Continuing Education Workshops Research Articles

Recreational Therapists’ Usability Perceptions of the Meta Quest 2 VR System

This study used survey methods to examine recreational therapists’ perceptions of the usability of the Meta Quest 2, a popular commercial virtual reality (VR) system, for recreational therapy (RT) practice. Participants (N = 22) completed the System Usability Scale (SUS) following attendance at a six-hour continuing education workshop that included didactic education and experiential learning with the Meta Quest 2 and eight different VR applications. The SUS scores ranged from 37.50–97.50 (M = 64.31, SD = 17.93) which corresponds with a “high marginal” acceptability rating, a letter grade of C-, and an adjective rating of “good” based on three separate SUS interpretation guidelines. There were no significant differences in SUS scores across several personal (age, gender, race) and professional (years of RT practice experience, primary service setting, client diagnostic characteristics, age of clients served) demographic groups. Findings add to the evidence-base in the emerging area of VR use in RT practice, and suggest opportunities for future research.

CE Workshop 03: Stroke in the Developing Brain: Mechanisms, Outcomes, and Intervention

Abstract & Learning Objectives:Over the past 10-15 years, significant progress has been made in the diagnosis and treatment of pediatrics stroke. Accordingly, the focus of much research has turned to understanding factors that determine neurological and neuropsychological outcomes in this population. This Continuing Education (CE) course will start by defining key terms in the field of pediatric stroke and reviewing current understanding of epidemiology, pathophysiology, diagnosis, and medical treatment. Next, we will review recent neuropsychological literature on cognitive outcomes following pediatric stroke, highlighting the vulnerability of the developing brain, the long-term deficits that often result from early disruption of brain function and subsequent brain development, and the significant variability in outcomes seen across individuals. Heterogeneity in outcomes has been linked to a range of clinical and demographic factors, including those related to the brain (e.g., stroke type, lesion location and size, adaptive and maladaptive patterns of reorganization), the child (e.g., age at stroke, age at assessment, comorbid neurological conditions) and the environment (family stress, parent mental health, educational support). Multi-disciplinary approaches to intervention will also be discussed. Finally, directions for future research will also be outlined, as we are just starting to understand how these factors interact to impact neurocognitive outcome and resiliency following pediatric stroke.Upon conclusion of this course, learners will be able to: 1.Describe the epidemiology, pathophysiology, and neurological outcomes associated with stroke in infants and children2.Illustrate the variability in neuropsychological outcomes after pediatric stroke and highlight important determining factors of these outcomes3.Apply current research into outcomes and treatments to neuropsychological practice

Introduction to the Perspectives Forum on the Topic of Meta-Therapy in Speech-Language Pathology

Introduction to the <i>Perspectives</i> Forum on the Topic of Meta-Therapy in Speech-Language Pathology

Using focus groups with dairy cattle veterinarians to explore learning about calf welfare.

Dairy calf welfare is a growing interest within the veterinary field. However, a limited understanding of the conception of calf welfare by dairy cattle veterinarians can hinder efforts to promote welfare improvements on farms. The aim of this study was to explore how focus groups can promote learning about dairy calf welfare issues among cattle veterinarians. Focus groups (n=5), that collectively had 33 participants representing five Canadian provinces and different geographical regions, were conducted as part of a continuing education workshop for Canadian cattle veterinarians. Two trained individuals undertook exploratory data analyses using applied thematic analysis and adult learning theory to develop a codebook of the data and identify the main themes. There were three main themes about learning that emerged from guided peer-discussion: (i) defining a shared concept of animal welfare from the veterinary perspective to diagnose the problem; (ii) understanding the problems of calf welfare by self-examination and group reflection; and (iii) negotiating the best approach to address the problems through sharing of ideas on improving calf welfare, including strategies for addressing welfare problems. In conclusion, focus groups can facilitate animal welfare learning within the veterinary profession.

