Nuevas formas de motivación en la enseñanza de la anatomía humana / New forms of motivation in the teaching of human anatomy

Introducción: Las nuevas generaciones de alumnos (generación Z o nativa digital) en la actualidad han provocado la necesidad de implantar nuevas metodologías docentes en las que el alumnado sea un sujeto activo y participativo en su propio proceso de aprendizaje. Entre estas metodologías, el uso del aprendizaje basado en juegos puede considerarse una alternativa que refuerce a la clásica ‘clase magistral’ y las clases prácticas en la docencia universitaria. Sujetos y métodos: Utilización del aprendizaje basado en juegos (juegos serios) en los alumnos matriculados de la asignatura de Anatomía Humana I (Aparato Locomotor), de primer curso del grado de Medicina en la Universidad de Zaragoza. Resultados: El uso de esta metodología ha sido valorado, mediante encuesta de evaluación de respuesta voluntaria, de manera muy positiva, haciendo hincapié en el efecto que tiene sobre la motivación, la participación y la integración de contenidos teóricos y prácticos. Conclusión: El aprendizaje basado en juegos debe considerarse como una potente alternativa que mejora la motivación, la participación y la integración de contenido en el aula de educación superior.(AU)

Introduction: The new generations of students, such as the current generation Z or digital natives, have provoked the need to implement new teaching methodologies where students are active and participative subjects in their own learning process. Among these methodologies, the use of game-based learning can be considered an alternative to reinforce the classic ‘master class’ in university teaching. Subjects and methods: Use of game-based learning (serious games), in students enrolled in the subject of Human Anatomy I (Locomotor System), first year of the Degree of Medicine at the Universidad de Zaragoza. Results: The use of this methodology has been evaluated, by means of a voluntary evaluation survey, in a very positive way, emphasizing the effect on motivation, participation and integration of theoretical and practical contents. Conclusion: Game-based learning should be considered as a powerful alternative that improves motivation, participation and content integration in the higher education classroom.(AU)

Do tick-borne diseases affect outdoor teaching in Slovenian preschools?

Childhood experiences with nature are decisive for children's wellbeing. The need for outdoor activities has been duly recognized in the preschool curriculum in Slovenia. However, there are some obstacles to this approach-specifically, tick-borne diseases. This study examines the views and experiences of Slovenian preschool teachers (n = 158) with ticks and tick-borne diseases in order to create a safer environment for the further development of outdoor education. The majority of the respondents engage in outdoor teaching once or several times a week. They have very frequent contact with ticks and tick-borne diseases in their professional lives. More than four-fifths of the respondents carry out some tick-prevention measures in preschools, but room for improvement remains. The respondents report rare cases in which parents or guardians have tried to prohibit them from visiting outdoor areas because of tick-borne diseases, and they explain how they dealt with the situation. The attitude of preschool teachers toward ticks and tick-borne diseases did not correlate significantly with the frequency with which they went outdoors in preschools. This study therefore concludes that, despite the objective risks associated with tick-borne diseases, there is still broad consensus among educators and parents on the importance of outdoor education in the early years.

Is teaching work? A heuristic study of the views of teachers.

BACKGROUND: Teachers can be at risk of exposure to psychosocial hazards. Improving workplace safety for teachers, within a 'systems thinking' context, should begin with understanding the work. OBJECTIVE: While much is known about what teachers do, little is known about how teachers conceptualize 'work'. Knowing how teachers conceptualize 'work' provides a reference point for exploring attitudes towards work health and safety. METHODS: The paper presents a review of the literature, an overview of heuristic methodology describing and interpreting the lived experience of teachers as workers, and analysis of teachers' accounts of work. The heuristic approach allowed the author to compare their lived experiences and perceptions as a teacher with the lived experience of teachers in the NSW school system. RESULTS: Teaching is work that is both rewarding and hazardous. It is argued that teachers draw on battle motifs, perceive a need for safety within a workplace context, and have an ability to conduct personal risk assessments. CONCLUSIONS: Findings from the study provided direction for the second phase of the project that is aimed at exploring the ways in which teachers conceptualize psychosocial work- related hazards and the extent to which they are visible in teaching practice and policy.

