scholarly journals "THE END OF THE BEGINNING" FOR CLINICAL SIMULATION IN THE ABFM SELF-ASSESSMENT MODULES (SAMS)

2016 ◽  
Vol 14 (3) ◽  
pp. 281-282
Author(s):  
M. D. Hagen ◽  
W. Sumner ◽  
G. H. Roussel
Keyword(s):  
Self Assessment ◽  
Clinical Simulation

Reliability of and Correlation Between the Respiratory Therapist Written Registry and Clinical Simulation Self-Assessment Examinations

CHEST Journal ◽  
2003 ◽  
Vol 123 (4) ◽  
pp. 1284-1288 ◽  
Author(s):  
Deborah L. Cullen ◽  
Linda I. Van Scoder ◽  
Krzysztof Podgorski ◽  
Derek Elmerick
Keyword(s):  
Respiratory Therapist ◽  
Self Assessment ◽  
Clinical Simulation

scholarly journals Innovative Training of University Students in Cardiac Arrest in Clinical Simulation

2021 ◽  
Vol 46 (3) ◽  
pp. 25-31
Author(s):  
Nancy de los Angeles Segura Azuara ◽  
Mildred Lopez Cabrera ◽  
Juan Carlos Hidalgo ◽  
Brenda Salvador ◽  
Elsie Vázquez Camacho ◽  
...  
Keyword(s):  
Educational Innovation ◽  
Medical Personnel ◽  
Training Data ◽  
Expert Assessment ◽  
Self Assessment ◽  
Convenience Sample ◽  
Clinical Simulation ◽  
Correlational Design ◽  
Life Saving ◽  
Undergraduate Programs

Introduction: Statistics show nowadays, bystanders provided Cardiopulmonary Resuscitation (CPR) in 40-46% of all out-of-the-hospital cardiac arrests.  Strategies must focus on specialized training for non-medical personnel. Engaging new generations in self-care depends on the development of new approaches to address the issue. The objective of this study was to assess the efficacy of an innovative training in CPR through the perception of the participants.  Material and methods: This study considered a quantitative approach with a descriptive and correlational design. This study had a convenience sample of 103 participants from undergraduate programs in different disciplines: Engineering, Health, Law, and Design with participated voluntarily in the innovate training. To understand the efficacy of the innovative training data was collected of the participants through a self-assessment rubric. While participants were taken part in the training, an expert assessor was observing the performance and scored the procedure using a similar rubric. Both rubrics use a 5-point Likert scale to assess the level of agreement with each sentence. Results: Self-assessment results show that students excel on identifying if a patient has a pulse (mean=4.47) and if a patient is breathing (mean=4.52). The results of the expert assessment indicate a higher level of performance in hand positioning (mean=4.75) and compression-ventilation coordination (mean=4.77).  Discussion: These results are encouraging as participants gained confidence on basic procedures, the main challenges are still on skills that rely deeply on practice. Therefore, this training might need to be offered periodically, as any certification offered for health professionals. This study is a first attempt to design an innovative short term and effective training that universities can replicate to prepare their students for these life-saving skills. Keywords: CPR; educational innovation; clinical simulation; non-health personnel.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

An Advocate for Self-Assessment: Barbara Weinstein

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 5-29
Author(s):  
Joseph Montano
Keyword(s):  
Self Assessment

Subjective self-assessment of morbidity 8-25 months following radical hysterectomy for cervical cancer

1998 ◽  
Vol 5 (1) ◽  
pp. 79A-79A
Author(s):  
S BUTLERMANUEL ◽  
K SUMMERVILLE ◽  
A FORD ◽  
A RILEY ◽  
F CHAN ◽  
...  
Keyword(s):  
Cervical Cancer ◽  
Radical Hysterectomy ◽  
Self Assessment
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