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At least 811 records · Page 45Linked to original sources

PubMed2002

Care at the end of life: a novel curriculum module implemented by medical students.

End-of-life (EOL) and palliative care education in medical school curricula stand at a crossroads. Consensus has emerged that these topics merit systematic instruction throughout medical school training, yet curricula all too often consist of sporadic lectures focused on bioethics instead of clinical skills. The medical student authors identified a deficit in their curriculum, and designed and implemented an EOL curriculum module for their colleagues. In early 2000 the authors surveyed senior medical students about their experiences with EOL and palliative education, identifying deficits in clinical training and recommendations for interventions. They then designed a case-based educational module to teach EOL communication skills to medical students commencing clinical training. Faculty with national and local experience with EOL and palliative care reviewed the curriculum. Twelve of these faculty were oriented to the curriculum and then taught it in pairs to groups of 12 to 16 medical students in 2000 and 2001. The curriculum develops skills, attitudes, and knowledge relevant for communicating bad news and establishing treatment options in the EOL setting by utilizing trigger videos, group discussion, role plays, and case discussions. Approximately 75% of the 86 eligible students attended the module in 2000 and 2001. Feedback has guided the curriculum's refinement by the medical student authors. In addition, a standardized patient exercise, introduced in 2001, allowed students to reinforce the skills learned during the module.

Curriculum↗

PubMed2002

Microteaching and standardized students support faculty development for clinical teaching.

OBJECTIVE: If faculty development programs are to have impact, we believe they should be made up of several self-reinforcing workshops that provide opportunities for behavior review, practice, reflection, and reinforcement within a context of interdisciplinary perspectives. A program was developed that supports these four activities and includes clinical faculty from medicine, dentistry, nursing, and pharmacy. DESCRIPTION: At the University of Illinois at Chicago we have focused our efforts to improve clinical teaching through a program of two parallel courses. One course focuses on the "one-minute teacher" approach to clinical teaching. We call this course "Teaching-on-the-Fly," reflecting what many of our faculty attendees have suggested they do. The second course is "Feedback Strategies." The two courses are identical in format, which is a series of three three-to-four-hour small-group workshops of not more than eight participants. The first two workshops in each series are titled "Teaching-on-the-Fly I and II" and "Feedback Strategies I and II," respectively. Workshop I is separated from Workshop II by two weeks. During this hiatus faculty are urged to practice the skills learned and to reflect on what worked and what did not work in Workshop I. Six months following both series' Workshop II, "Advanced Teaching-on-the-Fly" and "Advanced Feedback Strategies" workshops are held. Each workshop begins with videotaping of two separate teaching encounters in which each participant interacts with standardized students. Standardized student and clinical faculty interactions are meant to mimic typical teaching and feedback situations. Teaching encounters are limited to five minutes, maximizing the similarity to the stress and frenetic quality of many of today's clinical settings. In Workshop II and in the advanced workshops the standardized students offer one positive comment to the faculty immediately following their encounter. Students are taught how to give this feedback. Immediately after videotaping, faculty adjourn to a small-group discussion. Workshops consist of reflective discussions during the review of each participant's videotape, brief lectures, and responsive comments and instruction by the workshop leaders. Participants are asked to reflect on each workshop and to bring examples of problems and opportunities gained to succeeding workshops in the series. DISCUSSION: Several theories support these clinical teaching workshops. (1) Outcomes research in continuing medical education suggests the need for ongoing reinforcement, which we do structurally through the three-session model. (2) We use a classical microteaching approach to develop insight and self-awareness. Each videotaped encounter is reviewed, stopped at key points, and discussed by the entire group. These discussions commonly open up after the workshop leaders ask questions such as, "What were you thinking there?" or "What were you trying to do?" or "What would you ask next?" (3) We emphasize the importance of knowing-in-action and the related reflection that guides action in practice. (4) The quality of the workshops is enhanced using standardized students, whom we carefully train and use repeatedly. At least two students have worked with us from their first years through their final clinical years. We are currently examining the program's impact through videotape review.

Education, Medical, Continuing↗

PubMed2006

Developing an interdisciplinary, community-based education program for health professions students: the Rochester experience.

