scholarly journals P038: Emergency medicine interest group: evaluation of a student led organization at Memorial University

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S70-S70
Author(s):  
C. Dunne ◽  
D. Hansen ◽  
M. Parsons
Keyword(s):  
Emergency Medicine ◽  
Interest Group ◽  
Likert Scale ◽  
First Year Students ◽  
Hands On ◽  
Undergraduate Experience ◽  
Flexible Schedule ◽  
Balance Ability ◽  
Survey Results ◽  
Rural Variety

Introduction: Interest groups have become increasingly popular as students explore potential career paths earlier in their undergraduate experience. Emergency medicine (EM) has grown as a specialty and the match has become quite competitive. Attractive features of EM cited by learners (diversity, procedural skills and flexible schedule) appeal broadly to the undergraduate population. Learners at Memorial University recognized this leadership opportunity and worked with faculty to reach this wide target audience through a streamlined iterative evaluation of their EM Interest Group (EMIG). Methods: The local EMIG was formed in 2010. Yearly, EMIG executive work with outgoing members using prior experiences, contacts and best practices to facilitate handover and progress. From 2015 to present, 305 surveys were collected, giving an 81.9% response rate. 59.7% of respondents were first year students, and 40.3% were second year. The survey consisted of Likert scale and open-response questions. The Likert scale questions yielded favorable responses. 304 students (99.6%) felt presenters were knowledgeable, 301 (98.6%) would recommend the sessions to others and 301 (98.6%) were satisfied they attended. Surprisingly, 133 students (43.6%) said they were not interested in Emergency Medicine, likely attending due to the appeal of session topics and transferrable of EM skills. 232 (76.0%) stated that attendance did increase their interest in EM. Top responses for aspects of EM most interesting to them included: ability to find a work/life balance, ability to work urban or rural, variety of cases seen, and the non-routine shifts. Results: Survey feedback is used to inform refinement of the content, delivery and format of EMIG activities, delivered by EM faculty. Hands-on sessions (eg. suturing & airway management) have been popular. Informational sessions, on specific medical topics (ECG, resuscitation cases) or broader topics (EM streams) have also been very well received. Inclusion of all interested students, particularly large numbers for hands-on sessions, has presented challenges. Beyond current survey results, it will be interesting to consider if EMIG participation translates to learning or behavioral changes relevant to later clinical encounters; a question that will be difficult to quantify. Conclusion: The EM interest group is one of the most active at Memorial University. Survey results indicate that participants enjoy the EMIG session content and the structured iterative approach used by the group has been successful in maintaining an effective student led organization.

scholarly journals SketCHI 3.0: Hands-On Special Interest Group on Sketching Education in HCI

2020 ◽  
Author(s):  
Miriam Sturdee ◽  
Makayla Lewis ◽  
Gonzalo Gabriel Méndez ◽  
Jess Phoa ◽  
Thuong Hoang ◽  
...  
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Special Interest Group ◽  
Hands On

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

2021 ◽  
Vol 16 (18) ◽  
pp. 213
Author(s):  
Aziatul Niza Binti Sadikin ◽  
Azizul Azri Bin Mustaffa ◽  
Hasrinah Binti Hasbullah ◽  
Zaki Yamani Bin Zakaria ◽  
Mohd Kamaruddin Bin Abd Hamid ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
First Year ◽  
Microsoft Excel ◽  
First Year Students ◽  
Learning Skill ◽  
Hands On ◽  
Digital Skills ◽  
Data Source ◽  
Spreadsheet Software ◽  
Development Of Students

The Introduction to Engineering (ITE) and Industrial Seminar and Profession (ISP) courses conducted at School of Chemical and Energy Engineering, Universiti Teknologi Malaysia, are integrated courses which implement the Cooperative Problem-based Learning (CPBL) methods in the same semester. Based on this integrated courses, the main aim of this paper is to investigate the qualitative impact of spreadsheet hands-on seminar on the first year students' digital skill. At the beginning of the semester, students are given sustainability-based project to work on, which requires them to collect and to report the data in a series of presentations and written reports. In order to present those data, they need to use analysis tools such as a spreadsheet software. The students are introduced with some in-depth applications of the Microsoft Excel software through the seminar sessions in the ISP course. With the knowledge that the students gain, they are expected to implement it in the CPBL project. A qualitative approach has been adopted to implement the study. Student’s reflections were used as the data source to identify common attributes that they have managed to gain from seminar sessions. This study has found that all students had primarily learned about digital skills. They perceived hand-on activity during the seminar as a good platform to acquire knowledge on basic calculation and developed learning skill on Excel. Moreover, students recognized the skills they are learning will be useful in other courses and future careers.

scholarly journals Building Connections in the First-year Undergraduate Experience

