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Educational Impact (educational + impact)
Selected AbstractsMeasuring the quality of clinical audit projectsJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 4 2000Andrew D. Millard MSc Abstract The aim of the study was to develop and pilot a scale measuring the quality of audit projects through audit project reports. Statements about clinical audit projects were selected from existing instruments assessing the quality of clinical audit projects to form a Likert scale. Audit facilitators based in Scottish health boards and trusts piloted the scale. The participants were known to have over 2 years of experience of supporting clinical audit. The response at first test was 11 of 14 and at the second test 27 of 46. Audit facilitators tested the draft scale by expressing their strength of agreement or disagreement with each statement for three reports. Validity and reliability were assessed by test , re-test, item , total, and total , global indicator correlation. Of the 20 statements, 15 had satisfactory correlation with scale totals. Scale totals had good correlation with global indicators. Test , re-test correlation was modest. The wide range of responses means further research is needed to measure the consistency of audit facilitators' interpretations, perhaps comparing a trained group with an untrained group. There may be a need for a separate scale for reaudits. Educational impact is distinct from project impact generally. It may be more meaningful to treat the selection of projects and aims, methodology and impact separately as subscales and take a project profiling approach rather than attempting to produce a global quality index. [source] Environmental Hazards in Nepal: Altitude Illness, Environmental Exposures, Injuries, and Bites in Travelers and ExpatriatesJOURNAL OF TRAVEL MEDICINE, Issue 6 2007Andrea K. Boggild MSc Background Adventure travel necessarily places travelers at risk of environmental hazards. We assessed the burden of "environmental" hazards among a cohort of travelers and expatriates presenting to a large travel clinic in Nepal. Methods Data on travelers and expatriates seen at the Canadian International Water and Energy Consultants (CIWEC) clinic in Kathmandu were prospectively collected and entered into the GeoSentinel Surveillance Network database. Data on individuals receiving predefined diagnoses related to environmental hazards were extracted and analyzed. Results Of 10,499 travelers and 4,854 expatriates in the database, 2,160 were diagnosed with 2,533 environment-related illnesses. Injuries were common among both travelers and expatriates [N= 788 (6.1%) and 328 (4.9%), respectively], while altitude illness was seen almost exclusively in travelers [N= 611 (4.7%) vs N= 8 (0.1%)]. Factors independently associated with environmental diagnoses include male gender (p < 0.001), traveling for tourism (p < 0.001), and lack of pre-travel advice (p= 0.043). Three percent of travelers and 2% of expatriates presenting to CIWEC sustained a bite wound or required rabies postexposure prophylaxis. Injured travelers were less likely than others to have obtained pre-travel advice (p= 0.003), while those who sustained bite wounds were more likely to have received pre-travel advice (p < 0.001). Conclusions Environmental hazards are important causes of morbidity and potential mortality among adventure travelers and expatriates. Current pre-travel interventions are missing certain risk groups entirely and failing to have the desired educational impact in others. [source] Structured assessment using multiple patient scenarios by videoconference in rural settingsMEDICAL EDUCATION, Issue 5 2008Tim J Wilkinson Context, The assessment blueprint of the Australian College of Rural and Remote Medicine postgraduate curriculum highlighted a need to assess clinical reasoning. We describe the development, reliability, feasibility, validity and educational impact of an 8-station assessment tool, StAMPS (structured assessment using multiple patient scenarios), conducted by videoconference. Methods, StAMPS asks each candidate to be examined at each of 8 stations on issues relating to patient diagnosis or management. Each candidate remains located in a rural site but is examined in turn by 8 examiners who are located at a central site. Examiners were rotated through the candidates by either walking between videoconference rooms or by connecting and disconnecting the links. Reliability was evaluated using generalisability theory. Validity and educational impact were evaluated with qualitative interviews. Results, Fourteen candidates were assessed on 82 scenarios with a reliability of G = 0.76. There was a reasonable correlation with level of candidate expertise (, = 0.57). The videoconference links were acceptable to candidates and examiners but the walking rotation system was more reliable. Qualitative comments confirmed relevance and acceptability of the assessment tool and suggest it is likely to have a desirable educational impact. Conclusions, StAMPS not only reflects the content of rural and remote practice but also reflects the process of that work in that it is delivered from a distance and assesses resourcefulness and flexibility in thinking. The reliability and feasibility of this type of assessment has implications for people running any distance-based course, but the assessment could also be used in a face-to-face setting. [source] Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the Leicester Assessment PackageMEDICAL EDUCATION, Issue 7 2000Robert K McKinley Objective To evaluate the use of a modified version of the Leicester Assessment Package (LAP) in the formative assessment of the consultation performance of medical students with particular reference to validity, inter-assessor reliability, acceptability, feasibility and educational impact. Design 180 third and fourth year Leicester medical students were directly observed consulting with six general practice patients and independently assessed by a pair of assessors. A total of 70 practice and 16 departmental assessors took part. Performance scores were subjected to generalizability analysis and students' views of the assessment were gathered by questionnaire. Results Four of the five categories of consultation performance (Interviewing and history taking, Patient management, Problem solving and Behaviour and relationship with patients) were assessed in over 99% of consultations and Physical examination was assessed in 94%. Seventy-six percent of assessors reported that the case mix was ,satisfactory' and 20% that it was ,borderline'; 85% of students believed it to have been satisfactory. Generalizability analysis indicates that two independent assessors assessing the performance of students across six consultations would achieve a reliability of 0·94 in making pass or fail decisions. Ninety-eight percent of students perceived that their particular strengths and weaknesses were correctly identified, 99% that they were given specific advice on how to improve their performance and 98% believed that the feedback they had received would have long-term benefit. Conclusions The modified version of the LAP is valid, reliable and feasible in formative assessment of the consultation performance of medical students. Furthermore, almost all students found the process fair and believed it was likely to lead to improvements in their consultation performance. This approach may also be applicable to regulatory assessment as it accurately identifies students at the pass/fail margin. [source] 17 Our Patients, Our Residents, Their Case-Based Evidence: Development of an Intradepartmental Medical Education JournalACADEMIC EMERGENCY MEDICINE, Issue 2008Christopher Miller As clinical educators, we place a premium on teaching at the bedside. This academic medicine hallmark has many competitors in today's challenging emergency department environment. We therefore sought to complement bedside teaching with the creation of a monthly, case-based, best-evidence-practice, intra-departmental medical education journal. Residents were encouraged to annotate interesting cases during their shifts in a written log found in the emergency department. Monthly, a senior EM resident reviewed the cases and earmarked a select few for detailed review based on their potential educational merit. Comprehensive, evidence-based teaching summaries were presented in a case-report format (see attached examples). The completed manuscript was distributed electronically to staff and residents as a monthly medical education journal. Survey methodology performed at the conclusion of the publication's first year assessed its educational impact and estimated resources required for publication. 90% of residents reported reading the journal monthly, and 80% felt it was of high educational value. The mean preparation time was 16 hours per month. To assess reproducible and lasting didactic benefit, the journal was introduced at a second EM academic institution. To date, 19 issues at the primary site and 7 issues at the second have been published. Multi-institutional validation of its educational impact is ongoing, but interim analysis suggests continued success at both sites. [source] | ||||||||||