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1.
Eur J Pediatr ; 2021 Sep 08.
Artigo em Inglês | MEDLINE | ID: mdl-34498171

RESUMO

Competency-based education (CBE) has transformed medical training during the last decades. In Flanders (Belgium), multiple competency frameworks are being used concurrently guiding paediatric postgraduate CBE. This study aimed to merge these frameworks into an integrated competency framework for postgraduate paediatric training. In a first phase, these frameworks were scrutinized and merged into one using the Canadian Medical Education Directives for Specialists (CanMEDS) framework as a comprehensive basis. Thereafter, the resulting unified competency framework was validated using a Delphi study with three consecutive rounds. All competencies (n = 95) were scored as relevant in the first round, and twelve competencies were adjusted in the second round. After the third round, all competencies were validated for inclusion. Nevertheless, differences in the setting in which a paediatrician may work make it difficult to apply a general framework, as not all competencies are equally relevant, applicable, or suitable for evaluation in every clinical setting. These challenges call for a clear description of the competencies to guide curriculum planning, and to provide a fitting workplace context and learning opportunities.Conclusion: A competency framework for paediatric post-graduate training was developed by combining three existing frameworks, and was validated through a Delphi study. This competency framework can be used in setting the goals for workplace learning during paediatric training. What is Known: •Benefits of competency-based education and its underlying competency frameworks have been described in the literature. •A single and comprehensive competency framework can facilitate training, assessment, and certification. What is New: •Three existing frameworks were merged into one integrated framework for paediatric postgraduate education, which was then adjusted and approved by an expert panel. •Differences in the working environment might explain how relevant a competency is perceived.

2.
J Vet Med Educ ; 48(3): 281-288, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32108546

RESUMO

Clinical skills laboratory (CSL) training was recently introduced in the renewed veterinary curriculum at Ghent University, using models and simulators for teaching practical skills. However, time in the CSL is restricted due to the large number of students combined with limited availability of personnel. Therefore, a flipped classroom (FC) model was introduced to maximize learning experiences. The goal of the present study was to evaluate the effect of flipped classroom CSL training on students' self-efficacy and practical surgical skills. Flipped classroom CSL training was implemented for the third-year pre-clinical students (n = 196) in the 6-year veterinary medicine program. Prior to CSL sessions, students studied online 'learning paths,' including text, pictures, videos of the skills, links to background information, a forum, and a compulsory pre-class quiz. A pre- and post-test were administered before and after flipped classroom CSL training. The tests consisted of a self-efficacy scale consisting of 20 items and an objective structured clinical examination (OSCE) test of surgical skills performance. Flipped classroom CSL training resulted in significantly higher self-efficacy (score/100, pre-test 55 ± 14 vs. post-test 83 ± 8, p< .001) and surgical skills performance (score/20, pre-test 5 ± 3 vs. post-test 17 ± 3, p< .001). In conclusion, this study demonstrated the feasibility and value of implementing a flipped classroom approach in combination with CSL training.


Assuntos
Educação à Distância , Educação em Veterinária , Estudantes de Medicina , Animais , Competência Clínica , Currículo , Humanos , Aprendizagem Baseada em Problemas
3.
Curr Psychol ; : 1-14, 2020 Jan 09.
Artigo em Inglês | MEDLINE | ID: mdl-32421061

RESUMO

Worldwide, we observe an increasing focus on fostering well-being in adolescents. This is reflected in growing research in the field of care. However, empirical research is lacking that focuses on the relationship between components of care: receiving care, self-care and extending care. This lack of research is mirrored in the lack of valid measures for assessing care competencies in educational contexts. The present research, therefore, has four goals: 1) to create a valid and reliable scale assessing levels of care competencies based on the multifaceted and multidimensional concept of care; 2) to explore the relationship between socio-demographic characteristics and care competencies in adolescents; 3) to examine the psychological outcomes associated with different levels of care competencies in adolescents; 4) to explore the interaction of the three care dimensions in predicting adolescents' well-being. Based on data from 742 adolescents, a reliable and valid scale could be developed with six subscales: Receiving care, self-care and extending care, with each of them falling apart in care competencies and care failures. Gender, age and academic achievement were related to care competencies/failures. Findings support the link between adolescents' well-being and care competencies/failures. These results have implications for promoting adolescents' well-being through school-based care-cultivation programs.

