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1.
J Vet Med Educ ; 47(1): 39-43, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31951799

RESUMO

Mock board exams are common in residency programs across many disciplines. However, the value of mock board results in predicting success on the actual certifying examination is largely anecdotal and undocumented. The University of Tennessee anatomic pathology residency program has a long history of giving mock board exams twice a year during the course of the 3-year diagnostic training program. The mock exams give residents a sense of the types of questions that may appear on the actual certifying examination. The resulting scores serve to help identify improvement areas to focus additional study. In addition, by providing residents the mental and physical experiences designed to mimic the test day, we hope to better prepare these trainees for optimal performance on the certifying examination. This study correlated mock board results of 16 anatomic pathology residents, from July 2006 through January 2016, with their subsequent performance on the certifying exam. The results of these biannual exams were significantly correlated (p < .001) with results for the American College of Veterinary Pathologists Certifying Examination.


Assuntos
Certificação , Educação em Veterinária , Avaliação Educacional , Patologia , Animais , Certificação/estatística & dados numéricos , Educação em Veterinária/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Internato e Residência , Patologia/educação , Estados Unidos
2.
Urology ; 135: 28-31, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31628969

RESUMO

OBJECTIVE: To address information overload for trainees, a concise electronic case-based urology learning program (CBULP) was developed. Previous qualitative assessments suggested CBULP's potential efficacy/utility. Herein we assess CBULP more stringently by evaluating test performance before/after reviewing a CBULP curriculum covering core concepts in testicular cancer. METHODS: Eleven of 33 CBULP testicular cancer cases were strategically selected for this curriculum. A 26 question multiple-choice test was developed to assess fundamental knowledge about testis cancer tumor biology and evaluation/management. Pretest was administered to PGY4/PGY1 residents at 2 pilot urology-training programs, and medical students interested in Urology. Participants were given 4 weeks to review the curriculum and the test was then repeated. A control group (4 PGY1s) was administered the pretest and repeat test in an analogous manner without provision of the CBULP curriculum. RESULTS: Twenty individuals took the pretest (7 medical students, 8 PGY1s, and 5 PGY4s), and 17 (85%) took the post-test (5 medical students, 8 PGY1s, and 4 PGY4s,). As expected, PGY4s performed significantly better than the other 2 groups on the pre- and post-test. However, significant improvement in test performance was seen across all groups that utilized the CBULP curriculum (P <.02), with highest increase demonstrated by PGY1 residents (4.75 more questions correct, P = .002). The control arm did not demonstrate significant improvement (P = .20). CONCLUSION: Significant improvement in test performance was observed after completion of the CBULP testicular series. This study suggests that CBULP can be an efficacious and clinically useful educational resource for urologic residents and students interested in the field.


Assuntos
Currículo , Educação de Graduação em Medicina/métodos , Internato e Residência/métodos , Neoplasias Testiculares/diagnóstico , Urologia/educação , Adulto , Competência Clínica , Instrução por Computador/métodos , Educação de Graduação em Medicina/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Humanos , Internato e Residência/estatística & dados numéricos , Masculino , Avaliação de Programas e Projetos de Saúde , Estudantes de Medicina/estatística & dados numéricos , Neoplasias Testiculares/patologia , Neoplasias Testiculares/terapia
3.
Ann R Coll Surg Engl ; 102(2): 149-152, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31538799

RESUMO

INTRODUCTION: Surgeons are required to have a sound knowledge regarding all operating theatre equipment they wish to use. This is important to ensure patient safety and theatre efficiency. Arthroscopy forms a significant part of all orthopaedic subspecialty practice. Proficiency in performing arthroscopic procedures is assessed during registrar training. The aim of this survey was to determine the competence of orthopaedic trainee registrars in setting up the arthroscopy stack system and managing intraoperative problems. MATERIALS AND METHODS: Electronic survey forms were sent to all orthopaedic training programme directors in the UK to be forwarded to trainees in their deanery. The electronic survey contained 13 questions aimed at determining trainee experience and competence level with working with the arthroscopy stack system. RESULTS: A total of 138 responses were received from 14 deaneries in the UK. Almost all registrars had experienced intraoperative delays because of equipment malfunction that required addressing by more competent staff. However, 82% of respondents had not received any formal training for operating the arthroscopy stack system. Some 82% of registrars of ST7 grade or above, who had performed over 50 arthroscopic procedures and achieved a level 4 PBA competence, were unable to set up the stack system and successfully address these delays. CONCLUSIONS: Inadequate training is delivered to orthopaedic registrars from both the training programme and arthroscopy-themed courses with regards to set-up and operation of the arthroscopy tower system. This training should be part of the curriculum to ensure patient safety and efficient theatre practice.