A Randomized Trial of Instructor-Led Training Versus Video Lesson in Training Health Care Providers in Proper Donning and Doffing of Personal Protective Equipment.

OBJECTIVE: This study compared live instructor-led training with video-based instruction in personal protective equipment (PPE) donning and doffing. It assessed the difference in performance between (1) attending 1 instructor-led training session in donning and doffing PPE at 1 month prior to assessment, and (2) watching training videos for 1 month. METHODS: This randomized controlled trial pilot study divided 21 medical students and junior doctors into 2 groups. Control group participants attended 1 instructor-led training session. Video group participants watched training videos demonstrating the same procedures, which they could freely watch again at home. After 1 month, a doctor performed a blind evaluation of performance using checklists. RESULTS: Nineteen participants were assessed after 1 month. The mean donning score was 84.8/100 for the instructor-led group and 88/100 for the video group; mean effect size was 3.2 (95% CI: -7.5 to 9.5). The mean doffing score was 79.1/100 for the instructor-led group and 73.9/100 for the video group; mean effect size was 5.2 (95% CI: -7.6 to 18). CONCLUSION: Our study found no significant difference in donning and doffing scores between instructor-led and video lessons. Video training could be a fast and resource-efficient method of training in PPE donning and doffing in responding to the COVID-19 pandemic.

Medical Encounters During the United States Army Special Forces Assessment and Selection Course.

INTRODUCTION: The Special Forces Assessment and Selection (SFAS) is an extremely physically and mentally demanding 19- to 20-day course designed to determine whether Soldiers are qualified to enter the Special Forces Qualification Course. As a first step to understand medical problems during SFAS, this study examined injuries, illnesses, and activities associated with injuries during the course. MATERIALS AND METHODS: Medical events during the SFAS course were compiled from Sick Call Trackers (a log of medical encounters maintained by medical personnel in the field) and Chronology of Medical Care (Standard Form 600). Descriptive statistics were calculated for each injury and illness and injuries were compiled by the activities performed when the injuries occurred. RESULTS: Of the 800 Soldiers who volunteered for the study, 38% (n = 307/800) and 12% (n = 97/800) experienced one or more injuries and/or illnesses, respectively. The most common injuries were blisters and abrasions/lacerations with incidences of 20% (n = 158/800) and 13% (104/800), respectively. The most common illnesses were respiratory infections, other infections, contact dermatitis, and allergies with incidences of 7% (n = 57/800), 2% (n = 14/800), 2% (n = 14/800), and 2% (n = 13/800), respectively. Among all injuries recorded (n = 573), the most common were blisters (46%), abrasions/lacerations (24%), pain (not otherwise specified) (19%), tendonitis (3%), and sprains (3%). Among all illnesses recorded (n = 133), the most common were respiratory infections (56%), allergies (11%), contact dermatitis (11%), and other infections (11%). Most injuries were experienced during land navigation (44%), team events (20%), and foot marching (11%), running (6%), and the obstacle course (5%), but when the estimated time involved for each event was considered, activities with the highest injury rates were the obstacle course (65 injuries/hr), running (27 injuries/hr), the Combat Readiness Assessment (activity involving combat-related tasks) (20 injuries/hr), and foot marching (16 injuries/hr). CONCLUSION: The major limitations of this investigation were: 1) the low specificity with regard to many of the diagnoses/complaints; and 2) the fact that the medical problems reported here are only those seen by medical care providers and are likely an underestimate of the total morbidity in the SFAS course. Soldiers often self-treat and some may be reluctant to see medical personnel because of how it might affect their rating in the course. Nonetheless, this investigation alerts medical personnel to the injuries and illnesses to expect, and public health workers and leadership with activities to target for injury prevention measures during SFAS.

