Observations: Utilizing an Interactive Case-Based Format for Intern Orientation.
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ABSTRACT:
SUBMITTER: Gillen JR
PROVIDER: S-EPMC4512823 | biostudies-literature | 2015 Jun
REPOSITORIES: biostudies-literature
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Observations: Utilizing an Interactive Case-Based Format for Intern Orientation.
Gillen Jacob R JR Farineau Diane W DW Lau Christine L CL Williams Michael D MD Marzani-Nissen Gabrielle R GR
Journal of graduate medical education 20150601 2
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Project description:INTRODUCTION: Patient handoffs are common during residency and are often performed with little or no training. We devised a simple intervention to improve the readiness of interns to perform handoffs. METHODS: We administered a 90-minute interactive workshop during intern orientation in 2009 and 2010. It consisted of a discussion, a case presentation, and a trigger video, followed by debriefing and a role-play exercise. The workshop required minimal technology and materials. Interns were surveyed on their readiness to perform handoffs before and after the workshop as well as 3 to 6 months after the workshop. RESULTS: Eighty-nine interns participated in the workshop during a 2-year period. Seventy-four survey responses were collected. Self-reported readiness to perform a handoff increased by 26%. A total of 91% and 81% of respondents in 2010 and 2009, respectively, reported using aspects of the workshop up to 6 months later. CONCLUSION: A brief workshop can improve interns' readiness to perform handoffs.
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Project description:BackgroundThe Changing Talk intervention improves nursing home staff communication by reducing elderspeak. To facilitate dissemination, interactive online modules were created, maintaining the original content. This article reports on the process of transitioning and the results of pilot testing the modules.MethodInteractive online modules were developed, pilot tested, and the evaluated in comparison to outcomes from the classroom format training.ResultsOnline participants (N = 9) demonstrated pre to posttest knowledge gain (scores improved from M = 82.4% to M = 91.2%). Rating of a staff-resident interaction showed improved recognition of elderspeak and person-centered communication after training. Online and original participants reported similar intentions to use learned skills and rated the program highly.ConclusionEvidence-based interventions can be translated from traditional classroom to online format maintaining effects on increasing staff knowledge and intentions to use learned skills in practice. However, the modules should be tested in a larger and more representative sample. J Contin Educ Nurs. 2017;48(7):320-328.
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Project description:An essential step in the analysis of agent-based simulation is sensitivity analysis, which namely examines the dependency of parameter values on simulation results. Although a number of approaches have been proposed for sensitivity analysis, they still have limitations in exhaustivity and interpretability. In this study, we propose a novel methodology for sensitivity analysis of agent-based simulation, MASSIVE (Massively parallel Agent-based Simulations and Subsequent Interactive Visualization-based Exploration). MASSIVE takes a unique paradigm, which is completely different from those of sensitivity analysis methods developed so far, By combining massively parallel computation and interactive data visualization, MASSIVE enables us to inspect a broad parameter space intuitively. We demonstrated the utility of MASSIVE by its application to cancer evolution simulation, which successfully identified conditions that generate heterogeneous tumors. We believe that our approach would be a de facto standard for sensitivity analysis of agent-based simulation in an era of evergrowing computational technology. All the results form our MASSIVE analysis are available at https://www.hgc.jp/~niiyan/massive.
| S-EPMC6400389 | biostudies-literature
Project description:Traditional teaching methods in radiology education have not kept pace with advances in technology that foster successful transition into independent practice. This deficit has been exacerbated by the COVID-19 pandemic, as the need for social distancing and the introduction of hybrid staffing models have decreased the critical educational interactions at the reading room workstations between staff and trainees. By leveraging interactive, case-based learning, educators have the opportunity to bridge the substantial gap between basic pattern recognition and successfully making a diagnosis in independent practice. For the educator, this signals a shift away from perfect case selection and presenter authority, and toward the role of a guide facilitating an active case-based learning experience. This form of learning is best accompanied by guided interpretation and iterative feedback with the goal of developing similar levels of mastery and autonomy among graduating trainees. In this article, we present the tools and methods for incorporating interactive cases into existing and novel teaching materials to meet the unique challenges educators are facing today.
