Parisa Rezaiefar, D. Archibald, Nisha Waqas, S. Humphrey-Murto
Context: Women's health procedures are essential services few family medicine (FM) residents provide upon graduation. Improving training and confirming these skills' acquisition is crucial for safe health care delivery. Objective: The objective of this study was to develop and provide preliminary validity evidence for two performance rating instruments for intrauterine device insertion, endometrial biopsy, punch biopsy of the vulva, and routine pessary care. Study Design: Modified Delphi consensus and descriptive prospective study. Setting: Nine Canadian universities. Participants: Academic family physicians and gynaecologists. Instrument/Intervention: Procedure-specific checklists were developed based on empirical evidence and content expert opinion. Academic family physicians (n=12) and gynecologists (n=4)participated in a modified Delphi to finalize the items for the checklists. Consensus was defined as a priori. A previously validated global rating scale was modified to accommodate women's health procedures in ambulatory settings. Academic family physicians (n=19) piloted the procedure-specific checklists and the global rating scales. They rated two videos (one first-year and one second-year FM resident) performing the four procedures while blinded to their level of training. They also evaluated the ease of use and acceptability of two instruments. Average scores for the procedure-specific checklists and the global rating scales for each procedure were calculated and correlated with the year of training for each procedure. Results: Consensus on items for the final checklists was reached after two rounds of a modified Delphi. Although Procedure-specific checklists' scores did not correlate with the level of training, the global rating scales' scores did. Both instruments received high average overall scores (31/36 ) for ease of use and acceptability for all four procedures. Conclusion: We designed performance rating instruments for four women's health procedures and provided evidence for content validity through rigorous checklist development informed by the literature and a panel of Canadian experts. Piloting the instruments demonstrated validity for the response process, with raters
{"title":"Development of Performance Rating Instruments for Ambulatory Women’s Health Procedural Skills in Family Medicine","authors":"Parisa Rezaiefar, D. Archibald, Nisha Waqas, S. Humphrey-Murto","doi":"10.1370/afm.21.s1.3477","DOIUrl":"https://doi.org/10.1370/afm.21.s1.3477","url":null,"abstract":"Context: Women's health procedures are essential services few family medicine (FM) residents provide upon graduation. Improving training and confirming these skills' acquisition is crucial for safe health care delivery. Objective: The objective of this study was to develop and provide preliminary validity evidence for two performance rating instruments for intrauterine device insertion, endometrial biopsy, punch biopsy of the vulva, and routine pessary care. Study Design: Modified Delphi consensus and descriptive prospective study. Setting: Nine Canadian universities. Participants: Academic family physicians and gynaecologists. Instrument/Intervention: Procedure-specific checklists were developed based on empirical evidence and content expert opinion. Academic family physicians (n=12) and gynecologists (n=4)participated in a modified Delphi to finalize the items for the checklists. Consensus was defined as a priori. A previously validated global rating scale was modified to accommodate women's health procedures in ambulatory settings. Academic family physicians (n=19) piloted the procedure-specific checklists and the global rating scales. They rated two videos (one first-year and one second-year FM resident) performing the four procedures while blinded to their level of training. They also evaluated the ease of use and acceptability of two instruments. Average scores for the procedure-specific checklists and the global rating scales for each procedure were calculated and correlated with the year of training for each procedure. Results: Consensus on items for the final checklists was reached after two rounds of a modified Delphi. Although Procedure-specific checklists' scores did not correlate with the level of training, the global rating scales' scores did. Both instruments received high average overall scores (31/36 ) for ease of use and acceptability for all four procedures. Conclusion: We designed performance rating instruments for four women's health procedures and provided evidence for content validity through rigorous checklist development informed by the literature and a panel of Canadian experts. Piloting the instruments demonstrated validity for the response process, with raters","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"60 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86351398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natabhona Mabachi, Elisabeth Callen, Heather A. Woods, Tarin Clay, K. Istas