Validation of training levels in endoscopic endonasal surgery of the skull base.

OBJECTIVE: A five-level training program was first proposed 10 years ago for surgeons learning endoscopic endonasal surgery (EES) of the skull base. Levels were based on the complexity of anatomy, risk of neurovascular injury, intradural dissection, technical difficulty and vascularity of tumors. METHOD: A three-phase validation concept is proposed: 1) face validity (the classification is related to clinically significant elements), 2) construct validity (the classification predicts the outcome), and 3) inter-team validation (the classification applies to other surgical teams). Consecutive cases over a 1-year time span were retrospectively classified. Primary outcome measures included: complication rates (cranial nerve injury, stroke and vascular injury, cerebrospinal fluid [CSF] leak and infection), estimated blood loss and duration of surgery. RESULTS: Two hundred and nine consecutive cases were analyzed. The distribution of cases for each category was: 63 cases in level II, 70 cases in level III, 66 cases in level IV, and 10 cases in level V. Construct validity demonstrated statistical difference with increasing rate of complications from level II to level III and from level III to level IV; also, specific rates of cranial nerve injury and CSF leak increased between levels III and IV. Face validity identified 162 citations since publication of the original article. Inter-team validation demonstrated no difference between two teams of surgeons. CONCLUSION: This study provides a three-phase validation of training levels for endoscopic skull base surgery. Adoption of a progressive systematic approach to learning EES from least complex to advanced procedures is expected to minimize the risks while surgical teams gain experience. LEVEL OF EVIDENCE: 3 Laryngoscope, 129:2253-2257, 2019.

Improving the cost-effectiveness of laypersons' paediatric basic life support skills training: A randomised non-inferiority study.

AIM: To compare dyad (training in pairs without an instructor) with resource-intensive instructor-led training for laypersons' paediatric resuscitation skills in a non-inferiority trial and examine cost-effectiveness of the training methods. METHODS: In this randomised parallel group non-inferiority trial, 155 dyad and 175 instructor-led laypersons were trained in Basic Life Support and Foreign Body Airway Obstruction Management. Dyads were given instructional videos, hands-on exercises and provided feedback to their partner for 50 min. Instructor-led laypersons trained in groups of six for two hours. Learning were assessed in scenarios immediately after training and, subsequently, at 14 days, 1, and 3 months. Pass rates, cost-effectiveness of producing a competent layperson (passing both tests), and non-inferiority were analysed. RESULTS: Sixty-eight (45.6%) dyad and 130 (74.3%) instructor-led laypersons passed the basic life support test (p < 0.001). For Foreign Body Airway Obstruction Management 77 (54.2%) dyad and 130 (79.3%) for instructor-led laypersons passed (p < 0.001). Skills decreased over three months for both groups. Forty-two (30.4%) dyad and ninety-eight (59.8%) for instructor-led laypersons were competent after training (p < 0.001). The lower effectiveness of dyad training had reduced costs (p < 0.001). For each 10,000 USD allocated to training, dyad training would result in 71 vs. 65 competent laypersons for instructor-led training. Non-inferiority of dyad training could not be established. CONCLUSION: Instructor-led training was the most effective but also the most expensive training method, making it less cost-effective than dyad training. When the aim is to train for quantity rather than quality, dyad training would be the preferred choice of training method.

Development of a higher-order instruction coding taxonomy for observational data: Initial application to professional driving instruction.

