting of guest lectures, a documentary screening and a hackathon supported by academics and experts in the field, to provide students with the opportunity to learn more about and work in interdisciplinary teams within global surgery. Students had the option to attend just the lectures or both the lectures and hackathon. Quantitative and qualitative results were collected through a pre and post session survey. Results A total of 21 responses were received for the hackathon and 26 responses for the general event (response rate for event = 26 %, response rate for hackathon = 24.7 %). There was a significant improvement in understanding of interdisciplinary working in global surgery between the pre and post-session survey, with an increase in median from 3 (IQR = 2-3.5, n = 21) to 4 (IQR = 4-5, n = 21) (p < 0.05). Respondents noted that the benefits of a hackathon were that it was very engaging, and brought in diversity of thought and expertise. The drawbacks to the hackathon were that it was fast-paced, required prior knowledge and the virtual platform it was hosted on. Conclusion Our study demonstrates that hackathons are an effective, inclusive and equitable way for students to engage in and learn about interdisciplinary working. It is important that as institutions recognise and develop global surgery courses, these courses reflect the interdisciplinary nature of the field.
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Affiliation(s)
| | | | | | | | - Katya M.A. Marks
- Johns Hopkins Bloomberg School of Public Health, United States of America
- University of Oxford Medical School, UK
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16
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Rafi S, Andrades M, Naz R, Jiskani A. Correlation between levels for stress with level of empathy in undergraduate medical students. Pak J Med Sci 2023; 39:1526-1530. [PMID: 37680837 PMCID: PMC10480757 DOI: 10.12669/pjms.39.5.7211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Revised: 01/20/2023] [Accepted: 06/17/2023] [Indexed: 09/09/2023] Open
Abstract
Objective To determine the correlation between levels of stress with level of empathy in all five years of undergraduate medical students of a private medical college in Pakistan. Methods This descriptive correlation study was conducted at Al Tibri Medical College, Karachi from 15th June to 14th November 2021. Of the 500 students in the medical school, 408 participants filled out the questionnaires through online Google Forms. The student's version of the Jefferson Scale of Empathy (JSE-S) estimated the self-reported student's empathy levels. At the same time, Perceived Stress Scale (PSS) was utilized to assess the student's levels of stress. Data was analyzed using SPSS version 22.0 and correlation between empathy and perceived stress was calculated by Pearson's coefficient. A p-value <.05 was considered statistically significant. Results Out of 408 participants, there were 217(53.2%) males, and 191(46.8%) females. The overall mean JSE-S score was 94.60±11.85, and the mean PSS score was 20.20 ±5.70. Empathy scores improved over the basic sciences years and then significantly decreased in the clinical years of medical college with a significant p-value of .019. The highest stress was present in third year medical students with a p-value of <.001. No statistically significant difference was present between empathy and stress levels (r = 0.04, p = .40). Conclusions The study showed no statistically significant correlation between empathy and stress. Future research is needed to investigate other main factors for the decline in empathy among medical students.
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Affiliation(s)
- Shumaila Rafi
- Shumaila Rafi, FCPS, MHPE Associate Professor Medicine Al- Tibri Medical College Karachi (Isra University Karachi Campus), Pakistan
| | - Marie Andrades
- Marie Andrades, FCPS, MHPE Head of Institute of Family Medicine Jinnah Sindh Medical University, Karachi, Pakistan
| | - Rahat Naz
- Rahat Naz, MHPE, MBA(HHCM) Director Affiliated Colleges Jinnah Sindh Medical University, Karachi, Pakistan
| | - Asad Jiskani
- Asad Jiskani, MPH, MHPE Director Medical Education Al- Tibri Medical College Karachi (Isra University Karachi Campus), Pakistan
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17
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Maghalian M, Ghafari R, Osouli Tabrizi S, Nikkhesal N, Mirghafourvand M. Predictors of Academic Success in Students of Tabriz University of Medical Sciences: A Cross-Sectional Study. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2023; 11:155-163. [PMID: 37469380 PMCID: PMC10352674 DOI: 10.30476/jamp.2022.96841.1725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 11/01/2022] [Indexed: 07/21/2023]
Abstract
Introduction Considering that academic success is one of the most important topics for medical sciences schools and faculty members, this study was conducted to determine the predictors of academic success in students of Tabriz University of Medical Sciences. Methods This cross-sectional study was performed on 542 students of the Tabriz University of Medical Sciences in Iran. The sampling method was stratified at random. The socio-demographic characteristics questionnaire, Multiple Intelligences Profiling Questionnaire (MIPQ), College Academic Self-Efficacy Scale (CASES), Personal Resource Questionnaire (PRQ-85-PART2), and the General Health Questionnaire (GHQ-28) were used to collect data. Data analysis was performed using the SPSS 16 software. The General Linear Model (GLM) was used to determine the predictors of academic success. Results According to the Pearson correlation test, there was a significant positive correlation between academic grade point average (GPA) and social support (r=0.10, P=0.048), academic self-efficacy (r=0.36, P<0.001) and there was a significant negative relationship between GPA and total mental health score (r=-0.14; P=0.003) and its subdomains including anxiety (r=-0.10, P= 0.027), depression (r = -0.15, P = 0.002), and social dysfunction (r=-0.12; P=0.010). According to GLM, the variables of academic self-efficacy, and level of education were among the predictors of academic success, so the GPA increased significantly with academic self-efficacy (β:0.02, P<0.001). The GPA was greater in bachelor's students than in professional doctorate students (β:0.76, P<0.001). The significance level was considered at P<0.05. Conclusion Due to the significant relationship between academic self-efficacy, and educational level with academic success, the promotion of self-efficacy is necessary for all students of all educational levels.
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Affiliation(s)
- Mahsa Maghalian
- Department of Midwifery, Students Research Committee, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Reza Ghafari
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Shirin Osouli Tabrizi
- Department of Midwifery, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Neda Nikkhesal
- Department of Midwifery, Bonab Branch, Islamic Azad University, Bonab, Iran
| | - Mojgan Mirghafourvand
- Social Determinants of Health Research Center, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
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Bui DT, Barnett T, Hoang H, Chinthammit W. Development of a framework to support situational tele-mentorship of rural and remote practice. MEDICAL TEACHER 2023; 45:642-649. [PMID: 36441667 DOI: 10.1080/0142159x.2022.2150607] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
Situational tele-mentorship refers to the use of technology to provide interactive, two-way communication between an advisor (the mentor) and a novice (mentee) to enhance the management of a dynamic clinical scenario in real-time.This article develops a conceptual framework to support situational tele-mentorship of healthcare professionals working in rural and remote practices by critically exploring the concept of mentorship within medical education literature and applied to healthcare professionals working in more isolated settings.The situational tele-mentorship framework consists of synchronous telecommunication technologies and the problem-solving process. The end-users of the framework are the mentor located centrally and the mentee dealing with a challenging situation at a remote location using communication technology. The problem-solving process' stages are preparation, identification, action, and evaluation. The mentor and mentee use the 5W1H model, which is a summary of the questions of who, what, where, when, why, and how, applied in two-way communication.This framework provides medical teachers and clinicians with a detailed, yet concise exposition of critical elements required to implement situational tele-mentorship. Healthcare providers can also use this framework to help coordinate resources and manage stakeholders in tele-mentoring situations.
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Affiliation(s)
- Dung T Bui
- School of Health Sciences, College of Health and Medicine, Centre for Rural Health, University of Tasmania, Launceston, Australia
| | - Tony Barnett
- School of Health Sciences, College of Health and Medicine, Centre for Rural Health, University of Tasmania, Launceston, Australia
| | - Ha Hoang
- School of Health Sciences, College of Health and Medicine, Centre for Rural Health, University of Tasmania, Launceston, Australia
| | - Winyu Chinthammit
- Discipline of ICT, Human Interface Technology Laboratory, School of Technology, Environments and Design, College of Sciences and Engineering, University of Tasmania, Launceston, Australia
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Arifiyanti F, Soeharto S, Amukune S, Van Nguyen S, Aburezeq K, Hidayatullah A, Sarimanah E. Investigating rater-student interaction, gender bias, and major bias in the assessment of research seminar presentation. Heliyon 2023; 9:e16548. [PMID: 37274636 PMCID: PMC10238716 DOI: 10.1016/j.heliyon.2023.e16548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 05/17/2023] [Accepted: 05/18/2023] [Indexed: 06/06/2023] Open
Abstract
The study aims to investigate the severity of raters toward examinees' performances and to analyze biases subject to genders and academic majors based on the rater-examinee interactions. Data were collected across a 13-week research seminar course in English. Six raters were selected to rate 33 examinees using 18-item criteria. The many-facet Rasch measurement was utilized to analyze rater-examinee interactions and bias factors. The results confirmed that the instrument is reliable and valid. This study depicted the interaction between raters and other facets using a variable map, where the raters exhibited different levels of severity/leniency in scoring students' performances in oral presentations at the research seminar course. The result based on the Rasch analysis also confirmed that gender and academic majors contaminated rater assessment. Bias interaction between raters and student gender was detected, and Rater 6 displayed bias based on gender due to the tendency to give higher scores to female than male participants with a target contrast of 2.05 logits. Bias interaction between rater academic majors and student academic majors was also identified among raters with linguistics and psychology majors.