Assuntos
Artroscopia/instrumentação , Competência Clínica , Currículo , Internato e Residência/estatística & dados numéricos , Ortopedia/educação , Artroscopia/educação , Simulação por Computador , Avaliação Educacional/estatística & dados numéricos , Humanos , Internato e Residência/métodos , Articulação do Joelho/cirurgia , Inquéritos e Questionários/estatística & dados numéricos , Reino Unido
4.
Nurse Educ ; 45(1): 35-38, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30865151

RESUMO

BACKGROUND: The projected shortfall in the number of RNs supports the need to identify variables impacting nursing student program completion. Studies are lacking as to variables that affect attrition and program completion of readmitted nursing students. PURPOSE: This study examined academic and nonacademic variables that impact attrition and program completion of readmitted associate degree nursing students. METHODS: Survey and record review yielded student characteristics, support for learners, student effort, and student outcome measures that predicted attrition and program completion. RESULTS: Findings suggest that students earning a final grade of B+ or higher in the nursing fundamentals course complete the program. In addition, readmitted nursing students who were 33 years or older had decreased odds of completing the program by 1.44% for each year of age. The study also pointed to nonacademic variables that impacted attrition. CONCLUSIONS: Measures to improve program completion of readmitted nursing students are included.


Assuntos
Educação Técnica em Enfermagem , Evasão Escolar/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Fatores Etários , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Fatores de Risco , Adulto Jovem
5.
Nurse Educ ; 45(1): 30-34, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30865153

RESUMO

BACKGROUND: Nursing students who fail and are required to repeat courses experience personal consequences and have an impact on the academic institution and nursing profession because of delayed graduation or even attrition. PURPOSE: The purpose was to summarize the literature on nursing students who fail and repeat courses and identify gaps in knowledge about this population. METHODS: This was a scoping review. RESULTS: Academic failure and course repetition have emotional, social, and financial consequences and impact the student, institution, and nursing profession. Nursing student repeaters are at increased risk for poor academic outcomes, but supportive interventions can be beneficial. CONCLUSIONS: The literature lacks a comprehensive description of nursing school progression policies, the incidence of nursing student repeaters, the financial implications of course repetition, and effective interventions to support the academic success of nursing students who repeat courses.


Assuntos
Currículo/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Escolas de Enfermagem/organização & administração , Estudantes de Enfermagem/estatística & dados numéricos , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
6.
Nurse Educ ; 45(1): 47-50, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30950919

RESUMO

BACKGROUND: Team-based learning (TBL) is a collaborative teaching and learning strategy emphasizing student engagement and application of knowledge. PURPOSE: The purpose of the study was to compare the differences in scores on pharmacology course final and standardized criterion-referenced examinations between students taught in a traditional lecture-based approach and those taught under the TBL approach. METHODS: Using a before-and-after design, 338 prelicensure students were taught pharmacology using either a traditional lecture-based approach or a TBL approach. RESULTS: Significant differences on course final and standardized examination scores were found between the groups, with students taught using TBL scoring higher than students in the traditional lecture-based group. CONCLUSIONS: Team-based learning had a positive impact on learning outcomes. Moreover, TBL may be a more efficient approach to teaching, as students in the TBL group had only 3 credit hours of content versus students in the traditional lecture-based group, who had 4 credit hours.


Assuntos
Comportamento Cooperativo , Bacharelado em Enfermagem/métodos , Avaliação Educacional/estatística & dados numéricos , Aprendizagem , Farmacologia/educação , Estudantes de Enfermagem/psicologia , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem
7.
Medicina (B Aires) ; 79(5): 384-390, 2019.
Artigo em Espanhol | MEDLINE | ID: mdl-31671388

RESUMO

According to the Association of American Medical Colleges, there are thirteen core Entrustable Professional Activities (EPAs) that medical graduates should be able to perform in their first day of residency, without direct supervision. In Argentina EPAs are not clearly defined. Moreover, there is no local data about the need of supervision regarding these activities. The aim of this study was to assess residents' and teaching physicians' estimations about the level of supervision that physicians in their first month of residency needed in order to perform EPAs. A cross-section study was conducted. First-year medical residents and teaching physicians were included. Electronic or paper surveys were sent, asking the level of supervision the participants estimated that residents needed to perform the 13 core EPAs, during their first month of residency. Participation was voluntary and anonymous. There were significant differences between the opinion of residents (n = 71) and teaching physicians (n = 39), for 11 out of 13 EPAs. More than half of the teaching physicians considered that residents needed direct supervision when performing EPAs, except for asking clinical questions and looking for evidence. Most residents thought that they required direct supervision in 6 EPAs. In conclusion, medical residents perceived the need of lower levels of supervision when compared to teaching physicians, who considered that medical graduates were not capable of performing most EPAs without direct supervision upon entering residency. Thus, it would be important to improve the procedures to evaluate the competences of medical graduates in order to establish more accurate supervision levels.


