scholarly journals P100: Iterative prototype development of a mobile tele-simulation unit for remote training: an update

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S112 ◽  
Author(s):  
M.H. Parsons ◽  
A. Smith ◽  
K.J. Hoover ◽  
J. Jewer ◽  
S. Noseworthy ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Mixed Methods ◽  
Learning Experience ◽  
Rural And Remote ◽  
Mixed Methods Approach ◽  
Technical Performance ◽  
Prototype Development ◽  
Simulation Based ◽  
Technical Issues ◽  
Simulation Unit

Introduction/Innovation Concept: Rural and remote practice of emergency medicine presents unique challenges, particularly when faced with infrequently encountered cases and procedures. Simulation-based training is a valuable tool in the acquisition and maintenance of knowledge and skills; however, simulators are often located in larger centers and they are not widely outside these centers due to geographic, cost and time constraints. Mobile tele-simulation has the potential to overcome barriers but challenges such as comfort, technical issues and ability to teach desired content via tele-simulation must be addressed. We are developing a mobile-tele-simulation unit (MTU) prototype that will enable emergency medicine practitioners and trainees to access simulation-based instruction in rural and remote settings. Methods: Through application of a mixed-methods approach with input of a multidisciplinary team we are iteratively developing an MTU prototype to assess key factors in design and function, including: technical issues, environmental features, and human factors. The Delphi method is being used to collect input from experts on key design components and feedback is also being collected from trainees after participating in trial deployments of the MTU in different educational and environmental settings. Curriculum, Tool, or Material: The effective application of the MTU in a variety of learning settings will be optimized through ongoing evaluation in the iterative design cycle. Feedback to ensure a quality learning experience in the MTU will direct features of physical design and technical performance that can be applied in deployment of the unit. In addition, challenges to the delivery of module content and instructional modality/ features of lessons to be executed will be important considerations as we move toward developing content that can effectively be taught using the MTU. Conclusion: To ensure effective use of tele-simulation in the delivery of a meaningful simulation experience to rural and remote trainees a number of important challenges must be overcome. We describe our evolving multidisciplinary mixed-methods approach to develop an effective mobile tele-simulation unit.

Selling-to-Teach: A Didactical Look at the Natural Integration Between Teaching and Selling

2020 ◽  
Vol 42 (3) ◽  
pp. 284-303
Author(s):  
Cindy B. Rippé ◽  
Suri Weisfeld-Spolter ◽  
Yuliya Yurova
Keyword(s):  
Mixed Methods ◽  
Student Learning ◽  
Teaching Method ◽  
Learning Experience ◽  
Pedagogical Tool ◽  
Mixed Methods Approach ◽  
Qualitative And Quantitative ◽  
Teaching Interaction ◽  
Sales Process ◽  
Actual Learning

This article examines whether educators’ use of selling activities (selling-to-teach) based on the seminal sales process can improve perceived and actual learning. By viewing the teaching interaction as a sales situation, the authors suggest professors can help students realize their need for learning just as a salesperson helps a prospect realize a need for a product or service. Leveraging the theoretical communication commonalities in teaching and selling, we posit that selling-to-teach will positively affect perceived and actual learning. Using a mixed-methods approach through two studies, we find qualitative and quantitative (n=616) support for selling-to-teach. Instead of examining pedagogy in sales, we suggest that sales is a pedagogy to be used across disciplines. This fuller examination unveils the sales process as a pedagogical tool to empower instructors and to maximize the student learning experience through different selling steps used as teaching method.

scholarly journals Mixed Methods Evaluation of Simulation-Based Training for Postpartum Hemorrhage Management in Guatemala

2021 ◽  
Author(s):  
Pooja S. Parameshwar ◽  
Katherine Bianco ◽  
Elizabeth B. Sherwin ◽  
Pamela K. Meza ◽  
Alisha Tolani ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Postpartum Hemorrhage ◽  
Chart Review ◽  
Qualitative Interviews ◽  
Retrospective Chart Review ◽  
Provider Attitudes ◽  
Mixed Methods Approach ◽  
Balloon Tamponade ◽  
Simulation Based ◽  
Uterine Balloon Tamponade

