An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience

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The Impact Of Standardized Patient Feedback On Student Motivational Levels

Objective: The impact of standardized patient feedback on the motivational levels of learners for learning communication skills was examined in the study. Material and Methods: Control group post-test design was used and 284 of Year-I students took part in the study (87%). Both groups were randomly organized. The students had two standardized patient encounters in addition to training and debriefing sessions. The study group students received face-to-face feedback after the first encounters; but not the control group. We used the motivation dimension of Motivated Strategies for Learning Questionnaire and t-test to evaluate the,differences between the average scores of motivational levels of both groups for all sub-dimensions. Results: After the first encounters, there is a significant difference between study and control groups in the sub-dimension of test anxiety (p=0.028). After the second encounters, the students of the study group who received feedback after the first encounters, got lower scores in the sub-dimension of test anxiety (p=0.016), and got higher scores in the sub-dimension of self-efficacy (p=0.027). Conclusion: We found out that the students who received feedback had lower levels of test anxiety, and higher levels of self-efficacy. Those results showed that standardized patient feedback eafected student motivational levels in two sub-dimensions.WoSScopu

The association of standardized patient educators (ASPE) gynecological teaching associate (GTA) and male urogenital teaching associate (MUTA) standards of best practice

Gynecological Teaching Associates (GTAs) and Male Urogenital Teaching Associates (MUTAs) instruct healthcare professional learners to perform accurate and respectful breast, speculum, bimanual vaginal, rectal, urogenital, and prostate examinations. During such sessions, the GTA/MUTA uses their own body to instruct while providing real-time feedback. While GTAs/MUTAs fall under the broader umbrella of Standardized Patient methodology, the specificity of their role indicates need for establishment of Standards of Best Practice (SOBP) for GTA/MUTA programs. On behalf of the Association of Standardized Patient Educators (ASPE), the Delphi process was utilized to reach international consensus identifying the Practices that comprise the ASPE GTA/MUTA SOBP. The original ASPE SOBP was used as the foundation for the iterative series of three surveys. Results were presented at the ASPE 2019 conference for additional feedback. Fifteen participants from four countries completed the Delphi process. Four of the original ASPE SOBP Domains were validated for GTA/MUTA programs: Safe Work Environment, Instructional Session Development, Training GTAs/MUTAs, and Program Management. Principles and Practices were shaped, and in some instances created, to best fit the distinct needs of GTA/MUTA programs. The ASPE GTA/MUTA SOBP apply to programs that engage GTAs/MUTAs in formative instructional sessions with learners. Programs that incorporate GTAs/MUTAs in simulation roles or in summative assessment are encouraged to reference the ASPE SOBP in conjunction with this document. The SOBP are aspirational and should be used to shape Practices within the program’s local context. The ASPE GTA/MUTA SOBP will continue to evolve as our knowledge-base and practice develop

Spontaneous Macular Hole Closure after Valsalva Retinopathy and Nd:YAG Laser Treatment

Purpose. The purpose of this report is to present a case who had spontaneous macular hole closure after Nd:YAG laser membranotomy applied to premacular haemorrhage associated with Valsalva retinopathy. Methods. Case report. Results. A 19-year-old young male patient presented to our clinic with sudden vision loss in his right eye, which had occurred 2 weeks before, following push-up and sit-up exercise. The patient was found to have premacular haemorrhage associated with Valsalva retinopathy. Nd:YAG laser membranotomy was performed. During his follow-up at week 1, full-thickness MH was observed and he was put under observation. At month 6, his vision acuity improved, laser coagulation sites in the fundus disappeared, and macular hole closed spontaneously. Conclusion. Macular hole that develops after Nd:YAG laser treatment of Valsalva retinopathy may spontaneously be closed like in our case. However, there is a need for further research to understand the mechanism of closure

Developing a virtual patient: design, usability, and learning effect in communication skills training

