Important Educational Experience Research Articles

Training for virtual care: What do the experts think?

Virtual care has expanded during COVID-19 and enabled continued access to healthcare services. As with the introduction of any new technology in healthcare delivery, the preparation of healthcare providers for adopting and using such systems is imperative. The purpose of this qualitative study was to explore experts' ascribed opinions on healthcare providers' continuing professional development (CPD) needs in virtual care. Semistructured interviews were conducted with a purposive sample of key informants representing Canadian provincial and national organizations with expertise in virtual care delivery. Three main areas of knowledge, skills, and abilities that would be most helpful for healthcare providers in preparing to adopt and use virtual care were identified. The use of technology necessitates knowledge of how to integrate technology and virtual care in the practice workflow. This includes knowing how to use the technology and the privacy and security of the technology. Providers need to be able to adapt their clinical skills to virtual care and build rapport through good communication with patients. Virtual care is not appropriate for all visits, therefore providers need to understand when an in-person visit is necessary with respect to the nature of the appointment, as well as contextual factors for individual patients. Finally, providers need to adapt their examination skills to virtual care. Beyond the COVID-19 pandemic, virtual care will have a continuing role in enhancing continuity of care through access that is more convenient. Key informants identified barriers and challenges in adopting and using virtual care effectively, fundamental knowledge, skills and/or abilities required, and important topics and/or educational experiences to guide CPD program development on virtual care for healthcare providers.

Domestic violence and its reflections in middle school students' artworks

This research acquires importance by addressing two important topics (domestic violence and artistic expression), as we know that dealing with them is part of any important educational experience, where the pattern followed within the family is one of the most important factors that affect the child's character and psychological development. As for artistic expression, it is a means of expressing themselves and their problems. Therefore, the first chapter includes the research problem, which includes family violence directed towards middle school students, which is a serious community problem due to its negative impact on the individual and society. and the aim of the research is to detect domestic violence and its reflection in artistic expression, and the limits of the research included the artworks of middle school students for the academic year 2021-2022. The chapter concludes by defining the important terminologies. As for the second chapter, it includes two topics. The first topic is domestic violence, its causes and the psychology of the teenage kid. The second topic is artistic expression. The second chapter concludes with indicators of the theoretical framework and previous studies.

Perception of Disability: Motricity-oriented education routes and inclusivity-based research perspectives

Many education scholars consider motricity aggregating and inclusive (Bertagna, 2005; Block & Vogler, 1994; Goodwin & Watkinson, 2000; Moliterni, 2013). It helps all students to develop specific motor and relational skills and non-special-needs students to manage special needs effectively (Slininger, Sherrill, & Jankowski, 2000). These positive aspects also have their impact on PE teachers according to their individual views of disability and special needs (Papadopoulou, Kokaridas, Papanikolaou, & Patsiasouras, 2004; Tripp & Rizzo, 2006). However, teacher attitude towards a special-needs student does influence day-to-day teaching and learning. The special-needs teacher's perception of disability is an important inclusivity factor that could make educational practice difficult, as class design needs constant adaptation and change. The paper presents an important educational experience at the University of Reggio Calabria, Italy, as we worked on our future special-needs teachers' perception and consequent management of inclusivity through motricity knowledge acquisition, with a view to designing and practicing more and more inclusive processes.

Training and education of healthcare workers during viral epidemics: a systematic review

BackgroundIt is necessary to train a large number of healthcare workers (HCW) within a limited time to ensure adequate human resources during an epidemic. There remains an urgent need for...

