Vicki LeBlanc PhD (University of Toronto) introduces us to her data on feedback and enhanced hybrid simulation learning on communication skills. Her expertise is in Human Factors and Decision-making particularly in stressed and non-ideal situations.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
This document discusses milestones and entrustable professional activities (EPAs) in medical education. It defines milestones as significant points in a learner's development that identify the knowledge, skills, and attitudes expected at each stage of training. Milestones provide learners with feedback on their progress and define competencies for assessment. The document also introduces EPAs, which are routine professional tasks that require specific competencies. EPAs can be used to structure work-based assessment of whether a learner has demonstrated the competence to independently perform important professional activities.
Who can be a trainer and what does the role entail? Ameli Tropétriumphbenelux
The document discusses the role of the colposcopy trainer and what qualifications and skills are needed. It states that trainers should be trained colposcopists who have also attended a train-the-trainer (TTT) course. The role of the trainer includes providing clinical supervision, ensuring trainees have adequate experience, maintaining a learning environment, assessing trainee progress, and ensuring training programs are successfully completed. Effective trainers understand learning theories, can provide helpful feedback, and engage and motivate students. When few trainers are available, the document recommends training local clinicians as trainers through external programs and using tools like TTT courses to develop training skills.
The document discusses best practices for teaching clinical procedures. It recommends carefully preparing students, reviewing objectives, equipment, anatomy, techniques and potential complications. It suggests allowing students opportunities for success, giving thoughtful feedback, and knowing when to take over a procedure. The goal is to teach procedures effectively while preserving patient well-being and the learning experience.
Maggie Cruickshank - Providing feedback and make an action plan triumphbenelux
This document discusses providing feedback and making action plans. It defines feedback, explains why it is useful, and how to give effective feedback. Key points include addressing how the trainee is doing, where they are going, and how to get there. Factors like focus, the trainee, and technique influence feedback impact. An action plan leads to change by setting goals in response to feedback. The document provides examples of good and bad feedback, and emphasizes starting with the trainee's agenda, using descriptive feedback, and agreeing on an action plan.
A journey towards programmatic assessmentMedCouncilCan
The document discusses programmatic assessment in medical education. It begins by outlining various assessment methods and frameworks for evaluating competencies. It then discusses research findings on the validity, reliability, and educational impact of assessment methods. Key findings include that no single method can adequately measure all competencies, and that both standardized and unstandardized methods are needed. Reliability increases with larger samples and aggregation of data from multiple methods and assessors. Assessment works best when it provides meaningful feedback to support learning. The document concludes by describing examples of programmatic assessment approaches that integrate various longitudinal methods to provide rich data for high-stakes decisions.
The document discusses issues around standards-based assessment in the New Zealand National Certificate of Educational Achievement (NCEA) qualifications system. It notes that while NCEA claims to use criterion-referenced assessment against standards, in practice there are elements of norm-referencing through mechanisms like pre-exam evaluation panels (PEPs) which aim to manage grade distribution year-to-year. Critics argue this undermines the validity and credibility of NCEA qualifications. The document also debates whether NCEA standards truly represent academic rigor or are more like syllabi, and whether NCEA adequately prepares students for university studies.
This document proposes a model for programmatic assessment that optimizes assessment for learning while arriving at robust decisions about learner progress. The model distinguishes between learning activities, assessment activities, and learner support activities throughout an ongoing curriculum. Individual assessments are designed to be maximally informative for learning, while a longitudinal program of various assessment methods contributes to certification decisions. The principles discussed include ensuring validity in standardized and non-standardized assessments, using both quantitative and qualitative data, and relying on expert judgement at various evaluation points. An example is provided of how this model could be applied to a blended TeleGeriatrics Nurse Training Course.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
This document discusses milestones and entrustable professional activities (EPAs) in medical education. It defines milestones as significant points in a learner's development that identify the knowledge, skills, and attitudes expected at each stage of training. Milestones provide learners with feedback on their progress and define competencies for assessment. The document also introduces EPAs, which are routine professional tasks that require specific competencies. EPAs can be used to structure work-based assessment of whether a learner has demonstrated the competence to independently perform important professional activities.
Who can be a trainer and what does the role entail? Ameli Tropétriumphbenelux
The document discusses the role of the colposcopy trainer and what qualifications and skills are needed. It states that trainers should be trained colposcopists who have also attended a train-the-trainer (TTT) course. The role of the trainer includes providing clinical supervision, ensuring trainees have adequate experience, maintaining a learning environment, assessing trainee progress, and ensuring training programs are successfully completed. Effective trainers understand learning theories, can provide helpful feedback, and engage and motivate students. When few trainers are available, the document recommends training local clinicians as trainers through external programs and using tools like TTT courses to develop training skills.
The document discusses best practices for teaching clinical procedures. It recommends carefully preparing students, reviewing objectives, equipment, anatomy, techniques and potential complications. It suggests allowing students opportunities for success, giving thoughtful feedback, and knowing when to take over a procedure. The goal is to teach procedures effectively while preserving patient well-being and the learning experience.
Maggie Cruickshank - Providing feedback and make an action plan triumphbenelux
This document discusses providing feedback and making action plans. It defines feedback, explains why it is useful, and how to give effective feedback. Key points include addressing how the trainee is doing, where they are going, and how to get there. Factors like focus, the trainee, and technique influence feedback impact. An action plan leads to change by setting goals in response to feedback. The document provides examples of good and bad feedback, and emphasizes starting with the trainee's agenda, using descriptive feedback, and agreeing on an action plan.
A journey towards programmatic assessmentMedCouncilCan
The document discusses programmatic assessment in medical education. It begins by outlining various assessment methods and frameworks for evaluating competencies. It then discusses research findings on the validity, reliability, and educational impact of assessment methods. Key findings include that no single method can adequately measure all competencies, and that both standardized and unstandardized methods are needed. Reliability increases with larger samples and aggregation of data from multiple methods and assessors. Assessment works best when it provides meaningful feedback to support learning. The document concludes by describing examples of programmatic assessment approaches that integrate various longitudinal methods to provide rich data for high-stakes decisions.
