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Checklist Items (checklist + item)
Selected AbstractsComparison of Outcomes of Two Skills-teaching Methods on Lay-rescuers' Acquisition of Infant Basic Life Support SkillsACADEMIC EMERGENCY MEDICINE, Issue 9 2010Itai Shavit MD ACADEMIC EMERGENCY MEDICINE 2010; 17:979,986 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods. Methods:, This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion,Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007,2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills sets for actions in any individual category. Data analysis consisted of descriptive statistics. Results:, Means and mean percentages were greater in the intervention group in all four sections compared to controls: categories (5.72 [95.33%] and 4.69 [92.66%]), scoring (10.57 [75.50%] and 7.41 [43.59%]), sequence (2.28 [57.00%] and 1.66 [41.50%]), and order of resuscitation (0.96 [96.00%] and 0.19 [19.00%]). The means and mean percentages of the actions (skill sets) in the intervention group were also larger than those of controls in five out of six categories: assessing responsiveness (1.69 [84.50%] and 1.13 [56.50%]), breathing technique (1.69 [93.00%] and 1.13 [47.20%]), chest compression technique (3.19 [77.50%] and 1.84 [46.00%]), activating emergency medical services (EMS) (3.00 [100.00%] and 2.81 [84.50%]), and resuming cardiopulmonary resuscitation (0.97 [97.00%] and 0.47 [47.00%]). These results demonstrate better performance in the intervention group. Conclusions:, The use of videotaped practice and feedback for the acquisition of overall infant BLS skills and of specific skill sets is effective. Observation and participation in the feedback and assessment of nonexperts attempting infant BLS skills appeared to improve the ability of this group of students to perform the task. [source] assessment: Checking the checklist: a content analysis of expert- and evidence-based case-specific checklist itemsMEDICAL EDUCATION, Issue 9 2010Agatha M Hettinga Medical Education 2010: 44: 874,883 Objectives, Research on objective structured clinical examinations (OSCEs) is extensive. However, relatively little has been written on the development of case-specific checklists on history taking and physical examination. Background information on the development of these checklists is a key element of the assessment of their content validity. Usually, expert panels are involved in the development of checklists. The objective of this study is to compare expert-based items on OSCE checklists with evidence-based items identified in the literature. Methods, Evidence-based items covering both history taking and physical examination for specific clinical problems and diseases were identified in the literature. Items on nine expert-based checklists for OSCE examination stations were evaluated by comparing them with items identified in the literature. The data were grouped into three categories: (i) expert-based items; (ii) evidence-based items, and (iii) evidence-based items with a specific measure of their relevance. Results, Out of 227 expert-based items, 58 (26%) were not found in the literature. Of 388 evidence-based items found in the literature, 219 (56%) were not included in the expert-based checklists. Of these 219 items, 82 (37%) had a specific measure of importance, such as an odds ratio for a diagnosis, making that diagnosis more or less probable. Conclusions, Expert-based, case-specific checklist items developed for OSCE stations do not coincide with evidence-based items identified in the literature. Further research is needed to ascertain what this inconsistency means for test validity. [source] What is prescription labeling communicating to doctors about hepatotoxic drugs?PHARMACOEPIDEMIOLOGY AND DRUG SAFETY, Issue 4 2004A study of FDA approved product labeling Abstract Purpose The objective of this study was to evaluate the informativeness and consistency of product labeling of hepatotoxic drugs marketed in the United States. Methods We searched the Physicians' Desk Reference,2000 for prescription drugs with hepatic failure and/or hepatic necrosis listed in the labeling. We used a six-item checklist to evaluate the ,informativeness' and consistency of the labeling content. An informativeness score equaled the proportion of checklist items present in each drug's labeling. Results Ninety-five prescription drugs were included in the study. Eleven (12%) of the drugs had information related to hepatic failure in a Black Boxed Warning, 52 (54%) in the Warnings section and 32 (34%) in the Adverse Reactions section of the label. The mean informativeness score was 35%; the score was significantly higher, 61%, when the risk was perceived to be high. The informativeness of labeling was not affected by the time of the labeling, but differed across the Center for Drug Evaluation and Research (CDER) Review Division responsible for the labeling. Conclusions The information provided in labeling is variable and affected by many factors, including the perceived level of risk and review division strategy. Product labeling may benefit from current FDA initiatives to improve the consistency of risk-related labeling. Published in 2003 by John Wiley & Sons, Ltd. [source] From experience: Capturing hard-won NPD lessons in checklistsTHE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 5 2001Raymond F. Riek The application of a good New Product Development (NPD) process is frequently limited by the experience of the user. Avoiding relatively minor errors and omissions that can lead to seriously flawed project results is still an art. Checklists for each stage of a development project can capture this art and their disciplined use can avoid many potentially critical omissions and errors. Development of checklists frequently comes from the hard experiences many of us have had in bringing new products to market. Consequently, benchmarking "trials and tribulations" rather than success stories can be more appropriate to developing a thoughtful checklist. This article is a partial accumulation of one practitioner's experiences of over three decades of executing, managing, directing and observing these projects. Fifteen NPD case histories are examined to develop learnings from these experiences. These cases are organized around three basic product development issues: managing technical risks, managing commercial risks, and managing NPD personnel. In these examples, NPD project problems have a common theme of poor technical or commercial risk management, as opposed to technical failure. Improved planning and a more disciplined management interface would have avoided many of the problems discussed in these case histories. Analysis of each of the case histories and learnings is provided from which suggested checklist items are derived. These checklist additions are presented by development stage to allow use by other NPD teams, with the intention of avoiding the repetition of similar problems. [source] Posttraumatic stress among children in KurdistanACTA PAEDIATRICA, Issue 7 2008A Ahmad Abstract Aim: To identify a posttraumatic stress disorder profile for the Child Behaviour Checklist. Method: Checklist item scores for 806 school-aged children in Iraqi Kurdistan (201 randomly selected from the general population, 241 orphans, 199 primary medical care visitors and 165 hospital in-patients) were analysed against the Posttraumatic Stress Symptom Scale for Children (PTSS-C) scores, estimating not only stress diagnoses, but also nonstress-related, child-specific posttraumatic symptoms. Results: Twenty checklist items, which revealed significant correlations with the stress diagnoses, formed the checklist,stress profile with acceptable reliability and validity, and significant correlation to the PTSS-C estimates. Conclusion: A child-specific stress profile for the checklist is recommended for use as a screening instrument. [source] | ||||||||||