Automatic capture of student notes to augment mentor feedback and student performance on patient write-ups.
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ABSTRACT:
SUBMITTER: Spickard A
PROVIDER: S-EPMC2517906 | biostudies-other | 2008 Jul
REPOSITORIES: biostudies-other
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Project description:IntroductionThe ability to utilize the electronic health record (EHR) without compromising the doctor-patient relationship (DPR) is an essential skill of all physicians and trainees, yet little time is spent on educating or assessing learners on needed techniques. To address this gap, we developed a conventional OSCE station coupled with a simulated patient chart within the Epic program in order to assess our students' skills utilizing the EHR during a patient encounter.MethodsOf third-year medical students, 119 were given full access to the patient's simulated chart 24 hours in advance of their OSCE to review clinical data. During an in-person OSCE with a standardized patient (SP), students performed a focused history and physical, using the EHR to verify allergies and medications. Students completed an electronic patient note graded by faculty. SPs evaluated the students on communication and interpersonal skills with specific rubric elements. Faculty graded the students' notes to evaluate their expression of clinical reasoning in the assessment and plan.ResultsTraining SPs and faculty to assess students on EHR skills was feasible. After implementation of a comprehensive curriculum focused on EHR and DPR, there was a significant difference on EHR-related communication skills (M = 76.4, SD = 17.6) versus (M = 37, SD = 28.9) before curriculum enhancement t (117.9) = -12.4, p <.001.DiscussionThe EHR OSCE station provided a standardized method of assessing students' EHR skills during a patient encounter. Challenges still exist in the technological requirements to develop and deliver cases in today's EHR platform.
| S-EPMC7597945 | biostudies-literature
Project description:INTRODUCTION:Despite the extraordinary amount of time physicians spend communicating with patients, dedicated education strategies on this topic are lacking. The objective of this study was to develop a multimodal curriculum including direct patient feedback and assess whether it improves communication skills as measured by the Communication Assessment Tool (CAT) in fourth-year medical students during an emergency medicine (EM) clerkship. METHODS:This was a prospective, randomized trial of fourth-year students in an EM clerkship at an academic medical center from 2016-2017. We developed a multimodal curriculum to teach communication skills consisting of 1) an asynchronous video on communication skills, and 2) direct patient feedback from the CAT, a 15-question tool with validity evidence in the emergency department setting. The intervention group received the curriculum at the clerkship midpoint. The control group received the curriculum at the clerkship's end. We calculated proportions and odds ratios (OR) of students achieving maximum CAT score in the first and second half of the clerkship. RESULTS:A total of 64 students were enrolled: 37 in the control group and 27 in the intervention group. The percentage of students achieving the maximum CAT score was similar between groups during the first half (OR 0.70, p = 0.15). Following the intervention, students in the intervention group achieved a maximum score more often than the control group (OR 1.65, p = 0.008). CONCLUSION:Students exposed to the curriculum early had higher patient ratings on communication compared to the control group. A multimodal curriculum involving direct patient feedback may be an effective means of teaching communication skills.
| S-EPMC6948689 | biostudies-literature
Project description:Visual motion captures attention, but little is known about the automaticity of these effects. Here, we tested if deviant flicker frequencies, as one form of motion, automatically capture attention. Observers searched for a vertical target among tilted distractors. Prior to the target display, a cue array of sinusoidally modulating (flickering) annuli, each surrounding one location of the subsequent target(-plus-distractors) display was presented for variable durations. Annuli either flickered all at 1 Hz (neutral condition, no-singleton cue), or a single annulus flickered at a unique frequency of 5 Hz, 10 Hz, or 15 Hz. The location of this singleton-frequency cue was uncorrelated with target location. Thus, we could measure benefits (target at cued location) and costs (target ≠ cued location) for cues of different frequencies and durations. The results showed that deviant flicker frequencies capture attention, as we observed benefits and costs, falsifying that nonspatial filtering accounted for the cueing effect. In line with automatic capture, cueing was effective in singleton (Experiment 1) and nonsingleton search tasks (Experiment 2), and is thus not dependent on ("top-down") singleton detection mode. Moreover, analysis of results ruled out trial-by-trial "swapping" of flicker frequencies from preceding target to subsequent distractor locations. Results also revealed increasing cueing effects with higher cue flicker frequency and longer duration. This indicates a significantly longer period of automatic capture by sinusoidal flicker than the typical inhibition of return observed around 250 ms after the onset of uninformative static or single-transient cues.
