Skills Training Model Research Articles

Developing mental health research in sub-Saharan Africa: capacity building in the AFFIRM project.

There remains a large disparity in the quantity, quality and impact of mental health research carried out in sub-Saharan Africa, relative to both the burden and the amount of research carried out in other regions. We lack evidence on the capacity-building activities that are effective in achieving desired aims and appropriate methodologies for evaluating success. AFFIRM was an NIMH-funded hub project including a capacity-building program with three components open to participants across six countries: (a) fellowships for an M.Phil. program; (b) funding for Ph.D. students conducting research nested within AFFIRM trials; (c) short courses in specialist research skills. We present findings on progression and outputs from the M.Phil. and Ph.D. programs, self-perceived impact of short courses, qualitative data on student experience, and reflections on experiences and lessons learnt from AFFIRM consortium members. AFFIRM delivered funded research training opportunities to 25 mental health professionals, 90 researchers and five Ph.D. students across 6 countries over a period of 5 years. A number of challenges were identified and suggestions for improving the capacity-building activities explored. Having protected time for research is a barrier to carrying out research activities for busy clinicians. Funders could support sustainability of capacity-building initiatives through funds for travel and study leave. Adoption of a train-the-trainers model for specialist skills training and strategies for improving the rigor of evaluation of capacity-building activities should be considered.

Reform clinical skill training model to improve performance of objective structured clinical examination

Objective To improve the mode of clinical medicine postgraduates for specialty degree by OSCE. Methods Clinical medicine postgraduates for specialty degree of Grade 2010 and 2011 were enrolled as research objects. The OSCE scores of the students of Grade 2010 were analyzed and the problems in clinical skills training were summarized. In the last year of clinical training for the clinical medical students of Grade 2011, the reform of clinical skills training was implemented with such improvement measures as publishing last year achievement, analyzing OSCE assessment, strength-ening the supervision of the department of clinical skill training, strengthening the examination as-sessment efforts and organizing collective training. And finally the OSCE scores of the students of Grade 2011 were compared with the scores of the students of Grade 2010. SPSS 19.0 was used to analyze the OSCE scores. Quantitative data were expressed as ±s. T test and Chi-squared test were em-ployed to do statistical analysis, with the inspection level of α=0.05. Result The graduate exami-nation OSCE scores of clinical medicine professional master's degree postgraduates of Grade 2010 display that the failure rate of SP, Physical, Surgical Operation, CPR and Case analysis are more than 5%. After the improvement of clinical skill training, using independent samples t test and chi square test, and contrasting grade 2010, the failure rate of the OSCE score of Grade 2011 in physical examination, surgical operation, site emergency station, CPR station, and case analysis station is significantly improved (P<0.05). Conclusions Improving the mode of clinical skill training by OSCE and performance analysis can effectively enhance clinical competence. Key words: Objective structured clinical examination; Clinical skill evaluation; Graduation examination

Development and Validation of a Novel Skills Training Model for Retrograde Intrarenal Surgery.

The aim of this study is to validate a training model that combines the use of nonbiologic and biologic simulators as well as live porcine animal model in endoscopic retrograde intrarenal surgery (RIRS). A total of 60 urologists took part in this study, and the activity lasted for 2 days. The training model was divided into three modules: Module-I, related to the acquisition of basic theoretical knowledge; Module-II, consisting of an internship with bench models; and Module III, in which animal models were used. First, trainees practiced with animals without using a lesion model (placement of an ureteral access sheath under fluoroscopic guidance and flexible ureterorenoscopy). Afterward, they practiced on a porcine animal model of bilateral renal lithiasis. Performance was measured using a validated global rating score and RIRS checklist score. Face and content validation as well as constructive validation provided by trainees in front of 15 experts were performed during the practice. Face and content validations were satisfactory. "Individual" constructive validity showed statistical significance between the first and the last time that trainees practiced on an animal model. Statistical significance was also found between trainees and expert scores. There were 73.4% of trainees who increased their skills by more than 40%. This RIRS training model allows for the acquisition of technical knowledge and skills as face, content, and constructive validation show. A structured use of nonbiologic, biologic, and animal model simulators allows the increase of RIRS skills.

