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Take-home messages: Education for pain management in children needs to be improved.
eLearning among Canadian anesthesia residents: a survey of podcast use and content needs
Clyde Matava (Hospital for Sick Children, University of
Toronto, Anesthesia and Pain Medicine, 555 University
Avenue, Toronto M5G1X8, Canada)
Derek Rosen (University of Toronto, Canada)
Eric Siu (University of Toronto, Canada)
Dylan Bould (University of Ottawa, Canada)
Background: Podcasts are increasingly being used in medical education. In this study we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents. Summary of work: Following institutional ethics approval, 10/16 Canadian anesthesia program directors, representing 443 residents, allowed their residents to be included in the survey study. 169 (38%) residents
ABSTRACT BOOK: SESSION 10 WEDNESDAY 28 AUGUST: 0830-1015
responded to our survey. A 17-item survey tool developed by the investigators was distributed by email eliciting information on patterns of podcast use, preferred content, preferred format, and podcast adjuncts perceived to increase knowledge retention. Summary of results: 60% (91/151) had used medical podcasts with 67% of these users spending up to 1 hour per week on podcasts. 72.3% of respondents selected 'ability to review materials whenever I want' while 66% selected '...wherever I want' as reasons they found podcasts to be valuable. No clear preference was shown for audio, video, or slidecast podcasts. Physiology (88%) and pharmacology (87%) were the most requested basic science topics while regional anesthesia (84.1%), advanced airway skills (79.5%), crisis resource management (85.9%) and mortality and morbidity in anesthesia (66.7%) were most requested for procedural, clinical and professional topics respectively. Respondents stated they would most likely view podcasts that contained procedural skills, journal article summaries and case presentations and that were between 5-15 minutes in duration. Conclusions: The majority of respondents are using podcasts. Anesthesia residents have preferred podcast content, types, length and format that educators should be cognizant of when developing and providing podcasts.
Take-home messages: A podcast needs assessment may be useful to determine needs of the target population.
Comparison of Hospitalist and Traditional Models of Family Medicine Training at Montfort Hospital, Canada
Lyne Pitre (University of Ottawa, Montfort Hospital, Family Medicine, 745 ch Montreal, Suite 101B, Ottawa K1K 0T1, Canada)
Madawa Chandratilake (University of Dundee, United Kingdom)
Background: As part of the two-year residency program, family medicine residents must complete adult inpatient care rotations. Before the early 2000s, 'traditional' family physicians did inpatient care in the morning, and devoted the remainder of the day to their private clinic practice. Since then, hospitalists are now taking care of inpatients. They do not have any other clinical duties. Summary of work: The literature review demonstrated that the hospitalists are preferred by the residents. The following research question arose: in a community hospital such as Montfort, is the hospitalist model of family medicine training better in terms of educational exposure and resident satisfaction compared to the traditional model of family medicine training? Summary of results: Based on the findings of this study, the hospitalist model was not found to be superior to the traditional model to teach inpatient care to family medicine residents. Both models are similar with respect to patient loads and diagnoses. The workload seems lower in the hospitalist model, thus increasing the satisfaction of the residents. The hospitalist model
seems less stressful due to the extra time available to see patients and to interact with the allied health team. Conclusions: The exposition to both models should be incorporated in the curriculum but the objectives should differ. The hospitalist model rotation should concentrate on the in-depth development of competencies for inpatient care while the traditional model rotation should be focused on the development of efficiency. Take-home messages: Residents' satisfaction and learning are increased by having clear objectives, presence of a staff physician and time to learn and reflect.