Assuntos
Docentes de Medicina/estatística & dados numéricos , Internato e Residência/organização & administração , Internato e Residência/estatística & dados numéricos , Corpo Clínico Hospitalar/organização & administração , Corpo Clínico Hospitalar/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Adulto , Argentina , Competência Clínica/estatística & dados numéricos , Estudos Transversais , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino , Valores de Referência , Inquéritos e Questionários , Adulto Jovem
8.
Fam Med ; 51(8): 641-648, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31509215

RESUMO

BACKGROUND AND OBJECTIVES: The optimal length of residency training in family medicine is under debate. This study compared applicant type, number of applicants, match positions filled, matched applicant type, and ranks to fill between 3-year (3YR) and 4-year (4YR) residencies. METHODS: The Length of Training Pilot (LOTP) is a case-control study comparing 3YR (seven residencies) and 4YR (six residencies) training models. We collected applicant and match data from LOTP programs from 2012 to 2018 and compared data between 3YR and 4YR programs. National data provided descriptive comparisons. An annual resident survey captured resident perspectives on training program selection. Summary statistics and corresponding t-tests and χ2 tests of independence were performed to assess differences between groups. We used a linear mixed model to account for repeated measures over time within programs. RESULTS: There were no differences in the mean number of US MD, US DO, and international medical graduate applicants between 3YR and 4YR programs. Both the 3YR and 4YR programs had a substantially higher number of US MD and DO applicants compared to national averages. The percentages of positions filled in the match and positions filled by US MDs, DOs and IMGs were not different between groups. The percentage of residents in 4YR programs who think training in family medicine requires a fourth year varied significantly during the study period, from 35% to 25% (P<.001). The predominant reasons for pursuing training in a 4YR program was a desire for more flexibility in training and a desire to learn additional skills beyond clinical skills. CONCLUSIONS: The applicant pool and match performance of the residencies in the LOTP was not affected by length of training. Questions yet to be addressed include length of training's impact on medical knowledge, scope of practice, and clinical preparedness.


Assuntos
Competência Clínica , Avaliação Educacional/estatística & dados numéricos , Medicina de Família e Comunidade/educação , Internato e Residência , Seleção de Pessoal/estatística & dados numéricos , Adulto , Estudos de Casos e Controles , Educação de Pós-Graduação em Medicina , Feminino , Humanos , Masculino , Estudos Prospectivos , Fatores de Tempo
9.
Fam Med ; 51(8): 687-690, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31509220

RESUMO

BACKGROUND AND OBJECTIVES: Many medical schools assess student clinical knowledge using the National Board of Medical Examiners (NBME) subject examinations. The Family Medicine Clinical Science Mastery Series (CSMS) self-assessments, which are made up of former Family Medicine NBME examination questions, became available in September 2017. They provide students with realistic practice questions and immediate performance feedback. To further assess the utility of various study tools available to our students, this study investigated the impact of the CSMS self-assessments for family medicine on the NBME family medicine subject examination performance. METHODS: Data analysis was conducted to compare student performance on the end-of-rotation NBME Family Medicine Clinical Subject Examination before and after the introduction of the CSMS family medicine self-assessments. The effect size was measured using a Cohen d analysis. We conducted an independent t-test analysis to determine the effect the NBME Family Medicine CSMS self-assessments had on end-of-rotation clinical subject examination scores. RESULTS: The analysis revealed statistically significant improvement in students' clinical subject examination scores after the release of the CSMS in September 2017 (n=90) compared to the students' scores prior to the availability of the CSMS (n=95). CONCLUSIONS: Student scores improved with the introduction of the NBME CSMS family medicine self-assessment. These results support recommending student use of the CSMS as a study tool for their end-of-clerkship NBME subject examinations.