| S-EPMC8084820 | biostudies-literature
Project description:De-identification, or identifying and removing protected health information (PHI) from clinical data, is a critical step in making clinical data available for clinical applications and research. This paper presents a natural language processing system for automatic de-identification of psychiatric notes, which was designed to participate in the 2016 CEGS N-GRID shared task Track 1. The system has a hybrid structure that combines machine leaning techniques and rule-based approaches. The rule-based components exploit the structure of the psychiatric notes as well as characteristic surface patterns of PHI mentions. The machine learning components utilize supervised learning with rich features. In addition, the system performance was boosted with integration of additional data to the training set through domain adaptation. The hybrid system showed overall micro-averaged F-score 90.74 on the test set, second-best among all the participants of the CEGS N-GRID task.
| S-EPMC5705430 | biostudies-literature
Project description:BACKGROUND:Peer-assisted learning (PAL) refers to a learning activity whereby students of similar academic level teach and learn from one another. Groupe de perfectionnement des habiletés cliniques (Clinical Skills Improvement Group), a student organization at Université Laval, Canada, propelled PAL into the digital era by creating a collaborative virtual patient platform. Medical interviews can be completed in pairs (a student-patient and a student-doctor) through an interactive Web-based application, which generates a score (weighted for key questions) and automated feedback. OBJECTIVES:The aim of the study was to measure the pedagogical impact of the application on the score at medical interview stations at the summative preclerkship Objective Structured Clinical Examination (OSCE). METHODS:We measured the use of the application (cases completed, mean score) in the 2 months preceding the OSCE. We also accessed the results of medical interview stations at the preclerkship summative OSCE. We analyzed whether using the application was associated with higher scores and/or better passing grades (≥60%) at the OSCE. Finally, we produced an online form where students could comment on their appreciation of the application. RESULTS:Of the 206 students completing the preclerkship summative OSCE, 170 (82.5%) were registered users on the application, completing a total of 3133 cases (18 by active user in average, 7 minutes by case in average). The appreciation questionnaire was answered online by 45 students who mentioned appreciating the intuitive, easy-to-use, and interactive design, the diversity of cases, and the automated feedback. Using the application was associated with reduced reported stress, improved scores (P=.04), and improved passing rates (P=.11) at the preclerkship summative OSCE. CONCLUSIONS:This study suggests that PAL can go far beyond small-group teaching, showing students' potential to create helpful pedagogical tools for their peers.
| S-EPMC5843791 | biostudies-other
Project description:Operation notes are a crucial component of patient care. However, writing them manually is prone to human error, particularly in high pressured clinical environments. Automatic generation of operation notes from video recordings can alleviate some of the administrative burdens, improve accuracy, and provide additional information. To achieve this for endoscopic pituitary surgery, 27-steps were identified via expert consensus. Then, for the 97-videos recorded for this study, a timestamp of each step was annotated by an expert surgeon. To automatically determine whether a step is present in a video, a three-stage architecture was created. Firstly, for each step, a convolution neural network was used for binary image classification on each frame of a video. Secondly, for each step, the binary frame classifications were passed to a discriminator for binary video classification. Thirdly, for each video, the binary video classifications were passed to an accumulator for multi-label step classification. The architecture was trained on 77-videos, and tested on 20-videos, where a 0.80 weighted-F1 score was achieved. The classifications were inputted into a clinically based predefined template, and further enriched with additional video analytics. This work therefore demonstrates automatic generation of operative notes from surgical videos is feasible, and can assist surgeons during documentation.
| S-EPMC10958393 | biostudies-literature
Project description:Social skills training (SST), which is a rehabilitation program for improving daily interpersonal communication, has been used for more than 40 years. Although such training's demand is increasing, its accessibility is limited due to the lack of experienced trainers. To tackle this issue, automated SST systems have been studied for years. An evaluation-feedback pipeline of social skills is a crucial component of an SST system. Unfortunately, research that considers both the evaluation and feedback parts of automation remains insufficient. In this paper, we collected and analyzed the characteristics of a human-human SST dataset that consisted of 19 healthy controls, 15 schizophreniacs, 16 autism spectrum disorder (ASD) participants, and 276 sessions with score labels of six clinical measures. From our analysis of this dataset, we developed an automated SST evaluation-feedback system under the supervision of professional, experienced SST trainers. We identified their preferred or most acceptable feedback methods by running a user-study on the following conditions: with/without recorded video of the role-plays of users and different amounts of positive and corrective feedback. We confirmed a reasonable performance of our social-skill-score estimation models as our system's evaluation part with a maximum Spearman's correlation coefficient of 0.68. For the feedback part, our user-study concluded that people understood more about what aspects they need to improve by watching recorded videos of their own performance. In terms of the amount of feedback, participants most preferred a 2-positive/1-corrective format. Since the average amount of feedback preferred by the participants nearly equaled that from experienced trainers in human-human SSTs, our result suggests the practical future possibilities of an automated evaluation-feedback system that complements SSTs done by professional trainers.