A virtual faculty exchange program enhances dermatology resident education in the COVID-19 era: a survey study

One of the many consequences of the COVID-19 pandemic was the cancelation of the 2020 American Academy of Dermatology Annual Meeting. This conference historically features lectures from world-renowned experts in all areas of dermatology, thus providing an important educational experience for dermatology residents. We hypothesized that the cancellation of this meeting produced a substantial educational loss for dermatology residents. To mitigate this impact, we developed a virtual faculty exchange program and surveyed dermatology residents' perspectives on its implementation. All participating residents found the virtual faculty exchange useful and would recommend it to other residents/programs. Moreover, all residents wanted to participate in more faculty exchange sessions as well as incorporate them throughout the academic year. Additionally, this educational program eliminated the potential cost of >$15,000 in flights and >24 metric tons of carbon emissions. This virtual faculty exchange program is a viable tool to enhance dermatology resident education in the COVID-19 era.

Implementing and Maintaining an Increased Frequency of Nighttime Education Sessions.

Conferences are an essential component to resident education. Work hour requirements have led to night rotations, causing residents to miss this important educational experience. To fill this void, many institutions have created night curricula, but few have studied how to implement and sustain it. Our aim was to increase formal nighttime teaching led by upper level residents from 0 to ≥3 times weekly by December of 2018. After a needs-assessment survey was completed by upper level residents, pediatric night education sessions were established. Upper level residents on wards were responsible for teaching and recording whether nighttime teaching occurred. Data were collected by using this form, and a run chart was used to analyze the data over time. A team of hospitalists, pediatric residency program leadership, and a second-year resident met throughout the project and used the model for improvement. Data were collected for 84 weeks. Introduction of the education sessions increased teaching occurrences from a baseline of 0 to a median of 1. After several plan, do, study, act cycles, most notably after implementing upper level feedback, special cause variation was achieved and median teaching occurrences increased to 3 times weekly. This was sustained for 32 weeks. Focused quality improvement methodologies can be used to improve new residency program education. These methods can inform other residency programs how to successfully weave a teaching expectation into their night shifts to provide more learning opportunities in the era of duty hour requirements.

An assessment of personal financial literacy teaching and learning in Ontario high schools

The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, We utilized interviews and artifacts to uncover student and teacher experiential data across three high schools in southeastern Ontario. The major findings were that current students and teachers perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students who were properly prepared to successfully navigate financial issues and the path ahead.

Significados y contribuciones de las prácticas profesionales a la formación de pregrado en psicología

La psicología ha logrado hacer presencia en la sociedad colombiana en diferentes escenarios con el incremento visible del número de instituciones de educación superior que ofrecen esta formación y de estudiantes que eligen la psicología para desempeñarse laboralmente. Esta investigación buscó comprender los significados que construyeron algunos estudiantes del pregrado en psicología de una universidad privada de la ciudad de Medellín (Colombia) alrededor de sus prácticas profesionales. Desde un diseño cualitativo, se utilizó el método de investigación documental. La muestra estuvo conformada por 335 proyectos elaborados por los estudiantes al inicio de sus prácticas profesionales y 269 informes realizados al finalizarlas. Los resultados indican que las prácticas profesionales son las experiencias formativas más significativas de los estudiantes durante su trayectoria académica, al permitirles adquirir aprendizajes por fuera del aula, articular las teorías con las dinámicas del entorno, y acercarlos al quehacer del psicólogo para la apropiación de su identidad profesional y la posterior inserción laboral. Así, las prácticas profesionales se constituyen en un proceso clave para la formación ética e idónea del psicólogo en la actualidad.Palabras clave: práctica profesional, psicología, formación profesional superior, educación superior.

Legal Hearings During Psychiatry Residency.

American general psychiatry residents are significantly involved in legal hearings related to mental health. Training to become a psychiatrist involves considerable exposure to medicolegal matters, and psychiatry residents frequently participate in high-stakes legal hearings concerning their patients. Although psychiatry residents are physicians, residents are also trainees who may lack full medical licensure, board certification, or basic preparation to testify in legal settings. Legal hearings are important educational experiences for psychiatrists-in-training, but these proceedings can upend traditional patient-doctor relationships and pose ethics challenges to trainees. In this article, I examine ways in which residency programs can prepare budding psychiatrists for legal testimony. This is an overlooked topic deserving more attention, since the participation of physicians in training in legal hearings carries profound implications for mental health care in the United States.

