31 research outputs found
Post-exercise heart rate recovery and mortality in chronic obstructive pulmonary disease
SummaryAbnormal heart rate recovery (HRR) after exercise, a marker of cardiac autonomic dysfunction, is associated with poor prognosis in various populations. As chronic obstructive pulmonary disease (COPD) is associated with cardiac autonomic dysfunction, we tested the hypothesis that patients with COPD have a lower HRR than healthy people, and evaluated whether a delay in HRR is associated with an increased risk of mortality in COPD. The records of 147 COPD patients were reviewed (65.1±9.1 years, mean±sd, 42 women/105 men, forced expiratory volume in 1s (FEV1): 42±15% predicted) and compared to 25 healthy subjects (61.6±4.5 years, 5 women/20 men, FEV1: 100±14% predicted) during recovery after an exercise test. Heart rate was measured at peak exercise and at 1-min recovery, the difference between the two being defined as HRR (11±9 beats in COPD patients vs. 20±9 beats in healthy subjects, P<0.0001). During a mean follow-up of 43.1±22.0 months, 32 patients died. Abnormal HRR (â©œ14 beats) was a strong predictor of mortality in COPD patients (adjusted hazard ratio: 5.12, 95% CI [1.54â17.00]). In conclusion, COPD patients have a lower HRR than healthy subjects, and have a worse prognosis when presenting abnormal HRR
Teaching Residents to Teach: Do Program Directors and Trainees Agree on Format and Content?
Background: Despite the important number of teaching-skills programs described in the literature, previous needs assessment of such curricula have examined primarily residents’ perceived learning needs in this field. The purpose of this study was to identify the optimal content and format of a resident teaching-skills training curriculum and compare the perspective of medical students (MS), residents and residency program directors (PD).Methods: This needs assessment was an observational study with a cross-sectional design. Online or printed questionnaires were used to assess the preferred format and content for this curriculum among MS, residents from most postgraduate medical training programs, and PD from Faculté de médecine de l’Université Laval. Results: The questionnaires were completed by 26 PD (response rate 72.2%), 146 residents (response rate 21.9%) and 154 MS (response rate 15.7%). Among the list of potential subjects that could be included in the curriculum, Learning styles, Working with students in difficulty and Self-directed learning were scored high by both residents and PD. MS favored Learning styles, Teaching in the ambulatory care setting, Teaching health promotion and prevention, Teaching with time constraints and Direct supervision strategies. PD also favored Teaching conflict management and Teaching professionalism, however these were both among the residents’ lower scores. The preferred formats were One half-day, One day and Online learning for PD and One day, Two consecutive days and A few one-day sessions over several months for residents. Conclusion: The PD and MS perception of the optimal format and content for residents’ teaching-skills training showed some discrepancies when compared with residents’ preferences. Since PD are largely involved in curriculum development for their respective specialties and since MS are also well positioned to assess residents’ teaching performance, we suggest that PD, residents and MS should all be consulted locally before organizing any intervention for teaching curricula
Using field notes to evaluate competencies in family medicine training: a study of predictors of intention
Background: Documenting feedback during clinical supervision using field notes (FN) is a recommended competency-based evaluation strategy that will require changes in the culture of medical education. This study identified factors influencing the intention to adopt FN in family medicine training, using the theory of planned behaviour.Methods: This mixed-methods study involved clinical teachers (CT) and residents from two family medicine units. Main outcomes were: 1) intention (and its predictors: attitude, perceived behavioural control (PBC) and normative belief) to use FN, assessed using a 7-item Likert scale questionnaire (1: strongly disagree to 7: strongly agree) and 2) related salient beliefs, explored in focus groups three and six months after FN implementation. Results: 27 CT and 28 residents participated. Intention to use FN was 6.20±1.20 and 5.74±1.03 in CT and residents respectively. Predictors of this intention were attitude and PBC (mutually influential: p = 0.04), and normative belief (p = 0.007). Focus groups identified underlying beliefs regarding their use (perceived advantages/disadvantages and facilitators/barriers). Conclusion: Intention to adopt field notes to document competency is influenced by attitude, perceived behavioural control and normative belief. Implementation of field notes should be preceded by interventions that target the identified salient beliefs to improve this competency-based evaluation strategy
Supporting early academic family medicine careers with the clinician scholar enhanced-skills program
Context:
The Clinician Scholar Program (CSP) is an enhanced-skills (R3) residency program to train clinician researchers/educators/leaders for academic family practice. This article intends to share Laval Universityâs CSP development and evaluation strategy, and provide recommendations for similar innovations in other disciplines/settings.
