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Journal of the American College of... Nov 2018Technological revolution in the field of medical education is here, and it is time to embrace it. Adoption of on-the-go learning style, portability of smartphones, and... (Review)
Review
Technological revolution in the field of medical education is here, and it is time to embrace it. Adoption of on-the-go learning style, portability of smartphones, and expression of concepts with interactive illustrations and their global reach have made application (app)-based learning an effective medium. An educational mobile app, BIFURCAID, was developed to simplify and teach complex coronary bifurcation intervention. This app has been downloaded worldwide. The survey results revealed its widespread acceptance and success. The authors believe that educational apps can have a significant impact on shaping the future of cardiovascular education in the 21st century. This experience with developing and testing the app could work as a template for other medical educators.
Topics: Cardiology; Humans; Internationality; Mobile Applications; Program Development; Smartphone
PubMed: 30442294
DOI: 10.1016/j.jacc.2018.08.2183 -
Evaluation and Program Planning Jun 2018There is an increased need for capacity building of researchers and professionals in low- and middle-income countries with evidence-based approaches across the tobacco...
INTRODUCTION
There is an increased need for capacity building of researchers and professionals in low- and middle-income countries with evidence-based approaches across the tobacco control continuum, particularly with regard to gender-relevant strategies. We describe the development, implementation, and evaluation of a Career Development and Research Training Program (CDRTP) in tobacco control.
METHODS
The CDRTP is organized into two modules: Module I is open to the public and provides an overview of tobacco control; Module II, consists of a one-year program with multi-mode sessions toward the development of a pilot research project. Activities are implemented through co-learning to facilitate cross-fertilization of knowledge, collaborations, and team science.
RESULTS
Between 2010 and 2015, 255 individuals participated in Module I with 57 applying for Module II's selective process. Out of these, 35 were selected, 29 completed the program (83%), 21 submitted pilot research projects that have undergone review, and 16 were approved for funding. Pre- and post-tests among the 29 participants who completed the training indicated improvement in scholars' perceived knowledge and skills on all of the components.
CONCLUSION
In addition to attracting researchers and professionals who have not been working in tobacco control, the capacity building program has promoted knowledge, skills, and confidence among participants to pursue gender-relevant tobacco control research.
Topics: Brazil; Capacity Building; Career Choice; Cooperative Behavior; Cultural Characteristics; Female; Humans; Knowledge; Male; Program Development; Program Evaluation; Research Personnel; Tobacco Products; Women, Working
PubMed: 29428544
DOI: 10.1016/j.evalprogplan.2018.01.010 -
American Journal of Pharmaceutical... Aug 2019To develop and implement a postgraduate, workplace-based curriculum for community pharmacy specialists in the Netherlands, conduct a thorough evaluation of the program,...
To develop and implement a postgraduate, workplace-based curriculum for community pharmacy specialists in the Netherlands, conduct a thorough evaluation of the program, and revise any deficiencies found. The experiences of the Dutch Advisory Board for Postgraduate Curriculum Development for Medical Specialists were used as a guideline for the development of a competency-based postgraduate education program for community pharmacists. To ensure that community pharmacists achieved competence in 10 task areas and seven roles defined by the Canadian Medical Education Directions for Specialists (CanMEDS), a two-year workplace-based curriculum was built. A development path along four milestones was constructed using 40 entrustable professional activities (EPAs). The assessment program consisted of 155 workplace-based assessments, with the supervisor serving as the main assessor. Also, 360-degree feedback and 22 days of classroom courses were included in the curriculum. In 2014, the curriculum was evaluated by two focus groups and a review committee. Eighty-two first-year trainees enrolled in the community pharmacy specialist program in 2012. That number increased to 130 trainees by 2016 (a 59% increase). In 2015, based on feedback from pharmacy supervisors, trainees, and other stakeholders, 22.5% of the EPAs were changed and the number of workplace-based assessments was reduced by 48.5%. Using design approaches from the medical field in the development of postgraduate workplace-based pharmacy education programs proved to be feasible and successful. How to address the concerns and challenges encountered in developing and maintaining competency-based postgraduate pharmacy education programs merits further research.
