Learning Confidence Research Articles

Impact of an Interactive, Animation-Based Electroencephalography Curriculum on Learner Confidence and Knowledge

BackgroundThere is a national need for innovative electroencephalography (EEG) education with efficacy evaluated by rigorous statistical analysis. We created a dynamic, online resource that includes a series of animated videos at a single academic medical center. MethodsFor the animations and interactive module, we used VideoScribe and Articulate, respectively. The module comprised three chapters: (1) Origin & Technical Aspects of EEG, (2) Normal Adult EEG in Wakefulness & Sleep, and (3) Abnormal EEG, with appendices on artifacts, variants, activation procedures, seizure/epilepsy classification, and neonatal/pediatric EEG. The curriculum and knowledge assessments were reviewed independently by two fellowship-trained physicians before distribution. Linear mixed-effects models with bootstrapping were used to compare paired pre- and post-tests as well as Likert scale questionnaires. ResultsForty-nine learners participated in the pretest survey; 38 matched participants completed post-tests (78%). Learners across fields perceived benefit (100% would recommend to colleagues), indicated improved self-efficacy (P < 0.0001), and performed better on post-test knowledge assessments (54.1 vs 88.2%, P < 0.0001). In the neurology providers subgroup (n = 20), pretest scores correlated with years in training (Spearman r = 0.52, P = 0.039), neurology rotations (r = 0.70, P = 0.003), epilepsy/EEG rotations (r = 0.6, P = 0.014), and EEG teaching hours (r = 0.62, P = 0.01); content knowledge and self-efficacy improvement for neurology providers remained significant in a multivariate model adjusting for these covariates. ConclusionsThis animation-based, interactive EEG module proved effective in elevating learner confidence and knowledge across several medical specialties and training levels. Further study across institutions and subspecialties is needed to substantiate broad applicability, but our data appear promising for early EEG learners.

Meningkatkan Kemandirian Belajar Melalui Metode PBL Materi Mengembangkan Budaya Kasih Fase F Kelas XI SMA Negeri 2 Sekayam

Children's education is first of all the responsibility of parents, but schools and the Church are also involved in it. The role of parents, the role of society, the role of the Church, and the role of schools are the pillars of education. From the existing problems in PAK learning in class XI IPS 1 SMA Negeri 2 Sekayam to increase learning independence and good learning outcomes, this study aims to improve and improve the quality of learning in class XI IPS 1 SMA Negeri 2 Sekayam and help empower educators in solving learning problems in the form of innovative learning strategies that can be utilized by other educators who have similar problems. The method the author uses Problem-based learning (PBL) is a learning model in which students are faced with real problems and directed to solve them through investigation and problem solving. The goal is to develop higher-order thinking skills, inquiry, and learner confidence. In this classroom action research, researchers emphasize the dimension of independence based on the importance of character building and strong mental attitudes in the younger generation, especially in facing complex global challenges. This type of research is Classroom Action Research (PTK) which is carried out in collaboration between Catholic religious education teachers and researchers, the data is presented in quantitative descriptive. Data analysis techniques used Observation is a method or way to analyze and make systematic records of behavior to see or observe individuals or groups directly and draw conclusions by making conclusions from the results of research that refers to the formulation of the problem. The use of the Problem Based Learning model according to the syntax which includes orienting students to the problem, organizing students to learn, guiding individual and group investigations, developing and presenting results, analyzing and evaluating the problem solving process, is effective in helping to increase learning motivation and independence of students on the material of developing a culture of love in class XI IPS 1 SMA Negeri 2 Sekayam.

Validation of the Nursing Student Peripheral Intravenous Catheter Insertion Self-Confidence Scale.

