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Practical Skills (practical + skill)
Selected AbstractsSpirituality in cancer careEUROPEAN JOURNAL OF CANCER CARE, Issue 5 2008B. QUINN Abstract Spirituality affects us all, although it takes many different forms. The spiritual needs of patients and families may not always be obvious to health professionals and this module will consider the theoretical and practical skills required to address them. [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] A qualitative study of women's views about how health professionals communicate about infant feedingHEALTH EXPECTATIONS, Issue 4 2000Pat Hoddinott GP Objective To look at how communication by health professionals about infant feeding is perceived by first time mothers. Design Qualitative semi-structured interviews early in pregnancy and 6,10 weeks after birth. Subjects and setting Twenty-one white, low income women expecting their first baby were interviewed mostly at home, often with their partner or a relative. Results The personal and practical aspects of infant feeding which were important to women were seldom discussed in detail in ante-natal interviews. In post-natal interviews women described how words alone encouraging them to breastfeed were insufficient. Apprenticeship style learning of practical skills was valued, particularly time patiently spent watching them feed their baby. Women preferred to be shown skills rather than be told how to do them. Some felt pressure to breastfeed and bottle feeding mothers on post-natal wards felt neglected in comparison. Women preferred their own decision-making to be facilitated rather than being advised what to do. Some women experienced distress exposing their breasts and being touched by health professionals. Continuity of care and forming a personal relationship with a health professional who could reassure them were key factors associated with satisfaction with infant feeding communication. Conclusions The infant feeding goal for many women is a contented, thriving baby. In contrast, women perceive that the goal for health professionals is the continuation of breastfeeding. These differing goals can give rise to dissatisfaction with communication which is often seen as ,breastfeeding centred' rather than ,woman centred.' Words alone offering support for breastfeeding were often inadequate and women valued practical demonstrations and being shown how to feed their baby. Spending time with a caring midwife with whom the woman had developed a personal, continuing relationship was highly valued. Women were keen to maintain ownership, control and responsibility for their own decision-making about infant feeding. [source] Stimulating Simulations: Making the European Union a Classroom RealityINTERNATIONAL STUDIES PERSPECTIVES, Issue 2 2000Gretchen J. Van Dyke This article examines the organization and development of the Mid-Atlantic European Union Simulation Consortium (MEUSC), with special emphasis on linking theory to practice within its simulation program. The MEUSC program, initiated in 1993, brings fifteen colleges and universities to Washington, D.C., each December for an intercollegiate experiential learning exercise on the European Union. During the simulation, students meet with professional diplomats from both the United States and Europe, and they engage in consensus-building activities that mirror the decision-making processes of the EU Commission, Parliament, Council of Ministers, and the European Council. As a result, participants are able to refine and enhance a range of academic and practical skills that are keys for success in today's political and business worlds. The authors of this article make special use of a survey that was undertaken to gauge the impact of the simulation on its participants and, thus, its success as an educational venture. [source] Learning to Support Children With Complex and Continuing Health Needs and Their FamiliesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2007Helen Farasat PURPOSE.,This paper reports on the evaluation of a pilot placement for preregistration child health nursing students focused on supporting children with complex needs in their homes. CONCLUSIONS.,This type of placement can be beneficial in enabling students to develop practical skills, attitudes, and values that will assist them to provide appropriate support for this client group. The pilot placement clarified some of the major organizational and practical issues that must be considered. PRACTICE IMPLICATIONS.,Developing opportunities for preregistration nursing students to learn to support children with complex needs and their families is possible and potentially beneficial. [source] Nurses' everyday activities in hospital careJOURNAL OF NURSING MANAGEMENT, Issue 3 2009CARINA FURÅKER BSn Aim, This study aims at examining nurses' work in somatic and psychiatric wards in a hospital in Sweden. Background, It is asked whether the humanistic ideology, emphasizing holistic care and human interaction more than practical skills, which has become widespread in the Swedish nursing education programmes, fits with the actual work that nurses carry out. Method, In this study, diaries on work activities were written during 5 days by 30 nurses. Results, It turned out that the nurses generally spend 38% of their working time with patients (nursing) and the remaining time on other activities. Discussion, There are certain differences between clinics and they can to some extent be explained by differences in work organization. Conclusion, The results in this piece of research indicate that a relatively small proportion of nurses' working time is used for general and specific nursing. It should be asked whether or to what extent the humanistic and holistic perspective taught in nursing education will be utilized in practical nursing. [source] How can we prepare medical students for theatre-based learning?MEDICAL EDUCATION, Issue 10 2007Nishan