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Van Ravenswaay L, Parnes A, Nisly SA. Clicks for credit: an analysis of healthcare professionals' social media use and potential for continuing professional development activities. MEDICAL EDUCATION ONLINE 2024; 29:2316489. [PMID: 38359156 PMCID: PMC10877644 DOI: 10.1080/10872981.2024.2316489] [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: 10/25/2023] [Accepted: 02/05/2024] [Indexed: 02/17/2024]
Abstract
BACKGROUND Previous studies have examined social media habits and utilization patterns among various groups of healthcare professionals. However, very few studies have evaluated the use of social media to support continuing professional development activities. The goal of the 2023 Clinical Education Alliance social media survey was to explore how HCPs interact professionally with social media, describe utilization trends, and identify barriers to using social media to disseminate CPD content. METHODS We conducted an online anonymous, voluntary survey of healthcare professionals contained in the Clinical Education Alliance learner database from January to March 2023. The survey was distributed via email and all learners were invited to participate regardless of profession or specialty. This survey consisted of 16 questions and collected demographic information and social media utilization and habits of healthcare professionals. RESULTS Of the 2,615 healthcare professionals who completed the survey, 71.2% use social media. Most respondents were physicians (50.6%) practicing in an urban setting (59.6%) and have been practicing for more than 15 years (70.5%). The most widely used platform was Facebook (70.7%), but there were no significant differences among the different professions. Of the respondents who use social media, 44.5% used social media to access continuing professional development-certified activities. Surveyed learners preferred passive participation with social media content. Participant-reported concerns include issues with legitimacy of the information, privacy, time constraints, and institutional barriers. DISCUSSION As the continuing professional development community continues to evolve and seek new innovative strategies to reach healthcare professionals, the findings of this survey highlight the need to identify and enact social media-based strategies aimed to engage healthcare professionals and provide them with unbiased evidence-based education.
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Affiliation(s)
- Logan Van Ravenswaay
- Healthcare Education and Outcomes Postdoctoral Fellow, Clinical Education Alliance, Reston, VA, USA
| | - Alex Parnes
- Marketing and Engagement, Clinical Education Alliance, Reston, VA, USA
| | - Sarah A. Nisly
- Outcomes and Clinical Impact, Clinical Education Alliance, Reston, VA, USA
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Dalsmo IE, Laugaland KA, Fossum M, Ravik M, Gonzalez MT, Ekra EMR. Student nurses' experiences with a digital educational resource supporting learning in nursing home placements: A qualitative study. NURSE EDUCATION TODAY 2024; 140:106271. [PMID: 38838396 DOI: 10.1016/j.nedt.2024.106271] [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: 11/08/2023] [Revised: 05/15/2024] [Accepted: 06/02/2024] [Indexed: 06/07/2024]
Abstract
BACKGROUND Nursing education should improve clinical placements in nursing homes to foster and enhance student nurses' learning experiences. Initiatives for digital educational resource used to teach and supervise students to complement learning are increasingly being adopted and considered important in nursing education. However, little is known about how digital educational resources can facilitate learning in placements. Research on the value of such resources from student nurses' perspective is required. AIM To explore first-year student nurses' experiences with a digital educational resource developed to support learning in nursing home placements. DESIGN This study has a qualitative explorative design and is part of a larger research project in which a digital educational resource named DigiQUALinPRAX was developed. SETTINGS This study was conducted at three publicly funded nursing homes affiliated with one Norwegian university. PARTICIPANTS Twenty-three first-year student nurses. METHODS Data was generated through pre- and post-placement group interviews and analysed using reflexive thematic analysis. Standards for Reporting Qualitative Research were applied in this stud. FINDINGS One overreaching theme and three subthemes related to student nurses' experiences with a digital educational resource were identified. The digital educational resource gave a feeling of being acknowledged as a learner by (1) providing a structure and preparation that made the placement feel less overwhelming, (2) supporting professional reflection and assessment practices, and (3) facilitating collaboration when all stakeholders used the resource actively. CONCLUSIONS This study indicates that student nurses' learning process in nursing home placements can be supported through digital educational resources customised for this learning arena. The findings indicate that the digital educational resource facilitated pre-placement preparedness, provided structure and flexibility, and enhanced reflection and assessment practices during clinical placement. However, encouraging tripartite usage is essential to exploit the full potential of digital educational resources.
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Affiliation(s)
- Ingrid E Dalsmo
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Norway.
| | - Kristin A Laugaland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences University of Stavanger, Norway
| | - Mariann Fossum
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Norway
| | - Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway
| | - Marianne T Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway
| | - Else M R Ekra
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Norway
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McMillan K, Jyothi Kumar S, Bainbridge D, Kortes-Miller K, Winemaker S, Kilbertus F, Marshall D, Seow H. Increasing interprofessional collaboration in community-based palliative care: a pilot study of the CAPACITI education program for primary care providers. J Interprof Care 2024; 38:799-806. [PMID: 39082237 DOI: 10.1080/13561820.2024.2375631] [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: 05/08/2023] [Revised: 09/07/2023] [Accepted: 01/31/2024] [Indexed: 08/30/2024]
Abstract
Interprofessional collaboration in palliative care is essential to ensuring high-quality care for seriously ill patients. Education interventions to increase competency in palliative care should incorporate team-building skills to encourage an interprofessional approach. We developed and piloted a virtual educational program named CAPACITI for interprofessional teams to promote a community palliative approach to care. Primary care teams from across Ontario, Canada, participated in CAPACITI which consisted of 10 facilitated sessions that emphasized how to operationalize a palliative care approach as a team. Pre- and post-study questionnaires were completed by each team, including the AITCS-II, a validated instrument that measures interprofessional collaboration. We analyzed individual paired differences in summary scores and in each of three subdomains of the AITCS-II questionnaire: partnership, cooperation, and coordination. Seventeen teams completed the AITCS-II post survey, representing 133 participants. Teams varied demographically and ranged from 5 to 16 members. After CAPACITI, the overall mean AITCS-II summary score among teams increased to 96.0 (SD = 10.0) for a significant paired mean difference increase of 9.4 (p = .03). There were also significant increases in the partnership (p = .01) and in the cooperation subdomains (p = .04). CAPACITI demonstrated the potential for improving collaboration among primary care teams, which can lead to improved provider and patient outcomes in palliative care.
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Affiliation(s)
- Kayla McMillan
- Department of Oncology, McMaster University, Hamilton, Canada
| | | | | | | | | | - Frances Kilbertus
- Department of Clinical Sciences, Northern Ontario School of Medicine University, Thunder Bay, Canada
| | - Denise Marshall
- Faculty of Health Sciences, McMaster University Hamilton, Hamilton, Canada
| | - Hsien Seow
- Department of Oncology, McMaster University, Hamilton, Canada
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Koenig E, Hoffmann U, Fegert JM, Keller F, Sicorello M, Spohrs J, Kraus L, Nickel S, Schmahl C, Abler B, In-Albon T, Koenig J, Ougrin D, Kaess M, Plener PL. Training approaches for the dissemination of clinical guidelines for NSSI: a quasi-experimental trial. Child Adolesc Psychiatry Ment Health 2024; 18:99. [PMID: 39127743 DOI: 10.1186/s13034-024-00789-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Accepted: 07/25/2024] [Indexed: 08/12/2024] Open
Abstract
BACKGROUND Non-suicidal self-injury (NSSI) is of high clinical relevance due to its high prevalence and negative long-term implications. In 2016, the German consensus-based clinical guidelines for diagnostic, assessment and treatment of NSSI in childhood and adolescence were published. However, research indicates that clinical guidelines are often poorly implemented in clinical practice. One crucial part of this process is the training of healthcare professionals to transfer knowledge and capacities to bring guideline recommendations into clinical practice. METHODS The effect of three different dissemination strategies (printed educational material, e-learning, and blended-learning) on the NSSI guidelines´ recommendations was examined among 671 physicians and psychotherapists via an online-survey. The quasi-experimental study included three measurement points (before the training, after the training, 3-month follow-up) and mixed effects models were used to test for changes in knowledge, competences and attitudes toward NSSI and treatment. Moreover, the transfer of gained competences to practical work and user satisfaction were reviewed. RESULTS With all three training formats, the intended changes of the outcome variables could be observed. Hereby, the printed educational material condition showed the lowest improvement in the scores for the 'negative attitudes toward NSSI and those who self-injure'. The training effect remained stable throughout the follow-up measurement. The highest application rate of acquired intervention techniques in clinical practice was reported for the blended-learning condition. For all three training strategies, user satisfaction was high and evaluation of training quality was positive, with printed educational material receiving the lowest and blended-learning the highest evaluations. CONCLUSIONS In summary, all three training formats were perceived to be of high quality and seem to be suited to cover the needs of a heterogeneous group of physicians and psychotherapists. The choice of training method could be driven by considering which training goals are desired to be achieved and by the benefit-cost ratio allowing for tailored training approaches.
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Affiliation(s)
- Elisa Koenig
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany.
- German Center of Mental Health (DZPG), Partner site Ulm, Germany.
| | - Ulrike Hoffmann
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- German Center of Mental Health (DZPG), Partner site Ulm, Germany
| | - Jörg M Fegert
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- German Center of Mental Health (DZPG), Partner site Ulm, Germany
| | - Ferdinand Keller
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- German Center of Mental Health (DZPG), Partner site Ulm, Germany
| | - Maurizio Sicorello
- Department of Psychosomatic Medicine and Psychotherapy, Central Institute of Mental Health Mannheim, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Jennifer Spohrs
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
| | - Laura Kraus
- Clinical Child and Adolescent Psychology and Psychotherapy, University of Kaiserslautern-Landau, Landau, Germany
| | - Sandra Nickel
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
| | - Christian Schmahl
- Department of Psychosomatic Medicine and Psychotherapy, Central Institute of Mental Health Mannheim, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
- German Center of Mental Health (DZPG), Partner site Mannheim, Germany
| | - Birgit Abler
- Department of Psychiatry and Psychotherapy III, Ulm University, Ulm, Germany
| | - Tina In-Albon
- Clinical Child and Adolescent Psychology and Psychotherapy, University of Kaiserslautern-Landau, Landau, Germany
| | - Julian Koenig
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany
| | - Dennis Ougrin
- Youth Resilience Unit, WHO Collaborating Centre for Mental Health Services Development, Centre for Psychiatry and Mental Health, Wolfson Institute of Population Health, Queen Mary University of London, London, UK
| | - Michael Kaess
- Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Paul L Plener
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- Department of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria
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Antipova V, Siwetz M, Engelhardt M, Fellner FA, Manhal S, Niedermair JF, Ondruschka B, Pietras SM, Poilliot AJ, Pretterklieber ML, Wimmer-Röll M, Wree A, Hammer N. A comparison of 1- versus 3-month regional anatomy exposure on learning outcomes of undergraduate medical students. Clin Anat 2024. [PMID: 39101524 DOI: 10.1002/ca.24206] [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: 03/22/2024] [Revised: 07/02/2024] [Accepted: 07/16/2024] [Indexed: 08/06/2024]
Abstract
Regional anatomy teaching forms a cornerstone of undergraduate medical education. Owing to an increase in teaching and learning content throughout the medical curriculum in recent years, contact hours and overall course durations in anatomy are under review worldwide. This study aimed to assess whether shortening the course content duration impacts learning gain and the ability to identify anatomical structures correctly. Undergraduate medical students of the Johannes Kepler University Linz (JKU; n = 310) and at the Medical University of Graz (MUG; n = 156) participating in regional anatomy courses were included. Whole body regional anatomy courses, including hands-on dissection and accompanying lectures, were delivered over one or three months. Course content and examination mode were kept consistent, while the duration of knowledge delivery was one or three months, respectively. Objective structured practical examinations (OSPE) were then carried out on prosections for the neck, thorax, and abdomen. 3-month course exposure resulted in significantly higher OSPE scores for the neck (49 vs. 37%), thorax (65 vs. 54%), and abdomen (65 vs. 45%), respectively. Further evaluation of the utility of different embalming types yielded higher 3-month scores in the neck and thorax regions with Thiel-embalmed tissues and thorax and abdomen regions in ethanol-glycerin-embalmed tissues. Course exposure over a more extended period, like three months, appears to be highly beneficial.
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Affiliation(s)
- Veronica Antipova
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | - Martin Siwetz
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | - Maren Engelhardt
- Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Franz A Fellner
- Central Radiology Institute, Johannes Kepler University Hospital, Linz, Austria
- Division of Virtual Morphology, Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Simone Manhal
- Office of the Vice-Rector for Studies and Teaching, Medical University of Graz, Graz, Austria
| | - Julian F Niedermair
- Central Radiology Institute, Johannes Kepler University Hospital, Linz, Austria
- Division of Virtual Morphology, Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Benjamin Ondruschka
- Institute of Legal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Sandra M Pietras
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | | | - Michael L Pretterklieber
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
| | - Monika Wimmer-Röll
- Institute of Anatomy and Cell Biology, Johannes Kepler University, Linz, Austria
| | - Andreas Wree
- Institute of Anatomy, Rostock University Medical Center, Rostock, Germany
| | - Niels Hammer
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Graz, Austria
- Department of Orthopedic and Trauma Surgery, University of Leipzig, Leipzig, Germany
- Division of Biomechatronics, Fraunhofer Institute for Machine Tools and Forming Technology (IWU), Chemnitz and Dresden, Germany
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Stenberg E, Milosavljevic A, Götrick B, Lundegren N. Continuing professional development in general dentistry-experiences of an online flipped classroom. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:825-832. [PMID: 38654701 DOI: 10.1111/eje.13013] [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: 09/25/2023] [Accepted: 04/07/2024] [Indexed: 04/26/2024]
Abstract
INTRODUCTION Continuing professional development is a lifelong learning process. One pedagogical approach that can be used is active learning. Flipped classroom is a method that has been shown to improve deeper conceptual understanding. In an online setting, the method saves travel, time, and costs. To our knowledge, flipped classroom is rarely used in continuing professional education. This study in general dentistry explored experiences of an online flipped classroom course in continuing professional development. MATERIALS AND METHODS Fifteen dental hygienists, clinically active in general dental care, were interviewed. They were recruited from an online course on the latest classification system for periodontal diseases. The course had been conducted using an active learning and flipped classroom model. The interviews were semi-structured. Data were extracted using qualitative content analysis. RESULTS The experiences of the dental hygienists could be summarized in three themes: Stimulation of knowledge gain through self-paced studies, The ease of virtual networking among colleagues, and Fostering of direct practical application through collaboration. CONCLUSION New and emerging communication technology seems to open new possibilities for continuing professional development in general dentistry. Study participants felt that, in an online environment, mixing asynchronous and synchronous communication in a flipped classroom model facilitated learning in continuing professional development. Online active learning seems to work well in continuous professional development in general dentistry. After the course, the participating dental hygienists stated that they were able to use their new knowledge clinically and felt confident doing so.