Assuntos
Estágio Clínico , Avaliação Educacional/estatística & dados numéricos , Medicina de Família e Comunidade , Autoavaliação , Estudantes de Medicina/estatística & dados numéricos , Competência Clínica , Educação de Graduação em Medicina , Humanos
10.
GMS J Med Educ ; 36(4): Doc40, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31544140

RESUMO

Objectives: Obtaining competency in medical skills such as interpretation of electrocardiograms (ECGs) requires repeated practice and feedback. Structured repeated practice and feedback for ECGs is likely not provided to most medical students, so skill development is dependent on opportunistic training during clinical rotations. Our aim was to describe: the amount of deliberate practice completed for learning ECG rhythm strip diagnoses in first year medical students, the learning curve for rhythm strip diagnosis, and student experiences with deliberate practice. Methods: First year medical students from two medical schools were provided with online rhythm strip practice cases. Diagnostic accuracy was measured throughout practice, and students were provided feedback for every case they completed. Total cases practiced and time spent practicing were correlated with their performance during practice and on an exam. Results: 314 of 384 (82%) students consented. The mean number of ECGs each student practiced was 59 (range 0-280), representing 18,466 total instances of deliberate practice. We generated mathematical models that accurately correlated both the number of cases practiced and time spent practicing, with diagnostic accuracy on an exam (p<0.001). For example, students would need to spend on average of 112 minutes and complete 34 practice cases to obtain 75% on an ECG rhythm strip exam. Student satisfaction was high using the online cases. Conclusions: We succeeded in delivering deliberate practice for ECG rhythm strip interpretation to a large cohort of students at 2 medical schools. We quantified a learning curve that estimates the number of cases and practice time required to achieve pre-determined levels of diagnostic accuracy. This data can help inform a competency-based approach to curriculum development.


Assuntos
Competência Clínica/normas , Eletrocardiografia/instrumentação , Curva de Aprendizado , Estudantes de Medicina/psicologia , Adulto , Educação de Graduação em Medicina , Avaliação Educacional/estatística & dados numéricos , Retroalimentação , Feminino , Humanos , Internet , Masculino , Adulto Jovem
11.
Optom Vis Sci ; 96(9): 637-646, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31479018

RESUMO

SIGNIFICANCE: The interplay of applicants to optometry school and matriculants has not been explored systematically. It is vital that the profession examines these trends to ensure a viable pipeline of future doctors of optometry. PURPOSE: The purpose of this study was to describe the demographics and academic qualifications of entering optometry classes from autumn 2010 through autumn 2018 of U.S.-based optometric institutions' application pool and matriculants (enrollees). METHODS: Data were gathered from reports generated from accredited schools and colleges of optometry in the United States and compiled by the Association of Schools and Colleges of Optometry (publicly available) and the Optometry Centralized Application Service. Metrics included the annual number of verified applicants, the annual number of matriculants, the home region of U.S.-based applicants, and the Optometry Admission Test (OAT) performance and grade point average of verified applicants. RESULTS: The number of verified applicants for autumn 2018 was 0.95% higher than that for autumn 2010, yet the number of matriculants in 2018 compared with 2010 increased by 11.2% with an applicant-to-matriculant ratio in 2010 of 1.53 compared with 1.39 in 2018. Grade point average and academic average OAT scores were stable from 2010 to 2018. The ratios of verified applicants with an academic average OAT score of at least 300 to matriculants were 0.87 for autumn 2018 and 0.92 for autumn 2010. The ratios of verified applicants with a grade point average of at least 3.00 to matriculants were 1.13 for autumn 2018 and 1.23 for autumn 2015. CONCLUSIONS: Evidence supports the conclusion that the applicant pool has remained essentially flat for the last decade, whereas the number of matriculants has increased substantially; thus, the number of qualified applicants to matriculants has logically decreased. In the last 2 years, optometric programs have responded by decreasing their institution's number of matriculants to accommodate the national trends.


Assuntos
Teste de Admissão Acadêmica/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Mão de Obra em Saúde/estatística & dados numéricos , Optometria/educação , Critérios de Admissão Escolar/estatística & dados numéricos , Adulto , Escolaridade , Feminino , Humanos , Masculino , Estados Unidos , Adulto Jovem
12.
Rev. Hosp. Ital. B. Aires (2004) ; 39(3): 86-93, sept. 2019. graf., tab.
Artigo em Espanhol | LILACS | ID: biblio-1048273