Abstract Background Literature shows that Virtual Patients (VPs) find extensive usage in the field of health sciences, especially in the post-pandemic period. VPs are successfully utilized in developing various effective skills like medical interview. However, this technology is quite new in Turkey and has not yet been used in communication skills training in a structured form. This research aimed to develop a virtual patient to improve the communication skills of medical students. Methods Developmental research method was used in the study. The implementation phase involved the one group posttest quasi-experimental design. The study group comprised of experts in various fields and 213 medical students. Needs Analysis Form, Scenario Building Form, System Validation Form, Communication Skills Assessment Form, and Interview Form were used as data collection tools. The research primarily concentrated on ensuring minimal errors within the system and enhancing students’ communication skill scores. Results The study found that VP was effective in teaching communication skills. Communication skills improved from a mean score of 36.74 in the first interview with 15 students to 74.2 in the final application with 198 students. It was determined that the students who practiced repeatedly (n = 26) made 17% more effective interviews than their first practices (score: 89.2). The script matching of the VP was 83%. Other data obtained from the students generally showed that the VP application was developed in accordance with the purpose, that it was user-friendly, and that the scenarios were adequate. Conclusion VPs like this have the potential to develop skills such as history taking, clinical reasoning, etc., which are very important in the field of health sciences

Optic Coherence Tomography Angiography Findings of Bilateral Choroidal Neovascularization Associated with Optic Disc Drusen Treated with Intravitreal Aflibercept Injection

Purpose. The purpose of this case report is to present the findings of optical coherence tomography angiography (OCTA) of a patient with bilateral choroidal neovascularization (CNV) associated with optic disc drusen (ODD), who was treated with intravitreal aflibercept injection. Case presentation. A 14-year-old girl presented with a complaint of visual loss and metamorphopsia in her both eyes. Best-corrected visual acuity (BCVA) was 20/32 and 20/25, respectively, in the right and left eyes. Intraocular pressure and anterior segment examination were normal. Dilated fundus examination revealed elevated optic discs with blurred margins in both eyes. In addition, slightly elevated yellow lesion extending from optic nerve head to the macula was observed bilaterally. The patient underwent imaging with colour fundus photography, fundus autofluorescence (FAF), fundus fluorescein angiography (FFA), spectral-domain optic coherence tomography (SD-OCT), OCTA, orbital ultrasonography (USG), and computed tomography (CT). In particular, OCTA demonstrated clearly the large circular CNV complex in the right eye and the CNV structure in the left eye containing slightly activated main trunk and minimal vessel loops in the papillomacular region. CNV secondary to bilateral ODD was suspected. Intravitreal aflibercept injections were performed in 3 doses to the right eye and a single dose to the left eye. After the injections, BCVA reached its complete level in both eyes. SD-OCT revealed irregularity of RPE in the temporal region of the optic disc and complete regression of the subretinal fluid. Interestingly, the entire CNV complex including the main trunk completely disappeared in OCTA. CNV complex was not observed in OCTA during 1-year follow-up, and peripapillary and macular vascular density measurements did not show any significant change. BCVA was preserved, and no additional injections were needed. Conclusion. It is possible that OCTA can be used for detailed evaluation of CNV associated with ODD, response to anti-VEGF treatment, and peripapillary and macular vascular density. There is a need for further studies to confirm the changes such as disappearance of CNV in OCTA after injection as we observed in our patient

The Effectiveness Of Traditional Basic Life Support Training And Alternative Technology-Enhanced Methods In High Schools

