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Practical Training (practical + training)
Selected AbstractsUndergraduate teaching in gerodontology in Leipzig and Zürich , a comparison of different approachesGERODONTOLOGY, Issue 3 2009Ina Nitschke Objective:, To evaluate undergraduate students' attitude towards the clinical components of the Leipzig (LPEG) and Zürich (ZPEG) Programmes of Education in Gerodontology. Background:, Undergraduate student education is the seedbed for conscientious professionals. Extramural clinical education contributes to the formation of positive attitudes. Students in Zürich participate in three clinical activities (in-house gerodontology clinic, extramural acute geriatrics ward, mobile dental service), in Leipzig they visit a long-term care facility on six occasions within 4 years. Methods:, A structured questionnaire with 10 items was administered to students in Leipzig [n = 34, 70.6% female, mean age 25.8 (SD 3.04) years] at the beginning and after completion of gerodontology training and to students in Zürich [n = 33, 48.5% female, mean age 27.0 (SD 3.28) years] on three occasions after clinical training. Students indicated the degree of their agreement with seven statements presented using a 5-point scale. A choice of responses which characterised the course was offered for assessment. Results:, Close collaboration with dental tutors, while self-treating patients in the mobile dental service (mobiDentÔ) attracted the most positive responses. Ratings from students completing their training in Leipzig were less favourable than their initial responses. Conclusion:, The lack of a dental service and Leipzig students' inability to offer treatment in the presence of disease was associated with frustrations. Practical training should go beyond dental examinations at a long-term care facility and include the opportunity for dental treatment. Personnel and equipment required for mobile treatment exceed resources available at most German dental schools. [source] Effects of peer-assisted training during the neurology clerkship: a randomized controlled studyEUROPEAN JOURNAL OF NEUROLOGY, Issue 12 2008J. G. Heckmann Objective:, To determine the efficacy of peer-assisted clinical skills training for students during their neurology clerkship. Methods:, Students (n = 122) were randomized to get clinical skills training from either student (peer) instructors (experimental group) or from experienced clinical staff (control group). The remaining schedule during the clerkship did not differ between both groups. Primary endpoint was students' practical skills and knowledge tested at the end of the course by a written test and objective structured clinical examination (OSCE). Secondary endpoints were evaluation of the practical training and self-estimated gain in theoretical and practical competence. Results:, In the written test, the peer-trained group (n = 66) scored 69.5 ± 10.2 (95% CI 67,72) points of 100 and the postgraduates-trained group (n = 56) 66.7 ± 11.4 (95% CI 63.6,69.8) (P = 0.15). In the OSCE the peer-trained group scored 93.7 ± 6.3 (95% CI 92.1 to 95.2) points of 100 and the postgraduates-trained group 92 ± 5.1 (95% CI 90.6 to 93.4) (P = 0.11). In the evaluation and self-assessment items, there was no significant difference between the two groups except for the postgraduates' higher competence (P = 0.004). Conclusion:, Peer-trained students pass written exam and OSCE as efficient as postgraduates-trained students. Self-assessed learning success is equally rated in both groups. [source] Undergraduate teaching in gerodontology in Austria, Switzerland and GermanyGERODONTOLOGY, Issue 3 2004Ina Nitschke Objective:, To survey the present state of undergraduate teaching in the domain of gerodontology in Germany, Switzerland and Austria. Study participants:, All universities of Austria (A), Germany (D) and Switzerland (CH). Protocol:, A questionnaire on undergraduate teaching in gerodontology was mailed to all Deans (A: n = 3; CH: n = 4; D: n = 31) and all independent departments except paediatric dentistry and orthodontics (A: n = 11; CH: n = 15; D: n = 111). Results:, The questionnaires were completed and returned by 29 Deans (A: n = 2; CH: n = 4; D: n = 23) and 102 departments (A: n = 7; CH: n = 8; D: n = 87). In Austria, gerodontology is a very small component of the dental curriculum and the Deans did not want this to be increased. Most German universities claimed to teach some aspects of gerodontology to undergraduate students and 87.4% of the Deans voted for separate lectures in gerodontology. In Switzerland, gerodontology seems well established. The results of questionnaires from the independent departments revealed that in all three countries lectures were more prevalent (A: n = 0; CH: n = 4; D: n = 6) than practical training in nursing homes (A: n = 0; CH: n = 3; D: n = 6). Conclusion:, Considering the demographical shift which is leading to an increasing proportion of elderly in the population, the weighting of gerodontology in the undergraduate dental curriculum should be considered for revision in Austria and Germany. [source] Integration of theory and practice in learning mental health nursingJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 1 2002T. MUNNUKKA RN PhD(Nursing science) PhD(Education) This article describes an action research project that aimed at a better integration of theory and practice in the education of mental health nursing students. Two partners, an institute of nursing and health care and a university hospital, collaborated to develop a new educational programme for mental health nursing. The blocks of theoretical studies were implemented simultaneously with practical training, and the theory content was taught by nursing teachers as well as by nurse practitioners who worked on the teaching wards. In addition, the students had their own personal nurse-preceptors on the wards. The nurse managers were responsible for the educational level of the teaching wards and the director of nursing planned the teaching arrangements together with the nursing teachers. In all, the project involved over 50 different actors and several researchers. The results are encouraging: all the participants , students, preceptors, nurse managers and nursing teachers , found the project rewarding and they want to continue to develop and improve the level of teaching and learning in mental health nursing education. All the participants grew and developed professionally during the project. [source] Effect of School Policy on Tobacco Use by School Personnel in Bihar, IndiaJOURNAL OF SCHOOL HEALTH, Issue 