Background and Purpose: It has been shown that nurse confidence predicts peripheral intravenous catheter (PIVC) insertion success. However, intravenous cannulation is a challenging skill for entry to practice students. To date, there is no well-validated measure of nursing student self-confidence in learning and performing PIVC insertion. To address this measurement gap, we created and validated the Nursing Student PIVC Insertion Self-Confidence Scale. Methods: This study employed a descriptive, cross-sectional design. Three cohorts of undergraduate entry-to-practice students at a Canadian university were recruited and assessed during their studies. Two hundred and eighty-one students completed the scale at the first data collection point and 146 at the second point. The structure of the tool was analyzed by exploratory factor analysis to extract factors and confirmatory factor analysis (CFA) was employed for validation. Results: CFA revealed a three-factor scale (PIVC Cannulation Confidence, PIVC Preparation and Securement Confidence, and PIVC Learning Confidence). It has 15 items with satisfactory goodness of fit indices. Conclusions: The Nursing Student PIVC Insertion Self-Confidence Scale is a valid and reliable scale to measure nursing students' confidence in learning about and performing PIVC insertions.

Abstract 11647: Effectiveness of Micro Continuing Medical Education at Improving Clinician Knowledge Related to the Management of Degenerative Mitral Regurgitation

Introduction: We sought to determine the impact of online CME consisting of micro-chapters on clinician knowledge related to the diagnosis and treatment of DMR. Methods: The educational initiative consisted of a collection of six online video-based micro-CME chapters, presented by 3 experts, allowing learners to choose the chapters for participation. The education effects were assessed using a repeated pairs pre-assessment/post-assessment study design, where individual participants served as their own control. McNemar’s tests (P&lt;.05) determined statistical significance overall in level of mastery of the content (made at least 1 more decision correctly or improved confidence in their correct decisions from pre- to post-education). At the question level, a paired-analysis confidence-based assessment (CBA) measured changes in competence and confidence in learners’ pre/post responses to identify learners who are correct and confidence (mastery), correct but not confident (doubt), incorrect or confident (uninformed), and incorrect but confident (misinformed). 1 question was asked per micro chapter. Results: Data from 115 cardiologists and 51 primary care physicians (PCPs) who completed the pre/post questions were included in the analysis. Improvements in percentage of correct decisions answered confidently were seen from pre- to post. Overall, 77% of cardiologists and 75% of PCPs improved their knowledge ( P &lt; .001). Further results highlight the percentage of correct decisions answered confidently before and after education, percent improvement from pre- to post-education, and percent increase in mastery/decrease uninformed for cardiologists and PCPs, respectively, organized by learning objective (Table). Conclusion: This study demonstrates the success of an online CME activity with micro chapters on improving knowledge of related to the diagnosis and management of DMR. Additional gaps were identified for future educational targets.

A71Evaluation of a co-produced Simulation Based Perinatal Mental Health Programme

NHS England’s Long-Term Plan for Mental Health highlights need to develop PNMH services and train staff ensuring service user involvement [1]. Women experiencing PNMH disorders often initially present to non-specialist healthcare professionals (NSHCP), meaning that they need specific training in assessment and management of PNMH disorders. A co-produced and co-facilitated simulation-based training programme in perinatal mental health was developed in 2019 by Sussex Partnership Specialist Perinatal Service in conjunction with University Hospital’s Sussex Simulation team. Primary Aim: Evaluate self-reported changes in confidence and competence of learners attending perinatal mental-health (PNMH) simulation training across multiple domains relating to assessment and management of PNMH problems. Secondary Aims: Evaluate impact of service user co-facilitation on PNMH simulation training; Assess whether participant demographics reflect training’s target professional groups. Service User Consultants (SUCs) were employed as faculty members and trained in simulation facilitation alongside professional faculty. Scenarios were developed in a multidisciplinary workshop, and aligned to the Health Education England (HEE) Competency framework in PNMH. Courses were co-facilitated by a Perinatal Psychiatrist and SUC. Data on participants’ confidence and knowledge across the competency framework domains was collated using a survey monkey questionnaire, pre and post-course. 242 responses were collected from participants from more than ten different staff groups e.g. junior doctors, (18%), health visitors (17%) &amp; midwives (26%). Participant confidence improved significantly across all training domains. 93.5% of participants graded contribution of SUCs either useful or very-useful. 99.2% found the simulation training useful or very-useful, with all participants agreeing their future practice would consequently change. The simulation-based training programme increased confidence and understanding of NSHCPs from across the PNMH care pathway, on a number of domains set by HEE PNMH competency framework. Participants were overwhelmingly in support of SUC involvement in the provision of valuable training which resembled real-life clinical encounters via scenarios.