Hebe de Carvalho: Educando os arte/educadores

Este ensaio faz parte de uma pesquisa mais ampla sobre Mulheres Arte Educadoras na década de 60 em Recife, Brasília e São Paulo . A intenção era buscar as marcas impressas deixadas por essas mulheres como artigos escritos por elas ou sobre elas, dissertações, teses, entrevistas , relatos , aulas , etc . Hebe de Carvalho se revela através de entrevista que deu a Carlos Triguis para sua dissertação de mestrado. Hebe foi professora nas mais arrojadas experiências culturais e educacionais de São Paulo como o Museu de Arte de São Paulo (MASP), a Fundação Armando Alvares Penteado(FAAP) ,o Ginásio Pluricurricular Experimental da Lapa e a Escola Livre de Artes Plásticas do Juqueri

Focus on the finish line: does high-impact practice participation influence career plans and early job attainment?

High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors’ post-graduation plans for career and further education and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating “stories” for potential employers.

Creating a Culture of Transformation in Guatemala: One Fruit Tree at a Time

IntroductionThe overall positive effects and qualities of service activities (CSW) involving gardens and urban forestry have recently received considerable attention given the increased popularity of volunteerism and stewardship programs throughout the United States (Okvat & Zautra, 2011; Schrieber, 1998; Stein, 2008). Community gardening initially developed as a practical approach to supplementing food supplies during times of war and natural disasters such as floods and hurricanes. Gardens became very popular during the 1930-1940 era and reflected the strong patriotic ideology and sacrifices that civilians were willing to make in order to support troops that were fighting abroad. The United States Department of Agriculture estimated that during WWII over 20 million gardens helped produce 10 million tons of fresh vegetables (Reinhart, 2016).More importantly, the psychological impact of neighborhoods cooperating towards a mutually beneficial cause, such as large-scale food production helped establish solidarity, development and capital. Victory gardens not only provided healthier foods to members but were also providing opportunities for individuals to engage, collaborate and understand each other. A contributing factor to the development and etiology of what is now referred to as social capital can be traced to the historical development of gardening activities (i.e., victory gardens) as they provided opportunities for individuals to share ideas, socialize and work collaboratively as a way to help each other. Robert Putnam (2000) argues that one contributing factor to the deterioration of the concept community is the lack of interpersonal (i.e., face-to-face) opportunities for members to work together as a means of improving and empowering their neighborhoods. This phenomenon (in part) may also be attributed to the popular perception of the disconnection between users of media and participation in traditional service activities and civic engagement programs (Mihailidis, 2014).More recently research has shown that and memorial gardens not only provide healthier and more nutritious foods to members but can also have similar positive psychological benefits to those participating in the development and maintenance of gardening activities, urban forests and fruit tree orchards (Tidball, Krasny, Svendsen, Campbell & Helphand, 2010; Hoffman, 2015). Memorial gardens and fruit tree orchards that have been created in the wake of a national disaster can provide family and members with a public healing green environment that has been dedicated to the memories of victims of different types of tragedies and trauma (Helphand, 2006). Green civic ecology programs and gardening activities can also provide important environmentally-related educational experiences for members. Community gardens teach individuals the importance of environmentally responsible practices (i.e., recycling and sustainability programs) and can also provide healthy foods for low-income and underrepresented populations who are frequently deprived of these resources (Walter, 2013).Community gardens have not only helped provide healthier foods for low income families, they have also been shown to be highly instrumental in facilitating interethnic communication and understanding of concepts relative to multiculturalism (Shan & Walter, 2015). When ethnically diverse individuals are provided with opportunities to collaborate and work towards superordinate goals in gardens (healthy vegetables and fruits), negative ethnic stereotypes are debunked and therapeutic landscapes tend to flourish (Shinew, Glover, & Parry, 2004). More recently specific disciplines within the general field of psychology (i.e., environmental psychology) have provided important opportunities for research addressing the topics of sustainability and both mental and physical health (Pelletier, Lavergne, & Sharp, 2008). …

Implementation of an Infectious Disease Fellow-Managed Penicillin Allergy Skin Testing Service.

