Short Workshops Research Articles

Calendar of Short Courses and Workshops

Calendar of Short Courses and Workshops

Addressing knowledge gaps in Surgical Safety Checklist use: statistical process control analysis of a surgical quality improvement programme in Ethiopia.

The WHO Surgical Safety Checklist reduces morbidity and mortality after surgery, but uptake remains challenging. In particular, low-income countries have been found to have lower rates of checklist use compared with high-income countries. The aim of this study was to determine the impact of educational workshops on Surgical Safety Checklist use implemented as part of a quality improvement initiative in five hospitals in Ethiopia that had variable experience with the Surgical Safety Checklist. From April 2019 to September 2020, each hospital implemented a 6-month surgical quality improvement programme, which included a Surgical Safety Checklist workshop. Statistical process control methodology was used to understand the variation in Surgical Safety Checklist compliance before and after workshops and a time-series analysis was performed using population-averaged generalized estimating equation Poisson regression. Checklist compliance was defined as correctly completing a sign in, timeout, and sign out. Incidence rate ratios of correct checklist use pre- and post-intervention were calculated and the change in mean weekly compliance was predicted. Checklist compliance data were obtained from 2767 operations (1940 (70 per cent) pre-intervention and 827 (30 per cent) post-intervention). Mean weekly checklist compliance improved from 27.3 to 41.2 per cent (mean difference 13.9 per cent, P = 0.001; incidence rate ratio 1.51, P = 0.001). Hospitals with higher checklist compliance at baseline had the greatest overall improvements in compliance, more than 50 per cent over pre-intervention, while low-performing hospitals showed no improvement. Surgical Safety Checklist workshops improved checklist compliance in hospitals with some experience with its use. Workshops had little effect in hospitals unfamiliar with the Surgical Safety Checklist, emphasizing the importance of multifactorial interventions and culture-change approaches. In receptive facilities, short workshops can accelerate behaviour change.

Nephrologist-Led Simulation-Based Focused Cardiac Ultrasound Workshop for Medical Students: Insights and Implications

BackgroundPoint-of-care ultrasonography (POCUS) is being increasingly recognized as an adjunct to physical examination. However, limited availability of trained faculty in specialties other than emergency medicine and lack of universal training standards remain key barriers to its widespread integration into undergraduate and graduate medical curricula. In this study, we sought to explore the effectiveness of a short simulation-based workshop for medical students teaching basic cardiac ultrasound led by a nephrologist. MethodsWorkshops were conducted for 2 different groups of 4th-year medical students with a total of 25 attendees. The workshop consisted of a 1-hour lecture followed by 15 minutes of cardiac anatomy simulation and a 2- to 2.5-hour hands-on session in the simulation laboratory. An anonymous precourse questionnaire comprising 10 questions assessing the interpretation of common grayscale ultrasound findings encountered in patients with undifferentiated hypotension was performed. After the workshop, a postcourse exam and survey were conducted, retesting the same concepts and seeking the students’ feedback on the course. ResultsIn total, 23 and 20 students answered the pre- and postcourse surveys, respectively. The mean total score on the pretest was 63.8% ± 13.6%, which significantly increased to 91.5% ± 10.5% on the posttest (P < .001). About 90% of the respondents strongly agreed that the cardiac anatomy simulation improved their understanding of the cardiac sonographic anatomy; 75% strongly agreed that the hands-on simulation enhanced their confidence in image acquisition and interpretation; and 70% said they would choose nephrology elective if POCUS training was integrated with it. ConclusionsA nephrologist-led diagnostic POCUS workshop using simulation techniques is effective in improving the learners’ knowledge, understanding of the sonographic cardiac anatomy, and confidence in image acquisition. Integration of POCUS training may increase medical student interest in nephrology elective rotations.

Effects of a short training workshop on the insertion/removal of intrauterine devices and contraceptive implants by general practice residents and their supervisors in France