A51Educational effectiveness of a high-consequence infectious disease training course using ultraviolet simulation

High-consequence infectious diseases (HCID) are pathogens which spread easily between people, have high mortality rates, and lack effective treatment [1]. Examples include Ebola and Lassa fever. Most emerging pandemics, including COVID-19, are initially classified as HCID. Assessment of patients with suspected HCID infection is an advanced procedural skill requiring application of enhanced infection control measures including patient isolation, personal protective equipment, and decontamination. There is a risk of healthcare worker infection if procedures are not followed [2]. HCID often present in non-specialist centres; there is a need for an accessible, educationally effective HCID course for NHS staff. We developed a course for clinicians in infectious disease and emergency medicine, in collaboration with the Health &amp; Safety Executive and clinicians in the UK-HCID network. The course uses a blended approach; theoretical components are taught with online learning. Practical components are taught with high-fidelity, multidisciplinary simulation using VIOLET, a mannequin which coughs, vomits and sweats ultraviolet markers ( Ultraviolet tracers are used to replicate contact and airborne transmission of infectious pathogens in simulation scenarios Between 01/12/22 and 01/04/23, 57 specialized clinicians participated. All participants passed post-course competency-based practical assessments. Participants demonstrated significant gains in knowledge between pre- and post-course tests (mean score 61% vs. 83%, This is the first HCID simulation course internationally using ultraviolet markers to allow visualization of contamination. The course appears to be an effective educational intervention and improves learner confidence in PPE use. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

HEEALing after an error – use of the novel mnemonic HEEAL to structure error disclosure to patients and peers

First, to determine the feasibility of providing a simple educational intervention using the HEEAL (Honesty, Empathy, Educate, Apology/awareness, Lessen the chance for future errors) mnemonic. Second, to assess the intervention’s ability to improve communication self-efficacy, knowledge and objective measures of error disclosure competence among providers. A 1-day (6-hour) pilot medical error curriculum was created to teach the HEEAL method of medical error disclosure to both patients and peers who have committed errors. The four-part curriculum consists of pre-intervention evaluation, HEEAL content lecture, rapid cycle deliberate practice (RCDP) with debriefing and post-intervention evaluation. This curriculum was repeated twice. The first training focused on medical error disclosure to patients’ families and the second on medical error disclosure to involved peers. Participating faculty developed, adapted and piloted simulation cases, skills checklists and knowledge questionnaires. The barriers to error disclosure assessment (BEDA) tool served as our confidence survey. Five additional questions developed and piloted by the research team were administered with the BEDA to assess learner confidence with peer–peer disclosure. Pre- and post-intervention written measures of knowledge and confidence (BEDA) were obtained for both iterations of the curriculum. Assessment of observed clinical skills was scored by the involved SP (standardized patient) immediately following the RCDP. An Fourteen learners completed all curricular components. Learners demonstrated statistically significant improvement in their confidence in medical error disclosure ( This pilot data suggest that the HEEAL intervention provides an effective and efficient way for medical educators to teach senior medical students how to provide competent error disclosure to both patients and peers.

Novel moving, handling and extraction simulation for students in a soft play area

Background: Emergency medical services often have to extricate patients from their location and take them to an ambulance. High-quality training is required to ensure patient and staff safety during moving, handling and extrication manoeuvres. This study aimed to determine student satisfaction and self-confidence regarding what they had learnt after a novel moving, handling and extrication simulation exercise in a children's soft play area. Methods: A mixed-methods cross-sectional survey was adopted, using the validated Student Satisfaction and Self-Confidence in Learning survey tool. Qualitative data were collected from an open question for additional comments. Student paramedics and student emergency medical technicians from one higher education institution completed four time-limited scenarios, each of which involved moving an immobile patient away from their environment. Descriptive statistics were determined for the participant characteristics and survey responses. Thematic analysis was performed on the qualitative data. Results: The student participants were aged 18–47 years and the majority were women. They were satisfied with both their learning and their self-confidence in what they had learnt after the simulation event, and felt their communication and teamwork skills had improved. They enjoyed the event more than classroom-based simulation. While they felt the simulation was realistic, suggestions were made to make it more so. Conclusion: Use of a children's soft play area for a moving, handling and extrication simulation provided student satisfaction and self-confidence in learning.