Fernando Context, The quality of medical undergraduate operating theatre-based teaching is variable. Preparation prior to attending theatre may support student learning. Identifying and agreeing key skills, competences and objectives for theatre-based teaching may contribute to this process of preparation. Methods, We carried out a cross-sectional survey of consultant surgeons and students using a forced choice questionnaire containing 16 skills and competences classified as ,essential', ,desirable' or ,not appropriate', and a choice of 6 different teaching methods, scored for perceived effectiveness on a 5-point Likert scale. Questionnaire content was based on the findings from an earlier qualitative study. Results, Comparative data analyses (Mann, Whitney and Kruskal,Wallis tests) were carried out using spss Version 14. A total of 42 consultant surgeons and 46 students completed the questionnaire (46% and 100% response rates, respectively). Knowledge of standard theatre etiquette and protocols, ability to scrub up adequately, ability to adhere to sterile procedures, awareness of risks to self, staff and patients, and appreciation of the need for careful peri-operative monitoring were considered ,essential' by the majority. Student and consultant responses differed significantly on 5 items, with students generally considering more practical skills and competences to be essential. Differences between students on medical and surgical attachments were also identified. Conclusions, Consultant surgeons and medical students agree on many aspects of the important learning points for theatre-based teaching. Compared with their teachers, students, particularly those on attachment to surgical specialties, are more ambitious , perhaps overly so , in the level of practical skills and risk awareness they expect to gain in theatre. [source] The transition from knowing to doing: teaching junior doctors how to use insulin in the management of diabetes mellitusMEDICAL EDUCATION, Issue 8 2003Jennifer J Conn Objective To develop and evaluate a short education programme to improve the skills and confidence of junior doctors in managing the glycaemic control of inpatients with diabetes mellitus. Methods A total of 15 junior doctors completed two 1-hour workshops on the practical skills required to manage the glycaemic control of insulin-treated patients. The workshops were based on simulated case scenarios presented in a workbook format. Pre-workshop performance and levels of confidence were tested, using a set of tasks matched to the learning objectives. Participants were re-tested immediately after the second workshop and again after 3 months. Results There was a significant overall effect for time of testing for performance and confidence considered together, F(4,11) = 12.67, P = 0.000, power = 1.00. The mean score for performance for the intermediate and 3-month post-tests combined was significantly higher than the mean performance score for the pre-test (11.00 < [17.53 + 15.80]), t(56) = ,6.50, P = 0.000 (95% CI ,6.15, ,3.10). The mean score for confidence for the intermediate and 3 month post-tests combined was higher than the mean for the pre-test (13.20 < [15.33 + 15.20]), t(56) = 2.95, P = 0.011 (95% CI 2.19, 0.46), although this result must be treated with caution. Conclusions A brief educational intervention can improve and maintain the performance and confidence of junior doctors in managing patients with insulin-treated diabetes in a simulated environment. [source] The impact of a new educational strategy on acquiring neonatology skillsMEDICAL EDUCATION, Issue 5 2002I 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] Surgical skills training: simulation and multimedia combinedMEDICAL EDUCATION, Issue 9 2001Roger Kneebone Context Basic surgical skills are needed throughout the medical profession, but current training is haphazard and unpredictable. There is increasing pressure to provide transparency about training and performance standards. There is a clear need for inexperienced learners to build a framework of basic skills before carrying out surgical procedures on patients. Effective learning of a skill requires sustained deliberate practice within a cognitive framework, and simulation offers an opportunity for safe preparation. Objectives This paper presents a new approach to basic surgical skills training, where tuition using a specially designed computer program is combined with structured practice using simulated tissue models. This approach to teaching has evolved from practical experience with surgical skills training in workshops. Methods Pilot studies with 72 first-year medical students highlighted the need for separate programs for teaching and for self-directed learning. The authors developed a training approach in the light of this experience. Subsequent in-depth observational and interview studies examined (a) individual teaching sessions between surgical teachers and learners (five consultant surgeons and five senior house officers) and (b) group teaching sessions with general practitioners (14 participants in three group interviews). Further work has resulted in a self-directed learning program. Conclusions Qualitative analysis of observational and interview data provides strong preliminary support for the effectiveness of this approach. The response of teachers and learners was extremely positive. The combination of information (presented by computer) and practice of psychomotor skill (using simulated tissue models) could be extended to other surgical and practical skills. [source] Contraception: a new practical learning packageMEDICAL EDUCATION, Issue 8 2000Suzanne Abraham Background A new self-directed learning package was developed to assist medical students learn the counselling and practical skills to enable them to communicate with men and women about contraception and related matters. Objectives This paper describes the package and the way it was facilitated, the