Methods
This article uses Kernâs model to present the program development, and a program-oriented approach for program evaluation, carried from 2011 to 2017 using descriptive data. Questionnaires, reflexive texts and an Objective Structured Teaching Exam supported data collection.
Results
7 CSP graduates and 14 controls participated in the program evaluation. Residents were highly satisfied with the program, nevertheless suggested allowing training later in career. The CSP enriched knowledge, skills and attitudes about academic practice. CSP increased residentsâ entrustment level about academic competencies. All graduates joined an academic practice within five years of program completion.
Conclusions
Key recommendations to implement similar programs include academic medicine core training, project-based learning with learner-centered objectives, relevant and authentic learning and assessment, and multi-level program evaluation approach. Programs should consider concomitant graduate studies and opportunity to offer such training after a few years of clinical practice to meet other needs at a timely stage of career
Lâimpact des approches pĂ©dagogiques inclusives dans les programmes de baccalaurĂ©at en sciences infirmiĂšres : une revue systĂ©matique ; Rapport final: synthĂšse de connaissances Conseil de recherche en sciences humaines du Canada
Au cours de la derniĂšre dĂ©cennie, le nombre dâĂ©tudiants universitaires en situation dâaccommodation ou de handicap nâa cessĂ© dâaugmenter. Il est dĂ©montrĂ© Ă lâinternational quâenviron 6,5% des Ă©tudiants au baccalaurĂ©at inscrits Ă temps plein et 3,5% de ceux inscrits Ă temps partiel ont des handicaps ou requiĂšrent des accommodations. Les programmes universitaires en sciences de la santĂ© ne font pas exception Ă cette croissance dâĂ©tudiants en situation de handicap. Afin dâassurer la rĂ©ussite globale du plus grand nombre dâĂ©tudiants, certains programmes universitaires en sciences infirmiĂšres ont optĂ© pour lâintĂ©gration dâune approche inclusive dans le dĂ©veloppement des cours ou des activitĂ©s de formation. Toutefois, les stratĂ©gies dâenseignement et dâĂ©valuation pouvant sâinscrire dans une perspective dâapproche inclusive ne sont pas clairement rĂ©pertoriĂ©es. Cette revue systĂ©matique mixte visait Ă Ă©valuer lâimpact des stratĂ©gies dâenseignement, dâapprentissage et dâĂ©valuation favorisant une approche inclusive des Ă©tudiants dans des programmes de sciences infirmiĂšres. Plus prĂ©cisĂ©ment, cette synthĂšse de connaissances visait Ă rĂ©pondre aux questions suivantes : quelles sont les stratĂ©gies dâenseignement, dâapprentissage et dâĂ©valuation favorisant une approche inclusive dans les divers programmes de baccalaurĂ©at en sciences infirmiĂšres? Quels sont les rĂ©sultats de lâĂ©valuation de ces stratĂ©gies inclusives sur le plan des contextes, ressources, processus et impacts sur les Ă©tudiants des programmes de baccalaurĂ©at en sciences infirmiĂšres? Cette synthĂšse suit un devis de revue systĂ©matique mixte selon lâapproche de la Collaboration Cochrane. Les bases de donnĂ©es Education Source, ERIC, CINAHL, Embase, Medline, et PsyINFO ont Ă©tĂ© analysĂ©es jusquâen mars 2017. La stratĂ©gie de recherche Ă©tait basĂ©e sur les catĂ©gories suivantes : 1) Ă©tudiants en sciences infirmiĂšres; 2) troubles dâapprentissage et handicap; et 3) stratĂ©gies dâenseignement, dâapprentissage et dâĂ©valuation inclusives. Cette stratĂ©gie de recherche fut adaptĂ©e