RESUMO

Introducción: en el proceso de enseñanza-aprendizaje existen múltiples conflictos al momento de seleccionar el tipo de evaluación que debería aplicarse a estudiantes de Medicina. Nuestro objetivo es comparar diferencias en la media de notas de tres modalidades de examen (oral, escrito para desarrollar y preguntas de opción múltiple) para así determinar cómo estas podrían afectar el desempeño de los estudiantes de Medicina en el campo de la Farmacología. Material y métodos: estudio cuasi experimental con una intervención no aleatorizada en una muestra por conveniencia de estudiantes de Medicina. A fin de evaluar diferencias en la media de notas se hizo un análisis ANOVA para muestras pareadas y luego los correspondientes tests de T para muestras pareadas. Resultados: enrolamos inicialmente a 36 estudiantes; 7 fueron excluidos (4 por ausencia y 3 por abandono), y se obtuvieron 29 participantes. La media de notas del examen oral y la de preguntas de opción múltiple fueron ambas significativamente superiores a la del examen escrito para desarrollar (oral vs. escrito: diferencia 1,8 puntos; IC 95% 0,8 a 2,7; p < 0,01; opción múltiple vs. escrito: diferencia 2,1 puntos; IC 95% 1,4 a 2,9; p < 0,01). No hubo diferencias estadísticamente significativas entre las notas medias del examen oral y del examen de preguntas de opción múltiple (p = 0,37). Conclusión: los estudiantes de Medicina obtienen peores notas en el examen escrito para desarrollar en Farmacología, en relación con los exámenes oral y de preguntas de opción múltiple. Esto posiblemente se asocie al hecho de que aquella modalidad es menos frecuentemente empleada en la carrera de Medicina. (AU)


Introduction: in the teaching-learning process, there are many problems in the selection of the most suitable type of exam for evaluating medical students. Our target was to compare differences in the average grade of medical students upon taking three different types of exam (oral, written, and multiple-choice questions) to determine how these different types of exam may affect the performance of medical students in the area of Pharmacology. Material and methods: we conducted a quasi experimental study by applying a non-randomized intervention to a convenience sample of medical students. To evaluate differences in the average grades among three groups, an ANOVA analysis was applied followed by paired T-tests. Results: we initially enrolled 36 students; 7 were excluded (4 were absent and 3 abandoned the intervention), arriving at a total sum of 29 participants. The average grades of the oral exam and multiple-choice questions were both significantly higher than the written exam (oral vs. written: difference 1.8 points; 95%CI 0.8 to 2.7, p < 0.01; multiple-choice vs. written: difference 2.1 points, 95%CI 1.4 to 2.9, p < 0.01). There were no significant differences between the average grades on the oral exam and the multiple-choice exam (p = 0.37). Conclusion: medical students have worse grades on written exams in Pharmacology, as compared to oral and multiple-choice exams. This could possibly be associated with the fact that this type of exam is less frequently applied in Medical School. (AU)


Assuntos
Humanos , Masculino , Feminino , Adulto , Adulto Jovem , Farmacologia/educação , Avaliação Educacional/estatística & dados numéricos , Habilidades para Realização de Testes/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Ensino/educação , Questão de Prova , Desempenho Acadêmico/estatística & dados numéricos , Aprendizagem
13.
J Grad Med Educ ; 11(4 Suppl): 146-151, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31428272

RESUMO

Background: Research shows that when patients and health care providers share responsibility for clinical decisions, both patient satisfaction and quality of care increase, and resource use decreases. Yet few studies have assessed how to train residents to use shared decision-making (SDM) in their practice. Objective: We developed and evaluated a SDM training program in internal medicine. Methods: Senior internal medicine residents from 3 hospitals in Switzerland were assessed shortly before and 2 months after completing a program that included a 2-hour workshop and pocket card use in clinical practice. Encounters with standardized patients (SPs) were recorded and SDM performance was assessed using a SDM completeness rating scale (scores ranging from 0 to 100), a self-reported questionnaire, and SPs rating the residents. Results: Of 39 eligible residents, 27 (69%) participated. The mean (SD) score improved from 65 (SD 13) to 71 (SD 12; effect size [ES] 0.53; P = .011). After training, participants were more comfortable with their SDM-related knowledge (ES 1.42, P < .001) and skills (ES 0.91, P < .001), and with practicing SDM (ES 0.96, P < .001). Physicians applied SDM concepts more often in practice (ES 0.71, P = .001), and SPs felt more comfortable with how participants discussed their care (ES 0.44, P = .031). Conclusions: The SDM training program improved the competencies of internal medicine residents and promoted the use of SDM in clinical practice. The approach may be of interest for teaching SDM to residents in other disciplines and to medical students.