Optimization and application of standardized basic clinical skill training model at teaching hospitals

This article focused on basic clinical skill training of Changhai Hospital, in such aspects as courses, teaching infrastructure, faculty competence, teaching pattern, evaluation system and incentives mechanism.These efforts aim at exploring the establishment of a new clinical skills teaching model, which prove satisfactory and improving the standardized residents basic clinical skill training system. Key words: Standardized residents training; Basic clinical skill training; Model optimization

Education Model "Bandongan" for Farmers Society of Agricultural Skills Training in the Background of Sosioculture "Pesantren" in East Java*

This study aims to describe and understand the implementation of skills training Model Bandongan for the peasant society the background of sociocultural pesantren East Java. Bandongan is a pattern of skills training with a group approach typical pesantren which resulted humans as a whole. Pesantren is Islamic boarding school. Thus, social change rural farming communities sociocultural background pesantren always nuanced relegius. The study used qualitative research methods with a knife phenomenological analysis, to understand the actions of individuals based because motives and in order to motives. The results showed that the actions of individual actors indigeniuos education model bandongan a social change the village-based pesantren is different. Meaning the actions of coaches influenced by the understanding of the Holy Quran, Al-Hadith, and the yellow idol, the character of institutions, and traditions. Meaning action peasant society based on: (1) religious social rationality of the economic rationality, (2) the rationality of faith and piety to God almighty one, (3) the rationality of justice for society and religious life. The findings are contrast to the thesis Geertz. Geertz view ignores the existence of the influence of the holy book, idol, character and local tradition. In these research findings, it has proven to give orders against one's actions. DOI: 10.5901/mjss.2015.v6n5p515

Novel Open Vascular Surgery Skills Training Model Accurately Differentiates Level of Vascular Surgical Skills (Forceps Handling, Needle Driving, and Knot Tying) in General Surgery Residents, Vascular Surgery Residents, Fellows, and Faculty

Novel Open Vascular Surgery Skills Training Model Accurately Differentiates Level of Vascular Surgical Skills (Forceps Handling, Needle Driving, and Knot Tying) in General Surgery Residents, Vascular Surgery Residents, Fellows, and Faculty