en fonction du vocabulaire des diffĂ©rentes bases de donnĂ©es. La qualitĂ© mĂ©thodologique des Ă©tudes quantitatives, qualitatives ou mixtes retenues a Ă©tĂ© analysĂ©e Ă lâaide du Mixed Methods Appraisal Tool (MMAT) (Pluye & al., 2009). Les Ă©tudes retenues ont Ă©tĂ© extraites suivant les critĂšres de lâĂ©noncĂ© PRISMA. Une grille dâextraction a Ă©tĂ© dĂ©veloppĂ©e suivant les recommandations pour Ă©valuer les interventions Ă©ducatives mĂ©dicales, les Lignes directrices de la Conception Universelle dâApprentissage, les modĂšles dâĂ©valuation de programme. Une analyse descriptive des Ă©tudes retenues a Ă©tĂ© effectuĂ©e, de mĂȘme quâune analyse descriptive de lâĂ©valuation des stratĂ©gies inclusives en termes de contexte, ressources, processus et impacts sur la capacitĂ© de rĂ©ussite des Ă©tudiants. La synthĂšse de connaissances a permis dâidentifier 56 Ă©tudes favorisant des stratĂ©gies inclusives dans un programme de formation universitaire de baccalaurĂ©at en sciences infirmiĂšres. Les interventions retenues portaient principalement sur des activitĂ©s dâapprentissage ou dâenseignement inclusives, et trĂšs peu sur des activitĂ©s dâĂ©valuation. Les activitĂ©s les plus frĂ©quentes Ă©taient lâutilisation d'ateliers de formation (n = 13), lâutilisation de capsules vidĂ©o ou dâexercices en ligne (n = 9), des stratĂ©gies de gestion du stress et de pratique rĂ©flexive (n = 7), et les stratĂ©gies de mentorat et de tutorat par les professeurs ou entre les pairs (n = 27). Lâutilisation de technologies et dâenvironnements numĂ©riques Ă©tait peu exploitĂ©e dans le dĂ©veloppement de stratĂ©gies inclusives dans des programmes de baccalaurĂ©at en sciences infirmiĂšres. Uniquement 20 Ă©tudes retenues ont fait usage de technologies ou dâenvironnement numĂ©riques pour intĂ©grer dans leur programme des cours, capsules vidĂ©os et tutoriels en ligne, de mĂȘme que des exercices et des Ă©valuations Ă distance. Les stratĂ©gies dâapprentissage et dâĂ©valuation inclusives rapportĂ©es dans les Ă©tudes sont similaires Ă celles recommandĂ©es pour le dĂ©veloppement dâapprentissage dans les maisons dâenseignement de niveau primaire et secondaire, des programmes de formation aux adultes et autres programmes en sciences de la santĂ©. Ces stratĂ©gies sont en cohĂ©rence avec lâapproche inclusive qui prĂ©conise lâintĂ©gration dâune plus grande diversitĂ© de mĂ©thodes dâenseignement et dâĂ©valuation pour rĂ©pondre aux diffĂ©rents besoins et styles dâapprentissages des Ă©tudiants et par le fait mĂȘme soutenir leur autonomie, leur engagement et leur motivation dans leur formation. Les Ă©tudes retenues ont dĂ©montrĂ© lâimpact de leurs interventions au niveau du produit, soit au niveau de lâapprĂ©ciation des Ă©tudiants (n =39) et au niveau des apprentissages ou de la rĂ©ussite des Ă©tudiants (n=45). Ces stratĂ©gies ont dĂ©montrĂ© une amĂ©lioration de la confiance des Ă©tudiants, une amĂ©lioration de leur habiletĂ©, une augmentation du taux de rĂ©ussite Ă lâexamen dâadmission Ă la profession, ainsi quâune diminution de lâattrition des Ă©tudiants dans des programmes de sciences infirmiĂšres. Toutefois, il est impossible dâĂ©tablir avec certitude lâefficience des diffĂ©rentes interventions en raison de lacunes mĂ©thodologiques, dâĂ©chantillons mal dĂ©finis ou de dĂ©tails manquants sur les interventions ou leur mĂ©thode dâĂ©valuation. Un plan de mobilisation structurĂ©e fournissant aux parties prenantes les renseignements nĂ©cessaires Ă une