4.
Acta Med Port ; 33(1): 22-30, 2020 Jan 03.
Artigo em Inglês | MEDLINE | ID: mdl-31928600

RESUMO

INTRODUCTION: The aim of the study described in this paper is to screen medical curricula in relation to the attention paid to intimate partner violence, by applying a framework derived from the international literature. MATERIAL AND METHODS: We screened curricula of five Mozambican medical schools based on a state-of-the-art intimate partner violence curriculum framework. The latter framework was based on a review of the literature. RESULTS: Few medical schools of Mozambique could be identified addressing intimate partner violence in their curriculum. When tackled, intimate partner violence content is mostly dealt within the context of Obstetrics and Gynaecology, Community Health and Forensic Medicine rotations. Intimate partner violence contents are integrated as stand-alone modules in some specific subjects. In none of the schools, specific teachers teaching intimate partner violence could be identified. No time allocation was specified to address the topic; no teaching and learning strategies could be identified invoking awareness or supporting basic knowledge acquisition; additionally, hardly any information about related assessment methods was found. Only in one medical school was the subject part of the formal curriculum. DISCUSSION: Intimate partner violence content is hardly and inconsistently addressed. The limited intimate partner violence content tracked in the Mozambican medical schools' curricula, mainly addresses violence in general, for instance as identified in Orthopaedics or Surgery contexts and sexual violence in Obstetrics and Gynaecology. The inclusion of elements of intimate partner violence in the curriculum remains restricted, questioning the impact of medical education of future practitioners' competencies. CONCLUSION: Critical changes are needed in medical curricula to match the current epidemiology of intimate partner violence in Mozambique.


Assuntos
Currículo , Educação Médica , Conhecimentos, Atitudes e Prática em Saúde , Violência por Parceiro Íntimo , Ginecologia/educação , Humanos , Moçambique , Obstetrícia/educação , Faculdades de Medicina
5.
Front Public Health ; 7: 204, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31396502

RESUMO

Purpose: The researchers aimed to identify the gaps in competencies designed to help medical students to deal with Intimate Partner Violence (IPV) in key Mozambican medical schools curricula. Method: A survey was administered to 3rd and 6th-year medical students (N387), enrolled in five medical schools in Mozambique. The instrument focused on mapping students' perceived mastery of their knowledge, skills, and attitudes related to IPV. Results: In total, 387 medical students (RR 66%) participated in the survey. The overall mean perceived mastery of IPV competence was 36.18 (SD = 24.52) for knowledge, 32.01 (SD = 27.37) for skills, and 43.47 (SD = 27.58) for attitudes. Though 6th-year students reported a significantly higher mastery level, it is still below a mastery-learning benchmark of 80%. Conclusions: Medical students report critically low levels in their mastery of IPV- related competencies. This implies a need for a more comprehensive approach to developing knowledge, skills, and attitudes to deal with the victims of IPV.

6.
Acta Clin Belg ; 74(5): 297-316, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-29874976

RESUMO

OBJECTIVES: Training children in cardiopulmonary resuscitation (CPR) is one of the strategies to increase bystander CPR in society. Reinforcing knowledge and awareness and increasing willingness to perform bystander CPR contributes to a better outcome after cardiac arrest. We questioned schoolchildren, teachers and principals about their awareness of the importance of CPR and about their willingness to perform CPR. METHODS: During a four-month period, Flemish schoolchildren aged 10-18 years, teachers and principals were invited to complete a survey consisting of three parts: (1) demographics, (2) CPR (training) experience and (3) attitude towards CPR teaching and training. RESULT: In total, 390 schoolchildren, 439 teachers and 100 principals completed the survey. Previous CPR training was reported by 33% of the schoolchildren (in 82% as part of the curriculum) and by 81% teachers and 82% principals. Willingness to participate in CPR training was 77% in schoolchildren, 79% in teachers and 86% in principals with 88% of the principals convinced that schoolchildren should learn how to perform CPR. Willingness to perform CPR in a real-life situation was 68% in schoolchildren, 84% in teachers and 92% in principals. CONCLUSION: Schoolchildren are well aware of the importance of CPR and are willing to acquire the related knowledge and skills. Noteworthy is the larger awareness among principals and teachers, establishing a strong base for increasing implementation of CPR training in schools. However, a majority of children indicated a lack of training opportunities, highlighting the need for a stronger implementation.


