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Author: Brian S McGowan, PhD

MANUSCRIPT: Ultrasound and stethoscope as tools in medical education and practice: considerations for the archives

OBJECTIVES:
In recent years, the use and portability of ultrasound has threatened the utility of the stethoscope, with many debating and even advocating its replacement. The authors set out to assess opinions in this regard among faculty within a medical school and specifically within an anatomy department where ultrasound is incorporated into the curriculum from the first term.
METHODS:
A debate was elicited during a biweekly Anatomy Journal Club session and was centered on three published papers presented. Several questions were raised regarding the possible replacement of stethoscope – the value of early exposure to students as well as how ultrasound and stethoscope should be considered by physicians, students, and teachers.
RESULTS:
The general consensus was that the stethoscope should not be replaced but should be used in conjunction with emerging portable ultrasound. Caution was given that technology could “overcomplicate” diagnosis and lead to increased tests resulting in increased cost of care. In terms of exposing students to ultrasound, just as the stethoscope requires practice to use effectively, so does the ultrasound and should be introduced as early on as possible. As is the case with the stethoscope, students may not initially appreciate all the finer details on ultrasound; however, continual use would improve skill.
CONCLUSION:
The stethoscope should always remain part of the physical examination and ultrasound should be used in addition to, not replacement of. As technology advances the need for apprenticeship, training increases and students of the medical profession should be exposed to these technologies as early as possible. Hence, it is not yet time to archive the stethoscope. Perhaps never.

via Ultrasound and stethoscope as tools in medical education and practice: considerations for the archives. – PubMed – NCBI.

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ABSTRACT: Acquisition and Long-term Retention of Bedside Ultrasound Skills in First-Year Medical Students

OBJECTIVES:
The purpose of this study was to assess bedside ultrasound skill acquisition and retention in medical students after completion of the first year of a new undergraduate bedside ultrasound curriculum at McGill University.
METHODS:
Skill acquisition was assessed in first-year medical students (n = 195) on completion of their bedside ultrasound instruction. Instruction included 6 clinically based 60-minute practical teaching sessions evenly spaced throughout the academic year. Students’ ability to meet course objectives was measured according to a 4-point Likert rating scale. Evaluations were performed by both instructors and the students themselves. Retention of skill acquisition was evaluated 8 months later on a year-end practical examination.
RESULTS:
The mean percentage ± SD of students assigned a rating of “strongly agree” or “agree” by instructors was 98% ± 0.4% for all 6 teaching sessions (strongly agree, 52% ± 3%; agree, 46% ± 3%). According to student self-evaluations, the mean percentage of students assigned a rating of strongly agree was significantly greater than the percentage assigned by instructors for all teaching sessions (86% ± 2% versus 52% ± 3%; P< .0005). Evaluation of skill retention on the year-end examination showed that 91% ± 2% of students were assigned a rating of strongly agree or agree for their ability to demonstrate skills learned 8 months previously. Ninety-five percent of students reported that bedside ultrasound improved their understanding of anatomy for all 6 teaching sessions (mean, 95% ± 0.01%).
CONCLUSIONS:
These results demonstrate that first-year medical students show acquisition and long-term retention of basic ultrasound skills on completion of newly implemented bedside ultrasound instruction.

via Acquisition and Long-term Retention of Bedside Ultrasound Skills in First-Year Medical Students. – PubMed – NCBI.

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MANUSCRIPT: Impact of continuing medical education in cancer diagnosis on GP knowledge, attitude and readiness to investigate

BACKGROUND:
Continuing medical education (CME) in earlier cancer diagnosis was launched in Denmark in 2012 as part of the Danish National Cancer Plan. The CME programme was introduced to improve the recognition among general practitioners (GPs) of symptoms suggestive of cancer and improve the selection of patients requiring urgent investigation. This study aims to explore the effect of CME on GP knowledge about cancer diagnosis, attitude towards own role in cancer detection, self-assessed readiness to investigate and cancer risk assessment of urgently referred patients.
METHODS:
We conducted a before-after study in the Central Denmark Region including 831 GPs assigned to one of eight geographical clusters. All GPs were invited to participate in the CME at three-week intervals between clusters. A questionnaire focusing on knowledge, attitude and clinical vignettes was sent to each GP one month before and seven months after the CME. The GPs were also asked to assess the risk of cancer in patients urgently referred to a fast-track cancer pathway during an eight-month period. CME-participating GPs were compared with reference (non-participating) GPs by analysing before-after differences.
RESULTS:
One quarter of all GPs participated in the CME. 202 GPs (24.3 %) completed both the baseline and the follow-up questionnaires. 532 GPs (64.0 %) assessed the risk of cancer before the CME and 524 GPs (63.1 %) assessed the risk of cancer after the CME in urgently referred consecutive patients. Compared to the reference group, CME-participating GPs statistically significantly improved their understanding of a rational probability of diagnosing cancer among patients urgently referred for suspected cancer, increased their knowledge of cancer likelihood in a 50-year-old referred patient and lowered the assessed risk of cancer in urgently referred patients.
CONCLUSIONS:
The standardised CME lowered the GP-assessed cancer risk of urgently referred patients, whereas the effect on knowledge about cancer diagnosis and attitude towards own role in cancer detection was limited. No effect was found on the GPs’ readiness to investigate. CME may be effective for optimising the interpretation of cancer symptoms and thereby improve the selection of patients for urgent cancer referral.