The document discusses issues around standards-based assessment in the New Zealand National Certificate of Educational Achievement (NCEA) qualifications system. It notes that while NCEA claims to use criterion-referenced assessment against standards, in practice there are elements of norm-referencing through mechanisms like pre-exam evaluation panels (PEPs) which aim to manage grade distribution year-to-year. Critics argue this undermines the validity and credibility of NCEA qualifications. The document also debates whether NCEA standards truly represent academic rigor or are more like syllabi, and whether NCEA adequately prepares students for university studies.
This document proposes a model for programmatic assessment that optimizes assessment for learning while arriving at robust decisions about learner progress. The model distinguishes between learning activities, assessment activities, and learner support activities throughout an ongoing curriculum. Individual assessments are designed to be maximally informative for learning, while a longitudinal program of various assessment methods contributes to certification decisions. The principles discussed include ensuring validity in standardized and non-standardized assessments, using both quantitative and qualitative data, and relying on expert judgement at various evaluation points. An example is provided of how this model could be applied to a blended TeleGeriatrics Nurse Training Course.
Building a training model for treatment of CIN Xavier Carcopino, Chair Educat...triumphbenelux
This document discusses building a training model for the LLETZ procedure, which is commonly performed but typically taught via unstandardized demonstration. It reviews evidence that training models improve technical skills over no training. A 1999 study found that using a simple, inexpensive model (cardboard tube, sausage, speculum) significantly improved LLETZ performance scores. Subsequent studies confirmed these results. The document then provides step-by-step instructions for constructing an affordable LLETZ model using PVC fittings, fender washers, and sausages. It addresses some issues with existing models and commercially available alternatives but emphasizes that inexpensive, self-built models can effectively train residents in LLETZ.
The document summarizes the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation from 2011. It provides an overview of the 7 standards which were developed over 2 years with input from INACSL members and aim to promote research and disseminate evidence-based practice standards for clinical simulation. The standards address terminology, professional integrity of participants, participant objectives, facilitation methods, the simulation facilitator, the debriefing process, and evaluation of expected outcomes.
What should be the ideal training nowadays? Maggie Cruickshanktriumphbenelux
The document discusses ideal training for colposcopy. It recommends a training program with:
1) A core colposcopy curriculum and courses to teach theoretical knowledge.
2) Clinical training including observation, simulation, and apprenticeship to develop practical skills and clinical reasoning.
3) Quality assurance processes like formative and summative assessments, and oversight by a training committee to ensure high standards.
The document describes the process of designing and implementing the first iteration of an evidence-based practice (EBP) curriculum for undergraduate nursing students. A team developed a major assessment task around a clinical scenario instead of an essay. They evaluated student and teacher feedback which indicated that while most found the subject relevant, only 62% found the difficulty level satisfactory. The main problem was insufficient development of EBP skills before applying them in assessments. Future iterations will provide more scaffolding and practice of EBP skills and remove the policy document requirement from the major task.
- The document describes the development of a mental health simulation experience at the University of Arkansas at Little Rock from concept to implementation.
- It began with role playing and videos due to lack of resources, then expanded to using standardized patients in simulation after obtaining funds. Scenarios were selected based on student needs.
- Standardized patients were initially volunteers but a course was created for nursing students to gain credit for participating. This helped ensure enough standardized patients to staff simulations.
- Management of the simulation curriculum transitioned from a single champion model to involving a course team and simulation committee to better integrate simulations across the curriculum.
Competency-based assessment:The good, the bad, and the puzzlingMedCouncilCan
Three overlapping themes are discussed for effectively assessing competency:
1) Overcoming unintended consequences by reducing emphasis on exams as hurdles and promoting accountability for demonstration of learning. This involves quality improvement activities and using licensing data to facilitate learning plans.
2) Turning quality assurance into quality improvement by further integrating assessment across training with attention to improvement. This involves a formative testing platform and diagnostic assessments to feed data.
3) Ensuring authenticity by using portfolio-supported workplace assessments and increasing real world uncertainties in assessments. Examples include sequential OSCE stations and requiring reflection on alternative actions.
This document discusses the evolution of programmatic assessment in UK medical training over the past 30 years. It outlines how assessment has shifted from high-stakes exit exams to integrated programs that use workplace-based assessments like mini-CEX, DOPS, and CbD. Key organizations like the GMC, PMETB, and foundation program have developed principles of good assessment including assessing multiple competencies through various methods. The foundation program initially piloted four assessment tools but has since refined these to better provide feedback and identify trainees needing support. Overall, the document traces the progression towards valid programmatic assessment across medical education in the UK.
This document provides an overview of programme evaluation, including definitions, objectives, common designs, data used, and differences between research and evaluation. Programme evaluation is defined as a systematic process of gathering evidence to inform judgements about whether a programme is meeting its goals and how it can be improved. Key points include:
- Formative and summative evaluations have different objectives related to programme development and decision-making.
- Common designs include pre-post tests with or without control groups, and both quantitative and qualitative data are important.
- Internal and external evaluations have advantages and limitations.
- Kirkpatrick's model outlines levels of evaluating training from reactions to outcomes.
- Management-oriented approaches like CIPP model focus
Maggie Cruickshank - Optional work place assessment of training triumphbenelux
- Workplace-based assessments (WPAs) like mini-Clinical Evaluation Exercises (mini-CEX), Direct Observation of Procedural Skills (DOPS), and Case-based Discussion (CbD) can effectively evaluate trainees' competencies in colposcopy.
- These methods directly observe trainees' skills like history taking, examination, and procedural abilities in actual clinical settings and provide structured feedback, which enhances learning.
- While not reliable as sole assessments, combining multiple WPAs from different evaluators across the training curriculum can holistically assess trainees' progress on various competencies. Effective feedback remains the key for the success of these assessment methods.
