Exploring assessment of medical students\u27 competencies in pain medicine - A review

Introduction: Considering the continuing high prevalence and public health burden of pain, it is critical that medical students are equipped with competencies in the field of pain medicine. Robust assessment of student expertise is integral for effective implementation of competency-based medical education. Objective: The aim of this review was to describe the literature regarding methods for assessing pain medicine competencies in medical students. Method: PubMed, Medline, EMBASE, ERIC, and Google Scholar, and BEME data bases were searched for empirical studies primarily focusing on assessment of any domain of pain medicine competencies in medical students published between January 1997 and December 2016. Results: A total of 41 studies met the inclusion criteria. Most assessments were performed for low-stakes summative purposes and did not reflect contemporary theories of assessment. Assessments were predominantly undertaken using written tests or clinical simulation methods. The most common pain medicine education topics assessed were pain pharmacology and the management of cancer and low-back pain. Most studies focussed on assessment of cognitive levels of learning as opposed to more challenging domains of demonstrating skills and attitudes or developing and implementing pain management plans. Conclusion: This review highlights the need for more robust assessment tools that effectively measure the abilities of medical students to integrate pain-related competencies into clinical practice. A Pain Medicine Assessment Framework has been developed to encourage systematic planning of pain medicine assessment at medical schools internationally and to promote continuous multidimensional assessments in a variety of clinical contexts based on well-defined pain medicine competencies

Toward a Systematic Evidence-Base for Science in Out-of-School Time: The Role of Assessment

Analyzes the tools used in assessments of afterschool and summer science programs, explores the need for comprehensive tools for comparisons across programs, and discusses the most effective structure and format for such a tool. Includes recommendations

Exploring Predictors of Teamwork Performance in an Interprofessional Education Setting

Abstract EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING By Danah M. Alsane, MS. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University Virginia Commonwealth University, 2016 Advisor: Patricia Slattum, Pharm.D., Ph.D. Professor and Director of the Geriatric Pharmacotherapy Program Department of Pharmacotherapy and Outcomes Science Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course. Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses. Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project. Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted

Evaluation of the usefulness of a computer‐based learning program to support student learning in pharmacology

This study aims to evaluate the effectiveness of a computer‐based teaching program in supporting and enhancing traditional teaching methods. The program covers the pharmacology of inflammation and has been evaluated with a group of second‐year medical students at a UK university. The study assessed subject‐specific knowledge using a pre‐ and post‐test and surveyed, by questionnaire, students’ perceptions of the usefulness of the program to support learning before and after use. The use of computers for learning amongst this cohort of students was widespread. The results demonstrated an increase in students ‘ knowledge of the pharmacology of inflammation, coupled with a positive attitude towards the CBL program they had used and the advantages that this mode of study may provide in enabling students to manage their own learning. However, students did not feel that the program could substitute for traditional teaching (lectures)

Assessing outgroup prejudice among secondary school pupils in northern England : introducing the Outgroup Prejudice Index

The Outgroup Prejudice Index is a six-item scale that uses social distance to assess prejudice towards ethnic and religious out groups among Asians and Whites. It was developed among a sample of 2982 teenagers attending schools in northern England who indicated their religion as either ‘Muslim’, ‘Christian’ or ‘no religion’. The scale demonstrated internal consistency reliability among both Asian (Cronbach’s alpha = .78) and White (Cronbach’s alpha = .85) pupils. The scale demonstrated construct validity in two ways: scores were correlated with a second scale based on stereotyped attitudes, and were also lower among those with friends in outgroups, suggesting the index was a valid measure of ethnic or religious outgroup prejudice

Changing Student Teachers' Attitudes Towards Disability and Inclusion

A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general

Amused, accepted, and used? Attitudes and emotions towards automated vehicles, their relationships, and predictive value for usage intention

Automated vehicles (AVs) have left the laboratories and can be experienced in several projects, e.g. at the premises of a clinic in Germany. With this transition, research on AV attitudes no longer needs to rely on questionnaires with hypothetical scenarios and simulations. Previous research – limited by the unavailability of AVs – has provided ambivalent results regarding age and gender differences in attitudes towards AVs. We present research results about the role of age and gender in connection with attitudes such as acceptance, perceived safety, and trust, as well as intention to use. We additionally demonstrate relationships between those constructs and emotions such as amusement, fear, and surprise. Data were collected from participants (n = 125) after having experienced an AV ride with level 4 automation on two campuses of a clinic in Berlin, Germany. Results reveal strong correlations between all attitudes (0.55 ≤ r ≤ 0.71; p < 0.01) and show acceptance and perceived safety to be solid predictors of intention to use AVs. We also found age to be a significant predictor for usage intention even when other attitudes are considered (β = −0.22; p < 0.01). MANOVA results point to gender differences in all constructs, but with limited confidence (5.40 ≤ F ≤ 18.34; p ≤ 0.02). However, we reject our hypothesis that young men are highly accepting, trusting, and intending to use AVs compared to other combinations of age and gender. We recommend using a mix of attitude, emotion, and behavioural (intention) measures in future research on AVs together with more transparency regarding construct definitions and study materials

Mental health nurses’ attitudes, experience, and knowledge regarding routine physical healthcare:systematic, integrative review of studies involving 7,549 nurses working in mental health settings

Background: There has been a recent growth in research addressing mental health nurses’ routine physical healthcare knowledge and attitudes. We aimed to systematically review the empirical evidence about i) mental health nurses’ knowledge, attitudes, and experiences of physical healthcare for mental health patients, and ii) the effectiveness of any interventions to improve these aspects of their work.Methods: Systematic review in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Multiple electronic databases were searched using comprehensive terms. Inclusion criteria: English language papers recounting empirical studies about: i) mental health nurses’ routine physical healthcare-related knowledge, skills, experience, attitudes, or training needs; and ii) the effectiveness of interventions to improve any outcome related to mental health nurses' delivery of routine physical health care for mental health patients. Effect sizes from intervention studies were extracted or calculated where there was sufficient information. An integrative, narrative synthesis of study findings was conducted.Results: Fifty-one papers covering studies from 41 unique samples including 7,549 mental health nurses in 14 countries met inclusion criteria. Forty-two (82.4%) papers were published since 2010. Eleven were intervention studies; 40 were cross-sectional. Observational and qualitative studies were generally of good quality and establish a baseline picture of the issue. Intervention studies were prone to bias due to lack of randomisation and control groups but produced some large effect sizes for targeted education innovations. Comparisons of international data from studies using the Physical Health Attitudes Scale for Mental Health Nursing revealed differences across the world which may have implications for different models of student nurse preparation.Conclusions: Mental health nurses' ability and increasing enthusiasm for routine physical healthcare has been highlighted in recent years. Contemporary literature provides a base for future research which must now concentrate on determining the effectiveness of nurse preparation for providing physical health care for people with mental disorder, determining the appropriate content for such preparation, and evaluating the effectiveness both in terms of nurse and patient- related outcomes. At the same time, developments are needed which are congruent with the needs and wants of patients