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1.
MedEdPORTAL ; 17: 11187, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34651070

RESUMO

Introduction: Clinician-educators often need to produce scholarship for academic promotion. While some programs exist to help with faculty development skills, few provide adequate statistical training to help educators evaluate their work. Methods: From January 2020 through January 2021, faculty at three academic centers attended one of five in-person or virtual seminars with dedicated statistical training for medical education interventions. These 90-minute seminars included a 45-minute PowerPoint presentation of common statistical tests used for educational interventions followed by small breakout groups to help attendees work on additional practice examples. After each seminar, surveys were distributed in person or virtually to obtain feedback. Results: Forty-three faculty attended the five seminars, with a range of surgical and nonsurgical specialties represented. Of these attendees, 38 (88%) completed session evaluations. The majority of respondents (n = 34, 90%) rated the session as extremely useful in helping them know how to use statistics in their scholarly work. Most participants agreed or strongly agreed they had adequate time to practice skills (n = 30, 79%). Self-rated confidence in using statistics was significantly higher after the session compared to before (3.00 post vs. 1.97 pre, p < .0001). Most participants (n = 32, 84%) rated the session as excellent and the small-group practice as most useful (n = 16, 42%), but many (n = 26, 69%) wanted more skills practice. Discussion: This intervention shows that dedicated training on biostatistics used in educational interventions can help clinician-educators improve self-rated confidence and knowledge in choosing statistical tests in educational scholarship.


Assuntos
Educação Médica , Currículo , Docentes , Bolsas de Estudo , Humanos , Desenvolvimento de Pessoal
2.
Edumecentro ; 13(3): 309-324, jul.-sept. 2021. tab, graf
Artigo em Espanhol | LILACS | ID: biblio-1286268

RESUMO

RESUMEN Fundamento: capacitar a los trabajadores del sistema de salud y otros sectores en temas relacionados con la COVID-19 resulta necesario para enfrentar con éxito la pandemia. Objetivo: describir el comportamiento del proceso de capacitación sobre el nuevo coronavirus en la provincia Villa Clara durante el año 2020. Métodos: se realizó un estudio descriptivo transversal en la Universidad de Ciencias Médicas de Villa Clara entre febrero-octubre 2020 para lo cual se revisó la documentación existente en la Dirección de Posgrado y en la Secretaria General. La información obtenida se analizó a través de la estadística descriptiva. Resultados: se realizaron diversas actividades de superación posgraduada dirigidas al personal de la salud; en una primera etapa se logró capacitar al 98,59 %, en otros momentos resultaron preparados 293 055 personas de varios organismos y organizaciones. Se efectuaron talleres relacionados con los protocolos de actuación, medidas de bioseguridad y otras acciones. Para garantizar la atención efectiva en el cumplimiento de misiones en el territorio nacional e internacional, se graduaron 54 médicos y 287 licenciados en Enfermería en un diplomado sobre Bioseguridad, más 54 técnicos en Enfermería en un entrenamiento sobre riesgo biológico. Conclusiones: la actualización del personal del sistema de salud y de otros sectores ha garantizado un adecuado enfrentamiento a la pandemia, lo cual ha permitido que en el período estudiado, esta provincia se mencione entre las que han logrado un mayor control de la enfermedad en Cuba.


ABSTRACT Background: training workers in the health system and other sectors on issues related to COVID-19 is necessary to successfully face the pandemic. Objective: to describe the behavior of the training process on the new corona virus in Villa Clara province during 2020. Methods: a cross-sectional descriptive study was carried out at Villa Clara University of Medical Sciences from February to October 2020, so the existing documentation in the Postgraduate Department and the General Secretariat was reviewed. The information obtained was analyzed through descriptive statistics. Results: various postgraduate improvement activities were carried out aimed at health personnel; In the first stage, 98.59% were trained, at other times 293,055 people from various agencies and organizations were trained. Workshops related to action protocols, biosafety measures and other actions were held. To guarantee effective care in the fulfillment of missions in the national and international territory, 54 doctors and 287 graduates in Nursing graduated from a diploma course on Biosafety, plus 54 Licensed Practical Nurses graduated from a training course on biological risk. Conclusions: the updating of the health system personnel and of other sectors has guaranteed an adequate confrontation with the pandemic, which has allowed that in the period studied, this province is considered among those that have achieved greater control of the disease in Cuba.