This study examined the impact of a level II fieldwork placement at a PrEMO (Promoting Environments that Measure Outcomes) site on students' development of practice habits and professional identity. PrEMO sites use a systematic, data-driven, evidence-based model of care called DDDM (Data Driven Decision Making). Students who completed fieldwork at PrEMO sites participated in a focus group. Analysis found that the DDDM model helped structure students' thinking about the OT process and encouraged the development of immediate practice habits like organization, communication, and documentation skills. Students also felt it would support the development of future habits like advocacy, outcome measurement, and clinical reasoning. Students reported feeling like colleagues and
The document describes the development and implementation of a Clinical Advising Tool for Students and Advisors (CATSA) at MU to improve their clinical advising process. Baseline data found students were dissatisfied with career counseling resources and advisors felt they lacked adequate resources and structure. The team used quality improvement training to design an intervention, creating CATSA - a web-based tool aggregating validated advising resources and checklists. Implementation required dedicated staff and training advisors and students on CATSA. Outcomes showed improved student satisfaction with career services and increased CATSA usage among students and advisors.
Faculty Development - Simulation Education for Nurseshardern
1) A workshop was developed to prepare clinical nursing faculty for using simulation in teaching. A survey found that while the workshop increased comfort, more preparation was still needed for faculty to lead simulations independently.
2) Implications included developing a DVD for additional support and making the workshop mandatory for new faculty. Ongoing development is also needed to address the disconnect between what students and faculty feel helps learning.
3) Future faculty development needs to go beyond basics and further prepare instructors to successfully facilitate simulation-based teaching.
This document summarizes a family-based psychosocial intervention called VUKA for HIV-positive early adolescents in South Africa. A pilot study found high feasibility and acceptability of VUKA. A randomized controlled trial will examine VUKA's impact on behavioral, health, and psychosocial outcomes compared to standard of care. Implementation challenges include overburdened clinics, lack of counseling space/privacy, and lack of counselor support. Sustainability requires addressing organizational barriers, counselor burnout, and engaging management/government. The PRISM model will be used to evaluate factors influencing long-term adoption of VUKA.
As the healthcare industry becomes more competitive, the demand for groundbreaking resources and tools to support and improve services becomes highly demanded.
This document summarizes a study that evaluated psychiatric nursing students' experiences in a simulated mental health ward prior to their clinical internship. The study aimed to understand students' perspectives on how the simulation prepared them for internship. Students completed a standardized evaluation scale after participating in simulations involving patient scenarios. Both quantitative and qualitative feedback was collected. Students reported that the simulation experience helped develop their clinical skills and critical thinking. They felt more prepared to care for patients. However, students also found the simulation experience anxiety-provoking. Suggestions for improving simulations included integrating them more frequently throughout the program to increase comfort and reducing the stressful environment.
1) The study explored using Second Life to develop nursing students' assessment and decision-making skills through a clinical simulation scenario.
2) 55 third-year nursing students participated in a simulation in Second Life where they assessed a dependent patient in the emergency room in groups of 3.
3) Student feedback indicated that the majority found it easy to navigate and use apparatus in Second Life, and that the simulation enhanced their understanding of assessment and decision-making. However, some were unsure if it adequately prepared them or would increase attendance for skills labs.
Systematic School-wide Screening: Identifying Students At-Risk for Social-Em...Nanci Johnson
The document discusses the rationale for using universal screening instruments to identify students at risk for social-emotional and behavioral concerns. It recommends a comprehensive system that includes academic assessment information, teacher nominations, data-based decision rules, and universal screening. Two screening instruments are described: the Systematic Screening for Behavior Disorders (SSBD) and the Strengths and Difficulties Questionnaire (SDQ). An example implementation from the Heart of Missouri region is provided. Minimum features for an effective universal screening system are outlined.
TESTA at UNSW, Sean Brawley, TESTA Summit 16 Sept 2013Tansy Jessop
TESTA is Faculty of Arts and Social Sciences. Efficiency in Assessment and Feedback. Data-driven approach to fast-tracking quality assurance to make responsive changes to assessment.
This document summarizes a presentation on assessment and multiple choice questions (MCQs). It discusses how assessment guides student learning through the backwash effect. Formative assessment supports learning by allowing recurrent testing. Course leaders can influence learning by aligning teaching and examinations. The presentation then focuses on constructing high-quality MCQs, including considering different cognitive levels, question types, and crafting effective stems, options, and keys. Workshops are proposed to build MCQ databases, test questions, conduct talk-aloud protocols with students, and eventually digitalize the assessment process.
The document provides instructions for students of Mariano Gálvez to develop a slideshare presentation on simulations. The presentation should include definitions of simulations, their features and functions, how they are used for teaching and learning, categories of simulations, their characteristics, examples of simulations, resources on simulations, and ideas for a final project on simulations. Students are asked to upload the completed presentation to slideshare and share the link in Moodle. The presentation should comprehensively cover simulations based on the outlined topics in 3 sentences or less.
Benefits of Simulation - Presented by ASTECsabriiinaaa
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
Building a training model for treatment of CIN Xavier Carcopino, Chair Educat...triumphbenelux
This document discusses building a training model for the LLETZ procedure, which is commonly performed but typically taught via unstandardized demonstration. It reviews evidence that training models improve technical skills over no training. A 1999 study found that using a simple, inexpensive model (cardboard tube, sausage, speculum) significantly improved LLETZ performance scores. Subsequent studies confirmed these results. The document then provides step-by-step instructions for constructing an affordable LLETZ model using PVC fittings, fender washers, and sausages. It addresses some issues with existing models and commercially available alternatives but emphasizes that inexpensive, self-built models can effectively train residents in LLETZ.
The document summarizes the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation from 2011. It provides an overview of the 7 standards which were developed over 2 years with input from INACSL members and aim to promote research and disseminate evidence-based practice standards for clinical simulation. The standards address terminology, professional integrity of participants, participant objectives, facilitation methods, the simulation facilitator, the debriefing process, and evaluation of expected outcomes.
What should be the ideal training nowadays? Maggie Cruickshanktriumphbenelux
The document discusses ideal training for colposcopy. It recommends a training program with:
1) A core colposcopy curriculum and courses to teach theoretical knowledge.
