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Educational Strategy (educational + strategy)

Distribution by Scientific Domains

Medical Sciences	90%
Education	6%

Distribution within Medical Sciences

Nursing General	17%
Obstetrics & Gynecology	6%

Selected Abstracts

An Educational Strategy for Teaching Standardized Nursing Languages

INTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 1 2010
Arlene T. Farren RN, CTN-A
PURPOSE., The aim of this paper is to describe an educational strategy for teaching standardized nursing languages (SNL) used in both the classroom and clinical components of a psychiatric,mental health nursing course at the associate degree level. DATA SOURCES., Data included a review of the relevant literature, teaching experiences, and faculty and student experiences. DATA SYNTHESIS., Enhancing associate degree student nurses' competency regarding diagnosis and interventions is essential to influence positive health outcomes. Use of diagnostic, outcome, and intervention classifications for learning nursing care promotes critical thinking, individualization of nursing care, and students' fluency with SNL. One possible teaching strategy to assist students to learn and use SNL was implemented through the use of a faculty-developed Student Nurse Documentation Packet. CONCLUSIONS., The educational strategy provided students opportunities to enhance their experience with the SNL to plan and document care of individuals experiencing psychiatric,mental health problems. IMPLICATIONS FOR NURSING., The educational strategy used in this program was judged to be successful. Research is needed to provide empirical evidence of the efficacy of this pedagogical strategy for increasing knowledge and enhancing students' competency. [source]

SURVEY ON VIOLENCE AND AGGRESSION PREVENTION AND MANAGEMENT STRATEGIES IN EUROPEAN RENAL UNITS

JOURNAL OF RENAL CARE, Issue 2 2010
Alessandra Zampieron RN
SUMMARY Goals: This descriptive survey aims to explore strategies for the prevention and management of violence and aggression in renal units in 12 European countries. Method: The convenience sample consisting of dialysis, nephrological and transplantation units in European countries was used. A questionnaire, developed with the collaboration of National Associations, was used. Data were analysed using STATA software. A preliminary descriptive variable analysis was performed followed by a verification of the association between variables; values of p < 0.002 were considered statistically significant. Results: A total of 436 completed questionnaires were received (participation rate: 22%). Written policies and procedures regarding violence and aggression are present in 18% of units. Educational strategies are available in less than 20% of units. Incidents are prevented by security staff (48%) or pharmacological treatment (66%). Incident reporting is mandatory for any violent and aggressive behaviour in 66% of units. There are differences between European countries. Discussion and conclusion: Violence and aggression prevention and management strategies are not widely implemented throughout Europe. The dissemination of information on the prevention and management of violence and aggression is vital. [source]

Educational strategy to reduce medication errors in a neonatal intensive care unit

ACTA PAEDIATRICA, Issue 5 2009
Ainara Campino
Abstract Objective: We aimed to evaluate the effect of a comprehensive preventive educational strategy on the number and type of drug errors in the prescription process in a regional neonatal intensive care unit (NICU). Design: Medication errors during prescription were recorded in a 41 bed, level III regional neonatal unit by a pharmacist. Data were retrieved from handwritten doctor's orders and introduced at bedsite into an e-database. Each prescription, not related to enteral and parenteral nutrition and blood products, was evaluated for dosage, units, route and dosing interval. The study was developed in three phases: pilot phase to know the baseline drug error rate and estimate sample size; pre-intervention (4182 drug orders reviewed); and post-intervention seven months after a comprehensive preventive educational intervention consisting sessions about drug errors and study's aims was implemented. Results: After the preventive educational intervention was implemented, the prescription error rate and the percentage of registers with one or more incident decreased significantly from 20.7 to 3% (p < 0.001) and from 19.2 to 2.9% (p < 0.001), respectively. Simultaneously, an improvement in correct identification of the prescribing physician was registered (from 1.3 to 78.2%). The rest of items analysed were similar in both periods. Conclusion: The implementation of a structured preventive educational intervention for health professionals in a regional NICU reduced the medication error rate, possibly by the dissemination of a patient safety culture. [source]