{"title":"The AAFP Leading Physician Wellness Program: Evaluation Results from the Everyday Discrimination Scale","authors":"Natabhona Mabachi, Elisabeth Callen, Heather A. Woods, Tarin Clay, K. Istas","doi":"10.1370/afm.21.s1.3762","DOIUrl":"https://doi.org/10.1370/afm.21.s1.3762","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73469445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
CONTEXT: Substance use disorders (SUDs) are a leading cause of death, disability, and disease in the U.S. Primary care physicians are well-positioned to address SUD treatment gap, increase access, destigmatize addiction; a 2015 study of family medicine residency programs suggests less than 30% have an addiction medicine curriculum. Lack of faculty expertise was the most commonly cited barrier to not having a curriculum. OBJECTIVE: To evaluate impact of a national addiction medicine curriculum on 25 residency programs. DESIGN/ANALYSIS: We conducted 4 1-hour-long focus groups with residents who participated in the curriculum and four one-hour-long focus groups with faculty members who taught the curriculum. We used software and qualitative thematic analysis to analyze recordings. SETTING: Family medicine residency programs. POP STUDIED: Sites represented diverse settings (rural and urban, academic and community-based) and addiction backgrounds (ranging from no prior addiction curriculum to robust prior addiction curriculum) and included 14 states from across the country (CA, WA, PA, NV, MO, CO, NC, IL, MN, KY, IL, MI, TX, MD). INTERVENTION: We exposed residents to competency-based addiction medicine curriculum, a collection of 12 on-line learning modules and 12 in-person classroom sessions. Modules included quizzes, reflections, cases, demo videos. We exposed faculty to 12-month faculty development series, with faculty website, teacher’s guide for classroom sessions, peer support & learning. OUTCOMES: Six faculty focus group questions measuring impact on resident patient care, precepting, other faculty members, recommendations for improvement, innovations, and overall value. Six resident focus group questions measuring perception of learning format, changes in patient care, precepting changes, professional impact, recommendations for improvement, and overall value. RESULTS: Curriculum enriched resident and faculty knowledge across all topics, changed attitudes in viewing addiction as a chronic disease and within the scope of family medicine practice, increased confidence, and decreased stigma. Nurtured behavior change, enhancing communication and assessment skills and encouraging collaboration across disciplines. Participants valued flipped-classroom approach, videos, cases, role plays, teacher’s guides, and 1-pg summaries. CONCLUSION: The curriculum provides a comprehensive, ready-made, evidenced-based platform for training residents and faculty in SUDs.
背景:物质使用障碍(SUD)是美国死亡、残疾和疾病的主要原因，初级保健医生有能力解决SUD治疗差距，增加可及性，去污名化成瘾;2015年对家庭医学住院医师项目的一项研究表明，只有不到30%的人有成瘾医学课程。缺乏教师专业知识是没有课程最常见的障碍。目的:评估国家成瘾医学课程对25个住院医师项目的影响。设计/分析:我们与参加课程的住院医师进行了4次1小时的焦点小组讨论，与教授课程的教师进行了4次1小时的焦点小组讨论。我们使用软件和定性专题分析来分析录音。环境:家庭医学住院医师项目。POP研究:地点代表了不同的环境(农村和城市，学术和社区)和成瘾背景(从没有先前的成瘾课程到强大的先前成瘾课程)，包括来自全国各地的14个州(CA, WA, PA, NV, MO, CO, NC, IL, MN, KY, IL, MI, TX, MD)。干预:我们让住院医生学习基于能力的成瘾医学课程，包括12个在线学习模块和12个面对面的课堂课程。模块包括测验、反思、案例、演示视频。我们让全体教员参加了为期12个月的教员发展系列活动，包括教员网站、教师课堂指导、同伴支持和学习。结果:六个教师焦点小组问题衡量对住院病人护理、训导、其他教师、改进建议、创新和整体价值的影响。六个住院医师焦点小组问题测量对学习形式的感知，患者护理的变化，感知变化，专业影响，改进建议和总体价值。结果:课程丰富了住院医生和教师对所有主题的知识，改变了将成瘾视为一种慢性疾病和家庭医学实践范围内的态度，增加了信心，减少了耻辱。培养行为改变，加强沟通和评估技能，鼓励跨学科合作。参与者重视翻转课堂教学方法、视频、案例、角色扮演、教师指导和1-pg摘要。结论:该课程为培训住院医师和教师提供了一个全面的、现成的、以证据为基础的平台。