2) Clinical training including observation, simulation, and apprenticeship to develop practical skills and clinical reasoning.
3) Quality assurance processes like formative and summative assessments, and oversight by a training committee to ensure high standards.
The document describes the process of designing and implementing the first iteration of an evidence-based practice (EBP) curriculum for undergraduate nursing students. A team developed a major assessment task around a clinical scenario instead of an essay. They evaluated student and teacher feedback which indicated that while most found the subject relevant, only 62% found the difficulty level satisfactory. The main problem was insufficient development of EBP skills before applying them in assessments. Future iterations will provide more scaffolding and practice of EBP skills and remove the policy document requirement from the major task.
- The document describes the development of a mental health simulation experience at the University of Arkansas at Little Rock from concept to implementation.
- It began with role playing and videos due to lack of resources, then expanded to using standardized patients in simulation after obtaining funds. Scenarios were selected based on student needs.
- Standardized patients were initially volunteers but a course was created for nursing students to gain credit for participating. This helped ensure enough standardized patients to staff simulations.
- Management of the simulation curriculum transitioned from a single champion model to involving a course team and simulation committee to better integrate simulations across the curriculum.
Competency-based assessment:The good, the bad, and the puzzlingMedCouncilCan
Three overlapping themes are discussed for effectively assessing competency:
1) Overcoming unintended consequences by reducing emphasis on exams as hurdles and promoting accountability for demonstration of learning. This involves quality improvement activities and using licensing data to facilitate learning plans.
2) Turning quality assurance into quality improvement by further integrating assessment across training with attention to improvement. This involves a formative testing platform and diagnostic assessments to feed data.
3) Ensuring authenticity by using portfolio-supported workplace assessments and increasing real world uncertainties in assessments. Examples include sequential OSCE stations and requiring reflection on alternative actions.
This document discusses the evolution of programmatic assessment in UK medical training over the past 30 years. It outlines how assessment has shifted from high-stakes exit exams to integrated programs that use workplace-based assessments like mini-CEX, DOPS, and CbD. Key organizations like the GMC, PMETB, and foundation program have developed principles of good assessment including assessing multiple competencies through various methods. The foundation program initially piloted four assessment tools but has since refined these to better provide feedback and identify trainees needing support. Overall, the document traces the progression towards valid programmatic assessment across medical education in the UK.
This document provides an overview of programme evaluation, including definitions, objectives, common designs, data used, and differences between research and evaluation. Programme evaluation is defined as a systematic process of gathering evidence to inform judgements about whether a programme is meeting its goals and how it can be improved. Key points include:
- Formative and summative evaluations have different objectives related to programme development and decision-making.
- Common designs include pre-post tests with or without control groups, and both quantitative and qualitative data are important.
- Internal and external evaluations have advantages and limitations.
- Kirkpatrick's model outlines levels of evaluating training from reactions to outcomes.
- Management-oriented approaches like CIPP model focus
Maggie Cruickshank - Optional work place assessment of training triumphbenelux
- Workplace-based assessments (WPAs) like mini-Clinical Evaluation Exercises (mini-CEX), Direct Observation of Procedural Skills (DOPS), and Case-based Discussion (CbD) can effectively evaluate trainees' competencies in colposcopy.
- These methods directly observe trainees' skills like history taking, examination, and procedural abilities in actual clinical settings and provide structured feedback, which enhances learning.
- While not reliable as sole assessments, combining multiple WPAs from different evaluators across the training curriculum can holistically assess trainees' progress on various competencies. Effective feedback remains the key for the success of these assessment methods.
This study examined the impact of a level II fieldwork placement at a PrEMO (Promoting Environments that Measure Outcomes) site on students' development of practice habits and professional identity. PrEMO sites use a systematic, data-driven, evidence-based model of care called DDDM (Data Driven Decision Making). Students who completed fieldwork at PrEMO sites participated in a focus group. Analysis found that the DDDM model helped structure students' thinking about the OT process and encouraged the development of immediate practice habits like organization, communication, and documentation skills. Students also felt it would support the development of future habits like advocacy, outcome measurement, and clinical reasoning. Students reported feeling like colleagues and
The document describes the development and implementation of a Clinical Advising Tool for Students and Advisors (CATSA) at MU to improve their clinical advising process. Baseline data found students were dissatisfied with career counseling resources and advisors felt they lacked adequate resources and structure. The team used quality improvement training to design an intervention, creating CATSA - a web-based tool aggregating validated advising resources and checklists. Implementation required dedicated staff and training advisors and students on CATSA. Outcomes showed improved student satisfaction with career services and increased CATSA usage among students and advisors.
Faculty Development - Simulation Education for Nurseshardern
1) A workshop was developed to prepare clinical nursing faculty for using simulation in teaching. A survey found that while the workshop increased comfort, more preparation was still needed for faculty to lead simulations independently.
2) Implications included developing a DVD for additional support and making the workshop mandatory for new faculty. Ongoing development is also needed to address the disconnect between what students and faculty feel helps learning.
3) Future faculty development needs to go beyond basics and further prepare instructors to successfully facilitate simulation-based teaching.
This document summarizes a family-based psychosocial intervention called VUKA for HIV-positive early adolescents in South Africa. A pilot study found high feasibility and acceptability of VUKA. A randomized controlled trial will examine VUKA's impact on behavioral, health, and psychosocial outcomes compared to standard of care. Implementation challenges include overburdened clinics, lack of counseling space/privacy, and lack of counselor support. Sustainability requires addressing organizational barriers, counselor burnout, and engaging management/government. The PRISM model will be used to evaluate factors influencing long-term adoption of VUKA.
As the healthcare industry becomes more competitive, the demand for groundbreaking resources and tools to support and improve services becomes highly demanded.
This document summarizes a study that evaluated psychiatric nursing students' experiences in a simulated mental health ward prior to their clinical internship. The study aimed to understand students' perspectives on how the simulation prepared them for internship. Students completed a standardized evaluation scale after participating in simulations involving patient scenarios. Both quantitative and qualitative feedback was collected. Students reported that the simulation experience helped develop their clinical skills and critical thinking. They felt more prepared to care for patients. However, students also found the simulation experience anxiety-provoking. Suggestions for improving simulations included integrating them more frequently throughout the program to increase comfort and reducing the stressful environment.
