scholarly journals Acute critical care course for interns to develop competence

2021 ◽  
Vol 34 ◽  
pp. 167-170
Author(s):  
NAVDEEP SOKHAL ◽  
AKSHAY KUMAR ◽  
RICHA AGGARWAL ◽  
KESHAV GOYAL ◽  
KAPIL DEV SONI ◽  
...  
Keyword(s):  
Critical Care ◽  
Role Play ◽  
Training Programme ◽  
Average Score ◽  
Know How ◽  
Medical Graduates ◽  
Qualitative Feedback ◽  
Intensive Course ◽  
Care Course ◽  
And Training

Background All medical graduates must know how to stabilize and manage critically ill patients. A 2-day intensive course, called the acute critical care course (ACCC), was conducted to train interns in technical and non-technical skills for managing a patient whose condition is deteriorating. This analysis aims to assess the feasibility and effectiveness of ACCC for interns. Methods We developed and conducted the ACCC to train interns. It included lectures and skill stations. Twenty-four interns participated in the course. Immediate, post-course, quantitative and qualitative feedback was taken online. Qualitative information was also collected verbally and later by email. These data were analysed both quantitatively and qualitatively. Thematic analysis was used to identify, analyse and report the patterns of responses and behaviour. Results The average score for the utility of the course was 4.7 and for the skill stations it was 4.6 on a scale of 5. The qualitative analysis of the feedback emphasized the need for the course before the clinical posting and more skill-based modules rather than lectures. The interactive style of teaching and training in communication using role-play was appreciated. Few suggestions to improve the course were provided. Conclusions Implementing the ACCC needed simulation, interactive discussions, role-play, modified Pendleton’s feedback, and reflective exercise that form the basis of a range of educational principles. The blended learning set of objectives of ACCC were the pillars for this successful internship training programme.

scholarly journals Communication skills training through ‘role play’ in an acute critical care course

2021 ◽  
Vol 34 (2) ◽  
pp. 92
Author(s):  
Richa Aggarwal ◽  
Akshay Kumar ◽  
Navdeep Sokhal ◽  
Keshav Goyal ◽  
KapilDev Soni ◽  
...  
Keyword(s):  
Critical Care ◽  
Communication Skills ◽  
Role Play ◽  
Skills Training ◽  
Communication Skills Training ◽  
Care Course

scholarly journals Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

scholarly journals A Novel Method for Acquiring Engineering-Oriented Operational Empirical Knowledge

2016 ◽  
Vol 2016 ◽  
pp. 1-19 ◽  
Author(s):  
Lijun Liu ◽  
Zuhua Jiang ◽  
Bo Song ◽  
Hongyuan Zhu ◽  
Xinyu Li
Keyword(s):  
Rough Set ◽  
Empirical Knowledge ◽  
New Employees ◽  
Know How ◽  
Time Standards ◽  
Novel Method ◽  
Variable Precision Rough Set ◽  
Basic Motion ◽  
And Training ◽  
Predetermined Time

The operational knowledge of skilled technicians gained from years of experience is invaluable for an enterprise. Possession of such knowledge will facilitate an enterprise sharing technician’s know-how and training of new employees effectively. However, until now there is rare efficient quantitative method to obtain this kind of tacit knowledge. In this paper we propose a concept of engineering-oriented operational empirical knowledge (OEK) to describe this kind of knowledge and design a framework to acquire OEK from skilled technician’s operations. The framework integrates motion analysis, motion elicitation, and intent analysis. The modular arrangement of predetermined time standards (MODAPTS) is used to divide the technician’s operational process into basic motion elements; and the variable precision rough set (VPRS) algorithm is used to extract the technician’s OEK content, which combined with the technician’s intent elicited via interview; the completed OEK is obtained. At the end of our study, an engineering case is used to validate the feasibility of the proposed method, which shows that satisfactory results have been reached for the study.

scholarly journals The Fellowship Competitiveness Index: A Novel Way to Estimate Admission Competition into Internal Medicine Subspecialties

2019 ◽  
Author(s):  
Huynh Wynn Tran ◽  
Russell W. De Jong ◽  
Quinto Gesiotto
Keyword(s):  
Internal Medicine ◽  
Infectious Disease ◽  
Critical Care ◽  
Valid Measure ◽  
Medical Graduates ◽  
Multiple Factors ◽  
Physician Compensation ◽  
Salary Increase ◽  
Usmle Step 1 ◽  
Usmle Step

