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https://www.readbyqxmd.com/read/29764462/empirical-and-conceptual-investigation-of-de-implementation-of-low-value-care-from-professional-and-health-care-system-perspectives-a-study-protocol
#1
Henna Hasson, Per Nilsen, Hanna Augustsson, Ulrica von Thiele Schwarz
BACKGROUND: A considerable proportion of interventions provided to patients lacks evidence of their effectiveness. This implies that patients may receive ineffective, unnecessary, or even harmful care. Thus, in addition to implementing evidence-based practices, there is also a need to abandon interventions that are not based on best evidence, i.e., low-value care. However, research on de-implementation is limited, and there is a lack of knowledge about how effective de-implementation processes should be carried out...
May 15, 2018: Implementation Science: IS
https://www.readbyqxmd.com/read/29726312/learning-how-to-learn-using-simulation-unpacking-disguised-feedback-using-a-qualitative-analysis-of-doctors-telephone-talk
#2
Walter J Eppich, Jan-Joost Rethans, Timothy Dornan, Pim W Teunissen
INTRODUCTION: Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. AIM: To assess educational needs for telephone talk and develop a simulation-based educational intervention. METHODS: Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties...
May 4, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29720362/team-resilience-training-in-the-workplace-e-learning-adaptation-measurement-model-and-two-pilot-studies
#3
Joel B Bennett, Michael Neeper, Brittany D Linde, Gale M Lucas, Lindsay Simone
BACKGROUND: The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. OBJECTIVE: The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies...
May 2, 2018: JMIR Mental Health
https://www.readbyqxmd.com/read/29709307/students-approaches-to-learning-in-a-clinical-practicum-a-psychometric-evaluation-based-on-item-response-theory
#4
Yue Zhao, Hoi Kei Kuan, Joyce O K Chung, Cecilia K Y Chan, William H C Li
BACKGROUND: The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. OBJECTIVES: This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ)...
April 16, 2018: Nurse Education Today
https://www.readbyqxmd.com/read/29703120/workplace-based-communication-skills-training-in-clinical-departments-examining-the-role-of-collegial-relations-through-positioning-theory
#5
Jane Ege Møller, Bente Vigh Malling
INTRODUCTION: Studies suggest that the workplace is a key to understanding how clinical communication skills learning takes place and that medical communication skills need to be reinforced over time in order not to deteriorate. This study explored the perceptions of doctors in four hospital departments who participated in a workplace-based communication training project. Its specific focus was the relationship between collegial relations and learning communication skills. METHODS: The study applied a qualitative design using an ethnographic methodology, i...
April 27, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29684831/dis-integrating-cultural-difference-in-practice-and-communication-a-qualitative-study-of-host-and-migrant-registered-nurse-perspectives-from-new-zealand
#6
Margaret Brunton, Catherine Cook
BACKGROUND: Several earlier studies have provided evidence of the difficulties nurses have had adapting to foreign workplaces, however few have considered wider perspectives of the workplace communication environment. OBJECTIVE: The aim of this study was to examine the viewpoints and experience of both New Zealand qualified nurses and internationally qualified nurses in managing communication within teams and the clinical practice context in an increasingly diverse healthcare workplace in New Zealand...
April 6, 2018: International Journal of Nursing Studies
https://www.readbyqxmd.com/read/29666140/understanding-students-and-clinicians-experiences-of-informal-interprofessional-workplace-learning-an-australian-qualitative-study
#7
Charlotte E Rees, Paul Crampton, Fiona Kent, Ted Brown, Kerry Hood, Michelle Leech, Jennifer Newton, Michael Storr, Brett Williams
OBJECTIVES: While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. DESIGN: A qualitative interview study using narrative techniques was conducted...
April 17, 2018: BMJ Open
https://www.readbyqxmd.com/read/29620672/beyond-the-lamppost-a-proposal-for-a-fourth-wave-of-education-for-collaboration
#8
Elise Paradis, Cynthia R Whitehead
Interprofessional education (IPE) is an increasingly popular educational model that aims to educate health care students to be better collaborators by enabling them to learn with, from, and about each other. IPE's rising popularity is evident in the increase in scholarship on this topic over the last few decades. In this Perspective, the authors briefly describe three historical "waves" of IPE: managing the health workforce through shared curriculum, maximizing population health through health workforce planning, and fixing individuals to fix health care...