1) The study explored using Second Life to develop nursing students' assessment and decision-making skills through a clinical simulation scenario.
2) 55 third-year nursing students participated in a simulation in Second Life where they assessed a dependent patient in the emergency room in groups of 3.
3) Student feedback indicated that the majority found it easy to navigate and use apparatus in Second Life, and that the simulation enhanced their understanding of assessment and decision-making. However, some were unsure if it adequately prepared them or would increase attendance for skills labs.
Systematic School-wide Screening: Identifying Students At-Risk for Social-Em...Nanci Johnson
The document discusses the rationale for using universal screening instruments to identify students at risk for social-emotional and behavioral concerns. It recommends a comprehensive system that includes academic assessment information, teacher nominations, data-based decision rules, and universal screening. Two screening instruments are described: the Systematic Screening for Behavior Disorders (SSBD) and the Strengths and Difficulties Questionnaire (SDQ). An example implementation from the Heart of Missouri region is provided. Minimum features for an effective universal screening system are outlined.
TESTA at UNSW, Sean Brawley, TESTA Summit 16 Sept 2013Tansy Jessop
TESTA is Faculty of Arts and Social Sciences. Efficiency in Assessment and Feedback. Data-driven approach to fast-tracking quality assurance to make responsive changes to assessment.
This document summarizes a presentation on assessment and multiple choice questions (MCQs). It discusses how assessment guides student learning through the backwash effect. Formative assessment supports learning by allowing recurrent testing. Course leaders can influence learning by aligning teaching and examinations. The presentation then focuses on constructing high-quality MCQs, including considering different cognitive levels, question types, and crafting effective stems, options, and keys. Workshops are proposed to build MCQ databases, test questions, conduct talk-aloud protocols with students, and eventually digitalize the assessment process.
The document provides instructions for students of Mariano Gálvez to develop a slideshare presentation on simulations. The presentation should include definitions of simulations, their features and functions, how they are used for teaching and learning, categories of simulations, their characteristics, examples of simulations, resources on simulations, and ideas for a final project on simulations. Students are asked to upload the completed presentation to slideshare and share the link in Moodle. The presentation should comprehensively cover simulations based on the outlined topics in 3 sentences or less.
Benefits of Simulation - Presented by ASTECsabriiinaaa
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
The document summarizes the results of a Jungian 16-type personality assessment taken by 5 members of team A.
Margaret, the team leader, scored as an INTJ, meaning she is analytical and introspective. Brian scored as an ENTP, indicating he is innovative and versatile. LaShanda scored as outgoing and spontaneous. Dan scored as an ENTJ, showing he is a natural leader but argumentative. Anthony also scored as an ENTP, suggesting he will bring new ideas.
As the team leader, Margaret will draw on her ability to develop long-term vision and anticipate unknown factors to evaluate the team's ability to achieve its goals based on the personality assessments.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
O documento descreve a origem e evolução dos principais sinais de pontuação. Inicialmente, os textos eram escritos sem pontuação até o século IV. Os primeiros sinais surgiram no início do Império Bizantino, mas com funções diferentes. Posteriormente, italianos e outros povos europeus foram desenvolvendo e adotando pontos, vírgulas, dois-pontos e aspas.
This document discusses authentic learning and assessment. Authentic learning adjusts teaching, learning, and assessment to apply meaningful ways for students to express what they know through authentic tasks like constructed responses, products, and performances. Traditional assessment is compared to more meaningful assessment that allows students to apply knowledge through projects, articles reviews, role plays, blogs, pen pals, wikis, reports, portfolios, collages, and surveys. The document encourages learning significantly through authentic tasks and assessment.
Introducing the maths toolbox to studentsKevin Cummins
This presentation introduces the 12 math problem solving strategies for students to assist them across all areas of mathematics. This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
This document provides tips on problem solving skills. Some of the key tips include: identifying problems clearly; analyzing problems thoroughly to understand the root causes; prioritizing important problems and solving them as soon as possible; asking for help from others when needed; generating potential solutions instead of sticking to only popular ones; making detailed plans to carry out chosen solutions; and carrying out the solutions step-by-step with a positive attitude. The overall message is that having strong problem solving skills can help one deal with difficulties more efficiently.
This document discusses simulation examples and simulation of queuing systems. It provides three key steps to carry out a simulation: 1) determine input characteristics, 2) construct a simulation table to track the system state over time, and 3) initialize and run the simulation. It then gives an example of simulating a single-channel queue, including generating random interarrival and service times from distributions and constructing a simulation table. Key performance measures like average wait time and server idle time are calculated from the table.
Does the simulated learning environment provide the occupational therapy (OT) student with an increase in
self-efficacy, as compared to traditional hands-on peer
practice, in preparation for the fieldwork experience?
Tests of Knowledge: How Can They Contribute to Maintenance of Certification ...IAMRAreval2015
Tests of knowledge can contribute to maintenance of certification (MoC) and revalidation in two ways: assessment of learning and assessment for learning. Assessment of learning uses high-stakes knowledge tests summatively to identify doctors with performance problems, while assessment for learning takes a longitudinal approach through frequent, low-stakes tests to provide feedback and assist doctors in keeping knowledge up to date. There are challenges to the use of knowledge tests, such as determining relevant content and preventing tests from being seen as irrelevant facts, that different assessment approaches aim to address.
This document discusses the history and current uses of simulation-based education for training family medicine physicians. It outlines how simulation has been used to teach technical skills like central line placement. Studies show this training improves physicians' skills and knowledge, and leads to better patient outcomes like fewer infections. Future trends may include more system-based training using simulations of electronic health records. Training is also expected to focus more on non-technical skills like communication and decision-making. Overall, simulation-based education is poised to play a growing role in technical and non-technical skills training for family medicine.