Assuntos
Reanimação Cardiopulmonar/educação , Reanimação Cardiopulmonar/psicologia , Pessoal de Educação/psicologia , Parada Cardíaca Extra-Hospitalar/terapia , Adolescente , Conscientização , Bélgica , Criança , Pesquisas sobre Serviços de Saúde , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Internet , Parada Cardíaca Extra-Hospitalar/psicologia
7.
Springerplus ; 5(1): 1754, 2016.
Artigo em Inglês | MEDLINE | ID: mdl-27795897

RESUMO

This study aims to gain insight in the relationship between principals' leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals' instructional and transformational leadership style and principals' strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The results indicate that both instructional and transformational leadership is associated with the strategic orientation of principals. The HR orientation, on the other hand, is not reflected in the principals' leadership style. Recommendations for further research in this area are discussed.

8.
J Prim Prev ; 37(3): 247-61, 2016 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-26821548

RESUMO

Teenagers face significant risks when using increasingly popular social network sites. Prevention and intervention efforts to raise awareness about these risks and to change risky behavior (so-called "e-safety" interventions) are essential for the wellbeing of these minors. However, several studies have revealed that while school interventions often affect awareness, they have only a limited impact on pupils' unsafe behavior. Utilizing the Theory of Planned Behavior and theories about parental involvement, we hypothesized that involving parents in an e-safety intervention would positively influence pupils' intentions and behavior. In a quasi-experimental study with pre- and post-test measures involving 207 pupils in secondary education, we compared the impact of an intervention without parental involvement with one that included active parental involvement by means of a homework task. We found that whereas parental involvement was not necessary to improve the intervention's impact on risk awareness, it did change intentions to engage in certain unsafe behavior, such as posting personal and sexual information on the profile page of a social network site, and in reducing existing problematic behavior. This beneficial impact was particularly evident for boys. These findings suggest that developing prevention campaigns with active parental involvement is well worth the effort. Researchers and developers should therefore focus on other efficient strategies to involve parents.


Assuntos
Assunção de Riscos , Instituições Acadêmicas , Comportamento Sexual , Apoio Social , Adolescente , Feminino , Humanos , Masculino , Pais
9.
Anat Sci Educ ; 9(3): 222-30, 2016 May 06.
Artigo em Inglês | MEDLINE | ID: mdl-26441000

RESUMO

Histology is the study of microscopic structures in normal tissue sections. Curriculum redesign in medicine has led to a decrease in the use of optical microscopes during practical classes. Other imaging solutions have been implemented to facilitate remote learning. With advancements in imaging technologies, learning material can now be digitized. Digitized microscopy images can be presented in either a static or dynamic format. This study of remote histology education identifies whether dynamic pictures are superior to static images for the acquisition of histological knowledge. Test results of two cohorts of second-year Bachelor in Medicine students at Ghent University were analyzed in two consecutive academic years: Cohort 1 (n = 190) and Cohort 2 (n = 174). Students in Cohort 1 worked with static images whereas students in Cohort 2 were presented with dynamic images. ANCOVA was applied to study differences in microscopy performance scores between the two cohorts, taking into account any possible initial differences in prior knowledge. The results show that practical histology scores are significantly higher with dynamic images as compared to static images (F (1,361) = 15.14, P < 0.01), regardless of student's gender and performance level. Several reasons for this finding can be explained in accordance with cognitivist learning theory. Since the findings suggest that knowledge construction with dynamic pictures is stronger as compared to static images, dynamic images should be introduced in a remote setting for microscopy education. Further implementation within a larger electronic learning management system needs to be explored in future research. Anat Sci Educ 9: 222-230. © 2015 American Association of Anatomists.


Assuntos
Histologia/educação , Aprendizagem , Microscopia , Adolescente , Feminino , Humanos , Masculino , Estudos Retrospectivos
10.
Nurse Educ Pract ; 15(3): 212-7, 2015 May.
Artigo em Inglês | MEDLINE | ID: mdl-25481082

