Practice-based Group Research Articles

Comparison of a practice-based versus theory-based training program for conducting vacuum-assisted deliveries: a randomized-controlled trial

PurposeVacuum-assisted deliveries (VAD) are complex procedures that require training and experience to be performed proficiently. We aimed to evaluate if a more resource intensive practice-based training program for conducting VAD is more efficient compared to a purely theory-based training program, with respect to immediate training effects and persistence of skills 4–8 weeks after the initial training.MethodsIn this randomized-controlled study conducted in maternity staff, participants performed a simulated low-cavity non-rotational vacuum delivery before (baseline test) and immediately after the training (first post-training test) as well as 4–8 weeks thereafter (second post-training test). The study’s primary endpoint was to compare training effectiveness between the two study groups using a validated objective structured assessment of technical skills (OSATS) rating scale.ResultsSixty-two participants were randomized to either the theory-based group (n = 31) or the practice-based group (n = 31). Total global and specific OSATS scores, as well as distance of cup application to the flexion point improved significantly from baseline test to the first post-training test in both groups (pall < 0.007). Skill deterioration after 4–8 weeks was only found in the theory-based group, whereas skills remained stable in the practice-based group.ConclusionA practice-based training program for conducting VAD results in comparable immediate improvement of skills compared to a theory-based training program, but the retention of skills 4–8 weeks after training is superior in a practice-based program. Future studies need to evaluate, whether VAD simulation training improves maternal and neonatal outcome after VAD.

Approaches to co-construction of knowledge in teacher learning groups

We investigated approaches to knowledge co-construction in teacher learning groups (TLGs), changes in teaching and understanding of teaching perceived by TLG participants, and supportive and inhibiting conditions for knowledge co-construction in TLGs. Interviews with 39 teachers revealed three approaches to knowledge co-construction in TLGs based on the knowledge source used: practice-based, research-informed, and research-based. All teachers reported changes in teaching and understanding of teaching. Participation in research-informed and research-based teacher learning groups seemed to affect teachers' teaching and understanding of teaching more deeply than participation in practice-based groups. Supportive school leadership appeared as a key condition for teachers’ knowledge co-construction.

Improving Comfort About Sex Communication Between Parents and Their Adolescents: Practice-Based Research Within a Teen Sexuality Group

Unplanned pregnancy and the contraction of sexually transmitted diseases continue to be prevalent problems among adolescents. These problems often result in adverse health, social, and economic consequences for teenagers and their families. Previous research has explored the impact of parent–teen communication on reducing risk-taking sexual behaviors by adolescents. Discomfort with this topic of discussion has been identified as a barrier to effective familial sex communication. Currently, there is little practice-based information concerning interventions designed to improve communication comfort about sexually related issues within families, especially between parents and their adolescents. Therefore, this article describes a time-limited psychoeducational group designed to increase familial comfort in communicating about sex. In four group sessions, six courtordered adolescents between the ages of 14 and 18 and their parents were provided information on teen sexuality along with skill building in the area of communication and decision making. At the end of this practice-based group, evaluation of the data indicated significant improvements in communication comfort levels among participants. The results are discussed, and the limitations of the intervention are reviewed. Implications for future research and practice with parents and their adolescents are also examined. [Brief Treatment and Crisis Intervention 5:379–390 (2005)]