Alliance for CME 2009 Presentation, Wake me Up Before it’s Over:Bringing out...Wendy999
2009 ACME Presentation, co-presented with Marissa Seligman, that tackles strategies to bring innovation to live continuing medical education activities.
This document describes a study that evaluated the effects of using video screen captures of physicians in simulation-based learning experiences on associate degree nursing students' attitudes toward physician-nurse collaboration. Students completed a pre-test survey measuring their attitudes, then participated in a simulation using video of a physician. After debriefing, they completed the same survey as a post-test. Results found a statistically significant improvement in attitudes toward collaboration, indicating video captures can effectively simulate interactions with physicians without requiring live actors. The study demonstrated collaboration can be simulated with minimal technology investment.
The document discusses the current method used for training nuclear medicine technologists in Ontario and provides suggestions for improving it. The current method involves students rotating through clinical sites where they are supervised by technologists as they perform procedures. The document proposes adding elements of reflective practice, where students and technologists debrief after abnormal cases, and adapting established clinical education models to the nuclear medicine context. This is intended to enhance students' learning and development of problem-solving skills when faced with unusual situations.
Evaluating the quality of quality improvement training in healthcareDaniel McLinden
Quality Improvement (QI)in healthcare is an increasingly important approach to improving health outcomes, improving system performance and improving safety for patients. Effectively implementing QI methods requires knowledge of methods for the design and execution of QI projects. Given that this capability is not yet widespread in healthcare, training programs have emerged to develop these skills in the healthcare workforce. In spite of the growth of training programs, limited evidence exists about the merit and worth of these programs. We report here on a multi-year, multi-method evaluation of a QI training program at a large Midwestern academic medical center. Our methodology will demonstrate an approach to organizing a large scale training evaluation. Our results will provide best available evidence for features of the intervention, outcomes and the contextual features that enhance or limit efficacy.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
REAP Assessment/Feedback Principles and ExamplesMartin Hawksey
The document discusses technology supported assessment and feedback. It outlines the REAP project which took a principled approach to redesigning courses using technology. The project involved 6000 students across 19 pilots at 3 universities. The pilots showed benefits like reduced workload and improved learning outcomes. Formative assessment and feedback are important for student learning but current practices are unsatisfactory. The REAP project aimed to address this by embedding seven principles of good feedback practice into technology-supported assessment activities.
The document summarizes a pilot of single session therapy that was conducted at the University of Cumbria. Key points:
- Referrals to the university's mental health and wellbeing team had been increasing year over year. The team implemented a pilot of single session therapy to help reduce wait times for students.
- Data was collected before and during the pilot to evaluate outcomes. The pilot appeared successful in reducing staff stress, shortening wait times for students, and maintaining or improving student outcomes and experience based on measures.
- Unexpected benefits included lower rates of students missing appointments and evidence that single session therapy helped improve mood and retention for some students. Overall, the pilot seemed to meet its goals of helping staff cope
Xavier Carcopino - Use of training models for treatment of CIN triumphbenelux
This document discusses the use of training models for cervical excision procedures like LLETZ. It provides evidence that training models can improve technical skills for laparoscopic surgery compared to no training. Several studies found that training with models led to shorter operating times, higher rates of same-day discharge, and better performance. The document also describes methods for building inexpensive LLETZ training models using low-cost materials like PVC fittings and sausages. It concludes that implementing hands-on LLETZ training with models into gynecology programs is recommended to improve surgical skills for novices.
The document discusses optimizing continuing medical education (CME) and continuing professional development (CPD) worldwide. It addresses assessing learner needs, optimizing live CME/CPD activities, using technology in CME/CPD, and adopting a curricular approach. The discussion emphasizes conducting thorough needs assessments, enhancing the learning environment, measuring outcomes, and linking activities to objectives and assessments to drive strategic CME rather than isolated events.
Alliance 2007 "Best of Conference" Presentation and Webinar: Beyond Theory: P...Wendy999
My 2007 Alliance for CME conference presentation, later presented as an ACME webinar, that reviews strategies to measure continuing medical education outcomes. Was voted as a "Best of Conference" presentation, and included in the 2007 ACME “Best of Sessions Compilation CD.”
The document describes 7 presentations on various medical education projects taking place at IMSH 2012. The projects focus on improving skills training and assessment in areas like clinical decision making, resuscitation, communication skills and organ donation. Each presentation provides background on an identified knowledge gap, states a PICO question, and outlines a proposed study approach to address the gap.
Achieving behaviour change for patient safety, Judith Dyson, Lecturer, Mental Health - University of Hull
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
Track 10. Teacher education research and ICT.
Authors: Jose Antonio Montero, David Fonseca, Lluís Vicent, August Climent, Xavier Canaleta and Sergi Villagrasa
Nilofar Loladiya
MSN OBG
Simulation has been used widely in the clinical training of health-care students and
professionals. It is a valuable strategy for teaching, learning and evaluating clinical skills
at different levels of nursing and midwifery education: undergraduate, postgraduate and
lifelong education (Park et al., 2016; Martins, 2017).
Simulation has a positive impact on students, educators, and the individuals, groups
and communities they care for, as well as on education and health organizations. The
principal aims of simulation as a teaching method are to improve quality of care and
ensure patient safety.
The WHO document Transforming and scaling up health professionals’ education and training (WHO,
2013) strongly recommends the use of simulation. Recommendation 5 states:
Health professionals’ education and training institutions should use simulation methods
(high fidelity methods in settings with appropriate resources and lower fidelity methods in
resource limited settings) of contextually appropriate fidelity levels in the education of health
professionals.
A large proportion of nursing and midwifery education curricula worldwide is dedicated
to the acquisition of clinical skills. At the beginning of the learning period in clinical
settings, students should be able to develop safe and timely evidence-based interventions
without being interrupted by supervisors due to technical errors that may jeopardize
patients’ and students’ safety. In clinical practice with actual patients, students should
be self-confident and feel that others trust them; they should feel capable of performing
tasks without errors and be confident that the supervisor and other team members
believe in their abilities.