Promoting the Pedagogical Use of Pictograms

This article reports on the findings of a qualitative research project, in which an instrumental case study with five in-service English teachers graduated from Universidad Nacional (UNA), Costa Rica was carried out. Hence, a hybrid continuing education workshop was designed and conducted, which was focused on promoting the pedagogical use of pictograms in the design of materials for teaching English. As the main product of the workshop, the participants created and used a teaching material which included pictograms. Among the main results obtained in the research project, the students’ facility, motivation, and speed to communicate their ideas in English by using pictograms stood out.

Testing a deliberate practice workshop for developing appropriate responsivity to resistance markers.

Deliberate practice (DP) is an emerging training method for improving individual performance that may be worth adapting and testing for applicability to groups, given the prevalence of group training for continuing education. This study compared an adapted DP workshop to the same traditional, non-DP workshop for managing ambivalence and resistance. The same presenter delivered the workshops to 88 randomly assigned community psychotherapists. The DP workshop involved repeated interaction with multiple recreations of resistance, with consistent group feedback especially on ideal expert performance. The control workshop was more didactic, with fewer opportunities for practice and feedback. We assessed video vignette performance and coded 20-min interviews with ambivalent interviewees from the community. Both workshops produced equivalent trainee satisfaction and significant increases in self-reported skills. However, the DP versus control group demonstrated better observer-rated skill on all performance measures postworkshop. Although skills declined to 4-month retest in both groups, the DP trainees retained their relative advantage over traditional workshop trainees. Moreover, at the 4-month follow-up, DP versus control trainees were rated as more empathic by community interviewees and self-reported practicing the skills at higher rates. These findings support the continued investigation of DP as a means for improving therapist skill in continuing education workshops. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The orthodontist's views regarding academic education in cleft lip and palate as well as craniofacial deformities in South Africa

Orthodontists are essential members of a craniofacial team (American Cleft Palate-Craniofacial Association Team Standards Committee).1 Because cleft lip/palate (CLP) and craniofacial deformities (CFD) vary in severity and facial growth patterns, treatment is complex and lengthy and requires collaboration among different disciplines. Consequently, orthodontists need specialised training in this field to reach the treatment goals of good facial growth, aesthetically acceptable appearance, and dental occlusion. Therefore, it becomes increasingly important to provide adequate training for orthodontists, so they can not only provide efficient treatment but can also undertake a leadership role in the field. To obtain information regarding:• the CLP and CFD academic education of orthodontists the professional services that orthodontists offer to CLP and CFD patients• the educational and training needs of orthodontists in this field A 54-item online survey to collect quantitative data was conducted by means of an interview, using a randomised sample of orthodontists attending the annual scientific conference of the South African Society of Orthodontics. The questionnaire was completed by 53 orthodontists, 54.6% of whom had more than 10 years of professional experience. Of the respondents, 84.8% experienced some clinical exposure in this field during their postgraduate education. Treatment for CLP and CFD patients was offered by 92% of the professionals, but only 21.7% had high confidence in their expertise in treating CLP/CFD patients. Of the respondents, 88% agreed there was a need to improve CLP and CFD education, and the majority recommended fellowship training and certified courses. The rest suggested continuing-education workshops. Most of the orthodontists provided treatment for both CLP and CFD patients despite some of them lacking confidence in treating such cases. The majority agreed that there is a strong need to establish an educational strategy to meet the needs of orthodontists who treat CLP and CFD patients. The respondents suggested that programmes such as fellowship training, degree couses, certified courses, and continuing education workshops could be used.