via Impact of continuing medical education in cancer diagnosis on GP knowledge, attitude and readiness to investigate – a before-after study. – PubMed – NCBI.

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ABSTRACT: Patient safety and quality improvement: a ‘CLER’ time to move beyond peripheral participation

In the United States, the Accreditation Council for Graduate Medical Education (ACGME) has instituted a new program, the Clinical Learning Environment Review (CLER), that places focus in six important areas of the resident and fellow working and learning environment. Two of these areas are patient safety and quality improvement (QI). In their early CLER reviews of institutions housing ACGME-accredited training programs, ACGME has found that despite significant progress in patient safety and QI to date much work remains, especially when it comes to meaningful engagement of medical trainees in this work. In this article, the authors argue that peripheral involvement of trainees in patient safety and QI work does not allow the experiential learning that is necessary for professional development and the ultimate ability to execute performance that meets the needs of patients in contemporary clinical practice. Rather, as leaders in patient safety and QI have advocated since early in this movement, embedded and immersed experiences are necessary for learning and success.

via Patient safety and quality improvement: a ‘CLER’ time to move beyond peripheral participation. – PubMed – NCBI.

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ABSTRACT: Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

BACKGROUND:
This paper aims to remedy a gap in the knowledge by presenting the first critical review of the literature on major themes relating to medical students perceptions and attitudes towards the exponentially growing field of complementary and alternative medicine (CAM).
METHODS:
After a comprehensive database search of the literature, 21 papers were chosen as suitable for the review. The results from these papers were tabled and discussed.
RESULTS:
The results indicated that medical students lacked knowledge of CAM and are generally positive towards CAM education (especially in the preclinical years, if it provided evidence of efficacy and post-placement). Medical students thought that CAM should generally be incorporated into the medical curriculum mainly so they can confidently undertake referral to CAM practitioners. Being able to communicate with future patients about their CAM use was a major motivation for medical students to learn about CAM and a factor for medical student support of further incorporation of CAM content in the medical curricula. Educational exposure to CAM in many forms and in many papers was shown to significantly affect medical student attitudes to CAM. This may be reflective of the fact that, outside direct CAM training, there may be limited accessible opportunities for medical students and if integration is to occur, educational exposure is most important.
CONCLUSIONS:
The rise of CAM as a social and clinical phenomenon necessitates consideration of further inclusion of these topics in the medical curriculum, if future physicians are to be able to fully discharge their role as care providers in an increasingly medically pluralistic world. However, the inclusion of CAM needs to be done in an objective and critical manner, which is relevant to the learner.

via Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review. – PubMed – NCBI.

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ABSTRACT: Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching

BACKGROUND:Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education.METHODS:Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests.RESULTS:Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions.CONCLUSIONS:We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

via Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching. – PubMed – NCBI.

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MANUSCRIPT: The Effect of a Freely Available Flipped Classroom Course on Health Care Worker Patient Safety Culture: A Prospective Controlled Study