{"title":"Evaluation of a National Addiction Medicine Curriculum for Primary Care Physicians","authors":"Matthew R. Martin, Randi G Sokol","doi":"10.1370/afm.21.s1.4029","DOIUrl":"https://doi.org/10.1370/afm.21.s1.4029","url":null,"abstract":"CONTEXT: Substance use disorders (SUDs) are a leading cause of death, disability, and disease in the U.S. Primary care physicians are well-positioned to address SUD treatment gap, increase access, destigmatize addiction; a 2015 study of family medicine residency programs suggests less than 30% have an addiction medicine curriculum. Lack of faculty expertise was the most commonly cited barrier to not having a curriculum. OBJECTIVE: To evaluate impact of a national addiction medicine curriculum on 25 residency programs. DESIGN/ANALYSIS: We conducted 4 1-hour-long focus groups with residents who participated in the curriculum and four one-hour-long focus groups with faculty members who taught the curriculum. We used software and qualitative thematic analysis to analyze recordings. SETTING: Family medicine residency programs. POP STUDIED: Sites represented diverse settings (rural and urban, academic and community-based) and addiction backgrounds (ranging from no prior addiction curriculum to robust prior addiction curriculum) and included 14 states from across the country (CA, WA, PA, NV, MO, CO, NC, IL, MN, KY, IL, MI, TX, MD). INTERVENTION: We exposed residents to competency-based addiction medicine curriculum, a collection of 12 on-line learning modules and 12 in-person classroom sessions. Modules included quizzes, reflections, cases, demo videos. We exposed faculty to 12-month faculty development series, with faculty website, teacher’s guide for classroom sessions, peer support & learning. OUTCOMES: Six faculty focus group questions measuring impact on resident patient care, precepting, other faculty members, recommendations for improvement, innovations, and overall value. Six resident focus group questions measuring perception of learning format, changes in patient care, precepting changes, professional impact, recommendations for improvement, and overall value. RESULTS: Curriculum enriched resident and faculty knowledge across all topics, changed attitudes in viewing addiction as a chronic disease and within the scope of family medicine practice, increased confidence, and decreased stigma. Nurtured behavior change, enhancing communication and assessment skills and encouraging collaboration across disciplines. Participants valued flipped-classroom approach, videos, cases, role plays, teacher’s guides, and 1-pg summaries. CONCLUSION: The curriculum provides a comprehensive, ready-made, evidenced-based platform for training residents and faculty in SUDs.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"6 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78294639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Borkan, Elizabeth Smith, Sarita Warrier, Michael Mello, M. Geary
{"title":"The Primary Care-Population Medicine (PC-PM) Program at Brown University – Early Outcomes","authors":"J. Borkan, Elizabeth Smith, Sarita Warrier, Michael Mello, M. Geary","doi":"10.1370/afm.21.s1.3605","DOIUrl":"https://doi.org/10.1370/afm.21.s1.3605","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81132297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sebastian Schoneich, J. N. Capizzano, Scott Kelley, B. Beduhn, William Saunders
{"title":"Point of Care Ultrasound Track at One Year in an Academic Family Medicine Department","authors":"Sebastian Schoneich, J. N. Capizzano, Scott Kelley, B. Beduhn, William Saunders","doi":"10.1370/afm.21.s1.4219","DOIUrl":"https://doi.org/10.1370/afm.21.s1.4219","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"3 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83861221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Improving Leadership in Family Medicine Residents : Development of a Workshop and a Field Note","authors":"Kevin Sweeney, Jessica Cyr","doi":"10.1370/afm.21.s1.4197","DOIUrl":"https://doi.org/10.1370/afm.21.s1.4197","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"140 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77624229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Does Medical School Change Student Interest in Family Medicine?","authors":"D. Kamerow, Gisela Delgado-Rosado, Jack Westfall","doi":"10.1370/afm.21.s1.3558","DOIUrl":"https://doi.org/10.1370/afm.21.s1.3558","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"349 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79736345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tarin Clay, Elisabeth Callen, Elise Robertson, Melissa K Filippi, Cory B. Lutgen