The orthodontist's views regarding academic education in cleft lip and palate as well as craniofacial deformities in South Africa

Orthodontists are essential members of a craniofacial team (American Cleft Palate-Craniofacial Association Team Standards Committee).1 Because cleft lip/palate (CLP) and craniofacial deformities (CFD) vary in severity and facial growth patterns, treatment is complex and lengthy and requires collaboration among different disciplines. Consequently, orthodontists need specialised training in this field to reach the treatment goals of good facial growth, aesthetically acceptable appearance, and dental occlusion. Therefore, it becomes increasingly important to provide adequate training for orthodontists, so they can not only provide efficient treatment but can also undertake a leadership role in the field. To obtain information regarding:• the CLP and CFD academic education of orthodontists the professional services that orthodontists offer to CLP and CFD patients• the educational and training needs of orthodontists in this field A 54-item online survey to collect quantitative data was conducted by means of an interview, using a randomised sample of orthodontists attending the annual scientific conference of the South African Society of Orthodontics. The questionnaire was completed by 53 orthodontists, 54.6% of whom had more than 10 years of professional experience. Of the respondents, 84.8% experienced some clinical exposure in this field during their postgraduate education. Treatment for CLP and CFD patients was offered by 92% of the professionals, but only 21.7% had high confidence in their expertise in treating CLP/CFD patients. Of the respondents, 88% agreed there was a need to improve CLP and CFD education, and the majority recommended fellowship training and certified courses. The rest suggested continuing-education workshops. Most of the orthodontists provided treatment for both CLP and CFD patients despite some of them lacking confidence in treating such cases. The majority agreed that there is a strong need to establish an educational strategy to meet the needs of orthodontists who treat CLP and CFD patients. The respondents suggested that programmes such as fellowship training, degree couses, certified courses, and continuing education workshops could be used.

An Evaluation of a Continuing Education Workshop for Audiologists on the Assessment and Management of Tinnitus.

Tinnitus assessment and management is an important component of audiology. The benefits of continuing education (CE) workshops in the field of tinnitus have not been published. This study evaluated the outcomes of a workshop centered around a Sound Therapy and Aural Rehabilitation for Tinnitus (START) framework. Our hypotheses were that a CE workshop would (1) be useful, (2) improve clinician's knowledge and willingness to undertake tinnitus practice, and (3) result in learners using knowledge gained in their practice. Twenty-five participants attending a 3-day tinnitus workshop were invited to complete an evaluation immediately and 3 months after the workshop's completion. The workshop consisted of seminars and practical sessions. The pedagogical approaches employed were experiential (theory building, reflection, and testing) and community of practice (shared experiences). Participants reported on a 5-point Likert scale (1 = not useful-5 = excellent) a high level of satisfaction both immediately after the workshop (ratings of usefulness: mean, 4.8; SD, 0.4; willingness to practice: 4.6; SD. 0.6; ability to manage: 4.6; SD, 0.5; all "excellent" ratings) and 3 months later (ratings of usefulness: mean, 4.2; SD, 0.9, "very useful;" willingness to practice: 4.6; SD, 0.6, "excellent;" ability to manage: 4.1; SD. 0.5, "very useful"). Open-ended questions indicated participants made changes in their practice that reflected material provided in the CE. The workshop was successful in improving knowledge and confidence of audiologists in undertaking tinnitus assessment and management, but the need for ongoing support and supervision was a common theme.

Reducing Digital Storytelling Implementation Barriers in Nursing Education Workshops.

Digital stories have the potential to transform health care systems by cultivating understanding and compassion; however, limited research explores the use of this innovative strategy in continuing education. This article describes how a collaborative partnership of an Academic Team and Translational Partners (n = 15) implemented a four-phase study that included a continuing education workshop with digital stories as the central strategy. The study's guiding questions focused on adapting approaches to creating digital stories to reduce logistic concerns and overcome implementation challenges yet empower nurses in their practice with families. Numerical and narrative responses from workshop participant evaluations (n = 160) affirmed storytelling as the most valuable component, and reflection increased understandings to influence their thinking and actions. This study affirms using digital stories as an implementation strategy in health care systems has the potential to transform nursing education, supports the transfer of family nursing practice knowledge, encourages reflection, and develops empathy for families and nurse peers. [J Contin Educ Nurs. 2019;50(9):411-416.].

Onramp to Scholarship: Putting Clinical Faculty Members on the Path to Academic Productivity.

