Simulation médicale mobile pour les anesthésistes ruraux : Une étude de faisabilité

Introduction: Family practice anesthesia (FPA) providers are family physicians trained to deliver anesthesia care; they often practice in rural hospitals to facilitate surgical care. FPA providers in rural hospitals face challenges including professional isolation and limited opportunities for formal continuing education. To address needs identified by FPA providers, we piloted mobile medical simulation in rural Saskatchewan. Methods: Using a logic model framework, we evaluated feasibility of a one-day interdisciplinary mobile simulation workshop for healthcare providers in a rural Saskatchewan hospital. As part of this mixed methods pilot study, we interviewed stakeholders to explore their perceptions of human and financial resources associated with delivering medical simulations in rural locations. Multiple simulation scenarios were utilized to train participants in clinical and professional skills. Participants completed pre- and post-workshop surveys to evaluate their experience. Results: Financial and human resources included cost of renting, transportation of mannequins, and the time required to create the scenarios. Participants (n = 10) reported improved knowledge and found the experience valuable. The session prompted participants to reflect on their deficiencies in certain clinical procedures/skills and highlight learning strategies to address the gap. Discussion: Mobile medical simulation brought continuing medical education (CME) to health professionals in a rural location, but the program was expensive. Our logic model may inform educators and administrators considering mobile medical simulation for physicians in rural areas when balancing resource allocation and the organization’s commitment to CME for rural physicians.Introduction : Les anesthésistes en pratique familiale (APF) sont des médecins de famille formés pour offrir des soins d’anesthésie. Ils pratiquent souvent dans des hôpitaux ruraux pour faciliter les soins chirurgicaux. Les APF dans les hôpitaux ruraux sont confrontés à divers défis, tels l’isolement professionnel et un nombre limité d’occasions  de formation continue formelle. Pour répondre aux besoins identifiés par les APF, nous avons mené une simulation médicale mobile dans une région rurale de la Saskatchewan. Méthodes : En utilisant un cadre de modèle logique, nous avons évalué la faisabilité d’un atelier sur une simulation mobile interdisciplinaire d’un jour pour les professionnels de la santé dans un hôpital rural de la Saskatchewan. Dans le cadre de cette étude pilote basée sur des méthodes mixtes, nous avons interviewé les parties prenantes pour explorer leurs perceptions en matière de ressources humaines et financières associées à la prestation de simulations médicales dans des zones rurales. Nous avons eu recours à de multiples scénarios de simulation pour former les participants dans des compétences cliniques et professionnelles. Les participants ont rempli un questionnaire avant et après l’atelier pour évaluer leur expérience. Résultats : Les ressources financières et humaines comprenaient le coût de location, le transport de mannequins et le temps requis pour créer les scénarios. Les participants (n = 10) ont rapporté avoir amélioré leurs connaissances et que l’expérience en valait la peine. La séance incitait les participants à réfléchir sur leurs lacunes dans certaines procédures ou compétences cliniques et à préciser des stratégies d’apprentissage pour combler leurs lacunes. Discussion : La simulation médicale mobile rapproche l’éducation médicale continue des professionnels de la santé dans une zone rurale, mais le programme a coûté cher. Notre modèle logique peut informer les éducateurs et les administrateurs qui envisagent la simulation médicale mobile pour les médecins dans les zones rurales lorsqu’ils équilibrent les ressources et l’engagement de l’organisation à la formation médicale continue pour les médecins en zones rurales

Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic

The COVID-19 pandemic has resulted in a massive adaptation in health professions education, with a shift from in-person learning activities to a sudden heavy reliance on internet-mediated education. Some health professions schools will have already had considerable educational technology and cultural infrastructure in place, making such a shift more of a different emphasis in provision. For others, this shift will have been a considerable dislocation for both educators and learners in the provision of education. To aid educators make this shift effectively, this 12 Tips article presents a compendium of key principles and practical recommendations that apply to the modalities that make up online learning. The emphasis is on design features that can be rapidly implemented and optimised for the current pandemic. Where applicable, we have pointed out how these short-term shifts can also be beneficial for the long-term integration of educational technology into the organisations' infrastructure. The need for adaptability on the part of educators and learners is an important over-arching theme. By demonstrating these core values of the health professions school in a time of crisis, the manner in which the shift to online learning is carried out sends its own important message to novice health professionals who are in the process of developing their professional identities as learners and as clinicians

Anatomy and Physiology The Massage Connection

vii. 548 hal.; 28 c

Development and validation of an evaluation tool for multimedia resources in health education

Bibliography: p. 53-61.UAR

Evaluation of a multimedia resource for health professionals using the phenomenographic and checklist approaches

Bibliography: p. 206-234.Given the rapid turnover of multimedia resources in all fields, software evaluation is an important issue for both buyers and developers. Evaluation helps educators and learners identify if the content meets their individual needs. To developers, evaluation is key in product improvement. Evaluation may be done at the front-end, in use (formative) and/or at the end (summative stages) and includes assessment of the user interface, multimedia integration, learning experience and satisfaction, and other variables as required in the circumstances. The need for assessment has resulted in the development of a variety of evaluation techniques and it becomes necessary for stakeholders to identify the actual property that each of the methods assesses. This study compared the evaluation of a multimedia resource for health professionals using two different methods - a validated evaluation tool in checklist format and the qualitative method of phenomenography in order to compare the two methods on the basis of the information provided, weaknesses and strengths, and benefits to stakeholders. The results should be helpful to anyone needing a thorough appraisal of a multimedia product. The CD-ROM Interactive Pathology--a reference software developed for massage therapy students and therapists was evaluated. Massage therapists, content experts and technical experts evaluated the product using checklists, while therapists used the phenomenographic approach. The checklist method took a wholistic approach and gave a complete appraisal of the various aspects listed and provided useful information relating to content. Evaluation by phenomenography provided learner-related data: approach taken to the multimedia resource; user interface; educational principles; affective responses; and, problems relating to comprehension, learning and misconceptions. While the checklist may be used in all stages of development, phenomenography would be helpful during formative and summative stages. Both methods would be of benefit to developers. For educators, the checklist approach would help appraise the overall quality of the product while phenomenography would give them empirical evidence of its usefulness to learners and to help identify how the product could be incorporated into teaching. It may also provide information that has wider curricular implications. For learners, checklist is the only feasible method for evaluation. By carefully choosing evaluation methods unpleasant surprises with the acceptance and use of a multimedia product can be avoided by all stakeholders

Anatomy and Physiology The Message Connection

vii.548 hal.; 28 c

Anatomy and physiology : the massage connection, 3rd ed./ Premkumar

xxii, 548 hal.: ill.; 27 cm

Anatomy and physiology : the massage connection, 3rd ed./ Premkumar

xxii, 548 hal.: ill.; 27 cm