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Clinical Nephrology 2015The history of organ shortage has been approached differently by different countries. This review tries to discuss the inverted funnel approach of Iran. (Review)
Review
INTRODUCTION
The history of organ shortage has been approached differently by different countries. This review tries to discuss the inverted funnel approach of Iran.
METHODS
The whole history of transplants in the country can be divided in three phases of legally regulated living unrelated kidney donation, legislation of brain death donation and lastly how it has been implemented. In each phase, there have been attempts to clarify the role of each sector: the government, professionals, and the public.
RESULTS
Based on more than 20 years of experience, it has been shown that kidney transplants from brain dead donors (BDDs) increased from 0.4 per million population (pmp) in 2000 to 2.9 pmp in 2005, 7.9 in 2010, and 15.1 pmp in 2013 and it could eventually change the rate from living source from 20.1 pmp, 24.5 pmp, 21.8 pmp, and 19.5 pmp in these years, respectively.
DISCUSSION
It has been shown that the government began to take part when it was convinced that an organ procurement program from BDDs is not a luxury program but can lessen the economic burden on the health budget and be supported by legislations and budget allocation. Professionals took the responsibility not only to make decision makers and the public aware of the subject and adapt the national protocols to consider the general population concerns, but also to train as many medical teams as possible nationwide. Persistence and publishing the results can pave the way for the public to accept the program and take their own responsibilities to solve the problem of organ shortage by taking the opportunity to give life to others after the death of a loved one.
Topics: Humans; Kidney Transplantation; Program Development; Tissue Donors; Tissue and Organ Procurement
PubMed: 25725250
DOI: 10.5414/cnp83s090 -
Journal of Primary Health Care Mar 2017INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted,...
INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators' disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.
Topics: Cooperative Behavior; Focus Groups; Health Personnel; Interdisciplinary Communication; Primary Health Care; Program Development; Teaching
PubMed: 29530185
DOI: 10.1071/HC16053 -
Journal of Cancer Education : the... Dec 2017The objectives of the study were to describe the development of a patient-oriented clinical research training program in a low- or middle-income country (LMIC) setting,...
The objectives of the study were to describe the development of a patient-oriented clinical research training program in a low- or middle-income country (LMIC) setting, to describe perceived benefits of the program and barriers to application, and to make recommendations for future training programs. The program was developed by the American Society of Hematology in collaboration with Latin American stakeholders and clinical researchers. Session types were didactic, small group, and one-on-one faculty/participant dyad formats. Outcomes were assessed by quantitative surveys of trainees and qualitative feedback from both trainees and faculty members. The program is an annual 2-day course specifically for Latin American hematologists. Through course evaluations, all trainees described that the didactic sessions were relevant. All session types were useful for gaining knowledge and skills, particularly one-on-one meetings. The potential for networking was highly valued. Barriers to trainee applications were the concerns that skill level, proposed research program, and knowledge of English were not sufficiently strong to warrant acceptance into the course, and financial costs of attendance. We have described the development and initial evaluation of a clinical research training program in a LMIC setting. We learned several valuable lessons that are applicable to other research training programs.
Topics: Developing Countries; Faculty, Medical; Hematology; Humans; Latin America; Program Development; Program Evaluation; Research Personnel; Teaching
PubMed: 26976436
DOI: 10.1007/s13187-016-1015-4 -
Journal of Medical Systems Sep 2016Significant attention has been directed towards developing the medical home and improving the patient experience. The medical home is targeted towards optimizing the...
Significant attention has been directed towards developing the medical home and improving the patient experience. The medical home is targeted towards optimizing the quality of patient care while also reducing overall costs. An extension of the medical home is the concept of a medical neighborhood. The medical neighborhood utilizes the success of the medical home and incorporates it into the coordination of care between primary care physician and specialists. In order to create an ideal system, though, the framework for making referrals, ordering tests prior to referrals, documentation and communication of recommendations must be addressed a priori. In this perspective we discuss the necessary steps to implement a medical neighborhood for patients with chronic medical conditions and the use of medical technology to facilitate this process.
Topics: Biomedical Technology; Chronic Disease; Interdisciplinary Communication; Interprofessional Relations; Patient-Centered Care; Primary Health Care; Program Development; Quality Improvement; Referral and Consultation; Specialization
PubMed: 27447470
DOI: 10.1007/s10916-016-0557-7 -
The Journal of Continuing Education in... Jan 2022Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and...
INTRODUCTION
Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program.
METHODS
This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions.
RESULTS
The results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting.
DISCUSSION
A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates.
Topics: Clinical Competence; Humans; Pharmacy; Preceptorship; Problem-Based Learning; Program Development; Qatar
PubMed: 34174045
DOI: 10.1097/CEH.0000000000000353 -
Simulation in Healthcare : Journal of... Aug 2017Simulation faculty development has become a high priority for the past couple of years because simulation programs have rapidly expanded in health systems and...
Simulation faculty development has become a high priority for the past couple of years because simulation programs have rapidly expanded in health systems and universities worldwide. A formalized, structured model for developing quality facilitators of simulation is helpful to support and sustain this continued growth in the field of simulation. In this article, we present a tiered faculty development plan that has been implemented at a university in the United States and includes the essentials of faculty development. We discuss the rationale and benefits of a tiered faculty development program as well as describe our certification plan. The article concludes with lessons learned throughout the process of implementation.
