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1.
BMC Oral Health ; 22(1): 402, 2022 09 15.
Artigo em Inglês | MEDLINE | ID: mdl-36109782

RESUMO

BACKGROUND: Uninformed opioid prescribing by dentists has contributed to the current opioid crisis. This report describes the development and implementation of an innovative, interactive, multidisciplinary, and participant-centric telementoring program "Pain Management and Substance Use Disorders Dental ECHO (Extension for Community Health Care Outcomes)". We disseminated information to dentists about appropriate opioid prescribing practices and engaged them with a focus on pain management and substance use disorders. The objective of this study was to assess the effectiveness of this program for self-reported: (1) change in knowledge and confidence related to clinical skills for dental pain management of patients with substance use disorders; (2) change in clinical behavior of dentists for safe opioids prescribing; and (3) change in clinic policies regarding safe opioids prescribing. METHODS: An interdisciplinary panel of experts in medicine, pharmacy, social work, and dentistry designed and led the "Pain Management and Substance Use Disorders Dental ECHO" for invited dental care providers and dental students. Six cohorts each consisting of six, 1-h-long sessions were conducted via the Zoom videoconference platform in years 2020 and 2021. Each session included a didactic expert presentation, a participant-presented patient case and discussion. Each participant completed pre- and post-program surveys to assess the program's influence on participant knowledge, clinical confidence and behavior change. RESULTS: The participants (N = 151) were dentists (n = 109), dental faculty (n = 15), dental residents (n = 6), dental hygienists/assistants (n = 13) and nurses and clinic administrators (n = 8). Self-reported perceived medication knowledge, confidence in identification, treatment and willingness to engage with substance use disorders patients, and reported compliance with Prescription Drug Monitoring Program (PDMP) checks increased significantly from before to after the sessions (p < 0.001). Overall, participants expressed high levels of satisfaction with the content and reported that the sessions provided high benefit. CONCLUSION: The Project ECHO model is effective in rapidly disseminating evidence-based information. Dentists viewed this model as having a high degree of benefit for the optimal management of dental pain and the recognition and treatment of substance use disorders.


Assuntos
Manejo da Dor , Transtornos Relacionados ao Uso de Substâncias , Analgésicos Opioides/uso terapêutico , Odontologia , Humanos , Modelos Educacionais , Padrões de Prática Odontológica , Transtornos Relacionados ao Uso de Substâncias/complicações , Transtornos Relacionados ao Uso de Substâncias/terapia
2.
J Environ Public Health ; 2022: 4522580, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36017241

RESUMO

Colleges and universities are crucial hubs for talent development, carrying out the vital task of supplying top-notch talent for all spheres of society. The growth of society and the economy is significantly influenced by the quality of education and teaching. A significant factor is the caliber of the instruction. Therefore, it is essential to innovate the educational management model in order to promote the holistic development of college students as well as the orderly development of educational and teaching activities in colleges and universities. The college and university music education model has made progress after years of development. In spite of its successes in reform, there are still a lot of issues that require close attention. The education system is constantly being updated and improved in order to meet modern development needs. It is essential to develop innovative strategies with strong operability from multiple perspectives in response to the actual issues that arise in order to carry out the reform work smoothly and steadily advance the innovation of the management model of music education in colleges and universities. This paper analyzes the teaching impact of the single-line education management model and the credit system education management model and predicts the students' musical performance based on the gray theoretical model and the big data platform. The experiment revealed that as learning time increases, the teaching effects of the two learning modes increase, but it is evident that the credit system education management mode's teaching effect is superior. The single-line education management model among them has an average score of 83.3 points, and the credit system education management model has an evaluation score of 86.1 points.