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
June Countryman ◽  
Andrew Zinck
Keyword(s):  
First Year ◽  
First Year Students ◽  
The Past ◽  
Core Courses ◽  
Big Ideas ◽  
Undergraduate Experience ◽  
New Students ◽  
Research Findings ◽  
Transition From High School ◽  
Support Students

Concerned about the success rate of new students in our program we designed and implemented a compulsory set of experiences which aim to support students in their transition from high school to university by 1) developing their sense of belonging to a community of learners and by 2) articulating with them the interrelationships among their first year core courses. We initiated various strategies which we have refined in response to student feedback over the past three years. In this paper we describe the pedagogical moves that constitute our initiative and the lessons we learned. We explore essential academic and personal issues that first-year students in all programs face. We share our research findings and address the big ideas that could be applied to any discipline or multi-disciplinary program. Préoccupés par les taux de rétention des étudiants de première année, les auteurs ont conçu et mis en oeuvre un ensemble d’expériences obligatoires dont le but est d’aider les étudiants à effectuer la transition entre l’école secondaire et l’université. Ils ont établi deux objectifs : (a) développer chez les étudiants le sens d’appartenance à une communauté d’apprenants et (b) démontrer les corrélations qui existent entre les cours de base de première année que les étudiants suivent. Diverses stratégies ont été entreprises et plus tard améliorées, à partir des rétroactions fournies par les étudiants au cours de l’étude de deux ans. Cet article présente une explication des actions pédagogiques de cette initiative et explore les questions essentielles académiques et personnelles auxquelles sont confrontés les étudiants de première année dans tous les programmes. Les résultats de cette étude sont résumés et les idées générales qui peuvent s’appliquer à n’importe quelle discipline ou à des programmes multidisciplinaires sont présentées en détail.

scholarly journals A Progressively Advancing Curriculum for Robotics Education – The Case of Toin University of Yokohama –

2006 ◽  
Vol 18 (2) ◽  
pp. 215-221
Author(s):  
Yasuo Hayashibara ◽  
◽  
Takeshi Agui ◽  
Takahiro Ito ◽  
Motoyoshi Ohaba ◽  
...  
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Trial And Error ◽  
First Year Students ◽  
Robotics Education ◽  
Hands On ◽  
Elective Course ◽  
Second Year ◽  
Real World Problems ◽  
Mobile Machine

We detail an educational program implemented at Toin University of Yokohama in which lab and workshop courses on automated mechanics, from basics to applications, are offered consecutively during the first three undergraduate years. Engineering is a discipline concerned with practical real-world problems, but students rarely have the chance to gain enough practical experience to effectively understanding engineering. At our department, first- to third-year students may take several hands-on courses for fabricating machines – first-year students build an automatic mobile machine, second-year students write computer programs to control the position of a robot, and some third-year students design and fabricate an entire robot from the bottom up. An elective course on robot fabrication enables students to choose individual theme. Students experience failures and discover better ways by trial and error through these processes.

Emergency medicine summary code for reporting CT scan results: implementation and survey results

2018 ◽  
Vol 25 (3) ◽  
pp. 303-310
Author(s):  
Joanne Lam ◽  
Ryan Coughlin ◽  
Luce Buhl ◽  
Meghan Herbst ◽  
Timothy Herbst ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Ct Scan ◽  
Survey Results

Towards evidence-based emergency medicine: best BETs from the Manchester Royal InfirmaryBET 1: Can hands-on defibrillation be performed safely?BET 2: FAST or ROSIER to identify suspected stroke in the prehospital setting?

2020 ◽  
pp. emermed-2020-210497
Author(s):  
Kevin Mackway-Jones ◽  
David Adler ◽  
Ian Gibbons ◽  
Andrew Helming ◽  
Joshua Lupton ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Patient Group ◽  
Safety Profile ◽  
Prehospital Setting ◽  
Evidence Based ◽  
Clinical Question ◽  
Hands On ◽  
Class 1 ◽  
Suspected Stroke ◽  
Study Type

A review was carried out to see whether hands-on defibrillation could be performed safely. 6 papers presented the best evidence to answer the clinical question. The author, date and country of publication, patient group studied, study type, relevant outcomes, results and study weaknesses of these papers are tabulated. It is concluded that hands-on defibrillation has the potential to be performed safely if the rescuer uses appropriate electrical insulating barriers such as polyethylene gloves or class 1 electrical insulating gloves. The safety profile of nitrile gloves is unclear. Since detection of shock was used as a proxy for safety, additional investigation is warranted before hands-on defibrillation becomes common practice.