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Affiliation(s)
- Fitria Arifiyanti
- Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., H-6722, Szeged, Hungary
| | - Soeharto Soeharto
- Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., H-6722, Szeged, Hungary
| | - Stephen Amukune
- Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., H-6722, Szeged, Hungary
| | - Son Van Nguyen
- Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., H-6722, Szeged, Hungary
- Thuyloi University, No. 175, Tay Son Street, Dong Da District, Hanoi, Viet Nam
| | - Khalil Aburezeq
- Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., H-6722, Szeged, Hungary
| | - Achmad Hidayatullah
- Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., H-6722, Szeged, Hungary
| | - Eri Sarimanah
- Faculty of Language and Literature Education, Pakuan University, Indonesia
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Bjørge H, Gunnheim N, Bachke A, Anker-Rasch C, Sheikoleslami Oleslami R, Finstad AK, Karterud D, Halvorsrud L, Lohne V, Sæterstrand TM. The solitary and uncertain learning process: A qualitative study of nursing students' experiences in the initial phase of the COVID-19 pandemic. TEACHING AND LEARNING IN NURSING : OFFICIAL JOURNAL OF THE NATIONAL ORGANIZATION FOR ASSCIATE DEGREE NURSING 2023:S1557-3087(23)00093-8. [PMID: 37360266 PMCID: PMC10243095 DOI: 10.1016/j.teln.2023.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/18/2023] [Indexed: 06/28/2023]
Abstract
When the Coronavirus disease 2019 (COVID-19) pandemic broke out, the nursing students clinical practice period was abruptly interrupted by the lock down. The present study aimed to investigate the nursing students' learning experiences during the initial phase of the pandemic. A qualitative study was conducted investigating nursing students' written assignments (n = 48) of reflections according to their learning process. The qualitative data analysis revealed three main themes, namely the solitary and uncertain learning process; from collective learning process to digital devices; additional learning outcomes. The students' anxiety about the virus affected their motivation to study, but they also expressed enthusiasm and gratitude for having the opportunity to learn about the health system in a time of crisis. These results point towards the health care authorities can rely on nursing students' ability to take part and cover important emergency functions. The use of technology helped the students to achieve their learning objectives.
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Affiliation(s)
- Heidi Bjørge
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Niklas Gunnheim
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - André Bachke
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Celina Anker-Rasch
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | | | - Ann-Kristin Finstad
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Dag Karterud
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Liv Halvorsrud
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Vibeke Lohne
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Torill Margaret Sæterstrand
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
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Roth LT, Mogilner L, Talib H, Silver EJ, Friedman S. Where Do We Go from here? Post-pandemic Planning and the Future of Graduate Medical Education. MEDICAL SCIENCE EDUCATOR 2023; 33:375-384. [PMID: 36778672 PMCID: PMC9900559 DOI: 10.1007/s40670-023-01737-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/13/2023] [Indexed: 05/31/2023]
Abstract
Background As the pandemic wanes, there is an opportunity to reevaluate resultant changes in graduate medical education (GME), particularly from the viewpoints of those affected most. We aimed to assess both trainee and faculty perceptions on the educational changes and innovations resulting from the pandemic to inform future educational planning. Methods We surveyed trainees and core education faculty at three New York City children's hospitals. Surveys assessed perceived changes to educational activities, skills, scholarship, effectiveness of virtual teaching, future desirability, and qualitative themes. Results The survey was completed by 194 participants, including 88 (45.4%) faculty and 106 (54.6%) trainees. Trainees were more likely to report a negative impact of the pandemic compared with faculty (75.5% vs. 50%, p < 0.01). Most respondents reported a decrease in formal educational activities (69.8%), inpatient (77.7%) and outpatient (77.8%) clinical teaching. Despite this, most perceived clinical and teaching skills to have stayed the same. Most (93.4%) participated in virtual education; however, only 36.5% of faculty taught virtually. Only 4.2% of faculty had extensive training in virtual teaching and 28.9% felt very comfortable teaching virtually. In the future, most (87.5%) prefer a hybrid approach, particularly virtual didactic conferences and virtual grand rounds. Faculty themes included challenges to workflows and increased empathy for trainees, while trainee themes included increased work/life balance and support, but increased burnout. Conclusion Many changes and innovations resulted from the pandemic. Hospital systems and GME programs should consider this data and incorporate viewpoints from trainees and faculty when adapting educational strategies in the future. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01737-8.
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Affiliation(s)
- Lauren T. Roth
- Children’s Hospital at Montefiore/Albert Einstein College of Medicine, 3415 Bainbridge Ave, Bronx, NY 10467 USA
| | - Leora Mogilner
- Icahn School of Medicine at Mount Sinai, 1184 5th Ave, New York, NY 10029 USA
| | - Hina Talib
- Children’s Hospital at Montefiore/Albert Einstein College of Medicine, 3415 Bainbridge Ave, Bronx, NY 10467 USA
| | - Ellen J. Silver
- Children’s Hospital at Montefiore/Albert Einstein College of Medicine, 3415 Bainbridge Ave, Bronx, NY 10467 USA
| | - Suzanne Friedman
- Columbia University Vagelos College of Physicians & Surgeons, 622 West 168th Street, NY New York, 10032 USA
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Wearn A, Bindra V, Patten B, Loveday BPT. Relationship between medical programme progress test performance and surgical clinical attachment timing and performance. MEDICAL TEACHER 2023:1-8. [PMID: 36905609 DOI: 10.1080/0142159x.2023.2186205] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Purpose: Progress tests (PTs) assess applied knowledge, promote knowledge integration, and facilitate retention. Clinical attachments catalyse learning through an appropriate learning context. The relationship between PT results and clinical attachment sequence and performance are under-explored. Aims: (1) Determine the effect of Year 4 general surgical attachment (GSA) completion and sequence on overall PT performance, and for surgically coded items; (2) Determine the association between PT results in the first 2 years and GSA assessment outcomes.Materials and methods: All students enrolled in the medical programme, who started Year 2 between January 2013 and January 2016, were included; with follow up until December 2018. A linear mixed model was applied to study the effect of undertaking a GSA on subsequent PT results. Logistic regressions were used to explore the effect of past PT performance on the likelihood of a student receiving a distinction grade in the GSA.Results: 965 students were included, representing 2191 PT items (363 surgical items). Sequenced exposure to the GSA in Year 4 was associated with increased performance on surgically coded PT items, but not overall performance on the PT, with the difference decreasing over the year. PT performance in Years 2-3 was associated with an increased likelihood of being awarded a GSA distinction grade (OR 1.62, p < 0.001), with overall PT performance a better predictor than performance on surgically coded items.Conclusions: Exposure to a surgical attachment improves PT results in surgically coded PT items, although with a diminishing effect over time, implying clinical exposure may accelerate subject specific learning. Timing of the GSA did not influence end of year performance in the PT. There is some evidence that students who perform well on PTs in preclinical years are more likely to receive a distinction grade in a surgical attachment than those with lower PT scores.
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Affiliation(s)
- Andy Wearn
- Medical Programme Directorate, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Vanshay Bindra
- Medical Programme Directorate, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Bradley Patten
- Medical Programme Directorate, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Benjamin P T Loveday
- Department of Surgery, The University of Auckland, Auckland, New Zealand
- Department of Surgery, University of Melbourne, Melbourne, Australia
- Hepatobiliary and Upper Gastrointestinal Unit, Peter MacCallum Cancer Centre, Royal Melbourne Hospital, Melbourne, Australia
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Calder R, Neale J, Simonavičius E, Dyer KD. Optimizing online learning resources for substance use professionals in England: lessons from user-centered design. DRUGS: EDUCATION, PREVENTION AND POLICY 2023. [DOI: 10.1080/09687637.2023.2186204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
Affiliation(s)
- Robert Calder
- Addictions Department, Institute for Psychiatry, Psychology and Neuroscience, King”s College London, London, UK
- Society for the Study of Addiction
| | - J. Neale
- Addictions Department, Institute for Psychiatry, Psychology and Neuroscience, King”s College London, London, UK
| | - E. Simonavičius
- Addictions Department, Institute for Psychiatry, Psychology and Neuroscience, King”s College London, London, UK
| | - K. D. Dyer
- Director of Curriculum & Digital Innovation, Institute for Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
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Marznaki ZH, Zeydi AE, Ghazanfari MJ, Salisu WJ, Amiri MM, Karkhah S. Medication Errors among Iranian Intensive Care Nurses: A Systematic Review. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2023; 28:123-131. [PMID: 37332377 PMCID: PMC10275463 DOI: 10.4103/ijnmr.ijnmr_310_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 11/12/2022] [Accepted: 11/13/2022] [Indexed: 06/20/2023]
Abstract
Background Medication Error (ME) is a major patient safety concern in Intensive Care Units (ICUs). Critical care nurses play a crucial role in the safe administration of medication. This study was conducted to comprehensively review the literature concerning the prevalence of ME and associated factors and outcomes in Iranian ICU nurses. Materials and Methods An extensive search of the literature was carried in international databases including PubMed, Web of Science, Scopus, and Google Scholar, as well as Persian databases such as Magiran and Scientific Information Database (SID) using ME-related keywords and the Persian equivalent of these keywords, from the first article written in this field to artcles published on March 30, 2021. The appraisal tool (AXIS tool) was used to assess the quality of the included studies. Results Fifteen studies were included in this systematic review. The prevalence of MEs made by ICU nurses was 53.34%. The most common types of MEs were wrong infusion rate (14.12%), unauthorized medication (11.76%), and wrong time (8.49%) errors, respectively. MEs occurred more frequently in morning work shifts (44.44%). MEs happened more frequently for heparin, vancomycin, ranitidine, and amikacin. The most important influential factor in the occurrence of MEs in ICUs was management and human factors. Conclusions The prevalence of MEs made by Iranian ICU nurses is high. Therefore, nurse managers and policymakers should develop appropriate strategies, including training programs, to reduce the occurrence of MEs made by nurses in ICUs.