Implementing ultrasound-guided nerve blocks in the emergency department: A low-cost, low-fidelity training approach.

Managing acute pain is a common challenge in the emergency department (ED). Though widely used in perioperative settings, ED-based ultrasound-guided nerve blocks (UGNBs) have been slow to gain traction. Here, we develop a low-cost, low-fidelity, simulation-based training curriculum in UGNBs for emergency physicians to improve procedural competence and confidence. In this pre-/postintervention study, ED physicians were enrolled to participate in a 2-h, in-person simulation training session composed of a didactic session followed by rotation through stations using handmade pork-based UGNB models. Learner confidence with performing and supervising UGNBs as well as knowledge and procedural-based competence were assessed pre- and posttraining via electronic survey quizzes. One-way repeated-measures ANOVAs and pairwise comparisons were conducted. The numbers of nerve blocks performed clinically in the department pre- and postintervention were compared. In total, 36 participants enrolled in training sessions, eight participants completed surveys at all three data collection time points. Of enrolled participants, 56% were trainees, 39% were faculty, 56% were female, and 53% self-identified as White. Knowledge and competency scores increased immediately postintervention (mean ± SD t0 score 66.9 ± 8.9 vs. t1 score 90.4 ± 11.7; p < 0.001), and decreased 3 months postintervention but remained elevated above baseline (t2 scores 77.2 ± 11.5, compared to t0; p = 0.03). Self-reported confidence in performing UGNBs increased posttraining (t0 5.0 ± 2.3 compared to t1 score 7.1 ± 1.5; p = 0.002) but decreased to baseline levels 3 months postintervention (t2 = 6.0 ± 1.9, compared to t0; p = 0.30). A low-cost, low-fidelity simulation curriculum can improve ED provider procedural-based competence and confidence in performing UGNBs in the short term, with a trend toward sustained improvement in knowledge and confidence. Curriculum adjustments to achieve sustained improvement in confidence performing and supervising UGNBs long term are key to increased ED-based UGNB use.

A Study on the Inheritance Status and Enhancement Path of Chinese Ancient Poetry Art Songs Integrated into Vocal Music Teaching in Contemporary Colleges and Universities

Traditional culture with refined and meaningful words, beautiful verses and rich connotations. As a product of the fusion of East and West, Chinese ancient poetry art songs is a perfect fusion of the profound Chinese poems and Western elegant music creation techniques, which is the continuous development of the excellent traditional Chinese culture. Colleges and universities, as the main channel for the training of high-quality music talents, shoulder the important responsibilities of talent training, cultural inheritance and scientific research. Since the birth of Chinese ancient poetry art songs, there have been high requirements in vocal singing, mood shaping and cultural expression, etc. Therefore, integrating Chinese ancient poetry art songs into vocal teaching in colleges and universities can not only improve the students' vocal singing level and comprehensive cultural literacy, but also enhance the students' cultural self-confidence in learning and singing. However, it is found that the inheritance status of Chinese ancient poetry art songs integrated into vocal music teaching in colleges and universities is not optimistic, and there are problems such as insufficient attention of students, irrational curriculum facilities, lack of attention to the improvement of comprehensive quality, confusing use of teaching materials, and fewer opportunities for students to practise, and so on. Through the analysis of the causes, it is found that there are misunderstandings in the students' cognition, the teaching objectives are not clear enough, the teaching faculty is scarce, and the teaching ability needs to be improved. In view of the above problems, this study proposes that students should be guided to improve their value cognition and set up a correct sense of inheritance; teachers should clarify the teaching objectives and create a reasonable curriculum system; institutions should strengthen the training of teachers and enhance the ability of diversified teaching; institutions should encourage teachers to reasonably prepare teaching materials and provide a scientific teaching basis; and institutions and teachers should also actively develop practical activities and provide sufficient opportunities for exercise.