Pediatric Emergency Medicine Education in Emergency Medicine Training Programs

ACADEMIC EMERGENCY MEDICINE, Issue 7 2000
Vincent P Tamariz MD
Abstract. Background: The educational goal of emergency medicine (EM) programs has been to prepare its graduates to provide care for a diverse range of patients and presentations, including pediatric patients. Objective: To evaluate the methods used to teach pediatric emergency medicine (PEM) to EM residents. Methods: A written questionnaire was distributed to 118 EM programs. Demographic data were requested concerning the type of residency program, number of residents, required pediatric rotations, elective pediatric rotations, type of hospital and settings in which pediatric patients are seen, and procedures performed. Information was also requested on the educational methods used, proctoring EM received, and any formal curriculum used. Results: Ninety-four percent (111/118) of the programs responded, with 80% of surveys completed by the residency director. Proctoring was primarily performed by PEM attendings and general EM attendings. Formal means of PEM education most often included the EM core curriculum (94%), journal club (95%), EM grand rounds (94%), and EM morbidity and mortality (M&M) conference (91%). Rotations and electives most often included the pediatric intensive care unit (PICU) and the emergency department (ED) (general and pediatric). Conclusions: Emergency medicine residents are exposed to PEM primarily by rotating through a general ED, the PED, and the PICU, being proctored by PEM and EM attendings and attending EM lectures and EM M&M conferences. Areas that may merit further attention for pediatric emergency training include experience in areas of neonatal resuscitation, pediatric M&M, and specific pediatric electives. This survey highlights the need to describe current educational strategies as a first step to assess perceived effectiveness. [source]

What causes problems in Alzheimer's disease: attributions by caregivers.

INTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 6 2004
A qualitative study
Abstract Objective To gain insight into caregivers' understanding of the causes of behaviours they find problematic in people with Alzheimer's disease in order to inform the development of educational strategies. Methods A qualitative, semi-structured interview was used. Participants were 205 caregivers for a person with Alzheimer's disease, all of whom were aware of the diagnosis and who had been recruited as part of a larger longitudinal study. Participants were from inner-city and suburban London/semi-rural Essex. The main outcome measures were caregivers' understanding of: the cause of problematic behaviour; the ability of the person with dementia to control this behaviour; the prognosis of the illness. Results Most carers attribute the cognitive, behavioural and psychological symptoms of dementia to causes other than dementia; many believe that the person with dementia has control over their behaviour and substantial numbers believe the person with dementia will return to normal. Conclusions This study suggests that providing facts about the illness to caregivers is not enough, as caregivers may not understand that the symptoms they observe are related to the diagnosis. Education by clinicians should focus on the understanding of caregivers and in particular explore the caregivers' attributions of the symptoms which are present in the person for whom they care. Copyright © 2004 John Wiley & Sons, Ltd. [source]

Simulation-based learning in nurse education: systematic review

JOURNAL OF ADVANCED NURSING, Issue 1 2010
Robyn P. Cant
Abstract Title.,Simulation-based learning in nurse education: systematic review. Aim., This paper is a report of a review of the quantitative evidence for medium to high fidelity simulation using manikins in nursing, in comparison to other educational strategies. Background., Human simulation is an educational process that can replicate clinical practices in a safe environment. Although endorsed in nursing curricula, its effectiveness is largely unknown. Review methods., A systematic review of quantitative studies published between 1999 and January 2009 was undertaken using the following databases: CINAHL Plus, ERIC, Embase, Medline, SCOPUS, ProQuest and ProQuest Dissertation and Theses Database. The primary search terms were ,simulation' and ,human simulation'. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. The quality of the included studies was appraised using the Critical Appraisal Skills Programme criteria. Results. Twelve studies were included in the review. These used experimental or quasi-experimental designs. All reported simulation as a valid teaching/learning strategy. Six of the studies showed additional gains in knowledge, critical thinking ability, satisfaction or confidence compared with a control group (range 7,11%). The validity and reliability of the studies varied due to differences in design and assessment methods. Conclusion. Medium and/or high fidelity simulation using manikins is an effective teaching and learning method when best practice guidelines are adhered to. Simulation may have some advantage over other teaching methods, depending on the context, topic and method. Further exploration is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement. [source]

Evaluation of nursing and medical students' attitudes towards people with disabilities

