Emergency medicine training, competency, and professional practice principles

2002 ◽  
Vol 39 (4) ◽  
pp. 468 ◽  
Author(s):  
American College of Emergency Physicians
Keyword(s):  
Emergency Medicine ◽  
Professional Practice

scholarly journals THE KNOWLEDGE OF STUDENTS OF THE FACULTY OF MEDICINE AND THE FACULTY OF EMERGENCY MEDICINE ABOUT INTRAOSSEOUS ACCESS

2020 ◽  
Vol 7 (3) ◽  
pp. 201-208
Author(s):  
Tomasz Męcik-Kronenberg ◽  
Aleksandra Joanna Kuć ◽  
Katarzyna Krzyżak ◽  
Daria Małgorzata Kubik ◽  
Klaudia Ewa Kościelecka
Keyword(s):  
Emergency Medicine ◽  
Drug Administration ◽  
Professional Practice ◽  
Vascular Access ◽  
Practical Importance ◽  
Basic Information ◽  
Intraosseous Access ◽  
Elementary Knowledge ◽  
Level Of Knowledge

Introduction: Thanks to more and more modern devices, the intraosseous (IO) access is not difficult, however, the proper determination of the place to effectively obtain this route of drug administration without elementary knowledge may be problematic. In case of any sudden health threat, it is necessary to establish vascular access. However, it is not always possible, or it is very time-consuming, and both factors may worsen the patient’s health. In this case, IO access should be considered. This article presents the results of the examination and comparison of the knowledge of students of medicine and emergency medicine about the IO access. The aim: The study aimed to assess the knowledge about IO access and its comparison among students of medicine and emergency medicine. Material and methods: 107 students of medicine and 51 students of emergency medicine participated in the study. The original questionnaire containing 16 questions, including 11 scored, was used as the research tool. Results: Mean percentage of correct answers in students of medicine was 42%, while in students of emergency medicine - 40% correct answers. Conclusions: Both groups of respondents in the conducted study showed a low level of knowledge about IO access. The article draws attention to significant gaps in the education of both groups in the field of basic information of particular practical importance for the performance of the future professional practice.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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