Assuntos
Música , Big Data , Humanos , Modelos Educacionais , Estudantes , Universidades
3.
Creat Nurs ; 28(3): 161-166, 2022 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-35927014

RESUMO

Several factors predispose nursing to being regarded as an oppressed profession. A majority of nurses are female; the role of the nurse is often seen as being under the direction of physician's orders; and the nature of nurses' clinical practice is seen as task driven. We propose that nursing can be liberated from this image of oppression by transforming nursing education to empower nurses to embrace the fullness of their practice of caring: Providing all human beings with dignity and valuing the care they provide as equally vital to the human condition as the focus on curing is to their physician counterparts. Paolo Freire's Pedagogy of the Oppressed proposes an educational model in which the teacher embraces the authentic thinking required of students in order to fully grasp their role, respecting what each student brings with them and recognizing the value of that knowledge. Trust must be built at every level of health care, beginning with nurses and their educators engaging in relationships rooted in communication, connection, and the ability to engage in productive dialogue. Should students and educators in nursing programs embrace the words of Freire, a transformation can take place in the health-care system. Nurses and nursing students will no longer carry the weight of oppression with them into the workforce.


Assuntos
Educação em Enfermagem , Estudantes de Enfermagem , Atenção à Saúde , Feminino , Humanos , Conhecimento , Masculino , Modelos Educacionais
4.
Matern Child Health J ; 26(Suppl 1): 3-9, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35904673

RESUMO

INTRODUCTION: Pregnancy, childbirth, and child well-being are identified by Healthy People 2030 as priority topics for improving the health of all Americans. New Mexico is the fifth largest state geographically with most of the state's 33 counties considered rural or frontier. Accessing health care services is challenging in this resource-poor environment. The need to provide maternal and child health (MCH) education in the state was the impetus for developing a graduate certificate in maternal and child public health. METHODS: The hybrid MCH graduate certificate engaged professionals in formal training that included a public health approach to addressing MCH issues in the state's diverse communities. Grant funds paid for the tuition, books and travel for students providing an opportunity to individuals who otherwise could not have pursued graduate education and professional development. RESULTS: Over a 4-year period, two cohorts were recruited, educated, and evaluated. The evaluations reflected an increase in competency knowledge scores for all students. DISCUSSION: This model of MCH education was successful at delivering public health graduate education to MCH practitioners and increasing their knowledge and skills. Listening to students and communities as to what their MCH public health needs are and responding with a flexible educational model provided individuals with information and tools that could be used to improve maternal and child health and reduce health disparities in rural, tribal, and underserved communities.


Assuntos
Saúde da Criança , Pessoal de Saúde , Criança , Feminino , Pessoal de Saúde/educação , Humanos , Modelos Educacionais , Gravidez , Saúde Pública/educação , Estados Unidos , Universidades
5.
Occup Ther Int ; 2022: 4723893, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35821711

RESUMO

English reading occupies a large proportion of English test papers, and English reading ability is crucial for college students. However, in the actual teaching process, teachers often neglect the cultivation of students' reading ability. Influenced by the new crown epidemic, various schools actively carry out online teaching. Through online teaching, we found that students' interest in English classes has significantly increased, and the flipped classroom teaching model is a teaching model that combines online and offline teaching. Therefore, this study attempted to apply the flipped classroom model to college English reading instruction to stimulate students' interest in English reading, increase students' participation in class, and improve students' ability to cooperate with each other and ultimately improve students' reading performance. In this study, independent and paired sample t-tests were conducted using SPSS on the results of two reading tests to analyze the effect of this teaching method on the reading level of college students. The data collected from the questionnaires were quantitatively analyzed to understand the changing status of college students' interest in reading and their perceptions of this instructional model. The study found that the flipped classroom can improve the reading level of college students. As for the survey of students' cultural knowledge in the classroom, 56% of them know more about it, and 44% of them have almost no relevant background knowledge. In summary, we can conclude that students do not do enough prereading before class, their participation in class is low, and they know less about the corresponding cultural background knowledge. In the process of flipped classroom teaching, teachers should focus on adapting to their role change in time and selecting high-quality resources to push to students. At the same time, they should also strengthen the cultivation of students' independent learning ability before class, improve students' initiative, communicate more with students in class, find students' problems in time and give corresponding guidance according to students' specific conditions, and pay attention to the evaluation mode after class. Finally, we give teachers and students corresponding suggestions for the problems that appear in the experimental process, so as to promote the flipped classroom teaching to better serve the college reading teaching.