JOURNAL OF CLINICAL NURSING, Issue 15-16 2010
Hatice Sahin
Aims and objectives., The aim of this study is to assess the attitudes of students towards disabled people and provide suggestions to make necessary changes in the curricula. Background., Disabled people suffer from rejection, exclusion and discrimination. The undergraduate education of future health professionals should include processes of critical thinking towards and analysis of the disabled. Design., Cross-sectional design was used. Methods., All the preclinical medical and nursing students in our institution were included in study. Data were collected using the Turkish Attitudes towards Disabled Person Scale (TATDP) and demographical variables. TATDP Scale was scored according to five-point Likert Scale. Results., Students' mean attitude score is 120·57 (SD 15·24). Subscale mean scores are 53·61 (SD 7·25) for compassion (CP), 50·47 (SDS 7·26) for social value (SV) and 16·49 (SD 2·89) for resource distribution (RD). Whilst nursing students had less contact with the disabled, medical students had a closer contact with them. Medical students acquired more prior knowledge about attitudes towards the disabled. Total attitude scores of female students were above the students' mean attitude score when compared to those of male students. Conclusion., Only if early contact is established with patients and the disabled, practical educational strategies are adopted, and the students are provided with information on attitudes about the disabled, will a social model of disability be introduced into the curriculum. Relevance to clinical practice., This study results were presented to curriculum planning committees of nursing and medical schools, so that they should use them as needs assessment data in developing a disability awareness curriculum. The curriculum will be implemented in cooperation with not only schools but also other social institutions. For instance, clerkship applications will be accomplished by cooperating with nursing homes and organisations of disabled people. [source]

Effectiveness of educational interventions on the improvement of drug prescription in primary care: a critical literature review

JOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 2 2001
Adolfo Figueiras PhD
Abstract This paper is a critical review of studies of educational programmes designed to improve prescription practices in ambulatory care. Scientific articles were selected from the following bibliographical indices: MEDLINE, IME, ICYT and ERIC. The searches covered the time period between 1988 and 1997. The search criteria included: primary-care, educat*, prescription* and other related keywords. The inclusion criteria were studies describing educational strategies aimed at general practitioners working in ambulatory settings. The study outcome was change in prescribing behaviour of physicians through prescribing indicators. The following data were extracted: study design, target drugs, type of intervention, follow-up period of the prescription trends, type of data analysis, type of statistical analysis and reported results. We found 3233 articles that met the search criteria. Of these, 51 met the inclusion criteria and 43 studied the efficacy/effectiveness of one or various interventions as compared to no intervention. Among seven studies evaluating active strategies, four reported positive results (57%), as opposed to three of the eight studies assessing passive strategies (38%). Among the 28 studies that tested reinforced active strategies, 16 reported positive results for all variables (57%). Eight studies were classified as a high degree of evidence (16%). We concluded that the results of our review suggest that the more personalized, the more effective the strategies are. We observe that combining active and passive strategies results in a decrease of the failure rate. Finally, better studies are still needed to enhance the efficacy and efficiency of prescribing practices. [source]

Learning in times of modernization

NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 113 2006
Sven Mørch Associate Professor of Social Psychology
The authors deal with changes in the relationship between education and learners due to modernization processes. The motivation of the learner has become a prime force to ensure the acquisition of knowledge. That implies a broadening of educational strategies, including nonformal education to remotivate frustrated learners. [source]

Perspectives on research evidence and clinical practice: a survey of Australian physiotherapists

PHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2007
Karen Grimmer-Somers
Abstract Background and Purpose.,Physiotherapists' use of research evidence with clinical decision-making has interested researchers world-wide since 1980; however, little is known about such practices in Australia. The present survey sought information on Australian physiotherapists' perceptions of the importance of research, and barriers to uptake of evidence in clinical practice, when compared with an international cohort from 2001.,Method.,An Australian-relevant version of an English (UK) National Health Service (NHS) survey instrument was used to canvass 453 physiotherapists, randomly selected from the South Australian Physiotherapy Registration Board 2004,2005 records. The first survey was mailed in August 2005, a reminder was sent two weeks later to non-responders and a follow-up survey was sent in April 2006 to non-responders whose addresses had changed since 2005.,Results.,There was a 51% response rate. Of the non-responders, 12% were not contactable at their listed address, highlighting the mobility of Australian physiotherapists. Most respondents had undertaken research as students (59.5%) or as students and clinicians (11.5%). Of these, 37.1% were encouraged to embark on more research, and 20.5% were discouraged. The significant predictors of positive perceived importance of research were: previous research experience; being positive about undertaking further research; working in hospitals and holding a postgraduate degree. Clinicians working privately were significantly less likely than managers to be positive about research importance. The only significant predictor for not perceiving barriers to uptake of evidence was being positive about undertaking future research.,Conclusions.,The study identified constraints on uptake of evidence into practice that were related to accessing, reading and interpreting published research, and implementing findings. Found consistently across employment categories were barriers relating to lack of time, uncertainty about what the research reported, scepticism about the value of research and being isolated from peer support and literature sources. The responses indicated a positive shift towards evidence uptake since the 2001 NHS survey, suggesting an influence of increased exposure to information on evidence-based practice. A greater focus on research whilst training, the application of educational strategies for empowerment, better knowledge transfer and upskilling within the workplace, and ensuring dedicated time and organizational support for research activities are indicated. Copyright © 2007 John Wiley & Sons, Ltd. [source]

Emergency contraception , knowledge and attitudes in a group of Australian university students

AUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 3 2009
Helen Calabretto
Abstract Objective: To explore first year Australian university students' knowledge and attitudes about emergency contraception and their understanding of the risk for pregnancy. Method: A self-report questionnaire was completed by a convenience sample of 627 first year on-campus students from both health and non-health disciplines. Results: Knowledge about emergency contraception (EC) was generally poor including misunderstanding that it can only be used the ,morning after', as well as where it may be accessed. Its potential use was, however, more highly accepted as a preventative measure after unprotected sexual intercourse than abortion in the event of unplanned pregnancy. Women had better knowledge than men, and on a number of measures there were significant differences between these groups. Conclusions: Poor knowledge about the timing, accessibility, action and side effects of EC may act as a barrier to its use in the event of unprotected sexual intercourse. Although EC has been available in Australia as a Schedule 3 medication since 2004, its availability from pharmacies is not well known, nor is access from other primary health care providers. Implications: The lack of knowledge about EC may lead to its underutilisation and underlines the need for future educational strategies about EC as well as the need for health professionals who provide contraceptive services to discuss EC with clients. Health promotion campaigns which are both general as well as gender-specific may improve overall community knowledge about this method of contraception. [source]

Implant dentistry in Australian undergraduate dental curricula: knowledge and competencies for the graduating dentist,

AUSTRALIAN DENTAL JOURNAL, Issue 3 2010
N Mattheos
Aims The aim of this paper is to define the key competencies (knowledge, skills, attitudes and values) in the field of implant dentistry, necessary for graduating general practitioners in Australia. The authors have produced a headline reference guide to outline the necessary educational outcomes which can be targeted by the undergraduate curricula in dental schools of Australian universities. This paper focuses on competencies and aims to clarify curricula ,endpoints' rather than processes. The process towards achieving these outcomes and the instructional methods and strategies might vary among universities. The authors acknowledge that there are different ways to reach the targeted learning outcomes and that there is a diversity of curricular approaches, structures and methodologies among Australian dental schools, which are enriching and desirable educationally. Specific educational strategies also with regards to the teaching of implant dentistry have been addressed in previous work and will not be covered in this paper. This paper will not address extracurricular courses, special degrees or training after graduation. [source]

Harnessing a University to address rural health workforce shortages in Australia

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 4 2007
David Lyle
Abstract Objective:,To describe the efforts of health faculties at the University of Sydney to contribute to the recruitment and retention of rural health professionals and examine for opportunities that would benefit from an institutional-led response. Design:,Cross-sectional survey. Setting:,The University of Sydney as a leading institution for health science education in New South Wales, which produces approximately 40% of all health science graduates in the state each year. Participants:,Staff responsible for course coordination within the faculties of Dentistry, Medicine, Nursing and Midwifery, and Pharmacy; and eight disciplines of the Faculty of Health Sciences. Results:,Of the two educational strategies associated with future rural employment, more progress has been made with rural placements, which were offered by all but one of the health courses. Efforts aimed at the other key strategy of attracting and supporting rural origin students were not well developed. Dentistry, Medicine, Pharmacy and only one Faculty of Health Sciences programs had more than 0.2 full-time equivalent staff to support rural initiatives. Conclusion:,Despite the significant government investment in rural health education, the University of Sydney experience demonstrates that this does not necessarily translate into adequate internal resources available for every course or program to optimise performance for rural health workforce outcomes. In an environment of competing priorities, benefits are likely to accrue from strategies that draw on the existing resource base and operate through greater collaborative action, coordinated at the institutional level. [source]