| S-EPMC10133273 | biostudies-literature
Project description:ObjectiveTo explore the association between health behaviors and habits of university students and academic achievement.ParticipantsSix hundred fourteen undergraduate students at a state university in the United States.MethodsStudents were invited over a 2-year period to participate in an anonymous online survey that asked questions concerning a wide range of health behaviors and habits; participants were asked to report their current grade point average (GPA). Standard Least Squares Models were used to examine differences in self-reported GPA across the different health behaviors and habits, with individuals as replicates.ResultsThe study found positive associations between breakfast consumption, physical activity, and strength training and self-reported GPA, and negative associations between the hours of sleep per night, hours worked per week, fast food and energy drinks consumption, and use of marijuana, alcohol and electronic vaping products.ConclusionsWhile there is an association for some of the studied health behaviors and habits with self-reported GPA, the effect sizes for these health behaviors were low. The significant effect of vaping on GPA as well as the increased use reported in this study indicates that the topic should be explored further. Furthermore, students should be educated on the potential positive and negative effects of health behavior choices to help them make better choices.
| S-EPMC8054760 | biostudies-literature
Project description:ObjectivesTo determine non-Western situated health professional student experiences and preferences for feedback in workplace-based settings.MethodsWe conducted five focus groups with 27 students of Arab-origin enrolled in a Canadian-accredited cross-border pharmacy program in Qatar. Transcripts of recorded discussions were analyzed using the framework method. Hofstede's and Hall's cultural dimension models were employed to understand described feedback encounters and behaviours.ResultsWe identified three themes associated with cultural influences on student feedback experiences, namely: 1) collectivism; 2) power distance; and 3) context. Trainees described clinical supervisors who inadequately recognized individual performance, rejected critique, and insufficiently documented feedback onto the written in-training evaluation report. Conversely, students expected specific and timely feedback, invited criticism for learning, and desired clear written commentary.ConclusionsFeedback behaviours of clinical supervisors, but not those of trainees, were consistent with local cultural norms as described by Hofstede and Hall. Instead, feedback expectations of pharmacy students in Qatar largely echo those of other trainees enrolled in professional curricula situated outside the Middle East. Principles for optimal feedback in clinical training largely arise from Western perspectives but are not necessarily universal. Our work demonstrates that practices, in part, may be subject to local socio-cultural influences. This is of particular importance in the experiential training component of cross-border medical education programs adopted by overseas institutions. Our findings also further add to the growing body of literature reporting suboptimal feedback in workplace-based learning, reinforcing the need to cultivate more student-centered practices in health professional training globally.
| S-EPMC6766385 | biostudies-literature
Project description:Patient feedback is considered integral to quality improvement and professional development. However, while popular across the educational continuum, evidence to support its efficacy in facilitating positive behaviour change in a postgraduate setting remains unclear. This review therefore aims to explore the evidence that supports, or refutes, the impact of patient feedback on the medical performance of qualified doctors.Electronic databases PubMed, EMBASE, Medline and PsycINFO were systematically searched for studies assessing the impact of patient feedback on medical performance published in the English language between 2006-2016. Impact was defined as a measured change in behaviour using Barr's (2000) adaptation of Kirkpatrick's four level evaluation model. Papers were quality appraised, thematically analysed and synthesised using a narrative approach.From 1,269 initial studies, 20 articles were included (qualitative (n=8); observational (n=6); systematic review (n=3); mixed methodology (n=1); randomised control trial (n=1); and longitudinal (n=1) design). One article identified change at an organisational level (Kirkpatrick level 4); six reported a measured change in behaviour (Kirkpatrick level 3b); 12 identified self-reported change or intention to change (Kirkpatrick level 3a), and one identified knowledge or skill acquisition (Kirkpatrick level 2). No study identified a change at the highest level, an improvement in the health and wellbeing of patients. The main factors found to influence the impact of patient feedback were: specificity; perceived credibility; congruence with physician self-perceptions and performance expectations; presence of facilitation and reflection; and inclusion of narrative comments. The quality of feedback facilitation and local professional cultures also appeared integral to positive behaviour change.Patient feedback can have an impact on medical performance. However, actionable change is influenced by several contextual factors and cannot simply be guaranteed. Patient feedback is likely to be more influential if it is specific, collected through credible methods and contains narrative information. Data obtained should be fed back in a way that facilitates reflective discussion and encourages the formulation of actionable behaviour change. A supportive cultural understanding of patient feedback and its intended purpose is also essential for its effective use.
| S-EPMC6069829 | biostudies-other