Many faculty members in the health professions who come from a clinical background lack the research experience to produce original scholarship. Most faculty development programs focus on supporting individual projects, which helps faculty members who are already pursuing an intellectual question to locate useful resources. Those programs provide limited benefit, however, to faculty members without an identified academic project. An independent, health sciences graduate school designed and implemented a solution to create scholarship groups in which early career faculty members joined ongoing projects led by an experienced investigator. Groups presented internally at a midyear check-in and an end of the academic year poster session. Of the four groups launched in September 2017, three pursued systematic reviews or analyses of existing data. At the end of 9 months, all 4 groups had drafted a manuscript for peer review. Collectively, members of the group had made five poster presentations at national or international conferences and hosted one continuing education workshop. The experience suggests that collaborative projects are a viable form of faculty development to enhance scholarly productivity. Borrowing from the postdoctoral model of scientific mentoring, early career faculty members sacrifice some autonomy of intellectual pursuits in exchange for expert guidance. Senior investigators invest time in coaching novice researchers in exchange for additional intellectual labor and perspectives.

Simulation for Continuing Pharmacy Education: Development and Implementation of a Simulation-Based Workshop on Medicines Reconciliation for Pharmacists.

Simulation has been increasingly used to train health care professionals on clinical skills. Little is published on simulation-based education in the context of continuing pharmacy education (CPE) of pharmacists. This article describes the development implementation and evaluation of simulation-based workshop to train hospital pharmacists on medicines reconciliation in Kuwait. The study aimed to explore pharmacists' perceptions about simulation use in CPE. It also assessed the impact of the workshops on pharmacists' attitudes toward, knowledge, and comfort level to apply medicines reconciliation. One hundred ten pharmacists attended 11 simulation-based workshops. Data were collected using focus groups and self-administered surveys in a mixed-method research design. Focus groups were audio-recorded, transcribed verbatim, and analyzed for content. Descriptive statistics were used to report surveys' findings. The workshops were well-received by pharmacists. Few pharmacists recalled previous exposure to simulation in CPE activities. Pharmacists' perceived challenges to simulation integration into their professional training were the need for good preparation/setting, qualified faculty, well-trained simulated patients, and time constrains. Participants felt that simulation enhanced their attitudes toward, knowledge, and comfort level to apply medicines reconciliation. They rated their knowledge level as having increased by 62.3% and comfort level as having increased by 37.0%. They overwhelmingly welcomed more integration of simulation in CPE activities. A simulation-based continuing education workshop was well-received by pharmacists and enhanced their self-reported knowledge, comfort level, and preparedness to apply medicines reconciliation. Efforts are needed to expand simulation use in the development, refinement, and maintenance of clinical skills of pharmacists throughout their educational continuum including CPE.

3.36 Keeping It Real: What Do Clinicians Working in a Residential Treatment Center for Youth Want From Continuing Education Workshops?

Residential treatment centers are neglected service delivery alternatives. Clinicians care for vulnerable and seriously disturbed young people. The work is difficult and calls for much-needed continuing education and child mental health consultation. In general, the extant literature suggests that practitioners want training and consultation to be relevant to their clinical caseload. Moreover, most learning in workshop and consultation sessions occurs as a function of experiential teaching or enactive supervision. First, it was predicted that the experiential parts of the workshop would be valued more than the handouts and slides. Second, self-reports of greater skills acquisition would be significantly positively correlated with preferences for demonstrations and role plays. It was hypothesized that clinical relevance would be a major strength of the workshop.

3.39 Habits, Attitudes, and Preferences Toward Evidence-Based Practices With Youth in Canadian Clinicians Attending a Continuing Education Workshop

3.39 Habits, Attitudes, and Preferences Toward Evidence-Based Practices With Youth in Canadian Clinicians Attending a Continuing Education Workshop

