scholarly journals Linkage of the Medical Education Partnership Initiative (MEPI) and the Nursing Education Partnership Initiative (NEPI) to the African Forum for Research and Education in Health (AFREhealth)

2018 ◽  
Vol 84 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Nelson K. Sewankambo ◽  
Peter Donkor
Keyword(s):  
Medical Education ◽  
Nursing Education ◽  
Research And Education ◽  
Medical Education Partnership Initiative

Generating publicly available progress notes of authentic quality: A crowdsourcing-based approach (Preprint)

2020 ◽  
Author(s):  
Rina Kagawa ◽  
Yukino Baba ◽  
Hideo Tsurushima
Keyword(s):  
Social Capital ◽  
Medical Education ◽  
Medical Practice ◽  
Patient Privacy ◽  
Patient Anxiety ◽  
Physical Status ◽  
High Quality ◽  
Privacy Concerns ◽  
Progress Notes ◽  
Research And Education

BACKGROUND Sharing progress notes as a common social capital is essential in research and education, but the content of progress notes is sensitive and needs to be kept confidential. Publishing actual progress notes are difficult due to privacy concerns. OBJECTIVE This study aims to generate a large repository of pseudo-progress notes of authentic quality. We focused on two requirements for authentic quality: the validity and consistency of the data, from the perspective of medical practice, and the empirical and semantic characteristics of progress notes, such as shorthand styles used for reporting changes in a patient's physical status, long narrative sentences detailing patient anxiety, and interprofessional communications. METHODS We proposed a practical framework that consists of a simulation of the notes and evaluation of the simulated notes. The framework utilized two human cognitive traits: (1) the ability to use imitation to simulate objects with diverse characteristics without background knowledge and (2) the use of comparison as a strategy for deep thinking. This enabled crowd workers to generate a large number of progress notes. Our framework involved three steps. In step 1, crowd workers imitated actual progress notes decomposed into subject data (S), object data (O), and assessment and plan (A/P). These imitated texts were then shuffled and recomposed in S, O, and A/P in order to create simulated progress notes. In step 2, crowd workers identified the characteristics of actual progress notes based on comparisons between actual and dummy progress notes. These characteristics were clustered based on their similarities. Each cluster exhibited the empirical and semantic characteristics of the actual progress notes. Finally, in step 3, the texts from step 1 that exhibited the identified characteristics from step 2 were evaluated as quality-guaranteed progress notes that met the two requirements. All data were preprocessed to protect patient privacy. RESULTS Step 1: By recomposing the 700 imitated texts, 9,856 simulated progress notes were generated. Step 2: 3,938 differences between actual progress notes and dummy progress notes were identified. After clustering, 166 characteristics were evaluated to be appropriate as empirical and semantic characteristics of the actual progress notes. Step 3: 500 crowd workers demonstrated that 83.0% of the simulated progress notes satisfied at least one of the characteristics obtained in step 2. The crowd workers' artificially-reproduced progress notes were evaluated to determine the most realistic, based on four metrics: disease, morpheme, readability, and reality. CONCLUSIONS Our results demonstrated that crowd workers could generate and evaluate highly professional documents. We have made our large repository of high-quality crowdsourced progress notes publicly available, and we encourage their use in the development of medical education and research.

scholarly journals Medical Education Partnership Initiative gives birth to AFREhealth

2017 ◽  
Vol 5 (10) ◽  
pp. e965-e966 ◽  
Author(s):  
Francis Omaswa ◽  
Elsie Kiguli-Malwadde ◽  
Peter Donkor ◽  
James Hakim ◽  
Milliard Derbew ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Education Partnership Initiative

scholarly journals A competency-based approach to professional training of prospective nurses in the context of rehabilitation care reforms in Ukraine

2021 ◽  
pp. 166-175
Author(s):  
Natalia Rudakova ◽  
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Professional Training ◽  
Medical Profession ◽  
Rational Approach ◽  
High Tech ◽  
Education Development ◽  
Rehabilitation Care

In present conditions of turbulent development of scientific and technological progress, reforms of Ukrainian educational system and integration into European educational space, high quality training and professional orientation of medical workers, especially nurses, is highly needed. The baccalaureate nurse should obtain a high level of knowledge and competence in all areas of their work. This is primarily due to the involvement of baccalaureate nurses in extraordinarily complex medical procedures, usage of high-tech equipment in specialized institutions, and independent decision-making related to the implementation of palliative care in health care institutions. Because of these changes, nursing should become an independent medical profession, and one of the prerequisites for this is the modernization and improvement of nursing training programs at the level of a higher education (bachelor and master levels). The article analyzes the research on the development of medical education in the context of reforming the medical field in times of global crisis. The author presents a retrospective analysis of nursing education development in Ukraine in the middle of the 20th –the first half of the 21st century; a parallel is drawn with the existing state qualification requirements and areas of professional training for nurses of different levels of education. The author of the article indicates the necessity of a rational approach to the training of prospective nurses and substantiates the directions of nursing education development in the context of modern health care reform by the Ministry of Health of Ukraine. It is argued the importance of developing not only hard skills, but also soft skills of prospective medical workers, especially within the framework of a narrow specialization during the period of study in higher education institutions. Keywords: medical education, rehabilitation support, nursing, competence, educational reforms.