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Affiliation(s)
- Emelie Stenberg
- Department of Oral Health, Faculty of Odontology, Malmö University, Malmö, Sweden
| | | | - Bengt Götrick
- Department of Orofacial Medicine, Faculty of Odontology, Malmö University, Malmö, Sweden
| | - Nina Lundegren
- Department of Oral Diagnostics, Faculty of Odontology, Malmö University, Malmö, Sweden
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Safiah MH, Alchallah MO, ElHomsi MO, Kalalib Al Ashabi K, Ataya S, Alolabi H, Mohsen F, Darjazini Nahas L. The attitudes of Syrian Private University Medical Students towards E-Learning during the COVID-19 pandemic: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:826. [PMID: 39085920 PMCID: PMC11293193 DOI: 10.1186/s12909-024-05817-0] [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: 07/13/2023] [Accepted: 07/24/2024] [Indexed: 08/02/2024]
Abstract
BACKGROUND The COVID-19 pandemic has had a significant impact on the education sector, leading to the closure of colleges and schools and disrupting the learning process for an uncertain duration. In response, electronic learning has emerged as a suitable method for continuing the educational process during the lockdown. This study aimed to assess the attitudes, practices, and barriers to e-learning among medical students at Syrian Private University. METHODS A cross-sectional survey study was conducted at the Faculty of Medicine of the Syrian Private University (SPU) in Damascus, Syria. The study used a convenience sampling approach and was carried out from June 2021 to January 2022. Data were collected using a self-administered questionnaire structured into two sections. The first section included 12 sociodemographic questions. The second section assessed students' attitudes, practices, and barriers related to e-learning, and consisted of 14 questions on attitudes, 11 questions on practices, and 9 questions on barriers. RESULTS Of the 519 participating students, over half (55.1%) exhibited a negative attitude towards e-learning. However, more than 60% reported engaging in e-learning activities such as downloading educational content and participating in virtual study groups. The main barriers identified were unstable internet connections (92.7%) and challenges in communication with educators (82.7%). Bionomical logistic regression revealed that negative attitudes were predicted by housing status, academic year, health status, lack of engagement with colleagues in e-learning practices, and the reported barriers of difficulty adjusting learning style, lack of technical skills, poor communication with educators, limited access to devices, and limited space conducive for studying (P < 0.05). CONCLUSION While medical students at SPU were actively engaged in e-learning, over half held negative attitudes. These negative attitudes were associated with the various barriers that students reported. The findings can inform stakeholders in our institution and other Syrian universities about the challenges of implementing e-learning in medical colleges.
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Affiliation(s)
- Mhd Homam Safiah
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic
| | - Mhd Obai Alchallah
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic
| | - Muhammad Omar ElHomsi
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic.
| | | | - Sham Ataya
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic
| | - Homam Alolabi
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic
| | - Fatema Mohsen
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic
| | - Louei Darjazini Nahas
- Faculty of Medicine, Syrian Private University, Mazzeh Street, P.O. Box 36822, Damascus, Syrian Arab Republic
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Reddinger JL, Dickman J, Martyn S. Improvement of Perioperative Efficiency via Pediatric Preanesthesia Respiratory Risk Training. J Perianesth Nurs 2024:S1089-9472(24)00125-4. [PMID: 39093234 DOI: 10.1016/j.jopan.2024.04.001] [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: 01/31/2024] [Revised: 04/05/2024] [Accepted: 04/05/2024] [Indexed: 08/04/2024]
Abstract
PURPOSE This process improvement to the registered nurse (RN) preanesthesia telephone call interview applied an evidence-based bundle of interventions to improve perioperative efficiency. The overarching aim was to decrease RN subjectivity regarding pediatric upper respiratory tract infection (URI) symptoms during the preoperative telephone call family outreach interview to allow for early identification of respiratory illness that could lead to a day of surgery (DOS) cancellation. DESIGN The design was an evidence-based process improvement with a pretest post-test design. METHODS An E-learning module, on pediatric preanesthesia respiratory risk training, was delivered to the RN telephone call staff. An anesthesiology-created pediatric URI algorithm with use of the Current signs and symptoms, Onset, Lung disease, airway Device, Surgery (COLDS) score, a preanesthetic risk score for children with URI symptoms, were used to trigger consultation with anesthesiology for URI symptoms. Anesthesiology consultation cards following situation-background-assessment-recommendation were used to streamline consultation with an anesthesiology attending physician. Predata were obtained from the Quality Report Card on patient illness cancellations made both on the preoperative telephone call and DOS from the previous 24 months. A plan-do-study-act cycle was completed over 10 weeks. FINDINGS RNs' confidence in their ability to recognize the need for anesthesiology consultation was 92% after completion of the E-learning module. The rate of DOS cancellations for patient illness decreased by 10% from 2021 and 7% from 2022. The rate of preoperative telephone call-identified patient illness cancellations increased by 10% from 2021 and 7% from 2022. Decreasing DOS cancellations by early identification of illness on the preoperative telephone call is preferred to avoid loss of operating room time, patient and family dissatisfaction with a DOS cancellation, and provide a safer time frame for surgery and anesthesia. CONCLUSIONS RNs' confidence in anesthesiology consultation protocol was high after completion of the E-learning module. The process improvement to the RN workflow resulted in improved perioperative efficiency as evidenced by comparison of pretest post-test data indicating a reduction in DOS patient illness cancellations and an increase in preoperative telephone call patient illness cancellations.
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Affiliation(s)
- Jamie L Reddinger
- Department of Anesthesiology, Children's Hospital of Pittsburgh of UPMC, Pittsburgh, PA.
| | - Jennifer Dickman
- Department of Anesthesiology, Children's Hospital of Pittsburgh of UPMC, Pittsburgh, PA
| | - Slava Martyn
- Department of Anesthesiology, Children's Hospital of Pittsburgh of UPMC, Pittsburgh, PA
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Mikkonen K, Helminen EE, Saarni SI, Saarni SE. Learning Outcomes of e-Learning in Psychotherapy Training and Comparison With Conventional Training Methods: Systematic Review. J Med Internet Res 2024; 26:e54473. [PMID: 39073862 PMCID: PMC11319893 DOI: 10.2196/54473] [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: 11/11/2023] [Revised: 04/22/2024] [Accepted: 05/21/2024] [Indexed: 07/30/2024] Open
Abstract
BACKGROUND Mental disorders pose a major public health problem in most western countries. The demand for services for common mental health disorders has been on the rise despite the widespread accessibility of medication. Especially, the supply and demand for evidence-based psychotherapy do not align. Large-scale increase of modern psychotherapy is difficult with current methods of training which are often expensive, time consuming, and dependent on a small number of top-level professionals as trainers. E-learning has been proposed to enhance psychotherapy training accessibility, quality, and scalability. OBJECTIVE This systematic review aims to provide an overview of the current evidence regarding e-learning in psychotherapy training. In particular, the review examines the usability, acceptability, and learning outcomes associated with e-learning. Learning outcomes are assessed in different modalities including trainee experiences, knowledge acquisition, skill acquisition, and application of trained content in daily practice. Furthermore, the equivalence of web-based training and conventional training methods is evaluated. METHODS Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a search from Ovid, MEDLINE, PsycINFO, and Scopus databases between 2008 and June 2022 was conducted. Inclusion criteria required studies to describe e-learning systems for psychotherapy training and assess acceptability, feasibility, or learning outcomes. The risk of bias was evaluated for both randomized and nonrandomized studies. Learning outcomes were categorized using the Kirkpatrick model. Effect sizes comparing e-learning and traditional methods were calculated. RESULTS The search yielded 3380 publications, of which 34 fulfilled the inclusion criteria. Positive learning outcomes are generally associated with various e-learning programs in psychotherapy training including trainee satisfaction, knowledge, and skill acquisition, and in application of trained content in clinical practice. Learning outcomes generally show equivalence between e-learning and conventional training methods. The overall effect size, indicating this disparity, was 0.01, suggesting no significant difference. This literature displays a high level of heterogeneity in e-learning solutions and assessment methods. CONCLUSIONS e-Learning seems to have good potential to enhance psychotherapy training by increasing access, scalability, and cost-effectiveness while maintaining quality in terms of learning outcomes. Results are congruent with findings related to e-learning in health education in general where e-learning as a pedagogy is linked to an opportunity to carry out learner-centric practices. Recommendations for conducting psychotherapy training programs in blended settings supported by activating learning methods are presented. However, due to the heterogeneity and limitations in the existing literature, further research is necessary to replicate these findings and to establish global standards for e-learning, as well as for the assessment of training outcomes in psychotherapy education. Research is especially needed on the effects of training on patient outcomes and optimal ways to combine e-learning and conventional training methods in blended learning settings.
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Affiliation(s)
- Kasperi Mikkonen
- Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Department of Psychiatry, Helsinki University Hospital, Helsinki, Finland
| | - Eeva-Eerika Helminen
- Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Department of Psychiatry, Helsinki University Hospital, Helsinki, Finland
| | - Samuli I Saarni
- Department of Psychiatry, Helsinki University Hospital, Helsinki, Finland
- Faculty of Medicine and Health Technology, University of Tampere, Tampere, Finland
| | - Suoma E Saarni
- Department of Psychiatry, Helsinki University Hospital, Helsinki, Finland
- Faculty of Medicine and Health Technology, University of Tampere, Tampere, Finland
- Psychiatry, Wellbeing Services County of Päijät-Häme, Lahti, Finland
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Roth MJ, Maggio LA, Costello JA, Samuel A. E-learning Interventions for Quality Improvement Continuing Medical Education-A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2024:00005141-990000000-00116. [PMID: 39028318 DOI: 10.1097/ceh.0000000000000564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2024]
Abstract
INTRODUCTION Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME. METHODS We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus. RESULTS Twenty-one studies were included. Most studies used blended instruction (n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected. DISCUSSION Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.
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Affiliation(s)
- Michael J Roth
- Dr. Roth: Assistant Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Maggio: Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Mr. Costello: Research Associate, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Samuel: Associate Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
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Notarnicola I, Duka B, Lommi M, Prendi E, Cristofori E, Mele T, Ivziku D, Rocco G, Stievano A. Empowering Nurse Health Education: Linguistic and Cultural Validation of the Nurse Health Education Competence Instrument (NHECI) in the Italian Context. Healthcare (Basel) 2024; 12:1445. [PMID: 39057588 PMCID: PMC11276456 DOI: 10.3390/healthcare12141445] [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: 05/20/2024] [Revised: 07/03/2024] [Accepted: 07/16/2024] [Indexed: 07/28/2024] Open
Abstract
BACKGROUND Nurses worldwide are acknowledged for their role in health education across various settings. However, doubts often arise regarding their competence in this domain. This study aims to validate the Nurse Health Education Competence Instrument (NHECI) linguistically and culturally in the Italian context. METHODS Following Beaton et al.'s (2000) guidelines, we conducted cross-cultural adaptation to develop the Italian version of the questionnaire. RESULTS The Italian version demonstrates a good internal consistency and stability, making it suitable for assessing nursing students during clinical internships and practicing nurses. The availability of Italian tools promotes healthcare research, ensuring patient-centric care. CONCLUSIONS The validity and reliability of the Italian version of the instrument for assessing health education competencies, essential for self-assessment among health education nurses, are established.
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Affiliation(s)
- Ippolito Notarnicola
- Centre of Excellence for Nursing Scholarship, OPI, 00146 Rome, Italy; (G.R.); (A.S.)
- Faculty of Medicine, University “Our Lady of the Good Counsel”, 1001 Tirana, Albania; (B.D.); (E.P.)
| | - Blerina Duka
- Faculty of Medicine, University “Our Lady of the Good Counsel”, 1001 Tirana, Albania; (B.D.); (E.P.)
| | - Marzia Lommi
- Department of Biomedicine and Prevention, University of Rome “Tor Vergata”, 00133 Rome, Italy;
| | - Emanuela Prendi
- Faculty of Medicine, University “Our Lady of the Good Counsel”, 1001 Tirana, Albania; (B.D.); (E.P.)
| | - Elena Cristofori
- Department of Medicine and Surgery, Catholic University of the Sacred Heart, 00168 Rome, Italy;
| | - Tiziana Mele
- Regional Health Emergency Company 118, 00149 Roma, Italy;
| | - Dhurata Ivziku
- Department of Health Professions, Fondazione Policlinico Universitario Campus Bio-Medico, 00128 Rome, Italy;
| | - Gennaro Rocco
- Centre of Excellence for Nursing Scholarship, OPI, 00146 Rome, Italy; (G.R.); (A.S.)
- Faculty of Medicine, University “Our Lady of the Good Counsel”, 1001 Tirana, Albania; (B.D.); (E.P.)
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI, 00146 Rome, Italy; (G.R.); (A.S.)