Assuntos
Desenvolvimento de Pessoal , Infecções por Coronavirus , Relações Comunidade-Instituição , Descrição de Cargo
6.
BMC Health Serv Res ; 21(1): 680, 2021 Jul 10.
Artigo em Inglês | MEDLINE | ID: mdl-34243765

RESUMO

BACKGROUND: Internationally, health and social services are undergoing creative and extensive redesign to meet population demands with rationed budgets. This has critical implications for the health workforces that serve such populations. Within the workforce literature, few approaches are described that enable workforce development for health professions in the service contexts that emerge from large scale service redesign in times of industry shift. We contribute an innovative and robust methodology for workforce development that was co-designed by stakeholders in allied health during the personalisation of disability funding in Australia (the introduction of the National Disability Insurance Scheme). METHODS: In the context of a broad action research project, we used program logic modelling to identify and enact opportunities for sustainable allied health education and workforce integration amidst the changed service provision context. We engaged with 49 industry stakeholders across 92 research engagements that included interviews (n = 43), a workshop explicitly for model development (n = 8) and a Project Advisory Group (n = 15). Data from these activities were inductively coded, analysed, and triangulated against each other. During the program logic modelling workshop, we worked with involved stakeholders to develop a conceptual model which could be used to guide trial and evaluation of allied health education which was fit-for-purpose to emerging workforce requirements. RESULTS: Stakeholder interviews showed that drivers of workforce design during industry shift were that (1) service provision was happening in turbulent times; (2) new concerns around skills and professional engagement were unfolding for AHP in the NDIS; and (3) impacts to AHP education were being experienced. The conceptual model we co-designed directly accounted for these contextual features by highlighting five underpinning principles that should inform methodologies for workforce development and AHP education in the transforming landscape: being (1) pedagogically sound; (2) person- or family-centred; (3) NDIS compliant; (4) informed by evidence and (5) having quality for all. We use a case study to illustrate how the co-designed conceptual model stimulated agility and flexibility in workforce and service redesign. CONCLUSIONS: Proactive and situated education of the emerging workforce during policy shift is essential to realise future health workforces that can appropriately and effectively service populations under a variety of changing service and funding structures - as well as their transitions. We argue that collaborative program logic modelling in partnership with key stakeholders including existing workforce can be useful for broad purposes of workforce (re)design in diverse contexts.


Assuntos
Pessoas com Deficiência , Serviços de Saúde Rural , Austrália , Humanos , Desenvolvimento de Pessoal , Recursos Humanos
7.
Front Public Health ; 9: 659017, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34249834

RESUMO

Introduction: The objective of this observational, cross-sectional study was to identify, document, and assess the progress made to date in implementing various processes involved in statewide community health worker (CHW) workforce development initiatives. Methods: From September 2017 to December 2020, we developed and applied a conceptual model of processes involved in implementing statewide CHW initiatives. One or more outputs were identified for each model process and assessed across the 50 states, D.C., and Puerto Rico using peer-reviewed and gray literature available as of September 2020. Results: Twelve statewide CHW workforce development processes were identified, and 21 outputs were assessed. We found an average of eight processes implemented per state, with seven states implementing all 12 processes. As of September 2020, 45 states had a multi-stakeholder CHW coalition and 31 states had a statewide CHW organization. In 20 states CHWs were included in Medicaid Managed Care Organizations or Health Plans. We found routine monitoring of statewide CHW employment in six states. Discussion: Stakeholders have advanced statewide CHW workforce development initiatives using the processes reflected in our conceptual model. Our results could help to inform future CHW initiative design, measurement, monitoring, and evaluation efforts, especially at the state level.


Assuntos
Agentes Comunitários de Saúde , Desenvolvimento de Pessoal , Estudos Transversais , Humanos , Porto Rico , Estados Unidos , Recursos Humanos
8.
Am J Surg ; 222(4): 679-684, 2021 10.
Artigo em Inglês | MEDLINE | ID: mdl-34226039

RESUMO

BACKGROUND: High-quality workplace-based assessments are essential for competency-based surgical education. We explored education leaders' perceptions regarding faculty competence in assessment. METHODS: Surgical education leaders were surveyed regarding which areas faculty needed improvement, and knowledge of assessment tools. Respondents were queried on specific skills regarding (a)importance in resident/medical student education (b)competence of faculty in assessment and feedback. RESULTS: Surveys (n = 636) were emailed, 103 responded most faculty needed improvement in: verbal (86%) and written (83%) feedback, assessing operative skill (49%) and preparation for procedures (50%). Cholecystectomy, trauma laparotomy, inguinal herniorrhaphy were "very-extremely important" in resident education (99%), but 21-24% thought faculty "moderately to not-at-all" competent in assessment. This gap was larger for non-technical skills. Regarding assessment tools, 56% used OSATS, 49% Zwisch; most were unfamiliar with all non-technical tools. SUMMARY: These data demonstrate a significant perceived gap in competence of faculty in assessment and feedback, and unfamiliarity with assessment tools. This can inform faculty development to support competency-based surgical education.


Assuntos
Educação Baseada em Competências , Avaliação Educacional/métodos , Docentes de Medicina , Cirurgia Geral/educação , Competência Profissional , Desenvolvimento de Pessoal , Educação de Pós-Graduação em Medicina , Retroalimentação , Humanos , Internato e Residência , Inquéritos e Questionários
9.
Acad Med ; 96(7S): S89-S95, 2021 07 01.
Artigo em Inglês | MEDLINE | ID: mdl-34183609

RESUMO

The transition to the assessment of entrustable professional activities as part of competency-based medical education (CBME) has substantially increased the number of assessments completed on each trainee. Many CBME programs are having difficulty synthesizing the increased amount of assessment data. Learning analytics are a way of addressing this by systematically drawing inferences from large datasets to support trainee learning, faculty development, and program evaluation. Early work in this field has tended to emphasize the significant potential of analytics in medical education. However, concerns have been raised regarding data security, data ownership, validity, and other issues that could transform these dreams into nightmares. In this paper, the authors explore these contrasting perspectives by alternately describing utopian and dystopian futures for learning analytics within CBME. Seeing learning analytics as an important way to maximize the value of CBME assessment data for organizational development, they argue that their implementation should continue within the guidance of an ethical framework.