To successfully meet the nation's changing health needs, future health professionals must learn skills in applied health promotion and disease prevention. To achieve these goals, the Center for Rochester's Health (the Center), a collaboration of the Monroe County Department of Public Health and the University of Rochester School of Medicine and Dentistry and School of Nursing, all located in Rochester, New York, developed an innovative education program that gives interdisciplinary teams of students opportunities to partner with community agencies engaged in research-oriented health improvement initiatives. The Center started this course in 1998, under the auspices of a national initiative supported by the Health Resources and Services Administration and the Institute for Healthcare Improvement. The authors discuss the challenges related to the implementation and institutionalization of this interdisciplinary population-based education program. They describe their experiences over a seven-year period, from 1998 to 2005, including the various factors that enabled them to make necessary changes in the program activities and the ways in which the Center was able to bring departments together to consider new course directions for engaging students in the community health improvement process. They discuss the different stages of program development, including the early years of program planning and later curriculum changes that involved the development of an online population health curriculum. The authors conclude that by understanding changes in the education goals of various health professions schools and by adapting education programs to meet the needs of students from these schools, program planners will have more opportunities to sustain community-based education programs.

Academic Medical Centers↗

PubMed1987

Advanced cardiac life support refresher course using standardized objective-based Mega Code testing.

The American Heart Association (AHA) recommends that those whose daily work requires knowledge and skills in advanced cardiac life support (ACLS) not only be trained in ACLS, but also be given a refresher training at least every 2 yr. However, AMA offers no recommended course for retraining; no systematic studies of retraining have been conducted on which to base these recommendations. In this paper we review and present our recommendation for a standardized approach to refresher training. Using the goals and objectives of the ACLS training program as evaluation criteria, we tested with the Mega Code a sample population who had previously been trained in ACLS. The results revealed deficiencies in ACLS knowledge and skills in the areas of assessment, defibrillation, drug therapy, and determining the cause of an abnormal blood gas value. We combined this information with our knowledge of other deficiencies identified during actual resuscitation attempts and other basic life-support and ACLS teaching experiences. We then designed a refresher course which was consistent with the overall goals and objectives of the ACLS training program, but which placed emphasis on the deficiencies identified in the pretesting. We taught our newly designed refresher course in three sessions, which included basic life support, endotracheal intubation, arrhythmia recognition and therapeutic modalities, defibrillation, and Mega Code practice. In a fourth session, using Mega Code testing, we evaluated knowledge and skill learning immediately after training. We similarly tested retention 2 to 4 months later. Performance immediately after refresher training showed improvement in all areas where performance had been weak.(ABSTRACT TRUNCATED AT 250 WORDS)

Critical Care↗

PubMed1982

The character of developmental disabilities in New York State: preliminary observations.

Preliminary information about the population characteristics of developmentally disabled persons in the State of New York is presented. The information was derived through a "rate-under-treatment" survey approach using the Developmental Disabilities Information Survey (DDIS). The results are based upon statewide data, derived from 36,334 cases, composed of 34% children and 66% adults. The findings revealed that the subject populations socio-demographics were consistent with those of the general population in the areas of age and ethnic distribution, but not in gender ratio. Developmentally disabled persons were located primarily in community settings; only 24% of the children and 45% of the adults were found to reside within various institutional settings. Most were mentally retarded, however more children than adults were identified as having a secondary condition such as autism, cerebral palsy, epilepsy or some other neurological impairment. About half were reported to also have some type of physical disability. The majority were free of ambulation difficulties. Only half had basic self-care skills, and a third were facile in communication skills. Learning capabilities were found to be affected by maturation and experience. It was suggested that a "rate-under-treatment" approach is effective, within certain constraints, in capturing reliable information about a population that could be used for planning and developing public policies.

Activities of Daily Living↗

PubMed1997

Functional anatomy of long-term memory.

Memory in the brain is organized into multiple memory systems that perform different memory functions and have different neurologic substrates. Declarative memory involves conscious memory for facts and events. The medial temporal lobe and structures in the diencephalon are essential in the establishment of new declarative memories, and these memory traces are finally stored in domain-specific regions of the cerebral cortex. The frontal lobe and basal ganglia are important in some forms of declarative memory that require reasoning about the contents of memory. Nondeclarative forms of memory (including skill learning, repetition priming, and classical conditioning) do not involve conscious recollection and are measured through changes in the way in which tasks are performed. These forms of memory rely upon the cerebral cortex, basal ganglia, and cerebellum.

Amygdala↗

PubMed1998

The effect of home training with direct blood pressure biofeedback of hypertensives: a placebo-controlled study.