Topics: Canada; Clinical Competence; Competency-Based Education; Curriculum; Education, Medical; Education, Pharmacy; Educational Measurement; Feedback; Humans; Internship and Residency; Netherlands; Pharmacists; Program Development; Program Evaluation; Specialization
PubMed: 31507284
DOI: 10.5688/ajpe6863 -
International Journal of Environmental... Apr 2021Since its inception in 1986, the contents of the National Health and Morbidity Survey (NHMS) have been periodically updated to support emerging health data needs for...
Since its inception in 1986, the contents of the National Health and Morbidity Survey (NHMS) have been periodically updated to support emerging health data needs for evidence-based policy and program development. In 2018, the healthcare demand questionnaire was redesigned to capture diverse and changing population demand for healthcare services and their utilization pattern. This paper describes the methods and processes undertaken in redesigning the questionnaire. We aim to highlight the systematic and inclusive approach, enabling all potential evidence users to be involved, indirectly encouraging research evidence uptake for policy and program planning. We applied a systematic approach of comprehensive literature search for national-level population survey instruments implemented globally and translated non-English tools to English. The development phases were iterative, conducted in parallel with active stakeholder engagements. Here, we detailed the processes in the planning and exploratory phase as well as a qualitative assessment of the questionnaire. We included instruments from 45 countries. The majority were from the Organisation for Economic Co-operation and Development (OECD) countries and focused on perceived health, health-related behavior, and healthcare use. Thirty-four stakeholders from 14 areas of expertise were involved. Stakeholders identified additional content areas required, such as chronic pain, alternative use of healthcare services (community pharmacy, home-visit, and private medical laboratory), family doctor, and informal caregiving. The questionnaire, redesigned based on existing literature with concordant involvement and iterative feedback from stakeholders, improved the choice of health topics through the identification of new topics and modification of existing questions to better meet future evidence needs on health problems, strategy, and program planning towards strengthening the nation's health systems.
Topics: Delivery of Health Care; Developing Countries; Program Development; Stakeholder Participation; Surveys and Questionnaires
PubMed: 33921985
DOI: 10.3390/ijerph18094435 -
International Journal of Environmental... Aug 2022This manuscript introduces a new framework for creating innovations in public health-the Framework for Public Health Innovation. The framework was developed through a...
This manuscript introduces a new framework for creating innovations in public health-the Framework for Public Health Innovation. The framework was developed through a longitudinal qualitative research study that investigated the process of creating innovative adolescent health programs. Interviews were conducted with a national sample of 26 organizations over two time points. Data collection focused on the process of innovative program development; organizational capacity; training; and technical assistance needs, successes, and barriers. The framework was developed and modified based on interview findings and expert advice; then, the final framework was validated with content experts. The framework illustrates a dynamic process of innovation that begins with dissatisfaction with the status quo, and then, illustrates three necessary components for innovation-space, process, and partnerships. Four categories of innovation, which range in complexity, are proposed: (1) creating a new component to an existing program, (2) adapting an existing program to meet new needs, (3) taking an alternative approach to addressing an existing program, and (4) reframing a health problem from a new perspective. As illustrated by a feedback loop, the resulting innovations disrupt the status quo. This model can be applied to any content area in public health and is useful for both research and practitioners.
Topics: Adolescent; Humans; Organizational Innovation; Program Development; Public Health; Qualitative Research
PubMed: 36011734
DOI: 10.3390/ijerph191610099 -
Journal of Emergency Nursing Jan 2022The coronavirus disease 2019 pandemic caused an unprecedented surge of patients presenting to emergency departments and forced hospitals to adapt to provide care to...
BACKGROUND
The coronavirus disease 2019 pandemic caused an unprecedented surge of patients presenting to emergency departments and forced hospitals to adapt to provide care to patients safely and effectively. The purpose here was to disseminate a novel program developed under disaster conditions to address advance care planning communications.
METHODS
A program development and initial evaluation was conducted for the Remote Goals of Care program, which was created for families to communicate patient goals of care and reduce responsibilities of those in the emergency department.