Assuntos
Terapia Ocupacional , Educação de Pós-Graduação , Humanos , Modelos Educacionais , Estudantes , Universidades
6.
J Surg Educ ; 79(5): 1246-1252, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35649957

RESUMO

OBJECTIVE: We hypothesized that a Chief Resident Service educational model provides safe care for patients compared to that received on standard academic services where rotating residents adopt the practices and preferences of their attending. DESIGN: We retrospectively identified patients undergoing inguinal hernia repairs from July 2016 through June 2019 and matched Chief's service patients to standard academic service patients 1:1 on CPT, sex and age. We compared patient characteristics, recurrence rates, outcomes and complications. SETTING: Tertiary care center, single institution. PARTICIPANTS: Overall, 77 patients undergoing inguinal hernia repairs (66% open and 34% laparoscopic) on the Chief's service matched successfully to 77 standard academic service patients during the study period. RESULTS: Age, BMI and ASA were similar between the services, but Chief's service patients were less likely to be current smokers (1.3% vs. 24.7%) and more likely to be former smokers (59.7% vs. 26.0%) than standard academic service patients (p < 0.01). Patients presenting with incarcerated hernias (5.2% vs. 9.1%), recurrent (10.4% vs. 5.2%) and bilateral hernias (19.5% vs. 10.4%) were similar between the Chief's service and standard academic services, respectively (all p > 0.05). Operative times were longer for the Chief's service for open (123 min vs. 67, p < 0.01) and laparoscopic (112 min vs. 79, p = 0.02) repairs. Recurrence rates (6.5% vs. 3.9%, p = 0.47) and complications including infection, seroma or hematoma requiring evacuation and need for reoperation were similarly low (p > 0.05) between the Chief's and standard academic services, respectively. Despite low complication rates, Chief's service patients were more likely to present to the ED post-op (14.3% vs. 1.3%; p = 0.001), but readmission rates were similarly low (2.6% vs. 0%, p = 0.09). CONCLUSIONS: Providing general surgery chief residents with a supervised opportunity to direct, plan and provide surgical care in clinic and the operating room, as a transition to independent practice following graduation, is safe for patients presenting with inguinal hernias. Concerns about patient safety should not be a barrier to maximizing entrustment for the evaluation and operative management of select core general surgery diagnoses and operations.


Assuntos
Hérnia Inguinal , Laparoscopia , Hérnia Inguinal/cirurgia , Herniorrafia/efeitos adversos , Humanos , Modelos Educacionais , Duração da Cirurgia , Complicações Pós-Operatórias/epidemiologia , Estudos Retrospectivos , Resultado do Tratamento
8.
Rev. int. med. cienc. act. fis. deporte ; 22(86): 269-284, jun.-sept. 2022. tab
Artigo em Inglês, Espanhol | IBECS | ID: ibc-205442

RESUMO

El objetivo fue comparar el uso de dos planteamientos metodológicos, el modelo tradicional (MT) y el Modelo de Educación Deportiva (MED), en la valoración de las capacidades físicas básicas con 118 estudiantes de 13 años (M = 12,81, DE = 0,74). Los resultados indicaron que el uso del MED produjo mayores puntuaciones en las variables autonomía, competencia, relación, y motivación intrínseca. Los varones se aburrieron más y las mujeres sintieron menor presión-tensión con el MED. Los resultados registrados por el profesor en todos los test mediante el MT se correspondían con los resultados registrados por los alumnos con el MED con una fiabilidad que oscilaba entre buena y excelente. Con base en la teoría de la autodeterminación, se sugiere que el uso del MED en la enseñanza y aplicación de los test de condición física puede producir beneficios sin perder fiabilidad en la valoración de la condición física. (AU)