RESUMO

OBJECTIVES: To investigate the effect of automated testing and retraining on the cardiopulmonary resuscitation (CPR) competency level of emergency nurses. METHODS: A software program was developed allowing automated testing followed by computer exercises based on the Resusci Anne Skills Station™ (Laerdal, Norway). Using this system, the CPR competencies of 43 emergency nurses (mean age 37 years, SD 11, 53% female) were assessed. Nurses passed the test if they achieved a combined score consisting of ≥70% compressions with depth ≥50 mm and ≥70% compressions with complete release (<5 mm) and a mean compression rate between 100 and 120/min and ≥70% bag-valve-mask ventilations between 400 and 1000 ml. Nurses failing the test received automated feedback and feedforward on how to improve. They could then either practise with computer exercises or take the test again without additional practise. Nurses were expected to demonstrate competency within two months and they were retested 10 months after baseline. RESULTS: At baseline 35/43 nurses failed the test. Seven of them did not attempt further testing/practise and 7 others did not continue until competency, resulting in 14/43 not competent nurses by the end of the training period. After ten months 39 nurses were retested. Twenty-four nurses failed with as most common reason incomplete release. CONCLUSION: Automated testing with feedback was effective in detecting nurses needing CPR retraining. Automated training and retesting improved skills to a predefined pass level. Since not all nurses trained until success, achieving CPR competence remains an important individual and institutional motivational challenge. Ten months after baseline the combined score showed important decay, highlighting the need for frequent assessments.


Assuntos
Reanimação Cardiopulmonar/educação , Avaliação Educacional , Recursos Humanos de Enfermagem/educação , Ensino/métodos , Adulto , Reanimação Cardiopulmonar/normas , Competência Clínica , Serviço Hospitalar de Emergência , Retroalimentação , Feminino , Humanos , Masculino , Manequins , Pessoa de Meia-Idade , Ensino/normas
11.
PLoS One ; 9(8): e104036, 2014.
Artigo em Inglês | MEDLINE | ID: mdl-25162234

RESUMO

The substantial use of social network sites by teenagers has raised concerns about privacy and security. Previous research about behavior on social network sites was mostly based on surveys and interviews. Observational research overcomes problems inherent to this research method, for example social desirability. However, existing observational research mostly focuses on public profiles of young adults. Therefore, the current observation-study includes 1050 public and non-public Facebook-profiles of teenagers (13-18) to investigate (1) what kind of information teenagers post on their profile, (2) to what extent they protect this information using privacy-settings and (3) how much risky information they have on their profile. It was found that young people mostly post pictures, interests and some basic personal information on their profile. Some of them manage their privacy-settings as such that this information is reserved for friends' eyes only, but a lot of information is accessible on the friends-of-friends' pages. Although general risk scores are rather low, more detailed analyses show that teenagers nevertheless post a significant amount of risky information. Moreover, older teenagers and girls post more (risky) information while there are no differences in applying privacy settings. We found no differences in the Facebook behavior of teenagers enrolled in different education forms. Implications of these results are discussed.


Assuntos
Confidencialidade/ética , Assunção de Riscos , Mídias Sociais/ética , Adolescente , Confidencialidade/psicologia , Coleta de Dados , Feminino , Amigos/psicologia , Humanos , Masculino , Fatores Sexuais , Desejabilidade Social
12.
Resuscitation ; 85(9): 1282-6, 2014 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-24983199

RESUMO

OBJECTIVES: To investigate whether repetitive sessions of formative self-testing (RFST) result in an equal cardiopulmonary resuscitation (CPR) skill level compared to repetitive sessions of formative self-testing with additional practice (RFSTAP). METHODS: In a non-inferiority trial, 196 third-year medical students were randomised to an RFST or RFSTAP group. Testing and practising took place in a self-learning station equipped with a manikin connected to a computer. Each cycle of RFST consisted of a 2-min CPR test followed by feedback and feedforward. In the RFSTAP group, additional practice consisted of CPR exercises with a computer voice feedback. To be successful, a combined score consisting of ≥70% compressions with a depth of ≥50 mm and ≥70% compressions with complete release (<5 mm) and a compression rate of 100-120 min(-1) and ≥70% ventilations with a volume of 400-1000 ml had to be achieved within 6 weeks. Skill retention was measured after 6 months. The non-inferiority margin was predefined as a 10% difference in success rate. RESULTS: After six weeks the success rate in both groups was 96%: 99/103 (RFST) and 89/93 (RFSTAP). After 6 months, the success rate in the competent students was 26/96 (27%) for RFST and 32/86 (37%) for RFSTAP (three students dropped out in each group). The difference in the success rate between RFSTAP and RFST was 10% and 90% (CI -2 to 23%), respectively. As the upper bound exceeded 10%, non-inferiority was inconclusive. For each CPR skill separately, RFST was non-inferior for ventilation and complete release, superior for compression depth and inferior for compression rate. CONCLUSIONS: RFST and RFSTAP were equally effective to refresh skills within 6 weeks. After 6 months, non-inferiority was inconclusive for the combined score. Our results indicate the potential of RFST to refresh CPR skills.