{"title":"OUD Project ECHO-Like Education: A Pilot to Measure Clinician Change in Knowledge","authors":"Tarin Clay, Elisabeth Callen, Elise Robertson, Melissa K Filippi, Cory B. Lutgen","doi":"10.1370/afm.21.s1.3769","DOIUrl":"https://doi.org/10.1370/afm.21.s1.3769","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"28 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83771027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How are Chest Pain Symptoms Described in Female vs. Male Patients During Clinical Teaching of Family Medicine Residents?","authors":"S. Ross, Zoë Brody","doi":"10.1370/afm.21.s1.4390","DOIUrl":"https://doi.org/10.1370/afm.21.s1.4390","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75636536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper aims to measure the extent to which students possess the necessary competences of an employable graduate, the authors explored the development and validation of a questionnaire that measures employability competences of students in higher education through combining insights from higher education and workplace learning literature.Design/methodology/approachThe paper aims to develop and validate the questionnaire a systematic literature review and factor analyses were conducted. The authors applied the questionnaire to two different groups of students. First, to undergraduate students in an applied sciences program in Belgium (N = 935). The dataset was randomly divided into two subsets to conduct an exploratory and a confirmatory factor analysis. Next, another confirmatory factor analysis was done to cross-validate the factor structure found. For this, the questionnaire was offered to a group of undergraduate and graduate students at a university in The Netherlands (N = 995).FindingsThe results support a model of employability based on combined insights from higher education and workplace learning literature. The model consists of the following seven factors: social competences, e-literacy, efficacy beliefs, flexibility, healthy work–life balance, lifelong learning and oral and written communication.Originality/valueThe questionnaire can be utilized to screen students' employability profiles and examine the relationship between teaching practices and students’ employability competences.
{"title":"The development and validation of the student's employability competences questionnaire (SECQ)","authors":"Rémi Scoupe, Inge Römgens, Simon Beausaert","doi":"10.1108/et-12-2020-0379","DOIUrl":"https://doi.org/10.1108/et-12-2020-0379","url":null,"abstract":"PurposeThis paper aims to measure the extent to which students possess the necessary competences of an employable graduate, the authors explored the development and validation of a questionnaire that measures employability competences of students in higher education through combining insights from higher education and workplace learning literature.Design/methodology/approachThe paper aims to develop and validate the questionnaire a systematic literature review and factor analyses were conducted. The authors applied the questionnaire to two different groups of students. First, to undergraduate students in an applied sciences program in Belgium (N = 935). The dataset was randomly divided into two subsets to conduct an exploratory and a confirmatory factor analysis. Next, another confirmatory factor analysis was done to cross-validate the factor structure found. For this, the questionnaire was offered to a group of undergraduate and graduate students at a university in The Netherlands (N = 995).FindingsThe results support a model of employability based on combined insights from higher education and workplace learning literature. The model consists of the following seven factors: social competences, e-literacy, efficacy beliefs, flexibility, healthy work–life balance, lifelong learning and oral and written communication.Originality/valueThe questionnaire can be utilized to screen students' employability profiles and examine the relationship between teaching practices and students’ employability competences.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44873504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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