Satisfaction and self-confidence among nursing students with simulation learning during COVID-19

AimThis survey aimed to investigate nursing students’ satisfaction and self-confidence in simulation in education during the COVID-19 pandemic. Along with comparing these levels based on selected students’ characteristics.DesignA cross-sectional survey.MethodsThe survey was conducted at the faculty of nursing of a private university in Jordan. Students’ satisfaction and self-confidence levels in simulation learning were measured using the National League for Nursing (NLN) Student Satisfaction and Self-confidence in Learning Scales.ResultsA total of 138 undergraduate nursing students participated in the survey. Students’ satisfaction levels and self-confidence in simulation learning were lower (just above the scale’s midpoint) than scores reported in similar surveys. The lowest student ratings were reported as “the variety of learning activities that can be done using simulation” and “the self-confidence to develop the needed skills and knowledge to be used in real clinical settings”. The results also indicated that as students’ progress in the bachelor’s degree program, they develop higher levels of self-confidence in simulation-based learning.ConclusionsNursing students’ experience of simulation learning was observed to be negatively affected by the COVID-19 pandemic. High-fidelity simulation, in particular, among other simulation modalities, can be more beneficial in similar situations. Education stakeholders are invited to invest in the resources of high-fidelity simulation to maximize its benefits and help in the recovery phase after the pandemic.

Examining the use of geriatric standardized patients with baccalaureate nursing students

ABSTRACT The need for clinical placements for undergraduate nursing programs heightened during the COVID-19 pandemic as nursing schools across the country faced restrictions with the high-risk geriatric client population. Nursing students experienced increased anxiety levels, decreased learning opportunities, and uncertainties about the decision to enter the workforce as healthcare professionals. In turn, this amplified the need for faculty support and feedback imperative for student success. One method for mitigating the gap between didactic content and clinical placement is using simulation-based learning experiences. The purpose of this observational study was to examine the impact of a newly developed home health geriatric simulation on student satisfaction and self-confidence in learning among 133 senior-level Baccalaureate nursing students from a large public university. Study measures included the National League of Nursing’s Self-Confidence in Learning Scale (SCLS) and Simulation Design Scale (SDS). The primary outcome was satisfaction and self-confidence in learning. Higher SDS component scores were significantly correlated with higher SCLS scores (all p = <.0001), indicating that high satisfaction among Baccalaureate nursing students in simulation design relates to increased satisfaction and self-confidence in learning. Study findings support using standardized geriatric simulation scenarios to prepare students to communicate and care for older adults.

Students’ Perceptions and Engagement in Technology Mediated Task Based Language Teaching (TMTBLT)

Technology-mediated task-based language teaching (TMTBLT) has garnered more attention from educators over the past fifteen years. Although some teachers have exercised its effectiveness in language classes, little-known studies have centered on students' perspectives and their learning engagement with technology-mediated task-based language teaching (TMTBLT). The present study aims to investigate students' perceptions and engagement in technology-mediated task-based language teaching (TMTBLT). Thirty students from a management program at a university in Indonesia were interviewed using a semi-structured interview. Thematic analysis was performed using Braun &amp; Clark's (2006) Sevan steps. The analysis resulted in five main themes: positive perception, negative perception, motivation, learning awareness, and classroom interaction. The participants felt that the use of technology helped them learn English easier. They also reported that discussing with peers and teachers became more enjoyable, and they gained greater self-confidence in learning. It was also revealed that all four types of engagement were basically interconnected. The findings show that most students show positive attitudes toward TMTBLT and increased their behavioral, emotional, social, and cognitive engagement