An evaluation of a paediatric scholarship programme for general practitioners in Scotland
Ronald MacVicar (NHS Education for Scotland, Medicine, Centre for Health Science, Old Perth Rd, Inverness IV2 3JH, United Kingdom) Sue Bloomfield (NHS Lothian, Scottish School of Community Paediatrics, Edinburgh, United Kingdom) Alex Potter (NHS Education for Scotland, Medicine, Glasgow, United Kingdom)
Lynsey Borland (NHS Education for Scotland, Medicine, Glasgow, United Kingdom) Sharon Mchale (NHS Lothian, Scottish School of Community Paediatrics, Edinburgh, United Kingdom)
Background: A minority of GP Specialty Training programmes in Scotland include a paediatric attachment. In response, from 2010 we offered to cohorts of 20 GPs per year a one-year higher professional educational experience to prepare them go on to play an enhanced role in providing, leading or developing children's services in primary care or at the primary/ secondary care interface. Summary of work: We designed and delivered a curriculum, mapped to the learning syllabus for the DCH and the early years of paediatric specialty training. Scholars were competitively selected and an annual commitment of at least 72 sessions was required spread amongst taught elements, clinical attachments, small group work and flexible sessions. Evaluation of the first two years of the scholarship focussed on the experiences of the scholars and the practical outcomes resulting from the programme. The evaluation was made up of two stages that covered both process and outcome using a return on investment framework. Summary of results: The scholars were highly satisfied and their aspirations had largely been met. Five areas of impact were reported on taking learning into practice in the year subsequent to the programme: (1) Possessing enhanced knowledge and skills in primary care and acute settings; (2) Using this knowledge in practice with more confidence; (3) Passing on learning; (4) Undertaking specialist sessions; (5) Seeking more coherent relationships and understandings of pathways from primary to secondary care. Conclusions: Evaluation suggests that the aim of the scholarship has been partly met. A longer term
ABSTRACT BOOK: SESSION 10 WEDNESDAY 28 AUGUST: 0830-1015
evaluation will be required to measure any lasting impact.
Assessing Academic Clinical Fellows in General
Practice: square pegs in round holes?
Kirsty Protherough (University of Birmingham, United
Background: Academic Clinical Fellows (ACFs) training in General Practice (GP) record competence progression in their Royal College of General Practitioners (RCGP) e-portfolio. The e-portfolio is inflexible such that only the learning log and personal development plan are usually utilised to demonstrate academic progress. This pragmatic pilot was undertaken to evaluate the utility of three assessment tools to trainees in the academic setting.
Summary of work: ACFs in two deaneries were asked to pilot the use of an academic learning needs analysis (LNA), a new academic supervisor report (ASR) and current WPBAs. The use and value of these tools was assessed using an electronic questionnaire and a focus group of ACFs.
Summary of results: 22 GP ACFs responded to the questionnaire and six participated in the focus group. Use of WBPA was 32% (n = 7), LNA was 55% (n = 12) and ASR was 82% (n = 18). GP ACFs valued discussions of academic progress and use of assessment tools appeared to facilitate constructive feedback about an ACF's academic role. ACFs disliked tools containing inapplicable elements, undertaking mandatory academic assessments prior to commencement of their academic post and uncertainty about which WPBA to use. Conclusions: ACFs appreciate formally addressing progress, learning needs and how to maximise the use of their posts. Formative academic feedback would be best accepted if delivered using specifically designed academic tools that are integrated into the e-portfolio. When designing academic assessment tools, both research and education activities need to be considered. Academic experience is a pre-requisite for formal assessment of academic progress; commencing academic activity in ST1 would enhance demonstration of progress in later years.
Pilot study: A milestones-based self-directed learning (SDL) survey for Internal Medicine residents
Andem Ekpenyong (Rush University Medical Center, Internal Medicine, 1653 W. Congress Parkway, 301 Jones Bldg, Chicago 60612, United States)
Background: Various SDL skills are represented in the Internal Medicine (IM) curricular milestones and residency programs are required to ensure that residents can perform these skills. Summary of work: A cross-sectional survey of categorical IM residents was developed based on the curricular milestones and Malcolm Knowles' adult
learning theory. The study was conducted at Rush University Medical Center, Chicago, USA. Residents from all 3 years of training were invited to participate. Participation was optional and responses were anonymous. The survey was administered via Survey Monkey from 8/17/2012-9/7/2012. 44 of 101 residents participated (response rate 43.5%). Summary of results: At all levels of training, our IM residents expressed a strong interest in having our residency program help them develop a system to pursue their clinical questions. 34% reported not having any such system. We also found that only 11% reported feeling confident in their ability to critically appraise journal articles and that residents often do not create learning goals to guide their progress. Conclusions: The strengths of the study include the attempt to engage residents at all levels of training in this effort and the ability to compare their responses. Although the study has a number of limitations, including the small sample size and single institution, the findings parallel those of the studies done in other primary care fields. IM residents across all years of training expressed concern about their SDL skills. Our findings may reflect a true deficit in our residents' SDL
Take-home messages: A curriculum to address SDL skills may be helpful in IM training programs.
