182,961 research outputs found

    Development and User Experiences of a Biopsychosocial Interprofessional Online Course on Persistent Somatic Symptoms

    Get PDF
    Background: Communication between healthcare providers and patients with persistent somatic symptoms (PSS) is frequently hampered by mutual misunderstanding and dissatisfaction. Methods: We developed an online, interprofessional course to teach healthcare providers the knowledge, skills, and attitude they need to diagnose and treat PSS in a patient-centered manner based on the biopsychosocial model. The course consisted of six modules of 45–60 min. Each module contained different types of assignments, based on six cases: videos, discussion boards, reading assignments, polls, and quizzes. For this study, we included (1) medical residents, following the course as part of their residency training, and (2) healthcare providers (general practitioners, medical specialists, physiotherapists, nurses, and psychologists), following the course as continuing vocational training. Throughout the course, participants were asked to fill out online surveys, enquiring about their learning gains and satisfaction with the course. Results: The biopsychosocial approach was integrated across the modules and teached health care workers about recent insights on biological, psychological and social aspects of PSS. In total, 801 participants with a wide variety in clinical experience started the course; the largest groups of professionals were general practitioners (N = 400), physiotherapists (N = 124) and mental healthcare workers (N = 53). At the start of the course, 22% of the participants rated their level of knowledge on PSS as adequate. At the end of the course, 359 participants completed the evaluation questionnaires. Of this group, 81% rated their level of knowledge on PSS as adequate and 86% felt that following the course increased their competencies in communicating with patients with PSS (N = 359). On a scale from 1 to 10, participants gave the course a mean grade of 7.8 points. Accordingly, 85% stated that they would recommend the course to a colleague. Conclusion: Our course developed in a co-design process involving multiple stakeholders can be implemented, is being used, and is positively evaluated by professionals across a variety of health care settings

    An assessment of the live course component of the International Antiviral Society -- USA's continuing medical education program: a summative program evaluation

    Get PDF
    Public health relevance: There is a necessity for the evaluation of methods used to disseminate pertinent information gleaned from clinical research to clinical practitioners in order to aid in the improvement and evolution of clinical practice; thus, improving medical care. Introduction: The International Antiviral Society—USA (IAS—USA) is a non-profit organization that aims to bridge the gap between research and clinical practice for HIV practitioners by effectively disseminating information from researchers to physicians, pharmacists, nurses, and other health workers who treat HIV positive individuals via various continuing medical education (CME) activities. As an organization funded though external resources, evaluations are necessary to assess the program’s progress and impact; results from evaluations will be used to report back to financial contributors. This evaluation seeks to assess the effectiveness and relevance of the IAS—USA’s live course CME program. Methods: Several indicators were chosen in order to answer the following questions: (1) is the program reaching the desired target audience? (2) is the content of the courses relevant to that audience? (3) do the live courses contain quality content; (4) are the courses effective at disseminating said content? (5) are the participants retaining the information? and finally, (6) is the information sparking change in clinical practice? Data were gathered via knowledge assessments given on-site and online in addition to evaluations and outcomes surveys distributed via SurveyMonkey, an online survey tool. Results: This study found that 95.5% of participants consist of medical doctors and other medical practitioners. Next, over 94% of the audience rated the overall quality of the courses and the relevance/value of the courses to clinical practice as either “excellent” or “good”. The courses proved to be effective at teaching relevant information with a statistically significant improvement in knowledge assessment scores. Additionally, all participants reported some level of information retention after 30 days with about 55% of individuals reporting a retention level of “very well”. Finally, 25% of the audience who responded to the outcomes survey indicated that they changed their clinical practice; this percentage could be an underestimate considering that only 152 participants responded to the outcomes survey while 923 responded to the evaluation. Conclusion: Through analysis of the knowledge assessments, evaluations, and outcomes surveys it can be concluded that the live course component of the IAS—USA CME program is effective and helps the organization to achieve its goals to improve clinical care for individuals living with HIV

    Curriculum renewal for interprofessional education in health

    Get PDF
    In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

    Interactivity in professional online learning: A review of research based studies

    Get PDF
    Over the last few years, the higher education and the vocational education and training sectors have increased the number of online learning courses available for professionals. Yet, research on e-learning opportunities for professionals has not developed at the same pace. This paper describes the results of a systematic search for research based, empirical studies on professional online learning that examined interactivity and other forms of social learning. Based on four selection criteria (online learning course, professionals, interactivity and research study), the search yielded 18 articles. These were examined first in relation to the characteristics and context of the professional online courses under scrutiny, and second in relation to four levels of interactivity focus in the research. The highest level represents studies where the interactivity was planned, supported and implemented successfully, and the lowest level studies where minimal opportunities for interactivity were available. Overall, although some studies were of a high academic and educational quality, there was little evidence of pedagogical innovations that would give this field of educational research and practice a clear direction for the future

    The illusion of competency versus the desirability of expertise: Seeking a common standard for support professions in sport

    Get PDF
    In this paper we examine and challenge the competency-based models which currently dominate accreditation and development systems in sport support disciplines, largely the sciences and coaching. Through consideration of exemplar shortcomings, the limitations of competency-based systems are presented as failing to cater for the complexity of decision making and the need for proactive experimentation essential to effective practice. To provide a better fit with the challenges of the various disciplines in their work with performers, an alternative approach is presented which focuses on the promotion, evaluation and elaboration of expertise. Such an approach resonates with important characteristics of professions, whilst also providing for the essential ‘shades of grey’ inherent in work with human participants. Key differences between the approaches are considered through exemplars of evaluation processes. The expertise-focused method, although inherently more complex, is seen as offering a less ambiguous and more positive route, both through more accurate representation of essential professional competence and through facilitation of future growth in proficiency and evolution of expertise in practice. Examples from the literature are also presented, offering further support for the practicalities of this approach

    Teaching about teaching and instruction on instruction: A challenge for health sciences library education

    Get PDF
    Objective: This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Methods: Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. Results: All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Conclusions: Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences

    A study of the skills, education and qualifications of nurses performing dermatological surgery in the United Kingdom

    Get PDF
    Background: There has been a significant expansion of the nurse’s role in thefield of dermatological surgery in recent years. Yet, how this role has developedvaries significantly from Trust to Trust, and anecdotal evidence indicates a highdegree of inconsistency in the clinical roles undertaken.Aim: This study aims to explore the skills, education, and qualifications of nurse’s performing dermatological surgery in the United Kingdom. Findings being used to determine the training and supervision needs of nurse surgeons and implications for high quality care provision.Method: Data was collected using an electronic online questionnaire, distributednationally to members of the British Dermatological Nursing Group (BDNG).Specifically, nurses identifying as nurse surgeons were targeted.Results: 56 nurses responded and the findings demonstrate significant variations in the advanced roles adopted, the levels of education undertaken and the clinical supervision provided.Conclusion: It is clear from the findings that there are unacceptable variations inthe support and education offered to nurse undertaking dermatological surgeryin the UK making it difficult to benchmark care services
    • 

    corecore