Correlates of breast reconstruction,

CANCER, Issue 11 2005
Results from a population-based study
Abstract BACKGROUND Immediate or early postmastectomy breast reconstruction is performed infrequently. To the authors' knowledge, little is known regarding surgeon or patient perspectives on reconstruction treatment decisions. The purpose of the current study was to identify patient attitudes and preferences associated with breast reconstruction, and whether these differed by race. METHODS A sample of women age , 79 years who were diagnosed with ductal carcinoma in situ and invasive breast carcinoma between December 2001 and January 2003 was identified from the Surveillance, Epidemiology, and End Results (SEER) registries of Detroit and Los Angeles. Eligible subjects completed a questionnaire at a mean of 7 months after diagnosis. The Wald chi-square test and logistic regression were used for data analysis. RESULTS Of the 1844 respondents, 646 underwent a mastectomy (35.0% of the total sample) and 245 of these patients received breast reconstruction (38.0%; of the mastectomy group). On multivariate analysis, younger patient age, higher educational levels, and earlier stage of disease were found to be significantly associated with breast reconstruction. Although 78.2% of women reported that breast reconstruction was discussed, only 11.2% correctly answered 3 basic knowledge questions regarding the procedure. The desire to avoid more surgery was the most common reason for not undergoing breast reconstruction. CONCLUSIONS The results of the current study found that the majority of women were aware of breast reconstruction but choose not to undergo the procedure. Lack of knowledge and a greater perception of barriers to the procedure were more common among African-American patients and women with a lower education level, suggesting a need for improved educational strategies. Cancer 2005. © 2005 American Cancer Society. [source]

Evaluation of early stimulation programs for enhancing brain development

ACTA PAEDIATRICA, Issue 7 2008
Christine Bonnier
Abstract The term ,early intervention' designates educational and neuroprotection strategies aimed at enhancing brain development. Early educational strategies seek to take advantage of cerebral plasticity. Neuroprotection, a term initially used to characterize substances capable of preventing cell death, now encompasses all interventions that promote normal development and prevent disabilities, including organisational, therapeutic and environment-modifying measures, such as early stimulation programs. Early stimulation programs were first devised in the United States for vulnerable children in low-income families; positive effects were recorded regarding school failure rates and social problems. Programs have also been implemented in several countries for premature infants and low-birth-weight infants, who are at high risk for neurodevelopmental abnormalities. The programs target the child, the parents or both. The best evaluated programs are the NIDCAP (Newborn Individualized Developmental Care and Assessment Program) in Sweden for babies <1500 g in neonatal intensive care units and the longitudinal multisite program IHDP (Infant Health and Development Program) created in the United States for infants <37 weeks or <2500 g. Conclusion: Although the NIDCAP and the IHDP targeted different populations, they produced similar effects in several regards: efficacy was greatest with programs involving both the parents and the child; long-term stimulation improved cognitive outcomes and child,parent interactions; cognition showed greater improvements than motor skills and larger benefits were obtained in families that combined several risk factors including low education attainment by the mothers. [source]

An Educational Strategy for Teaching Standardized Nursing Languages

Violence education in nursing: critical reflection on victims' stories

JOURNAL OF FORENSIC NURSING, Issue 1 2008
Angela Frederick Amar PhD
Abstract Violence against women is a major public health concern. This paper describes an educational strategy to increase nursing students' understanding of the experience of violence and to foster recognition and intervention with victims of violence. Students in an elective course were asked to critically reflect on the personal stories of victims/survivors of violence. The assignment provided four learning opportunities that include examination of societal myths on sexual victimization, understanding the lived experience of the victim, exploration of personal beliefs and values, and the relationship of the individual's experience to theoretical content of the course. Students gave permission for the use of quotes from papers to illustrate the learning opportunities. [source]

