How useful is thematic analysis as an elicitation technique for analyzing video of human gait in forensic podiatry?

The aim of this study was to evaluate how useful thematic analysis is in the elicitation of observations of gait from a video recording. This was undertaken by providing a video recording of human gait to “novice” and “expert” podiatry students. The observations were explored using the qualitative tool of thematic analysis. The exploration of human gait using this technique gave a rich abundance of information and demonstrated that a basic level of experience or knowledge is required to provide a simple description of human gait. With more expertise came a richer description of observation of human gait by the “expert” group compared to basic observations by the “novice” group. Thematic analysis allows the use of language and the depth of the information to be evaluated when observing human gait from a video recording

A Comparative Review of Canadian Health Professional Education Accreditation Systems

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.Les gouvernements du Canada ainsi que divers groupes d’intervenants appellent à une plus grande collaboration interprofessionnelle entre les fournisseurs de services de santé comme stratégie fondamentale pour rehausser la coordination et la qualité des soins dans le système des soins de santé. L’éducation interprofessionnelle pour la pratique collaborative centrée sur le patient (IECPCP) constitue un processus éducatif qui permet aux étudiants/apprenants (ou travailleurs) de diverses professions de la santé d’apprendre ensemble à mieux collaborer. Le système éducatif est perçu comme le principal déterminant de la pratique collaborative interprofessionnelle; cependant, les institutions éducatives sont fortement infl uencées par les organismes qui octroient les accréditations, certifi cations et autorisations d’exercer. Les processus d’accréditation ont été reliés à l’amélioration continue des programmes d’études dans les professions de santé et ils ont été également identifi és comme avenues potentielles pour encourager le changement et l’innovation en milieu éducatif. L’objectif de cet article est de résumer les caractéristiques des systèmes nationaux d’accréditation de certains programmes de formation des professionnels de la santé au Canada à tous les niveaux (pré- et post-autorisation d’exercer) et de montrer comment ces systèmes soutiennent ou encouragent l’IECPCP. Nous avons passé en revue les systèmes d’accréditation en médecine, soins infirmiers, pharmacie, travail social, ergothérapie et physiothérapie par le biais d’entrevues avec des personnes-clés et par l’analyse de la documentation sur les processus d’accréditation. Les résultats de cette étude comparative suggèrent que les systèmes d’accréditation dans les services de santé sont plus courants avant l’octroi de l’autorisation d’exercer. L’accréditation post-autorisation d’exercer, en particulier dans le domaine de la formation professionnelle continue, semble être moins bien établie dans la majorité des professions de la santé. Globalement, les résultats de l’étude suggèrent aussi que les systèmes actuels d’accréditation ne semblent pas promouvoir ou encourager la formation interprofessionnelle pour la pratique collaborative centrée sur le patient de façon systématique par les processus ou normes d’accréditation. Dans la perspective critique de l’apprentissage des adultes, nous avançons que, pour remettre en question les structures uniprofessionnelles traditionnelles du système éducatif des professions de la santé, le système d’accréditation doit accorder une plus grande place à l’éducation interprofessionnelle sur la pratique collaborative centrée sur le patient.&nbsp

Sondage national des résidents en médecine et directeurs de programme canadiens sur le congé parental durant la résidence

Background: Despite the advantages of having a child as a medical resident, the transition back to residency after parental leave can be challenging. This study is the first to investigate this issue using a nation-wide Canadian sample of both residents and program directors. Method: A questionnaire was developed and made available online. Respondents included 437 female residents, 33 male residents, and 172 residency program directors. The mean length of parental leave was nine months for female residents and six weeks for male residents. Almost all female residents (97.5%) breastfed with an average duration of 12 months. The top challenges reported by residents were feeling guilty for being away from their family, long and unpredictable work hours, sleep deprivation, and finding time to study. When female residents and program directors were matched to both school and program (N = 99 pairs), there was no difference in the total number of challenges reported, but program directors reported offering significantly more accommodations than female residents reported being offered, t(196) = 13.06, p < .001. Results: Our data indicate there is a need for better communication between resident parents and program directors, as well as clear program-specific parental leave policies, particularly for supporting breastfeeding mothers as they return to work

NL360+: A Multisource Feedback & Peer-Coaching Pilot Program: Final Evaluation Report

In November 2018, the Office of Professional & Educational Development (OPED), Faculty of Medicine, Memorial University received an unrestricted educational grant from the College of Physicians and Surgeons of Newfoundland and Labrador (CPSNL) to design, develop, pilot, and evaluate a Quality Improvement (QI) program for Newfoundland and Labrador (NL) physicians - NL360+: A Multisource Feedback & Peer-Coaching Pilot Program. The purpose of this program was to provide physicians in the province with a voluntary opportunity to participate in, and evaluate, a pilot multisource feedback and peer-coaching experience. The initial timeline for completion of pilot program delivery and evaluation was December 2020. However, the COVID-19 public health emergency caused significant delays in the matching of participants and peer-coaches and subsequently, the coaching sessions. The process continued to move forward and a preliminary evaluation report was submitted to the CPSNL in December 2020. The NL360+ pilot program closed in June 2021

Examination of the Effect of Low versus High-Fidelity Simulation on Neonatal Resuscitation Program (NRP) Learning Outcomes: Final Report of Study Findings