Development of a higher-order instruction taxonomy, informed by best practice in driver education (Goals for Driver Education) and self-determination theory (guiding teaching strategies), was tested. Inter-coder reliability was assessed by coding 93 data elements from 5-min clips from three driving instructors. Seventy-three instruction and 32 teaching approach codes were selected. Reliability between two independent coders was high (IOC = 94.6%). Application to data from 17 randomly-selected, 1-h lessons (n = 3 driving instructors) in a pilot study of professional learner driver lessons assessed taxonomy validity. Missed, taken, and untaken opportunities for higher-order instruction via 9 instruction and 19 teaching-approach categories were identified. Reliability assessment and taxonomy application demonstrates evidence to facilitate a comprehensive understanding of driving instruction content and quality, with implications for assessing and evaluating the impact of higher-order instruction in relation to driving and other safety-critical sectors requiring higher-order skills.

¿Qué opinan los residentes sobre sus profesores? Un enfoque cualitativo / What do residents think about their tutors? A qualitative approach

INTRODUCCIÓN: La interacción de los profesores con los estudiantes, la supervisión de las prácticas clínicas y el profesionalismo son temas que explora el instrumento de evaluación del desempeño docente que recoge la opinión de los residentes sobre las competencias educativas de profesores titulares y adjuntos. OBJETIVO: 1)Recuperar los testimonios de los residentes sobre el modelo de rol y el compromiso de sus profesores con su aprendizaje; 2)reconocer las estrategias educativas empleadas por los docentes en contextos clínicos; 3)visibilizar las dificultades de contratación en la planta académica actual del PUEM que afectan el proceso educativo, y 4)reportar las menciones de maltrato y percepción de injusticia de los residentes por sus profesores. MATERIAL Y MÉTODO: Estudio cualitativo que consideró los comentarios a pregunta abierta de 1.628 residentes sobre el desempeño docente en las residencias médicas. Se clasificaron en 10 categorías con subcategorías y se cuantificaron las tendencias positiva y negativa. Posteriormente se analizaron los testimonios de acuerdo a los 3 temas del cuestionario. RESULTADOS: Para los residentes, las categorías del profesor como modelo a seguir y el compromiso académico del docente obtuvieron el mayor número de opiniones positivas, mientras que la contratación del profesor y las estrategias educativas empleadas por este último reportaron el mayor número de comentarios negativos. DISCUSIÓN: Los comentarios libres que plasmaron los residentes sobre el desempeño docente reflejan las fortalezas y debilidades del proceso educativo en contextos hospitalarios, lo que permite un acercamiento cualitativo a la relación con sus profesores

INTRODUCTION: Teacher and student interaction, the monitoring of clinical practices, and professionalism are the issues that the teaching performance assessment tool examines by gathering the opinions of the residents on the educational skills of teaching staff and lecturers. OBJECTIVE: The aim of this study was to: (I)gathering the comments of the residents about the role model and commitment of tutors to their training; (II)to determine the educational strategies used by teachers in clinical settings; (III)to show the current recruitment difficulties of the Medical Specialisations Plan (PUEM) affect the educational process, and (IV)to report the residents mentions of abuse and perceived unfairness by their teachers. MATERIAL AND METHOD: Qualitative study that considered the written comments by 1,628 residents in an open question regarding teaching performance in medical residencies. They were classified into 10 categories with sub-categories and the positive and negative trends were quantified. The comments were analysed according to the 3 topics of the questionnaire. RESULTS: For residents, the categories of the educator as role model and academic commitment of the teacher obtained the largest number of positive reviews, while hiring of teachers and educational strategies employed by the latter reported the highest number of negative comments. DISCUSSION: The free comments expressed by the residents on the teaching performance reflect the strengths and weaknesses of the teaching process in hospital contexts, which provides a qualitative approach to the relationship with their teachers

Validation of an Assessment Tool for Field Endotracheal Intubation.