The aim was to compare the use of two methodological approaches, the traditional model (TM) and the Sport Education Model (SEM) on the assessment of physical fitness with 118 students of 13 years old (M = 12.81, SD = 0.74). The results indicated that the use of the MED in physical fitness test administration produced higher scores on the variables autonomy, competence, relationship, and intrinsic motivation. Males became more bored and females felt less pressure-tension with the SEM. Fitness assessment from both methodological approaches were similar, indicating good reliability in data collection. Based on the self-determination theory, the results of this study suggest that the use of the SEM in fitness testing can produce benefits in the students without losing reliability in fitness testing. (AU)


Assuntos
Humanos , Masculino , Feminino , Adolescente , Educação Física e Treinamento , Educação Física e Treinamento/métodos , Educação Física e Treinamento/tendências , Modelos Educacionais , Interpretação Estatística de Dados , Análise de Dados , Educação Física e Treinamento/estatística & dados numéricos , Espanha
9.
Nurs Adm Q ; 46(3): 234-244, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35639531

RESUMO

In March 2021, the American Association of Colleges of Nursing (AACN) endorsed and published a report that included a reenvisioned framework for nursing education. This report introduced innovative and bold ideas for transforming nursing education and pedagogy from a concept-based model to a competency-based model of nursing education. This new model of nursing education establishes a core set of expectations and standards of competency-based nursing curricula common to all nursing educational programs moving forward. Before this transformative change can occur, nurse educators must first understand what is expected of them before they can adapt current nursing curricula to meet the future needs of our communities and employers. This article will dissect the Re-envisioned Essentials and provide the reader with new terminology introduced by the Essentials document, as well as the core expectations and standards established by the AACN for future nursing education and curricula. With this new understanding, we will introduce and discuss strategies supporting the transitional process of moving from concept-based educational models to competency-based models using a think-backward approach to change that begins with an alignment of program-level learning outcomes with national standards and working backwards to build assessments.


Assuntos
Educação em Enfermagem , American Nurses' Association , Currículo , Docentes de Enfermagem , Humanos , Modelos Educacionais , Estados Unidos
10.
Nurs Adm Q ; 46(3): 224-233, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35639530

RESUMO

The dual enrollment model in which universities collaborate with community colleges to provide the prelicensure Bachelor of Science in Nursing (BSN) education has been identified by the National Academy of Medicine as one of 5 viable academic progression models for transforming nursing education. The New Mexico Nursing Education Consortium (NMNEC) is a successful example of the dual enrollment model, which began in 2015 with one partnership. By 2018, 3 universities and 5 community colleges had partnered to offer the BSN jointly with the community college locations. In this retrospective, descriptive study, the 2 program types were compared to assess for differences in demographic and academic characteristics as well as program outcomes for the BSN graduates (n = 1018) from 2015 to 2018. The results of the analysis show that NMNEC has been successful in increasing the total number and diversity of BSN graduates for New Mexico. Importantly, NMNEC serves as an exemplar academic-practice partnership model because the success of the consortium would not have been possible without the involvement of practice partners. The outcomes from this study support academic-practice partnerships as instrumental in developing a better educated and more diverse nursing workforce that will improve patient outcomes and strive for health equity.