Canadian dairy cattle veterinarian perspectives on calf welfare

As advisors to dairy farmers, veterinarians are ideally positioned to influence the health of the dairy herd. Recent studies have demonstrated that dairy cattle veterinarians are also concerned about animal welfare, specifically on issues related to the housing environment, painful conditions and procedures, and managing disease in adult animals. However, less is known regarding their perspectives on calf welfare. The goal of this study was to engage cattle veterinarians in an in-depth discussion to gain a better understanding of what they think about calf welfare, and to provide clarity on what they feel is their responsibility to improve the welfare of dairy calves. Focus groups (n = 5), that collectively had 33 participants representing 5 Canadian provinces and different geographical regions, were conducted as part of a continuing education workshop for Canadian cattle veterinarians. Two trained individuals undertook exploratory data analysis using applied thematic analysis, where initial themes were identified and used to develop a detailed codebook to further guide the coding process. All transcripts were coded twice to test the validity of the initial codes and themes. Four major themes were identified: (1) veterinarians prioritized calf health and traded off this issue for other issues such as the calf's social needs; additionally, concerns included nutrition, hunger, and bull calf management; (2) veterinarians see their role in improving calf welfare within the context of shifting norms of calf management, believed to be consequence of pressure from within their profession, but also arising from pressure from their clients and the public; (3) veterinarians see their role as one of exerting social influence, primarily as an educator of their clients; and finally, (4) veterinarians see their responsibility in improving calf welfare as shaped by their personal values and professional ethics. Our results indicate that the veterinarians participating in this study are concerned about a range of calf welfare issues, believe they should have a more active role in calf management on farms, and see their role in improving calf welfare as shaped by their own values, the needs of their clients, and the concerns of the public.

Managing Couple Conflict During Prenatal Counseling Sessions: An Investigation of Genetic Counselor Experiences and Perceptions.

Research shows couple conflict occurring during prenatal genetic counseling sessions may be challenging for some genetic counselors. Yet, no study has explored couple conflict in depth. The current study investigated genetic counselors' experiences and perceptions of the nature and context of couple conflict in prenatal sessions and counselor conflict management strategies. Sixteen prenatal genetic counselors recruited through the National Society of Genetic Counselors participated in semi-structured phone interviews asking about how they recognize couple conflict; topics that trigger conflict and when it occurs; individual, cultural, and situational factors associated with conflict; conflict management strategies; and specific examples from their practice. Inductive and cross-case comparison methods revealed a number of themes. Genetic counselors recognize couple conflict through non-verbal and verbal cues, and conflict can occur at any time, particularly during decision-making about testing and test results and during results review of an affected pregnancy. Factors associated with conflict include cultural customs, age, emotional state, religious beliefs, and being forced to attend counseling. Participants identified 23 conflict management strategies classified into five themes: facilitate decision-making, encourage couple expression, act within one's scope of practice, provide psychosocial support, and support the identified patient. Counselors emphasized that their strategies are couple dependent. Patients may benefit from genetic counselors assessing couple conflict and intervening when it impedes genetic counseling goals. Clinical examples from this study may contribute to informing genetic counselor practice, program curricula, and continuing education workshops.

Development and Pilot Testing of a Measure of Potential Barriers and Facilitators to the Use of a Standardized Assessment Tool.

Standardized assessment tools (SATs) are essential to evidence-based assessment practices. Identifying what impedes clinicians' use of a SAT can help tailor strategies promoting its use in clinical practice. This article presents the development of the "Measure of potential barriers and facilitators to the Use of a Standardized assessment Tool (MUST)" questionnaire. Preliminary findings are also reported from pilot testing in which the MUST was used to investigate occupational therapists' (OTs) perceptions of potential barriers and facilitators to the use of the Activities of Daily Living Profile (ADL Profile), a SAT evaluating independence in everyday activities of cognitively impaired adults. The MUST was administered to 41 OTs attending continuing education workshops on the ADL Profile. Internal consistency was explored using Chronbach alpha. Descriptive statistics were used to analyze scores for each statement. Internal consistency for subscales related to clinicians' characteristics (α = 0.7) and to the SAT's characteristics (α = 0.8) were adequate but lower for the subscale related to the clinical setting (α = 0.6). OTs' perceptions of potential barriers were associated with: OTs' perceived self-efficacy; ADL Profile's applicability to OTs' clienteles; ADL Profile's compatibility with values promoted in the work setting and with clients' preferences; limited peer support; time to implement the ADL Profile. The MUST, a theory-informed questionnaire, may prove useful in identifying potential barriers needing to be addressed in continuing education training promoting the use of SATs by clinicians. The MUST is quick to administer and initial testing provides support for its internal consistency.