Analyzing LGB-based school bullying among senior phase learners in South Africa

Purpose: Despite LGB recognition, recent literature and news reports have evidenced the existence of LGB-based school bullying among school-going adolescents. Through this, learners experience calamities such as anxiety, insecurity, poor academic performance, and even suicide. For this reason, this study investigates the limitations of schools in combating LGB-based school bullying and determines methods to combat LGB-based school bullying.&#x0D; Design/Methodology/Approach: This qualitative study was lensed through Social Stigma Theory (SST) and the Anti-bias Education Approach (ABEA), adopting a constructivist paradigm and a case study design. To elicit descriptive data from the participants, in-depth interviews were conducted with 9 purposefully sampled participants, including 4 senior phase teachers (grades 8 &amp; 9), 2 lesbian females, and 3 gay senior phase learners. Researchers utilized Braun and Clarke’s six steps of thematic analysis to make sense of the data.&#x0D; Findings: This study revealed a number of barriers that prevent schools from addressing bullying that is based on LGB among students in the senior phase. These include uneducated and unsupportive professors, the lack of recognition of LGB, adherence to religion, vague and nonexistent claims of bullying based on LGB, and the use of the same facilities as students who are heterosexual. This study also revealed that avoiding gender disclosure, creating awareness about gender diversity, providing bathrooms for LGB learners, and following up on LGB- based bullying cases are methods that can be practiced to combat LGB-based school bullying.&#x0D; Conclusion: This study concludes by recommending frequent dialogues about LGB among learners and teachers to familiarize themselves with its existence.&#x0D; Research Implications: The study identified the need for schools to combat LGB-based school bullying.&#x0D; Practical Implications: The study recommends open dialogues on gender diversity, discourages LGB-based bullying, empowers teachers to intervene, and promotes confidence in LGB-based learners.&#x0D; Contribution to Literature: This research contributes to the body of knowledge by identifying and addressing the unique challenges associated with LGB-based school bullying.

STEAM Education Concept in English Teaching Practice Process Based on Big Data Evolutionary Network Influence Analysis

INTRODUCTION: English language teaching in China is primarily traditional test-based education. Few teachers customize teaching activities according to the content and students' characteristics, which results in students' low interest in learning English and reduces their understanding and application of knowledge to the point that their speaking skills are generally weak. English is different from Chinese in that it combines skills and practice and covers a wide range of knowledge. It is a subject category that combines general knowledge of life with theoretical knowledge. Although it is only a language subject, in the process of learning it, students can also learn the human background, customs, history and culture of foreign countries, enriching their understanding of world culture.&#x0D; OBJECTIVES: Organic combination of the STEAM model and English teaching can promote academic innovation, on the one hand, to enhance learning hobbies from the aspect of learning needs and to cultivate students' comprehensive literacy, and on the other hand, the innovation of practice and concepts can enhance students' practical ability and innovation ability.&#x0D; METHODS: This study is based on big data evolutionary network influence analysis of STEAM education concept in English teaching time process analysis of students in the classroom participation, interest in learning English and learning self-confidence and the phenomenon of mismatch between the students' learning foundation, to enhance the student's classroom participation, the interest in learning English and self-confidence, the students' comprehensive literacy, and the acquisition of English language skills.&#x0D; RESULTS: STEAM + ELT practices + interdisciplinary teaching can be realized by organically combining STEAM education concepts across multiple subject areas.&#x0D; CONCLUSION: Designing appropriate English teaching activities based on the STEAM education concept and applying the theory in actual teaching activities can achieve the expected results.

The effectiveness of high-fidelity simulation methods to gain Foley catheterization knowledge, skills, satisfaction and self-confidence among novice nursing students: A randomized controlled trial

BackgroundThe use of high-fidelity simulation (HFS) methods provides probable benefits and advantages for nursing students to retain knowledge, acquire skills, improve satisfaction, and gain self-confidence in a safe, realistic and supportive environment. ObjectivesTo evaluate the effect of HFS methods to develop Foley catheterization knowledge, skills, satisfaction and self-confidence among novice nursing students when compared to low-fidelity simulation (LFS). The specific aim was to examine the effects of outcome variables between the intervention group and the control group, through multi-group path analysis. DesignA randomized controlled trial was designed. Settings and participants80 nursing students were randomly assigned to the HFS group (high-fidelity manikin and scenario) and the LFS group (female catheterization simulator) at a nursing faculty between May and July 2019 in Türkiye. MethodsThe intervention group experienced HFS and the control group experienced LFS in order to learn Foley catheterization. Students' knowledge was evaluated before and after the intervention, while affective and psychomotor skills, and satisfaction and self-confidence in learning were evaluated after the intervention. ResultsThe HFS group had better skill performance and significantly higher self-confidence in learning than the LFS group. While each group had a high level of knowledge, affective skills and satisfaction, there was no significant difference between the groups' mean scores. ConclusionsThe HFS and scenario improved the knowledge, affective and psychomotor skills, satisfaction and self-confidence of novice nursing students on Foley catheterization. When compared to LFS, HFS had more advantages for the development of psychomotor skills and self-confidence in learning.