Assuntos
Reanimação Cardiopulmonar/educação , Competência Clínica , Autoavaliação Diagnóstica , Feminino , Humanos , Masculino , Adulto Jovem
13.
J Occup Environ Med ; 55(11): 1276-80, 2013 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-24164768

RESUMO

OBJECTIVES: Self-efficacy is defined as a person's beliefs in his or her abilities to successfully complete a task, and has been shown to influence student motivation and academic achievement. The purpose of this study was to evaluate the impact of a new European teaching module in occupational medicine on undergraduate students' self-efficacy and knowledge in the subject matter. METHODS: Pre-, in-between, and posttraining tests were used to assess self-efficacy and knowledge building of 261 third-year medical students on occupational health issues. Determinants of self-efficacy and knowledge were also identified. Repeated measurement data were analyzed with multilevel statistical procedures. RESULTS: The level of self-efficacy and knowledge in occupational medicine increased after the training. Students who frequently attended the lectures scored significantly higher than sporadic attendees. There was no relation between the level of self-efficacy and the final knowledge score. CONCLUSIONS: Teaching with the new occupational medicine module was effective. Lecture attendance is an important determinant of self-efficacy and performance. Self-efficacy was not associated with knowledge score. Encouraging classroom participation may enhance student achievement.


Assuntos
Educação de Graduação em Medicina/métodos , Conhecimentos, Atitudes e Prática em Saúde , Medicina do Trabalho/educação , Autoeficácia , Estudantes de Medicina/psicologia , Avaliação Educacional , Feminino , Humanos , Masculino , Saúde do Trabalhador/educação , Avaliação de Programas e Projetos de Saúde
14.
Med Teach ; 35(7): 575-80, 2013 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-23701248

RESUMO

In search for an instrument to measure overall curriculum impact, we developed a Medical Achievement Self-efficacy Scale (MASS) and presented it to medical students enrolled in the different years of the integrated Ghent curriculum. The research aim was to study the validity and reliability of this new scale. MASS items were constructed based on the end terms of the Ghent curriculum, as it is related to the general competency frameworks of CanMEDs and the Five-star Doctor. The scale includes at least two items for each CanMEDS competency domain. Items were examined by seven experts in view of content and face validity. This resulted in an MASS version, containing 18 items, to be rated on a five-point Likert scale. This version was piloted on 94 undergraduate medical students enrolled at the Catholic University of Leuven. The final version was presented to 1066 undergraduate medical students enrolled at Ghent University. Reliability of the MASS scale was high (α=0.89). As expected, self-efficacy scores increased significantly over the years (F=39.11, p<0.001). In view of determining predictive validity, regression analysis was carried out to predict students' academic achievement from self-efficacy scores. As expected, MASS scores significantly predicted Maastricht Progress Test scores (F=108.18, p<0.001).


Assuntos
Logro , Competência Clínica/normas , Currículo/normas , Educação Médica/normas , Autoeficácia , Atitude do Pessoal de Saúde , Avaliação Educacional , Humanos , Projetos Piloto , Reprodutibilidade dos Testes
15.
Anat Sci Educ ; 6(5): 307-15, 2013.
Artigo em Inglês | MEDLINE | ID: mdl-23463716

RESUMO

Histology stands as a major discipline in the life science curricula, and the practice of teaching it is based on theoretical didactic strategies along with practical training. Traditionally, students achieve practical competence in this subject by learning optical microscopy. Today, students can use newer information and communication technologies in the study of digital microscopic images. A virtual microscopy program was recently introduced at Ghent University. Since little empirical evidence is available concerning the impact of virtual microscopy (VM) versus optical microscopy (OM) on the acquisition of histology knowledge, this study was set up in the Faculty of Medicine and Health Sciences. A pretest-post test and cross-over design was adopted. In the first phase, the experiment yielded two groups in a total population of 199 students, Group 1 performing the practical sessions with OM versus Group 2 performing the same sessions with VM. In the second phase, the research subjects switched conditions. The prior knowledge level of all research subjects was assessed with a pretest. Knowledge acquisition was measured with a post test after each phase (T1 and T2). Analysis of covariance was carried out to study the differential gain in knowledge at T1 and T2, considering the possible differences in prior knowledge at the start of the study. The results pointed to non-significant differences at T1 and at T2. This supports the assumption that the acquisition of the histology knowledge is independent of the microscopy representation mode (VM versus OM) of the learning material. The conclusion that VM is equivalent to OM offers new directions in view of ongoing innovations in medical education technology.