OBJECTIVES: Endotracheal intubation (ETI) is an important skill for all emergency providers; our ability to train and assess our learners is integral to providing optimal patient care. The primary aim of this study was to assess the inter-rater reliability (IRR) and discriminant validity of a novel field ETI assessment tool using a checklist-derived performance score (PS) and critical failure (CF) rate. METHODS: Forty-three participants (18 paramedic students, 11 paramedics, and 14 emergency physicians [EPs]) performed ETI during a simulated trauma scenario on a pseudo-ventilated cadaver. Each participant was assessed by two experienced raters. IRR was calculated using the intraclass correlation coefficient. Regarding discriminant validity, a Kruskal-Wallis test was used to analyze PSs and a χ2 test was used for CFs. Mean global rating scale (GRS) scores were compared using an analysis of variance. RESULTS: The ETI assessment tool had excellent IRR, with an intraclass correlation coefficient of 0.94. There was a significant difference in PSs, CFs, and GRSs (p < 0.05) between cohorts. CONCLUSION: The novel field ETI assessment tool has excellent reliability among trained raters and discriminates between experienced ETI providers (EPs) and less experienced ETI performers using PSs, CFs, and GRSs on a fresh cadaveric model.

Burnout en médicos residentes / Burnout in medical residents

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Unidades de Neuropediatría y Metabolismo del Hospital Universitario Miguel Servet de Zaragoza / Neuropediatrics and Metabolism Unit of the Hospital Universitario Miguel Servet of Zaragoza

El presente documento expone un resumen de la actual sistemática de trabajo de las Unidades dc Neuropediatría y Metabolismo del Hospital Universitario Miguel Servet de Zaragoza. Se dispone de herramientas de trabajo de enorme utilidad: bases de datos de neuropediatría y metabolismo, protocolos, hojas de información y consentimientos informados. A partir de dichas herramientas, se expone la actividad de las Unidades asistenciales, docentes y de investigación, incluida la actividad generada por el cribado neonatal ampliado (AU)

This document represents a summary of how the Neutopediatric and Metabolic Units work at the University Hospital Miguel Servet in Zaragoza. The extremely useful tools available today are Neuropediatric and Metabolic Data Bases, clinical protocols, parents’ and professionals’ information sheets and informed consent forms. Health-care, educational and research activity, including amplified neonatal screening, are drawn from these tools (AU)

[Evaluation of a new residency program at the department of ophthalmology of the Heinrich Heine University Düsseldorf]. / Evaluation eines neuen Weiterbildungsprogramms in der Augenklinik der Heinrich-Heine-Universität Düsseldorf.

BACKGROUND: The German ophthalmological training is still a very individually organized system with only one final oral examination at the end of the 5-year residency. At the beginning of 2013 a new residency program was introduced at the department of ophthalmology of the Heinrich-Heine University Duesseldorf. This study evaluated the resident satisfaction with the new concept. MATERIAL AND METHODS: The new residency program consists of three main changes: firstly a structured training with fixed rotation in the various subdisciplines of ophthalmology, secondly a list of practical skills examinations that has to be completed during the 5-year program and thirdly annual intermediate oral examinations. The satisfaction of the residents with the new program was anonymously evaluated with a Likert scale-based questionnaire with 15 items and additional free text comments. RESULTS: (1) The structured training was mostly rated positively and 9 out of 12 of residents favored a continuation of the training concept in this form. (2) Only 7 out of 11 residents (64 %) wanted to continue the practical skills examinations in this form and only approximately half of the residents saw a positive effect of these examinations. (3) Regarding the annual examinations 8 out of 11 residents (73 %) reported that the examinations helped them to assess their skills better, 91 % (10 out of 11) reported a learning motivation, 90 % (9 out of 10) an improvement in learning due to the examinations and 73 % (8 out of 11) were of the opinion that the examinations should take place regularly. DISCUSSION: The structured training and the annual examinations were positively evaluated. These changes could be effectively implemented even with a relatively small personnel structure. In comparison the practical skill examinations were rated relatively negatively, probably because of the further increase of daily work. The number of skills to be demonstrated is currently reduced and the integration of testing into the clinical routine of examiners and examinees is under revision.