April 3, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29606098/learning-from-errors-assessing-final-year-medical-students-reflection-on-safety-improvement-five-year-cohort-study
#9
Vicki Tully, Douglas Murphy, Evridiki Fioratou, Arun Chaudhuri, James Shaw, Peter Davey
BACKGROUND: Investigation of real incidents has been consistently identified by expert reviews and student surveys as a potentially valuable teaching resource for medical students. The aim of this study was to adapt a published method to measure resident doctors' reflection on quality improvement and evaluate this as an assessment tool for medical students. METHODS: The design is a cohort study. Medical students were prepared with a tutorial in team based learning format and an online Managing Incident Review course...
April 2, 2018: BMC Medical Education
https://www.readbyqxmd.com/read/29600530/does-a-blended-learning-environment-suit-advanced-practice-training-for-pharmacists-in-a-middle-east-setting
#10
Kerry Wilbur, Andrea D J Taylor
OBJECTIVES: The transfer of pedagogies and instructional techniques outside their contexts of origin may not be always be suitable for intended learners. The aim of this study was to explore the experiences of Middle East pharmacists enrolled in advanced pharmacy practice courses delivered through a blended learning environment (BLE). METHODS: Seventeen students and graduates from a BLE in Qatar participated in focus group interviews. A topic guide was developed to elicit these pharmacists' perspectives on perceived barriers to completing the courses and facilitating factors for content engagement and overall satisfaction...
March 29, 2018: International Journal of Pharmacy Practice
https://www.readbyqxmd.com/read/29571106/transition-support-for-new-graduate-and-novice-nurses-in-critical-care-settings-an-integrative-review-of-the-literature
#11
REVIEW
Tiana Innes, Pauline Calleja
Transition into critical care areas for new graduate nurses may be more difficult than transitioning into other areas due to the specialised knowledge needed. It is unknown which aspects of transition programs best support new graduate nurses improve competence and confidence to transition into critical care nursing specialties. Identifying these aspects would assist to design and implement best practice transition programs for new graduates in critical care areas. Themes identified in the literature include; having a designated resource person, workplace culture, socialisation, knowledge and skill acquisition, orientation, and rotation...
March 5, 2018: Nurse Education in Practice
https://www.readbyqxmd.com/read/29570938/building-capacity-for-evidence-based-practice-understanding-how-licensed-practical-nurses-lpns-source-knowledge
#12
Leah Phillips, Melanie Neumeier
BACKGROUND: In Canada, all nurses are required to engage in evidence-based practice (EBP) as an entry-to-practice competency; however, there is little research that examines Licensed Practical Nurses' (LPNs') information seeking behaviors or preferred sources of knowledge to conduct EBP. AIMS: Due to the differences in education and roles of LPNs and Registered Nurses (RNs), it is both necessary and important to gain an understanding of how LPNs utilize evidence in their unique nursing practice...
March 23, 2018: Worldviews on Evidence-based Nursing
https://www.readbyqxmd.com/read/29560761/educational-renewal-of-physician-training-in-australia-and-new-zealand-multiple-educational-innovations-in-a-complex-environment
#13
Rebecca Udemans, Marie-Louise Stokes, Louise Rigby, Priya Khanna, Jonathan Christiansen
AIM: The Royal Australasian College of Physicians is renewing its specialty training programs and shifting towards competency-based medical education. Our aim is to improve the quality and rigor of training and graduate outcomes, and promote high standards of physician practice to serve the health of patients, families, and communities in a changing healthcare environment. METHODS: We are progressing holistic change and multiple educational innovations in a complex environment...
March 21, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29527971/from-the-workshop-to-the-workplace-relocating-faculty-development-in-postgraduate-medical-education
#14
Clare Morris, Tim Swanwick
INTRODUCTION: Postgraduate medical education takes place almost entirely in the clinical workplace, supported by healthcare professionals who strive to combine service and educational roles. Over the past decade, we have witnessed the emergence and growth of new forms of educational activity within postgraduate medical education. Under the umbrella term of "faculty development", these activities move beyond a narrow emphasis on "teaching the teachers to teach" to a wide range of interventions focused on enhancing educational climate, educational infrastructure and educational practices within and across healthcare organizations...