Emergency Medicine Obstetrics and Gynecology: A Case-Based Curriculum for Residents.

Millions of patients present to US emergency departments every year with OB/GYN concerns. Emergency medicine trainees must be adequately prepared to care for this population, regardless of how commonly they appear in the training environment. We used active learning and gamification principles in this curriculum to increase learner engagement and participation in the material. We chose OB/GYN topics based on review of Tintinalli's OB/GYN content and the American Board of Emergency Medicine's Model of Clinical Practice. Each session comprised a case-based lecture and review questions using the game-based Kahoot! online software. Pre- and postcurriculum surveys assessed residents' confidence in caring for emergent OB/GYN pathologies on a 5-point Likert scale. We designed survey questions assessing the first level of Kirkpatrick's levels of training evaluation; these questions were reviewed and revised by the department's Medical Education Scholarship Committee for validity. A mean of 18 residents attended each session. Seventy-six percent of residents (26 of 34) completed the precurriculum survey, 67% (23 of 34) completed the postcurriculum survey, and 44% (15 of 34) completed both. For all respondents, mean reported confidence with curriculum topics increased from 3.5 to 4.0 (p < .05). For residents completing both surveys, confidence increased from 3.4 to 4.0 (p < .01). Application of this curriculum significantly improved learner confidence in targeted OB/GYN topics. Future directions could include evaluating curricular impact at higher levels in the Kirkpatrick model, extending sessions to include more time for interaction, and adding suggested readings.

A Modified Guideline for High-Fidelity Patient Simulation to Improve Student Satisfaction and Self-Confidence in Learning: A Mixed Study.

The coronaviral pandemic has led to a shift in traditional teaching methods to more innovative approaches, such as high-fidelity patient simulation (HFPS), which can improve students' clinical judgment and decision making for quality patient care. A modified guideline was introduced to enhance students' satisfaction and self-confidence in learning through HFPS. The study involved 189 baccalaureate nursing students, with 92 in the intervention group and 97 in the control group. The intervention group received the modified HFPS guideline, while the control group received standard treatment with basic instruction. After the HFPS debriefing session, students provided narrative feedback on their learning experiences. The quantitative results showed that students in the intervention group reported a significant improvement in satisfaction and self-confidence in learning compared to the control group. The modified HFPS guideline provided clear guidance for students to learn and apply knowledge and skills more effectively, leading to increased engagement during interactive simulation sessions. The results suggest that the HFPS guideline should be added to the curriculum to enhance students' satisfaction and self-confidence in learning, even for junior students. After the pandemic, innovative teaching methods, such as HFPS, can be necessary and beneficial for healthcare professional training.

Evaluation of two Massive Open Online Courses (MOOCs) in genomic variant interpretation for the NHS workforce