Rural Collaborative Model for Diabetes Prevention and Management: A Case Study.

Diabetes disproportionately affects racial and ethnic minorities, rural, and impoverished populations. This case study describes the program components and key lessons learned from implementing Vivir Mejor! (Live Better!), a diabetes prevention and management program tailored for the rural, Mexican American population. The program used workforce innovations and multisector partnerships to engage and activate a rural, mostly Hispanic population. Community health worker (CHW) roles were designed to reach and support distinct populations. Promotoras focused exclusively on health education and patient navigators individually coached patients with chronic disease management issues for the high-risk patient population. To extend diabetes health education to the broader community in Santa Cruz County, promotoras trained lay leaders to become peer educators. Multisector partnerships allowed the program to offer health and social services around diabetes care. The partners also supported provider engagement through continuing education workshops and digital story screening to encourage referrals to the program. Multisector partnerships, including partnering with critical access hospitals, for diabetes management and prevention, as well as using different types of CHWs to implement programs that target high- and low-risk populations are innovative and valuable components of the Vivir Mejor! model.

NExT: creating an interdisciplinary alliance to diminish informational barriers for public health nursing.

Public health nurses (PHNs) are challenged in obtaining opportunities to learn evidence-based practice (EBP). An interdisciplinary alliance was created between health sciences librarians and nurse educators to create a continuing education (CE) opportunity. To measure the effectiveness of CE training for PHNs on the knowledge gained about the EBP process and information resources. Ten in-person CE workshops were offered to 69 attendees in rural and urban areas. A pre-test/post-test survey was administered immediately before and after the training that asked participants to rate their perceived knowledge and comfort levels with EBP concepts and resources. Ninety-seven per cent of participants reported the training was a good use of their time. Based on a 5-point Likert scale self-assessment, participants developed new skills (m = 4.06, SD = 0.968) and were able to find evidence-based literature (m = 4.16, SD = 0.980). Participants reported increasing their understanding of EBP concepts and familiarity of information resources. All data were statistically significant at P < 0.001 (95% CI). With the interdisciplinary collaboration capitalising on the instructors' disciplinary skill sets, the team was able to create a new effective EBP education intervention for PHNs. Public health nurses were able to increase knowledge of EBP concepts and information resources to utilise in practice or grant development.

Continuing education on Paleontology: the experience with the project “Workshop on Paleontology: fossils inside the classroom”

O ensino das Ciências Naturais é essencial na formação de cidadãos como seres cientes da realidade em que vivem. No contexto da formação básica, a Paleontologia tem papel importante, dada sua natureza multidisciplinar, e seu estudo auxilia na compreensão integrada dos eventos e fenômenos que transformaram ambientes durante a história geológica do nosso planeta. Ademais, seu ensino promove a conscientização da importância dos fósseis como patrimônio público, essencial para sua preservação. Mesmo com a atual facilidade de acesso à informação, a seleção de conteúdos e práticas adequadas nem sempre é apropriada, uma vez que poucos professores têm experiência com a Paleontologia. Tendo tais desafios em mente, formulamos o projeto "Oficina de Paleontologia: os fósseis dentro da sala de aula", no formato de um curso de extensão de educação continuada, com o objetivo de fomentar o ensino elementar de qualidade em Paleontologia nas escolas. Em duas edições, diversas atividades teórico-práticas foram realizadas com professores e futuros educadores da rede escolar pública de Ribeirão Preto e Jaboticabal, possíveis multiplicadores do conhecimento científico e patrimonial dentro da sala de aula. Após o término da segunda oficina, um questionário realizado com os participantes visou avaliar o curso, criando um espaço para críticas e sugestões.