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Affiliation(s)
| | - Amir Emami Zeydi
- Department of Medical-Surgical Nursing, Nasibeh School of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - Mohammad Javad Ghazanfari
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran
| | - Waliu Jawula Salisu
- Clinical Nurse, Cambridge Liver Unit, Cambridge University Hospitals NHS Foundation Trust, Addenbrookes Hospital, Hills Road, CB2 0QQ, Cambridge, United Kingdom
| | - Mehdi Mohammadian Amiri
- Department of Emergency Medicine, School of Medicine, Babol University of Medical Sciences, Mazandaran, Iran
| | - Samad Karkhah
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
- Burn and Regenerative Medicine Research Center, Guilan University of Medical Sciences, Rasht, Iran
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Dulloo P, Singh S, Vedi N, Singh P. Development and implementation of a self-directed learning readiness scale for undergraduate health professional students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:43. [PMID: 37113439 PMCID: PMC10127493 DOI: 10.4103/jehp.jehp_900_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Accepted: 08/26/2022] [Indexed: 06/19/2023]
Abstract
BACKGROUND To motivate students toward the path of lifelong learning, it is important to train them for a self-directed learning (SDL) approach, where they identify the need of learning the content as well as look forward to attaining the learning outcome, independently. The level of readiness for SDL will allow the learner to be self-disciplined, self-organized, an effective team builder and communicator, a self-assessor, and a self-reflector, thus being a self-learner with the ability to accept and give constructive feedback. The aim of the study was to develop, validate, and implement the SDL readiness scale for health professional students. MATERIALS AND METHOD The readiness scale of 43 items was used in four sub-titles (awareness, learning strategies, and style, motivation, team building) was developed using the Delphi method with 12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross-sectional survey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviation for each item, and arrived sub-titles. The ANOVA test was used to find differences in readiness scores as per different years of the medical program. RESULT The result demonstrates that the maximum score was obtained for the first-year medical student (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the final year (147.67 ± 56.66), although not as high as the initial joining year. However, a statistically significant difference per gender was identified for a few items of the scale [(items 24 (P < 0.034), 26 (P < 0.0005), 37 (P < 0.035), and 40 (P < 0.013)]. The logistic regression analysis showed no statistical significance for the DSVS-self-directed learning readiness scale (SDLRS) score and demographic variables. CONCLUSION The outcome of the study strongly suggests training/sensitization sessions for students to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinal follow-up needs to be conducted for the readiness score of the students based on the developed scale and subsequent training sessions need to be organized for students as well as faculty for better outcomes for the students toward SDL sessions.
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Affiliation(s)
- Puja Dulloo
- Department of Physiology, Bhaikaka University, Karamsad, Gujarat, India
| | - Suman Singh
- Department of Medical Education, Bhaikaka University, Karamsad, Gujarat, India
| | - Neeraj Vedi
- Department of Anatomy, PSMC, Bhaikaka University, Karamsad, Gujarat, India
| | - Praveen Singh
- Department of Anatomy, PSMC, Bhaikaka University, Karamsad, Gujarat, India
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Masava B, Nyoni CN, Botma Y. Scaffolding in Health Sciences Education Programmes: An Integrative Review. MEDICAL SCIENCE EDUCATOR 2023; 33:255-273. [PMID: 37008420 PMCID: PMC10060462 DOI: 10.1007/s40670-022-01691-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/19/2023]
Abstract
The complexity of health sciences programmes justifies scaffolding to support students in becoming competent health professionals. This article reports on an integrative review that aimed to describe the application of scaffolding in health sciences programmes. Twenty-nine sources, inclusive of theoretical and empirical studies, were reviewed. The sequencing of educational activities, the application of scaffolding tools or resources, frameworks for applying scaffolding, modelling, and fading represented the application of scaffolding in health sciences programmes. Awareness of the application of scaffolding in health sciences programmes could contribute to enhancing competence development among students when applied across all learning platforms.
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Affiliation(s)
- Beloved Masava
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Champion N. Nyoni
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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Regalado ICR, Lindquist AR, Cardoso R, Longo E, Lencucha R, Hunt M, Thomas A, Bussières A, Boruff JT, Shikako K. Knowledge translation in rehabilitation settings in low, lower-middle and upper-middle-income countries: a scoping review. Disabil Rehabil 2023; 45:376-390. [PMID: 35188861 DOI: 10.1080/09638288.2022.2030415] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
PURPOSE This review aims to identify the barriers and facilitators to knowledge use and Knowledge Translation (KT) strategies in rehabilitation in low, lower-middle, and upper-middle-income countries (LMICs). MATERIALS AND METHODS A scoping review of studies of KT in rehabilitation in LMICs contexts using the Arksey and O'Malley Framework was conducted. A comprehensive search of MEDLINE and 10 other databases was undertaken to identify studies conducted primarily in LMICs. RESULTS From the initial 15.606 titles identified; 27 articles were included for final analysis. Our analysis identified the following themes: Professional culture and context; KT interventions; and the conceptualization and application of KT and Evidence Based Practice (EBP). Individual-level barriers to KT included lack of skills, knowledge about EBP and English language, lack of motivation, and decision-making power. Facilitators to KT included positive attitudes and motivation. Organization-level barriers included lack of time, lack of financial resources, limited access to scientific journals, and applicability of research to rural settings. Facilitators included adequate financial and physical resources, a supportive management environment, and the existence of training and continuing education programs. CONCLUSION This review identified common and unique barriers and facilitators to KT in LMICs when compared to KT studies conducted in high-income settings.IMPLICATIONS FOR REHABILITATIONKnowledge Translation from academic institutions to rehabilitation clinical practice in low and upper-middle-income countries is important to support evidence-based practice and patient outcomes.Barriers at the individual level include professionals' ability to understand English and knowledge of the evidence-based practice.Organization-level barriers included lack of time to access and implement new practices, lack of financial and personal resources, limited access to scientific journals, and applicability of research to rural settings.Training and continuing education programs are needed to support rehabilitation professionals' efforts to achieve the application of evidence-based practice in clinical practice.
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Affiliation(s)
- I C R Regalado
- Department of Physiotherapy, Federal University of Rio Grande do Norte-UFRN, Avenida Senador Salgado Filho, Natal, Brazil
| | - A R Lindquist
- Department of Physiotherapy, Federal University of Rio Grande do Norte-UFRN, Avenida Senador Salgado Filho, Natal, Brazil
| | - R Cardoso
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - E Longo
- Department of Health of Children, Federal University of Rio Grande do Norte-UFRN/FACISA, Santa Cruz, Brazil
| | - R Lencucha
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - M Hunt
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - A Thomas
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - A Bussières
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - J T Boruff
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - K Shikako
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
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Zohari M, Karim N, Malgard S, Aalaa M, Asadzandi S, Borhani S. Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2023; 11:50-60. [PMID: 36685142 PMCID: PMC9846099 DOI: 10.30476/jamp.2022.94787.1608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Accepted: 06/01/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Game in education aims to enhance human motivation and performance in a given activity. Gamification experts and health researchers are still unsure about the status of progress of game for health. So, to fill in this gap, the present study aimed to analyze scientific productions to identify production trends, subject areas, countries, institutes, and authors in these three areas on gamification, game-based learning, and serious games in medical education, as well as to determine co-authorship patterns. METHODS The present descriptive quantitative research was conducted through scientometric analysis by using co-authorship networks in gamification, game-based learning, and serious games. First, an advanced search was performed from 1990 to 2020 and the studies were retrieved from Web of sciences, on Aug 17, 2021 The plain text format of data was inputted to Microsoft Excel, CiteSpace and Gephi to analyze scientometric maps for the three domains. Subsequently, the required indicators to review co-authorship networks were obtained: Degree centrality, Betweenness centrality, Closeness centrality, Density, Clustering coefficient, collaboration index and collaboration coefficient. RESULTS There were 466 documents in gamification, 155 documents in game-based learning, and 295 documents in serious games. The results indicated the rising trend of scientific publications on the three domains. US was a prolific country in all three domains. Author collaboration has remarkably increased, although the number of single-author articles is still high. CONCLUSION Due to the increasing growth of publications on these three domains, research can be continued by forming specialized groups and supporting joint publications. Also, research policy-makers should promote author collaborations on the national and international scale.