Assuntos
Bacharelado em Enfermagem , Relações Interinstitucionais , Modelos Educacionais , Universidades , Bacharelado em Enfermagem/organização & administração , Humanos , Pesquisa em Educação de Enfermagem , Estudos Retrospectivos
11.
Niger J Clin Pract ; 25(5): 677-682, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35593612

RESUMO

Background: Peer-assisted education (PAE) is a collaborative and active learning strategy in which another student or another student group teaches one group of students. This model is quite widely used in social and health science vocational education. Aim: This study was carried out to determine the effect of peer education on clinical skill learning and anxiety in nursing students. A quasi-experimental and a single-blinded design were used. Subjects and Methods: This study was conducted using experimental (n = 45) and control groups (n = 47) in a university in the Central Anatolia Region, Turkey. A total of 92 students were included. The experimental group received peer education nursing skills. The control group also received education in the traditional model. An Objective Structured Clinical Examination (OSCE) pretest and posttest were used to assess student performance. Results: It was found that the total scores of posttraining exam success in both experimental and control groups increased (35.20 ± 4.63; 36.70 ± 5.36, respectively) and there was no statistically significant difference between the two groups (P > 0.264). The posttest scores of anxiety in the experimental group were less than the control group (30.18 ± 2.25; 41.21 ± 4.20, respectively). Conclusions: The use of the peer education model in nursing education has been found to reduce the level of learning anxiety and positively affect psycho-motor skill acquisition. It is proposed to be used as an alternative method in vocational skills training within this context in this area.


Assuntos
Educação em Enfermagem , Modelos Educacionais , Estudantes de Enfermagem , Ansiedade , Competência Clínica , Humanos , Aprendizagem , Grupo Associado , Estudantes de Enfermagem/psicologia , Turquia
12.
Front Public Health ; 10: 888052, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35570971

RESUMO

The aim of the paper is a dynamic evaluation system that provides support to the students' mental health. Mental health contains students' feelings, psychological, and social well-being. Extracurricular activities, professional and innovative skills, self-awareness, emotional management, cultural norms, and personality development are the essential factors in a dynamic evaluation system for students' mental health. Extracurricular activities support learning additional things except for the subjects. Thinking skill is being an optimistic idea to mental health. Through professional and innovative skills, students can express their thoughts and ideas with others. Understanding one's feelings are considered self-awareness. It supports finding the good and uniqueness of a particular person. Emotional management accepts and controls the feelings of the students. Virtue, ethics, honesty, loyalty, responsibility, positive thoughts, relational skills are the important factors in cultural norms. Feelings and ways of behavior affect mental health in personality development. Self-confidence is the main element in personality development. This article engaged to adopt a descriptive research method to present a perfect model for this research. The probability method (random sampling method) and non-probability method (purposive sampling method) were utilized for this research. A total of 349 sample sizes of college students participated in the questionnaire survey and 12 sample sizes of college instructors responded to the face-to-face interview from the priority areas of the university. Finally, Thus, in this research, extracurricular activities and professional and innovative skills are dominant factors when examining other factors. These leading factors are expressed clearly by students to protect their mental health of the students.


Assuntos
Saúde Mental , Modelos Educacionais , Humanos , Estudantes , Inquéritos e Questionários , Universidades
13.
Educ Prim Care ; 33(4): 194-198, 2022 07.
Artigo em Inglês | MEDLINE | ID: mdl-35400299

RESUMO

Although theories do not play a major role in clinical medicine, the application of established theories of education can improve medical teaching. By understanding and harnessing learning theories, clinician educators can solve common teaching problems, thoughtfully craft their teaching sessions, determine whether learners or residents have achieved the intended learning objectives, and even earn higher course ratings. Key theories to be aware of include cognitive load theory, social learning theory, experiential learning, constructivism, humanism, behaviourism and connectivism. Various teaching problems are presented, along with explanations rooted in educational theory and possible solutions for use in the clinical educational setting.