Dignity in nursing: A synthesis review of concept analysis studies

2020 ◽  
pp. 096973302096182
Author(s):  
Hugo Franco ◽  
Sílvia Caldeira ◽  
Lucília Nunes
Keyword(s):  
Nursing Education ◽  
Critical Role ◽  
Evolutionary Model ◽  
Concept Analysis ◽  
Future Research ◽  
Ethical Competence ◽  
Positive Coping ◽  
Analysis Methodology ◽  
Research And Education ◽  
Definition Of

Nursing research using concept analysis plays a critical role for knowledge development, particularly when concerning to broad and foundational concepts for nursing practice, such as dignity. This study aimed to synthesize research concerning concept analysis of dignity in nursing care. Based on a literature review, electronic databases were searched (MEDLINE, CINAHL, COCHRANE, SCOPUS, EBSCOhost, and PubMed) using the terms “dignity,” “human dignity,” “concept analysis,” and nurs*. Papers in Portuguese or English were included. The research synthesis was conducted independently by two reviewers. A total of 35 citations were identified and seven papers were included. Six studies were elected using Walker and Avant concept analysis methodology while one applied the Beth Rodgers evolutionary model. The concept of dignity has been studied by nurses, and its attributes, antecedents, consequences, and similar concepts were synthesized into a definition. Dignity emerged as a fundamental concept in nursing ethics and the main attributes synthesized were personhood (intrinsic), sociability (relational/behavioral), respect, and autonomy. The antecedents identified were: facilitators—patient focus care, recognition (of the attributes of dignity), education, and ethical competence; threats—vulnerability and organizational environment. The consequences were positive coping, empowerment, and dignity preservation. The synthesis of these seven studies using concept analysis provided a clear definition of dignity. These findings challenge future research and education, particularly for the study of undergraduate and postgraduate nursing education programs to enhance skills for preserving patient dignity in clinical practice.

The Medical Education Partnership Initiative: PEPFAR’s Effort To Boost Health Worker Education To Strengthen Health Systems

2012 ◽  
Vol 31 (7) ◽  
pp. 1561-1572 ◽  
Author(s):  
Fitzhugh Mullan ◽  
Seble Frehywot ◽  
Francis Omaswa ◽  
Nelson Sewankambo ◽  
Zohray Talib ◽  
...  
Keyword(s):  
Medical Education ◽  
Health Worker ◽  
Health Systems ◽  
Worker Education ◽  
Medical Education Partnership Initiative

Corporate Disguises in Medical Science

2011 ◽  
Vol 31 (6) ◽  
pp. 482-492 ◽  
Author(s):  
Sergio Sismondo
Keyword(s):  
Medical Education ◽  
Pharmaceutical Industry ◽  
Medical Research ◽  
Continuing Medical Education ◽  
Medical Science ◽  
Opinion Leaders ◽  
Key Opinion Leaders ◽  
Research And Education ◽  
Approved Drugs ◽  
Education Courses

Roughly 40% of the sizeable medical research and literature on recently approved drugs is “ghost managed” by the pharmaceutical industry and its agents. Research is performed and articles are written by companies and their agents, though apparently independent academics serve as authors on the publications. Similarly, the industry hires academic scientists, termed key opinion leaders, to serve as its speakers and to deliver its continuing medical education courses. In the ghost management of knowledge, and its dissemination through key opinion leaders, we see the pharmaceutical industry attempting to hide or disguise the interests behind its research and education.

scholarly journals Alemtuzumab in Multiple Sclerosis: Lessons from Social Media in Enhancing Patient Care

2017 ◽  
Vol 19 (6) ◽  
pp. 323-328
Author(s):  
Louise Rath ◽  
Nirosen Vijiaratnam ◽  
Olga Skibina
Keyword(s):  
Multiple Sclerosis ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Nurse Practitioner ◽  
Continuing Nursing Education ◽  
Post Test ◽  
Travel Grant ◽  
Financial Relationships ◽  
Media Group

CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health-care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Consortium of Multiple Sclerosis Centers (CMSC), Nurse Practitioner Alternatives (NPA), and Delaware Media Group. The CMSC is accredited by the ACCME to provide continuing medical education for physicians. The CMSC designates this journal-based CME activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Practitioner Alternatives (NPA) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. NPA designates this enduring material for 1.0 Continuing Nursing Education credit (1.0 in the area of pharmacology). Laurie Scudder, DNP, NP, has served as Nurse Planner and reviewer for this activity. She has disclosed no relevant financial relationships. Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has received royalties from Springer Publishing, received intellectual property rights/patent holder from Biogen, and has performed contracted research for Biogen.Francois Bethoux, MD, has served as Nurse Planner and reviewer for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has received a travel grant from Genzyme.Louise Rath, MA (Bioethics), Grad Dip Crit Care, BA, RN, , has disclosed no relevant financial relationships.Nirosen Vijiaratnam, MBBS, BMedSci , has served on a speakers' bureau for and received a travel grant from Genzyme.Olga Skibina, MD, FRACP The anonymous peer reviewers for the IJMSC have disclosed no relevant financial relationships. The staff at the IJMSC, CMSC, NPA, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Disclosures listed for authors are those applicable at the time of their work on this project and within 12 months previously. Financial relationships for some authors may have changed in the interval between the time of their work on this project and publication of the article and/or the authors may list other older disclosures at the end of the article. Method of Participation: Release Date: December 1, 2017 Valid for Credit Through: December 1, 2018 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This CME/CNE activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC, NPA, and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC, NPA, or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.

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