- Department of Clinical and Experimental Medicine, University of Messina, 98122 Messina, Italy
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Jones J, Johnston JS, Ndiaye NY, Tokar A, Singla S, Skinner NA, Strehlow M, Utunen H. Health Care Workers' Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis. JMIR MEDICAL EDUCATION 2024; 10:e51915. [PMID: 38904474 PMCID: PMC11199926 DOI: 10.2196/51915] [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: 08/16/2023] [Revised: 04/26/2024] [Accepted: 05/19/2024] [Indexed: 06/22/2024]
Abstract
Background Massive open online courses (MOOCs) are increasingly used to educate health care workers during public health emergencies. In early 2020, the World Health Organization (WHO) developed a series of MOOCs for COVID-19, introducing the disease and strategies to control its outbreak, with 6 courses specifically targeting health care workers as learners. In 2020, Stanford University also launched a MOOC designed to deliver accurate and timely education on COVID-19, equipping health care workers across the globe to provide health care safely and effectively to patients with the novel infectious disease. Although the use of MOOCs for just-in-time training has expanded during the pandemic, evidence is limited regarding the factors motivating health care workers to enroll in and complete courses, particularly in low-income countries (LICs) and lower-middle-income countries (LMICs). Objective This study seeks to gain insights on the characteristics and motivations of learners turning to MOOCs for just-in-time training, to provide evidence that can better inform MOOC design to meet the needs of health care workers. We examine data from learners in 1 Stanford University and 6 WHO COVID-19 courses to identify (1) the characteristics of health care workers completing the courses and (2) the factors motivating them to enroll. Methods We analyze (1) course registration data of the 49,098 health care workers who completed the 7 focal courses and (2) survey responses from 6272 course completers. The survey asked respondents to rank their motivations for enrollment and share feedback about their learning experience. We use descriptive statistics to compare responses by health care profession and by World Bank country income classification. Results Health care workers completed the focal courses from all regions of the world, with nearly one-third (14,159/49,098, 28.84%) practicing in LICs and LMICs. Survey data revealed a diverse range of professional roles among the learners, including physicians (2171/6272, 34.61%); nurses (1599/6272, 25.49%); and other health care professionals such as allied health professionals, community health workers, paramedics, and pharmacists (2502/6272, 39.89%). Across all health care professions, the primary motivation to enroll was for personal learning to improve clinical practice. Continuing education credit was also an important motivator, particularly for nonphysicians and learners in LICs and LMICs. Course cost (3423/6272, 54.58%) and certification (4238/6272, 67.57%) were also important to a majority of learners. Conclusions Our results demonstrate that a diverse range of health care professionals accessed MOOCs for just-in-time training during a public health emergency. Although all health care workers were motivated to improve their clinical practice, different factors were influential across professions and locations. These factors should be considered in MOOC design to meet the needs of health care workers, particularly those in lower-resource settings where alternative avenues for training may be limited.
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Affiliation(s)
- Jennifer Jones
- Stanford School of Medicine, Stanford, CA, United States
| | | | - Ngouille Yabsa Ndiaye
- Learning and Capacity Development Unit, Health Emergencies Programme, World Health Organization, Geneva, Switzerland
| | - Anna Tokar
- Learning and Capacity Development Unit, Health Emergencies Programme, World Health Organization, Geneva, Switzerland
| | - Saumya Singla
- Stanford Center for Health Education, Stanford, CA, United States
| | | | - Matthew Strehlow
- Stanford School of Medicine, Stanford, CA, United States
- Stanford Center for Health Education, Stanford, CA, United States
| | - Heini Utunen
- Learning and Capacity Development Unit, Health Emergencies Programme, World Health Organization, Geneva, Switzerland
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Al-Riyami AZ, Jensen K, So-Osman C, Saxon B, Rahimi-Levene N, Das S, Stanworth SJ, Lin Y. E-learning in transfusion medicine: An exploratory qualitative assessment. Vox Sang 2024. [PMID: 38769720 DOI: 10.1111/vox.13682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Revised: 04/30/2024] [Accepted: 05/04/2024] [Indexed: 05/22/2024]
Abstract
BACKGROUND AND OBJECTIVES E-learning programmes are increasingly offered in transfusion medicine (TM) education. The aim of this study was to explore facilitators and barriers to TM e-learning programmes, including assessment of learning outcomes and measures of effectiveness. MATERIALS AND METHODS Participants selected from a prior survey and representing a diverse number of international e-learning programmes were invited to participate. A mixed methodology was employed, combining a survey and individual semi-structured one-on-one interviews. Interview data were analysed inductively to explore programme development, evaluation, and facilitators and barriers to implementation. RESULTS Fourteen participants representing 13 institutions participated in the survey and 10 were interviewed. The e-learning programmes have been in use for a variable duration between 5 and 16 years. Funding sources varied, including government and institutional support. Learner assessment methods varied and encompassed multiple-choice-questions (n = 12), direct observation (n = 4) and competency assessment (n = 4). Most regional and national blood collection agencies rely on user feedback and short-term learning assessments to evaluate their programmes. Only one respondent indicated an attempt to correlate e-learning with clinical practices. Factors that facilitated programme implementation included support from management and external audits to ensure compliance with regulatory educational and training requirements. Barriers to programme implementation included the allocation of staff time for in-house development, enforcing compliance, keeping educational content up-to-date and gaining access to outcome data for educational providers. CONCLUSION There is evidence of considerable diversity in the evaluation of e-learning programmes. Further work is needed to understand the ultimate impact of TM e-learning on transfusion practices and patient outcomes.
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Affiliation(s)
- Arwa Z Al-Riyami
- Department of Haematology, Sultan Qaboos University Hospital, University Medical City, Muscat, Oman
| | - Kyle Jensen
- Research and Development, Australian Red Cross Lifeblood, Brisbane, Queensland, Australia
| | - Cynthia So-Osman
- Unit Transfusion Medicine, Sanquin Blood Supply Foundation, Amsterdam, The Netherlands
- Department of Haematology, Erasmus Medical Center, Rotterdam, The Netherlands
| | - Ben Saxon
- Department of Haematology/Oncology, Women's and Children's Hospital, Adelaide, Australia
| | - Naomi Rahimi-Levene
- Blood Bank, Shamir Medical Center, Zerifin, Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Soumya Das
- Department of Transfusion Medicine, All India Institute of Medical Sciences (AIIMS), Nagpur, India
| | - Simon J Stanworth
- NHSBT/Oxford University Hospitals NHS Trust/University of Oxford and ICTMG, Oxford, UK
| | - Yulia Lin
- Sunnybrook Health Sciences Centre, University of Toronto, University of Toronto Quality in Utilization, Education and Safety in Transfusion (QUEST) Research Program, Toronto, Ontario, Canada
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Streeto C, Phillips KE. Compassion Satisfaction and Burnout Are Related to Psychiatric Nurses' Antipathy Towards Nonsuicidal Self-Injury (NSSI). J Am Psychiatr Nurses Assoc 2024; 30:663-668. [PMID: 35941763 DOI: 10.1177/10783903221116132] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Many psychiatric patients engage in nonsuicidal self-injury (NSSI). Despite this, studies show that psychiatric nurses display a stigma toward patients who engage in self-harm, often due to the fact that nurses report a lack of understanding about the behavior. In addition, nurses can struggle with professional quality of life (ProQOL). The purpose of this study was to provide an educational intervention on NSSI and measure its effects on antipathy as well as to determine if ProQOL has an impact on overall antipathy. METHODS A sample of psychiatric nurses was recruited and randomly assigned to either the educational intervention or control group. Both groups took the Self-Harm Antipathy Scale (SHAS) and ProQOL-V; the intervention group was asked to repeat the SHAS immediately following an educational video, and the control was asked to repeat the SHAS at least 2 weeks later. Qualitative data were also collected. RESULTS The ProQOL-V CS subscale and pretest SHAS total scores (n = 23, r = -0.432, p = .039) and SHAS Needs Function (NF) (n = 23, r = -0.454, p = .029) showed a significant moderate negative correlation. There was also a significant moderate positive correlation between the ProQOL-V Burnout subscale and SHAS NF pretest scores (n = 23, r = 0.483, r = 0.02). CONCLUSIONS A relationship between high compassion satisfaction and low antipathy, as well as between high burnout and high antipathy, particularly in the area of understanding the reasons patients self-harm (NF) was found. Educating nurses on the reasons for NSSI may reduce their antipathy. It may also be beneficial to support nurses to prevent burnout.
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Affiliation(s)
- Courtney Streeto
- Courtney Streeto, DNP, APRN, Generations Psychiatry Services, Branford, CT, USA
| | - Kathryn E Phillips
- Kathryn E. Phillips, PhD, APRN, Fairfield University, Fairfield, CT, USA
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Cheung J, Chan CY, Cheng HY. The Effectiveness of Interventions on Improving the Mental Health Literacy of Health Care Professionals in General Hospitals: A Systematic Review of Randomized Controlled Trials. J Am Psychiatr Nurses Assoc 2024; 30:465-479. [PMID: 37615199 DOI: 10.1177/10783903231194579] [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] [Indexed: 08/25/2023]
Abstract
BACKGROUND Suboptimal mental health literacy levels among general hospital health care professionals negatively impact the care coordination of patients with physical-mental comorbidity. AIMS This review is to examine the evidence on the effectiveness of interventions to improve the mental health literacy of general hospital health care professionals. METHODS A systematic search of literature was conducted in 13 electronic databases with manual searching of reference lists from 1980 to 2021. Studies were screened by pre-set eligibility criteria, that is, participants who were general hospital health care professionals taking care of adult patients, the interventions aimed at improving any components of participants' mental health literacy, comparisons were alternative active intervention or no intervention, and the primary outcomes were any aspects of mental health literacy. RESULTS Eight randomized controlled trials (N = 1,732 participants) were included in this review. Evidence indicated that mental health literacy interventions with educational components can improve components of the health care professionals' mental health literacy, in terms of mental health knowledge and mental illness-related attitudes/stigma. In addition, few studies evaluated all components of participants' mental health literacy. CONCLUSIONS Based on the available evidence, educational interventions had a positive effect on components of general hospital health care professionals' mental health literacy. Health care organizations should provide educational programs to enhance general hospital health care professionals' mental health literacy. Further studies are needed to explore interventions that target all components of general hospital staff's mental health literacy and to evaluate its impact on the psychiatric consultation-liaison service utilization in general hospitals, as well as patient outcomes.
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Affiliation(s)
- Janice Cheung
- Janice Cheung, RN, RN(Psy), BN(Hons), MSc (Mental Health Nursing), The Chinese University of Hong Kong, Hong Kong SAR, China; Tuen Mun Hospital, Hong Kong SAR, China
| | - Cheuk Yin Chan
- Cheuk Yin Chan, RN(Psy), BNM(Hons), MSc(Mental Health Nursing), The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Ho Yu Cheng
- Ho Yu Cheng, RN, RN(Psy), BN(Hons), PgD(Psychiatric/Mental Health Nursing), PhD, The Chinese University of Hong Kong, Hong Kong SAR, China
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Sucu Çakmak NC, Çalışkan N. Evaluation of the effectiveness of the web-based chronic pain management training program developed for nursing students: Triple-blind randomized controlled trial. Nurse Educ Pract 2024; 77:103985. [PMID: 38754282 DOI: 10.1016/j.nepr.2024.103985] [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: 02/11/2024] [Revised: 04/03/2024] [Accepted: 04/21/2024] [Indexed: 05/18/2024]
Abstract
AIM The aim of the study was to evaluate the effectiveness of a web-based chronic pain management training program developed for nursing students. BACKGROUND Web-based training is effective in increasing the knowledge and attitude levels of nursing students. In the literature, data on the effectiveness of web-based education on chronic pain management education of nursing students are limited. DESIGN This was a triple-blind randomized controlled trial conducted between May and June 2022. METHODS The study was conducted with 66 fourth-year students enrolled in the Nursing Department of a state university in a province of Türkiye.. The students were divided into two groups: intervention (n=33) and control (n=33). A dedicated website was developed for chronic pain management training, incorporating video modules, end-of-video evaluation questions and data collection tests, all of which were made available on this platform. The personal information form, chronic pain management knowledge test, Healthcare Professionals' Attitudes toward Patients with Chronic Pain and Chronic Pain Management Training Program Evaluation Form were the data collection tools. In the implementation phase of the study, the pre-test was first applied to the control group via the website and the post-test was applied two weeks later. After the intervention group completed the pre-test, the intervention group was given web-based chronic pain management training for two weeks and the post-test was applied at the end of the training and the data collection was completed. RESULTS After web-based training chronic pain management, the chronic pain management knowledge score of the intervention group was significantly higher than the control group (p<0.05). The intervention group had significantly higher scores in sensitivity and misconception orientation, sub-dimensions of the attitude scale towards patients with chronic pain, compared with the control group (p<0.05). CONCLUSIONS These results show that the web-based educational intervention positively increased students' knowledge of chronic pain management and attitudes towards patients with chronic pain. It shows that web-based education is effective in chronic pain management education.
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Affiliation(s)
- Nefise Cevriye Sucu Çakmak
- Çankırı Karatekin University, Eldivan Vocational School of Health Services, Department of Medical Services and Techniques, Çankırı, Türkiye.
| | - Nurcan Çalışkan
- Gazi University, Faculty of Nursing, Department of Nursing, Ankara, Türkiye
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Dunn M, Strnadová I, Scully JL, Hansen J, Loblinzk J, Sarfaraz S, Molnar C, Palmer EE. Equitable and accessible informed healthcare consent process for people with intellectual disability: a systematic literature review. BMJ Qual Saf 2024; 33:328-339. [PMID: 38071590 DOI: 10.1136/bmjqs-2023-016113] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 10/25/2023] [Indexed: 04/26/2024]
Abstract
OBJECTIVE To identify factors acting as barriers or enablers to the process of healthcare consent for people with intellectual disability and to understand how to make this process equitable and accessible. DATA SOURCES Databases: Embase, MEDLINE, PsychINFO, PubMed, SCOPUS, Web of Science and CINAHL. Additional articles were obtained from an ancestral search and hand-searching three journals. ELIGIBILITY CRITERIA Peer-reviewed original research about the consent process for healthcare interventions, published after 1990, involving adult participants with intellectual disability. SYNTHESIS OF RESULTS Inductive thematic analysis was used to identify factors affecting informed consent. The findings were reviewed by co-researchers with intellectual disability to ensure they reflected lived experiences, and an easy read summary was created. RESULTS Twenty-three studies were included (1999 to 2020), with a mix of qualitative (n=14), quantitative (n=6) and mixed-methods (n=3) studies. Participant numbers ranged from 9 to 604 people (median 21) and included people with intellectual disability, health professionals, carers and support people, and others working with people with intellectual disability. Six themes were identified: (1) health professionals' attitudes and lack of education, (2) inadequate accessible health information, (3) involvement of support people, (4) systemic constraints, (5) person-centred informed consent and (6) effective communication between health professionals and patients. Themes were barriers (themes 1, 2 and 4), enablers (themes 5 and 6) or both (theme 3). CONCLUSIONS Multiple reasons contribute to poor consent practices for people with intellectual disability in current health systems. Recommendations include addressing health professionals' attitudes and lack of education in informed consent with clinician training, the co-production of accessible information resources and further inclusive research into informed consent for people with intellectual disability. PROSPERO REGISTRATION CRD42021290548.
