Post-workshop Questionnaires Research Articles

Adult social care training for newly-qualified doctors from general medical practice: A pilot project, doctors and social workers learning together

ABSTRACT This article reports findings from a pilot project evaluation, involving workshops for newly qualified doctors training as general practitioners (GPs). The learning project, designed as part of GP training programmes in one English city, focused on strengthening newly qualified doctors’ knowledge of social work practice in adult social care. The evaluation reported here used pre- and post-workshop questionnaires and GP and social worker participants’ discussions, presenting quantitative questionnaire data (from Phase one) and qualitative discussion data (from Phase Two). GP trainees from eight programme sites (n = 221) took part in Phase One; in Phase two, GP trainees were joined by 13 social workers from local adult social care teams. We gathered data about trainees’ prior experience and training, pre- and post-workshop levels of knowledge confidence and attitudes towards working with social workers/others in adult social care, including knowledge of the Care Act 2014 requirements (including prevention and reduction of the need for care where this is possible and safe). Overall findings demonstrate that this workshop training impacted positively on knowledge and understanding gained by trainee GPs in key areas including knowledge of social care referral routes, adult safeguarding and reciprocal roles of adult social workers and GPs.

How to Deal With Sexual Changes During and After Pregnancy: Results of a Brief Psycho-Educational Workshop With Future and New Parenting Couples.

After documenting parenting couples' needs regarding perinatal sexuality, this study developed and evaluated a brief psycho-educational workshop on perinatal sexuality. Participants (16 future and 17 new parents) completed five steps: (1) online questionnaire (T1) assessing needs toward the workshop and sexoperinatal knowledge, attitudes, and perceptions; (2) 2-hour online workshop on perinatal sexuality; (3) post-workshop satisfaction questionnaire; (4) 1-month (T2) and (5) 2-month (T3) post-workshop questionnaires with the same measures as in T1. One month after the workshop, knowledge, attitudes, and perceptions toward perinatal sexuality increased significantly. Sexoperinatal interventions from health-care workers are still uncommon, although there is a need for information and support. This brief online workshop is promising for better education and empowerment of parenting couples regarding perinatal sexuality.

Learning mechanisms and outcomes of an interprofessional molecular pathology workshop for residents

The developments in targeted therapies and molecular pathology have changed the classification of tumors and precision oncology. Pathologists and clinical scientists in molecular pathology and oncologists have regular multidisciplinary meetings and are responsible for translating molecular results into an appropriate treatment plan. This requires expertise and skills to be effective team players. Interprofessional collaboration (IPC) is essential for professionals in medicine; however, learning opportunities in current resident training are limited. This narrative study explores the collaborative output and learning mechanisms of interprofessional learning (IPL) of residents of different disciplines in the Morphology & MolecularPLUS workshop and its preparation. Topics that were discussed in the workshop were technologies for the detection of mutations, copy number variations, tumor mutational burden, and circulating tumor DNA (ctDNA) analysis in the context of differential diagnosis and precision oncology. Data were collected by analyzing pre- and post-workshop questionnaires and interviews. An interprofessional team of three residents of each hospital had to be formed by one of the residents, which was challenging as not all residents from a hospital knew each other. Residents reported to have got to know each other and have learned about each other's roles and perspectives. They gained knowledge of molecular pathology and the added value of IPC, in particular, for residents early in their training. Enabling meetings for medical residents of different disciplines to get acquainted was perceived as the most facilitating factor for IPL. Time constraints as the biggest barrier in daily practice. We recommend offering IPL activities as early as possible in residency programs.

Computational Thinking for Primary School Teachers: Building Problem-Solving and Literacy Skills

Problem-solving is one of the skills that is crucial to equip students to face a variety of challenges in the future as well as related to the development of their lifelong literacy skills. One of the potential solutions for promoting students’ problem-solving skills is introducing Computational Thinking. However, in the context of schools in East Kalimantan, both teachers and students have not been familiar with Computational Thinking. Therefore, this current pilot study aimed at introducing Computational Thinking to teachers, especially primary school teachers, by developing a workshop and a module suitable to the local contexts and needs. This study involved 22 primary school teachers from Kutai Kartanegara Regency who had no prior knowledge and experience concerning Computational Thinking. The teachers were trained the basic concepts of CT and how to implement CT in the class especially in relation to literacy aspects. Afterwards, the teachers were assigned to develop a CT-infused lesson and did a self-reflection on the process. The findings from the post-workshop questionnaires indicated that most teachers showed positive attitudes towards CT and implementing CT in their lessons. Furthermore, they also voiced out that they would like to learn further about CT, particularly related to Literacy and the Minimum Competency Assessment (AKM).