Assuntos
Educação Médica , Modelos Educacionais , Escolaridade , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas , Ensino
14.
Artigo em Inglês | MEDLINE | ID: mdl-35410065

RESUMO

INTRODUCTION: The increase in chronic degenerative diseases poses many challenges to the efficacy and sustainability of healthcare systems, establishing the family and community nurse (FCN) who delivers primary care as a strategic role. FCNs, indeed, can embrace the complexity of the current healthcare demand, sustain the ageing of the population, and focus on illness prevention and health promotion, ensuring a continuous and coordinated integration between hospitals and primary care ser. The literature on FCNs is rich but diverse. This study aimed to critically summarise the literature about the FCN, providing an overall view of the recent evidence. METHODS: A state-of-art systematic review was performed on PubMed, CINAHL, and Scopus, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and checklist to guide the search and reporting. RESULTS: Five interpretative themes emerged from the 90 included articles: clinical practice, core competencies, outcomes, Organisational and educational models, and advanced training program. CONCLUSIONS: FCNs can make a major contribution to a population's health, playing a key role in understanding and responding to patients' needs. Even if the investment in prevention does not guarantee immediate required strategies and foresight on the part of decisionmakers, it is imperative to invest more political, institutional, and economic resources to support and ensure the FCNs' competencies and their professional autonomy.


Assuntos
Atenção à Saúde , Modelos Educacionais , Hospitais , Humanos
17.
Nurse Educ Pract ; 60: 103329, 2022 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-35287000

RESUMO

AIM: The aim of this discussion paper is to discuss learning theories in midwifery education, as related to the Midwifery Continuity of Care Experience and to propose an original conceptual framework based on Heutagogy. BACKGROUND: Midwifery education curricula include a number of midwifery practice experiences. One of the requirements is for students to provide Midwifery Continuity of Care. To achieve these experiences, students in Australia are required to provide care to at least ten (10) women through pregnancy, be on call for the woman's birth and provide at least two visits post-birth. Continuity of care experiences appear to have been incorporated without sufficient consideration of the educational purpose of the experience, or how the experiences contribute to the development of the profession. Although we do know midwifery practice embraces woman-centred care as its philosophical underpinning, a learning approach that is congruent with this philosophy needs to be clearly articulated. DESIGN: A discussion paper that compared and contrasted learning theories to align with Midwifery Continuity of Care experiences. METHODS: A review of the literature on learning theories was conducted before comparing and contrasting the theories to arrive at a conceptual framework focused on learning theory and its application to the Midwifery Continuity of Care Experience. RESULTS: Heutagogy provides a potentially congruent educational learning approach to underpin the continuity of care experiences, in comparison to traditional learning theories of pedagogy and andragogy. With a paucity of research in the application of heutagogy to midwifery education, it's conceptual underpinnings and the possible application to the Continuity of Care Experience, this paper explores the possible theoretical applications of heutagogy to midwifery education. CONCLUSION: As a learning theory, heutagogy is well - aligned with woman-centred care. Heutagogy provides a theoretical framework suitable to underpin strategies, including the conceptual framework proposed, that may assist in empowering students to participate in their own education by giving them the ability to be self-determined in both their approach to learning and to evaluate their own learning needs.


Assuntos
Tocologia , Continuidade da Assistência ao Paciente , Currículo , Feminino , Humanos , Aprendizagem , Tocologia/educação , Modelos Educacionais , Gravidez
18.
Rev. Hosp. Ital. B. Aires (2004) ; 42(1): 56-58, mar. 2022.
Artigo em Espanhol | LILACS, BINACIS, UNISALUD | ID: biblio-1369565

RESUMO

En el artículo anterior se introdujo el tema y se desarrolló cómo es la recolección y análisis de datos, la selección y entrenamiento de modelos de aprendizaje automático supervisados y los métodos de validación interna que permiten corroborar si el modelo arroja resultados similares a los de otros conjuntos de entrenamiento y de prueba. En este artículo continuaremos con la descripción de la evaluación del rendimiento, la selección del modelo más adecuado para identificar la característica que se va a evaluar y la validación externa del modelo. Además, el artículo resume los desafíos existentes en la implementación del Machine Learning desde la investigación al uso clínico. (AU)