Assuntos
Instrução por Computador , Histologia/educação , Microscopia , Ensino/métodos , Bélgica , Estudos Cross-Over , Currículo , Avaliação Educacional , Escolaridade , Feminino , Humanos , Interpretação de Imagem Assistida por Computador , Masculino , Aprendizagem Baseada em Problemas , Avaliação de Programas e Projetos de Saúde , Estudantes , Inquéritos e Questionários , Universidades , Adulto Jovem
16.
Resuscitation ; 84(9): 1267-73, 2013 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-23511844

RESUMO

INTRODUCTION: Regular assessments are recommended to identify individuals requiring additional resuscitation training. We developed a strategy of short CPR self-learning sessions followed by automated assessment with feedback and investigated its efficiency to achieve a pre-defined level of compression skills. METHODS: Four hundred and four students in pharmacy and educational sciences participated. Initial training (max. 40 min) consisted of a 15 min learning-while-watching video followed by manikin exercises with computer voice feedback. At baseline and after training, performance was measured using an automated test. To be judged competent participants had to achieve ≥ 70% compressions with depth ≥ 50 mm and ≥ 70% compressions with complete release (<5mm) and a compression rate between 100 and 120 min(-1) within a two month period. Automated feedback was provided and failed participants had to retrain within two weeks. Retraining (max. 20 min and max. three times) was done with voice feedback exercises. Before retraining, the previous test result was displayed together with feedforward. After five months all participants were invited for a retention test. RESULTS: After one to four sessions, 99% (401/404) of all participants achieved competency. After five months 48% (137/288) of the students participating in the retention test was still competent. The percentage competent participants was 80% (230/288) for compression depth, 97% (279/288) for complete release and 60% (172/288) for mean rate. CONCLUSIONS: One or multiple short self-learning sessions were highly efficient to successfully train 99% of participants. After five months, retention of compression depth and complete release was very high. However, only 48% still achieved a 70% combined score for compression skills, highlighting the importance of regular assessment and retraining.


Assuntos
Reanimação Cardiopulmonar/educação , Instrução por Computador/métodos , Aprendizagem , Competência Profissional , Automação , Bélgica , Estudos de Coortes , Avaliação Educacional , Retroalimentação , Feminino , Massagem Cardíaca/métodos , Humanos , Masculino , Manequins , Retenção Psicológica , Estudantes de Farmácia , Fatores de Tempo , Gravação em Vídeo , Adulto Jovem
17.
Resuscitation ; 84(4): 496-500, 2013 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-23376584

RESUMO

INTRODUCTION: Schoolteachers are expected to play a role in teaching cardiopulmonary resuscitation (CPR) to schoolchildren, but little is known about their attitudes, actual knowledge and willingness to do so. We conducted a survey about CPR knowledge, preparedness to perform and teach CPR as well as attitude towards an alternative self-learning strategy amongst Flemish teachers. METHODS: A questionnaire was developed consisting of four distinct parts: (1) Demographics; (2) CPR knowledge and skills level; (3) Attitude towards training and (4) Resuscitation experience. Content experts screened the questionnaire in view of content validity. One hundred and seventy-one students in Educational Sciences were each asked to interview 25 different teachers. RESULTS: A total of 4273 teachers participated in the study (primary school n=856; secondary school n=2562; higher education n=855). Of all respondents, 59% (2539/4273) had received previous CPR training with the highest proportion observed in primary schoolteachers (69%) and in the age group 21-30 years (68%). Mandatory CPR training at school was supported by 41% (1751/4273) of the teachers and only 36% was aware that CPR is now formally included in the secondary education curriculum. Sixty-one percent (2621/4273) did not feel capable and was not willing to teach CPR, mainly because of a perceived lack of knowledge in 50% (2151/2621). In addition 69% (2927/4273) felt incompetent to perform correct CPR and 73% (3137/4273) wished more training. Feeling incompetent and not willing to teach was related to the absence of previous training. Primary schoolteachers and the age group 21-30 years were most willing to teach CPR. CONCLUSIONS: Although many teachers mentioned previous CPR training, only a minority of mostly young and primary schoolteachers felt competent in CPR and was willing to teach it to their students.