Abstract Background To assess if simulation-based training (SBT) of B-lynch suture and uterine balloon tamponade (UBT) for the management of postpartum hemorrhage (PPH) impacted provider attitudes, practice patterns, and patient management in Guatemala, using a mixed-methods approach. Methods We conducted an in-country SBT course on the management of PPH in a governmental teaching hospital in Guatemala City, Guatemala. Participants were OB/GYN providers (n = 39) who had or had not received SBT before. Surveys and qualitative interviews evaluated provider knowledge and experiences with B-lynch and UBT to treat PPH. In addition, a retrospective chart review was performed to evaluate management of PPH over a 2-year period before and after the introduction of SBT. Results Multiple-choice surveys indicated that providers who received SBT were more comfortable performing and teaching B-lynch compared to those who did not (p = 0.003 and 0.005). Qualitative interviews revealed increased provider comfort with B-lynch compared to UBT and identified multiple barriers to uterine balloon tamponade implementation. Chart review demonstrated an increased use of UBT after the introduction of simulation-based training, though not statistically significant (p = 0.06) in contrast to no change in B-lynch use. Conclusions Simulation-based training had a stronger impact on provider comfort with B-lynch compared to uterine balloon tamponade. Qualitative interviews provided insight into the challenges that hinder uptake of uterine balloon tamponade, namely resource limitations and decision-making hierarchies. Capturing data through a mixed-methods approach allowed for more comprehensive program evaluation in low and middle income countries (LMICs).

Perception of translation graduates on translation internships, with mixed-methods approach

Babel ◽  
2017 ◽  
Vol 63 (4) ◽  
pp. 580-599 ◽  
Author(s):  
Christy Fung Ming Liu
Keyword(s):  
Mixed Methods ◽  
Grade Point Average ◽  
Learning Experience ◽  
Workplace Communication ◽  
Grade Point ◽  
Content Type ◽  
Mixed Methods Approach ◽  
Internship Experience ◽  
Perceptions And Expectations ◽  
Internship Programs

In recent years an increasing number of institutions have provided translation students with internships and/or placement as part of the curriculum. This paper presents findings from an empirical study in which a mixed-methods approach was employed to examine the perceptions and expectations of translation graduates on internships and to investigate the learning experience of translation graduates who had an internship experience. The findings suggest that internship programs for translation undergraduates should develop students’ translation skills and language skills. Whether or not internships should be paid and be counted towards the grade point average were given the least importance. It was found that “career aspirations” are the most important factor when translation students select an internship agency, followed by “the reputation of the organization”. A discrepancy between classroom learning and workplace practice was revealed, and this poses challenges for translation interns, who attribute the problems they encountered to the fact that the knowledge and skills they gained in university could not fulfil the needs required in the workplace. In addition, they coped with obstacles in workplace communication which are unlikely to be learnt in translation courses. Internships are thus seen to serve as a bridge between classroom knowledge and real-world practice.

scholarly journals Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed methods study

2020 ◽  
Author(s):  
Geneviève Rouleau ◽  
Marie-Pierre Gagnon ◽  
José Côté ◽  
Lauralie Richard ◽  
Gabrielle Chicoine ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Continuing Education ◽  
Technology Acceptance ◽  
Learning Experience ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Mixed Methods Study ◽  
Simulation Based ◽  
Post Test ◽  
Relational Skills