BACKGROUND: Home training in self-lowering of blood pressure using continuous blood pressure feedback has not previously been reported. Enhancement of laboratory-learned skills was hypothesized on the basis of outcomes from other intellectual, emotional and physical endeavours. OBJECTIVE: To examine the supplementary effect of home blood pressure biofeedback training. DESIGN: Thirty unmedicated, mild hypertensives participated in a randomized, double-blinded, modified contingency placebo-controlled study. METHOD: After suitable screening and baseline blood pressure measurements subjects undertook eight laboratory biofeedback sessions and then 12 home training sessions over 4 weeks using continuous finger blood pressure monitoring. RESULTS: In the laboratory those being administered active therapy (n=16) lowered systolic pressures by 5 +/- 5.4 mmHg compared with a lowering of 4 +/- 4.2 mmHg with placebo (NS). During the fourth week at home lowering for the active group (11 +/- 8 mmHg) was greater than that with placebo (4 +/- 6.2 mmHg, P=0.017). Arm-cuff blood pressures were not statistically different for groups and with time but that of the active group was lower by 9 +/- 15.4/7 +/- 10.2 mmHg, which is a clinically relevant change, after home biofeedback. CONCLUSIONS: The efficacy of self-lowering of systolic blood pressure in mild hypertensives by continuous feedback was enhanced by 6 mmHg with 4 weeks of practice at home. Standard arm-cuff blood pressure was reduced by a clinically relevant amount. The home environment proved cost effective for this 'high-tech' approach.

Adult↗

PubMedDate not supplied

From the field: a maternal-child health nursing competence validation model.

This group of Vermont community health nurses from different agencies collaborated to develop a competence validation framework for maternal and child health nursing in the practice areas of perinatal client teaching, breastfeeding, and prenatal, postpartum, and newborn nursing care. The framework is based on the work of Benner, using the "competent" level of nursing practice, and delineates three parameters of competence: technical skills, interpersonal skills, and critical thinking skills. Learning resource materials, including newborn and maternal assessment guidelines, were developed for each competence area. The four competence validation tools were successfully tested for validity and reliability as well as efficiency and effectiveness by nurses in all 13 home health agencies and 12 public health district offices in Vermont. This system of competence validation is now used to support a consistently high quality of care for all recipients of Vermont's Healthy Babies, Kids, and Families services, and is available for use in other care settings.

Adult↗

PubMedDate not supplied

Patients' and their spouses' needs after total joint arthroplasty: a pilot study.

PURPOSE: To describe the experiences and needs of patients and their spouses during hospitalization and recovery from either total hip or total knee arthroplasty. DESIGN: Descriptive. SAMPLE: A purposive sample of 5 patients and their spouses in one health sciences center. METHODS: Qualitative study using a videotaped focus group interview. FINDINGS: Content analysis revealed two perspectives of one theme: patients and their spouses need "help making transitions." Situational and role transitions that were problematic for patients reflected distress over not being able to resume activities they enjoyed within an expected time frame. Incongruence between expectations and reality was the source of distress. As a consequence of role reversal, spouses experienced feelings of insecurity and being overwhelmed. Health and illness transitions that patients experienced were also related to incongruence between expectations of the recovery period and the reality that recovery is a slow process. Pain experienced during postdischarge recovery and rehabilitation, and problems encountered when applying information and skills learned in the hospital to the home setting were sources of concern. CONCLUSION: The needs and experiences of patients and spouses after total joint arthroplasty reflect transitional change--changes in roles, relationships, abilities, and behaviors. Health care professionals can facilitate transitions by providing education that reflects "best case-worst case scenarios" so that expectations of the recovery process are realistic. By being the link between hospital and home, health care professionals can lend support to patients as they continue the recovery process. As a program evaluation strategy, focus groups provide useful information to health care professionals who are interested in the needs and expectations of health care consumers. IMPLICATIONS FOR NURSING RESEARCH: Further exploration of the needs of patients and their spouses following joint replacement surgery is warranted. Use of focus group methodology might provide additional insight into the needs of this population and suggest ways in which health care professionals can modify existing programs to help these patients and their spouses make the transitions.

Adaptation, Psychological↗

PubMed1982

Behavioral treatment of high blood pressure II. Acute and sustained effects of relaxation and systolic blood pressure biofeedback.