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Affiliation(s)
- Mohadeseh Zohari
- School of Industrial Engineering, Khajeh Nasir Toosi University of Technology, Tehran, Iran
| | - Neda Karim
- Virtual School, Tehran University of Medical Science, Tehran, Iran
| | - Shiva Malgard
- Department of Medical Library and Information Sciences, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Maryam Aalaa
- Department of e-Learning in Medical Education, Center of Excellence for e-Learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Shadi Asadzandi
- Department of Medical Library and Information Sciences, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Sharareh Borhani
- Virtual School, Tehran University of Medical Science, Tehran, Iran
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Howgate D, Oliver M, Stebbins J, Roberts PG, Kendrick B, Rees J, Taylor S. Validating the accuracy of a novel virtual reality platform for determining implant orientation in simulated primary total hip replacement. Digit Health 2022; 8:20552076221141215. [PMCID: PMC9742742 DOI: 10.1177/20552076221141215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Accepted: 11/07/2022] [Indexed: 12/13/2022] Open
Abstract
Introduction Accurate acetabular cup and femoral stem component orientation are critical for optimising patient outcomes, reducing complications and increasing component longevity following total hip replacement (THR). This study aimed to determine the accuracy of a novel virtual reality (VR) platform in assessing component orientation in a simulated THR model. Methods The VR platform (HTC Vive Pro® system hardware) was compared against the validated Vicon® optical motion capture (MoCap) system. An acetabular cup and femoral stem were manually implanted across a range of orientations into pelvic and femur sawbones, respectively. Simultaneous readings of the acetabular cup operative anteversion (OA) and inclination (OI) and femoral stem alignment (FSA) and neck anteversion (FNA) were obtained from the VR and MoCap systems. Statistical analysis was performed using Pearson product-moment correlation coefficient (PPMCC) (Pearson’s r) and linear regression (R2). Results A total of 55 readings were obtained for the acetabular cup and 68 for the femoral stem model. The mean average differences in OA, OI, FSA and FNA between the systems were 3.44°, −0.01°, 0.01° and −0.04°, respectively. Strong positive correlations were demonstrated between both systems in OA, OI, FSA and FNA, with Pearson’s r = 0.92, 0.94, 0.99 and 0.99, and adjusted R2 = 0.82, 0.9, 0.98 and 0.98, respectively. Conclusion The novel VR platform is highly accurate and reliable in determining both acetabular cup and femoral stem component orientations in simulated THR models. This adaptable and cost-effective digital tracking platform may be modified for use in a range of simulated surgical training and educational purposes, particularly in orthopaedic surgery.
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Affiliation(s)
- Daniel Howgate
- Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, University of Oxford, Oxford, UK,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK,Oxford University Hospitals NHS Foundation Trust Nuffield Orthopaedic Centre, Oxford, Oxfordshire, UK, London, UK,Dinwoodie Charitable Company and Royal College of Surgeons of England Research Fellow, London, UK,Daniel Howgate, Nuffield Department of Orthopaedics, Rheumatology and Musculoskeletal Sciences (NDORMS), The Botnar Research Centre, University of Oxford, Old Road, Headington, Oxford, OX3 7LD, UK.
| | - Michael Oliver
- The MRC Weatherall Institute of Molecular Medicine, Oxford, UK
| | - Julie Stebbins
- Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, University of Oxford, Oxford, UK,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK,Oxford University Hospitals NHS Foundation Trust Nuffield Orthopaedic Centre, Oxford, Oxfordshire, UK, London, UK
| | - Patrick Garfjeld Roberts
- Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, University of Oxford, Oxford, UK,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK,Oxford University Hospitals NHS Foundation Trust Nuffield Orthopaedic Centre, Oxford, Oxfordshire, UK, London, UK
| | - Ben Kendrick
- Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, University of Oxford, Oxford, UK,Oxford University Hospitals NHS Foundation Trust Nuffield Orthopaedic Centre, Oxford, Oxfordshire, UK, London, UK
| | - Jonathan Rees
- Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, University of Oxford, Oxford, UK,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK,Oxford University Hospitals NHS Foundation Trust Nuffield Orthopaedic Centre, Oxford, Oxfordshire, UK, London, UK
| | - Stephen Taylor
- The MRC Weatherall Institute of Molecular Medicine, Oxford, UK
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Vaseghi F, Yarmohammadian MH, Raeisi A. Interprofessional Collaboration Competencies in the Health System: A Systematic Review. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2022; 27:496-504. [PMID: 36712303 PMCID: PMC9881554 DOI: 10.4103/ijnmr.ijnmr_476_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 09/19/2022] [Accepted: 09/20/2022] [Indexed: 01/31/2023]
Abstract
Background Today's health systems require the collaboration of diverse staff such as physicians, nurses, social workers, and other healthcare professionals. In addition to professional competencies, they also need to acquire interprofessional competencies. Effective interprofessional collaboration among healthcare professionals is one of the solutions that can promote the effectiveness of the health system using existing resources. Materials and methods A systematic review was conducted in 2021 according to the PRISMA and through searching Web of Science, Scopus, PubMed, ProQuest, Science Direct, Emerald, Springer Link, Google Scholar, SID, and Magiran databases. The official websites of WHO, United Nations, and World Bank were also searched. The time frame for the research was from 2010 to 2020, and included both the English and Persian languages. Out of 7267 initially retrieved articles, 17 articles finally met the quality evaluation criteria and were analyzed through qualitative content analysis. Then their full texts were retrieved and analyzed in MAXQDA software, and final results were categorized. Results Competencies have been explored in various areas of health care, especially in the clinical field. The competencies introduced were extracted and categorized into six domains of "patient-centered care," "interprofessional communication," "participatory leadership," "conflict resolution," "transparency of duties and responsibilities," and "teamwork." The competence of "transparency of duties and responsibilities" was mentioned in all studies and is required for any collaboration. Conclusions Interprofessional competencies provide quality, safety, and patient-centeredness through effective collaboration. Integrating interprofessional competencies into the educational curriculum, in-service training, and continue education is essential to form effective interprofessional collaboration.
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Affiliation(s)
- Fatemeh Vaseghi
- Health Services Management, Isfahan University of Medical Sciences, Isfahan, Iran
| | | | - Ahmadreza Raeisi
- Health Services Management, Isfahan University of Medical Sciences, Isfahan, Iran,Address for correspondence: Dr. Ahmadreza Raeisi, Department of Health Services Management, Faculty of Medical Information and Management, Isfahan University of Medical Sciences, Isfahan, Iran. E-mail:
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Feeley AA, Feeley IH, McManus R, Lunn JV, Sheehan E, Merghani K. Evaluating the Impact of Supervision on Surgical Trainees Stress Response During Simulated Surgical Procedures; A Crossover Randomized Trial. JOURNAL OF SURGICAL EDUCATION 2022; 79:1379-1386. [PMID: 35918278 DOI: 10.1016/j.jsurg.2022.07.006] [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: 04/06/2022] [Revised: 06/10/2022] [Accepted: 07/05/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE The aim of this study was to evaluate the cumulative impact of supervision on technical skills and surrogate stress markers in surgical trainees. DESIGN This was a quasi-experimental crossover study to evaluate the impact of attending supervision on orthopedic trainee stress response during a simulated surgical procedure. Enrolled residents performed a proximal femoral nail module with the Precision OS system twice; once independently, and once under direct attending supervision, whilst wearing a heart rate monitor. Mean and maximum heart rates were recorded. Simulated performance was assessed using validated simulator-based metrics. Student's t-test was used to evaluate the impact of supervision on trainee heart rate, and performance ranking. SETTING Tertiary trauma center in a Regional Orthopedic Unit PARTICIPANTS: Orthopedic interns and residents within our institution were invited to participate, with 20 participants included for analysis. RESULTS Both supervised and unsupervised mean heart rate was significantly higher (p = 0.001) than baseline recorded heart rates. Supervised mean and maximum HR were significantly higher than unsupervised HR during module completion (p = 0.015; p = 0.001). Calories burned demonstrated correlation to surrogate stress markers, significantly higher in supervised sessions (p = 0.004). Performance metrics demonstrated superior performance in senior-level participants, with a decrement in performance during supervision, failing to reach significance. CONCLUSION The development of accretion of technical and non-technical skills required in surgical training pathways may derive benefit from the use of simulation-based training in surgical residents with both supervised and unsupervised sessions.
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Affiliation(s)
- Aoife A Feeley
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland; Royal College of Surgeons Ireland, Dublin, Ireland; School of Medicine, University, College Dublin, Belfield, Dublin, Ireland.
| | - Iain H Feeley
- Department of Orthopaedics, Tallaght University Hospital, Dublin, Ireland
| | | | - John V Lunn
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland
| | - Eoin Sheehan
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland
| | - Khalid Merghani
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland
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Purea P, Brumpton K, Kumar K, Pinidiyapathirage J. Exploring the learning environment afforded by an Aboriginal Community Controlled Health service in a rural longitudinal integrated clerkship. EDUCATION FOR PRIMARY CARE 2022; 33:214-220. [PMID: 35343387 DOI: 10.1080/14739879.2022.2054371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 03/04/2022] [Accepted: 03/11/2022] [Indexed: 10/18/2022]
Abstract
OBJECTIVES Despite the extensive literature regarding longitudinal integrated clerkships (LICs), there is very little evidence about this model in non-traditional settings, such as Aboriginal Community Controlled Health Organisations (ACCHOs). This study explored the key elements of the learning experience in a rural LIC programme, within an ACCHO from the perspective of multiple stakeholders including medical students, the general practice supervisory team, Aboriginal health workers (AHWs) and cultural mentors. METHODS The study was conducted using a qualitative case-study design. Participants included Year 3 medical students and the health care team (general practitioners, practice nurse, AHWs, and a practice manager in the role of cultural mentor) from an ACCHO in regional Queensland. Data was collected through semi-structured interviews and analysed using inductive thematic analysis. RESULTS Three key features were identified within the learning experience of students undertaking an LIC in the ACCHO setting. This study showed it was a safe context for learners to learn about 'culturally safe practice', 'putting relationships at the centre', and to 'try new things', reinforcing ACCHO as an invaluable site for learning. CONCLUSION The extended clinical placement in an ACCHO setting afforded an increase in the number of opportunities to develop students' cultural safety, communication skills and relationships with patients and the supervisory team, including AHWs and cultural mentors.