From an ethical perspective, invasive procedures should not be taught or practised on
real people; instead, trainees should be able to train in simulated, controlled and safe
environments, allowing them to make errors and learn from them with no harmful
consequences to any person. This ensures absolute respect for human rights by protecting
patients’ dignity and guarantees the quality of nursing care, even during health
professionals’ learning processes.
A theoretical framework to assess implementation fidelity of adaptive public...valéry ridde
This document proposes a theoretical framework for assessing implementation fidelity of adaptive public health interventions. It begins by discussing the importance of implementation outcomes like feasibility, appropriateness and fidelity. While fidelity concerns delivering an intervention as intended, adaptations are common and can threaten effectiveness if not properly evaluated. The document then describes a study that evaluated fidelity of an empowerment strategy for dengue prevention in Cuba, finding adaptations occurred. It concludes by outlining an adapted framework building on existing models to better capture fidelity and important adaptations by defining expected outcomes, intervention principles and developing intervention-specific descriptors.
This document provides tips for establishing a CUSP team and preparing for the CUSP kick-off meeting. It discusses completing the four pre-CUSP steps: conducting a culture assessment, establishing an interdisciplinary CUSP team, partnering with a senior executive, and gathering unit data. It also covers providing the Science of Safety training to staff and administering the 2-question staff survey. The document instructs on preparing a kick-off meeting document using a template and outlines what to expect during the kick-off meeting with the CUSP team and senior executive.
This presentation describes a pediatric and med-peds resident resuscitation quality improvement program using mock code simulations. The program aims to provide residents with additional code experience through simulations and assess changes in their performance scores pre- and post-program. Residents participate in 3 mock codes per year that are video recorded and externally evaluated. The goal is to achieve a 20% improvement in assessment scores by focusing on medical knowledge, communication skills, and team management. Feedback from the conference will help strengthen study design and data collection methods.
Multi-site outreach simulation education to improve premature infant admissio...INSPIRE_Network
This document summarizes a presentation about using multisite simulation education to improve admission temperatures for premature infants. The presentation describes a pilot study conducted from 2015-2017 that provided simulation education to community hospitals on improving thermal control for preterm infants. The study found improved admission temperatures after education and plans to conduct a larger study to further evaluate the impact of different educational interventions on newborn temperatures.
This document describes a study to compare the effectiveness of using an electronic medical record (EMR) like EPIC for disaster triage versus traditional color-coded tags. The study will randomize first responders at a disaster drill to either use EPIC on a mobile app to register patients and assign triage levels in the field, or to use color-coded tags. The primary outcome is time from triage to treatment, with secondary outcomes like triage time per patient and time of arrival to hospital treatment. Feedback is sought on study design and secondary measures. The goals are to finalize IRB approval and begin the study by February 2017.
Throughput, cost and standardization: Does a serious game in healthcare work ...INSPIRE_Network
Throughput, cost and standardization: Does a serious game in healthcare work for teaching parents and clinician neuro assessment in Children with VP Shunt?
Making simulation training stick with rapid cycle deliberate practiceINSPIRE_Network
This document describes a proposed study to compare the effectiveness of interleaved versus progressive simulation training scenarios on the long-term retention of pediatric resuscitation skills among nursing staff. The study would involve two cohorts of pediatric nurse teams who receive rapid cycle deliberate practice simulation training, with one cohort receiving interleaved scenarios and the other receiving a single progressive scenario. The primary outcome would be the percentage of team participants who can demonstrate retention of three resuscitation skill bundles at 100% after 12 months. Key steps include receiving feedback on the study design, submitting for IRB approval within two months, and goals to accomplish at the INSPIRE conference.
Alert 2017 deshpande secure_tube study in simulatedINSPIRE_Network
This document summarizes a proposed study to compare the SecureTube endotracheal tube to traditional endotracheal tubes in a simulated setting. The study would involve medical professionals intubating a manikin using both tube types and measuring intubation time and ease of use. Nurses and respiratory therapists would also secure and adjust the tube depths to assess ease of use. The goal is to determine if the SecureTube design improves unplanned extubation rates compared to traditional tubes.
The document describes a proposed interdisciplinary pediatric sedation provider course toolkit that aims to improve team communication and decrease adverse events. It will develop, test, and evaluate an online and in-person simulation course for medical doctors, registered nurses, and nurse practitioners. The course will include content on evidence-based sedation safety practices and interdisciplinary team communication tools. The goal is to demonstrate improved safe sedation practices and communication through techniques like pre-sedation time outs, SBAR handoffs, and call-outs compared to existing provider courses. Effectiveness will be evaluated through a pilot and revisions before wider dissemination.
Alert 2017 duff co_nsolidating tools for outcomesINSPIRE_Network
This presentation discusses a study called CONTOUR that aims to improve team performance in pediatric cardiac arrest through the use of cognitive aids. The study will test the impact of a "reader" cognitive aid, the CARD system, and an integrated approach on teamwork and adherence to resuscitation guidelines. It is a randomized controlled simulation-based study involving multi-professional healthcare teams. The presentation provides background on the problem, outlines the study approach and design, research question, timeline, and contact information for the presenter.
Alert 2017 lopreiato - a handover osce to measure skills in transitions of ...INSPIRE_Network
The document summarizes a study that used a handover OSCE (objective structured clinical examination) station to measure the handover skills of pediatric interns. Over three years, 126 interns participated in the handover OSCE, which assessed their performance on a 10-item scale. Results showed improvements over time, with interns scoring higher on domains like patient summary, action lists, and contingency planning. The study aims to continue data collection and analysis, with the goal of presenting results at a conference in June 2017.
Validating a serious games strategy to improve multi-patient care in emergenc...INSPIRE_Network
This presentation discusses a study validating a serious game to improve multi-patient care skills in emergency departments. The study compares game performance and choices to other metrics like medical licensing exam scores and evaluations. It is currently enrolling US medical students and pediatric residents. The goal is to determine if there is a dose-response relationship between game use and multi-patient care ability as assessed by in-game metrics and real patient care efficiency. The presentation outlines the study timeline and seeks advice on funding, data collection best practices, and alternative outcomes.
