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A Theory-based Didactic Offering Physicians a Method for Learning and Teaching Others About Human Trafficking.

ABSTRACT: Emergency clinicians are on the frontlines of identifying and caring for trafficked persons. However, most emergency providers have never received training on trafficking, and studies report a significant knowledge gap involving this important topic. Workshops often employ a "train-the-trainer" model to address clinicians' knowledge gaps involving various topics (including trafficking). By offering participants knowledge and skills needed to both understand relevant content and teach this content to future learners, this model aims at promoting widespread dissemination of essential information. However, current train-the-trainer workshops typically involve full or multiday sessions and employ multimodal instructional techniques, making them time and resource intensive for both participants and facilitators. To address these challenges, we created a 50-minute train-the-trainer workshop to teach emergency clinicians the knowledge and skills needed to recognize and care for trafficked patients while providing instructional techniques to teach learners this content in the clinical environment. Learning theory and principles informed the choice of instructional methods and were employed when designing the paper-based learning guides that functioned as this intervention's primary instructional resource. Guides contained detailed scripts used to perform role-playing exercises. These "scripted guides" were designed for participants to learn important content while simultaneously practicing techniques to teach this content to one another. They provided the scaffolding necessary to independently direct learning during the workshop (with minimal facilitator intervention), while also being carefully formatted and organized to create an accessible tool for future use during clinical teaching. The session was implemented at the 2018 Society for Academic Emergency Medicine Annual Meeting in Indianapolis, Indiana. Based on participants' self-assessment using a retrospective pre-post test, the workshop was successful in creating a train-the-trainer model that is brief, requiring minimal facilitator resources and offers instruction on both content knowledge and instructional methods to disseminate this knowledge to future learners.

SUBMITTER: Cole MA

PROVIDER: S-EPMC6304278 | biostudies-literature | 2018 Dec

REPOSITORIES: biostudies-literature

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A Theory-based Didactic Offering Physicians a Method for Learning and Teaching Others About Human Trafficking.

Cole Michael A MA Daniel Michelle M Chisolm-Straker Makini M Macias-Konstantopoulos Wendy W Alter Harrison H Stoklosa Hanni H

AEM education and training 20181211 Suppl Suppl 1

Emergency clinicians are on the frontlines of identifying and caring for trafficked persons. However, most emergency providers have never received training on trafficking, and studies report a significant knowledge gap involving this important topic. Workshops often employ a "train-the-trainer" model to address clinicians' knowledge gaps involving various topics (including trafficking). By offering participants knowledge and skills needed to both understand relevant content and teach this conten ...[more]

PMID: 30607376

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Project description:BACKGROUND:This study aimed to evaluate the effectiveness and efficiency of PBL-CBL combined teaching in thyroid surgery and make observations from the students' perspectives, based on their satisfaction with the learning process. METHODS:We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL-CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students' perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. RESULTS:The traditional group's pre-class quiz scores were significantly higher than the PBL-CBL group's (as determined by a two-tailed t-test at a 95% confidence interval, T?=?16.483, P?<?0.001). After class, in the PBL-CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P?<?0.001). The PBL-CBL group's performance improvement was significantly higher than the traditional group's (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student-teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL-CBL group than in the traditional group (P?<?0.001). Meanwhile, the survey scores representing the amount of students' free time the course consumed were significantly lower in the PBL-CBL group than in the traditional group (P?<?0.001). CONCLUSIONS:PBL combined with CBL may be an effective method for improving medical students' and residents' performance and enhancing their clinical skills.

Project description:BackgroundEducational autopsy (EA) is an innovative technique designed to improve the quality of feedback provided to conference presenters. In response to survey fatigue and suboptimal feedback from online evaluations, this postlecture group debrief was adapted to emergency medicine residency didactics, with a goal of collecting timely, specific, and balanced feedback for presenters. Other aims include encouraging participants to think critically about educational methods and providing presenters with formal feedback for a portfolio or promotion packet. It was hypothesized that EA provides more specific and actionable feedback than traditional online evaluations deployed individually to conference attendees.MethodsThe authors analyzed 4 months of evaluations pre- and postimplementation of EA. Rate of completion, presence of comments, and types of comments were compared. Comments were coded as specific, nonspecific, and unrelated/unclear. Specific comments were further categorized as about audiovisual presentation design, speaker presentation style, and educational methods of the session.ResultsA total of 46 of 65 (71%) preimplementation presentations eligible for evaluation received comments through traditional online evaluations. A total of 44 of 75 (59%) eligible postimplementation presentations generated comments via EA. Among presentations that received comments, none received nonspecific comments via EA, compared to 46% of lectures through traditional evaluations. EA generated specific comments for more presentations regarding presentation design (91% vs. 63%), presentation style (66% vs. 24%), and educational methods (48% vs. 28%). EA produced no unclear comments; traditional evaluations resulted in unclear comments for 15% of lectures.ConclusionsEA generated more specific feedback for residency conference presenters, although there were a number of sessions not evaluated by EA. Although this limited analysis suggested that EA produced higher-quality presenter feedback, it also showed a drop-off in the proportion of didactic sessions that received narrative feedback.

Project description:Introduction: Imparting the concept of physician's roles with the help of new teaching formats is becoming increasingly important in medical education. The "ambulatory care simulation" was developed at the Medical Faculty Mannheim as a format to teach the roles of "medical expert," "communicator", "health advocate", "manager", "team member" and "professional" in the practical year. During the "ambulatory care simulation", students work through case scenarios with simulated patients focusing on the physician's roles and subsequently discussing and reflecting on their experiences. Several measures are designated to ensure that each role is covered by the new teaching format. The present study investigates whether the physician's roles are actually addressed during the "ambulatory care simulation" and whether the competency-based learning objectives are recognized by the students. Methods: All participants in 12 of the 38 obligatory "ambulatory care simulations" signed informed consents to be filmed during the "ambulatory care simulation". These videos were categorized using previously defined observation criteria. A total of 211 out of 224 students completed and handed in a one-minute paper at the end of the "ambulatory care simulation". The answers to the question, "What have you learned?" have been assigned to competency-based learning objectives. Results: Although instructors and students adhered to the guidelines in the recorded "ambulatory care simulations", the most frequently addressed roles were "medical expert" and "communicator." Two-thirds of the participants indicate learning outcomes that do not correspond to the previously defined learning objectives of the "ambulatory care simulation". Discussion: To ensure a thorough understanding and long-lasting appreciation of the physician's roles, longitudinal integration of teaching interventions into the curriculum is to be favored over single teaching units. Instructors need intensive preparation for the unfamiliar construct of physician's roles. The learning objectives must also be made more transparent. Conclusion: Especially complex teaching formats need to be evaluated for success if they are to achieve their aims. Formative evaluations enable verification of whether the learning objectives are addressed, recognized and, finally, achieved.

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A Theory-based Didactic Offering Physicians a Method for Learning and Teaching Others About Human Trafficking.

Publications

A Theory-based Didactic Offering Physicians a Method for Learning and Teaching Others About Human Trafficking.

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