Assuntos
Atitude , Reanimação Cardiopulmonar/educação , Docentes/estatística & dados numéricos , Competência Profissional , Adulto , Bélgica , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
18.
Resuscitation ; 84(1): 72-7, 2013 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-22922073

RESUMO

INTRODUCTION: The optimal strategy to retrain basic life support (BLS) skills on a manikin is unknown. We analysed the differential impact of a video (video group, VG), voice feedback (VFG), or a serial combination of both (combined group, CG) on BLS skills in a self-learning (SL) environment. METHODS: Two hundred and thirteen medicine students were randomly assigned to a VG, a VFG and a CG. The VG refreshed the skills with a practice-while-watching video (abbreviated Mini Anne™ video, Laerdal, Norway) and a manikin, the VFG with a computer-guided manikin (Resusci Anne Skills Station™, Laerdal, Norway) and the CG with a serial combination of both. Each student performed two sequences of 60 compressions, 12 ventilations and three complete cycles of BLS (30:2). The proportions of students achieving adequate skills were analysed using generalised estimating equations analysis, taking into account pre-test results and training strategy. RESULTS: Complete datasets were obtained from 192 students (60 VG, 69 VFG and 63 CG). Before and after training, ≥70% of compressions with depth ≥50 mm were achieved by 14/60 (23%) vs. 16/60 (27%) VG, 24/69 (35%) vs. 50/69 (73%) VFG and 19/63 (30%) vs. 41/63 (65%) CG (P<0.001). Compression rate 100-120/min was present in 27/60 (45%) vs. 52/60 (87%) VG, 28/69 (41%) vs. 44/69 (64%) VFG and 27/63 (43%) vs. 42/63 (67%) CG (P=0.05). Achievement of ≥70% ventilations with a volume 400-1000 ml was present in 29/60 (49%) vs. 32/60 (53%) VG, 32/69 (46%) vs. 52/69 (75%) VFG and 25/63 (40%) vs. 51/63 (81%) CG (P=0.001). There was no between-groups difference for complete release. CONCLUSIONS: Voice feedback and a sequential combination of video and voice feedback are both effective strategies to refresh BLS skills in a SL station. Video training alone only improved compression rate. None of the three strategies resulted in an improvement of complete release.


Assuntos
Reanimação Cardiopulmonar/educação , Educação de Graduação em Medicina/métodos , Cuidados para Prolongar a Vida/normas , Bélgica , Competência Clínica , Avaliação Educacional , Retroalimentação , Feminino , Humanos , Masculino , Manequins , Gravação de Videoteipe , Voz , Adulto Jovem
19.
Eur J Emerg Med ; 20(5): 315-21, 2013 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-22922495

RESUMO

OBJECTIVES: To develop a self-learning station combining a video with computer exercises to learn cardiopulmonary resuscitation (CPR) to novices, and to assess the efficacy of these two components on CPR acquisition. METHODS: One hundred and twenty-five pharmacy students were trained using learning-while-watching video instructions followed by exercises with voice feedback. The proportion of students with adequate CPR skills (≥ 70% compressions with depth ≥ 50 mm, ≥ 70% compressions with complete release <5 mm, a compression rate between 100 and 120/min, ≥ 70% ventilations with a volume between 400 and 1000 ml) was measured at baseline, after video training and after subsequent voice-feedback training. RESULTS: Complete datasets were obtained for 104 students. After video training, the 70% cut-off for compression depth was achieved in 29/104 students, for complete release in 75/104, for ventilation volume in 44/104. Mean compression rate 100-120/min was adequate in 77/104 students. Compared with baseline results, only rate (29/104 vs. 77/104) and ventilation volume (6/104 vs. 44/104) improved. After subsequent training with voice feedback the proportions were: compression depth 88/104, compression rate 77/104, ventilation volume 74/104 and complete release 90/104. Compared with the skill level after video training only compression rate did not further improve. A score combining the three compression skills resulted in the following success rates: 6/104 (baseline), 15/104 (after the video), 59/104 (after voice feedback). CONCLUSION: Although in a self-learning station video training can introduce CPR skills to novices, additional voice-feedback exercises were needed to achieve acceptable CPR quality.


Assuntos
Reanimação Cardiopulmonar/educação , Instrução por Computador/métodos , Educação em Farmácia , Gravação em Vídeo , Bélgica , Feminino , Humanos , Conhecimento Psicológico de Resultados , Masculino , Prática Psicológica , Fatores Sexuais
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