Curriculum development: The venous thromboembolism quality improvement resource room

JOURNAL OF HOSPITAL MEDICINE, Issue 2 2006
Sylvia McKean MD
Abstract BACKGROUND The role of the hospitalist has evolved over the last decade, with hospitalists increasingly being asked to lead systems-based initiatives to improve the quality of inpatient care. The educational strategy of the Society of Hospital Medicine (SHM) includes development of practice-based resources to support hospitalist-led improvement in clinically important measures of hospital care quality. OBJECTIVE To develop a resource at the SHM Web site to present quality improvement (QI) principles for systems-based care in the hospital and to help individual hospitalists improve specific patient outcomes. DESIGN The SHM defined the role of the hospitalist in QI, performed an assessment of the educational needs of hospitalists, and executed a Web-based educational strategy to address these needs. The organization identified the most common cause of preventable inpatient deaths, hospital-acquired venous thromboembolism (VTE), and prioritized the need to improve prophylaxis. RESULTS This new resource at the SHM Web site presents principles for conducting QI in the hospital. To enable learning that is practice based, the VTE Quality Improvement Resource Room (QI RR) features Ask the Expert, an interactive discussion community, and an original Improvement Workbook, a downloadable project outline and tutorial that hospitalists can use to guide and document steps in an effort aimed at reducing hospital-acquired VTE. CONCLUSIONS This QI resource serves as a template for the development of subsequent hospital-based resources. User feedback will refine the QI RR and its format so that similar offerings can target other significant inpatient problems. Additional research is needed to evaluate learning and the clinical impact of this quality improvement resource on hospital performance measures and patient outcomes. Journal of Hospital Medicine 2006;1:124,132. © 2006 Society of Hospital Medicine. [source]

Common Schools and Uncommon Conversations: Education, Religious Speech and Public Spaces

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2007
KENNETH A. STRIKE
This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls's more recent views on public reason and claims that, while they are not altogether adequate, they are consistent with engagement. The outcome of these arguments is applied to three ,hot button' issues in US education: creationism, an issue of gay rights, and teaching the Bible in schools. [source]

Predicting doctor performance outcomes of curriculum interventions: problem-based learning and continuing competence

MEDICAL EDUCATION, Issue 8 2008
Geoffrey R Norman
Context, Problem-based learning (PBL) is an educational strategy designed to enhance self-assessment, self-directed learning and lifelong learning. The present study examines a peer review programme to determine whether the impact of PBL on continuing competence can be detected in practice. Objectives, This study aimed to establish whether McMaster graduates who graduated between 1972 and 1991 were any less likely to be identified as having issues of competence by a systematic peer review programme than graduates of other Ontario medical schools. Methods, We identified a total of 1166 doctors who had graduated after 1972 and had completed a mandated peer review programme. Of these, 108 had graduated from McMaster and 857 from other Canadian schools. School of graduation was cross-tabulated against peer rating. A secondary analysis examined predictors of ratings using multiple regression. Results, We found that 4% of McMaster graduates and 5% of other graduates were deemed to demonstrate cause for concern or serious concern, and that 24% of McMaster doctors and 28% of other doctors were rated as excellent. These differences were not significant. Multiple regression indicated that certification by family medicine or a specialty, female gender and younger age were all predictors of practice outcomes, but school of graduation was not. Conclusions, There is no evidence from this study that PBL graduates are better able to maintain competence than graduates of conventional schools. The study highlights potential problems in attempting to link undergraduate educational interventions to doctor performance outcomes. [source]

Setting and maintaining professional role boundaries: an educational strategy

MEDICAL EDUCATION, Issue 8 2004
Gillian E White
Aim, To develop and evaluate a programme focused on assisting medical students in setting and maintaining social and sexual boundaries, within their training and in future medical practice. Context, In response to allegations of sexual misconduct by medical practitioners, a teaching programme was implemented with, and evaluated by, final year medical students who were undertaking 9 weeks of community health and general practice experience. Outcome, The consensus of the students was that professional role boundary issues were complex, their professional ethos had been challenged, and there was a need to incorporate teaching about setting and maintaining role boundaries throughout all facets of the medical curriculum. Results, The pilot programme was successful in engaging students in the process of developing teaching to assist in setting and maintaining social and sexual boundaries. Recommendations to formalise the programme were approved. [source]