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Project description:IntroductionThe session was designed as part of a yearlong elective within the Association of American Medical Colleges' Education in Pediatrics Across the Continuum (EPAC) pilot at the University of California, San Francisco. The EPAC pilot aims for longitudinal pediatric education across the medical school and pediatric residency years, with specific emphasis on competency-based advancement. The goal of the elective is to cultivate students' early interest in pediatrics.MethodsThis is an interactive case-based session for medical students on the clinical presentation and initial evaluation of adolescent depression. We developed this session based on an informal needs assessment at our local institution as well as prior research documenting the minimal time allocated to child and adolescent psychiatry in medical school curricula. The 80-minute interactive case-based format integrates knowledge and clinical experiences while requiring minimal equipment and preparation.ResultsThe session was administered at the University of California, San Francisco, in 2015 to 22 students. Fourteen participants completed evaluation questions (64% response rate). Of responders, 92%-100% thought the session was very or extremely effective at meeting the stated objectives, was interactive, had appropriate time allocated, and was very or extremely helpful at reinforcing objectives from the medical school curriculum. Thirteen participants completed postsession knowledge acquisition questions and performed better than controls (90% vs. 75%), but the difference was not statistically significant.DiscussionOther medical schools could easily administer this session as presented or adapt it to a different target audience or for different time constraints. It is an effective, interactive, well-paced, and helpful means of introducing to medical students a topic that is relevant for anyone going into pediatrics. Likewise, it helps to rectify the lack of child and adolescent psychiatry content in most medical school programs, and it aligns with the movement in undergraduate medical education towards more clinically integrated, inquiry-based curricula with attention to professional development.
| S-EPMC6440400 | biostudies-literature
Project description:Introduction:New faculty orientation (NFO) for onboarding faculty members is replete with critical information and resources. Most NFO sessions are facilitated through lecture-based slide presentations. We employed a case-based learning (CBL) format to promote learner engagement through active use of the content being taught. We hypothesized that a CBL format would lead to improved learner satisfaction. Methods:An inventory of topics presented at NFO was generated by reviewing previous orientation sessions. Cases and discussion questions were developed to link to specific content areas from previously delivered lectures. Participants were assigned cases with discussion questions, followed by a large-group debriefing. In 2014, 105 faculty members participated in NFO. An additional 232 faculty members participated from 2014 to 2017 with the revised format. Results:Participants completed evaluations following each session. A specific item gauged the effectiveness of the format on a 9-point Likert scale. Scores were compared to 2014 evaluations using the unpaired Student t test. In 2014, participants rated the program format as 7.17 (mean) out of 9. Faculty orientation sessions in 2015, 2016, and 2017 scored 7.90 (p < .05), 8.00 (p < .05), and 8.40 (p < .01), respectively. Discussion:We proposed a new format for NFO using a CBL-based format. Feedback highlighted faculty satisfaction with the new format. Qualitative feedback suggested that this new design in NFO sessions promotes learner engagement, networking, and collegiality. The format also models a pedagogy that faculty can implement directly in their respective teaching environments.
| S-EPMC6944263 | biostudies-literature
Project description:IntroductionThe COVID-19 pandemic has radically disrupted traditional models of medical education, forcing rapid evolution in the delivery of clinical training. As a result, clinical educators must quickly transition away from in-person sessions and develop effective virtual learning opportunities instead. This virtual resource was designed to replace a clinical simulation session for the physical examination course for medical students in the preclinical years.MethodsWe designed an online interactive module in three sections for preclinical (first- or second-year) medical students who had not yet learned the respiratory physical exam. The first section incorporated demonstration and practice of the components of the respiratory physical exam that could be effectively taught via videoconferencing software. Following this, students conducted a telemedicine encounter with a standardized patient and received patient-centered feedback evaluating their communication skills. The final segment involved a case discussion and clinical reasoning component.ResultsThese sessions were implemented for 122 first-year medical students. The module was well received by the students. A majority felt that it helped improve their telemedicine communication skills (93%), interpretation of physical exam findings (84%), development of differential diagnosis (95%), and correlation of clinical and basic science content (93%).DiscussionOur pilot educational session demonstrates that this virtual instruction method is an effective tool for teaching basic clinical skills during medical school. Virtual learning resources allow remote instruction to take place and can be a supplement when face-to-face clinical teaching is not possible.