Background. A large percentage of patients presenting to acute care facilities report penicillin allergies that are associated with suboptimal antibiotic therapy. Penicillin skin testing (PST) can clarify allergy histories but is often limited by access to testing. We aimed to implement an infectious diseases (ID) fellow-managed PST program and to assess the need for PST via national survey. Methods. We conducted a prospective observational study of the implementation of an ID fellow-managed penicillin allergy skin testing service. The primary outcome of the study was to assess the feasibility and acceptability of an ID fellow-managed PST service and its impact on the optimization of antibiotic selection. In addition, a survey of PST practices was sent out to all ID fellowship program directors in the United States. Results. In the first 11 months of the program, 90 patients were assessed for PST and 76 patients were tested. Of the valid tests, 96% were negative, and 84% with a negative test had antibiotic changes; 63% received a narrower spectrum antibiotic, 80% received more effective therapy, and 61% received more cost-effective therapy. The majority of survey of respondents (n = 50) indicated that overreporting of penicillin allergy is a problem in their practice that affects antibiotic selection but listed inadequate personnel and time as the main barriers to PST. Conclusions. Inpatient PST can be successfully managed by ID fellows, thereby promoting optimal antibiotic use in patients reporting penicillin allergies. This model can increase access to PST at institutions without adequate access to allergists while also providing an important educational experience to ID trainees.

The Forgotten Educator: Experiential Learning’s Internship Supervisor

ABSTRACTPast studies have addressed the role of the university, student interns and, the faculty advisor; here, we attempt to fill in a missing piece of the experiential-learning process by examining the role and importance of the often overlooked internship supervisor. A survey was developed and distributed to 343 recent internship supervisors. Their responses show that many of these supervisors view internships as an important professional and educational experience. We argue here that the internship supervisor can maximize one’s effectiveness when operating within a strong college or university educational infrastructure facilitated by an engaged and competent faculty advisor. Our recommendations were discussed and confirmed by a focus group of experienced faculty advisors.

Crowdsourced Data Indicate Widespread Multidrug Resistance in Skin Flora of Healthy Young Adults.

In a laboratory exercise for undergraduate biology majors, students plated bacteria from swabs of their facial skin under conditions that selected for coagulase-negative Staphylococcus; added disks containing the antibiotics penicillin, oxacillin, tetracycline, and erythromycin; and measured zones of inhibition. Students also recorded demographic and lifestyle variables and merged this information with similar data collected from 9,000 other students who had contributed to the database from 2003 to 2011. Minimum inhibitory concentration (MIC) testing performed at the Harborview Medical Center Microbiology Laboratory (Seattle, WA) indicated a high degree of accuracy for student-generated data; species identification with a matrix-assisted laser desorption ionization (MALDI) Biotyper revealed that over 88% of the cells analyzed by students were S. epidermidis or S. capitus. The overall frequency of resistant cells was high, ranging from 13.2% of sampled bacteria resistant to oxacillin to 61.7% resistant to penicillin. Stepwise logistic regressions suggested that recent antibiotic use was strongly associated with resistance to three of the four antibiotics tested (p = 0.0003 for penicillin, p << 0.0001 for erythromycin and tetracycline), and that age, gender, use of acne medication, use of antibacterial soaps, or makeup use were associated with resistance to at least one of the four antibiotics. Furthermore, drug resistance to one antibiotic was closely linked to resistance to the other three antibiotics in every case (all p values << 0.0001), suggesting the involvement of multidrug–resistant strains. The data reported here suggest that citizen science could not only provide an important educational experience for undergraduates, but potentially play a role in efforts to expand antibiotic resistance (ABR) surveillance.