Canaries and mineshafts: evaluating complex educational interventions and outcomes during Research Week
Louise Stone (General Practice Education and Training, Education, 10 Rudd St, Canberra 2601, Australia) Robert Hale (General Practice Education and Training Canberra, Australia)
Susannah Littleton (General Practice Education and Training Canberra, Australia) Lex Lucas (Australian College of Rural and Remote Medicine, Brisbane, Australia)
Background: "Research Week" is a virtual conference with an interactive web-site and online workshops. It was established in 2010 to provide an opportunity for registrars, supervisors and medical educators to discuss research issues that are directly relevant to vocational training. It offers participants an opportunity to meet, regardless of distance and without the need to travel. Australian GP vocational training occurs outside the University structure and this limits access to academic expertise. Educational research can be challenging, and requires careful design to achieve generalisable outcomes. Evaluating Research Week is particularly challenging, and engaging participants in evaluation can be difficult.
Summary of work: Evaluation of Research Week involves quantitative measures (eg participation rates) with qualitative data (eg commentary and interviews). Elements of Research Week were evaluated this year with graphic cues (mineshafts) and graphic tools (canaries).
ABSTRACT BOOK: SESSION 10 WEDNESDAY 28 AUGUST: 0830-1015
Summary of results: Participants value the accessibility and opportunity to network with like-minded colleagues. Technical and administrative support is crucial to the success of a virtual conference. Facilitators can feel very isolated when presenting using virtual classrooms for the first time. Immediate feedback and engaging evaluation activities contributes to a sense of a community of practice, and improves participant and facilitator satisfaction.
Conclusions: Innovative and engaging evaluative tools, using games, social media and graphic elements increases engagement with evaluation. Sampling evaluation during an event and sharing results with participants also increases engagement in the learning community and improves educational outcomes. Take-home messages: Good evaluation relies on choosing the right canary and the right mineshaft.
The use of exit interviews in postgraduate medical education
FM Verheijen (Albert Schweitzer Hospital, Clinical
Chemistry, Dordrecht, Netherlands)
I den Hollander (Albert Schweitzer Hospital, Department
of Education, Dordrecht, Netherlands)
EFH van Bommel (Albert Schweitzer Hospital,
Department of Internal Medicine, P.O. Box 444,
Dordrecht 3300 AK, Netherlands)
RJ Oostenbroek (Albert Schweitzer Hospital, Department
of Education, Dordrecht, Netherlands)
JMM van de Ridder (Albert Schweitzer Hospital,
Department of Education, Dordrecht, Netherlands)
Background: Exit interviews are conducted to explore job-turnovers in professional organizations and to understand why staff is leaving. Information about the use of exit interviews in medical education is limited (Flint & Webster, 2011). In postgraduate training residents regularly switch workplace, due to requirements in their training program. When they are leaving a department exit interview can be used as a quality improvement instrument to explore the resident's perception of the educational climate, the facilities and the quality of patient care. How are exit interviews used in postgraduate education in Dutch teaching hospitals?
Summary of work: Interviews were conducted with 28 tertiary medical teaching hospitals (STZ). A ten item semi-structured questionnaire was used, including topics such as: the target group, the workload for residents and interviewers, and the procedure of informing medical departments and stakeholders about outcomes.
Summary of results: 4 hospitals (14%) are developing an exit interview procedure, and 16 hospitals (57%) use exit interviews. The target group consists of residents, but 5 hospitals also include house officers. The number of interviews ranges from10 to 60 a year with a duration of between 30 and 60 minutes. Most explored themes are: learning climate, quality of training program, and points for improvement.
Conclusions: Information from exit interviews is rich and useful for improving teaching practice in the workplace. This instrument works best if confidentiality and anonymity for residents can be guaranteed, especially when the information is fed back to the medical disciplines and stakeholders.
Take-home messages: If used properly, exit interviews are valuable for improving educational quality in (postgraduate) training.
10AA Posters: Teaching and Learning about Research
Location: Terrace 2, PCC
Medical Research Potential: an untapped resource in Bachelor students
Annelies Ruijs (Radboud University Medical Centre, IWOO, Postbus 9101, Nijmegen 6500 HB, Netherlands) Roland Laan (Radboud University Medical Centre, IWOO, Nijmegen, Netherlands)
Background: In 2009 the Radboud University Medical Centre in Nijmegen, the Netherlands, started with a selective honours program for students in medicine, dentistry and biomedical sciences. Summary of work: At the end of the first bachelor year 25 out of 500 students are selected on the basis of grades, motivation for research and ability to take on an extra course load of 10 hours a week. The program starts with an (scientific) English Proficiency course in the first semester of the second year. In the second semester the students become acquainted with the research at the UMC St Radboud. They then choose their own research topic to work on in their third bachelor year, culminating in an internship of at least three months at a renowned institute abroad. Summary of results: Two groups have graduated from the program so far. Their internships took them from Oxford to Ontario and from Barcelona to Boston. Results were published in the book Radboud Honours Programme Medical Sciences 2011, 2012. Supervisors abroad were very impressed by the results, some students even outshone their graduate students. Several students continued their research after graduating from the honours program. Also, they have co-authored scientific publications. Looking back, all students comment on their vast personal growth as well as on their research advancements. Conclusions: The program successfully provides an opportunity for selected bachelor students to find an extra challenge in research.
