[Entrustable professional activities (EPAs) in the "iMED DENT" model of undergraduate dental training at the University Medical Center Hamburg-Eppendorf]

In dental education, the assessment of clinical activities is especially important, as students start to perform treatments on real patients beginning in the seventh semester. When entering the final exam, students must be capable of carrying out all treatments of a dental professional, as they will exercise their profession as dentists directly after the exam. During dental training, preparation for the performance of dental activities in a clinical context is achieved through preclinical coursework and early patient contact before the seventh semester to enhance competencies. In the course of developing the iMED DENT curriculum of undergraduate dental training at the University Medical Center Hamburg-Eppendorf (UKE), a catalogue of entrustable professional activities (EPAs) has been defined. An EPA comprises a clinical procedure (e.g., fitting of a crown) corresponding to the students' level of competency at the time of performance. Each EPA includes teaching within the three core competencies: "theoretical knowledge," "clinical skills," and "patient communication." The applied assessment formats have to ensure that the feedback given on clinical performance contains all relevant competencies. The EPAs are evaluated using a graded "ABCD assessment" scheme (A = very good, B = good, C = bad, D = activity was not completed/incomplete). The assessment scheme serves as a tool for feedback to improve learning success and at the same time for evaluation of examinations during the course of studies.

The Sunscreen for Kindergarteners (SKIN) Study trial protocol

BACKGROUND

Exposure to ultraviolet radiation (UVR) is the major modifiable risk factor for skin cancers. The majority of lifetime UVR exposure occurs before age 20, underscoring an important window for risk reduction. Incorporation of skills-based sunscreen education into school health curricula may foster the development of consistent and effective use of sunscreen among children and youth. We describe the study protocol for a first-of-its-kind study that examined the feasibility of bringing skills-based sunscreen education into kindergarten classrooms.

METHODS

Participants were 96 kindergarten students across four classrooms in a single elementary school. A single-blind open-label trial design was used to evaluate the feasibility of incorporating a song-based, video-guided intervention for independent application of sunscreen into the kindergarten curriculum. Students first completed a 10-day no-intervention baseline period, followed by a 10-day intervention period, and then a 10-day randomized follow-up period where students were randomly assigned to continue with the intervention or to revert to the no-intervention condition.

OUTCOMES

Feasibility metrics associated with study process, resources, management, scientific outcomes and safety were gathered. The primary outcome was pre-to-post intervention changes in student engagement in the sunscreen task. The secondary outcome was pre-to-post intervention changes in the proportion of exposed skin to which a student applies sunscreen. Teacher and student perceptions of intervention value and utility were also evaluated.

DISCUSSION

This is the study protocol for a clinical trial designed to determine the feasibility of implementing a skills-based sunscreen curriculum in kindergarten classrooms. Next steps include evaluation of the intervention for efficacy and effectiveness.

CLINICAL TRIAL REGISTRATION

NCT03752736.

Future education and practice initiatives in hand surgery: improving fulfillment of patient needs

In the current health care environment, there are several areas in the delivery of health care to patients having hand surgery that need improvement to adequately fulfill patient needs, including difficulty in maintaining adequate emergency call coverage for patients having hand surgery, decreasing trends in hand surgeons willing to perform microsurgery and replantation, and deficiencies in musculoskeletal education of non-hand surgery providers. Both educational reforms and reforms in the practice environment are needed to improve the ability of hand surgeons to fulfill patient needs in the future.

Nursing education at Western Governors University: a modern, disruptive approach

Over 1 million working registered nurses (RNs) currently do not have a bachelor's degree in nursing and comprise the critical group needing to return to school in order to achieve the Institute of Medicine's goal of 80% bachelors of science in nursing (BSNs) by 2020. Western Governors University (WGU) has developed a transformative educational model, incorporating 4 operational pillars (competency-based learning, technology, disaggregated faculty roles, and a student-centric management system), to revolutionize RN-BSN education. This article describes a successful contemporary model, disrupting most all of the traditional aspects of university education for professional nursing practice. The program design is of particular value to working adults and addresses the flexibility they need to accommodate academic advancement. The WGU nursing program currently serves over 5,000 students seeking BSN and Master of Science in Nursing degrees in all 50 states.