Sea turtle rehabilitation success increases with body size and differs among species

ESR Endangered Species Research Contact the journal Facebook Twitter RSS Mailing List Subscribe to our mailing list via Mailchimp HomeLatest VolumeAbout the JournalEditorsSpecials ESR 29:13-21 (2015) - DOI: https://doi.org/10.3354/esr00696 Sea turtle rehabilitation success increases with body size and differs among species Linda Baker1,2, Will Edwards1,2, David A. Pike2,3,* 1College of Marine and Environmental Sciences, James Cook University, Cairns, Queensland 4878, Australia 2Centre for Tropical Environmental & Sustainability Science, James Cook University, Cairns, Queensland 4870, Australia 3College of Marine and Environmental Sciences, James Cook University, Townsville, Queensland 4811, Australia *Corresponding author: david.pike22@gmail.com ABSTRACT: Wildlife rehabilitation can contribute to species conservation by releasing healthy individuals back into the wild and educating the public about threatening processes. Rehabilitation has substantial financial costs, however, and thus it is important to understand the success rates of these potential conservation management actions. We quantified the success rates for 1700 sea turtles admitted to rehabilitation facilities in Florida (USA) between 1986 and 2004. Rehabilitation success was low: 61.5% of turtles died in rehabilitation and only 36.8% were released back into the wild. A further 1.6% of turtles were maintained in captivity permanently due to the severe nature of their injuries. Most mortality occurred early during the rehabilitation process (within a few weeks), and successful rehabilitation often took several months to more than 3 yr. Loggerhead turtles Caretta caretta were most likely to survive rehabilitation, followed by Kemp’s ridleys Lepidochelys kempii and green turtles Chelonia mydas; for all 3 species, larger individuals had an increased chance of successful rehabilitation. At face value, the low rates of rehabilitated turtles successfully released back into the wild may contribute only modestly to conservation in terms of contributing to population viability. However, many rehabilitation facilities provide important educational experiences that increase public awareness of the threats facing animals and highlight potential conservation solutions. Media coverage highlighting the release of rehabilitated animals further extends the conservation value of these efforts. Wildlife rehabilitation provides important direct benefits that, combined with social benefits, together may justify the expense and difficulty of rehabilitating individual animals. KEY WORDS: Animal hospital · Endangered species · Human intervention · Injury · Marine turtle · Public engagement · Sea turtle stranding · Survival · Veterinary care · Wildlife rehabilitation Full text in pdf format PreviousNextCite this article as: Baker L, Edwards W, Pike DA (2015) Sea turtle rehabilitation success increases with body size and differs among species. Endang Species Res 29:13-21. https://doi.org/10.3354/esr00696 Export citation RSS - Facebook - Tweet - linkedIn Cited by Published in ESR Vol. 29, No. 1. Online publication date: November 04, 2015 Print ISSN: 1863-5407; Online ISSN: 1613-4796 Copyright © 2015 Inter-Research.

Sea Turtle Rehabilitation Success Increases with Body Size and Differs Among Species

Wildlife rehabilitation can contribute to species conservation by releasing healthy individuals back into the wild and educating the public about threatening processes. Rehabilitation has substantial financial costs, however, and thus it is important to understand the success rates of these potential conservation management actions. We quantified the success rates for 1700 sea turtles admitted to rehabilitation facilities in Florida (USA) between 1986 and 2004. Rehabilitation success was low: 61.5% of turtles died in rehabilitation and only 36.8% were released back into the wild. A further 1.6% of turtles were maintained in captivity permanently due to the severe nature of their injuries. Most mortality occurred early during the rehabilitation process (within a few weeks), and successful rehabilitation often took several months to more than 3 yr. Loggerhead turtles (Caretta caretta) were most likely to survive rehabilitation, followed by Kemp’s ridleys (Lepidochelys kempii) and green turtles (Chelonia mydas); for all three species, larger individuals had an increased chance of successful rehabilitation. At face value, the low rates of rehabilitated turtles successfully released back into the wild may contribute only modestly to conservation in terms of contributing to population viability. However, many rehabilitation facilities provide important educational experiences that increase public awareness of the threats facing animals and highlight potential conservation solutions. Media coverage highlighting the release of rehabilitated animals further extends the conservation value of these efforts. Wildlife rehabilitation provides important direct benefits that, combined with social benefits, together may justify the expense and difficulty of rehabilitating individual animals.