Capacity building for the identification, mitigation, and communication of DURC in Pakistan: A cross-sectional study

The increasing threat posed by state and nonstate actors seeking to misuse scientific and technological developments means it is more important than ever to ensure the responsible conduct of life sciences research, biosecurity research, and dual-use research of concern (DURC). Pakistan has a rapidly growing research environment and, being a signatory to the Biological Toxins and Weapons Convention, is committed to raising DURC awareness among its researchers. To this end, a series of five workshops were conducted in Pakistan between July 2018 and January 2020 with the support of the United States organization Health Security Partners. The workshops targeted universities offering postgraduate programs in life and medical sciences. The purpose of the workshops was to enable participants to understand the concept of DURC, review their own research, determine if any of their experiments may be DURC, identify potential risks while conducting the research, and develop protocols to mitigate DURC threats. A pre-and post-workshop questionnaire evaluated the knowledge of the participants. Evaluations of both the course and facilitators were obtained at each workshop.

Learning to swallow together: Medical and speech and language therapy student interprofessional learning about dysphagia

BACKGROUND: Interprofessional education (IPE) is considered to be a necessary step in preparing the healthcare workforce for collaborative patient care. Dysphagia, a complex health condition, requires collaboration between disciplines such as medicine (MED) and speech and language therapy (SLT). Therefore, both disciplines must have a shared understanding of dysphagia management within the context of interprofessional care. OBJECTIVE: This study investigated MED and SLT students’ shared learning about dysphagia management following an IPE workshop. The student experience of IPE was also explored. METHODS: Fifty students participated in one 3-hour classroom-based IPE dysphagia workshop which was appraised through a questionnaire completed immediately before and following the workshop. Within- and Between-Group analysis evaluated change in knowledge about dysphagia management. Comments related to student learning experiences were examined using a qualitative description approach. RESULTS: 98%of students (24 MED; 25 SLT) completed pre- and post-workshop questionnaires. Wilcoxon Signed-Rank tests indicated statistically significant post-workshop growth in knowledge of symptoms (p < 0.001) and medical conditions (p < 0.001) related to dysphagia. Students reported increased confidence in their ability to identify dysphagia (p < 0.001). Greater understanding of interprofessional roles was observed post-workshop, notably nursing (p < 0.05), pharmacy (p < 0.05), occupational therapy (p < 0.05) and physiotherapy (p < 0.001). While recognised as beneficial to shared learning and appreciation of different discipline perspectives, both cohorts found IPE challenging. CONCLUSIONS: Classroom-based IPE is an appropriate approach for shared learning about complex health conditions which require interprofessional care. Including patient-facing activities would further enhance student learning. While students found IPE challenging, they identified several benefits related to their professional development.

Student Academy: A Pilot Design Thinking Workshop to Teach Community Medicine.

The medical literature shows that social determinants of health have a significant impact upon health outcomes. However, health professionals often lack the skills to address these determinants at the systems-level. Therefore, we developed a Design Thinking workshop to teach about health-related social needs and to practice designing person-centered solutions. We piloted the workshop with 53 medical and physician assistant students; 69.8% responded to the post-workshop questionnaire. Nearly 80% of students agreed the workshop helped them understand the effect of context on clinical outcomes and demonstrated how to design patient-centered solutions. However, only 50% of respondents anticipated using the Design Thinking methods in their future practice. We need to identify more effective ways to demonstrate the practical application of Design Thinking to clinical work settings.

P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop

Abstract Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p < .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.

Development of 'Coaching' Model in 'Pumping-HR' Based Human Resource Development Model

<p><em>Coaching is a partner of development in which a coach supports a learner in achieving a specific personal or professional goal by training and counselling. The pumping HR Model is one of the HR development models based on the iceberg theory, which is divided into the areas of the unconscious (unconscious region), pre-conscious (pre-conscious region) and conscious (conscious region). The pumping HR Model places the unconscious as a function of the heart, the pre-conscious as a function of the brain and the conscious as a sensory function of human resources (HR). In practice, Pumping HR Model touches on 3 basic components of human resource development, namely character development, competency development and behaviour development. This research goal is the purpose of this study is to prove that the Pumping HR model can be used as a model in the coaching process. The method used is </em><em>qualitative descriptive & Integrating theory. Research data were obtained through a Focus Group Discussion (FGD) and post-workshop questionnaire. The results of this research: Pumping HRM Coach is unique and can be one of the human resource development models with a coaching approach.</em><em></em></p>

SafePsych: improving patient safety by delivering high-impact simulation training on rare and complex scenarios in psychiatry

IntroductionDespite an evidence base demonstrating simulation to be an effective medical education tool, it is not commonly used in postgraduate psychiatry training as it is in other medical specialties.ObjectiveThis paper...

