An Interactive Module to Enhance Clinical and Non-clinical Communication Skills With LGBTQIA2S+ Patients

The Lesbian, Gay, Transgender, Queer, Intersex, Asexual, Two-Spirit, and all others (LGBTQIA2S+) community comprises a diverse array of people who challenge conventional norms regarding sexual orientation and/or gender identity. This group possesses a distinct set of social and cultural principles that necessitate personalized and all-encompassing medical attention. In light of the increase in the number of individuals openly sharing their LGBTQIA2S+ identity and a growing societal openness toward this community, most healthcare providers do not feel prepared with the requisite knowledge and skills to appropriately care for the needs of this community. We describe the development of an educational intervention, the LGBTQIA2S+ Healthcare Module, to address this significant gap in health professions education. It offers current and future clinicians just-in-time training on the language and cultural context to adequately provide patient-centered care to this community.

Learning to Interpret Pediatric Vocal Fold Mobility: A Laryngeal Ultrasound Training Module

OBJECTIVES/HYPOTHESIS

Vocal fold movement impairment (VFMI) in infants and children is most commonly evaluated by flexible nasolaryngoscopy (FNL). FNL in this population can be challenging due to movement, floppy supraglottic structures, or secretions. Laryngeal ultrasound (LUS) may be an alternative, less invasive means of evaluating VFMI that also decreases aerosolization during the COVID-19 pandemic. The primary objective was to examine LUS interpretation proficiency for VFMI via an educational module. A secondary outcome was to determine whether quantitative measurements increase interpretation accuracy.

STUDY DESIGN

Prospective cohort trial.

METHODS

Medical students, residents, fellows, faculty, and staff were recruited to complete the module, composed of a 13-minute teaching video followed by 20 cases. Participants determined both qualitatively (subjective assessment) and then quantitatively (through protractor measurements of the vocal fold to arytenoid angle) whether there was normal versus impaired vocal fold mobility.

RESULTS

Thirty participants completed the LUS training module, and about one-third were otolaryngology residents. On average, each participant correctly identified 18 cases. The mean rank percent correct for quantitative measurements was significantly higher than that of qualitative interpretations (P < .0001). Measurements significantly caused participants to change their answer correctly compared to incorrectly (P < .0001). As the module progressed, there was no significant trend of more correct interpretations (P = .30). The sensitivity was higher for quantitative interpretations (89.0% vs. 87.3%) but specificity remained unchanged (92.6%).

CONCLUSION

Quantitative measurements may increase LUS interpretation accuracy. There was not a specific number of cases interpreted to achieve learning proficiency. LUS is an easily learned method to evaluate for VFMI across all training levels.

LEVEL OF EVIDENCE

3 (local cohort study nonrandomized) Laryngoscope, 2021.

A training module to empower marginalised Northern Borneo islanders for tuberculosis control

Empowering marginalised urban islanders with limited health accessibility through knowledge transfer program for controlling pulmonary tuberculosis (PTB) requires a specific training module. The study was aimed to develop this training module by adapting and modifying the IMCI (Integrated Management of Childhood Illness) framework. Structuring the content for the knowledge and skills for PTB control in the module was based on the National Strategic Plan for Tuberculosis Control 2016-2020. A total of five knowledge and skills were structured: i) PTB disease and diagnosis, ii) PTB treatment, iii) preventive PTB measures, iv) prevention of malnutrition, and v) psychosocial discrimination. The IMCI framework was modified through 3 ways: i) identifying signs and symptoms of PTB, ii) emphasising the IMCI’s 5 steps of integrated management: assess, diagnose, treat, counsel and detect, and iii) counseling on BCG immunisation, malnutrition, environmental modifications and stigma on PTB.

Randomized controlled study of the prediction of diminutive/small colorectal polyp histology using didactic versus computer-based self-learning module in gastroenterology trainees

BACKGROUND AND AIM

The aim of this randomized trial was to evaluate the performance of self-training versus didactic training in order to increase the diagnostic accuracy of diminutive/small colonic polyp histological prediction by trainees.