Background: Patient safety culture is an integral aspect of good standard of care. A good patient safety culture is believed to be a prerequisite for safe medical care. However, there is little evidence on whether general education can enhance patient safety culture.
Objective: Our aim was to assess the impact of a standardized patient safety course on health care worker patient safety culture.
Methods: Health care workers from Intensive Care Units (ICU) at two hospitals (A and B) in Hong Kong were recruited to compare the changes in safety culture before and after a patient safety course. The BASIC Patient Safety course was administered only to staff from Hospital A ICU. Safety culture was assessed in both units at two time points, one before and one after the course, by using the Hospital Survey on Patient Safety Culture questionnaire. Responses were coded according to the Survey User’s Guide, and positive response percentages for each patient safety domain were compared to the 2012 Agency for Healthcare Research and Quality ICU sample of 36,120 respondents.
Results: We distributed 127 questionnaires across the two hospitals with an overall response rate of 74.8% (95 respondents). After the safety course, ICU A significantly improved on teamwork within hospital units (P=.008) and hospital management support for patient safety (P<.001), but decreased in the frequency of reporting mistakes compared to the initial survey (P=.006). Overall, ICU A staff showed significantly greater enhancement in positive responses in five domains than staff from ICU B. Pooled data indicated that patient safety culture was poorer in the two ICUs than the average ICU in the Agency for Healthcare Research and Quality database, both overall and in every individual domain except hospital management support for patient safety and hospital handoffs and transitions.
Conclusions: Our study demonstrates that a structured, reproducible short course on patient safety may be associated with an enhancement in several domains in ICU patient safety culture.

via JMIR-The Effect of a Freely Available Flipped Classroom Course on Health Care Worker Patient Safety Culture: A Prospective Controlled Study | Ling | Journal of Medical Internet Research.

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RESOURCE: Vary Sentence Structure in Voice Over Scripts

When you use voice over for elearning, do you want it to sound natural and flowing, or do you want it to sound stiff and didactic? A great voice over person can make a good script more engaging, and a great script sound fantastic. However, if the script itself is completely stiff and unnatural, there’s only so much a voice over person can do.

One common problem in writing for voice over is overly complex sentences. Extremely long sentences, especially without pauses for breath, are hard to read aloud. Even sentences that are appropriate and effective for reading online may feel clunky in narration. Content from SMEs often includes sentences which are too long and complex for voice over. You may need to break up or rewrite sentences to make them flow better.

to read more…

http://www.elearninglearning.com/edition/monthly-micro-learning-gamification-2016-06?open-article-id=5261546&article-title=vary-sentence-structure-in-voice-over-scripts

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RESOURCE: 7 Technical Tips for Creating Video Lectures

Create engaging educational videos with no hassle or specific training? Never been easier – if you use the right approach and technology. Check out 7 tips for creating video lectures on how to put together text, visuals and audio for the ultimate video lecturing experience.

Creating video lectures these days is a piece of cake. There are a bunch of software tools that will accommodate most of your needs, and more. Since purely web-based and blended education formats are on the rise, it’s a great time to jump on the bandwagon and engage learners with a new interactive format. The benefits of video classes are many: a comfortable learning environment, catering to personal pace, no pressure, and no strict time constraints, just to name a few.

Whereas there is no doubt video lectures are available to pretty much everyone, it’s worth taking on board a few basic tricks that will help you deliver a nice-looking course and receive great feedback. Let’s delve into it and see how to make your recording stand out from the crowd.

to read more…

http://www.elearninglearning.com/edition/monthly-micro-learning-gamification-2016-06?open-article-id=5195295&article-title=7-technical-tips-for-creating-video-lectures

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Can ‘Nudges’ Transform Learning and Behavior Change?

I was thrilled this morning to listen to the latest NPR TED Radio Hour podcast entitled “What Is A Nudge?”

As a bit of background, I came across Rich Thaler’s book, “Nudge” more than 5 years ago and it was likely the most important book I have ever read. Not only did the book change so much about how I see the world, but it also opened up infinite professional/research ideas!

There would be no Learning Actions Research program without Thaler’s work.

There would be no Learning Actions Model (my new instructional design framework) without reading the book.

And there would be no ArcheMedX without being curious about the value of nudges in learning.

For those wholly unfamiliar with what has come to be called ‘Nudge Science’ – nudges are subtle devices that push a person to make the decision or engage in a behavior that is in their best interest (even when they can’t effectively balance all the variables) without restricting their ability to choose.

Nearly a decade of research have demonstrated that nudges can improve savings behaviors, increase donor program participation (including organ donor programs), increase healthy eating, and decrease smoking (and other mild addictions). And now, over the past 3 years, we have been able to demonstrate unequivocally that nudges can be used to improve the efficacy of educational interventions and learning.

So…for what it is worth, I can not recommend strongly enough, please take the time to listen to this podcast – in the car, on the beach, at the pool, wherever!

Embracing the ideas that are explored within this podcast will almost certainly change the way you see the world…it certainly did for me!

 

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