The impact of a new educational strategy on acquiring neonatology skills

MEDICAL EDUCATION, Issue 5 2002
I Treadwell
Overview A shortage of staff for teaching neonatology skills to large numbers of students, in small groups and following a new curriculum, necessitated an innovative educational strategy. This entailed the development and implementation of an interactive multimedia program (CD-ROM) to deliver information about skills and to demonstrate them. Methods Students had to study a specific skill using the CD-ROM and then practise in the Skills Laboratory, supported by lecturers who provided formative evaluation. Objectives The aims of this study were to assess the students' perspectives on the new strategy, and to compare the skills of students following the new curriculum to those of students following the traditional curriculum, who do not follow structured programmes on practical skills but experience a practical neonatology rotation. Results The evaluation of the CD-ROM program was very favourable. The majority of students still preferred live demonstrations but found the CD-ROM useful for revision purposes. With the exception of one skill, endotracheal intubation, the new curriculum students were found to be as competent as the students following the traditional curriculum and performed mask ventilation and cardiac massage significantly better than them. [source]

The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency Programs

ACADEMIC EMERGENCY MEDICINE, Issue 9 2009
Thomas Falvo DO
Abstract Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty. [source]

Anatomy of Complications Workshop: An educational strategy to improve performance in obstetricians and gynaecologists

AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 2 2003
Ian Hammond
Abstract Many specialist obstetricians and gynaecologists feel inadequately trained to deal with certain situations such as injury to bowel, bladder, ureter and major vessels, and value further training to prevent and manage these problems. We present the structure, objectives and rationale for a surgical skills workshop, which is an intensive practical learning experience aimed to improve the performance of obstetricians and gynaecologists. The overall objective of the workshop is improvement in the prevention and management of complications in obstetric and gynaecological surgery. Over 100 participants have completed the workshop so far. Pre-workshop preparation includes anatomical illustrations to guide reading and a training video describing surgical skills, ewe anatomy and hysterectomy in the ewe. There are four modules: anatomy includes an interactive lecture, cadaveric dissection and examination of prosections with specific learning tasks. Surgical skills involves the demonstration, practice and learning of techniques needed to deal with unexpected operative injury to bowel, bladder, ureter and major blood vessels. Live animal surgery on a ewe allows further supervised practice of the previously learned skills plus the repair of serious vascular injury. Case presentations allow each participant to present a complicated case in a facilitated group session with discussion and feedback from their peers. This session is controlled, non-threatening and a valuable interactive learning experience. Participant feedback suggests that this workshop format is useful and appears to improve the confidence, competence and performance of the participants. This workshop is presented as a template on which other educational activities can be developed. [source]

Randomised controlled trial of an educational strategy to increase school,based adolescent hepatitis B vaccination

AUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 3 2000
S. Rachel Skinner
ABSTRACT OBJECTIVES: This study aimed to evaluate a specifically designed hepatitis B education/promotion curriculum package as part of a successful hepatitis B vaccination delivery system to adolescents. METHODS: A randomised,controlled trial was used to evaluate the effect of the curriculum package (or intervention) on uptake of vaccine. Schools were randomly selected from the metropolitan region of Melbourne to intervention (66 schools or 7,588 students) or control groups (69 schools or 9,823 students). Class teachers administered the intervention to students over 4 class periods before the vaccination course. RESULTS: The difference in mean school uptake between intervention and control was small at 1,2% per dose. 95% confidence intervals around the differences were ,5% to 2% per dose and not significant. Intervention schools taught an average of 7 items out of 12 from the curriculum package. Immunisation rates increased by 4,10% per dose between low and high implementation schools, but this trend was not significant. Impact evaluation demonstrated significantly greater knowledge of hepatitis B and vaccination among students in the intervention than the control group. CONCLUSION: Hepatitis B vaccination of pre,adolescents was not increased by the implementation of a curriculum package that successfully increased knowledge and awareness of hepatitis B in a school,based vaccination program. Additional strategies directed at the education of parents, the cooperative role of schools and pro,active providers might also be required to maximise vaccine uptake in this age group. [source]