March 11, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29485483/learning-in-practice-a-valuation-of-context-in-time-variable-medical-training
#15
Pim W Teunissen, Jennifer R Kogan, Olle Ten Cate, Larry D Gruppen, Lorelei A Lingard
The logical consequence of implementing competency-based education is moving to time-variable training. Competency-based, time-variable training (CBTVT) requires an understanding of how learners interact with their learning context and how that leads to competence. In this article, the authors discuss this relationship. They first explain that the time required to achieve competence in clinical practice depends on the availability of clinical experiences that are conducive to ongoing competence development...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29485480/time-variable-training-in-medicine-theoretical-considerations
#16
Olle Ten Cate, Larry D Gruppen, Jennifer R Kogan, Lorelei A Lingard, Pim W Teunissen
The introduction of competency-based medical education has shifted thinking from a fixed-time model to one stressing attained competencies, independent of the time needed to arrive at those competencies. In this article, the authors explore theoretical and conceptual issues related to time variability in medical training, starting with the Carroll model from the 1960s that put time in the equation of learning. They discuss mastery learning, deliberate practice, and learning curves.While such behaviorist theories apply well to structured courses and highly structured training settings, learning in the clinical workplace is not well captured in such theories or in the model that Carroll proposed...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29484822/impact-of-interpersonal-relations-on-learning-and-development-of-professional-identity-a-study-of-residents-perceptions
#17
Danielle Blouin
OBJECTIVES: Informal learning includes all occurrences during one's life when learning is not deliberate. Prior research on informal learning in healthcare contexts examined learning happening outside of the formal curriculum, yet still in the workplace. This study explores residents' perceptions about extracurricular factors outside of the workplace that contribute to their learning and development of professional identity, whether interpersonal relations are recognised as such factors, and positive and negative impacts of interpersonal relations...
February 26, 2018: Emergency Medicine Australasia: EMA
https://www.readbyqxmd.com/read/29482357/workplace-mental-health-training-in-health-care-key-ingredients-of-implementation
#18
Sandra E Moll, Jessica VandenBussche, Katelyn Brooks, Bonnie Kirsh, Heather Stuart, Scott Patten, Joy C MacDermid
OBJECTIVES: Despite growing awareness of the importance of workplace mental health training and an increasing number of educational resources, there is a gap in knowledge regarding what shapes training effectiveness. The purpose of this study was to compare and describe the active ingredients of 2 workplace mental health education programs for health care workers. METHODS: Within the context of a randomized clinical trial, a multimethod process evaluation was conducted to explore key process elements shaping implementation outcomes: the innovation, service recipients, service providers, and the organizational context...
January 1, 2018: Canadian Journal of Psychiatry. Revue Canadienne de Psychiatrie
https://www.readbyqxmd.com/read/29478920/teaching-and-assessing-professionalism-in-radiology-resources-and-scholarly-opportunities-to-contribute-to-required-expectations
#19
Aine Marie Kelly, Patricia B Mullan
Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice...
May 2018: Academic Radiology
https://www.readbyqxmd.com/read/29477962/teaching-respectful-maternity-care-using-an-intellectual-partnership-model-in-tanzania
#20
Karline Wilson-Mitchell, Jamie Robinson, Mary Sharpe
OBJECTIVE: to develop and deliver a two-day Respectful Maternity Care workshop for midwives using Intellectual Partnership Model principles SETTING: rural Tanzania BACKGROUND: respectful Maternity Care is an objective, measurable indicator of quality maternal newborn care INTERVENTIONS: using the Intellectual Partnership Model, educators facilitated cocreation of solutions alongside learners for complex ethical and logistic problems in the workplace FINDINGS: the mean scores on a 10-item multiple choice test increased by 20% on average following completion of the interventions; however 2-year certificate learners were less prepared for critical thinking work and social innovations than those midwives who had 3 or 4 year formal training KEY CONCLUSIONS: the implementation of the Intellectual Partnership Model revealed that midwife learners were creative, innovative, context specific in their social innovation creations related to Respectful Maternity Care when supported by respectful facilitators...
May 2018: Midwifery
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