The effects on blood pressure of regular patient and professional monitoring of blood pressure, extensive patient-involved assessment of results, relaxation, and systolic blood pressure biofeedback are analyzed by comparisons of data from two 3-month treatment periods with results from a 1-month baseline period and by comparisons among control and treatment groups. Ninety borderline hypertensive patients completed the treatments. Major findings are: A Acute effects; 1) Both relaxation and systolic blood pressure biofeedback lowered blood pressure acutely. 2) Improvement in performance of relaxation and biofeedback with practice showed that they are learned skills. 3) Acutely, relaxation and biofeedback were equally effective for lowering systolic blood pressure, but relaxation lowered diastolic blood pressure more. B. Long-term effects; 1) Blood pressure declined for at least 6 months with regular monitoring and patient-involved assessment. 2) The greatest lowering of blood pressure by behavioral intervention occurred during periods when pressures tended to be highest. 3) A combination of relaxation and biofeedback, with biofeedback preceding relaxation, was better than either used alone and slightly, but not significantly, better than relaxation preceding biofeedback. 4) The long-term effects of biofeedback were slightly greater than those of relaxation. A staged, incremental behavioral treatment of borderline hypertension is proposed.

Behavior Therapy↗

PubMed2004

Functional reorganization of the cerebral motor system after stroke.

PURPOSE OF REVIEW: Recovery of function after stroke is now widely considered to be a consequence of central nervous system reorganization. Non-invasive techniques such as functional magnetic resonance imaging, transcranial magnetic stimulation, electroencephalography and magnetoencephalography now allow the study of the working human brain. Studies in stroke patients can now address how cerebral networks in the human brain respond to focal injury and whether these changes are related to functional recovery. This understanding may in turn lead to the development of techniques that will drive cerebral reorganization in a way that promotes functional improvement. RECENT FINDINGS: The relationship between cerebral reorganization and functional recovery has been examined in both cross-sectional and longitudinal studies. It appears that the motor system reacts to damage in a way that attempts to generate motor output through surviving brain regions and networks. There are changes in cortical excitability after stroke that may provide the substrate whereby the effects of motor practice or experience can be more effective in driving long lasting changes in motor networks. This will be particularly important in intact portions of neural networks subserving motor skills learning. SUMMARY: Functionally relevant adaptive changes occur in the human brain following focal damage. A greater understanding of how these changes are related to the recovery process will allow the development of novel therapeutic techniques that are based on neurobiological principles and which are designed to minimize impairment in appropriately targeted patients suffering from stroke.

Functional Laterality↗

PubMedDate not supplied

A case exercise in public health preparedness: a community outbreak of influenza-like illness.

Public health emergency preparedness has been a priority of local and state health departments as well as other community partners for several years. This article provides a tool for teaching a wide audience of learners the essential steps in training for a disease outbreak. This teaching case involves an investigation of and the community's response to an outbreak of influenza-like illness. Students learn skills in surveillance and hypothesis generation with regard to the outbreak. During the exercise, the learners are divided into teams to develop a response plan. The teams include Command and Coordination, Public Communication, Hospitals and Health Care Providers, Emergency Management and Public Safety, and Public Health. While the teams are developing their response plan, the etiology of the outbreak becomes clear. Once the etiology is known, each of the teams then develops an action plan to minimize the impact of the outbreak.

Disaster Planning↗

PubMedDate not supplied

Developing a web-based data mining application to impact community health improvement initiatives: the Virginia Atlas of Community Health.

This article describes how a team from the Virginia Department of Health (VDH) and the Virginia Center for Healthy Communities (VCHC) attended the UNC Management Academy for Public Health to learn skills to address Virginia's commitment to using technology to improve the public's health. After creating a business plan for a food-safety information Web site, team members used that experience as well as Management Academy training in information technology, the management of data and finances, and strategic partnering to create a comprehensive tool with which to place customizable population data in the hands of anyone interested in pursuing population health improvement. The Virginia Atlas of Community Health, launched through the VCHC in 2003, places clear, compelling data in the hands of those who can influence decisions at the local level and create the most impact for health. Since the program's inception, more than 2,000 individuals have registered as ongoing users of the Virginia Atlas. Initially funded by a Turning Point grant from the Robert Wood Johnson Foundation, the program is sustained through a series of smaller grants and funding from the VDH.

Atlases as Topic↗

PubMed2004

Probing for thoracic pedicle screw tract violation(s): is it valid?