RESULTS
This program facilitated 64 remote goals of care conversation, with 72% of conversations taking place remotely with families of patients who were unable to participate. These conversations included discussions of patient preferences for care, including code status, presence of caregivers or surrogates, understanding of diagnosis and prognosis, and hospice care. Initially, this program was available 24 hours per day, 7 days per week, with gradual reduction in hours as needs shifted. Seven nurses who were unable to work in corona-positive environments but were able to continue working remotely were utilized. Lessons learned include the need for speed and agility of response and the benefit of established relationships between traditionally siloed specialties. Additional considerations include available technology for patients and families and expanding the documentation abilities for remote nurses. A logic model was developed to support potential program replication at other sites.
DISCUSSION
Upon initial evaluation, Remote Goals of Care Program was well received and demonstrated promise in decanting the responsibility of goals of care discussions from the emergency department to a calmer, remote setting. In future iterations, additional services and technology adjustments can be made to make this program more accessible to more patients and families. Other facilities may wish to replicate our Remote Goals of Care Program described here.
Topics: Advance Care Planning; COVID-19; Disasters; Emergency Service, Hospital; Humans; Program Development; SARS-CoV-2
PubMed: 34649729
DOI: 10.1016/j.jen.2021.09.006 -
Perspectives on Medical Education 2024Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal...
BACKGROUND
Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial.
APPROACH
Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning.
OUTCOMES
The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs.
REFLECTION
This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.
Topics: Humans; Workplace; Staff Development; Interprofessional Relations; Surveys and Questionnaires; Interprofessional Education; Program Development; Faculty, Medical; Pilot Projects; Faculty
PubMed: 38706455
DOI: 10.5334/pme.1242 -
Journal of General Internal Medicine Mar 2018Spurred on by recent health care reforms and the Triple Aim's goals of improving population health outcomes, reducing health care costs, and improving the patient... (Review)
Review
Spurred on by recent health care reforms and the Triple Aim's goals of improving population health outcomes, reducing health care costs, and improving the patient experience of care, emphasis on population health is increasing throughout medicine. Population health has the potential to improve patient care and health outcomes for individual patients. However, specific population health activities may not be in every patient's best interest in every circumstance, which can create ethical tensions for individual physicians and other health care professionals. Because individual medical professionals remain committed primarily to the best interests of individual patients, physicians have a unique role to play in ensuring population health supports this ethical obligation. Using widely recognized principles of medical ethics-nonmaleficence/beneficence, respect for persons, and justice-this article describes the ethical issues that may arise in contemporary population health programs and how to manage them. Attending to these principles will improve the design and implementation of population health programs and help maintain trust in the medical profession.
Topics: Ethics, Medical; Humans; Physician's Role; Population Health; Program Development
PubMed: 29256088
DOI: 10.1007/s11606-017-4234-4 -
CBE Life Sciences Education Jun 2020Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM)...
Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM) education program evaluation plans as well as accurately represent complex programs and the systems within which the educational programs reside. However, these representations can be overwhelming to audiences that are not familiar with the program's structure or engaged in the evaluation process. The goal of this methods essay is to help both evaluators and discipline-based education researchers improve communication about program evaluation with a variety of stakeholders. We propose a three-stage method for developing progressively complex visualizations to build affordances that help make the program evaluation process and statements of program impact more meaningful to a wider range of audiences. The creation of less complex visualizations can facilitate understanding by allowing a stakeholder to more easily "see" the structure of the program and thereby may evoke a greater willingness to take action and make meaningful programmatic changes based on strategic evaluation planning. To aid readers, we describe how we modified the Systems Evaluation Protocol (SEP) to develop simplified visualizations when evaluating a long-standing college science faculty development program, the Summer Institutes on Scientific Teaching.
Topics: Engineering; Faculty; Humans; Mathematics; Program Development; Program Evaluation; Technology
PubMed: 32453678
DOI: 10.1187/cbe.19-06-0108 -
BMJ (Clinical Research Ed.) Mar 2021Achieving the sustainable development goals requires a shift in thinking
Achieving the sustainable development goals requires a shift in thinking
Topics: Adolescent Health; COVID-19; Capacity Building; Child Health; Global Health; Humans; Pandemics; Program Development; SARS-CoV-2; Sustainable Development
PubMed: 33731321
DOI: 10.1136/bmj.n533