Abstract Background Nurses must meet professional standards by attending continuing education activities. Despite the potential of virtual patient simulation in nursing education, it has rarely been used in nurses’ continuing education to address relational skills. We developed an automated virtual patient simulation informed by motivational interviewing to enhance nurses’ relational skills. The simulation features an HIV-positive man struggling to adhere to his medication. Quizzes and feedback loops embedded in the simulation allow learners to observe the consequences of their choices. This study aimed to assess nurses’ perception of simulation’s acceptability. Specific objectives were: to measure the simulation design elements, its role in supporting practice, its quality and technology acceptance, and the achievement of learning objectives; to explore nurses’ learning experience. Methods We performed a convergent mixed methods study by combining a quantitative pre-experimental, one-group post-test design and a qualitative exploratory study. We used convenience and snowball sampling approaches to select registered nurses (n=49) working in Quebec, Canada, who self-reported as having basic computer literacy skills. Participants completed an online sociodemographic questionnaire, consulted the simulation, and filled out an online post-test survey. Descriptive statistics (mean, SD, median, interquartile range) were used to present quantitative findings. From the 27 participants who completed the simulation and post-test survey, five participated in a focus group to explore their learning experience. The discussion transcript was subjected to thematic analysis. Results Nurses perceived the simulation to be highly acceptable. They rated the global system quality and the technology acceptance with high scores. They reported having enjoyed the simulation and recommended other providers use it. Four qualitative themes were identified: motivations to engage in the simulation-based research; learning in a realistic, immersive, and non-judgmental environment; perceived utility of the simulation; and perceived difficulty in engaging in the simulation-based research. Conclusions The simulation contributed to knowledge and skills development on motivational interviewing and enhanced nurses’ self-confidence in applying relational skills. Simulation holds the potential to change practice, as nurses become more self-reflective and aware of the impact of their relational skills on patient care. Relational skills are fundamental to high-quality nursing care.Trial registration:ISRCTN18243005, retrospectively registered on July 3 2020.

scholarly journals Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed-methods study

2020 ◽  
Author(s):  
Geneviève Rouleau ◽  
Marie-Pierre Gagnon ◽  
José Côté ◽  
Lauralie Richard ◽  
Gabrielle Chicoine ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Motivational Interviewing ◽  
Technology Acceptance ◽  
Learning Experience ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Mixed Methods Study ◽  
Simulation Based ◽  
Post Test ◽  
Relational Skills

Abstract Background: Some nurses may feel ill-equipped to support people living with HIV who do not optimally adhere to their antiretroviral therapy. In response, to enhance the relational skills nurses require in situations of non-adherence, we developed a virtual patient simulation that features an HIV-positive man struggling to adhere to his therapy. The simulation is informed by a strengths-based nursing approach, motivational interviewing, and adult learning theories This study aimed to assess nurses’ perception of simulation’s acceptability. Specific objectives were: to measure the simulation design elements, its role in supporting practice, its quality and technology acceptance, and the achievement of learning objectives; to explore nurses’ learning experience.Methods: We conducted a convergent mixed methods study by combining a quantitative pre-experimental, one-group post-test design and a qualitative exploratory study. We used convenience and snowball sampling approaches to select Canadian registered nurses (n=49). who self-reported as having basic computer literacy skills. Participants completed an online sociodemographic questionnaire, consulted the simulation, and filled out an online post-test survey. Descriptive statistics (mean, SD, median, interquartile range) were used to present quantitative findings. From the 27 participants who completed the simulation and post-test survey, five participated in a focus group to explore their learning experience. The discussion transcript was subjected to thematic analysis. At the final stage of the study, we used a comparison strategy for integrating the quantitative and qualitative results.Results: Nurses perceived the simulation to be highly acceptable. They rated the global system quality and the technology acceptance with high scores. They reported having enjoyed the simulation and recommended other providers use it. Four qualitative themes were identified: motivations to engage in the simulation-based research; learning in a realistic, immersive, and non-judgmental environment; perceived utility of the simulation; and perceived difficulty in engaging in the simulation-based research.Conclusions: The simulation contributed to knowledge and skills development on motivational interviewing and enhanced nurses’ self-confidence in applying relational skills. Simulation holds the potential to change practice, as nurses become more self-reflective and aware of the impact of their relational skills on patient care. Relational skills are fundamental to high-quality nursing care.Trial registration: ISRCTN18243005, retrospectively registered on July 3 2020.

Exploring Social Identity Among People with Disabilities: A Mixed-Methods Approach

2012 ◽  
Author(s):  
Adena T. Rottenstein ◽  
Ryan J. Dougherty ◽  
Alexis Strouse ◽  
Lily Hashemi ◽  
Hilary Baruch
Keyword(s):  
Mixed Methods ◽  
Social Identity ◽  
People With Disabilities ◽  
Mixed Methods Approach
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