This document summarizes a presentation on using virtual reality simulation training in pediatric resuscitation. It discusses how VR could help train medical personnel by simulating stressful resuscitation environments without risks to real patients. Currently, training relies on mannequin-based or screen-based simulation, but VR may provide a more immersive experience. The researchers plan to study whether VR training improves trainee decision-making compared to standard simulation, with the goal of enlisting other hospitals to collaborate on the research.
The International Network for Simulation-based Pediatric Innovation, Research, and Education (INSPIRE) is a collaborative research network with investigators and educators from around the globe (http://www.inspiresim.com/) focusing on improving the lives of children using rigorous simulation-based research. This is the 3rd annual report that highlights the work within INSPIRE and by INSPIRE members.
This document summarizes the INSPIRE @ IMSH 2016 conference. The conference welcomed participants and provided information about the wireless network. It then introduced the mission of INSPIRE, which is to improve medical care for acutely ill children through simulation-based research questions related to resuscitation, skills, debriefing, and education. The document outlined the research themes of INSPIRE including training/assessment and healthcare innovations. It provided the schedule of presentations and working groups for the conference. Screen-based simulation and reporting guidelines for simulation research were also discussed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
7. • Robust acceptance by trainees
• Enhanced learning
• Transfer to clinical setting
RESEARCH EVIDENCE
8. Educators and students exposed to
mannequin-based simulation
85% of students & 85% of educators rated session as
excellent
> 80% sim-based training should be required for all medical
students
Gordon et al., Acad Med 2001
ROBUST ACCEPTANCE
9. • Robust acceptance by trainees
• Enhanced learning
• Transfer to clinical setting
RESEARCH EVIDENCE
10. D Tabak, CA Moulton, A Birze,
H MacRae, D Nestel, R Kneebone, V LeBlanc
ENHANCED
LEARNING USING
HYBRID
SIMULATIONS
11.
12.
13. Specific Research Aims
To determine the effectiveness of the hybrid
simulation in teaching communication and
interpersonal skills to medical students and
surgical residents
14. Study Design
4th
Year
Medical
Students
N = 16
PGY1
Surgery
Residents
N = 16
Wound Closure
Drunk and Angry
Urinary
Catheterization
Uncomfortable
Patient
Feedback
Volar Cast
Irritated
Skin Lesion
Blind and Afraid
Pre-Test Post -Test
No Feedback
15. Outcome Measures
Validated communication scale (2 blinded raters)
Empathy
Response to patient’s feelings and needs
Coherence
Plan and organization of the interview
Verbal Expression
Command of language
Non Verbal Expression
Engagement with non verbal expression
Hodges B. Med Teach 2003; 25:250-254
Validated technical scales
22. ENHANCED LEARNING
20 anesthesiology residents; 2-h training session:
- High-fidelity simulation-based training
- Interactive seminar
Each trainee then weaned patients from CPB
- within 2 weeks (posttest)
- within 5 weeks (retention test)
Bruppacher et al., Anesthesiology; 2010
23. Post Test Retention
Non technical
skills
Clinical
checklist
Non technical
skills
Clinical
checklist
Seminar
11.8 75.4 11.7 77.0
Simulation
14.3 89.9 14.1 93.2
24. TRANSFER TO CLINICAL
SETTING
Simulation-based learning of central line insertions
- Greater success
- Reduced complications
- Reduced infection rates
Barsuk et al; Arch Intern Med; 2009
25. BUT…..Some evidence of lack of improvements:
Olympio (2003):
no improvement in management of intubation
Borges (2010):
no changes in management of “cannot intubate, cannot
ventilate” scenarios
Wenk (2009):
simulation not better than PBL for intubation
26. Not possible to state that simulation, itself, IS or IS NOT effective
for learning
Important to understand what elements of simulation facilitate
learning
30. Key element to learning and skill acquisition
without debriefing, students fail to learn
Issenberg et al. (2005) Medical Teacher; Stefanidis et a.l (2007) Surgery
Xeroulis et al. (2007) Surgery; Walsh et al. (2009) Academic Medicine
FEEDBACK
31. Medical students learning suturing and knot tying
skill
Control group: practice with no feedback
Concurrent: feedback as student performs the task
Summary: feedback after completion of the task
SUMMARY VS CONCURRENT FEEDBACK
Xeroulis et al., 2006; Surgery
32. Immediate post-test:
• Control < Concurrent = Summative
1-month retention test:
• Control = Concurrent < Summative
RESULTS
33. Continuous, intensive feedback inhibits learning:
• Over-guidance: learners overly depend on feedback
and perform poorly in it’s absence
• Inhibits intrinsic learning strategies and problem
solving activities necessary to master skills
NOT JUST ANY FEEDBACK
35. Podcast Study- In Progress
How to optimize podcasts in health professions
education
• Mental practice:
-cognitive rehearsal of the steps in a tasks without overt
physical movement
• Modeling:
-Viewing of a demonstration of what needs to be
learned
Fahad Alam, Sylvain Boet, Vicki LeBlanc
36. Pre-Test (Multiple Choice)
Randomization
Podcast
No Mental Practice
No Modeling
(n=15)
Podcast
With Mental Practice
No Modeling
(n=15)
Podcast
No Mental Practice
With Modeling
(n=15)
Podcast
With Mental Practice
With Modeling
(n=15)
Post-Test (Multiple Choice)
Basic Airway Management
Simulation Scenario
37. Preliminary results
Data collection: mid-point, with 7-8 per group
MCQ improvements:
Control < Mental Practice = Modeling < MP and Modeling
38. Summary
Significant scholarship in simulation over 20 years
- Learner reactions
- Can lead to improved performance
- Learning transfers to clinical setting
Important focus of current research…
…understanding how to optimize simulation-based learning
39. “The field of patient simulation has gotten to
where it is now because it makes sense, but
we need more science behind it to guide its
use.”
Jim Gordon
Editor's Notes
Growth
Did not appear to be at the expense of technical skills