Cluster randomised trial of an active, multifaceted educational intervention based on the WHO Reproductive Health Library to improve obstetric practices

BJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 1 2007
AM Gülmezoglu
Objective, We conducted a trial to evaluate the effect of an active, multifaceted educational strategy to promote the use of the WHO Reproductive Health Library (RHL) on obstetric practices. Design, Cluster randomised trial. The trial was assigned the International Standardised Randomised Controlled Trial Number ISRCTN14055385. Settings, Twenty-two hospitals in Mexico City and 18 in the Northeast region of Thailand. Methods, The intervention consisted primarily of three interactive workshops using RHL over a period of 6 months. The focus of the workshops was to provide access to knowledge and enable its use. A computer and support for using both the computer and RHL were provided at each hospital. The control hospitals did not receive any intervention. Main outcome measures, The main outcome measures were changes in ten selected clinical practices as recommended in RHL starting approximately four to six months after the third workshop. Clinical practice data were collected at each hospital from 1000 consecutively delivered women or for a 6-month period whichever was reached sooner. Results, The active, multifaceted educational intervention we employed did not affect the ten targeted practices in a consistent and substantive way. Iron/folate supplementation, uterotonic use after birth and breastfeeding on demand were already frequently practiced, and we were unable to measure external cephalic version. Of the remaining six practices, selective, as opposed to routine episiotomy policy increased in the intervention group (difference in adjusted mean rate = 5.3%; 95% CI ,0.1 to 10.7%) in Thailand, and there was a trend towards an increased use of antibiotics at caesarean section in Mexico (difference in adjusted mean rate = 19.0%; 95% CI: ,8.0 to 46.0%). There were no differences in the use of labour companionship, magnesium sulphate use for eclampsia, corticosteroids for women delivering before 34 weeks and vacuum extraction. RHL awareness (24.8,65.5% in Mexico and 33.9,83.3% in Thailand) and use (4.8,34.9% in Mexico and 15.5,76.4% in Thailand) increased substantially after the intervention in both countries. Conclusion, The multifaceted, active strategy to provide health workers with the knowledge and skills to use RHL to improve their practice led to increased access to and use of RHL, however, no consistent or substantive changes in clinical practices were detected within 4,6 months after the third workshop. [source]

Investigating the efficacy of concept mapping with pupils with autistic spectrum disorder

BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2007
Veronica Roberts
Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies. [source]

Local perspective of the impact of the HIPAA privacy rule on research

CANCER, Issue 2 2006
M.P.H., Michael S. Wolf Ph.D.
Abstract BACKGROUND The operational and economic impact of the Health Insurance Portability and Accountability Act (HIPAA) of 1996 was evaluated. The setting was a natural experiment which involved a single-site, clinical research study that was initiated before the enactment of HIPAA and subsequently modified to be compliant with the new policy. METHODS A formative assessment was conducted of the recruitment process to a clinical trial evaluating the efficacy of an educational strategy to inform Veterans about the National Cancer Institute/Department of Veterans Affairs cosponsored Selenium and Vitamin E Cancer Prevention Trial (SELECT). Personnel time and costs were determined based on weekly accrual for study periods before and after the implementation of HIPAA. Root cause analysis was used to assess the recruitment protocol and to identify areas for improvement. RESULTS The implementation of HIPAA resulted in a 72.9% decrease in patient accrual (7.0 patients/wk vs. 1.9 patients/wk, P < 0.001), and a threefold increase in mean personnel time spent recruiting (4.1 hrs/patient vs. 14.1 hrs/patient, P < 0.001) and mean recruitment costs ($49/patient vs. $169/patient, P < 0.001). Upon review of the modified HIPAA-compliant protocol, revisions in the recruitment procedure were adopted. The revised protocol improved weekly accrual by 73% (1.9 patients/wk vs. 7.1 patients/wk, P < 0.001) and resulted in improvements in personnel time (5.4 hrs/patient) and recruitment costs ($65/patient). CONCLUSION Enactment of HIPAA initially placed a considerable burden on research time and costs. Establishing HIPAA-compliant recruitment policies can overcome some of these obstacles, although recruitment costs and time are likely to be greater than those observed before HIPAA. Cancer 2006. © 2005 American Cancer Society. [source]