Background: Implementation of resuscitation training in school programs is a promising approach to improve rates of cardiopulmonary resuscitation use by trained bystanders. Unfortunately, theoretical cardiopulmonary resuscitation instruction alone is not sufficiently effective in developing practical skills. Objectives: This study aimed to investigate the effectiveness of traditional Basic Life Support training and alternative instructional methods to achieve learning objectives of Basic Life Support education. Methods: This quasi-experimental study was conducted in a secondary school in Ankara, Turkey. Eighty-three voluntary students were randomly allocated to theoretical (Group A), video-based (Group B), and mobile-assisted video-based instructions (Group C). All groups were led by the course teacher. Assessments were conducted in training and again 1 week later. Assessments were based on Basic Life Support knowledge and confidence performance scores. Results: Statistically significant difference was found for the groups' Confidence Scale scores (F(2, 73) = 3.513, p = 0.035, eta p(2) = 0.088); Group C (6.76 +/- 1.70) scored higher than Group A. The groups' Basic Life Support checklist scores were statistically significant (F(2, 73) = 28.050, p = 0.000, eta p(2) = 0.435); Group C (32.32 +/- 3.84) scored higher than the other groups. Statistically significant difference was found for the groups' measurable Basic Life Support scores (F(2, 73) = 13.527, p = 0.000, eta p(2) = 0.270); and Group C (23.76 +/- 3.98) scored higher than the other groups. Conclusion: Our findings showed that all instruction methods led to increased Basic Life Support knowledge scores. The mobile-assisted program significantly increased knowledge scores. Same-group high-quality cardiopulmonary resuscitation parameters were more positive than the other instruction groups except for hand position. Group C students expressed higher confidence in their ability to act in an emergency when witnessing a victim collapse.WoSScopu

A Test Adaptation of The Modified Readiness For Inter-Professional Learning Scale in Turkish

Background: There is a need for healthcare professionals to develop teamwork and collaboration skills before they graduate. Inter-professional education is a suitable modality for these learning outcomes and it will be effective if it begins early in the undergraduate curriculum. Objectives: "Inter-professional Collaboration for Patient Safety" has been taught as an elective course in Hacettepe University. This new educational modality requires measuring tools to determine the qualifications of the learners and support the learning process. This study aimed to adapt the readiness for inter-professional learning scale (RIPLS) for use in Turkey. Methods: The guideline developed by Sousa and Rojjanasrirat (2011) guided the adaptation processes. The students enrolled in the study from Child Development, Dentistry, Medicine, Nursing, Nutrition and Dietetics, Paramedic, Pharmacy, Physiotherapy and Rehabilitation programs. Four hundred and eighty-four students completed RIPLS questionnaires. Psychometric properties were analysed by confirmatory factor analysis. Results: The results were consistent with the original scale. When Sousa's approach was followed: (i) improvements were needed for four items, (ii) the scale items were clear and understandable, (iii) the Turkish RIPLS presents good content validity, and (iv) the Turkish RIPLS has very good internal consistency (0.87, n=484). Conclusions: The Turkish RIPLS can be used as a valid and reliable measurement tool for evaluating the RIPL. Adaptation studies showed that the RIPLS was sensitive to cultural context. Researchers should be cautious on performing cross-cultural comparisons of subscale 'roles and responsibilities' because The Turkish RIPLS had the lowest value of reliability for this subscale, like the original and the other adapted scales.WoSScopu

Development and Evaluation of a Training Program for Organ Procurement Coordinators Using Standardized Patient Methodology

WOS: 000442098600019PubMed ID: 26643104Objectives: The low rate of consent by next of kin of donor-eligible patients is a major limiting factor in organ transplant. Educating health care professionals about their role may lead to measurable improvements in the process. Our aim was to describe the developmental steps of a communication skills training program for health care professionals using standardized patients and to evaluate the results. Materials and Methods: We developed a rubric and 5 cases for standardized family interviews. The 20 participants interviewed standardized families at the beginning and at the end of the training course, with interviews followed by debriefing sessions. Participants also provided feedback before and after the course. The performance of each participant was assessed by his or her peers using the rubric. We calculated the generalizability coefficient to measure the reliability of the rubric and used the Wilcoxon signed rank test to compare achievement among participants. Statistical analyses were performed with SPSS software (SPSS: An IBM Company, version 17.0, IBM Corporation, Armonk, NY, USA). Results: All participants received higher scores in their second interview, including novice participants who expressed great discomfort during their first interview. The participants rated the scenarios and the standardized patients as very representative of real-life situations, with feedback forms showing that the interviews, the video recording sessions, and the debriefing sessions contributed to their learning. Conclusions: Our program was designed to meet the current expectations and implications in the field of donor consent from next of kin. Results showed that our training program developed using standardized patient methodology was effective in obtaining the communication skills needed for family interviews during the consent process. The rubric developed during the study was a valid and reliable assessment tool that could be used in further educational activities. The participants showed significant improvements in communication skills