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Affiliation(s)
- Manjekah Dunn
- Faculty of Medicine & Health, University of New South Wales, Sydney, New South Wales, Australia
- The Sydney Children's Hospitals Network, Sydney, New South Wales, Australia
| | - Iva Strnadová
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
- Disability Innovation Institute, University of New South Wales, Sydney, New South Wales, Australia
- Self Advocacy Sydney, Sydney, New South Wales, Australia
| | - Jackie Leach Scully
- Disability Innovation Institute, University of New South Wales, Sydney, New South Wales, Australia
| | - Jennifer Hansen
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
| | - Julie Loblinzk
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
- Self Advocacy Sydney, Sydney, New South Wales, Australia
| | - Skie Sarfaraz
- Self Advocacy Sydney, Sydney, New South Wales, Australia
| | - Chloe Molnar
- Faculty of Medicine & Health, University of New South Wales, Sydney, New South Wales, Australia
| | - Elizabeth Emma Palmer
- Faculty of Medicine & Health, University of New South Wales, Sydney, New South Wales, Australia
- The Sydney Children's Hospitals Network, Sydney, New South Wales, Australia
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Alshammari SH, Alshammari MH. Modelling the effects of emotional engagement and peer interaction on the continuous intention to use asynchronous e-learning. PeerJ Comput Sci 2024; 10:e1990. [PMID: 38686002 PMCID: PMC11057566 DOI: 10.7717/peerj-cs.1990] [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: 01/29/2024] [Accepted: 03/25/2024] [Indexed: 05/02/2024]
Abstract
Even though asynchronous e-learning has become popular among universities, few studies have examined how students intend to continue using it for their learning. This study proposed a theoretical model that aims to examine the effects of external factors-emotional engagement and peer interaction-and two constructs of technology acceptance model (TAM) on students' continuous intention to use asynchronous e-learning. A total of 259 students participated in a survey. The data were analysed using two steps in SEM AMOS. confirmatory factor analysis was conducted for assessing model measurement, and structural equation modelling was applied for assessing relationships among constructs and testing hypothesis. The results showed that emotional engagement had a significant effect on students' continuous intention to use asynchronous e-learning through the perceived ease of use of asynchronous e-learning and not through its perceived usefulness. Furthermore, peer interaction had a significant effect on students' continuous intention to use asynchronous e-learning. Moreover, the constructs of the technology acceptance model-perceived ease of use and perceived usefulness-had direct and significant effects on students' continuous intention to use asynchronous e-learning. Several implications and suggestions were discussed.
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Affiliation(s)
- Sultan Hammad Alshammari
- Department of Educational Technology, College of Education, University of Ha’il, Hail, Saudi Arabia
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Gogollari A, Mitchell S, Guttormsen S. Swiss medical schools' experiences with online teaching during the COVID-19 pandemic in light of international experiences. BMC MEDICAL EDUCATION 2024; 24:242. [PMID: 38448941 PMCID: PMC10916260 DOI: 10.1186/s12909-024-05218-3] [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: 12/09/2022] [Accepted: 02/23/2024] [Indexed: 03/08/2024]
Abstract
BACKGROUND During the pandemic, all universities had to switch to digital learning and teaching (DLT), the experiences were diverse. The advantages and obstacles of DLT are well reported in research. To ensure a sustainable DLT implementation, the requirements of institutions, educators and students should be aligned. OBJECTIVE This paper aims at identifying and describing the experiences made at the Swiss medical schools after having to switch from on-site to on-line teaching; in particular, the experienced issues, requirements, and solutions were investigated and compared to international literature. METHODS We conducted a literature review to derive themes and subthemes regarding the central aspects of the transition from on-site to on-line teaching. Also, we conducted semi-structured interviews with people responsible for the medical curricula at the Swiss Medical Schools. We used a purposive sampling method and invited eleven curriculum managers at the seven Swiss Medical Schools. The interviews were conducted in English, audio-recorded and transcribed. Subsequently the data was analysed with the software NVivo. We used a qualitative, deductive, content analysis to explore faculty experiences. RESULTS Twenty-four articles met the eligibility criteria and were included for full text screening. Of the included articles, 15 reported on DLT in general and nine articles reported on DLT during the Pandemic. The thematic analysis of the interviews resulted in four overall themes, requirements, obstacles, facilitators and advantages. Curriculum managers reported that institutions were relatively unprepared for the quick transition from onsite to online at the onset of the pandemic. CONCLUSIONS Our research reports a lack of institutional structures, communication, digital competences and literacy, teaching strategies, as well as a theoretical foundation for DLT implementation. A conceptual framework for DLT adapted to the Swiss universities beyond the current situation is needed.
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Affiliation(s)
- Artemisa Gogollari
- Institute of Medical Education, University of Bern, Mittelstrasse 43, 3012, Bern, Switzerland.
- Graduate School for Health Sciences, University of Bern, Bern, Mittelstrasse 43, 3012, Switzerland.
| | - Sharon Mitchell
- Institute of Medical Education, University of Bern, Mittelstrasse 43, 3012, Bern, Switzerland
- Graduate School for Health Sciences, University of Bern, Bern, Mittelstrasse 43, 3012, Switzerland
| | - Sissel Guttormsen
- Institute of Medical Education, University of Bern, Mittelstrasse 43, 3012, Bern, Switzerland.
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Mohseni F, Mohammadi A, Khajavirad N, Basiri K, Khabaz Mafinejad M. Teaching Conflict Management Skills to Medical Students: A Scoping Review. Med J Islam Repub Iran 2024; 38:24. [PMID: 38783975 PMCID: PMC11114183 DOI: 10.47176/mjiri.38.24] [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: 06/20/2022] [Indexed: 05/25/2024] Open
Abstract
Background Conflict management skills include the ability of team members to actively use appropriate methods and strategies in different conflict situations. Considering the necessity of effective training in conflict management skills for medical students as a member of healthcare teams, this scoping review study aimed at reviewing the appropriate methods for teaching conflict management to medical students. Methods In this scoping review, PubMed, Eric, ProQuest, Web of Science (WoS), and Scopus databases were systematically searched until May 21, 2023. Titles, abstracts, and full texts were screened separately by 2 researchers. The quality of the articles was assessed using the Best Evidence Medical Education (BEME) tool. Then, a descriptive synthesis was performed, and the results were reported. The Kirkpatrick model was used to evaluate the educational outcomes assessment. Results Out of 2888 retrieved studies, 19 studies were included. Although active and interactive teaching methods such as roleplay, group discussion, and interactive workshops were the most frequently used methods, the results did not pronounce the superiority of one method over others. Conclusion Based on the results of this scoping review, further research should evaluate the effectiveness of conflict management training methods by focusing on the randomized controlled trial design and using standard and valid tools to assess educational outcomes.
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Affiliation(s)
- Fatemeh Mohseni
- Department of Medical Education, Education Development Center, Gerash University of Medical Sciences, Gerash, Iran
- Department of Medical Education, Medical School, Tehran University of Medical Sciences, Tehran, Iran
| | - Aeen Mohammadi
- Department of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, Medical School, Tehran University of Medical Sciences, Tehran, Iran
| | - Nasim Khajavirad
- Department of Internal Medicine, Imam Khomeini Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran
| | - Kamal Basiri
- Prehospital and Hospital Emergency Research Center, Sina Hospital, Tehran University of Medical Sciences, Tehran, Iran
| | - Mahboobeh Khabaz Mafinejad
- Department of Medical Education, Medical School, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Department of Medical Education, Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
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Pickard JG, van den Berk-Clark C, Johnson SD, Taylor M. Evaluation of an online SBIRT training program. THE AMERICAN JOURNAL OF DRUG AND ALCOHOL ABUSE 2024; 50:173-180. [PMID: 38407847 DOI: 10.1080/00952990.2023.2286582] [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: 07/10/2023] [Accepted: 11/19/2023] [Indexed: 02/27/2024]
Abstract
Background: While human ecosystem disruptions have happened in the past, the COVID-19 pandemic is the first situation to warrant such a large, world-wide transition to online education. The pandemic has increased the need for intervention with people in varying stages of substance use disorders.Objectives: In response to the need for more evidence-based, online educational and training options to address this need, this study used pre-posttest evaluations to determine the efficacy of an online training for a specific evidence-based intervention, Screening, Brief Intervention, and Referral to Services (SBIRT).Methods: Social Work students from two universities completed a 4-hour, online training in SBIRT which included a pre/posttest, demographic variables, a satisfaction scale, and a measure of self-efficacy. Mixed Effects Linear regression was used to model the repeated measures of SBIRT knowledge and efficacy, while a linear regression model was used to measure the relationship between satisfaction and participant characteristics.Results: Participants were mostly female (85.9%), mostly White/Caucasian (72.9%), and most already had a bachelor's degree (50%) or higher (9.6%). Individuals who were White, non-Hispanic/Latinx, or had master's level or doctoral level mental health training were more likely to have higher SBIRT scores. Those with the highest levels of self-efficacy had the lowest change scores on the knowledge test. Overall, there was an almost threefold increase in SBIRT knowledge posttraining, indicating the viability of this training format, which is similar to findings from studies of in-person trainings of SBIRT which also found increases in SBIRT knowledge.Conclusion: Recommendations based on the results are provided to encourage improved student outcomes from this type of e-learning.
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Affiliation(s)
- Joseph G Pickard
- School of Social Work, University of Missouri-St. Louis, St. Louis, MO, USA
| | | | - Sharon D Johnson
- School of Social Work, University of Missouri-St. Louis, St. Louis, MO, USA
| | - Miriam Taylor
- School of Social Work, University of Missouri-St. Louis, St. Louis, MO, USA
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Sharif‐Nia H, Arslan G, Reardon J, Allen K, Ma L, She L, Hoseinzadeh E, Rahmatpour P, Moradi S, Fomani FK, Ghahrani N. The impact of student computer competency on e-learning outcomes: A path analysis model of virtual learning infrastructure, collaboration, and access to electronic facilities. Nurs Open 2024; 11:e2130. [PMID: 38486130 PMCID: PMC10940497 DOI: 10.1002/nop2.2130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 02/17/2024] [Accepted: 02/21/2024] [Indexed: 03/18/2024] Open
Abstract
AIM This study explored the influence of student computer competency on e-learning outcomes among Iranian nursing students and examined its mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e-learning outcomes. DESIGN A cross sectional study. METHOD A self-administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis. RESULTS The results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e-learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e-learning outcomes.
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Affiliation(s)
- Hamid Sharif‐Nia
- Education Development CenterMazandaran University of Medical SciencesSariIran
- Department of Nursing, Amol Faculty of Nursing and MidwiferyMazandaran University of Medical SciencesSariIran
| | - Gökmen Arslan
- Department of Psychological CounselingBurdur Mehmet Akif Ersoy UniversityBurdurTurkey
| | | | - Kelly‐Ann Allen
- School of Educational Psychology and Counselling, Faculty of EducationMonash UniversityClaytonVictoriaAustralia
- Centre for Wellbeing Science, Faculty of EducationUniversity of MelbourneParkvilleVictoriaAustralia
| | - Lan Ma
- Sunway Business SchoolSunway UniversitySunway CitySelangorMalaysia
| | - Long She
- Sunway Business SchoolSunway UniversitySunway CitySelangorMalaysia
| | - Esmaeil Hoseinzadeh
- Department of Nursing, Faculty of Medical Sciences, Gorgan BranchIslamic Azad UniversityGorganIran
| | | | - Siavash Moradi
- Community Medicine Specialist, Education Development CenterMazandaran University of Medical SciencesSariIran
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Ravik M, Laugaland K, Akerjordet K, Aase I, Gonzalez MT. Usefulness of pedagogical design features of a digital educational resource into nursing home placement: a qualitative study of nurse educators' experiences. BMC Nurs 2024; 23:135. [PMID: 38383411 PMCID: PMC10882782 DOI: 10.1186/s12912-024-01776-5] [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: 10/22/2023] [Accepted: 01/29/2024] [Indexed: 02/23/2024] Open
Abstract
BACKGROUND The rapid advancement of technology-enhanced learning opportunities has resulted in requests of applying improved pedagogical design features of digital educational resources into nursing education. Digital educational resources refers to technology-mediated learning approaches. Efficient integration of digital educational resources into nursing education, and particularly into clinical placement, creates considerable challenges. The successful use of digital educational resources requires thoughtful integration of technological and pedagogical design features. Thus, we have designed and developed a digital educational resource, digiQUALinPRAX, by emphasizing pedagogical design features. The nurse educators' experiences of the usefulness of this digital educational resource is vital for securing improved quality in placement studies. AIM To obtain an in-depth understanding of the usefulness of the pedagogical design features of a digital educational resource, digiQUALinPRAX, in supporting nurse educators' educational role in nursing home placements in the first year of nursing education. METHODS An explorative and descriptive qualitative research design was used. Individual semi-structured interviews were conducted with six nurse educators working in first year of a Bachelor's of Nursing programme after using the digital educational resource, digiQUALinPRAX, during an eight-week clinical placement period in nursing homes in April 2022. RESULTS Two main categories were identified: (1) supporting supervision and assessment of student nurses and (2) supporting interactions and partnerships between stakeholders. CONCLUSION The pedagogical design features of the digiQUALinPRAX resource provided nurse educators with valuable pedagogical knowledge in terms of supervision and assessment of student nurses, as well as simplified and supported interaction and partnership between stakeholders.