Sometimes, It Takes a Village

In 2012, West Kentucky Community and Technical College (WKCTC) began work on a groundbreaking program, Accelerating Opportunity (AO), which targeted students who are deficient in math, reading, or writing. What is different about the AO program is students work in a cohort, with one advisor and strong support services. The program uses Washington State Board for Community & Technical Colleges' (2013) Integrated Basic Education and Skills Training (I-BEST) model of instruction, as well as a success coach assist students in overcoming obstacles their education. A team-teaching approach allows students in the AO program bypass some, or all, of their developmental classes. The program's success coach component supports the student during the enrollment process by assisting students with financial aid, admission, assessment, and advising. In addition, a career center provides coaching students for job placement, resume writing, and interviewing skills, as well as a basic instructor who serves as a success coach once classes begin by using intrusive counseling in the classroom. Intrusive counseling is preferred because the student is not only advised on academic issues, but life issues as well, with the hope of building comprehensive success strategies. Potential road blocks student success are addressed by the coach and the student who work together find solutions. Adult Learner Realities In her 2013 article, Amy Milshtein states, learners bring life experiences, commitment, and eagerness share their life skills (p. 20). In the same article, Julia Hood, academic chair for organizational management at Nyack College, suggests, to be a success, we have treat adult learners differently (p. 22). Although concurring with both statements, we have found that adult learners in the AO program at WKCTC bring a multitude of real-life struggles into the classroom with them. Issues of attendance due a sick child or lack of transportation aside, students in the AO program also struggle with concerns of what cook for dinner or what clothes need laundering. Once home, helping children with homework and getting baths, while somehow finding time work on their own homework, are but a few of the WKCTC adult learners' daily struggles. It takes tireless effort and hard work, on the part of the student and the team of faculty, staff, and community partners associated with the AO program, find success for students facing these real-life hurdles. As coordinator of the AO program, I, Gwen, have encountered many students dealing with these issues. For example, I once ran into a student I knew near the advising center on campus. She told me she had just taken the placement exam and was going meet with an advisor register for nursing classes. I congratulated her, wished her success, and we parted ways. A week or so later, I saw her again and asked how things were going. She burst into tears and told me her lifelong dream had been become a nurse. However, her placement scores in language were low, as English is her second language, and she would not be able get into the nursing program. I asked her whether she had heard about the AO program and explained the opportunities the program could provide in helping her achieve her goal. She was excited she would have a chance earn a certificate as a nurse aid, while receiving help with her language skills. I let her know she would read books related health care in the program, and the AO program would provide supports help her achieve her goal. She cried again, but this time, tears of relief. The student has since enrolled in the AO program, earned two certificates (Medicaid Nurse Aid and Advanced Nurse Assistant) with a 4.0 grade point average (GPA) and tested out of all developmental classes. Adult Learner Choices At WKCTC, the AO pathway is Health Science Technology (HST). Health care is a demonstrated need in our local community, and HST provides a pathway that allows students earn certificates stackable toward an associate of applied science degree. …

Development and Evaluation of Two Canine Low-Fidelity Simulation Models.

Two self-made low-fidelity models for simulation of canine intubation and canine female urinary catheterization were developed and evaluated. We used a study design that compares acquired skills of two intervention groups and one control group in a practical examination. Fifty-eight second-year veterinary medicine students received a theoretical introduction to intubation and were randomly divided into three groups. Group I (high-fidelity) was then trained on a commercially available Intubation Training Manikin (item #2006, Veteffects), group II (low-fidelity) was trained on our low-fidelity model, and group III (text) read a text describing intubation of the dog. Forty-seven fifth-year veterinary medicine students followed the same procedure for training urinary catheterization using the commercially available Female Urinary Catheter Training Manikin (Paws 2 Claws), our self-made model, and text. Outcomes were assessed in a practical examination on a cadaver using an Objective Structured Clinical Examination (OSCE) checklist. Considering a value of p≤.05 significant, intervention groups performed significantly better than the text groups. Group I (high-fidelity) and group II (low-fidelity) showed no significant differences (p≤.684, intubation; p≤.901, urinary catheterization). We thereby conclude that low-fidelity models can be as effective as high-fidelity models for clinical skills training.

Blurring of boundaries in the doctor–patient relationship

Oncology is a specialty that can be enormously rewarding but is fraught with many challenges. Young oncologists have to master dealing with anxious patients who are facing a life-threatening disease; conveying the true prognosis; discussing the complexity of modern treatments; and explaining the unavailability of some drugs, the side-effects of treatment, and likely therapeutic aims. Evidence-based courses have been shown to help oncologists to communicate all these issues in a clear, honest, and empathic manner while maintaining realistic hopes about probable clinical outcomes. 1 Fallowfield L Jenkins V Farewell V Saul J Duffy A Eves R Efficacy of a Cancer Research UK communication skills training model for oncologists: a randomised controlled trial. Lancet. 2002; 359: 650-656 Summary Full Text Full Text PDF PubMed Scopus (689) Google Scholar However, getting closer to the emotional needs of patients and their families can put doctors at psychological risks unless they have skills to navigate the boundaries between personal and professional involvement.

Low-fidelity bench models for basic surgical skills training during undergraduate medical education.

It is remarkable the reduction in the number of medical students choosing general surgery as a career. In this context, new possibilities in the field of surgical education should be developed to combat this lack of interest. In this study, a program of surgical training based on learning with models of low-fidelity bench is designed as a complementary alternative to the various methodologies in the teaching of basic surgical skills during medical education, and to develop personal interests in career choice.

