A computerised test of perceptual ability for learning endoscopic and laparoscopic surgery and other image guided procedures: Score norms for PicSOr

Background: The aptitude to infer the shape of 3-D structures, such as internal organs from 2-D monitor displays, in image guided endoscopic and laparoscopic procedures varies. We sought both to validate a computer-generated task Pictorial Surface Orientation (PicSOr), which assesses this aptitude, and to identify norm referenced scores. Methods: 400 subjects (339 surgeons and 61 controls) completed the PicSOr test. 50 subjects completed it again one year afterwards. Results: Complete data was available on 396 of 400 subjects (99%). PicSOr demonstrated high test and re-test reliability (r = 0.807, p < 0.000). Surgeons performed better than controls' (surgeons = 0.874 V controls = 0.747, p < 0.000). Some surgeons (n = 22–5.5%) performed atypically on the test. Conclusions: PicSOr has population distribution scores that are negatively skewed. PicSOr quantitatively characterises an aptitude strongly correlated to the learning and performance of image guided medical tasks. Most can do the PicSOr task almost perfectly, but a substantial minority do so atypically, and this is probably relevant to learning and performing endoscopic tasks

The effect of adult Early Warning Systems education on nurses' knowledge, confidence and clinical performance: A systematic review

Aims: This review aims to determine the effect of adult Early Warning Systems education on nurses’ knowledge, confidence and clinical performance. Background: Early Warning Systems support timely identification of clinical deterioration and prevention of avoidable deaths. Several educational programmes have been designed to help nurses recognize and manage deteriorating patients. Little is known as to the effectiveness of these programmes. Design: Systematic review. Data sources: Academic Search Complete, CINAHL, MEDLINE, PsycINFO, PsycARTICLES, Psychology and Behavioral Science Collection, SocINDEX and the UK & Ireland Reference Centre, EMBASE, the Turning Research Into Practice database, the Cochrane Central Register of Controlled Trials (CENTRAL) and Grey Literature sources were searched between October and November 2015. Review methods: This is a quantitative systematic review using Cochrane methods. Studies published between January 2011 - November 2015 in English were sought. The risk of bias, level of evidence and the quality of evidence per outcome were assessed. Results: Eleven articles with 10 studies were included. Nine studies addressed clinical performance, four addressed knowledge and two addressed confidence. Knowledge, vital signs recording and Early Warning Score calculation were improved in the short term. Two interventions had no effect on nurses’ response to clinical deterioration and use of communication tools. Conclusion: This review highlights the importance of measuring outcomes using standardized tools and valid and reliable instruments. Using longitudinal designs, researchers are encouraged to investigate the effect of Early Warning Systems educational programmes. These can include interactive e-learning, on-site interdisciplinary Early Warning Scoring systems training sessions and simulated scenarios

PATIENT WP4-Deliverable: Curriculum for Handover Training in Medical Education [Public Part]

What is handover? Handover is the accurate, reliable communication of task-relevant information between doctors and patients and from one care-giver to another. This occurs in many situations in healthcare. Why is handover important? Improperly conducted handovers lead to wrong treatment, delays in medical diagnosis, life threatening adverse events, patient complaints, increased health care expenditure, increased length of stay hospital and a range of other effects that impact on the health system(1). This is how accurate performed and well-structured handovers improve patient safety, i.e. “absence of preventable harm to a patient during the process of health care” (2). How to teach handover? The best way to teach practical skills is, to let students perform the skill. To decrease the risk for real patients simulation is the teaching method of choice. Therefore and on the basis of the project’s preceding results (3,4), this curriculum is divided into three modules: Module 1 – Risk and Error Management Module 2 – Effective Communication Module 3 – SimulationPATIEN

Electronic Discharge Letter Mobile App

The electronic discharge letter mobile app takes advantage of Near Field Communication (NFC) within the PATIENT project and a related post-doc study. NFC enabled phones to read passive RFID tags, but can also use this short-range wireless technology to exchange (small) messages. NFC in that sense competes with bluetooth. Compared to bluetooth, NFC: ● Requires the devices to be really close (less than 4cm) ● Does not require the devices to pair before communicating We applied the Android Beam technology to facilitate the handover of medical discharge letters between doctors and patients. Sharing these letters with patients and providing extra services around gives patients more insight on their health. Furthermore the app for patients can be extended with extra functionality to give them for instance more information about e.g. their medication. In that way the eDL App encourages the standardization of discharge letters by replacing the traditional handwritten or printed letter by an electronic version (eDL) exchanged between devices. The first goal was to create a Minimum Viable Product (MVP) where wanted prototype the ability to complete a discharge procedure from end to end and show how a doctor can pass a discharge letter to a patient's mobile device via Near Field Communication.This work has been partly funded by the Patient Project (with support from the European Commission. 527620-LLP-1-2012-1-NLERASMUS-FEXI, http://patient-project.eu/

Handover training for medical students: A controlled educational trial of a pilot curriculum in Germany

Objective: The aim of this study was to implement and evaluate a newly developed standardised handover curriculum for medical students. We sought to assess its effect on students’ awareness, confidence and knowledge regarding handover. Design: A controlled educational research study. Setting: The pilot handover training curriculum was integrated into a curriculum led by the Departments of Anesthesiology and Intensive Care (AI) at the University Hospital. It consisted of three modules integrated into a 4-week course of AI. Multiple types of handover settings namely end-of-shift, operating room/postanaesthesia recovery unit, intensive care unit, telephone and discharge were addressed. Participants: A total of n=147 fourth-year medical students participated in this study, who received either the current standard existing curriculum (no teaching of handover, n=78) or the curriculum that incorporated the pilot handover training (n=69). Outcome measures: Paper-based questionnaires regarding attitude, confidence and knowledge towards handover and patient safety were used for pre-assessment and post-assessment. Results: Students showed a significant increase in knowledge (p&lt;0.01) and self-confidence for the use of standardised handover tools (p&lt;0.01) as well as accurate handover performance (p&lt;0.01) among the pilot group. Conclusion: We implemented and evaluated a pilot curriculum for undergraduate handover training. Students displayed a significant increase in knowledge and self-confidence for the use of standardised handover tools and accuracy in handover performance. Further studies should evaluate whether the observed effect is sustained across time and is associated with patient benefit