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Affiliation(s)
- Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Post-box 235, 3603, Kongsberg, Norway.
| | - Kristin Laugaland
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, 4036, Stavanger, Norway
| | - Kristin Akerjordet
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, 4036, Stavanger, Norway
- School of Psychology, Faculty of the Arts, Social Sciences & Humanities, University of Wollongong, Wollongong, NSW, Australia
| | - Ingunn Aase
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, 4036, Stavanger, Norway
| | - Marianne Thorsen Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Post-box 235, 3603, Kongsberg, Norway
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Kang S, Rákosy Z, Park SE, Nguyen TAP. Editorial: Women in science: public health education and promotion 2023. Front Public Health 2024; 12:1368704. [PMID: 38410672 PMCID: PMC10895030 DOI: 10.3389/fpubh.2024.1368704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Accepted: 01/26/2024] [Indexed: 02/28/2024] Open
Affiliation(s)
- Sunjoo Kang
- Department of Global Health and Disease Control, Graduate School of Public Health, Yonsei University, Seoul, Republic of Korea
| | - Zsuzsa Rákosy
- Department of Public Health Medicine, Medical School, University of Pécs, Pécs, Hungary
- Bethesda Children's Hospital, Budapest, Hungary
| | - Se Eun Park
- Department of Global Health and Disease Control, Graduate School of Public Health, Yonsei University, Seoul, Republic of Korea
- International Vaccine Institute, SNU Research Park, Seoul, Republic of Korea
| | - Thi Anh Phuong Nguyen
- Faculty of International Education, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
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25
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Shen J, Qi H, Mei R, Sun C. A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments. BMC MEDICAL EDUCATION 2024; 24:135. [PMID: 38347571 PMCID: PMC10863100 DOI: 10.1186/s12909-024-05080-3] [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: 09/07/2023] [Accepted: 01/22/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions. METHODS A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students' perceptions of both online and in-class TBL methodologies were also surveyed. RESULTS Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting. CONCLUSIONS Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.
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Affiliation(s)
- Jing Shen
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, 310058, Hangzhou, China.
| | - Hongyan Qi
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| | - Ruhuan Mei
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| | - Cencen Sun
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
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Mrad H, Chouinard A, Pichette R, Piché L, Bilodeau K. Feasibility and Impact of an Online Simulation Focusing on Nursing Communication About Sexual Health in Gynecologic Oncology. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2024; 39:3-11. [PMID: 37698822 DOI: 10.1007/s13187-023-02366-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/26/2023] [Indexed: 09/13/2023]
Abstract
Nurses' communication regarding the sexual health of women with gynecologic cancer is suboptimal and may be attributed to their lack of sexual health training and knowledge. Our study aims to document the learning experience, impacts, and feasibility of an online educational intervention activity between oncology nurses and a simulated participant on communication with patients regarding oncological sexual health. Using a qualitative approach, we conducted a feasibility study, which included 11 oncology nurses, and performed semi-structured individual interviews after our simulation exercise. We then conducted an iterative thematic data analysis. The participating nurses found the learning experience positive and satisfactory, despite issues with discussions between learners via Zoom™. Study nurse participants reported positive outcomes in knowledge, beliefs, attitudes, communication skills, and nursing practices. Finally, the educational intervention was found to be feasible. The online educational intervention involving a simulated participant appears to be a satisfactory, feasible, and promising module to improve communication regarding the sexual health of gynecologic cancer patients among oncology nurses. However, further studies are needed to verify this type of intervention's effectiveness and optimize oncology nurses' continuing education in sexual health.
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Affiliation(s)
- Hazar Mrad
- Faculty of Nursing, University of Montreal, Montreal, QC, Canada.
- Center for Innovation in Nursing Education, Faculty of Nursing, University of Montreal, Montreal, QC, Canada.
| | - Audrey Chouinard
- Research Center of the Montreal University Hospital Center (CHUM), Montreal, QC, Canada
| | - Renée Pichette
- Montreal University Hospital Center (CHUM), Montreal, QC, Canada
| | - Lynda Piché
- Montreal University Hospital Center (CHUM), Montreal, QC, Canada
| | - Karine Bilodeau
- Faculty of Nursing, University of Montreal, Montreal, QC, Canada
- Center for Innovation in Nursing Education, Faculty of Nursing, University of Montreal, Montreal, QC, Canada
- Research Center of the Montreal University Hospital Center (CHUM), Montreal, QC, Canada
- Research Center of the Centre Intégré Universitaire de Santé Et de Services Sociaux de L'Est-de-L'Île-de-Montréal, Montreal, QC, Canada
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Hari R, Kälin K, Birrenbach T, Tal K, Roumet M, Limacher A, Huwendiek S, Serra A, Walter R. Near-peer compared to faculty teaching of abdominal ultrasound for medical students - A randomized-controlled trial. ULTRASCHALL IN DER MEDIZIN (STUTTGART, GERMANY : 1980) 2024; 45:77-83. [PMID: 37257839 DOI: 10.1055/a-2103-4787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE Medical schools increasingly rely on near-peer tutors for ultrasound teaching. We set out to compare the efficacy of a blended near-peer ultrasound teaching program to that of a faculty course in a randomized controlled trial. METHODS 152 medical students received 21 hours of ultrasound teaching either by near-peer teachers or medical doctors. The near-peer course consisted of blended learning that included spaced repetition. The faculty-led course was the European common course for abdominal sonography. The primary outcome measurement was the students' ultrasound knowledge at month 6, assessed by structured examination (score 0 to 50). Secondary outcomes included scores at month 0 and changes in scores after the course. RESULTS Students in the near-peer group scored 37 points, and students in the faculty group scored 31 points six months after course completion. The difference of 5.99 points (95% CI 4.48;7.49) in favor of the near-peer group was significant (p<0.001). Scores immediately after the course were 3.8 points higher in the near-peer group (2.35; 5.25, p<0.001). Ultrasound skills decreased significantly in the six months after course completion in the faculty group (-2.41 points, [-3.39; -1.42], p<0.001]) but barely decreased in the near-peer group (-0.22 points, [-1.19; 0.75, p=0.66]). CONCLUSION The near-peer course that combined blended learning and spaced repetition outperformed standard faculty teaching in basic ultrasound education. This study encourages medical schools to use peer teaching combined with e-learning and spaced repetition as an effective means to meet the increasing demand for ultrasound training.
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Affiliation(s)
- Roman Hari
- Faculty of Medicine, University of Bern Institute of Primary Health Care, Bern, Switzerland
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University School of Health Professions Education, Maastricht, Netherlands
| | - Kaspar Kälin
- Faculty of Medicine, University of Bern Institute of Primary Health Care, Bern, Switzerland
| | - Tanja Birrenbach
- Emergency Departement, Inselspital University Hospital Bern, Bern, Switzerland
| | - Kali Tal
- Faculty of Medicine, University of Bern Institute of Primary Health Care, Bern, Switzerland
| | - Marie Roumet
- Clinical Trials Unit (CTU), University of Bern, Bern, Switzerland
| | - Andreas Limacher
- Clinical Trials Unit (CTU), University of Bern, Bern, Switzerland
| | - Sören Huwendiek
- Institute for medical education, University of Bern Faculty of Medicine, Bern, Switzerland
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University School of Health Professions Education, Maastricht, Netherlands
| | - Andreas Serra
- Internal Medicine and Nephrology, Hirslanden Klinik Hirslanden, Zurich, Switzerland
| | - Robin Walter
- Faculty of Medicine, University of Bern Institute of Primary Health Care, Bern, Switzerland
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Islam H, Nazeer Muhammed M, Lakshmi S, Kapoor A, Jahan A, Doddamani A, Kamath N, Ehsan M, Nair S. Perception and attitude towards online clinical modules: a cross-sectional study among medical students from two countries. F1000Res 2024; 12:776. [PMID: 38434666 PMCID: PMC10904952 DOI: 10.12688/f1000research.130374.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/14/2023] [Indexed: 03/05/2024] Open
Abstract
COVID-19 has deeply affected the world in various aspects including the education system worldwide. In this study, we intended to explore the merits and demerits of online clinical learning and its effect on medical education from a student's perspective. The study also assessed the perception and attitude of final-year medical students towards online clinical modules. This observational study was carried out in the Department of Community Medicine, Kasturba Medical College, Manipal (KMC) in collaboration with King's College London, UK (KCL). In our study, a total of 42 students were enrolled, with 37 students from KMC and 5 students from KCL. 81% of students reported that they were not willing to continue the online mode of learning. The abrupt switch to e-learning without prior preparedness has exposed some pitfalls that must be attended to. Contrary to other fields, the medical field places high importance on offline clinical teaching which has recently been impacted by online teaching. The survey responses were analyzed for improvisation of online clinical modules as well as to come up with better ideas and outcomes since this mode of learning may have to continue till the spread of the disease is under control.
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Affiliation(s)
- Heraa Islam
- Kasturba Medical College, Manipal, Karnataka, 576104, India
| | - Mohsin Nazeer Muhammed
- Department of Forensic Medicine, Kasturba Medical College, Manipal, Karnataka, 576104, India
| | - Sindhura Lakshmi
- Department of Pathology, Kasturba Medical College, Manipal, Karnataka, 576104, India
| | - Aditi Kapoor
- Kasturba Medical College, Manipal, Karnataka, 576104, India
| | - Afraz Jahan
- Department of Community Medicine, Kasturba Medical College, Manipal, Karnataka, 576104, India
| | - Akhila Doddamani
- Department of Community Medicine, Kasturba Medical College, Manipal, Karnataka, 576104, India
| | | | - Muhammed Ehsan
- Department of Orthopaedics, KIMSHEALTH, Trivandrum, Kerala, 695029, India
| | - Suma Nair
- Department of Community Medicine, Kasturba Medical College, Manipal, Karnataka, 576104, India
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Cardozo MFI, de Jesus GC, de Sousa MH, Iatecola A, Melgaço Maia FL, de Carvalho GMA, Silva VR, Buchaim DV, Moura Cardozo AG, Correia RR, Buchaim RL, da Cunha MR. Mapping the learning styles of medical students in Brazil. BMC MEDICAL EDUCATION 2024; 24:47. [PMID: 38200477 PMCID: PMC10782527 DOI: 10.1186/s12909-024-05028-7] [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: 08/08/2023] [Accepted: 01/03/2024] [Indexed: 01/12/2024]
Abstract
BACKGROUND Medical education has evolved based on the application of pedagogical actions that place the student as the protagonist of the learning process through the use of active teaching methodologies. Within this context, higher education teachers should use strategies that focus on the student and his/her context and avoid traditional teaching methods. Specifically in medical schools, there is an even greater challenge since the teaching methods of medical curricula differ from those used in previous schooling. Consequently, students acquire their own style of processing information that is often incompatible with the profile of medical schools. This may be one of the factors responsible for the lack of motivation among undergraduates. OBJECTIVE The aim of this study was to characterize the learning styles of students enrolled in a Brazilian medical school using the Felder-Soloman Index of Learning Styles (ILS). METHODS This was a cross-sectional, descriptive, quantitative study that included students from the 1st to the 6th year of a Brazilian medical school. The students participating in this study voluntarily answered 44 questions about learning styles of the Felder-Silverman instrument validated in Brazil. The instrument was divided so that each domain consisted of 11 questions with two response options in which only one could be selected. For each domain, a score (1 point) was assigned to the selected option (a, b) of the question and the learning style category was determined as the difference between these values. For data collection and tabulation, we used the Learning Syle Platform (EdA Platform) developed based on Felder's studies since this system processes information about the dimension analyzed, the preferred style, and the most striking characteristics of each style. RESULTS The results showed that sensing was the preferred learning style of the students, followed by the sequential and visual styles. It was not possible to determine whether gender or age influences the choice of learning methods because of the homogeneity of the results. CONCLUSIONS The present data will enable teachers of the institution involved in this study to plan pedagogical actions that improve the students' self-awareness, as well as their teaching-learning skills, by choosing the most adequate active methodologies for the medical education programs considering the individuality of each student and class.
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Affiliation(s)
| | - Gilmar Cardozo de Jesus
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil
| | - Maria Helena de Sousa
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil
| | - Amilton Iatecola
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil
| | | | | | - Vinícius Rodrigues Silva
- Department of Human Anatomy, University of San Francisco (USF), 12916- 900, Bragança Paulista, Brazil
| | - Daniela Vieira Buchaim
- Postgraduate Program in Structural and Functional Interactions in Rehabilitation, University of Marilia (UNIMAR), 17525-902, Marilia, Brazil
- Medical School, University Center of Adamantina (UNIFAI), 17800-000, Adamantina, Brazil
- Graduate Program in Anatomy of Domestic and Wild Animals, Faculty of Veterinary Medicine and Animal Science (FMVZ), University of Sao Paulo (USP), 05508-270, Sao Paulo, Brazil
| | | | - Ronny Rodrigues Correia
- Botucatu Medical School (FMB), São Paulo State University (UNESP-Univ Estadual Paulista), 18618-687, Botucatu, Brazil
| | - Rogerio Leone Buchaim
- Graduate Program in Anatomy of Domestic and Wild Animals, Faculty of Veterinary Medicine and Animal Science (FMVZ), University of Sao Paulo (USP), 05508-270, Sao Paulo, Brazil
- Department of Biological Sciences, Bauru School of Dentistry, University of Sao Paulo (FOB/USP), 17012-901, Bauru, Brazil
| | - Marcelo Rodrigues da Cunha
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil.
- Orthopedics and Traumatology Sector, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil.