Take-home messages: There is high quality research interest and potential in bachelor students that without the Honours Program would go untapped.
ABSTRACT BOOK: SESSION 10 WEDNESDAY 28 AUGUST: 0830-1015
Students as Researchers: The Student experience of conducting a narrative study with their Peers
Michael Grant (Queen's University Belfast, Medical School, 11 Lindenwood Park, Foyle Springs, Derry BT48
0NX, United Kingdom)
Aine Goggins (Queen's University Belfast, Medical School, Belfast, United Kingdom)
Background: As part of a larger qualitative study (described elsewhere), medical students acted as researchers to investigate professional identity formation by conducting narrative video interviews with peers. We aimed to evaluate the experience of these student researchers, including problems encountered and insights gained.
Summary of work: An online questionnaire containing a mix of Likert scales and free text responses was distributed to student researchers and followed by a focus group. We analysed questionnaire data with descriptive statistics and carried out thematic analysis of interview transcripts.
Summary of results: Questionnaire response rate was 90%. 6 student researchers took part in the focus group. Student researchers used the student network to recruit participants. Number of interviews conducted ranged from 2 to 16. Most felt more comfortable interviewing friends but sometimes felt unfamiliarity could result in a better interview. Students felt generally confident and well-prepared for their role as researchers and felt the project benefitted both their knowledge of research and their understanding of professionalism. Conclusions: Using medical students to conduct research interviews has extensive benefits. Students interviewing students can lead to new and different insights compared to faculty researchers. Involving medical students in research about professional identity enables them to approach qualitative research for the first time and so increases their understanding and engagement with the research process. Furthermore, it promotes thinking on aspects of professionalism. Take-home messages: Students' experiences as researchers have positive benefits for themselves, for the research and potentially for peers.
Students' scientific investigation is an important part of education in a medical university
Andrey Kuimov (Novosibirsk State Medical University, Department of Internal Medicine, Novosibirsk, Russia) (Presenter: Natalya Lozhkina, Novosibirsk State Medical University, Department of Internal Medicine, Krasny Prospekt 52, Zalessky Street 6, Build 7 630047, Novosibirsk 630091, Russia)
Background: Continuous scientific education is considered as the important part of medical education in university. Scientific work develops skills and methods that can be used in the medical practice of the future doctor. So, the early involvement in scientific
investigation engages students to advance in educational level and introduces them to evidence-based medicine.
Summary of work: We have developed in cooperation with the scientific departments the structure of step-by-step scientific education in the undergraduate and postgraduate curriculum. The scientific educational curriculum consists of the following steps. The 1st step -experimental study in 2-3 courses of the high medical education. The 2nd step (4th course) - the investigation and description of different clinical cases and "difficult" patients. The 3rd step (5th course) statistical analyses of the local morbidity and mortality in the region of the most important diseases (IHD, Arterial Hypertension and so on). 6th step - the participation in scientific problems in the clinic as the member of the scientific team. 7th step (postgraduate) - the participation in the university clinical investigations including medical trials. Summary of results: The scientific educational curriculum advances the medical educational level of the future doctor, introduces him to evidence-based medicine and develops his clinical thinking. Conclusions: The scientific educational curriculum may be the most effective additional part of medical education in university.
Take-home messages: The modern practitioner must be a scientifically educated doctor.
Undergraduate involvement in Medical Research - The Glasgow Experience
Mohammed Abdul Waduud (University of Glasgo w, School of Medicine, University Avenue, Glasgow G11 6BT, United Kingdom)
Moira Ritchie (NHS Greater Glasgow and Clyde, Gartnavel General Hospital, Radiology, Glasgow, United Kingdom)
Isobel Brown (NHS Greater Glasgow and Clyde, Information and Governance Centre, Glasgow, United Kingdom)
Jonathan Moss (NHS Greater Glasgow and Clyde, Gartnavel General Hospital, Radiology, Glasgow, United Kingdom)