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Affiliation(s)
- Paul Purea
- Rural Medical Education Australia, Toowoomba, QLD, Australia
| | - Kay Brumpton
- Rural Medical Education Australia, Toowoomba, QLD, Australia
- School of Medicine and Dentistry, Griffith University Gold Coast Campus, QLD, Australia
| | - Koshila Kumar
- College of Medicine and Public Health, Flinders University, Adelaide, SA, Australia
| | - Janani Pinidiyapathirage
- Rural Medical Education Australia, Toowoomba, QLD, Australia
- School of Medicine and Dentistry, Griffith University Gold Coast Campus, QLD, Australia
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Nadarajah A, Ramasamy S, Shankar PR, Sreeramareddy CT. Development and validation of motivators for medical specialist career choice questionnaire (MMSCCQ) - a methodological study. BMC MEDICAL EDUCATION 2022; 22:474. [PMID: 35718765 PMCID: PMC9206890 DOI: 10.1186/s12909-022-03523-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 06/03/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION A validated instrument to assess the motivating factors influencing junior doctors' medical specialist career choices is not available. The Motivators for Medical Specialist Career Choice Questionnaire (MMSCCQ) was developed and validated in the present study. METHODS An exploratory sequential mixed-methods study was conducted among house officers (HO) of a tertiary care hospital. A literature review was used to construct an interview guide. Seven HOs participated in an online, one-on-one audio-recorded in-depth interview (IDI). Seven sub-themes and 33 codes identified by thematic analyses were used to develop the MMSCCQ. The importance of each motivator was rated on a five-point Likert scale. The MMSCCQ was pretested, and a random sample of 262 house officers was invited to participate in an online survey. Psychometric evaluation was done using reliability statistics, and exploratory and confirmatory factor analyses. RESULTS The seven main themes identified by thematic analyses were labeled as factors related to 'work schedule and personal life,' 'training opportunities', 'past work experiences', 'specialty characteristics', 'career prospects', 'patient care characteristics', and 'social factors.' The highest ratings were given to "previous job experience" and "patient care traits. "The response rate was 71%, the mean age of the 185 HOs was 26.7 years (SD = 1.6). Females made up 63.8% of the population. The internal consistency for the overall questionnaire measured by Cronbach's alpha was 0.85. Each construct demonstrated an acceptable internal consistency. Twenty-six of 33 items were maintained after an exploratory factor analysis was conducted, yielding 7 constructs with a 64.9% variance. Confirmatory factor analyses established the construct validity. CONCLUSION The MMSCCQ has acceptable reliability and construct validity. Further studies are needed to test psychometric properties in different settings.
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Affiliation(s)
- Anuradha Nadarajah
- School of Postgraduate Studies, International Medical University, Kuala Lumpur, Malaysia
| | - Shamala Ramasamy
- Department of Psychology, International Medical University, Kuala Lumpur, Malaysia
| | | | - Chandrashekhar T Sreeramareddy
- Department of Community Medicine, International Medical University, No.126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000, Kuala Lumpur, Malaysia.
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Jafarianamiri SR, Qalehsari MQ, Zabihi A. Investigating the professional identity and resilience in nursing students during the COVID-19 pandemic. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:151. [PMID: 35847152 PMCID: PMC9277752 DOI: 10.4103/jehp.jehp_388_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/04/2021] [Accepted: 08/24/2021] [Indexed: 06/15/2023]
Abstract
BACKGROUND Professional identity includes the values and beliefs of a nurse that guide her thinking, action, and interaction with patients. The stressful conditions of the COVID-19 pandemic may have affected nursing students' resilience and attitudes toward their profession. Therefore, the aim of this study was to investigate the professional identity and resilience in nursing students during the COVID-19 pandemic. MATERIALS AND METHODS This cross-sectional descriptive study was performed in November and December 2020 with the participation of all nursing students of Babol University of Medical Sciences who spent at least one semester of internship in a hospital during the COVID-19 pandemic. Data were collected using demographic questionnaire, Connor-Davidson resilience scale, and nursing students' professional identity scale. Data analysis was performed using independent t-test, ANOVA, and correlation tests at a significance level of 0.05. RESULTS Nursing students in the 3rd, 5th, and 7th semesters have spent a minimum of 13 and a maximum of 151 days of internship during the pandemic period. The mean score of professional identity of nursing students was 61.86 ± 9.34 and their mean resilience score was 32.08 ± 13.54. The resilience score of 92% of students was below 50. Professional identity was significantly stronger, and resilience was considerably higher in students who were satisfied with their profession and lived with their families (P < 0.05). In other words, students with higher professional identity scores had higher resilience (r = 0.39, P = 0.000). CONCLUSION Despite a good professional identity score, the resilience of nursing students during the COVID-19 pandemic is low. Therefore, professors and the clinical education system should provide more support for students in such stressful times as the COVID-19 pandemic period.
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Affiliation(s)
- Seyedeh Roghayeh Jafarianamiri
- Department of Medical and Surgical Nursing, Nursing Care Research Center, Nursing and Midwifery School, Babol University of Medical Sciences, Babol, Iran
| | - Mojtaba Qanbari Qalehsari
- Department of Medical and Surgical Nursing, School of Nursing and Midwifery, Babol University of Medical Sciences, Babol, Iran
| | - Ali Zabihi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
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Si J. Medical students' self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school. KOREAN JOURNAL OF MEDICAL EDUCATION 2022; 34:145-154. [PMID: 35676881 PMCID: PMC9178260 DOI: 10.3946/kjme.2022.226] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 03/17/2022] [Accepted: 05/07/2022] [Indexed: 05/24/2023]
Abstract
PURPOSE This study examined medical students' self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts. METHODS This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions. RESULTS The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003). CONCLUSION When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.
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Affiliation(s)
- Jihyun Si
- Department of Medical Education, Dong-A University College of Medicine, Busan, Korea
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Ribeiro-Silva E, Amorim C, Aparicio-Herguedas JL, Batista P. Trends of Active Learning in Higher Education and Students' Well-Being: A Literature Review. Front Psychol 2022; 13:844236. [PMID: 35519651 PMCID: PMC9062227 DOI: 10.3389/fpsyg.2022.844236] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Accepted: 02/14/2022] [Indexed: 11/22/2022] Open
Abstract
This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students’ Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: “higher education AND active learning AND student AND wellness OR well-being OR wellbeing.” The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students’ well-being during confinement; (ii) methodological solutions for students’ well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students’ well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.
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Affiliation(s)
- Elsa Ribeiro-Silva
- Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal.,Research Unit in Sport and Physical Activity (CIDAF), Coimbra, Portugal.,Centre for 20th Century Interdisciplinary Studies (CEIS20), Coimbra, Portugal
| | - Catarina Amorim
- Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal
| | | | - Paula Batista
- Faculty of Sport, University of Porto, Porto, Portugal.,Research Centre in Education, Innovation, Intervention in Sport (CIFI2D), Porto, Portugal.,Centre for Research and Intervention in Education (CIIE), Porto, Portugal
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Aspler A, Kegel F, Beyene T, Zewdu T, Tesfaye B, McKnight A, Cheung E, Bryan J, Acton C. Establishing a Self-sustaining Emergency Medicine Point-of-Care Ultrasound Curriculum in an Academic Teaching Hospital in Ethiopia. Ethiop J Health Sci 2022; 32:533-538. [PMID: 35813690 PMCID: PMC9214745 DOI: 10.4314/ejhs.v32i3.8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 01/25/2022] [Indexed: 11/17/2022] Open
Abstract
Background Point-of-care ultrasound (POCUS) training has become a standard component of Canadian emergency medicine (EM) residency programs. In resource-limited contexts, including Ethiopia, there is a critical shortage of local clinicians who can perform and teach POCUS. Our aim was to establish an introductory POCUS rotation within the EM residency program at Addis Ababa University (AAU) through The Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM). Methods Through stakeholder engagement, the authors completed a quality improvement initiative and conducted a survey of AAU EM faculty and residents to understand which POCUS scans should be included in a core residency POCUS curriculum, "POCUS1". Results 17 residents completed the POCUS1 program and 16 residents completed the written survey. Focused assessment with sonography for trauma, inferior vena cava, and lung (pneumothorax, pleural effusions, and interstitial syndrome) were identified as core introductory topics. Seventeen residents completed the initial POCUS1 program. Three program graduates were supported to become "POCUS1 Master Instructors" to continue the program during the SARS-CoV-2 global pandemic. Conclusion The authors identified the highest yield POCUS scans through a written survey, successfully introduced a sustainable core POCUS curriculum at AAU for EM residents, and graduated three master instructors for curriculum continuation. We outline the structure and materials for implementation of POCUS programs for EM trainees and staff in similar low- and middle-income countries.