Topics: Certification; Faculty; Humans; Program Development; Staff Development; United States; Universities
PubMed: 28319492
DOI: 10.1097/SIH.0000000000000225 -
BioMed Research International 2022As the most common diseases globally, oral and dental diseases are closely related to people's behavior. The present study is aimed at developing a program to prevent...
BACKGROUND
As the most common diseases globally, oral and dental diseases are closely related to people's behavior. The present study is aimed at developing a program to prevent primary teeth decay in children using the intervention mapping approach.
METHODS
This study protocol is aimed at using the intervention mapping approach as the planning framework. The study consists of six steps of intervention mapping, including needs assessment based on the relevant literature review, development of an objectives matrix for changing people's behaviors and environmental factors, program preparation, program implementation, and program evaluation to develop a family-centered program.
RESULTS
The use of the intervention mapping approach helped us identify the outcomes and functional objectives, develop an appropriate intervention program, and evaluate the program.
CONCLUSIONS
The intervention mapping approach is an appropriate guide to developing a systematic and evidence-based program.
Topics: Child; Humans; Program Development; Program Evaluation; Tooth, Deciduous
PubMed: 35463983
DOI: 10.1155/2022/8901102 -
Global Journal of Health Science Sep 2014The purpose of this narrative review was to synthesize the evidence on effective strategies for global health research, training and clinical care in order to identify... (Review)
Review
The purpose of this narrative review was to synthesize the evidence on effective strategies for global health research, training and clinical care in order to identify common structures that have been used to guide program development. A Medline search from 2001 to 2011 produced 951 articles, which were reviewed and categorized. Thirty articles met criteria to be included in this review. Eleven articles discussed recommendations for research, 8 discussed training and 11 discussed clinical care. Global health program development should be completed within the framework of a larger institutional commitment or partnership. Support from leadership in the university or NGO, and an engaged local community are both integral to success and sustainability of efforts. It is also important for program development to engage local partners from the onset, jointly exploring issues and developing goals and objectives. Evaluation is a recommended way to determine if goals are being met, and should include considerations of sustainability, partnership building, and capacity. Global health research programs should consider details regarding the research process, context of research, partnerships, and community relationships. Training for global health should involve mentorship, pre-departure preparation of students, and elements developed to increase impact. Clinical care programs should focus on collaboration, sustainability, meeting local needs, and appropriate process considerations.
Topics: Community-Institutional Relations; Cooperative Behavior; Delivery of Health Care; Education, Medical; Global Health; Health Education; Humans; Program Development; Program Evaluation; Research Design
PubMed: 25716404
DOI: 10.5539/gjhs.v7n2p119 -
Journal of Clinical Psychology in... Mar 2020Amid rising trends in opioid use, hospitalizations for health conditions secondary to intravenous drug use are becoming more common. Such patients often require... (Review)
Review
Amid rising trends in opioid use, hospitalizations for health conditions secondary to intravenous drug use are becoming more common. Such patients often require prolonged hospitalizations and frequently present with substance use histories, co-occurring mental health diagnoses, and unique behavioral health needs. These issues can adversely impact completion of medical treatment and place added burden on hospital staff. There is a growing need for medical institutions to develop policies and procedures which address the specific emotional, behavioral, and substance use needs of this patient population. Because guidelines for doing so are sparse in the literature, this study outlines the University of Vermont Medical Center's process of developing an in-hospital care agreement intended to (1) increase patient access to in-hospital need assessments, psychotherapy, and medication for opioid use disorders, (2) increase referrals for opioid use treatment beyond hospitalization, (3) standardize staff response to common challenging behaviors, and (4) provide staff with education and support for interacting with patients in effective ways. The multidisciplinary process of developing this care agreement, its specific details, lessons learned, and anticipated future directions are also discussed.
Topics: Delivery of Health Care, Integrated; Hospitalization; Humans; Inpatients; Program Development; Substance Abuse, Intravenous
PubMed: 30949791
DOI: 10.1007/s10880-019-09616-4 -
Nurse Education Today Feb 2020Some healthcare scholars (educators and researchers) develop their own simulated patient scenarios to address specific learning objectives. Clear processes of validity... (Review)
Review
INTRODUCTION
Some healthcare scholars (educators and researchers) develop their own simulated patient scenarios to address specific learning objectives. Clear processes of validity and reliability are needed in the development of simulated scenarios for the purpose of replication and the transfer of findings to other contexts.
METHODS
This paper reports a methodological review of CINAHL to determine how valid and reliable simulated patient scenarios are developed. We reviewed 375 abstracts based on specific inclusion and exclusion criteria to yield 17 qualifying records. Data about the discipline, population, type of simulation, and validity and reliability processes were extracted.
RESULTS
Selected records were from nursing, medicine, and paramedicine. While some studies used high-fidelity simulations, some used low-fidelity or a combination of high- and low-fidelity simulations. Scholars validated scenarios by using personal experience, consulting experts, or requesting participant feedback. They also examined different types of validity (face, content, construct). Most studies did not address how reliability of scenarios was determined. To ensure consistency in scenario delivery, some studies piloted scenarios with participants, or examined performance through video-tapes or virtual patients.
CONCLUSIONS
This review shows that scholars use inconsistent processes to develop valid and reliable simulated patient scenarios, often overlooking evidence-based approaches to determining validity and reliability. Future practices pertaining to scenario development should use systematic processes in determining validity and reliability so simulation exercises can be replicated in other contexts.
Topics: Humans; Patient Simulation; Program Development; Reproducibility of Results; Simulation Training
PubMed: 31783266
DOI: 10.1016/j.nedt.2019.104222