appropriation productive est prĂ©vu pour faire connaĂźtre la recherche. Ce plan inclut : âą Le dĂ©pĂŽt dâun rapport soumis au CRSH aux directrices de programme en sciences infirmiĂšres de lâUniversitĂ© Laval; âą Une prĂ©sentation de ce rapport aux diffĂ©rentes directrices de programme en sciences de la santĂ© Ă lâUniversitĂ© Laval; âą Une prĂ©sentation des rĂ©sultats de cette synthĂšse de connaissances Ă la FacultĂ© de mĂ©decine de lâUniversitĂ© de Sherbrooke; âą La rĂ©daction dâau moins article scientifique et dâun article de revue professionnelle qui porteront sur les connaissances et avancĂ©es issues de la recherche dans une revue pertinente Ă accĂšs libre et ciblant un large lectorat; âą La prĂ©sentation dans les diffĂ©rents rĂ©seaux : Chaire de leadership en enseignement en pĂ©dagogie des sciences de la santĂ© Association mĂ©dicale du QuĂ©bec â Association mĂ©dicale du Canada â Gestion financiĂšre MD, les rĂ©seaux auxquels les membres de lâĂ©quipe appartiennent (Knowledge Translation Canada, RĂ©seaux de recherche en intervention en sciences infirmiĂšres du QuĂ©bec, les sites Internet de la FacultĂ© des sciences infirmiĂšres et de la Chaire de leadership en pĂ©dagogie des sciences de la santĂ©, etc.; âą La prĂ©sentation des rĂ©sultats dans une confĂ©rence de lâAssociation canadienne des Ă©coles de sciences infirmiĂšres. En dĂ©finitive, il existe un large Ă©ventail dâĂ©tudes Ă©valuant les stratĂ©gies dâapprentissage et dâĂ©valuation qui favorisent une approche inclusive auprĂšs des Ă©tudiants de programme de formation universitaire en sciences infirmiĂšres. Ces Ă©tudes font principalement Ă©tat dâune grande diversitĂ© de mĂ©thodes dâenseignement pour rĂ©pondre au besoin dâinclusion des Ă©tudiants. ConsidĂ©rant les lacunes et diversitĂ©s mĂ©thodologiques de ces Ă©tudes, il demeure impossible dâassurer une Ă©valuation valable des interventions inclusives. De futures recherches en Ă©ducation inclusive devraient cibler des approches mĂ©thodologiques et dâĂ©valuation plus rigoureuses pour amĂ©liorer les programmes de formation et, ultimement, favoriser la participation des Ă©tudiants avec handicap Ă une sociĂ©tĂ© inclusive et diversifiĂ©e.Conseil de recherche en sciences humaines du Canad
Chronic disease prevalence from Italian administrative databases in the VALORE project: a validation through comparison of population estimates with general practice databases and national survey
BACKGROUND:
Administrative databases are widely available and have been extensively used to provide estimates of chronic disease prevalence for the purpose of surveillance of both geographical and temporal trends. There are, however, other sources of data available, such as medical records from primary care and national surveys. In this paper we compare disease prevalence estimates obtained from these three different data sources.
METHODS:
Data from general practitioners (GP) and administrative transactions for health services were collected from five Italian regions (Veneto, Emilia Romagna, Tuscany, Marche and Sicily) belonging to all the three macroareas of the country (North, Center, South). Crude prevalence estimates were calculated by data source and region for diabetes, ischaemic heart disease, heart failure and chronic obstructive pulmonary disease (COPD). For diabetes and COPD, prevalence estimates were also obtained from a national health survey. When necessary, estimates were adjusted for completeness of data ascertainment.