A new ex vivo animal simulation model for skills training in laparoscopic colorectal surgery

The opportunity for using simulation in medical training has expanded in recent years. 1–3 Laparoscopic surgery is an area that is ideally suited to the use of simulators for the acquisition of clinical skills. 4 Simulation allows educators to have control over pre-selected scenarios, without distressing patients or encountering complications. 5

SIMPLE SKILLS SECRETS: A VISUAL MODEL OF CORE COMMUNICATION SKILLS FOR GENERIC STAFF

BackgroundEvery healthcare worker, of any grade or role, can be faced with situations they find difficult to handle, particularly in end of life situations. Rolling out communication skills training to...

Training sozialer Fertigkeiten bei schweren psychischen Erkrankungen

To report about several approaches of social skills training and to evaluate the efficacy and key success factors in severely mentally ill adults. Systematic electronic literature search for systematic reviews and randomized controlled trials (RCTs) and assessment of the evidence. A variety of models for skills training have been designed and evaluated. In addition to the "basic" model and a "problem-solving" model of training there are complex programs consisting of several modules and specific approaches aimed to improve cognitive functioning or job related skills. Across all approaches, social skills training shows advantages in terms of raised social competence. Social skills training should be offered as a targeted treatment taking into account individual patient characteristics, impairments and needs. It is essential to deliver skills training within a comprehensive care concept combined with other elements focusing on generalization into the community setting.

Skills training of junior medical students: Can peer teaching be the solution?

Background. The system-based curriculum of the Medical College of Alzaiem Alazhari University, Sudan, entails skills training for pre-clerkship students. The increased demands on full-time trained clinical teachers cannot be solved by employing part-time staff owing to the poor financial incentives that are offered. Objectives. To verify the feasibility of implementing a peer tutor model for skills training of junior students and to establish whether this model can overcome the shortage of clinical teachers. Methods. Eight selected and trained peer tutors participated in teaching certain aspects related to the basic skills module to 2nd-year students ( N =144). Three sessions were prepared, conducted and implemented by peer tutors. The effectiveness of the experience was evaluated by an objective structured clinical examination (OSCE) and two questionnaires. Results. Junior students received the peer teaching sessions favourably and requested a continuation of the process. The performance of the tutees was good. Peer tutors enjoyed and benefited from this teaching method without it negatively affecting their own learning. Discussion. Our study demonstrated that a peer teaching educational model is feasible and can contribute to solving the problem of skills training of junior medical students. The peer teaching model is effective, provided the tutors are well trained and the educational experience is supervised. Conclusion. Peer-assisted learning is effective and beneficial for both tutors and tutees in resource-limited environments. It can contribute towards addressing the problem of skills training of junior medical students where there is a shortage of trained clinical teachers.

Non-technical skills training to enhance patient safety

Patient safety is an increasingly recognised issue in health care. Systems-based and organisational methods of quality improvement, as well as education focusing on key clinical areas, are common, but there are few reports of educational interventions that focus on non-technical skills to address human factor sources of error. A flexible model for non-technical skills training for health care professionals has been designed based on the best available evidence, and with sound theoretical foundations. Educational sessions to improve non-technical skills in health care have been described before. The descriptions lack the details to allow educators to replicate and innovate further. A non-technical skills training course that can be delivered as either a half- or full-day intervention has been designed and delivered to a number of mixed groups of undergraduate medical students and doctors in postgraduate training. Participant satisfaction has been high and patient safety attitudes have improved post-intervention. This non-technical skills educational intervention has been built on a sound evidence base, and is described so as to facilitate replication and dissemination. With the key themes laid out, clinical educators will be able to build interventions focused on numerous clinical issues that pay attention to human factor contributors to safety.