Construction and psychometric characteristics of the Self-Concept Scale of Interaction in the Classroom / Construcción y características psicométricas de la Escala de Autoconcepto de la Interacción en el Aula

BACKGROUND: To analyze the factor structure and psychometric properties of the TFEQ in a morbid obese Spanish sample of bariatric surgery candidates. METHOD: Multi-trait multi-item analyses and alpha coefficients were conducted to test the convergent o discriminant validity and the internal consistency reliability. Principal components analyses varimax were used to explore the factor structure. Sub-group factor analyses by gender, age and body mass index BMI were conducted to identify unstable items. RESULTS: The internal structure of the original TFEQ factors was unsatisfactory, especially the Disinhibition Scale. Most Disinhibition and Hunger items were grouped on one factor labele Dysregulation Eating. Cognitive Restraint was split into two factors. The first one, related to the behavioral component of Restraint, labeled Restrained Behaviou and the second one related to weight and eating concerns called Predisposition to Restraint. CONCLUSIONS: The original factor structure of the TFEQ was not replicated. A revised 23-item instrument, representing the three new derived factors is offered as a valid screening instrument for severely obese patients

ANTECEDENTES: analizar la estructura factorial y las propiedades psicométricas del TFEQ en una muestra española de obesos mórbidos candidatos a cirugía bariátrica. MÉTODO: se realizó un análisis multirasgo/multi-ítem y de coeficientes alpha para probar la validez convergente o discriminante y la consistencia interna. Se utilizó un análisis de componentes principales (varimax) para estudiar la estructura factorial. Se llevó a cabo también un análisis de factores de subgrupos por género, edad e IMC para identificar aquellos ítems inestables. RESULTADOS: la estructura interna original de los 3 factores TFEQ fue insatisfactoria, especialmente en la escala de Desinhibición. La mayoría de los ítems de Desinhibición y Hambre se agruparon en un mismo factor denominado Desregulación en la ingesta. La Restricción Cognitiva se dividió en dos factores. El primero, relacionado con el componente de Restricción, se denominó Restricción Activa y el segundo, relacionado con el peso y las preocupaciones de la ingesta, se llamó Predisposición a la Restricción. CONCLUSIONES: la estructura factorial original del TFEQ no se replica. En este artículo se presenta un instrumento revisado de 23 ítems, que representa los tres nuevos factores derivados, como instrumento de cribado válido para pacientes obesos graves

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

OBJECTIVES: To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. DESIGN: We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. SETTING: We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. PARTICIPANTS: We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. RESULTS: More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. CONCLUSIONS: Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy for the teaching operating room.

Evaluation of an intervention program for the initiation to basketball aimed at teaching the game's rules / Evaluación de un programa de intervención de iniciación al baloncesto a través de la enseñanza de las reglas

The rules of a game determine the technical and tactical skills necessary for the game, such as in basketball. An intervention program was designed that aimed to teach the rules that were considered to be the most important for the initiation to basketball and to teach the players the technical and tactical skills from these rules. The objective of the present study was to develop and assess an intervention program based on the coach´s perceptions of the program. The study´s sample was a mini-basketball team of 14 players and the team´s coach. The program lasted 8 months and had three weekly practice sessions. The instruments utilized for data collection were the daily training reflections, action research cycles, and the audio recordings. The data were analyzed qualitatively. The coding was done by the research team, and after several trial sessions, a Kappa index of K=.78 was achieved, which assured inter-coder reliability. Among the results, it should be highlighted that the rules were the backbone of the program. As the program progressed, the players better understood their use. Likewise, they understood the relationship between the technical and tactical skills and the rules, fostering their involvement in the learning process and their familiarization with the game. In conclusion, the experience of teaching basketball initiation through familiarizing players with the rules was positive due to the cognitive involvement of the players in the learning process