Extending the Medical Home Into the Community: A Newborn Home Visitation Program for Pediatric Residents

ObjectiveTo describe the Health Begins at Home (HBH) intervention and examine pediatric resident change in knowledge, attitudes, and self-reported behaviors after the HBH intervention. MethodsA prospective mixed-methods cohort study was conducted in 2 outpatient clinics at an urban academic pediatric residency program. Residents serving as primary care providers (n = 50) of newborn infants participated in HBH, an educational home visit intervention. Study outcomes included resident pre– and post–home visit surveys and an end-of-residency survey assessing knowledge of community, attitudes, and self-reported practice behaviors. Qualitative comments from surveys and small group post–home visit debriefing sessions were coded and themes identified. ResultsAfter intervention, residents demonstrated a significant positive change (all P < .05) in the following: adequacy of medical knowledge, understanding of home and community, excitement about home visits, and less concern about personal safety in the community. These changes were sustained in an end-of-residency survey administered 14 to 22 months after the intervention. Sixty-two percent reported a change in how they treated patients, and 94% indicated home visits should be part of the permanent curriculum. ConclusionsConducting home visits was associated with residents’ improved understanding of the community and home environment of their patients, which was sustained throughout the remainder of training. Residents reported that home visits provide an important educational experience and should be part of the permanent curriculum. Training programs should consider incorporating home visiting programs into curricula to improve resident knowledge of family home, community, and social determinants of health.

A Case for an International Health Elective Training Program During Residency: A Four-Points Call for Action

Background: International Health Electives (IHE) are becoming more popular among graduate training programs. This is likely due to the high demands from graduating medical students who are seeking to have an international health experience during their post-graduate training. Despite the important educational experiences associated with an IHE, this opportunity does not exist in all graduate medical programs and fewer have formal established programs. Summary: We are suggesting that graduate training programs are in a unique position to provide such experiences to our future physicians, in turn creating immediate benefits to host nations as well as long-term impacts on our society in the United States. We are proposing Four Points for stakeholders involved in training future physicians to use as they consider designing such opportunities for future trainees. The four points include: residents are capable of providing service to host nations, improve the quality of care to communities in the U.S., foster graduating medical students' global health interests and increase global health mentorship. Conclusions: We hope that addressing these four points will reemphasize the importance of establishing an IHE in all graduate training programs.

Open Appendectomy: No Longer an Intern Case

Laparoscopy and work-hour restrictions are altering surgical training. We hypothesized interns were no longer gaining experience in open appendectomy, historically an intern index case. We retrospectively reviewed Accreditation Council for Graduate Medical Education (ACGME) case logs of postgraduate Year (PGY) 1 general surgery trainees from our academic teaching program for the last 9 years. Number of appendectomies performed (Current Procedural Terminology codes 44950, 44960, and 44970) were recorded and analyzed. The national ACGME database was similarly evaluated for resident experience during junior (PGY-1 to 4) years. Data were available for 47 residents completing internship at our institution between 2003 and 2011. Mean number of appendectomies performed per intern steadily decreased throughout the study period from 22 in 2003 to 5 in 2011 (P=0.0367). Mean percentage of cases done open decreased from 79.5 to 2.4 per cent (P=0.0001). National data found residents graduating in the year 2000 performed an average of 26.6 open appendectomies during junior years, whereas those graduating in 2011 had done only 13.7. Surgical trainees are performing fewer open appendectomies than just several years ago. Open appendectomy traditionally served as an introduction to open surgery. Because outcome differences are small between open and laparoscopic appendectomy, we propose teaching institutions consider performing open appendectomies in select patients to preserve an important educational experience.