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Brewer ML, Jackson E, Bartle E. How do universities support communication skills for clinical placements with culturally and linguistically diverse students? A scoping review. Nurse Educ Pract 2024; 74:103848. [PMID: 38039712 DOI: 10.1016/j.nepr.2023.103848] [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: 09/06/2023] [Revised: 10/23/2023] [Accepted: 11/15/2023] [Indexed: 12/03/2023]
Abstract
AIM The aim of this scoping review was to examine and synthesise contemporary research on clinical communication interventions for tertiary students from a culturally and linguistically diverse background enrolled in a health professional qualification. BACKGROUND Clinical communication competence is essential to high quality healthcare and thus is a critical component of all health professional education. The rise in tertiary students from non-English speaking backgrounds in Australia and many other countries has escalated concern over the communication skills required for success in clinical placements and future practice as a health professional. DESIGN A scoping review was conducted using Arskey and O'Malley's methodological framework. METHODS The search targeted journal articles published in English between 2010 and 2022 in the databases Medline, CINAHL, ProQuest, Scopus, and Google Scholar. A total of 105 full texts were independently reviewed by the team of researchers, and hand-searching of the references in these studies was conducted. Eighteen articles were eligible for inclusion. RESULTS The majority of studies involved a small scale (<30 participants) intervention with nursing students in Australian universities. A small number of studies involved medical, physiotherapy and dentistry students. Most interventions were a voluntary face-to-face workshop(s) focused on experiential learning of either literacy-based skills (reading and writing) or communication skills for specific clinical procedures. Self-reported outcomes were the most commonly cited outcome measure. CONCLUSIONS While a critical appraisal was not conducted, concerns over the quality of the research were highlighted, and most interventions were not replicable due to the lack of detail provided. Further research to address the gaps in current knowledge identified in this review is warranted.
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Affiliation(s)
- Margo L Brewer
- School of Allied Health, Curtin University, GPO Box U1987, Perth, Western Australian 6845, USA.
| | - Emily Jackson
- School of Allied Health, Curtin University, GPO Box U1987, Perth, Western Australian 6845, USA
| | - Emma Bartle
- Health Professions Education, School of Allied Health, The University of Western Australia, 35 Stirling Highway, Crawley, Western Australia 6009, Australia
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Abbasi S, Maleki M, Imanipour M, Mardani A. Nursing students' experiences of teaching and learning during the COVID-19 pandemic: a systematic review and meta-synthesis of qualitative studies. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2023-0094. [PMID: 38407250 DOI: 10.1515/ijnes-2023-0094] [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: 09/14/2023] [Accepted: 01/31/2024] [Indexed: 02/27/2024]
Abstract
INTRODUCTION During the COVID-19 pandemic, the sudden transition to virtual learning led to several challenges for nursing students. This study aimed to synthesis nursing students' experiences of teaching and learning during the COVID-19 pandemic. CONTENT A meta-synthesis of qualitative articles were conducted. Three online databases were searched from December 2019 to December 2022. Qualitative studies and qualitative sections of mixed method studies were included. SUMMARY Twenty-four qualitative studies and seven mixed-method studies were included in the review. The findings consisted of one main theme "educational transformation", and three categories "challenging face-to-face clinical training", "transition from face-to-face to virtual education", and "support continua". The evidence indicated that during this health-related crisis, most of the training was provided as distance learning in various forms. According to the findings, distance education alone cannot replace face-to-face education and is suggested to be considered as a supplementary learning method. OUTLOOK This study provides a comprehensive understanding of nursing students' experiences during the COVID-19 pandemic, offering practical implications for educators and institutions globally. The lessons learned can inform strategic decisions, policies, and practices to enhance the resilience and adaptability of nursing education in the face of unforeseen challenges.
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Affiliation(s)
- Soheila Abbasi
- Department of Pediatric and Neonatal Intensive Care Nursing Education, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Maryam Maleki
- Department of Pediatric and Neonatal Intensive Care Nursing Education, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Masoomeh Imanipour
- Nursing and Midwifery Care Research Center, Department of Critical Care Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Abbas Mardani
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
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Belfi LM, Bartolotta RJ, Jordan SG. Using Rubrics to Evaluate E-Learning Tools in Radiology Education. Curr Probl Diagn Radiol 2024; 53:121-127. [PMID: 37741698 DOI: 10.1067/j.cpradiol.2023.08.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 08/23/2023] [Indexed: 09/25/2023]
Abstract
Recent trends in medical education with an emphasis on active learning strategies and blended learning techniques have resulted in a growing volume and utilization of online educational resources. Integration of online learning tools into medical curricula has been further necessitated during the COVID-19 pandemic. With access to abundant digital radiology education resources, it has become increasingly important for educators to be able to evaluate the efficacy of e-learning tools for use in radiology education. In this manuscript, the authors describe their successful search for a vetted method to evaluate e-learning tools in radiology education. The selected rubric was designed by educational developers supporting technology to be used as a formative tool in higher education. The rubric was applied in condensed and noncondensed formats to 2 existing popular highly subscribed radiology e-learning resources and results were displayed in narrative and visual formats. More widespread application of this rubric would be beneficial to the content creators and learners alike.
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Affiliation(s)
- Lily M Belfi
- Department of Radiology, Weill Cornell Medicine, New York, NY.
| | | | - Sheryl G Jordan
- Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, NC
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Kim SK, Lee Y, Hwang HR, Park SY. 3D human anatomy augmentation over a mannequin for the training of nursing skills. Technol Health Care 2024; 32:1523-1533. [PMID: 37781830 DOI: 10.3233/thc-230586] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/03/2023]
Abstract
BACKGROUND The in-depth understanding of human anatomy is the foundation for safety in nursing practice. Augmented reality is an emerging technology that can be used for integrative learning in nursing education. OBJECTIVE The study aimed to develop a human anatomy-based skill training system and pilot test its usability and feasibility. METHODS Twenty-seven nursing students participated in 3D anatomy-based skill training for intramuscular injection and Levin tube feeding using HoloLens 2. Various user interfaces including pictures, videos, animation graphics, and annotation boxes assisted users with a comprehensive understanding of the step-by-step procedures for these techniques. A one-group pre-post test was conducted to observe changes in skill performance competency, usability, and learning satisfaction. RESULTS After study participation, a statistically significant improvement in skill performance competency (p< 0.05) was observed. The usability results showed that students were satisfied with the usefulness of the program (9.55 ± 0.49) and scored highly for the intention to participate in other educational programs (9.62 ± 0.59). A high level of learning satisfaction was achieved (9.55 ± 0.49), with positive responses in fostering students' engagement and excitement in the application of cutting-edge technology. CONCLUSION The 3D anatomy-based nursing skill training demonstrated good potential to improve learning outcomes and facilitate engagement in self-directed practice. This can be integrated into undergraduate nursing education as an assistant teaching tool, contributing to the combination of knowledge and practice.
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Affiliation(s)
- Sun Kyung Kim
- Department of Nursing, Mokpo National University, Jeonnam, Korea
- Department of Biomedicine, Health and Life Convergence Sciences, BK21 Four, Mokpo National University, Jeonnam, Korea
- Biomedical and Healthcare Research Institute, Mokpo National University, Jeonnam, Korea
| | - Youngho Lee
- Department of Computer Engineering, Mokpo National University, Jeonnam, Korea
| | - Hye Ri Hwang
- Department of Nursing, Mokpo National University, Jeonnam, Korea
| | - Su Yeon Park
- Department of Nursing, Mokpo National University, Jeonnam, Korea
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MacNeill H, Masters K, Nemethy K, Correia R. Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161. MEDICAL TEACHER 2024; 46:4-17. [PMID: 37094079 DOI: 10.1080/0142159x.2023.2197135] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Online learning in Health Professions Education (HPE) has been evolving over decades, but COVID-19 changed its use abruptly. Technology allowed necessary HPE during COVID-19, but also demonstrated that many HP educators and learners had little knowledge and experience of these complex sociotechnical environments. Due to the educational benefits and flexibility that technology can afford, many higher education experts agree that online learning will continue and evolve long after COVID-19. As HP educators stand at the crossroads of technology integration, it is important that we examine the evidence, theories, advantages/disadvantages, and pedagogically informed design of online learning. This Guide will provide foundational concepts and practical strategies to support HPE educators and institutions toward advancing pedagogically informed use of online HPE. This Guide consists of two parts. The first part will provide an overview of evidence, theories, formats, and educational design in online learning, including contemporary issues and considerations such as learner engagement, faculty development, inclusivity, accessibility, copyright, and privacy. The second part (to be published as a separate Guide) focuses on specific technology tool types with practical examples for implementation and integration of the concepts discussed in Guide 1, and will include digital scholarship, learning analytics, and emerging technologies. In sum, both guides should be read together, as Guide 1 provides the foundation required for the practical application of technology showcased in Guide 2.Please refer to the video abstract for Part 1 of this Guide at https://bit.ly/AMEEGuideOnlineLearning.
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Affiliation(s)
- Heather MacNeill
- Department of Medicine, Continusing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Ken Masters
- Medical Education and Informatics Department, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Oman
| | - Kataryna Nemethy
- Baycrest Academy, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Raquel Correia
- Faculté de Médecine, Université Paris Cité, Paris, France
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Zhang P, Li X, Pan Y, Zhai H, Li T. Global trends and future directions in online learning for medical students during and after the COVID-19 pandemic: A bibliometric and visualization analysis. Medicine (Baltimore) 2023; 102:e35377. [PMID: 38115375 PMCID: PMC10727559 DOI: 10.1097/md.0000000000035377] [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: 05/26/2023] [Revised: 08/29/2023] [Accepted: 09/04/2023] [Indexed: 12/21/2023] Open
Abstract
This study explores the evolution of online learning research in the context of medical education during and following the COVID-19 pandemic. It aims to understand the principal focus areas, and trends that have emerged in this rapidly evolving landscape. A total of 2751 publications related to online learning were retrieved from the Web of Science Core Collection (WoSCC) from 2020 to 2022. Bibliometric analysis and visualization techniques were employed to comprehensively examine the landscape of online learning research. Publications, co-cited references, and keyword co-occurrence were analyzed to identify patterns and trends in research focus and collaboration networks. The significant surge in research output reveals the academic community's response to the pandemic. Various themes have emerged in online learning research, encompassing online teaching, flipped classrooms, mental health, and blended learning. The evolution trajectory of research has traversed 3 stages, reflecting a shift in research focus from immediate pandemic responses to more refined strategies and interdisciplinary perspectives. Keyword co-occurrence analysis was also conducted to show the effects of the COVID-19 pandemic on the research. The study underscores the global scholarly engagement, collaborative networks, and principal themes that have shaped the field. As medical education adapts to the shifting landscape, the trajectory of online learning research points toward increased learner autonomy, integration of advanced technologies, and interdisciplinary collaboration. This transformative shift promises to reshape medical education, equipping learners and educators with the tools needed to navigate the dynamic realm of modern healthcare education.
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Affiliation(s)
- Pei Zhang
- Department of Medicine-Education Coordination and Medical Education Research Center, Hebei Medical University, Shijiazhuang, China
| | - Xiuyuan Li
- Department of Medicine-Education Coordination and Medical Education Research Center, Hebei Medical University, Shijiazhuang, China
| | - Ying Pan
- Department of Medicine-Education Coordination and Medical Education Research Center, Hebei Medical University, Shijiazhuang, China
| | - Haihun Zhai
- Department of Medicine-Education Coordination and Medical Education Research Center, Hebei Medical University, Shijiazhuang, China
| | - Tian Li
- School of Basic Medicine, Fourth Military Medical University, Xi’an, China
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Alves APB, Aredes NDA, Silva GO, Oliveira FDS, Fonseca LMM, Ribeiro LM. Nurseped: educational technology for safety in the management of intravenous antibiotics in pediatrics. Rev Lat Am Enfermagem 2023; 31:e4067. [PMID: 38055589 DOI: 10.1590/1518-8345.6886.4067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 09/03/2023] [Indexed: 12/08/2023] Open
Abstract
OBJECTIVE to develop and validate the content of a serious game on the safe management of intravenous medications in pediatrics. METHOD methodological study for the development and content validation of an educational technology. The cases and challenges of the serious game were developed based on a literature review and validated by 11 nurses with training and experience in the area. Content validity and agreement indices were adopted to analyze agreement and internal consistency (minimum of 0.8). RESULTS the content is based on the main antibiotics used in the clinical management of infections in hospitalized children and patient safety. Absolute agreement was obtained in 60 of the 61 items evaluated, and the minimum obtained was 0.82 in the content validation index and 0.80 in agreement. Adjustments were suggested by experts in the response statement for a specific case and implemented to improve the quality of the technology content. CONCLUSION the content of the serious game Nurseped was validated by nurse experts in child health regarding clinical cases, question statements and multiple-choice answers, in addition to feedback that presents the user with an evidence-based answer after getting the challenge right or wrong.
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Affiliation(s)
- Amanda Paiva Bernardes Alves
- Universidade Federal de Goiás, Goiânia, GO, Brasil
- Becario de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
| | | | - George Oliveira Silva
- Becario de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
- Universidade Federal de Goiás, Faculdade de Enfermagem, Goiânia, GO, Brasil
| | - Faétila Dos Santos Oliveira
- Universidade Federal de Goiás, Goiânia, GO, Brasil
- Becaria del Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brasil
| | - Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Centro Colaborador de la OPS/OMS para el Desarrollo de la Investigación en Enfermería, Ribeirão Preto, SP, Brasil
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Guldner G, Wells J, Ayutyanont N, Iyengar R, Sprenger S, Siegel JT, Kashyap R. COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents. MEDICAL EDUCATION ONLINE 2023; 28:2143307. [PMID: 36369921 PMCID: PMC9665094 DOI: 10.1080/10872981.2022.2143307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 10/27/2022] [Accepted: 10/31/2022] [Indexed: 06/16/2023]
Abstract
The COVID-19 pandemic transformed the final year of undergraduate medical education for thousands of medical students across the globe. Out of concern for spreading SARS-CoV-2 and conserving personal protective equipment, many students experienced declines in bedside clinical exposures. The perceived competency of this class within the context of the pandemic is unclear. We designed and distributed a survey to measure the degree to which recent medical school graduates from the USA felt clinically prepared on 13 core clinical skills. Of the 1283 graduates who matched at HCA Healthcare facilities, 90% (1156) completed the survey. In this national survey, most participants felt they were competent in their clinical skills. However, approximately one out of four soon-to-be residents felt they were clinically below where they should be with regard to calling consultations, performing procedures, and performing pelvic and rectal exams. One in five felt they were below where they should be with regard to safely transitioning care. These perceived deficits in important skill sets suggest the need for evaluation and revised educational approaches in these areas, especially when traditional in-person practical skills teaching and practice are disrupted.