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Affiliation(s)
- Anne Aspler
- Division of Emergency Medicine, Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, Department of Emergency Medicine, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia
| | - Fraser Kegel
- Division of Emergency Medicine, Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Temesgen Beyene
- Department of Emergency Medicine, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia, Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
| | - Tigist Zewdu
- Department of Emergency Medicine, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia, Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
| | - Berhanu Tesfaye
- Department of Emergency Medicine, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia, Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
| | - Alexandra McKnight
- Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
| | - Eileen Cheung
- Division of Emergency Medicine, Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada, Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
| | - Jennifer Bryan
- Division of Emergency Medicine, Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
| | - Claire Acton
- Department of Medicine, Cumming School of Medicine, University of Calgary, Alberta, Canada, Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM), Toronto, ON, Canada
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Keshmiri F, Raadabadi M. Assessment of safety attitudes, professionalism and exploration of medical students' experiences. BMC MEDICAL EDUCATION 2022; 22:321. [PMID: 35473618 PMCID: PMC9040702 DOI: 10.1186/s12909-022-03387-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 04/20/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The present study was conducted to examine the interns' perceptions of safety attitude and professionalism and to explore their experiences about adherence to the principles during the COVID-19 pandemic. METHOD The present study was a mixed-method that was performed in two quantitative and qualitative stages. The medical interns at X University (n = 140) were entered. In the quantitative phase, the assessment of the interns' Safety Attitudes and Professionalism was conducted by a survey. In the qualitative phase, data were gathered by semi-structured interviews. The experiences of participants were analyzed by the inductive content analysis approach of Graneheim and Lundman. RESULTS Participants' perception scores on safety attitude and professionalism were 98.02 (14.78). The results were explained in a theme of "weakness in systemic accountability in compliance with professionalism and safety". The theme included three categories: 'support system inadequacy', and 'null curriculum in safety and professionalism education'. CONCLUSION The present results showed participants' perception scores on safety attitude and professionalism were below the moderate level. The systemic issues were explored as influencing factors in the occurrence of unsafe and unprofessional behaviors. They reported the weakness of the support system (individual, teamwork, mental health, well-being, management, and culture), and the null curriculum in education of professional, and safety principles effective on unprofessional and unsafe behaviors. During the COVID-19 pandemic, it is recommended to create mechanisms to support the development of professionalism of healthcare workers, especially, novice providers and students, and pay attention to the safety and professionalism in formal and informal educational programs.
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Affiliation(s)
- Fatemeh Keshmiri
- Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Mehdi Raadabadi
- Health Policy and Management Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
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Elma A, Nasser M, Yang L, Chang I, Bakker D, Grierson L. Medical education interventions influencing physician distribution into underserved communities: a scoping review. HUMAN RESOURCES FOR HEALTH 2022; 20:31. [PMID: 35392954 PMCID: PMC8991572 DOI: 10.1186/s12960-022-00726-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 03/24/2022] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND OBJECTIVE Physician maldistribution is a global problem that hinders patients' abilities to access healthcare services. Medical education presents an opportunity to influence physicians towards meeting the healthcare needs of underserved communities when establishing their practice. Understanding the impact of educational interventions designed to offset physician maldistribution is crucial to informing health human resource strategies aimed at ensuring that the disposition of the physician workforce best serves the diverse needs of all patients and communities. METHODS A scoping review was conducted using a six-stage framework to help map current evidence on educational interventions designed to influence physicians' decisions or intention to establish practice in underserved areas. A search strategy was developed and used to conduct database searches. Data were synthesized according to the types of interventions and the location in the medical education professional development trajectory, that influence physician intention or decision for rural and underserved practice locations. RESULTS There were 130 articles included in the review, categorized according to four categories: preferential admissions criteria, undergraduate training in underserved areas, postgraduate training in underserved areas, and financial incentives. A fifth category was constructed to reflect initiatives comprised of various combinations of these four interventions. Most studies demonstrated a positive impact on practice location, suggesting that selecting students from underserved or rural areas, requiring them to attend rural campuses, and/or participate in rural clerkships or rotations are influential in distributing physicians in underserved or rural locations. However, these studies may be confounded by various factors including rural origin, pre-existing interest in rural practice, and lifestyle. Articles also had various limitations including self-selection bias, and a lack of standard definition for underservedness. CONCLUSIONS Various educational interventions can influence physician practice location: preferential admissions criteria, rural experiences during undergraduate and postgraduate medical training, and financial incentives. Educators and policymakers should consider the social identity, preferences, and motivations of aspiring physicians as they have considerable impact on the effectiveness of education initiatives designed to influence physician distribution in underserved locations.
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Affiliation(s)
- Asiana Elma
- Department of Family Medicine, Faculty of Health Sciences, David Braley Health Sciences Center, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada
| | - Muhammadhasan Nasser
- Bachelor of Health Sciences Program, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Laurie Yang
- Bachelor of Health Sciences Program, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Irene Chang
- Bachelor of Health Sciences Program, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Dorothy Bakker
- Department of Family Medicine, Faculty of Health Sciences, David Braley Health Sciences Center, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada
- McMaster Community and Rural Education Program, McMaster University, Hamilton, Canada
| | - Lawrence Grierson
- Department of Family Medicine, Faculty of Health Sciences, David Braley Health Sciences Center, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada.
- McMaster Community and Rural Education Program, McMaster University, Hamilton, Canada.
- McMaster Education Research, Innovation and Theory, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
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Ganji J, Shirvani MA, Motahari-Tabari N, Tayebi T. Design, implementation and evaluation of a virtual clinical training protocol for midwifery internship in a gynecology course during COVID-19 pandemic: A semi-experimental study. NURSE EDUCATION TODAY 2022; 111:105293. [PMID: 35134637 PMCID: PMC8809642 DOI: 10.1016/j.nedt.2022.105293] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 01/11/2022] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Over the past year, the occurrence of COVID-19 pandemic has challenged clinical education for health care students, due to the possibility of exposure to the virus and increased spread of the disease. Clinical training of midwifery students in gynecologic problems, based on the Iran midwifery education curriculum, was also disrupted during this pandemic. OBJECTIVES This study was aimed at designing, implementing and evaluating a virtual clinical training protocol for midwifery internship in a Gynecology course. DESIGN A semi-experimental study. SETTINGS Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran. PARTICIPANTS Forty-seven midwifery interns in Gynecology course were recruited during two semesters in 2020. METHODS Five steps based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model were taken, which included 1) educational and skills needs assessment, 2) design, 3) development via focused group interviews and brainstorming with the presence of the midwifery department members in three sessions, 4) implementation including pretest and posttest, webinar, uploading the information of virtual patients, questions and correct answers, and 5) evaluation including knowledge assessment by a designed questionnaire and skills evaluation by the modified-Mini-CEX checklist. Data were analyzed using mean, standard deviation and paired t-test. RESULTS After training, a significant increase (p < 0.001) was observed in scores of knowledge and interview skills, clinical judgment, consultation, efficiency, professionalism, clinical competence and total score of clinical skills. CONCLUSIONS Training for gynecological diseases through virtual clinic promoted knowledge and clinical skills of midwifery interns. To enhance education, a virtual clinic may be used in crisis situations and in combination with teaching under normal circumstances by strengthening the infrastructure and removing barriers.
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Affiliation(s)
- Jila Ganji
- Department of Midwifery, Sexual and Reproductive Health Research Center, Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - Marjan Ahmad Shirvani
- Department of Midwifery, Sexual and Reproductive Health Research Center, Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran.
| | - Narges Motahari-Tabari
- Department of Midwifery, Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - Tahereh Tayebi
- Department of Midwifery, Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
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Ojebuoboh AR, Gonzalez-Feliciano AG, Brown KM, Khan RJ, Xu R, DeRoo LA, Lewis J, Quarells RC, Davis SK. Association of active coping to unfair treatment with perceived stress and depressive symptoms in African Americans: mh-grid study. BMC Psychiatry 2022; 22:134. [PMID: 35189857 PMCID: PMC8862227 DOI: 10.1186/s12888-022-03772-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 02/09/2022] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Unfair treatment such as discrimination and racism contribute to depression and perceived stress in African Americans. Although studies have examined how responding to such treatment is associated with ameliorating depressive symptoms and levels of perceived stress, most do not focus on African Americans. The purpose of this study is to assess how talking to others in response to unfair treatment is associated with self-reported depressive symptoms and perceived stress levels in African Americans. METHODS A sample from the 2010-2013 Minority Health Genomics and Translational Research Bio-Repository Database was used and consisted of 376 African American adults aged 30-55 years old residing in the southern region of the United States. Linear regression models were used to assess the association between talking to others following unfair treatment, compared to keeping it to oneself, on self-reported depressive symptoms and perceived stress. The predictor variable was based on the question "If you have been treated unfairly, do you usually talk to people about it or keep it to yourself?". RESULTS Talking to someone after being treated unfairly was inversely associated with perceived stress ([Formula: see text]: -3.62, SE: 1.14, p ≤ 0.05) and depressive symptoms ([Formula: see text]: -3.62, SE: 1.14, p ≤ 0.05). CONCLUSIONS African Americans who talked to others in response to unfair treatment had lower depressive symptoms and perceived stress than those who kept it to themselves. More outreach to African Americans regarding the importance of talk in response to exposure to unfair treatment is needed as a potential coping mechanism.