Medical training for contingency operations – on exercise with the Commando Forward Surgical Group

2017 ◽  
Vol 103 (3) ◽  
pp. 165-170
Author(s):  
S Bourn ◽  
J Howes ◽  
O Rylah ◽  
J Ritson
Keyword(s):  
Emergency Medicine ◽  
Medical Training ◽  
Hospital Emergency ◽  
Hands On ◽  
Surgical Group

AbstractThis article describes the involvement of trainees from anaesthetics, emergency medicine and pre-hospital emergency medicine during an exercise with the Command Forward Surgical Group. The exercise allowed for hands-on experience that cannot be gained in a civilian environment and is directly applicable to future deployments as military consultants. Exercising in the field with experienced consultants and the deployable medical modules encouraged the sharing of important speciality specific and multidisciplinary corporate knowledge.

scholarly journals LO27: Relevance of Choosing Wisely Canada non-emergency medicine specialty lists to emergency medicine practice

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S16-S17
Author(s):  
S. Upadhye ◽  
C. Davies-Schinkel ◽  
S. Pilakka
Keyword(s):  
Emergency Medicine ◽  
Quality Improvement ◽  
Patient Care ◽  
Resource Use ◽  
Emergency Departments ◽  
Rating Scale ◽  
Likert Scale ◽  
Choosing Wisely ◽  
Low Back ◽  
Potential Impact

Introduction: The Choosing Wisely Canada (CWC) initiative is dedicated towards optimizing patient care and reduce unnecessary resource use. Different specialty organizations create recommendations lists towards these outcomes. The goal of this study was to examine the applicability of non-Emergency Medicine (EM) recommendations towards EM practice. Methods: The entire master recommendations listings spreadsheet was downloaded from the CWC website (March 2019; n = 333). The EM-specific items from the CAEP checklist were deliberately excluded (n = 10). Items were rated by Niagara community EM physicians (n = 7) using the previously validated Best Evidence in Emergency Medicine (BEEM) rating scale (7 point Likert scale) to determine potential impact on EM practice. Items rated “6 or 7/7” were determine as “high relevance.” Redundant items were consolidated. Results: From the retrieved CWC master list, a total of 102 “highly relevant” recommendations were identified (41 items scored 6/7 [12%], 61 scored 7/7 [18%]; total 31%). Redundant items consolidated included antimicrobial avoidance (n = 18), opioid avoidance for pain (n = 11), reduction of unnecessary imaging (n = 11), and avoidance of routine low back imaging (n = 7). Conclusion: There are a large number of non-EM specialty recommendations highly relevant to EM practice in the CWC database (31%). Quality improvement initiatives looking to operational CWC recommendations in Canadian Emergency Departments should be aware of these as a part of optimizing patient care.

scholarly journals P039: The iterative evaluation and development of a core and high-acuity low-occurrence simulation-based procedures training program for emergency medicine trainees

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S77
Author(s):  
C. Dunne ◽  
J. Chalker ◽  
K. Bursey ◽  
M. Parsons
Keyword(s):  
Emergency Medicine ◽  
Simulated Patients ◽  
Clinical Encounters ◽  
Qualitative Feedback ◽  
Simulation Based ◽  
Hands On ◽  
High Acuity ◽  
Faculty Input ◽  
Printed Materials ◽  
Strongly Agree

Introduction: Competency-based skills development has driven the evolution of medical education. Simulation-based education is established as an essential tool to supplement clinical encounters and it provides the opportunity for low-stakes practice of common and high-acuity low-occurrence (HALO) procedures and scenarios. This is particularly important for emergency medicine trainees working to build confidence, knowledge, and skills in the field. Methods: In the procedural training sessions, learners rotate through 6 small-group stations over a 3-hour period. Skills topics are determined from faculty input, prior session feedback, and literature reviews. Topics included chest tubes, airway intervention, lumbar punctures and trauma interventions. Online content and brief written materials are used for pre-session learning. The small groups use hands-on faculty-guided training, with real-time feedback. Printed materials supplement key learning points at the stations. A combination of low-fidelity task trainers and simulated patients are used for practice and demonstration. R3 EM residents have the opportunity to mentor junior learners. Brief participant surveys are distributed at each session to gather qualitative and quantitative feedback. Results: Feedback forms were completed by 79/85 (92.9%) learners over a period of 4 years (2015-2018). Participants included medical students (11.8%), EM residents (52.9%), and non-EM residents (35.3%). 84.8% (67/79) gave positive qualitative feedback on the sessions, citing points such as the beneficial practice opportunities, quality of instruction, and utility of the models. Updated surveys (N = 26) used a 5-point Likert scale (1 = disagree strongly; 5 strongly agree) in addition to qualitative feedback. Participants indicated that sessions were valuable, and informative (M = 4.692, SD = 0.462; M = 4.270, SD = 0.710). They reported increased understanding of procedures discussed, and they were likely to recommend the session (M = 4.301, SD = 0.606; M = 4.808, SD = 0.394). Conclusion: The ongoing evaluation of our mentor guided hands-on low-fidelity and hybrid simulation-based procedural skills sessions facilitates meaningful programmatic changes to best meet the needs of EM learners. Sessions also provide a forum for EM resident mentorship of junior learners. Feedback indicates learners enjoyed the sessions and found this to be an engaging and effective instructional modality.

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