Assuntos
Medicina Interna/educação , Internato e Residência , Simulação de Paciente , Adulto , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino , Participação do Paciente , Médicos , Autorrelato , Inquéritos e Questionários
14.
J Grad Med Educ ; 11(4 Suppl): 152-157, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31428273

RESUMO

Background: Access to a trained, competent health care workforce remains a challenge globally, particularly in rural settings. To bridge this gap, the World Health Organization calls for innovations in electronic learning and task shifting. Yet, these approaches are underutilized due to cost, challenges associated with implementing technology, and a lack of suitably educated trainees. Objective: We explored the feasibility of the Acute Care Providers Project (ACPP) to remotely train community members to be health care providers in 2 sites: Haiti and India. Methods: The ACP program is an asynchronous curriculum that provides core health content and a structured approach to clinical care through an electronic curriculum. The curriculum is reinforced with case-based practice and hands-on workshops for procedural skills. ACPP was deployed in rural Haiti and India. Evaluation of the program included multiple-choice pretests and posttests, an objective structured clinical examination (OSCE), and direct observation of skills. Results: Four Haitian and 55 Indian trainees completed the course. In Haiti, mean scores were 34.8% (SD 12.4) on the pretest and 78.0% (SD 6.5) on the posttest (P = .004). Trainees scored 100% on the OSCE and passed the skills checklist. In India, mean scores were 16.5% (SD 3.9) on the pretest and 81.7% (SD 9.0) on the posttest (P < .001). Trainees scored a median of 91.8% (SD 3.95) on the OSCE and all passed the skills checklist. Conclusions: The ACPP offers a scalable, replicable asynchronous curriculum to train lay individuals to provide basic health care in rural communities.


Assuntos
Agentes Comunitários de Saúde/educação , Currículo , Assistência à Saúde , Educação a Distância , Adulto , Competência Clínica , Educação Médica , Avaliação Educacional/estatística & dados numéricos , Feminino , Haiti , Humanos , Índia , Masculino , População Rural
15.
Am J Occup Ther ; 73(4): 7304205010p1-7304205010p7, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31318665

RESUMO

OBJECTIVE: Despite evidence showing that team-based learning (TBL) is accepted by students, a gap in evidence exists regarding how students' experiences with TBL may change over time. In this study, we explored changes in accountability, satisfaction, and preference for TBL or traditional lecture among occupational therapy students using TBL across 1 yr of occupational therapy education. METHOD: Forty-one pairs of data from first- and third-term occupational therapy students were analyzed to determine changes in students' experience with TBL over time. RESULTS: Data analysis of first- and third-term students showed significant changes in accountability with TBL (p = .027), satisfaction with TBL (p = .021), and preference for TBL over traditional lecture (p = .019). CONCLUSION: Considerable differences were found in individual cohorts regarding satisfaction, accountability, and the overall TBL experience; however, no notable differences were found between cohorts.


Assuntos
Terapia Ocupacional , Aprendizagem Baseada em Problemas , Avaliação Educacional/estatística & dados numéricos , Processos Grupais , Humanos , Estudos Longitudinais , Estudantes
16.
Artigo em Inglês | MEDLINE | ID: mdl-31307052

RESUMO

Purpose: To describe Faculty of Pharmacy experience in the development of an elective course of pharmacist's roles in disaster management for third-year pharmacy students and to evaluate the effectiveness of this innovative teaching module in students' knowledge and their perception of the introduction of this specific course into their curriculum. Methods: An expert team of physicians, surgeons and pharmacists of the Service de Santé des Armées, pharmacists teaching at the Faculty and pharmacists of Bataillon des Marins Pompiers de Marseille defined the program of a 30-hour module in disaster response in line with previously published recommendations, literature analysis and international guidelines on disaster response training. Students' knowledge of key competencies was assessed after each teaching session through a multiple-choice questionnaire. Assessment of self-perceived students' knowledge, teaching quality and students' degree of satisfaction was carried out using a volunteer survey just after the last teaching, the November 15th. Results: The creation of the final curriculum resulted in a course of 6 modules. Concerning the students' knowledge of key competencies, a mean score of 19/25 for the multiple-choice questionnaire was obtained. 98.3% of students reported that this teaching allowed them to improve their knowledge in the field of pharmacist's roles in disaster management. 79.3% of them will recommend this optional course. Conclusion: This teaching represents a potential to increase the number of pharmacists prepared to respond to disasters. It also expands students' understanding of pharmacist's roles and stimulates their interest in emergency preparedness. Further formation, including emergency simulation in mass triage will be conducted next year.