Assuntos
Competência Clínica , Educação Baseada em Competências , Ciência de Dados , Educação Médica , Aprendizado de Máquina , Segurança Computacional , Docentes de Medicina , Humanos , Propriedade , Avaliação de Programas e Projetos de Saúde , Reprodutibilidade dos Testes , Desenvolvimento de Pessoal
14.
Medicine (Baltimore) ; 100(23): e26261, 2021 Jun 11.
Artigo em Inglês | MEDLINE | ID: mdl-34115019

RESUMO

ABSTRACT: The rapid response system (RRS) was introduced for early stage intervention in patients with deteriorating clinical conditions. Responses to unexpected in-hospital patient emergencies varied among hospitals. This study was conducted to understand the prevalence of RRS in smaller hospitals and to identify the need for improvements in the responses to in-hospital emergencies.A questionnaire survey of 971 acute-care hospitals in western Japan was conducted from May to June 2019 on types of in-hospital emergency response for patients in cardiac arrest (e.g., medical emergency teams [METs]), before obvious deterioration (e.g., rapid response teams [RRTs]), and areas for improvement.We received 149 responses, including those from 56 smaller hospitals (≤200 beds), which provided fewer responses than other hospitals. Response systems for cardiac arrest were used for at least a limited number of hours in 129 hospitals (87%). The absence of RRS was significantly more frequent in smaller hospitals than in larger hospitals (13/56, 23% vs 1/60, 2%; P < .01). METs and RRTs operated in 17 (11%) and 15 (10%) hospitals, respectively, and the operation rate for RRTs was significantly lower in smaller hospitals than in larger hospitals (1/56, 2% vs 12/60, 20%; P < .01). Respondents identified the need for education and more medical staff and supervisors; data collection or involvement of the medical safety management sector was ranked low.The prevalence of RRS or predetermined responses before obvious patient deterioration was ≤10% in small hospitals. Specific education and appointment of supervisors could support RRS in small hospitals.


Assuntos
Serviços Médicos de Emergência , Parada Cardíaca , Equipe de Respostas Rápidas de Hospitais , Hospitais com Baixo Volume de Atendimentos , Deterioração Clínica , Serviços Médicos de Emergência/métodos , Serviços Médicos de Emergência/normas , Pesquisas sobre Serviços de Saúde , Necessidades e Demandas de Serviços de Saúde , Parada Cardíaca/epidemiologia , Parada Cardíaca/terapia , Equipe de Respostas Rápidas de Hospitais/organização & administração , Equipe de Respostas Rápidas de Hospitais/normas , Equipe de Respostas Rápidas de Hospitais/estatística & dados numéricos , Hospitais com Baixo Volume de Atendimentos/organização & administração , Hospitais com Baixo Volume de Atendimentos/estatística & dados numéricos , Humanos , Japão/epidemiologia , Prevalência , Melhoria de Qualidade , Desenvolvimento de Pessoal
16.
J Nurses Prof Dev ; 37(4): 200-205, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34191463

RESUMO

Mindfulness has many benefits, but its mechanisms of action are not universally understood. This analysis explores mindfulness and informs a model for its practical applications in health care and professional development. A mindful nursing professional development practitioner can use metacognitive thought processes to enhance interpersonal connections and create better learning environments to facilitate practice change. The literature supports the testing of this model in nursing professional development.


Assuntos
Formação de Conceito , Atenção Plena/métodos , Desenvolvimento de Pessoal/métodos , Humanos , Atenção Plena/instrumentação , Desenvolvimento de Pessoal/tendências , Estresse Psicológico/psicologia , Estresse Psicológico/terapia
18.
J Nurses Prof Dev ; 37(4): 231-236, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34191466

RESUMO

Health systems adopting a medical assistant clinical ladder program would do well to invest in program leaders. Nurse mentors tasked with leading advancement programs should formally advance their own coaching and mentoring skills. The following literature remarks describe potentially better practices for nurses who develop adult learners along advancement pathways. The proposed practice considerations may guide program leaders in equipping nurse leaders with basic mentorship fundamentals. The recommendations may be adapted to any health system's complex adaptive network.


Assuntos
Pessoal Técnico de Saúde/educação , Mobilidade Ocupacional , Mentores , Desenvolvimento de Pessoal/métodos , Pessoal Técnico de Saúde/psicologia , Humanos , Liderança , Avaliação de Programas e Projetos de Saúde/métodos
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