The purpose of this study was to examine the effect of using low versus high-fidelity manikin simulators in Neonatal Resuscitation Program (NRP) instruction. Low and high-fidelity manikin simulators provide trainees with an opportunity to learn, practice and demonstrate neonatal resuscitation skills in a learning environment which simulates the experiences involved with real resuscitation emergencies. High-fidelity manikin simulator systems have been developed which approximate a full-term newborn in size and weight, possess a realistic airway that can be intubated, lungs that can be inflated with positive pressure ventilation, and an umbilical cord containing a single vein and 2 arteries that allow insertion of umbilical venous and arterial catheters. Integrated computer programs allow primary cues important for accurate assessment of the neonate (heart rate, respiratory rate, and skin color) to be controlled remotely. In 2003, the International Liaison Committee on Resuscitation (ILCOR) recommended that high-fidelity simulation-directed training should increasingly supplement instructor-directed training in advanced life support/advanced cardiac support (Chamberlain & Hazinski, 2003). Several studies have examined the use of simulation in resuscitation training and specifically compared the utility and effectiveness of low and high-fidelity simulation. However, few studies have compared low and high-fidelity simulation for NRP learning outcomes, and more specifically on team performance and confidence. This study was funded by a grant from the Janeway Children’s Hospital Foundation, Research Advisory Committee. It was led and managed by Professional Development & Conferencing Services (PDCS), Faculty of Medicine, Memorial University, as well as a team of study investigators (see Section 1.1). Ethics approval was received from the Interdisciplinary Committee on Ethics in Human Research (ICEHR), Memorial University

A Survey Study of Resuscitation Skills Retention Amongst Health Providers in Newfoundland and Labrador: Final Report of Study Findings

The purpose of this report is to summarize the findings of a research study conducted between July 2010 and June 2011. The objectives of this study were threefold: 1. To examine the perceptions and attitudes of certified resuscitation providers towards the retention of resuscitation skills and regular skills updating. 2. To examine resuscitation providers’ self-efficacy beliefs towards resuscitation skills. 3. To explore resuscitation provider’s perceptions of methods and modalities for enhancing resuscitation skills retention

A comparative evaluation of the effect of internet-based CME delivery format on satisfaction, knowledge and confidence

<p>Abstract</p> <p>Background</p> <p>Internet-based instruction in continuing medical education (CME) has been associated with favorable outcomes. However, more direct comparative studies of different Internet-based interventions, instructional methods, presentation formats, and approaches to implementation are needed. The purpose of this study was to conduct a comparative evaluation of two Internet-based CME delivery formats and the effect on satisfaction, knowledge and confidence outcomes.</p> <p>Methods</p> <p>Evaluative outcomes of two differing formats of an Internet-based CME course with identical subject matter were compared. A Scheduled Group Learning format involved case-based asynchronous discussions with peers and a facilitator over a scheduled 3-week delivery period. An eCME On Demand format did not include facilitated discussion and was not based on a schedule; participants could start and finish at any time. A retrospective, pre-post evaluation study design comparing identical satisfaction, knowledge and confidence outcome measures was conducted.</p> <p>Results</p> <p>Participants in the Scheduled Group Learning format reported significantly higher mean satisfaction ratings in some areas, performed significantly higher on a post-knowledge assessment and reported significantly higher post-confidence scores than participants in the eCME On Demand format that was not scheduled and did not include facilitated discussion activity.</p> <p>Conclusions</p> <p>The findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.</p

Estimating actual foot size from a static bare foot print in a White British Population

In forensic intelligence-gathering it would be useful to be able to estimate the size of a perpetrator's foot from a standing bare footprint found at the scene of crime. Currently, the advice is to add a fixed amount to the length of the footprint (typically 1.5 or 2.0 cm), but there is little evidence for this approach. This study used measured footprint and actual foot lengths from 146 participants from the white British student population of a University in the UK. Data were analysed using multiple regression with foot length as the dependent (outcome) variable and footprint length and sex as the independent variable/factor respectively. Sex was not a significant predictor. The regression equation for the best estimate of the foot length is 19.89 + 0.95 × print length ± 8 mm

Radical “Citizens of the World,” 1790–95: The Early Career of Henry Redhead Yorke

This article takes a new look at British radicalism in the 1790s and explores it within broad geographical and cultural frameworks and through the early career of Henry Redhead Yorke, a West Indian Creole who became a radical in England but frequently recanted his politics. It views radicalism within the Atlantic World and provides a broader interpretation of the excluded majority than as an English working class. It examines the radical “citizens of the world” and sheds new light on the apparent conflict within English radicalism between universalist and constitutionalist ideologies. Politicization and identity are the key themes here examined within micro- and macro-histories

Factors influencing accuracy of referral and the likelihood of false positive referral by optometrists in Bradford, United Kingdom

YesAims: Levels of false positive referral to ophthalmology departments can be high. This study aimed to evaluate commonality between false positive referrals in order to find the factors which may influence referral accuracy. Methods: In 2007/08, a sample of 431 new Ophthalmology referrals from the catchment area of Bradford Royal Infirmary were retrospectively analysed. Results: The proportion of false positive referrals generated by optometrists decreases with experience at a rate of 6.2% per year since registration (p < 0.0001). Community services which involved further investigation done by the optometrist before directly referring to the hospital were 2.7 times less likely to refer false positively than other referral formats (p = 0.007). Male optometrists were about half as likely to generate a false positive referral than females (OR = 0.51, p = 0.008) and as multiple/corporate practices in the Bradford area employ less experienced and more female staff, independent practices generate about half the number of false positive referrals (OR = 0.52, p = 0.005). Conclusions: Clinician experience has the greatest effect on referral accuracy although there is also a significant effect of gender with women tending to refer more false positives. This may be due to a different approach to patient care and possibly a greater sensitivity to litigation. The improved accuracy of community services (which often refer directly after further investigation) supports further growth of these schemes.This study was funded by the University of Bradford