Feasibility of the Enhancing Participation In the Community by improving Wheelchair Skills (EPIC Wheels) program: study protocol for a randomized controlled trial

BackgroundMany older adults rely on a manual wheelchair for mobility but typically receive little, if any, training on how to use their wheelchair effectively and independently. Standardized skill training is an effective intervention, but limited access to clinician trainers is a substantive barrier. Enhancing Participation in the Community by Improving Wheelchair Skills (EPIC Wheels) is a 1-month monitored home training program for improving mobility skills in older novice manual wheelchair users, integrating principles from andragogy and social cognitive theory. The purpose of this study is to determine whether feasibility indicators and primary clinical outcome measures of the EPIC Wheels program are sufficiently robust to justify conducting a subsequent multi-site randomized controlled trial.MethodsA 2 × 2 factorial randomized controlled trial at two sites will compare improvement in wheelchair mobility skills between an EPIC Wheels treatment group and a computer-game control group, with additional wheelchair use introduced as a second factor. A total of 40 community-dwelling manual wheelchair users at least 55 years old and living in two Canadian metropolitan cities (n = 20 × 2) will be recruited. Feasibility indicators related to study process, resources, management, and treatment issues will be collected during data collection and at the end of the study period, and evaluated against proposed criteria. Clinical outcome measures will be collected at baseline (pre-randomization) and post-intervention. The primary clinical outcome measure is wheelchair skill capacity, as determined by the Wheelchair Skills Test, version 4.1. Secondary clinical outcome measures include wheelchair skill safety, satisfaction with performance, wheelchair confidence, life-space mobility, divided-attention, and health-related quality of life.DiscussionThe EPIC Wheels training program offers several innovative features. The convenient, portable, economical, and adaptable tablet-based, home program model for wheelchair skills training has great potential for clinical uptake and opportunity for future enhancements. Theory-driven design can foster learning and adherence for older adults. Establishing the feasibility of the study protocol and estimating effect size for the primary clinical outcome measure will be used to develop a multi-site randomized controlled trial to test the guiding hypotheses.Trial registrationClinical Trials NCT01740635.

Mindfulness and acceptance models in sport psychology: A decade of basic and applied scientific advancements.

It has been over a decade since the mindfulness and acceptance-based practice models that were originally developed within the mainstream clinical psychology domain were first applied in the sport context in order to enhance the athletic performance and overall psychological and general well-being of competitive athletes. Since that time, as mindfulness and acceptance-based interventions gained empirical support for the treatment of a broad range of clinical syndromes and difficulties, numerous important theoretical and empirical developments have also added to the scientific base for these procedures with athletic clientele and have provided some empirical support for the use of these theoretical models and associated intervention procedures. Thus, the present article retraces the past 11 years to provide a comprehensive update on the state-of-the-science with respect to the use of mindfulness and acceptancebased interventions for the purpose of enhanced athletic performance. The article sequentially discusses the theoretical development of these procedures for use with athletic clientele, provides an overview of the empirical research in both basic and applied science with respect to mechanisms of action and intervention efficacy, and suggests future research directions that may aid in the evolution of this approach.Keywords: mindfulness, acceptance, mindfulness-acceptance-commitment, sport psychology, performance enhancementIt has now been more than a decade since mindfulness and acceptance-based interventions were proposed for the purpose of enhanced athletic performance and overall psychological and general well-being of athletic clientele (Moore & Gardner, 2001). Since then, theoretical and empirical developments have added to the knowledge base and have built a scientific foundation for the use of these models and procedures. The current article looks back over the past 1 1 years and provides a comprehensive update on the state-of-the-science with respect to the use of mindfulness and acceptance-based interventions for the purpose of athletic performance enhancement. The article begins with a discussion of the theoretical development of these procedures for use with athletic populations, follows with a discussion of empirical research in both basic and applied science with respect to mechanisms of action and intervention efficacy, and highlights future research directions that may prove fruitful in the evolution of this approach.Development of Mindfulness and Acceptance ModelsOver the last decade, based on contemporary research in clinical psychology and the emotion sciences that has challenged the notion that internal experiences (such as cognitions, emotions, and physiological sensations) need to be controlled or lessened in order to enhance psychological functioning (Hayes, Strosahl, & Wilson, 1999), mindfulness and acceptance-based models have been developed for the enhancement of performance with competitive athletes (Gardner & Moore, 2004; Moore & Gardner, 2001) just as they have with clients presenting with a broad range of clinical syndromes and difficulties (Fairholme, Boisseau, Ellard, Ehrenreich, & Barlow, 2010). The primary focus of mindfulness and acceptance-based models is to promote a modified relationship with internal experiences (i.e., cognitions, emotions, and physiological sensations), rather than seeking to change their form or frequency (Gardner & Moore, 2007). In direct contrast to the traditional control-based psychological skills training model developed by Meichenbaum (1977) more than 35 years ago, which views the attainment of an optimal internal state as necessary for peak athletic performance, the foundation of mindfulness and acceptance-based models suggests an essentially opposite perspective. The mindfulness and acceptance-based models suggest that optimal performance does not require the reduction or volitional control of internal states at all, but rather, requires (a) a nonjudging (i. …