BackgroundThe implementation of the National Genomic Medicine Service in the UK has increased patient access to germline genomic testing. Increased testing leads to more genetic diagnoses but does result in the identification of genomic variants of uncertain significance (VUS). The rigorous process of interpreting these variants requires multi-disciplinary, highly trained healthcare professionals (HCPs). To meet this training need, we designed two Massive Open Online Courses (MOOCs) for HCPs involved in germline genomic testing pathways: Fundamental Principles (FP) and Inherited Cancer Susceptibility (ICS).MethodsAn evaluation cohort of HCPs involved in genomic testing were recruited, with additional data also available from anonymous self-registered learners to both MOOCs. Pre- and post-course surveys and in-course quizzes were used to assess learner satisfaction, confidence and knowledge gained in variant interpretation. In addition, granular feedback was collected on the complexity of the MOOCs to iteratively improve the resources.ResultsA cohort of 92 genomics HCPs, including clinical scientists, and non-genomics clinicians (clinicians working in specialties outside of genomics) participated in the evaluation cohort. Between baseline and follow-up, total confidence scores improved by 38% (15.2/40.0) (95% confidence interval [CI] 12.4–18.0) for the FP MOOC and 54% (18.9/34.9) (95%CI 15.5–22.5) for the ICS MOOC (p < 0.0001 for both). Of those who completed the knowledge assessment through six summative variant classification quizzes (V1–6), a mean of 79% of respondents classified the variants such that correct clinical management would be undertaken (FP: V1 (73/90) 81% Likely Pathogenic/Pathogenic [LP/P]; V2 (55/78) 70% VUS; V3 (59/75) 79% LP/P; V4 (62/72) 86% LP/LP. ICS: V5 (66/91) 73% VUS; V6 (76/88) 86% LP/P). A non-statistically significant higher attrition rate was seen amongst the non-genomics workforce when compared to genomics specialists for both courses. More participants from the non-genomics workforce rated the material as “Too Complex” (FP n = 2/7 [29%], ICS n = 1/5 [20%]) when compared to the specialist genomics workforce (FP n = 1/43 [2%], ICS n = 0/35 [0%]).ConclusionsAfter completing one or both MOOCs, self-reported confidence in genomic variant interpretation significantly increased, and most respondents could correctly classify variants such that appropriate clinical management would be instigated. Genomics HCPs reported higher satisfaction with the level of content than the non-genomics clinicians. The MOOCs provided foundational knowledge and improved learner confidence, but should be adapted for different workforces to maximise the benefit for clinicians working in specialties outside of genetics.

Mechanical Ventilation Training Curriculum for Pulmonary Critical Care Fellows during the COVID-19 Pandemic.

Mechanical ventilation (MV) management is an essential skill for pulmonary and critical care medicine (PCCM) fellows to master during training. The unprecedented emergence of the coronavirus disease (COVID-19) pandemic highlighted the need for advanced operator competency in MV to improve patients' outcomes. We aimed to create a standardized case-based curriculum using a blended approach of high-fidelity simulation, rapid-cycle deliberate practice, video didactics, and hands-on small group sessions for rapid accumulation of knowledge and hands-on skills for PCCM fellows before caring for critically ill patients during the COVID-19 pandemic. The MV curriculum consisted of the following steps: 1) baseline written knowledge test with 15 multiple-choice questions covering MV, the latest evidence-based practices, and pathophysiology of COVID-19; 2) baseline confidence survey using a 5-point Likert scale; 3) a one-on-one session using a high-fidelity simulation manikin, a lung simulator, and a mechanical ventilator to test baseline competencies; 4) a structured debriefing tailored per fellow's 50-point competency assessment checklist from the simulation using rapid-cycle deliberate practice; 5) video didactics; 6) a hands-on session in small groups for basic knobology, waveforms, and modes of MV; 7) a one-on-one simulation reassessment session; 8) a written knowledge posttest; and 9) a post-training confidence survey using a 5-point Likert scale. Eight PCCM fellows completed the training. The mean multiple-choice question score increased from 7.4 ± 2.9 to 10.4 ± 2.4 (P < 0.05), and the simulation scores increased from 17.1 ± 4.4 to 30.8 ± 3.7 (P < 0.05). Comparing the simulation reassessment to the baseline, fellows showed significant improvement (P < 0.05) in assessing indications for MV; implementing rapid sequence intubation for patients with COVID-19; initiating MV and ventilator bundle per best practices; recognizing and managing mucous plugging, ventilator dyssynchrony, and evidence-based treatments for acute respiratory distress syndrome; and developing a care plan for proning. The post-training survey revealed improved learner confidence in all competencies. This pilot MV curriculum using a blended approach was feasible and allowed PCCM fellows to significantly improve their knowledge and hands-on skills, allowing for the appropriate use of MV during the pandemic. Self-reported improvement scores further reinforced this. The emergent need for novice learners may again be necessary for future pandemic settings where standard training models requiring extensive training time are limited.