1 2004Dhirendra N. Sinha ABSTRACT: This study examined the relationship between school tobacco policies and tobacco use prevalence among school personnel. Two subsets of schools were identified in Bihar, India: Federal schools (with a tobacco policy), and State schools (without a tobacco policy). Stratified probability samples of 50 schools each were selected. The survey was conducted through an anonymous, self-administered questionnaire. School personnel from State schools (non-policy schools) reported significantly higher daily cigarette smoking and daily current smokeless tobacco use compared to personnel in Federal schools (policy schools). Teachers in State schools did not teach about health consequences of tobacco, and they had not received training for such teaching. Extent of teaching about health consequences of tobacco varied across topics for teachers in Federal schools. They received negligible training, but more than 35% reported access to teaching materials. More than one-half the personnel from Federal schools knew about their school's policy prohibiting tobacco use among students and school personnel, and about policy enforcement. Personnel in State schools did not know about tobacco control policy in their schools. All school personnel in both types of schools were near unanimous in supporting policy prohibiting tobacco use in schools. The study demonstrated an association between enacting a school policy regarding tobacco use and school personnel's use of tobacco, curricular teaching, and practical training of students. Findings suggest that more extensive introduction of comprehensive school policies may help reduce tobacco use among school personnel. [source] Training trauma teams in the Nordic countries: An overview and present statusACTA ANAESTHESIOLOGICA SCANDINAVICA, Issue 7 2005T. Wisborg Background:, During the last decade there has been an increased interest in the organisation and quality of trauma care in the Nordic countries. Still, most patients are initially cared for at hospitals with low caseloads of severe trauma. More than 200 hospitals offer initial care to trauma patients. Training of trauma teams using simulators or simulated patients has evolved in the same period, as one important factor to overcome lack of practical training. This overview describes the present state of trauma team training in the Nordic countries. Methods:, Members of a Nordic working group on the use of simulation in medicine reviewed present literature on training with simulation and described the present use of team training in their own countries during winter 2004. Results:, There is an increasing amount of evidence indicating that training of teams with simulation reduces treatment errors and improves performance. The training activities do not need to be complex, but skilled debriefing seems necessary. Few Nordic hospitals train their trauma teams. The training activities vary considerably between and within countries. Conclusion:, There is considerable evidence supporting an increased use of experience gained in other high-risk domains where training in communication, leadership and decision-making is the focus for safety and improvement efforts. There is a need for more widespread training of trauma teams. The different training activities actually undertaken should be scientifically evaluated. [source] Basic Emergency Medicine Skills Workshop as the Introduction to the Medical School Clinical Skills CurriculumACADEMIC EMERGENCY MEDICINE, Issue 2009Wallace Carter Introduction:,Most medical school curricula lack training in basic skills needed in a medical emergency. After the September 11th, 2001 terrorist attacks, junior level medical students at our institution volunteered their time in the emergency department[ or at Ground Zero. They quickly realized they had little or no practical training for an emergency situation. Objectives:,To correct this curriculum deficit, a five hour basic emergency medicine skills / first responder course for students in their first few weeks of medical school was designed. Methods:,The course consists of lectures followed by related skills stations. Lectures include an introduction to the first responder concept, basic airway, breathing, and circulation management, and a rapid, systematic approach to common emergencies. Skills stations teach basic airway management, bag valve mask ventilation, splinting and immobilizing, and moving patients in the field, stressing improvisation. Multiple skills are practiced in a final simulation station using actors with wound moulage and scripted scenarios. Results:,This course, instituted at Weill Cornell Medical School in 2002, has become a mainstay of the first year curriculum. Student evaluations have been uniformly superlative. There is strong student sentiment that this is the most practical course of the first year. Conclusion:,After six years of experience, we have shown it is possible to present a truncated first responder course as part of the first year curriculum. The course generates tremendous interest and awareness regarding emergency medicine. Future research will examine whether skills taught in this course are retained and can be correctly applied later in medical school. [source] Integration of Microreaction Technology into the CurriculumCHEMICAL ENGINEERING & TECHNOLOGY (CET), Issue 3 2005R. Gorges Abstract As a pioneer in Germany, the Institute of Technical Chemistry and Environmental Chemistry at the Friedrich Schiller University in Jena has integrated microreaction technology into its curriculum of industrial chemistry. This essay describes how traditional lab classes in industrial chemistry are replaced or supplemented by microreaction components. It is shown how lab classes on heat transfer, heterogeneous catalysis, mixing and stirring, and photochemistry were modified to meet this objective. In addition to the practical training in different lab classes, microreaction technology was also implemented in lectures, and thus the knowledge about the various possibilities and advantages of this new technology is instilled in future generations of chemists at an early stage of their education. [source] Active Participation Instead of Passive Behaviour Opens Up New Vistas in Education of Veterinary Anatomy and HistologyANATOMIA, HISTOLOGIA, EMBRYOLOGIA, Issue 5 2009J. Plendl Summary Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics. We offered online digital microscopy (ZoomifyTM) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied ZoomifyTM and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula. [source] | ||||||||||