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Affiliation(s)
- Ayomide R. Ojebuoboh
- grid.17635.360000000419368657University of Minnesota Medical Scientist Training Program, 420 Delaware St SE, Minneapolis, MN 55455 USA
| | - Amparo G. Gonzalez-Feliciano
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
| | - Kristen M. Brown
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
| | - Rumana J. Khan
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
| | - Ruihua Xu
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
| | - Lisa A. DeRoo
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
| | - Jessica Lewis
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
| | - Rakale C. Quarells
- grid.9001.80000 0001 2228 775XCardiovascular Research Institute, Morehouse School of Medicine, Atlanta, GA USA
| | - Sharon K. Davis
- grid.280128.10000 0001 2233 9230Social Epidemiology Research Unit, National Institutes of Health, National Human Genome Research Institute, Bethesda, USA
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Machine Learning and Hebrew NLP for Automated Assessment of Open-Ended Questions in Biology. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2022. [DOI: 10.1007/s40593-021-00283-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Fyfe M, Horsburgh J, Blitz J, Chiavaroli N, Kumar S, Cleland J. The do's, don'ts and don't knows of redressing differential attainment related to race/ethnicity in medical schools. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:1-14. [PMID: 34964930 PMCID: PMC8714874 DOI: 10.1007/s40037-021-00696-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 11/07/2021] [Accepted: 11/09/2021] [Indexed: 05/21/2023]
Abstract
INTRODUCTION Systematic and structural inequities in power and privilege create differential attainment whereby differences in average levels of performance are observed between students from different socio-demographic groups. This paper reviews the international evidence on differential attainment related to ethnicity/race in medical school, drawing together the key messages from research to date to provide guidance for educators to operationalize and enact change and identify areas for further research. METHODS Authors first identified areas of conceptual importance within differential attainment (learning, assessment, and systems/institutional factors) which were then the focus of a targeted review of the literature on differential attainment related to ethnicity/race in medical education and, where available and relevant, literature from higher education more generally. Each author then conducted a review of the literature and proposed guidelines based on their experience and research literature. The guidelines were iteratively reviewed and refined between all authors until we reached consensus on the Do's, Don'ts and Don't Knows. RESULTS We present 13 guidelines with a summary of the research evidence for each. Guidelines address assessment practices (assessment design, assessment formats, use of assessments and post-hoc analysis) and educational systems and cultures (student experience, learning environment, faculty diversity and diversity practices). CONCLUSIONS Differential attainment related to ethnicity/race is a complex, systemic problem reflective of unequal norms and practices within broader society and evident throughout assessment practices, the learning environment and student experiences at medical school. Currently, the strongest empirical evidence is around assessment processes themselves. There is emerging evidence of minoritized students facing discrimination and having different learning experiences in medical school, but more studies are needed. There is a pressing need for research on how to effectively redress systemic issues within our medical schools, particularly related to inequity in teaching and learning.
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Affiliation(s)
- Molly Fyfe
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Jo Horsburgh
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
- Centre for Higher Education Research and Scholarship, Imperial College London, London, UK
| | - Julia Blitz
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
| | | | - Sonia Kumar
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
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Cullen SE, Tiu A, Vaghela KR, Hunter AR. A Face-to-Face Surgical Instrumentation Course During the COVID-19 Pandemic. Cureus 2021; 13:e19266. [PMID: 34900461 PMCID: PMC8648168 DOI: 10.7759/cureus.19266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 11/22/2022] Open
Abstract
Objectives Surgical instrumentation teaching is included as an essential part of surgical training in the core surgical training syllabus. Access to formal teaching is variable, and opportunities for informal teaching have been further reduced by the COVID-19 pandemic. We aimed to design a course to fulfil these local trainees' needs. A move away from face-to-face teaching has occurred successfully during the pandemic, but little literature exists on how face-to-face courses can be best designed during this time. We aimed to describe the practicalities of running a face-to-face course with COVID restrictions. Methods Junior doctors and nurses rotated around five stations led by theatre nurses and senior doctors, each with common instruments from different surgical subspecialties. Social distancing was observed, and level 2 personal protective equipment (PPE) was worn throughout the course. Matched pre- and post-course tests allowed evaluation of learning. Results The course had 20 attendees, and the test scores improved following the course by an average of 9% (p = 0.009). All attendees (100%) found the course improved their knowledge and confidence. Feedback was overwhelmingly positive, and the significant improvement in the multiple-choice question (MCQ) scores demonstrates that this was an effective method of delivering teaching despite the COVID-19 restrictions on social distancing. Conclusion This course shows that instrumentation training is valuable to trainees and provides a good example to other educators, showing the workings of how a practical course may be run face-to-face during the pandemic.
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Affiliation(s)
- Samuel E Cullen
- Trauma and Orthopaedics, University College London Hospital, London, GBR
| | - Angela Tiu
- Trauma and Orthopaedics, University College London Hospital, London, GBR
| | | | - Alistair R Hunter
- Trauma and Orthopaedics, University College London Hospital, London, GBR
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Kumar AP, Omprakash A, Mani PKC, Swaminathan N, Maheshkumar K, Maruthy KN, Sathiyasekaran BWC, Vijayaraghavan PV, Padmavathi R. Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach. BMC MEDICAL EDUCATION 2021; 21:614. [PMID: 34895214 PMCID: PMC8666083 DOI: 10.1186/s12909-021-03035-6] [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: 11/24/2020] [Accepted: 11/24/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND The Self-Directed Learning Readiness Scale (SDLRS) is a tool that helps in the assessment of the readiness of the students to pursue Self-Directed Learning (SDL). There are no documented studies on the validation of internal structure of the SDLRS among Indian medical students. Hence, the objective of this study is to validate the internal structure of SDLRS among Indian medical students using factor analysis and the Structural Equation Modelling (SEM) approach. METHODS We administered Fisher's 40-item SDLRS to 750 students after receiving the ethics clearance and the author's permission and taking written informed consent from all the study participants (response rate: 92%). The exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's alpha were performed using SPSS version 25 and the Lavaan package of R version 3.1.2. RESULTS The values of the comparative fit index (CFI), standardised root-mean-square residual (SRMR), and root mean square error of approximation (RMSEA) were ≥ 0.9, ≤ 0.08, and ≤ 0.08, respectively, for a model fit to be acceptable. EFA showed that except for Q2 (loading score: 0.210), Q12 (loading score: 0.384), Q13 (loading score: 0.362), and Q25 (loading score: -0.219), all the items loaded well. After the exclusion of the aforementioned items, the factor loading scores for the items in the self-management, desire for learning, and self-control factors ranged from 0.405 to 0.753 (Cronbach α: 0.775), 0.396 to 0.616 (Cronbach α: 0.730), and 0.427 to 0.556 (Cronbach α: 0.799), respectively. The updated model was used for CFA, which displayed a good model fit. CONCLUSIONS The resultant model consisting of 36 items is shown to have internal structure validity for Indian version of SDLRS, which can be used to assess medical students.
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Affiliation(s)
- Archana Prabu Kumar
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abirami Omprakash
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - Prabu Kumar Chokkalingam Mani
- Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - Narasimman Swaminathan
- Faculty of Allied Health sciences, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - K. Maheshkumar
- Department of Physiology, Government Yoga and Naturopathy Medical College and Hospital, Tamil Nadu Chennai, India
| | - K. N. Maruthy
- Department of Physiology, Narayana Medical College, Nellore, India
| | - B. W. C. Sathiyasekaran
- Department of Community Medicine, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - P. V. Vijayaraghavan
- Department of Orthopaedics, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - R Padmavathi
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
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Howgate D, Garfjeld Roberts P, Kendrick B, Rees J. Key performance and training parameters in primary total hip arthroplasty - an expert consensus using the Delphi technique. Hip Int 2021; 33:411-419. [PMID: 34748447 PMCID: PMC10170576 DOI: 10.1177/11207000211056864] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
AIMS Primary total hip arthroplasty (THA) is a commonly performed and successful operation which orthopaedic trainees must demonstrate competence in prior to completion of surgical training. An assessment of agreement between surgical trainers regarding the critical steps of a primary THA has never been undertaken. The aim of this study was to define and rank the key steps of a primary THA regards ease of teaching and their importance in achieving the best patient outcome. MATERIALS AND METHODS The Delphi technique with 3 iterative rounds was used to establish expert group consensus. The benchmark for consensus was set at an 80% agreement in any category for each step of a THR. The intra-class correlation coefficient (ICC) was used to report on the inter- and intra-rater reliabilities between and within participants responses respectively in rounds 2 and 3. RESULTS 50 consultant orthopaedic hip surgeons completed round 2, and 28 completed round 3. Overall, 27 steps (54 parameters) were identified, with 16 parameters achieving consensus agreement for their impact on patient outcome, and 17 for ease of teaching. The inter-rater ICC for patient outcome parameters was 0.89 and 0.92 in rounds 2 and 3 respectively while for teaching parameters it was 0.82 and 0.73. 50% of surgeons agreed that acetabular reaming, assessing and accurately restoring leg length, and acetabular cup anteversion were the 3 most difficult steps to teach trainees, while 90% agreed these 3 steps were substantially important to patient outcome. Another 5 steps achieved consensus for their substantial impact on patient outcome but failed to achieve consensus for ease of teaching. CONCLUSIONS The results of this expert consensus have produced a rank-order list of the key steps in primary THA, which may be used for orthopaedic curriculum development and guiding focused improvements for surgical training in primary THR including simulation.