Las reglas condicionan los aspectos técnicos y tácticos del juego, como el baloncesto. Se diseñó un programa de intervención basado en la enseñanza de las reglas consideradas más importantes para la iniciación y, a partir de éstas, el aprendizaje de los medios técnicos y tácticos. El objetivo del presente trabajo se centró en el desarrollo y evaluación del programa de intervención a través de la percepción de la entrenadora. La muestra del estudio fue un equipo de 14 jugadores de minibasket y su entrenadora. El programa duró 8 meses con tres entrenamientos semanales. Los instrumentos utilizados para la recogida de datos han sido los Diarios de entrenamiento, Ciclos de Supervisión y Ciclos de Audio. Los datos fueron analizados cualitativamente. La codificación fue realizada por el equipo de investigación y tras varios entrenamientos se alcanzó un índice Kappa de K=.78, lo que garantizó la fiabilidad inter-codificadores. Entre los resultados, se destaca que las reglas pueden suponer el eje vertebrador de la programación. A medida que avanzó el programa, los jugadores fueron entendiendo su utilidad. Asimismo, comprendieron la relación entre los aspectos técnico-tácticos y las reglas fomentando su implicación en el proceso de aprendizaje y la familiarización con el juego. A modo de conclusión, la experiencia de enseñar la iniciación al baloncesto a través de las reglas ha sido positiva por la implicación cognitiva de los jugadores en el proceso de aprendizaje

A classification of the verbal methods currently used to teach endoscopy.

BACKGROUND: As endoscopy does not lend itself well to assisting or exposure by the teacher, most of the teaching is, by necessity, done verbally. METHODS: The verbal teaching occurring during 19 colonoscopies and 14 gastroscopies was recorded by dictaphone and later transcribed. The resultant 53-page transcript was then analyzed using the Grounded Theory method. Teaching was compared between learners with less than one month versus more than one month of training and between teaching of colonoscopy versus gastroscopy. RESULTS: The process of iterative review and repeated testing yielded 6 types of verbal teaching: demonstration by the teacher, motor instructions, broad tips/tricks/pointers, verbal feedback, questioning, and non-procedural information. Inter-rater agreement was excellent (Fleiss's kappa = 0.76) between resident (DM), the non-medical educator (MP), and the medical teacher (MM). Overall, there was less non-procedural teaching (6.7% vs 23.7%, p = 0.01) and a trend towards more teaching moments per case (13.2 vs 7.9, p = 0.07) in the first month of the rotation compared to the later months. A greater proportion of the teaching for colonoscopy involved demonstration (13.7% vs. 2.7%, p = 0.040) and tips/tricks/pointers (26.6% vs. 12.4%, p = 0.012) compared to gastroscopy. CONCLUSIONS: We describe a means of categorizing verbal teaching in endoscopy that is simple and shows strong inter-rater agreement that will serve as a starting point for further studies aiming to improve how endoscopy is taught.

The development of a classification schema for arts-based approaches to knowledge translation.

BACKGROUND: Arts-based approaches to knowledge translation are emerging as powerful interprofessional strategies with potential to facilitate evidence uptake, communication, knowledge, attitude, and behavior change across healthcare provider and consumer groups. These strategies are in the early stages of development. To date, no classification system for arts-based knowledge translation exists, which limits development and understandings of effectiveness in evidence syntheses. PURPOSE: We developed a classification schema of arts-based knowledge translation strategies based on two mechanisms by which these approaches function: (a) the degree of precision in key message delivery, and (b) the degree of end-user participation. We demonstrate how this classification is necessary to explore how context, time, and location shape arts-based knowledge translation strategies. DISCUSSION: Classifying arts-based knowledge translation strategies according to their core attributes extends understandings of the appropriateness of these approaches for various healthcare settings and provider groups. The classification schema developed may enhance understanding of how, where, and for whom arts-based knowledge translation approaches are effective, and enable theorizing of essential knowledge translation constructs, such as the influence of context, time, and location on utilization strategies. LINKING EVIDENCE TO ACTION: The classification schema developed may encourage systematic inquiry into the effectiveness of these approaches in diverse interprofessional contexts.