Assuntos
Defesa Civil/educação , Currículo/tendências , Desastres , Educação em Farmácia , Avaliação Educacional/estatística & dados numéricos , Estudantes de Farmácia , Feminino , França , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Inquéritos e Questionários , Terrorismo
17.
Surgery ; 166(5): 835-843, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31353081

RESUMO

BACKGROUND: Critical errors increase postoperative morbidity and mortality. A trauma readiness index was used to evaluate critical errors in 4 trauma procedures. In comparison to practicing and expert surgeon benchmarks, we hypothesized that pretraining trauma readiness index including both vascular and nonvascular trauma surgical procedures can identify residents who will make critical errors. METHODS: In a prospective study, trained evaluators used a standardized script to evaluate performance of brachial, axillary, and femoral artery exposure and proximal control and lower-extremity fasciotomy on unpreserved cadavers. Forty residents were evaluated before and immediately after Advanced Surgical Skills for Exposure in Trauma training, and 38 were re-evaluated 14 months later. Residents were compared to 34 practicing surgeons evaluated once 30 months after training, and 10 experts. RESULTS: Resident trauma readiness index increased with training (P < .001), remained unchanged 14 month later and was higher, with lower variance than practicing surgeons (P < .05). Expert trauma readiness index was higher than residents (P < .004) and practicing surgeons (P < .001). Resident training decreased critical errors when evaluated immediately and 14 months after Advanced Surgical Skills for Exposure in Trauma training. Practicing surgeons had more critical errors and performance variability than residents or experts. Experts had 5 to 7 times better error recovery than practicing surgeons or residents. Trauma readiness index area under the receiver operating curve with Youden Index <0.60 or <6 decile in their cohort, predicts a surgeon will make a critical error. CONCLUSION: Low trauma readiness index was associated with critical errors occurring in all surgeon cohorts and can identify surgeons in need of remedial intervention.


Assuntos
Avaliação Educacional/estatística & dados numéricos , Internato e Residência/organização & administração , Erros Médicos/prevenção & controle , Ferimentos e Lesões/cirurgia , Artéria Axilar/lesões , Artéria Axilar/cirurgia , Benchmarking/métodos , Benchmarking/estatística & dados numéricos , Artéria Braquial/lesões , Artéria Braquial/cirurgia , Cadáver , Competência Clínica/estatística & dados numéricos , Avaliação Educacional/métodos , Fasciotomia/efeitos adversos , Fasciotomia/estatística & dados numéricos , Artéria Femoral/lesões , Artéria Femoral/cirurgia , Humanos , Internato e Residência/estatística & dados numéricos , Erros Médicos/estatística & dados numéricos , Estudos Prospectivos , Cirurgiões/educação , Cirurgiões/estatística & dados numéricos , Procedimentos Cirúrgicos Vasculares/efeitos adversos , Procedimentos Cirúrgicos Vasculares/educação , Procedimentos Cirúrgicos Vasculares/estatística & dados numéricos
18.
Rev Bras Enferm ; 72(3): 788-794, 2019 Jun 27.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31269147

RESUMO

OBJECTIVE: Evaluate the contribution of debriefing after clinical simulations for nursing students. METHOD: Quantitative study, conducted with 35 nursing students who participated in five clinical simulation scenarios with planned debriefings based on the model of the National League Nursing/Jeffries Simulation Theory. After the fifth scenario, students answered the Debriefing Evaluation Scale associated with the Simulation. RESULTS: The items evaluated involved the psychosocial, cognitive, and affective values, and within a scale from one to five, the highest mean was found in cognitive value with 4.23 (±0.56) points, then in psychosocial value with 3.77 (±0.53), and finally in affective value with 3.71 (±0.63) points. CONCLUSION: The debriefing conducted after the clinical simulation scenarios was a reflective exercise that contributed to the student integrating multiple knowledges in affective, cognitive and psychosocial values, and thus develop the competencies required.