RESULTS:
Crude prevalence estimates of diabetes in administrative databases (range: from 4.8% to 7.1%) were lower than corresponding GP (6.2%-8.5%) and survey-based estimates (5.1%-7.5%). Geographical trends were similar in the three sources and estimates based on treatment were the same, while estimates adjusted for completeness of ascertainment (6.1%-8.8%) were slightly higher. For ischaemic heart disease administrative and GP data sources were fairly consistent, with prevalence ranging from 3.7% to 4.7% and from 3.3% to 4.9%, respectively. In the case of heart failure administrative estimates were consistently higher than GPs' estimates in all five regions, the highest difference being 1.4% vs 1.1%. For COPD the estimates from administrative data, ranging from 3.1% to 5.2%, fell into the confidence interval of the Survey estimates in four regions, but failed to detect the higher prevalence in the most Southern region (4.0% in administrative data vs 6.8% in survey data). The prevalence estimates for COPD from GP data were consistently higher than the corresponding estimates from the other two sources.
CONCLUSION:
This study supports the use of data from Italian administrative databases to estimate geographic differences in population prevalence of ischaemic heart disease, treated diabetes, diabetes mellitus and heart failure. The algorithm for COPD used in this study requires further refinement
Dysfonction cardiaque autonome dans la maladie pulmonaire obstructive chronique : récupération de la fréquence cardiaque aprÚs un exercice: facteur prédictif de mortalité dans la maladie pulmonaire obstructive chronique
Introduction. Un retard de rĂ©cupĂ©ration de la frĂ©quence cardiaque (RFC = frĂ©quence cardiaque (FC) Ă lâeffort maximal - FC 1 minute plus tard) reflĂšte une dysfonction cardiaque autonome, associĂ©e Ă un mauvais pronostic. Objectifs. Comparer la RFC de patients avec maladie pulmonaire obstructive chronique (MPOC) Ă celle de tĂ©moins; comparer la survie de patients MPOC selon leur RFC; vĂ©rifier lâinfluence dâune modification de RFC par rĂ©adaptation respiratoire sur la survie. MĂ©thodes et rĂ©sultats. La RFC de 147 patients MPOC et de 25 tĂ©moins Ă©taient comparĂ©es (11±9 vs 19±9 battements, p< 0,0001). Dans la MPOC, une RFC anormale (â€14 battements) Ă©tait associĂ©e Ă un risque de mortalitĂ© de 5,12; IC 95% [1,54-17,00]. AprĂšs rĂ©adaptation (n=77), la persistance dâune RFC anormale augmentait le risque de mortalitĂ© (8,12; IC 95% [2,12-31,02]). Conclusions. La RFC est diminuĂ©e dans la MPOC et, lorsque anormale, prĂ©sage une survie diminuĂ©e. Sa persistance aprĂšs rĂ©adaptation sâassocie Ă un mauvais pronostic.Background. A delayed heart rate recovery (HRR = peak exercise heart rate (HR) â HR at 1-minute recovery) reflects cardiac autonomic dysfunction, which is associated with a poor prognosis. Purpose. To compare HRR between patients with chronic obstructive pulmonary disease (COPD) and controls; to compare survival in patients with COPD according to HRR; to evaluate survival influence of HRR modification following pulmonary rehabilitation. Methods and results. HRR was compared between 147 COPD patients and 25 controls (11±9 vs 19±9 beats, p< 0.0001). In patients with COPD, abnormal HRR (â€14 beats) was associated with a 5.12 mortality hazard ratio (CI 95% [1.54-17.00]). After pulmonary rehabilitation (n=77), persistent abnormal HRR represented a higher mortality risk (8.12; CI 95% [2.12-31.02]). Conclusions. HRR is decreased in COPD and, when abnormal, is linked with decreased survival. Persistent abnormal HRR after rehabilitation is associated with a poor prognosis