Impact of a Multifactorial Educational Training on the Management of Preterm Infants in the Central-Eastern European Region.

Background: Differences in management and outcomes of extremely preterm infants have been reported across European countries. Implementation of standardized guidelines and interventions within existing neonatal care facilities can improve outcomes of extremely preterm infants. This study evaluated whether a multifactorial educational training (MET) course in Vienna focusing on the management of extremely preterm infants had an impact on the management of extremely preterm infants in Central-Eastern European (CEE) countries.Methods: Physicians and nurses from different hospitals in CEE countries participated in a two-day MET in Vienna, Austria with theoretical lectures, bedside teaching, and simulation trainings. In order to evaluate the benefit of the workshops, participants had to complete pre- and post-workshop questionnaires, as well as follow-up questionnaires three and twelve months after the MET.Results: 162 participants from 15 CEE countries completed the two-day MET at our department. Less invasive surfactant administration (LISA) was only used by 39% (63/162) of the participants. After the MET, 80% (122/152) were planning to introduce LISA, and 66% (101/152) were planning to introduce regular simulation training, which was statistically significantly increased three and twelve months after the MET. Thirty-six percent and 57% of the participants self-reported improved outcomes three and twelve months after the MET, respectively.Conclusion: Our standardized training in Vienna promoted the implementation of different perinatal concepts including postnatal respiratory management using LISA as well as regular simulation trainings at the participants' home departments. Moreover, our MET contributed to dissemination of guidelines, promoted best-practice, and improved self-reported outcomes.

Training university students as vaccination champions to promote vaccination in their multiple identities and help address vaccine hesitancy

Introduction: Covid-19 related vaccine hesitancy is a major problem worldwide and it risks delaying the global effort to control the pandemic. Covid-19 vaccine hesitancy is also higher in certain communities. Given that prescriber recommendation and community engagement are two effective ways of addressing vaccine hesitancy, training university students to become vaccination champions could be a way of addressing hesitancy, as the champions engage with their communities in their multiple identities. Aim: This study aims to assess the impact of a pilot project conducted in the UCL School of Pharmacy that could pave a way of integrating vaccination championing in the pharmacy undergraduate curriculum to address vaccine hesitancy. Method: Participants completed a pre-workshop questionnaire, attended an online workshop, conducted vaccination-promoting action/s, and provided evidence via a post-workshop questionnaire. Result: Fifty three students completed the course. The students’ vaccination-promoting actions ranged from speaking with vaccine-hesitant family, friends and customers in the pharmacy, to posting on various social media platforms. Post-workshop showed an increase in the knowledge of participants regarding vaccination and a decrease in the belief of vaccine misconceptions. After attending the workshop, participants were more likely to engage with vaccine-hesitant friends, family, strangers and patients. They were also more likely to receive the Covid-19 vaccine for them and for their children.

Teaching virtue virtually: can the virtue of tolerance of diversity of conscience be taught online?

ABSTRACT This research, conducted at a midsize university, focused on the virtue of tolerance as it relates to an often-neglected area of diversity—diversity of conscience—defined as ‘legitimate differences of moral and religious conscience’. Tolerance is essential for fostering civility in our increasingly diverse societies and for promoting the free exchange of perspectives central to the mission of higher education. A short whiteboard animation video was created in an effort to teach the concept of tolerance of diversity of conscience in an engaging way. This video was embedded in an online workshop that also presented the cardinal virtues as accountability parameters for civil dialogue. The results from pre- and post-workshop questionnaires revealed that students increased in self-reported understanding of the concepts, and were able to apply knowledge of the concepts, thus providing support that this modality may be a useful first step in teaching tolerance of diversity of conscience.

Global safety in anaesthesia and surgery: Implications for anaesthesia in Pakistan.

The Lancet Commission report in 2015 highlighted the role of safe surgery and anaesthesia. They also gave a framework of recommendations, indicators and targets to achieve universal access to safe surgery. This article explores the applicability of these indicators in Pakistan namely; access to timely surgery, specialist surgical workforce diversity, surgical volumes, perioperative mortality rate, protection against impoverishing expenditure and protection against catastrophic expenditure.