Assuntos
Avaliação Educacional/normas , Retroalimentação , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Brasil , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino
19.
Rev. pesqui. cuid. fundam. (Online) ; 11(4): 957-961, jul.-set. 2019. tab
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1005813

RESUMO

Objetivo: Avaliar o conhecimento dos acadêmicos da escola da saúde de uma universidade privada sobre o atendimento de ressuscitação cardiopulmonar no suporte básico de vida. Método: Estudo descritivo, com abordagem quantitativa, realizado em uma universidade privada com 276 estudantes dos cursos de enfermagem, educação física, fisioterapia e nutrição que responderam a um questionário sobre o tema. Resultados: Constatou-se que os alunos entrevistados, em geral, obtiveram desempenho razoável sobre o conhecimento de ressuscitação cardiopulmonar. Destacaram-se os alunos do curso de enfermagem que apresentaram melhor correlação positiva de 0,8658, bem próximo do indicador 1, que representa uma correlação forte, seguidos dos alunos de fisioterapia com 0,2406. Conclusão: Foi possível identificar que apenas os alunos de dois cursos obtiveram desempenho significativo, tendo em vista que esse é um conhecimento essencial em suas profissões


Objective: To evaluate the knowledge of the academics of the health school of a private university about the care of cardiopulmonary resuscitation in basic life support. Method: Descriptive study, with a quantitative approach, carried out in a private university with 276 students from the nursing, physical education, physiotherapy and nutrition courses who answered a questionnaire on the subject. Results: It was found that the interviewed students, in general, obtained a reasonable performance on the knowledge of cardiopulmonary resuscitation. Nursing students with a better positive correlation of 0.8658, close to indicator 1, showed a strong correlation, followed by physical therapy students with 0.2406. Conclusion: It was possible to identify that only the students of two courses obtained significant performance, considering that this is an essential knowledge in their professions


Objetivo: Evaluar el conocimiento de los académicos de la escuela de salud de una universidad privada sobre la atención de la resucitación cardiopulmonar en el soporte básico de la vida. Método: Estudio descriptivo, con abordaje cuantitativo, realizado en una universidad privada con 276 estudiantes de los cursos de enfermería, educación física, fisioterapia y nutrición que respondieron a un cuestionario sobre el tema. Resultados: Se constató que los alumnos entrevistados, en general, obtuvieron desempeño razonable sobre el conocimiento de la resucitación cardiopulmonar. Se destacaron los alumnos del curso de enfermería que presentaron mejor correlación positiva de 0,8658, muy cerca del indicador 1, que representa una correlación fuerte, seguidos de los alumnos de fisioterapia con 0,2406. Conclusión: Fue posible identificar que sólo los alumnos de dos cursos obtuvieron desempeño significativo, teniendo en cuenta que ese es un conocimiento esencial en sus profesiones


Assuntos
Adolescente , Adulto , Estudantes de Ciências da Saúde/estatística & dados numéricos , Reanimação Cardiopulmonar/educação , Avaliação Educacional/estatística & dados numéricos , Fisioterapia/educação , Educação em Enfermagem/estatística & dados numéricos , Nutrição em Saúde Pública/educação
20.
Nurse Educ Today ; 80: 34-39, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31228659

RESUMO

AIMS: To examine the usefulness of the annotated exemplar as an academic support strategy, and explore the characteristics of students who were more likely to engage with this academic support tool. Additionally, to identify if there was any influence on the academic performance in the assessment activity among those who engaged with the annotated exemplar. BACKGROUND: Annotated exemplars have the potential to target students en masse and provide meaningful, task specific comments that guide students prior to assessment submission. Effective strategies to support student learning are needed as nursing students are increasingly entering tertiary studies from non-traditional backgrounds. DESIGN: A cohort study was used to collect administrative data, academic grades and annotated exemplar usage statistics. SETTING: A large multi-campus university in NSW, Australia during Spring semester 2016. PARTICIPANTS: Second year undergraduate students enrolled in a single unit in the Bachelor of Nursing Program. METHODS: Quantitative data related to marks, grades and usage information; and demographic data and contact details were extracted from the online learning management system and student electronic records. RESULTS: Of the 1120 students enrolled in the unit, 49.5% of students engaged with the annotated exemplar. Students more likely to engage with the tool were older, female, born outside of Australia and had higher hit rates on the online learning management site. Of those who engaged with the annotated exemplar, there was no demonstrated increase in assessment mark. CONCLUSION: To improve student performance it is essential that feedback is engaging and effective. While, in this study, use of the annotated exemplar was not reflected in student marks, it is unclear how students may have performed without access to the exemplar. Further research is required to explore the reasons why students did not engage with the annotated exemplar and, for those who did, why the intervention did not impact on assessment mark.


Assuntos
Desempenho Acadêmico/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Desempenho Acadêmico/estatística & dados numéricos , Adulto , Estudos de Coortes , Bacharelado em Enfermagem/métodos , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Retroalimentação , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , New South Wales , Pesquisa Qualitativa
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