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Affiliation(s)
- Gregory Guldner
- Graduate Medical Education, HCA Healthcare, Brentwood, TN, USA
| | - Jessica Wells
- Graduate Medical Education, HCA Healthcare, Brentwood, TN, USA
| | | | - Rahul Iyengar
- Southern Hills Medical Center, TriStar Division, HCA Healthcare, Nashville, TN, USA
| | - Steven Sprenger
- Tristar Centennial Medical Center, HCA Healthcare, Nashville, TN, USA
| | - Jason T. Siegel
- Department of Behavioral and Organizational Science, Claremont Graduate University, Claremont, CA, USA
| | - Rahul Kashyap
- Tristar Centennial Medical Center, HCA Healthcare, Nashville, TN, USA
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Haydar A, Santos IS, Arcon LC, Martins MDA, Tempski PZ, Zatz R. Remote vs. face-to-face activities in the teaching of renal pathophysiology in the context of social isolation during the early phase of the COVID-19 pandemic. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:788-795. [PMID: 37615046 DOI: 10.1152/advan.00257.2022] [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: 01/11/2023] [Revised: 07/24/2023] [Accepted: 08/22/2023] [Indexed: 08/25/2023]
Abstract
The advent of the COVID-19 pandemic forced medical schools around the world to adopt emergency remote learning as a resort to avoid interruption of courses. However, the effectiveness of online classes as an educational strategy has been questioned by medical educators and students. In a prospective observational study design, students enrolled in a renal physiology and pathophysiology course were exposed to either face-to-face or remote synchronous classes. Students taught online obtained significantly higher mean scores than the group who had in-person classes, both groups assessed with identical exams. Appropriate screening tests suggested that fraud is unlikely to have significantly influenced these results and that the observed differences in performance reflected increased learning by the remote group. These observations suggest that online classes can help to maintain the continuity of physiology and pathophysiology courses during periods of social isolation and may contribute to improving learning under normal conditions.NEW & NOTEWORTHY In this study, we were able to make a rare direct comparison of face-to-face and remote strategies for the teaching of undergraduate medical students in a specific area, namely, renal pathophysiology. Unexpectedly, students who attended the remote course had significantly higher grades than those who had mostly in-person classes.
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Affiliation(s)
- Ahmed Haydar
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Itamar Souza Santos
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Luis Carlos Arcon
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Mílton de Arruda Martins
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Patricia Zen Tempski
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Roberto Zatz
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
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Elkin R, Duff JP, LaForest ML, Stapleton S, Ramachandra G, Palaganas JC, Gross IT. Distance simulation in the health professions: a scoping review. Adv Simul (Lond) 2023; 8:27. [PMID: 37978416 PMCID: PMC10656877 DOI: 10.1186/s41077-023-00266-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Accepted: 10/13/2023] [Indexed: 11/19/2023] Open
Abstract
BACKGROUND Distance simulation is defined as simulation experiences in which participants and/or facilitators are separated from each other by geographic distance and/or time. The use of distance simulation as an education technique expanded rapidly with the recent COVID-19 pandemic, with a concomitant increase in scholarly work. METHODS A scoping review was performed to review and characterize the distance simulation literature. With the assistance of an informationist, the literature was systematically searched. Each abstract was reviewed by two researchers and disagreements were addressed by consensus. Risk of bias of the included studies was evaluated using the Risk of Bias 2 (RoB 2) and Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I) tools. RESULTS Six thousand nine hundred sixty-nine abstracts were screened, ultimately leading to 124 papers in the final dataset for extraction. A variety of simulation modalities, contexts, and distance simulation technologies were identified, with activities covering a range of content areas. Only 72 papers presented outcomes and sufficient detail to be analyzed for risk of bias. Most studies had moderate to high risk of bias, most commonly related to confounding factors, intervention classification, or measurement of outcomes. CONCLUSIONS Most of the papers reviewed during the more than 20-year time period captured in this study presented early work or low-level outcomes. More standardization around reporting is needed to facilitate a clear and shared understanding of future distance simulation research. As the broader simulation community gains more experience with distance simulation, more studies are needed to inform when and how it should be used.
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Affiliation(s)
- Rachel Elkin
- Division of Pediatric Emergency Medicine, Department of Emergency Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, USA.
| | - Jonathan P Duff
- Division of Pediatric Critical Care Medicine, Department of Pediatrics, University of Alberta, Edmonton, Canada
| | - Marian L LaForest
- Augustus Long Health Sciences Library, Columbia University Irving Medical Center, New York, NY, USA
| | | | - Geethanjali Ramachandra
- Department of Pediatric Intensive Care, Krishna Institute of Medical Science, Secunderabad, India
| | - Janice C Palaganas
- Department of Health Professions Education, MGH Institute of Health Professions, Boston, MA, USA
| | - Isabel T Gross
- Section of Pediatric Emergency Medicine, Department of Pediatrics, Yale University School of Medicine, New Haven, CT, USA
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Junge H, Schuster K, Salzmann A, Volz-Willems S, Jäger J, Dupont F. First steps of learning analytics in a blended learning general practice curriculum at Saarland University - a quantitative approach. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc71. [PMID: 38125898 PMCID: PMC10728664 DOI: 10.3205/zma001653] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 07/27/2023] [Accepted: 08/28/2023] [Indexed: 12/23/2023]
Abstract
Objectives Medical education has been revolutionized by the growing importance of digital learning. Little is known about students' online study behaviour and its relationship with exam performance. This quantitative study analyses and describes students' digital learning behaviours in a blended learning curriculum for General practice at Saarland University, Germany. It also examines the relationship between digital learning behaviour and exam performance. Methods Cohort and individualized AMBOSS® user data from 195 students at Saarland University was analysed quantitatively. Performance in course-specific multiple-choice question sessions and user data of the integrated online learning activities were correlated with each other and with General practice exam grades. Anonymized data from 10,534 students from 35 other German universities served as the reference cohort. Differences in digital learning behaviour between the groups were calculated using Mann-Whitney-U-Test for non-normally distributed data. Results Students in the blended learning course used integrated content more frequently than the reference cohort (U=48777, p<0.001). The number of digital learning cards read correlated moderately with digital formative assessment performance (ρ=0.331, p=0.005 and ρ=0.217, p=0.034). Formative assessment scores and exam results correlated strongly in the summer semester cohort (ρ=0.505, p<0.001), and moderately in the winter semester cohort (ρ=0.381, p<0.001). Conclusion There is a difference in the usage of online learning activities when they are purposefully integrated into a curriculum. Digital learning activities including formative assessment may serve as valuable, constructively aligned exam preparation. This is relevant for medical educators when planning future blended learning curricula and portfolio systems, as it may save financial and human resources.
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Affiliation(s)
- Helene Junge
- Saarland University, Department of Family Medicine, Homburg, Germany
| | - Kerstin Schuster
- Saarland University, Department of Family Medicine, Homburg, Germany
| | - Aline Salzmann
- Saarland University, Department of Family Medicine, Homburg, Germany
| | - Sara Volz-Willems
- Saarland University, Department of Family Medicine, Homburg, Germany
| | - Johannes Jäger
- Saarland University, Department of Family Medicine, Homburg, Germany
| | - Fabian Dupont
- Saarland University, Department of Family Medicine, Homburg, Germany
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Seidler ZE, Benakovic R, Wilson MJ, Fletcher J, Oliffe JL, Owen J, Rice SM. Supporting Clinical Competencies in Men's Mental Health Using the Men in Mind Practitioner Training Program: User Experience Study. JMIR MEDICAL EDUCATION 2023; 9:e48804. [PMID: 37934579 PMCID: PMC10664012 DOI: 10.2196/48804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 09/08/2023] [Accepted: 09/20/2023] [Indexed: 11/08/2023]
Abstract
BACKGROUND Engaging men in psychotherapy is essential in male suicide prevention efforts, yet to date, efforts to upskill mental health practitioners in delivering gender-sensitized therapy for men have been lacking. To address this, we developed Men in Mind, an e-learning training program designed to upskill mental health practitioners in engaging men in therapy. OBJECTIVE This study involves an in-depth analysis of the user experience of the Men in Mind intervention, assessed as part of a randomized controlled trial of the efficacy of the intervention. METHODS Following completion of the intervention, participants provided qualitative (n=392) and quantitative (n=395) user experience feedback, focused on successes and suggested improvements to the intervention and improvements to their confidence in delivering therapy with specific subpopulations of male clients. We also assessed practitioner learning goals (n=242) and explored the extent to which participants had achieved these goals at follow-up. RESULTS Participants valued the inclusion of video demonstrations of skills in action alongside the range of evidence-based content dedicated to improving their insight into the engagement of men in therapy. Suggested improvements most commonly reflected the desire for more or more diverse content, alongside the necessary adaptations to improve the learning and user experience. Participants also commonly reported improved confidence in assisting men with difficulty articulating their emotions in therapy and suicidal men. CONCLUSIONS The evidence obtained from this study aids in plans to scale Men in Mind and informs the future development of practitioner training interventions in men's mental health. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.1186/s40359-022-00875-9.
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Affiliation(s)
- Zac E Seidler
- Orygen, Melbourne, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Australia
- Movember, East Melbourne, Australia
| | - Ruben Benakovic
- Orygen, Melbourne, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Australia
| | - Michael J Wilson
- Orygen, Melbourne, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Australia
| | - Justine Fletcher
- Centre for Mental Health, School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - John L Oliffe
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
- Department of Nursing, The University of Melbourne, Melbourne, Australia
| | - Jesse Owen
- Department of Counselling Psychology, University of Denver, Denver, CO, United States
| | - Simon M Rice
- Orygen, Melbourne, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Australia
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Laugaland K, Aase I, Ravik M, Gonzalez MT, Akerjordet K. Exploring stakeholders' experiences in co-creation initiatives for clinical nursing education: a qualitative study. BMC Nurs 2023; 22:416. [PMID: 37932764 PMCID: PMC10626696 DOI: 10.1186/s12912-023-01582-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Accepted: 10/27/2023] [Indexed: 11/08/2023] Open
Abstract
BACKGROUND Co-creation is an emerging approach in nursing education, wherein academics engage in multi-stakeholder collaborations to generate knowledge, ideate solutions, promote sustainability, and enhance educational quality. However, knowledge on stakeholders' experiences in participation in co-creation initiatives for nursing education is scarce. This study aimed to explore the experiences of student nurses, nurse educators, and e-learning designers in co-creation initiatives to design and develop a digital educational resource for clinical nursing education. METHODS The study adopted an exploratory qualitative design. Data were collected via three separate semi-structured focus group interviews with student nurses (n = 7), nurse educators (n = 8), and e-learning designers (n = 3) who participated in co-creation workshops. Collected data were then thematically analyzed. RESULTS Three themes related to the participants' experiences emerged: (1) The co-creation workshops were enjoyable, useful, and instructive; (2) power imbalances influenced the students' engagement; and (3) contextual factors influenced the participants' overall engagement. CONCLUSIONS This study shows that co-creation through workshops is a novel, enjoyable, and instructive approach that facilitates knowledge exchange. It also highlights the needs and experiences of stakeholders, especially student nurses. However, the use of co-creation in nursing education presents some challenges. Recognizing and managing power differentials are essential for successful co-creation in clinical nursing education, alongside a mindset of collaboration and mutuality. Future research is required to systematize knowledge about the benefits and impacts of the processes and outcomes of co-creation initiatives, including stakeholders' motivation, barriers, and facilitators to participation in co-creation, to improve the quality of clinical nursing education.
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Affiliation(s)
- Kristin Laugaland
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate, Stavanger, 4036, Norway.
| | - Ingunn Aase
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate, Stavanger, 4036, Norway
| | - Monika Ravik
- Faculty of Health and Social Sciences, University of South-Eastern Norway-Campus Porsgrunn, Porsgrunn, Norway
| | - Marianne Thorsen Gonzalez
- Faculty of Health and Social Sciences, University of South-Eastern Norway-Campus Porsgrunn, Porsgrunn, Norway
| | - Kristin Akerjordet
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate, Stavanger, 4036, Norway
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Francesca Z, Luca R, Andrea P, Davide P, Nicoletta Z. Clinical activities suspended: How the COVID-19 affected the self-confidence of Italian dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:1023-1030. [PMID: 36690584 DOI: 10.1111/eje.12894] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Revised: 12/23/2022] [Accepted: 01/15/2023] [Indexed: 06/17/2023]
Abstract
INTRODUCTION COVID-19 emergency caused several effects on the dental educational system, especially affecting courses including practical activities. The study aims to evaluate the impact of the suspension of dental clinical activities on the Italian dental students' self-confidence. Furthermore, the other purpose of the research is to find an integrative didactics solution to improve the clinical training of dentistry during the COVID-19 pandemic. MATERIALS AND METHODS A questionnaire was administered to evaluate the impact of the suspension of clinical activities on dental students' self-confidence. A 67-questions survey tested the students' self-confidence in several dental disciplines (Conservative Dentistry, Endodontics, Oral Surgery and Dental Emergency). The study reached a sample of 193 dental students and the answers from 9 different Italian dental schools were analysed. RESULTS The degree of students' self-confidence for all the dental disciplines investigated was found statistically different between the periods before and after the interruption of clinical activities. The students proposed, as a potential solution to improve their practice during the COVID-19 pandemic, to combinate the use of a video tutorials and dental simulators. CONCLUSION The interruption of the training in clinical practice significantly affected the educational career and the self-confidence of students. An alternative teaching method involving the use of video tutorials as support in teaching clinical procedures deserves to be considered.