METHODS

Sixteen trainees reviewed 78 videos (48 iSCAN-OE and 30 NBI) of diminutive/small polyps in a pretraining assessment. Trainees were randomized to receive computer-based self-learning (n = 8) or didactic training (n = 8) using identical teaching materials and videos. The same 78 videos, in a different randomized order, were assessed. The NICE (NBI International Colorectal Endoscopic) and SIMPLE (Simplified Identification Method for Polyp Labeling during Endoscopy) classification systems were used to classify diminutive/small polyps.

RESULTS

A higher proportion of high-confidence predictions of polyps was made by the self-training group versus the didactic group using both the SIMPLE classification (77.1% [95% CI 73.4-80.3] vs 69.9% [95% CI 66.1-73.5%] [P = 0.005]) and the NICE classification (77% [95% CI 73.2-80.4%] vs 69.8% [95% CI 66-73.4%] [P = 0.006]). When using NICE, sensitivity of the self-training group compared with the didactic group was 72% versus 83% (P = 0.0005), and the accuracy was 66.1% versus 69.1%. The training improved the confidence of participants and SIMPLE was preferred over NICE.

CONCLUSION

Self-learning for the prediction of diminutive/small polyp histology is a method of training that can achieve results similar to didactic training. Availability of adequate self-learning teaching modules could enable widespread implementation of optical diagnosis in clinical practice.

[Development and evaluation of simulation methods for manual skills training in 'Removable dentures' module]

To determine the effectiveness of a simulation method of teaching manual skills modulo 'removable dentures' in a clinical setting.

MATERIAL AND METHODS

The material 1 phase of the study were 82 people, students of 3 courses, divided into a control group where the training was conducted with the use of standard phantoms and group study which used a dental simulator CDS 100 of V generation. Material 2 stages presented 48 people who participated in phase 1 and divided into groups similar to the 1 stage, young professionals in 2016. An objective assessment of the quality of preparation for 2 stages made with a scanner Zirkozahn arti s600.

RESULTS

In the control group, the main reason for the need for additional correction of the abutment teeth as 1 and 2 is the inadequacy of stage periodontal ledge factor ANOVA with the indicator 1.1 for one phase of the study and 1.15 for 2 stages, indicating that the statistical predictors in this group identity. The group studies found no statistically significant difference in the quality of the executed periodontal ledges 1 and 2 stages of the study, 0.9-way ANOVA factor, which indicates the statistical significance of the predictor as pre-acquisition movements automatism acquired while working with the simulator.

CONCLUSION

The use of an interactive computer simulation CDS 100 provides a higher level of acquisition, and the main 'survival' of practical skills, confirmed by subsequent clinical practice, compared with the classical form of education.

Training module for cheiloscopy and palatoscopy in forensic odontology

Introduction:

Studies of lip prints and palatal rugae, dates back to late 19^th and early 20^th centuries and since then, various methods of classification and analysis were introduced, however systematic recording and analysis of data is still need to improve further, to arrive at flawless and meaningful conclusions. Moreover, the awareness among dental personnel regarding the practical knowledge of cheiloscopy and palatoscopy is ambiguous. So, efforts have been made to introduce training module to improve the education of cheiloscopy and palatoscopy for dental students.

Aims and Objective:

1. To prepare training module for cheiloscopy and palatoscopy. 2. To assess the efficacy of designed training module.

Materials and Methods:

Training module was used to train the dental students. Random matching of lip and palatal rugae patterns was carried out by dental students before and after training. Pre- and post-training matched results were then compared. Intraobserver variability assessed by comparing first and second assessment of lip print and palatal rugae patterns.

Results:

It was inferred statistically that training module had improved the ability to identify individuals based on lip prints and palatal rugae, with insignificant intraobserver variation.