The Validation of an Endoscopic Sinus Surgery Skills Training Model: A Pilot Study

Performing functional endoscopic sinus surgery (FESS) requires a trainee surgeon to develop both thorough anatomic understanding and new manual dexterity skills. Traditionally, these skills were learned in the operating room setting. In an era of available surgical simulation, this practice introduces ethical concerns about exposing patients to unnecessary risks during surgical skills development. Additionally, cost-effective rhinologic training has become increasingly important. To address these problems, a low-cost, intermediate-fidelity FESS training model was developed, and both speed and accuracy of task completion were measured to assess both immediate and intermediate-term skills retention. Preliminary data were collected on 12 medical students and 10 resident-level (PGY1, -2, and -3) learners. Distinct tasks were performed five times on the initial day of testing and repeated after 2 weeks. Both groups attained statistically significant improvement in time to complete both tasks by the second iteration of each task and retained this effect after 2 weeks. Similarly, statistically significant improvement was seen for accuracy relative to the initial attempt by the fifth iteration for residents. This effect was also seen by the third through fifth iterations and after 2 weeks for students. Additionally, when the 2-week follow-up testing was compared with the fifth attempt, the only skills that deteriorated significantly were the resident group with the complex task times and the students with measures of accuracy. However, in both cases a highly significant improvement from initial attempts was maintained (p = 0.02 and p = 0.005, respectively). Residents were significantly faster than medical students at both simple and complex tasks for attempts 1 through 4, but this difference was not significant for attempt 5 and after 2 weeks. Residents had significantly fewer errors for all but the 2-week data point. The data from this pilot study support improved FESS skills for both medical students and residents using this low-cost, intermediate-fidelity model.

Robotic assisted LEGO ® construction as a model for robotic microsurgery skills training

The application of robotic assisted microsurgery has been expanding. However, training is necessary. Current training models (rodent or cadaver) are quite tedious and expensive. This study assesses the use of robotic assisted Lego®construction for skills training.

Simulation in clinical teaching and learning

Simulation-based education (SBE) is a rapidly developing method of supplementing and enhancing the clinical education of medical students. Clinical situations are simulated for teaching and learning purposes, creating opportunities for deliberate practice of new skills without involving real patients. Simulation takes many forms, from simple skills training models to computerised full-body mannequins, so that the needs of learners at each stage of their education can be targeted. Emerging evidence supports the value of simulation as an educational technique; to be effective it needs to be integrated into the curriculum in a way that promotes transfer of the skills learnt to clinical practice. Currently, SBE initiatives in Australia are fragmented and depend on local enthusiasts; Health Workforce Australia is driving initiatives to develop a more coordinated national approach to optimise the benefits of simulation.