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Affiliation(s)
- Zotti Francesca
- Department of Surgical Sciences, Paediatrics and Gynecology, University of Verona, Verona, Italy
| | - Rosolin Luca
- Private Practice in General Dentistry in Verona, Verona, Italy
| | | | | | - Zerman Nicoletta
- Department of Surgical Sciences, Paediatrics and Gynecology, University of Verona, Verona, Italy
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Kaplan T, Tarolli C, Doughty CT. Integrating Virtual Teaching in a New Era of Medical Education: Lessons from a Neurology Course. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1147-1156. [PMID: 37849913 PMCID: PMC10577263 DOI: 10.2147/amep.s413816] [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: 04/08/2023] [Accepted: 08/23/2023] [Indexed: 10/19/2023]
Abstract
The COVID-19 pandemic has led to a sudden shift toward virtual learning in neurology education, which presents challenges for educators. However, virtual learning is here to stay for three key reasons: demand among students, ease of dissemination, and potential to improve educational quality. Despite challenges, educators can teach effectively using appropriate virtual tools and methods, with innovative approaches that will ultimately lead to sustained improvements in neurology education. Here, we aim to help educators effectively incorporate virtual instruction into their "new normal" by offering practical, evidence-based tips for balancing in-person and virtual learning, selecting the appropriate tools and methods for virtual teaching, and creating a supportive virtual learning environment. Using a systematic approach, educators can identify specific, achievable goals, determine the content's scope, appropriate assessments, select appropriate teaching methods, and create the session schedule and materials. Here we described evidence-based strategies for best practices, developing virtual material, and creating the appropriate virtual learning environment.
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Affiliation(s)
- Tamara Kaplan
- Department of Neurology, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Christopher Tarolli
- Department of Neurology and Center for Health + Technology, University of Rochester Medical Center, Rochester, NY, USA
| | - Christopher T Doughty
- Department of Neurology, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
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Perrotta C, Downey V, Elabbasy D, Ingram C, Lo C, Naseer A, Thorson A, Brizuela V. Remote training for strengthening capacity in sexual and reproductive health and rights research: a systematic review. BMC Public Health 2023; 23:1964. [PMID: 37817136 PMCID: PMC10566165 DOI: 10.1186/s12889-023-16851-w] [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: 05/03/2023] [Accepted: 09/27/2023] [Indexed: 10/12/2023] Open
Abstract
BACKGROUND Training has been used to develop research skills among sexual and reproductive health and rights (SRHR) researchers. Remote education may accelerate transfer of skills and reduce barriers to strengthening research capacity. This systematic review aimed to assess the effectiveness of remote training on SRHR research and describe enablers and barriers of effective remote training. METHODS PubMed, Embase, and Scielo were searched up to December 2022 for studies that evaluated in any language online research training programmes either on a SRHR topic or tailored for professionals working in SRHR published since 1990. Characteristics of included studies, the programmes they evaluated, the programme's effectiveness, and reported barriers and enablers to remote learning were extracted. Three researchers synthesized and described findings on effectiveness, impact and outcomes mapping them against the Kirkpatrick model. Additionally, thematic analysis from qualitative data was conducted to identify themes relating to the barriers and enablers of remote learning. RESULTS Of 1,510 articles retrieved, six studies that included 2,058 remote learners met the inclusion criteria. Five out of six studies described empirical improvements in participant research knowledge/skills and three studies reported improvements in attitudes/self-efficacy towards research. Follow-up surveys from four studies revealed frequent application of new research skills and improved opportunities for career advancement and publication following online trainings. Cited barriers to effective online SRHR research training included time management challenges and participants' competing professional obligations; limited opportunities for interaction; and lack of support from home institutions. Cited enablers included well-structured and clear courses, learning objectives and expectations with participants; ensuring a manageable workload; facilitating interactions with mentors and hands-on experience; and selecting programme topics relevant to participants' jobs. CONCLUSION Remote SRHR training can lead to improvements in research knowledge, skills, and attitudes, particularly when course learning objectives, structure, and expectations are outlined clearly, and ongoing mentorship is provided.
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Affiliation(s)
- Carla Perrotta
- School of Public Health Physiotherapy and Sports Science, University College Dublin, ROI, Woodview House, Belfield, Dublin 4, Ireland.
| | - Vicky Downey
- School of Public Health Physiotherapy and Sports Science, University College Dublin, ROI, Woodview House, Belfield, Dublin 4, Ireland
| | - Darin Elabbasy
- School of Public Health Physiotherapy and Sports Science, University College Dublin, ROI, Woodview House, Belfield, Dublin 4, Ireland
| | - Carolyn Ingram
- School of Public Health Physiotherapy and Sports Science, University College Dublin, ROI, Woodview House, Belfield, Dublin 4, Ireland
| | - Chungwan Lo
- School of Public Health Physiotherapy and Sports Science, University College Dublin, ROI, Woodview House, Belfield, Dublin 4, Ireland
| | - Amara Naseer
- School of Public Health Physiotherapy and Sports Science, University College Dublin, ROI, Woodview House, Belfield, Dublin 4, Ireland
| | - Anna Thorson
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, CH, Switzerland
| | - Vanessa Brizuela
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, CH, Switzerland
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Nogueira JWDS, Magro MCDS. Construction and validation of a scenario for recognizing sepsis by nursing students: a methodological study. Rev Bras Enferm 2023; 76:e20220537. [PMID: 37820142 PMCID: PMC10561942 DOI: 10.1590/0034-7167-2022-0537] [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: 09/23/2022] [Accepted: 03/10/2023] [Indexed: 10/13/2023] Open
Abstract
OBJECTIVE To build and validate a clinical simulation scenario for teaching Nursing students about early recognition of signs and symptoms of sepsis in the context of the emergency unit. METHODS Methodological study developed in two phases: construction of a simulated scenario and content validation by expert judges. For data analysis, the Content Validity Index (CVI) was calculated considering agreement equal to or greater than 80%. The minimum acceptable CVI value for scenario validation was 1.0. RESULTS The simulation scenario proved to be appropriate, with a global Content Validity Index equal to 1. Some adjustments related to the clarity of the wording were necessary, as suggested by the judges. Conclusions: A medium-complexity, high-fidelity scenario was successfully constructed and validated for teaching early recognition of sepsis signs and symptoms.
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Azouzi I, Kallala R, Gassara Y, Ghazel R, Harzallah B, Khattech MB. The impact of COVID-19 on dental education in Tunisia. LA TUNISIE MEDICALE 2023; 101:770-774. [PMID: 38465759 PMCID: PMC11261514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 08/23/2023] [Indexed: 03/12/2024]
Abstract
INTRODUCTION Coronavirus disease 2019 (COVID-19) pandemic might have an unprecedented impact on dental education. AIM The main aim of this study was to investigate the impact of COVID-19 among Tunisian dental students. METHODS This was a cross-sectional study carried out from January to March 2022, at the Faculty of Dental Medicine of Monastir (FDMM), Tunisia. The population consisted of the 3rd, 4th, 5th and 6th year dental students registered for the academic year 2021/2022 at the FDMM. The potential number of participants was 881 according to the administration of the faculty. The applied questionnaire was made of 17 questions adapted to the Tunisian context. Incomplete answers were considered as exclusion criteria. RESULTS A total of 446 students responded to the online survey giving an overall response rate of 50.6%. The study revealed that the FDMM was not doing its best to solve the challenges associated with the COVID-19 pandemic for 88.8% of the responders. Dental students were concerned about the impact of COVID-19 pandemic on their dental education (69.6%) especially about graduating on time (63.0%) since changes made in dental medicine education due to the pandemic were stressful for 61.1% of them. The students reached emotional support from their family and friends (46.5%) whereas only 9.8% of them requested assistance from faculty's staff. CONCLUSION This study provides information about the impact of the COVID-19 pandemic on dental education. These findings may sensitize officials in the FDMM to take measures in order to deliver better education to dental medicine students.
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Affiliation(s)
- Ines Azouzi
- Department of Dental Medicine, Military Hospital of Tunis, Tunis, Tunisia
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
| | - Rym Kallala
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
- Department of Dental Anatomy, Faculty of Dental Medicine, University of Monastir, Tunisia
| | - Yosra Gassara
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
- Department of Fixed Prosthodontics, Dental Clinic of Monastir, Tunisia
| | - Raslen Ghazel
- Department of Orthodontics, Dental Clinic of Monastir, Tunisia
| | - Belhassen Harzallah
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
- Department of Fixed Prosthodontics, Dental Clinic of Monastir, Tunisia
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Jessup B, Tran N, Stevens T, Barnett T. Rural origin student representation in health courses at the University of Tasmania: 2011-2020. Aust J Rural Health 2023; 31:944-956. [PMID: 37545396 DOI: 10.1111/ajr.13027] [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: 03/28/2023] [Revised: 06/08/2023] [Accepted: 07/10/2023] [Indexed: 08/08/2023] Open
Abstract
OBJECTIVE To describe longitudinal trends in the admission and completion of domestic Tasmanian rural origin students in health courses at the University of Tasmania (UTAS). METHODS A retrospective audit of records for all domestic Tasmanian students admitted to, or who completed a health course offered by UTAS between 2011 and 2020 was conducted. Data extracted from student records included gender, age, Indigenous background, rural origin (based on residential address outside of Launceston or Hobart at the time of application), health discipline, year of admission and/or completion. Data were analysed in STATA. RESULTS Between 2011 and 2020, 7516 domestic Tasmanian students were admitted to health courses at UTAS, of which 22.6% were rural origin (vs. a rural population of 36.7%). Students admitted were mostly female (77.0%) and studying nursing (51.1%). Rural origin students were more likely to study at the regional campus in Launceston than in Hobart, the capital city (OR, 3.79 [3.4-4.3, p < 0.00]). Over this same period, 5086 students completed a health course. There was little difference in completion rates among regional vs. rural origin students (OR, 1.04 [1.0-1.1, p < 0.00]); however, completion rates decreased with increasing remoteness. Indigenous and male students were less likely to complete than non-Indigenous (OR, 0.73 [0.7-0.8, p < 0.05]) and female students (OR, 0.97 [1.0-1.0, p < 0.05]) respectively. CONCLUSIONS Tasmanian rural origin students are admitted to a range of health courses at UTAS and many complete. However, additional measures are needed to attract a greater number of local rural origin students to study health courses and to support them through to course completion.
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Affiliation(s)
- Belinda Jessup
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| | - Nga Tran
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| | - Terri Stevens
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| | - Tony Barnett
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
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Berry CE, Fazilat AZ, Churukian AA, Abbas DB, Griffin M, Downer M, Januszyk M, Momeni A, Morrison SD, Wan DC. Quality Assessment of Online Resources for Gender-affirming Surgery. PLASTIC AND RECONSTRUCTIVE SURGERY-GLOBAL OPEN 2023; 11:e5306. [PMID: 37817924 PMCID: PMC10561794 DOI: 10.1097/gox.0000000000005306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Accepted: 08/11/2023] [Indexed: 10/12/2023]
Abstract
Background As visibility of the transgender patient population and utilization of online resources increases, it is imperative that web-based gender-affirming surgery (GAS) materials for patients are readable, accessible, and of high quality. Methods A search trends analysis was performed to determine frequency of GAS-related searches over time. The top 100 most common results for GAS-related terms were analyzed using six readability formulas. Accessibility of patient-facing GAS sources was determined by categorizing types of search results. Frequency of article types was compared in low- and high-population dense areas. Quality was assigned to GAS web-based sources using the DISCERN score. Results Search engine trend data demonstrates increasing occurrence of searches related to GAS. Readability scores of the top 100 online sources for GAS were discovered to exceed recommended levels for patient proficiency. Availability of patient-facing online information related to GAS was found to be 60%, followed by information provided by insurance companies (17%). Differences in availability of online resources in varying dense cities were found to be minimal. The average quality of sources determined by the DISCERN score was found to be 3, indicating "potential important shortcomings." Conclusions Despite increasing demand for web-based GAS information, the readability of online resources related to GAS was found to be significantly greater than the grade level of proficiency recommended for patients. A high number of nonpatient-facing search results appear in response to GAS search terms. Quality sources are still difficult for patients to find, as search results have a high incidence of low-quality resources.
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Affiliation(s)
- Charlotte E. Berry
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Alexander Z. Fazilat
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Andrew A. Churukian
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Darren B. Abbas
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Michelle Griffin
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Mauricio Downer
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Micheal Januszyk
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Arash Momeni
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
| | - Shane D. Morrison
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
- Harborview Medical Center, Division of Plastic Surgery, University of Washington at Harborview, Seattle, Wash
| | - Derrick C. Wan
- From Hagey Laboratory for Pediatric Regenerative Medicine, Division of Plastic and Reconstructive Surgery, Department of Surgery, Stanford University School of Medicine, Stanford, Calif
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Joseph RA, Turner T, Akers SW, Whorley E, Goodrich C. Emotional and Psychological Effects of the COVID-19 Pandemic on Nursing Students. J Christ Nurs 2023; 40:E59-E70. [PMID: 37653666 DOI: 10.1097/cnj.0000000000001112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/02/2023] Open
Abstract
ABSTRACT The COVID-19 pandemic impacted the mental health and educational experiences of nursing students in undergraduate and graduate programs. A larger mixed-methods study aimed to understand how COVID-19 impacted personal lives and learning experiences of students across all programs levels. This article reports on qualitative data obtained from focus groups organized by student program level. Six themes emerged, including fear and uncertainty, trust in God, educational and career concerns, concerns about family, mental health issues, and isolation/lack of human touch. Key areas covered are the emotional and psychological effects of COVID-19 and its factors and the role of faith during COVID-19 among nursing students.
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