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Project description:Introduction:Metabolic acidosis is a dangerous and potentially life-threatening condition encountered in the inpatient and emergency department setting. Metabolic acidoses due to renal failure, bicarbonate losses, or lactic acidosis are common conditions, and the appropriate medical management of each is relevant to any inpatient medical provider. Therefore, we created a learning activity that utilizes blackboard-style videos followed by an interactive case-based learning session to help the medical student recognize, diagnose, and manage common causes of metabolic acidosis. Methods:We organized this learning activity by assigning digital videos, followed by application in an interactive team-based format. We created electronic blackboard-style videos and a quiz to assess medical knowledge related to concepts discussed in the videos. Next, we created case resources that facilitate an interactive case-based teaching session so the learners could apply their knowledge and simulate the management of metabolic acidosis. Results:We implemented this activity for 34 medical students. All students viewed the videos prior to the in-class session. In a pre/post assessment of medical knowledge, we observed a significant improvement in quiz scores. Next, we successfully facilitated the case-based active learning session, allowing the assessment of higher-order cognitive skills related to management of patients with metabolic acidosis. Our medical students felt highly satisfied and competent at the completion of our course. Discussion:Our medical students rated this as an excellent learning activity. Others may find this activity useful within the context of any course or rotation related to patients with metabolic acidosis.
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Project description:With the latest release of the S2PLOT graphics library, embedding interactive, 3-dimensional (3-d) scientific figures in Adobe Portable Document Format (PDF) files is simple, and can be accomplished without commercial software. In this paper, we motivate the need for embedding 3-d figures in scholarly articles. We explain how 3-d figures can be created using the S2PLOT graphics library, exported to Product Representation Compact (PRC) format, and included as fully interactive, 3-d figures in PDF files using the movie15 LaTeX package. We present new examples of 3-d PDF figures, explain how they have been made, validate them, and comment on their advantages over traditional, static 2-dimensional (2-d) figures. With the judicious use of 3-d rather than 2-d figures, scientists can now publish, share and archive more useful, flexible and faithful representations of their study outcomes. The article you are reading does not have embedded 3-d figures. The full paper, with embedded 3-d figures, is recommended and is available as a supplementary download from PLoS ONE (File S2).
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Project description:BackgroundOklahoma State University-Center for Health Sciences (OSU-CHS) has replaced its microbiology wet laboratory with a variety of tutorials including a case-based interactive session called Microbial Jeopardy!. The question remains whether the time spent by students and faculty in the interactive case-based tutorial is worthwhile? This study was designed to address this question by analyzing both student performance data and assessing students' perceptions regarding the tutorial.MethodsBoth quantitative and qualitative data were used in the current study. Part One of the study involved assessing student performance using archival records of seven case-based exam questions used in the 2004, 2005, 2006, and 2007 OSU-CHS Medical Microbiology course. Two sample t-tests for proportions were used to test for significant differences related to tutorial usage. Part Two used both quantitative and qualitative means to assess student's perceptions of the Microbial Jeopardy! session. First, a retrospective survey was administered to students who were enrolled in Medical Microbiology in 2006 or 2007. Second, responses to open-ended items from the 2008 course evaluations were reviewed for comments regarding the Microbial Jeopardy! session.ResultsBoth student performance and student perception data support continued use of the tutorials. Quantitative and qualitative data converge to suggest that students like and learn from the interactive, case-based session.ConclusionThe case-based tutorial appears to improve student performance on case-based exam questions. Additionally, students perceived the tutorial as helpful in preparing for exam questions and reviewing the course material. The time commitment for use of the case-based tutorial appears to be justified.
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