students' ratings of the package and their feedback about the session on the first time it was presented at four teaching hospitals. Results The students rated the contraception package as average. The reasons given were: no introduction to the contraception session, lack of a trained person to conduct and facilitate the contraception learning session, poor organization at one of the hospitals and too little emphasis on self-assessment. The assumption that the students had a basic hormonal knowledge prior to the contraception sessions was incorrect. Discussion The results suggest the contraception learning package needs a person with contraceptive knowledge, patient,doctor skills and experience with self-directed learning to be present throughout the 3-hour session and for tools to be available that emphasize self-assessment during the session. Outcome The modifications to be made to the learning package include pairing male and female students, a reduction in duration of the learning stations, an additional learning station relating to hormonal contraception, and inclusion of pregnancy and ovulation testing. These modifications were suggested by the participating students. [source] Scaffolding Imitation in Capoeira: Physical Education and Enculturation in an Afro-Brazilian ArtAMERICAN ANTHROPOLOGIST, Issue 2 2008GREG DOWNEY ABSTRACT, Imitation plays a crucial role in apprenticeship in the Afro-Brazilian performance genre capoeira, as in many skills across cultures. In this article, I examine the interactional dynamics of imitative pedagogy in capoeira to better understand physical education as a form of bodily enculturation. The ability to learn through imitation is widely considered a hallmark of our species. Imitative ability, however, is a social accomplishment rather than a capacity of the learner in isolation. Human models often provide assistance to novices seeking to imitate, including a variety of forms of what educational theorists call "scaffolding," which are astutely structured to a novice's ability, perceptions, and even neurology. Scaffolding techniques vary. I here examine how instructors reduce students' degrees of movement freedom, reorient their model in perceptual space, and parse complex sequences into component gestures. Close analysis of pedagogical interaction highlights the divergence between forms of instruction and practical skills being taught. [source] Physician-pharmacist collaborative care for dyslipidemia patients: Knowledge and skills of community pharmacistsTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2009Julie Villeneuve MSc Pharmacist, Study Coordinator Abstract Introduction: In a physician-pharmacist collaborative-care (PPCC) intervention, community pharmacists were responsible for initiating lipid-lowering pharmacotherapy and adjusting the medication dosage. They attended a 1-day interactive workshop supported by a treatment protocol and clinical and communication tools. Afterwards, changes in pharmacists' knowledge, their skills, and their satisfaction with the workshop were evaluated. Methods: In a descriptive study nested in a clinical trial, pharmacists assigned to the PPCC intervention (n = 58) completed a knowledge questionnaire before and after the workshop. Their theoretical skills were evaluated with the use of a vignette approach (n = 58) after the workshop and their practical skills were assessed by direct observation with study patients (n = 28). Results: The mean (SD) overall knowledge score was 45.8% (12.1%) before the workshop; it increased significantly to 89.3% (8.3%) afterwards (mean difference: 43.5%; 95% CI: 40.3%,46.7%). All the pharmacists had an overall theoretical-skill score of at least 80%, the minimum required to apply the PPCC in the trial. From 92.9% to 100% of the pharmacists' interventions with study patients complied with the treatment protocol. Discussion: In primary care, a short continuing-education program based on a specific treatment protocol and clinical tools is necessary and probably sufficient to prepare pharmacists to provide advanced pharmaceutical care. [source] Becoming "One Who Treats": A Case Study of a Luo Healer and Her Grandson in Western KenyaANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2001Ruth Prince Using a case study of a healer and her grandson, this article shows how learning to heal is embedded in the close relationship of reciprocity and care between grandmother and grandchild in Luo society. Through shared daily life with his grandmother, the child develops social sense, respect, and compassion for people, as well as practical skills. By showing that learning to heal is not only embedded in everyday practice and in social relations, but is also a moral and emotional process, this article contributes to sociocultural theories of learning and to ethnographic accounts of childhood in Africa. [source] Knowledge, Skill, and the Inculcation of the Anthropologist: Reflections on Learning to Sew in the FieldANTHROPOLOGY OF WORK REVIEW, Issue 3 2008Rebecca Prentice Abstract This article explores employment as a mode of participant observation, by analyzing the complex relationship between skill acquisition, embodiment, and anthropological analysis. It highlights the importance of thinking critically about the body, including the ethnographer's own body in the field. I describe working in a garment factory and learning to sew as part of my doctoral research on the garment industry in Trinidad, West Indies. I argue that disciplining the body into a particular craft is also a process of incorporating (or "taking into the body") the ideologies of work that structure skill's meaning and practice. By describing my own difficulties "disembodying" what I learned in the field (in order to intellectualize the experience) I show how learning practical skills and enacting them everyday can be both a vigorous and perilous form of ethnographic research. [source] Biopsy and diagnostic histopathology