A Concussion Education Programme for Motorsport Drivers: A Field-Based Exploratory Pilot Study

ABSTRACT Objective Concussion education strategies that improve knowledge and attitudes long term are needed. This exploratory study piloted an interactive concussion education program, adopting concepts from the learning sciences and attitude change literature, for the underserved and high-risk population of motorsports. Method Forty UK motorsport drivers (ages 16–20 years) participated. The workshop group received a two-phased workshop-based program. The comparison group received a concussion leaflet. Participants completed an adapted version of the Rosenbaum Concussion Knowledge and Attitudes Survey (RoCKAS-ST) at pre-, post- and 2-month follow-up. Within-group analysis for the workshop group explored the differential effect of the individual difference variable, Need for Cognition (NfC), and effectiveness was explored through post-workshop questionnaires and interviews. Results Unlike the comparison group, the workshop group showed a significant improvement in knowledge over time (F(2,58) = 45.49, p < .001, η2p = .61). Qualitative data indicated workshop-program participants developed safer attitudes toward concussion following programming. Preliminary evidence suggested individuals’ responses to concussion education aligned with differences in NfC. Conclusion This study piloted the first concussion education program for motorsport drivers and explored whether aligning educational provision with the NfC construct may help to improve program effectiveness. Findings are relevant to addressing the public health issue of concussion through educational approaches.

Experiences and lessons learned from two virtual, hands-on microbiome bioinformatics workshops.

In October of 2020, in response to the Coronavirus Disease 2019 (COVID-19) pandemic, our team hosted our first fully online workshop teaching the QIIME 2 microbiome bioinformatics platform. We had 75 enrolled participants who joined from at least 25 different countries on 6 continents, and we had 22 instructors on 4 continents. In the 5-day workshop, participants worked hands-on with a cloud-based shared compute cluster that we deployed for this course. The event was well received, and participants provided feedback and suggestions in a postworkshop questionnaire. In January of 2021, we followed this workshop with a second fully online workshop, incorporating lessons from the first. Here, we present details on the technology and protocols that we used to run these workshops, focusing on the first workshop and then introducing changes made for the second workshop. We discuss what worked well, what didn’t work well, and what we plan to do differently in future workshops.

Hands-On Workshops Improve Emergency Department Physicians' Self-Reported Understanding of Pediatric Hand Injuries.

The aims of this study were to assess emergency department (ED) physician perception of hand injuries and improve their understanding and confidence in treating these injuries. Combined didactic and hands-on workshops for ED physicians were developed and run by a team of medical students, plastic surgeons, and ED physicians. The workshops consisted of a short review by a hand surgeon followed by hands-on sessions involving radiograph assessment, administration of local anesthetic, closed reduction, and splinting. Two sessions, 6 months apart, were provided. The workshops were evaluated using preworkshop and postworkshop questionnaires to assess the following domains: confidence and competence in treating hand injuries, knowledge of basic hand injury care, and feedback on the intervention itself. Fifty physicians participated in the workshops. After the workshops, physician recognition of hand fracture reduction as a critical skill increased. Self-efficacy ratings of fracture assessment, administration of local anesthetic, performing a reduction, and applying postreduction immobilization increased. Median scores on knowledge-testing questions also increased postintervention from 73.3% (95% confidence interval, 70.2-78.5) to 86.7% (95% confidence interval, 79.3-86.2) (P < 0.05). Finally, physicians reported that they found the intervention educational, useful, and important, and approximately 90% of participants indicated they intended to change their practice based on this intervention. Knowledge sharing between specialists and generalists through combined didactic and hands-on workshops is an effective and well-received method of refining physician knowledge and increasing confidence in treating subspecialty-specific clinical presentations.