In the previous article, we introduced topics such as data collection and analysis, selection and training of supervised machine learning models and methods of internal validation that allow to corroborate whether the model yields similar results to other training and test sets.In this article, we will continue with the description of the performance evaluation, selecting the most appropriate model to identify the characteristic to evaluate and the external validation of the model. In addition, the article summarizes the actual challenges in the implementation of machine learning from research to clinical use. (AU)


Assuntos
Humanos , Modelos Educacionais , Benchmarking/métodos , Aprendizado de Máquina , Tecnologia Biomédica/métodos , Gestão de Ciência, Tecnologia e Inovação em Saúde
19.
Comput Intell Neurosci ; 2022: 5018033, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35198019

RESUMO

With the rapid development of information technology, the traditional single classroom teaching and passive learning methods of students can no longer meet the needs of all-round development of college students, and its urgent need to integrate with information technology. This article is aimed at the problem of lagging feedback on training results in the traditional teaching model, teachers' active control, students' passive obedience, ignoring the development of students' personality in college football classrooms, and the inability to carry out personalized tracking and quantitative improvement of the training process of students' related abilities. We constructed a college football classroom practice teaching system model based on big data analysis from the perspectives of establishing big data teaching resources, and implementing personalized resource recommendation, optimizing the traditional teaching process, integrating quantitative training, measurement and recording, implementing quantitative intervention, etc. Colleges and universities have carried out experimental observations. Through continuous observation and comparison, it is found that college football classroom practice teaching under big data is more conducive to improving students' football skills and theoretical level than traditional teaching. This model makes full use of the advantages of big data and the combination of practical teaching methods, which can bring students a different learning experience and obtain good teaching effects. It has guiding and reference significance for college football practical teaching.


Assuntos
Futebol Americano , Ensino , Universidades , Big Data , Análise de Dados , Futebol Americano/educação , Humanos , Modelos Educacionais , Estudantes
20.
Health Res Policy Syst ; 20(1): 17, 2022 Feb 08.
Artigo em Inglês | MEDLINE | ID: mdl-35135565

RESUMO

BACKGROUND: Project ECHO is a virtual education model aimed at building capacity among healthcare providers to support optimal management for a range of health conditions. The expansion of the ECHO model, further amplified by the pandemic, has demonstrated an increased need to evaluate implementation success to ensure that interventions are implemented as planned. This study describes how Proctor et al.'s implementation outcomes (acceptability, adoption, appropriateness, costs, feasibility, fidelity, penetration, and sustainability) were adapted and used to assess the implementation of ECHO Ontario Mental Health (ECHO-ONMH), a mental health-focused capacity-building programme. METHODS: Using Proctor et al.'s implementation outcomes, the authors developed an implementation outcomes framework for ECHO-ONMH more generally. Using this, outcome measures and success thresholds were identified for each outcome for the ECHO-ONMH context, and then applied to evaluate the implementation of ECHO-ONMH using data from the first 4 years of the programme. RESULTS: An ECHO-ONMH implementation outcomes framework was developed using Proctor's implementation outcomes. ECHO-ONMH adapted implementation outcomes suggest that ECHO-ONMH was implemented successfully in all domains except for penetration, which only had participation from 13/14 regions. Acceptability, appropriateness and adoption success thresholds were surpassed for all 4 years, showing strong signs of sustainability. The programme was deemed feasible all 4 years and was found to be more cost-effective. ECHO-ONMH also showed high rates of fidelity to the ECHO model, and high rates of penetration. CONCLUSIONS: This is the first study to use Proctor et al.'s implementation outcomes to describe implementation success for a virtual capacity-building model. The proposed ECHO implementation outcomes framework provides a base for similar interventions to evaluate implementation success, which is an important precursor to understanding learning, service or health outcomes related to the model. Additionally, these findings can act as a benchmark for other international ECHOs and educational programmes.


Assuntos
Pessoal de Saúde , Saúde Mental , Pessoal de Saúde/educação , Humanos , Modelos Educacionais , Ontário
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