in dental practice in Brisbane: usage patterns and perceptions of usefulnessAUSTRALIAN DENTAL JOURNAL, Issue 2 2010A Wan Abstract Background:, Biopsy procedures and diagnostic histopathology are rarely used by general dental practitioners (GDPs) compared with dental specialists. The aim of this study was to investigate the usage patterns and views of GDPs and specialists in Brisbane on these procedures. Methods:, An analysis was carried out on 1027 oral biopsy accessions at a private pathology laboratory. A survey was distributed to 200 GDPs and dental specialists inquiring about their use of and views on biopsy and diagnostic histopathology. An analysis was carried out on 327 and 95 biopsies performed at a private oral medicine practice and at the University of Queensland School of Dentistry, respectively. Results:, The majority (76.2%) of GDPs surveyed referred all oral lesions requiring biopsy to a specialist, rather than undertaking biopsy themselves. Although most GDPs recognized the importance of biopsy, a large proportion (58.1%) did not feel competent in undertaking the procedure due to concerns of inadequate experience and practical skills. Conclusions:, Many dental practitioners believe that GDPs should be able to undertake simple biopsies of benign lesions, however more undergraduate and postgraduate training in biopsy and diagnostic histopathology is necessary to promote a greater use of these procedures. [source] Incorporating a collaborative web-based virtual laboratory in an undergraduate bioinformatics courseBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010David Weisman Abstract Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a face-to-face lecture course with a web-based virtual laboratory presents new opportunities for collaborative learning of the conceptual material, and for fostering peer support of technical bioinformatics questions. To explore this combination, an in-person lecture-only undergraduate bioinformatics course was augmented with a remote web-based laboratory, and tested with a large class. This study hypothesized that the collaborative virtual lab would foster active learning and peer support, and tested this hypothesis by conducting a student survey near the end of the semester. Respondents broadly reported strong benefits from the online laboratory, and strong benefits from peer-provided technical support. In comparison with traditional in-person teaching labs, students preferred the virtual lab by a factor of two. Key aspects of the course architecture and design are described to encourage further experimentation in teaching collaborative online bioinformatics laboratories. [source] A portable bioinformatics course for upper-division undergraduate curriculum in sciencesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 5 2008Wely B. Floriano Abstract This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice topics, free for academic use software and web links required for the laboratory exercises and student surveys for two instances of the course, is presented. This course emphasizes hands-on experience and focuses on developing practical skills while providing a solid knowledge base for critically applying these skills. It is designed in blocks of 1-hour lecture followed by 2 hours of computer laboratory exercises, both covering the same general topic, for a total of 30 hours of lecture and 60 hours of computer practice. The heavy computational aspect of this course was designed to use a single multiprocessor computer server running Linux, accessible from laptops through Virtual Network Computing sessions. The laptops can be either provided by the institution or owned by the individual students. This configuration avoids the need to install and maintain bioinformatics software on each laptop. Only a single installation is required for most bioinformatics software on the Linux server. The content of this course and its software/hardware configuration are well suited for institutions with no dedicated computer laboratory. This author believes that the same model can be successfully implemented in other institutions, especially those who do not have a strong instructional computer technology support such as community colleges and small universities. [source] Persistent effects of a pedagogical device targeted at prevention of severe hypoglycaemia: A randomized, controlled studyACTA PAEDIATRICA, Issue 10 2005Sam Nordfeldt Abstract Aim: To study the long-term use of self-study material in type 1 diabetes patient education targeted at the prevention of severe hypoglycaemia. Methods: Randomized 1,1,1 control study in three local hospitals. We studied 332 type 1 diabetes patients from the geographic population, aged 2.6,18.9 y at entry. The intervention group received a videotape and brochure in which interviewed patients, parents and medical experts reviewed in detail practical skills for self-control and treatment, with the aim of preventing severe hypoglycaemia. There were two control groups: one received a videotape and brochure with general diabetes information and the other only traditional treatment. Primary endpoints were severe hypoglycaemia needing assistance by another person and HbA1c. Dissemination, reading/viewing level, patients' attitudes and extra contact with caregivers were also investigated. At 24 mo, 249 subjects provided data. Results: The yearly incidence of severe hypoglycaemia decreased at 24 mo from 42% to 25% (difference 17%, 95% CI 3,31, p=0.0241) in the intervention group, but not in controls. HbA1c remained unchanged. Video use during months 13,24 was higher in the intervention group than in controls (p=0.0477), ranging from 1,15 (median 2) times, among 37% of patients (months 1,12, 100%). Higher future use was anticipated for intervention material (p=0.0003). Extra caregiver contact was related to severe hypoglycaemia (p=0.0009). The cost of the material was
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