Evaluation of a mental health first aid workshop for healthcare professionals

AimsAnnually, 1 in 4 people in the UK will experience a mental health problem. Alongside the approach of increasing awareness of the issue amongst the general population, there is a drive to deliver training and education on the recognition and management of mental health crises. Limited resources exist to aid healthcare professionals in delivering mental health first aid (MHFA), with the vast majority focussing on lengthy training courses. Small group problem-based learning (PBL) is utilised widely in medical education and this modality offers advantages in deliverability, audience participation and experiential learning. Our aim was to deliver and explore the effectiveness of a PBL MHFA workshop to various healthcare professionals.MethodAs part of an Emergency Medicine Mental Health Education day, we delivered four 30-minute PBL MHFA workshops. These involved an introduction to MHFA, followed by an interactive discussion of 4 mental health simulated cases, whereby participants anonymously answered a range of questions using the web-based platform Mentimeter. We devised a simple MHFA A,B,C,D,E acronym to bring structure to problem solving. Pre- and post-workshop questionnaires were used to assess outcomes using Likert scales to measure various aspects of MHFA (1 = strongly disagree and 5 = strongly agree). Statistical significance was calculated using T-Test with P &lt; 0.05 defining statistical significance.ResultA total of 28 professionals attended the workshops, 20 (72%) completed both the pre and post workshop questionnaire. 19 (76%) were nurses (5 Registered Mental Health Nurses and 14 Registered General Nurses), 3 (12%) were doctors, 2 (8%) were HCA's and 1 was a policeman. 15 (75%) of the participants reported historically having had the need to deliver MHFA but only 3 (15%) had previously received training. After the workshop, participants reported significantly increased understanding [3.0 to 4.3 (p &lt; 0.05)] and confidence in delivering MHFA [3.05 to 4.30 (p &lt; 0.05)]. There was significantly improved confidence in assessing risk [3.03 to 4.05], calling for appropriate help [3.45 to 4.35] and de-escalation techniques [3.05 to 4.15].ConclusionTo our knowledge this is the first mini PBL-based MHFA workshop. We have demonstrated that the PBL workshop setup is an effective means to deliver training on MHFA. We recognise the importance of MHFA training reaching a larger audience and its potential value if incorporated into national healthcare training programmes and made available to the general public.

The use of drama and theatre in enhancing communication skills of psychiatry trainees: a pilot study

AimsVarious methods have been employed in the development of communication skills. This pilot study was designed to assess the acceptability, feasibility and cost-effectiveness of a specially designed workshop exploring the use of drama and theatre in enhancing the self-reported communication skills of psychiatry trainees. As a secondary aim, it assessed if the value of the improvements translated both into clinical practice and to training situations, including success in the Royal College of Psychiatrists (RCPsych) Clinical Assessment of Skills and Competencies (CASC) examination.MethodA three-day drama and theatre workshop was organised in the West Midlands Deanery in conjunction with specialist instructors from performing arts at the Hearth Centre, Birmingham. The Tension State technique developed by Jacques Lecoq and Forum Theatre approach, were some of the methods employed to enable participants to develop the softer, but essential communication skills required for effective practice. Work was also undertaken focussing on self-regulation. Fourteen trainees completed the first day of the workshop. This pilot study utilised a mixed methodology to evaluate participants’ views of the perceived impact of using drama and theatre to enhance their communication skills. Feedback was obtained from organisers and facilitators specifically relating to feasibility and cost effectiveness. Data were collected from participants using pre and post-workshop questionnaires and focus groups.ResultAll participants reported a positive and enjoyable experience, indicating that the approach was acceptable to those involved. The facilitators deemed this more novel approach to enhancing communication skills feasible, and cost effective and concluded that there was scope to incorporate it into routine psychiatry training in the area. It was however identified that the content of the workshop could be condensed, reducing the length therefore to two days. There was a notable increase in participants’ self-reported confidence in their communication skills post compared to pre-workshop. Trainees reported utilising the techniques in day-to-day practice. All of those participants who undertook the CASC examination during the workshop were successful, although it would be too presumptive to assume a causative effect. The workshop was completed without any adverse events and there were no concerns from a safety perspective.ConclusionDrama and theatre, as a novel approach, appears to have noticeable benefits in enhancing the communication skills of psychiatry trainees. The success of this pilot study in demonstrating acceptability, feasibility and cost effectiveness, suggests that drama and theatre techniques could be easily incorporated into psychiatry training and potentially other medical education programmes.

Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach

ABSTRACT As increasingly more Chinese kindergarten teachers attend continuing professional development (CPD) based on pedagogies of international early childhood education and care (ECEC), it is imperative to explore how to address the well-documented rhetoric/practice dissonance that teachers fail to enact what they learn from CPD to enhance their everyday practice. We used a CPD workshop based on English play-based pedagogy as an opportunity to collect first-hand data from Chinese kindergarten teachers through pre- and post-workshop questionnaires and semi-structured interviews at six-month follow-up, in order to shed light on characteristics of effective CPD provision. The findings suggest that CPD based on international ECEC pedagogies should endeavour to promote Chinese kindergarten teachers’ agency at both collective and individual levels by providing integrated learning that aims at enhancing capability and reflexivity in cultural integration, that is, to integrate international pedagogies with culturally acceptable practices under the regimes of cultural and sociopolitical norms in Chinese ECEC system. Characteristics of integrated learning are proposed. To promote culturally sensitive teacher agency in CPD for Chinese kindergarten teachers has profound implications on building a quality workforce in Chinese ECEC.