BACKGROUND: Preparation of the thoracic pedicle screw tract is a critical step prior to the placement of screws. The ability to detect pedicle wall violation(s) by probing prior to insertion of thoracic pedicles screws, however, has not been studied. The purpose of this study was to evaluate the inter- and intraobserver agreement and the accuracy in detecting thoracic pedicle screw tract violation(s) among surgeons at various levels of training. METHODS: With use of a straightforward trajectory, under direct visualization, 108 thoracic pedicle screw tracts (54 cadaveric thoracic vertebrae) were prepared in a standard fashion, followed by tapping with a 4.5-mm cannulated tap. A deliberate pedicle violation was randomly created by an independent investigator in either the anterior, the medial, or the lateral wall in 65 pedicles. Following this, four blinded, independent surgeons at various levels of training probed the specimens on three separate occasions to determine if a breach was present (1,296 discrete data points). Surgeon findings were then recorded as breach present or absent and, if present, breach location. The Cohen kappa correlation coefficient (kappa a) and 95% confidence interval were used to assess the accuracy of the observers and the inter- and intraobserver agreement. RESULTS: The mean accuracy over three iterations, the validity in detecting the breach location, and the intraobserver agreement varied by level of training and experience, with the most experienced observer (observer 1) scoring the best and the least experienced observer (observer 4) scoring the worst. The three most senior surgeons had good intraobserver agreement. Interobserver agreement was low between the four observers. CONCLUSIONS: An observer's ability to accurately detect the presence or absence of a pedicle tract violation and the breach location, if present, is dependent on the surgeon's level of training. Probing the pedicle tract prior to placement of pedicle screws in the thoracic spine is likely a learned skill that improves with repetition and experience.

Bone Screws↗

PubMed2003

Real-world applications for brain-computer interface technology.

The mission of the Georgia State University BrainLab is to create and adapt methods of human-computer interaction that will allow brain-computer interface (BCI) technologies to effectively control real-world applications. Most of the existing BCI applications were designed largely for training and demonstration purposes. Our goal is to research ways of transitioning BCI control skills learned in training to real-world scenarios. Our research explores some of the problems and challenges of combining BCI outputs with human-computer interface paradigms in order to achieve optimal interaction. We utilize a variety of application domains to compare and validate BCI interactions, including communication, environmental control, neural prosthetics, and creative expression. The goal of this research is to improve quality of life for those with severe disabilities.

Activities of Daily Living↗

PubMed2000

Cognitive impairment in schizophrenia: its impact on social functioning.

OBJECTIVE: To examine cognitive impairment in schizophrenia and its impact on social functioning. METHOD: Cohort studies recording cognitive and social development, studies of predictors of poor community outcome, and evidence from brain imaging studies are reviewed. RESULTS: Executive function deficits, and poor performance in verbal memory, vigilance, and working memory tests are strong predictors of poor community outcome and impairment in skills learning. PET scans of regional cerebral blood flow suggest a dynamic imbalance between different cerebral areas rather than overall loss of brain function. CONCLUSION: Chronic cognitive impairment is the strongest predictor of social disability. Results suggest that the impairment of brain function associated with executive deficits is not necessarily irreversible and may therefore be treatable with appropriate drug therapy.

Brain↗

PubMed1993

Cigarette smoking cessation and alcohol treatment.

Cigarette smoking is common among problem drinkers and recovering alcoholics but most cessation research has not addressed this special population of smokers. Confidential survey data were collected from over 700 alcoholism counselors and medical personnel in residential and outpatient chemical dependency units (CDUs) in Nebraska to identify the quit smoking method these experts recommend and to assess their personal experiences with smoking cessation. A total of 334 respondents (45% of the group) self-identified as a recovering alcoholic, 51 (7%) as a problem drinker, and 350 (48%) as having no history of alcohol problems. Over 63% of all respondents were former or current smokers. The most frequently recommended quitting methods for people still in treatment for alcohol problems were relying on a support group (69%), adhering to Alcoholics Anonymous (AA) principles (64%), and quitting "cold turkey" (45%). In an adjusted logistic regression model, quitting "cold turkey" and relying on the principles of AA significantly increased a respondent's odds of personally becoming a successful tobacco quitter. We conclude that many recovering alcoholics and problem drinkers can successfully quit smoking and should be encouraged to use abstinence coping skills learned in alcohol treatment.

Adult↗

PubMed1990

Self-directed learning in anatomy: incorporation of case-based studies into a conventional medical curriculum.

This paper reports an attempt to develop self-directed learning skills in second-year medical students by introducing case-based projects into the gross anatomy course at a long-established medical school. The programme and students' responses to a questionnaire completed at the end of the year are presented. Information on the various resources used by students to find information is given. The performance of students in the case-based components of the course has been evaluated and also in the more traditional end-of-year written examination. The data confirm that students have recognized that the projects were about obtaining a deeper understanding of the anatomy, and the programme appears to have promoted the use and study of library texts.

Anatomy↗