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Affiliation(s)
- Daniel Howgate
- University of Oxford Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, Oxford, UK.,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK.,Oxford University Hospitals NHS Foundation Trust, Nuffield Orthopaedic Centre, Oxford, UK.,Dinwoodie Charitable Company, Crawley, UK
| | - Patrick Garfjeld Roberts
- University of Oxford Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, Oxford, UK.,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK.,Oxford University Hospitals NHS Foundation Trust, Nuffield Orthopaedic Centre, Oxford, UK
| | - Ben Kendrick
- University of Oxford Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, Oxford, UK.,Oxford University Hospitals NHS Foundation Trust, Nuffield Orthopaedic Centre, Oxford, UK
| | - Jonathan Rees
- University of Oxford Nuffield Department of Orthopaedics Rheumatology and Musculoskeletal Sciences, The Botnar Research Centre, Oxford, UK.,NIHR Oxford Biomedical Research Centre, The Joint Research Office, Oxford, UK.,Oxford University Hospitals NHS Foundation Trust, Nuffield Orthopaedic Centre, Oxford, UK
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Afshar L, Yazdani S, Sadeghi Avval Shahr H. Professional identity of medical students: Proposing a Meta Static Structural Model. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2021; 9:211-220. [PMID: 34692859 PMCID: PMC8521217 DOI: 10.30476/jamp.2021.89121.1364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 06/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The realization of professionalism and its desirable consequences, as the most important goal of medical education, primarily depends on identifying the process and mechanism of the professional identity formation, which in turn requires the accurate identification of components and structure of the concept of professional identity. Therefore, the aim of this study was to synthesize a static structural model for professional identity, based on the results of our previous research. METHODS In this study the theory or model construction methodology was used to synthesize a static structural model of professional identity formation for medical students. In this regard, the Walker and Avant method was followed through three steps: specifying focal concepts, reviewing the literature, and organizing concepts into an integrated and efficient representation. RESULTS In this study, based on the analysis of 9 selected conceptual models in the field of socialization and professional identity, first the key concepts of each model were extracted and then by carefully examining these concepts and determining their relationships and reviewing related texts, dimensions and components of professional identity were determined and presented in the form of a comprehensive structural static model. CONCLUSION The advantage of the proposed model over the existing models is the explicit presentation of the dimensions, constructs, and sub-constructs of the concept of professional identity. In addition, this model can be used as a general pattern in all non-medical professions.
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Affiliation(s)
- Leila Afshar
- Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Shahram Yazdani
- Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Homa Sadeghi Avval Shahr
- Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Hopfner C, Jakob A, Tengler A, Grab M, Thierfelder N, Brunner B, Thierij A, Haas NA. Design and 3D printing of variant pediatric heart models for training based on a single patient scan. 3D Print Med 2021; 7:25. [PMID: 34463879 PMCID: PMC8406574 DOI: 10.1186/s41205-021-00116-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Accepted: 08/15/2021] [Indexed: 11/24/2022] Open
Abstract
Background 3D printed models of pediatric hearts with congenital heart disease have been proven helpful in simulation training of diagnostic and interventional catheterization. However, anatomically accurate 3D printed models are traditionally based on real scans of clinical patients requiring specific imaging techniques, i.e., CT or MRI. In small children both imaging technologies are rare as minimization of radiation and sedation is key. 3D sonography does not (yet) allow adequate imaging of the entire heart for 3D printing. Therefore, an alternative solution to create variant 3D printed heart models for teaching and hands-on training has been established. Methods In this study different methods utilizing image processing and computer aided design software have been established to overcome this shortage and to allow unlimited variations of 3D heart models based on single patient scans. Patient-specific models based on a CT or MRI image stack were digitally modified to alter the original shape and structure of the heart. Thereby, 3D hearts showing various pathologies were created. Training models were adapted to training level and aims of hands-on workshops, particularly for interventional cardiology. Results By changing the shape and structure of the original anatomy, various training models were created of which four examples are presented in this paper: 1. Design of perimembranous and muscular ventricular septal defect on a heart model with patent ductus arteriosus, 2. Series of heart models with atrial septal defect showing the long-term hemodynamic effect of the congenital heart defect on the right atrial and ventricular wall, 3. Implementation of simplified heart valves and addition of the myocardium to a right heart model with pulmonary valve stenosis, 4. Integration of a constructed 3D model of the aortic valve into a pulsatile left heart model with coarctation of the aorta. All presented models have been successfully utilized and evaluated in teaching or hands-on training courses. Conclusions It has been demonstrated that non-patient-specific anatomical variants can be created by modifying existing patient-specific 3D heart models. This way, a range of pathologies can be modeled based on a single CT or MRI dataset. Benefits of designed 3D models for education and training purposes have been successfully applied in pediatric cardiology but can potentially be transferred to simulation training in other medical fields as well.
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Affiliation(s)
- Carina Hopfner
- Department of Pediatric Cardiology and Pediatric Intensive Care, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany.
| | - Andre Jakob
- Department of Pediatric Cardiology and Pediatric Intensive Care, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
| | - Anja Tengler
- Department of Pediatric Cardiology and Pediatric Intensive Care, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
| | - Maximilian Grab
- Department of Cardiac Surgery, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
| | - Nikolaus Thierfelder
- Department of Cardiac Surgery, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
| | - Barbara Brunner
- Department of Pediatric Cardiology and Pediatric Intensive Care, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
| | - Alisa Thierij
- Department of Pediatric Cardiology and Pediatric Intensive Care, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
| | - Nikolaus A Haas
- Department of Pediatric Cardiology and Pediatric Intensive Care, LMU Klinikum, Campus Großhadern, Marchioninistr. 15, 81377, Munich, Germany
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Ojala S, Kröger H, Leppilahti J, Paloneva J, Sirola J. Survey of the specializing doctor training in orthopedics and traumatology across university hospitals in Finland. Acta Orthop 2021; 92:373-375. [PMID: 34074209 PMCID: PMC8382012 DOI: 10.1080/17453674.2021.1910772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/08/2023] Open
Affiliation(s)
- Sofianna Ojala
- Kuopio Musculoskeletal Research Unit (KMRU), University of Eastern Finland, and Department of Orthopedics, Traumatology and Hand Surgery, Kuopio University Hospital, Kuopio,Correspondence: Sofianna OJALA, Kuopio Musculoskeletal Research Unit (KMRU), University of Eastern Finland, and Department of Orthopedics, Traumatology and Hand Surgery, Kuopio University Hospital, Kuopio,
| | - Heikki Kröger
- Kuopio Musculoskeletal Research Unit (KMRU), University of Eastern Finland, and Department of Orthopedics, Traumatology and Hand Surgery, Kuopio University Hospital, Kuopio
| | - Juhana Leppilahti
- Department of Surgery, Division of Orthopedic and Trauma Surgery, Oulu University Hospital, Oulu, Finland/Medical Research Center, University of Oulu
| | - Juha Paloneva
- Central Finland Hospital, Jyväskylä, Finland, and University of Eastern Finland
| | - Joonas Sirola
- Kuopio Musculoskeletal Research Unit (KMRU), University of Eastern Finland, and Department of Orthopedics, Traumatology and Hand Surgery, Kuopio University Hospital, Kuopio
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Yazdimoghaddam H, Samadipour E, Ghardashi F, Borzoee F, Akbarzadeh R, Zardosht R, Hesari MH, Khalili S. Designing a comprehensive clinical competency test for operating room technology student: Using Delphi technique and CIPP model evaluation. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:240. [PMID: 34395677 PMCID: PMC8318160 DOI: 10.4103/jehp.jehp_1563_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 12/14/2020] [Indexed: 05/14/2023]
Abstract
BACKGROUND The ultimate goal in educating medical students is to train skilled workforce who by obtaining the required knowledge of the discipline, personal and professional skills, and attitudes to enter the national health-care system. This study was conducted with the goal of designing a comprehensive clinical competency test of operating room technology student using the Delphi technique, and then, the clinical skills of the operating room technology students of the paramedical school were assessed using the CIPP evaluation model. MATERIALS AND METHODS The present study was conducted in the University of Medical Sciences to evaluate clinical skills with Delphi technique and CIPP evaluation model. This was a mixed methods study. Purposive sampling method was employed in the qualitative stage, and a census was conducted in the quantitative part. A comprehensive clinical competency test was designed in this research using the Delphi technique and was conducted with 18 students. Then, clinical skills evaluation was performed by descriptive-analytical statistical tests and evaluator's observation using the CIPP model. RESULTS The comprehensive clinical competencies test of the surgical technology students was designed in four sections: content, evaluation method, test conditions, and the criteria for passing the comprehensive test. The results in the implementation stage showed that the operating room technology students had a range of excellent to weak performances in exhibiting basic skills at different levels. CONCLUSIONS The results of the present study showed that the comprehensive test, designed based on the Delphi technique of experts, and using the CIPP model can be a good criterion for the evaluation of the operating room technology students before entering the clerkship.
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Affiliation(s)
- Hamideh Yazdimoghaddam
- Non-Communicable Diseases Research Center, Department of Operating Room, Faculty of Paramedices, Sabzevar University of Medical Sciences, Sabzerar, Iran
| | - Ezat Samadipour
- PhD Health in Disasters and Emergencies, School Paramedical, Sabzevar University of Medical Sciences, Khorasan Razavi, Iran
| | - Fatemeh Ghardashi
- PhD in Health Research and Technology Management, Assistant Professor of SUMS, Non-Communicable Diseases Research Center, Vice Chancellor of Education and Research, School of Paramedical Sciences, Sabzevar University of Medical Sciences, Sabzevar, Iran
| | - Fateme Borzoee
- Non-communicable Disease Research Center, Department of Operating Room, Faculty of Paramedics, Sabzevar University of Medical Sciences, Sabzerar, Iran
| | - Roya Akbarzadeh
- Non-Communicable Diseases Research Center, Department of Anesthesia, Faculty of Paramedices,Sabzevar University of Medical Sciences, Sabzerar, Iran
| | - Roghayeh Zardosht
- Iranian Research Center on Healthy Aging, Department of Operating Room, Faculty of Paramedices, Sabzevar University of Medical Sciences, Sabzerar, Iran
| | - Mohammad Hosseinzadeh Hesari
- Department of Operating Room, School of Allied Medical Sciences, Non-Communicable Diseases Research Center, Sabzevar University of Medical Sciences, Sabzevar, Iran
| | - Sedigheh Khalili
- Department of Operating Room, School of Allied Medical Sciences, Non-Communicable Diseases Research Center, Sabzevar University of Medical Sciences, Sabzevar, Iran
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