Abstract Background The competitiveness of internal medicine (IM) fellowships have not been well studied. Our novel competitiveness metric aims to estimate IM subspecialty fellowships entry competitiveness in a single, concise number that is easily accessible and understandable. Through this we hope to offer assistance to prospective fellowship applicants in making an educated and realistic fellowship choice. Methods Fellowship filled percentages, the percentage of applications from US medical graduates (USMGs), average matriculating USMLE Step 1 scores, and average post-fellowship salary were used to construct our metric. Procedural specialties included cardiology, pulmonary/critical care, and gastroenterology. Non-procedural specialties included hematology/oncology, rheumatology, endocrinology, infectious disease, and nephrology. Data were gathered from the National Resident Matching Program (NRMP) 2009 - 2018 reports, Medscape’s Physician Compensation Reports, and other sources used to corroborate salaries. Results 2018 procedural FCI (25.92) was higher than non-procedural (15.61). Cardiology (FCI 28.72, salary $423,000, Step 1 237.67) was the most competitive field. Hematology/oncology leads non-procedural fields in FCI (28.02), USMG percentage (60%), and salary ($363,000). Nephrology fill rates have declined from 94.8% to 60.1% despite 32% salary increase, giving it the lowest FCI (7.04). Conclusions Calculations show procedural specialties are most competitive, with cardiology at the top. Hematology/oncology leads non-procedural fields and is approaching procedural competitiveness, as evidenced by multiple factors that rival or surpass gastroenterology and pulmonary/critical care. We believe that this metric is a simple, accessible, and valid measure of competitiveness of fellowship entry and with further manipulation can be generalized to residency competitiveness.

scholarly journals Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training

2020 ◽  
Vol 3 (12) ◽  
pp. 149-154
Author(s):  
Obateru, Oluwatoyin Tolu
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Primary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
Training Programme ◽  
Reliability Coefficient ◽  
Ex Post ◽  
And Training

This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future

scholarly journals Psychocorrective Play Activities for Preschool Children with Autism Spectrum Disorder

2021 ◽  
pp. 177-185
Author(s):  
И.А. Конева ◽  
Н.В. Карпушкина ◽  
А.Н. Щербакова
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Role Play ◽  
Sensory Stimulation ◽  
Children With Autism ◽  
Psychological Research ◽  
Autism Spectrum ◽  
Psychological Development ◽  
Spectrum Disorder ◽  
Know How

В статье рассматривается актуальная проблема психологического сопровождения дошкольников с расстройствами аутистического спектра (РАС), в частности психокоррекция их игровой деятельности. Проведенное авторами психологическое исследование позволило констатировать, что основными особенностями игры дошкольников с РАС являются преобладание в ней предметно-манипулятивной деятельности, выраженный сенсорный раздражитель как основной мотив для игры; трудности в использовании предметов-заместителей, свойств игрушек, использование их не по назначению, стереотипность игровых действий. Сделанные выводы позволили разработать коррекционно-развивающую программу, направленную на развитие процессуальной игры дошкольников с РАС с целью формирования предпосылок развития у них навыков сюжетно-ролевой игры и оптимизации их общего психического развития. В статье раскрыты принципы такой коррекционно-развивающей работы; подробно описана структура коррекционно-развивающей программы, направленной на формирование процессуальной игры дошкольников с РАС, которая является базовой для развития игровой деятельности более высокого уровня, методика ее проведения и сформулированы психологические рекомендации по организации и содержанию коррекции игровой деятельности детей с РАС. После реализации программы и формирования у рассматриваемой категории детей навыков процессуальной игры возможен переход к разработке и реализации коррекционно-развивающих программ, направленных на формирование навыков игры с элементами сюжета, а в последующем — сюжетно-ролевой игры, что определяет перспективы дальнейшей работы и научных исследований. The article treats psychological support of preschool children with autism spectrum disorder and focuses on psycho-corrective play activities. The psychological research enables the authors to state that preschool children with autism spectrum disorder prefer play activities which allow manipulation of objects, demonstrate stereotypical behaviors, experience difficulties with substituting play objects, engage in playing activities when experiencing sensory stimulation. The outcomes of the research enable the authors to develop a correctional program aimed at the development of play activities in preschool children with autism spectrum disorder in order to prepare them for role-play activities and enhance their psychological development. The article describes the principles and the structure of correctional activities aimed at the development of play activities in preschool children with autism spectrum disorder in order to prepare them for more complicated role-play activities. The article provides a structure program for teaching children with autism spectrum disorder to play and underlines the correctional potential of play activities. When the program is implemented and autistic preschoolers know how to play, they can be taught to role-play, which can be treated as an issue requiring further research.

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