ObjectivesThe skill of general practitioners (GPs) in performing the insertion/removal of intrauterine devices (IUDs) and contraceptive implants is one of the factors that determines patient's access to these contraceptive devices. In France, GP residents have few opportunities to perform these procedures during their internships. This study aimed to measure the effects of a single short training workshop on the number of residents and supervisors offering these procedures. Study designEach participant attended a unique 2-hour session. After a brief didactic review and video presentations, participants received hands-on training in technical procedures (insertion/removal of IUDs and contraceptive implants) using procedural simulators. The evaluation measured the number of GPs offering these procedures before, 1 month after, and 3 months after the workshops. ResultsFourteen sessions were organized from February 2017 to June 2022. Among the 387 residents and 123 supervisors invited, 143 (37.0%) and 56 (45.5%), respectively, participated in this workshop. Of 199 participants, 66.3% completed all questionnaires. There was a significant increase in the number of GPs inserting IUDs by direct method 3 months after training (20.5% vs 9.0%, p = 0.005). GPs providing information to patients about contraceptive implants were significantly higher at 1 month (80.6% vs 64.8%, p = 0.001) but this increase was no longer significant at 3 months (75.0%, p = 0.07). Residents changed their practices more than their supervisors, and women more than men. ConclusionsA short training workshop increased the number of GPs inserting IUDs, influenced by the gender and the number of years practicing. ImplicationsA single workshop had positive effects on IUD insertion and patient education about contraceptive implants. Repeating several times this training could be an option in the initial and ongoing training of general practitioners. Work on the general practitioners' own feeling of legitimacy in their practice context could also increase the effectiveness of these workshops and the practical implementation of the procedures taught.

Calendar of Short Courses and Workshops

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Exploring Machine Learning in Chemistry through the Classification of Spectra: An Undergraduate Project

Applications of machine learning in chemistry are many and varied, from prediction of structure–property relationships, to modeling of potential energy surfaces for large scale atomistic simulations. We describe a generalized approach for the application of machine learning to the classification of spectra which can be used as the basis for a wide variety of undergraduate projects. While our examples use FTIR and mass spectra, the approach could equally well be used with UV–visible, Raman, NMR, or indeed any other type of spectra. We summarize a number of different unsupervised and supervised machine learning algorithms that can be used to classify spectra into groups, and illustrate their application using data from three different projects carried out by fourth year chemistry undergraduates. The three projects investigated the ability of the various machine learning approaches to correctly classify spectra of a variety of fruits, whiskies, and teas, respectively. In all cases the algorithms were able to differentiate between the various samples used in each study, and the trained machine learning models could then be used to classify unknown samples with a high degree of accuracy (>98% in many cases). Depending on the extent to which students are expected to write their own code to perform the data analysis, the general model adopted in this work can be adapted for a variety of purposes, from short (one to two day) practical exercises and workshops, to much longer independent student projects.

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents ( N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings.

Attitude toward end-of-life care in emergency medicine residents- can a short workshop make a difference?

There is a growing demand for palliative care (PC) in Emergency departments (ED) as the number of patients who need end-of-life (EOL) care is increasing. Despite significant variability amongst residency programs, there is a lack of structured core curriculum for PC/EOL care in most emergency medicine (EM) training programs, which often do not meet the needs of EM physicians. In this study, we evaluate the effect of a short EOL care workshop on changing the attitude of Iranian EM residents towards EOL care in ED. In this prospective before/after educational study at Tehran University of medical science, we enrolled 40 EM residents using a random sampling method. We obtained demographic and practice background information, and participants underwent a half-day PC training workshop designed by an expert panel. We administered a translated and validated Standard PEAS (physician End of Life Care Attitude Scale) questionnaire before and four weeks after an educational intervention. Baseline and differences in attitude were reported and compared by paired t-test, repeated measure ANOVA, and ANOVA. None of the participants had prior experience of formal PC training. All of the 40 participants completed the follow-up questionnaire. Baseline attitude was not different among demographic groups. The mean (SD) PEAS score before and four weeks after the workshop was 86.9 (5.8) versus 89(6.9), respectively (P = 0.023). Residents with no previous close exposure to a terminal illness in their family members had significantly more attitude change than those with such an experience (P = 0.045). A brief educational intervention improved EM residents' attitudes toward EOL care. The optimal design and characteristics of this educational intervention yet remain to be defined by further studies.

Novices’ conceptions of machine learning

With machine learning becoming more and more prevalent in society, it also becomes a topic that is relevant for general K12 education. At the same time, modern machine learning is relying heavily on mathematics, requiring novel approaches to teaching it in settings where a full coverage is not possible. In this context the study presented here investigates the conceptions that students have about the workings of a particular type of machine learning system before and after a short workshop. Students (N = 57) gave open ended answers that were analyzed qualitatively, following the approach of phenomenography. The resulting model was then validated with semi-structured interviews with teachers (N = 5). The results indicate that students’ mental models of the machine learning system changes during the workshop and that students initially hold a variety of conceptions that can be structured along two facets (“internal model” and “learning process”). Some of these conceptions are useful for learning, while others may present an obstacle - an information that is relevant for designing teaching about machine learning in the context of general education.

Calendar of short courses and workshops

Calendar of short courses and workshops

Looking Back at a Successful Year [President’s Message

As 2022 comes to a close, I cannot help but reflect on the many things that we accomplished together this year. The highlight of the year is that our flagship conference and most of our sponsored conferences have been held “in person.” All conferences have enjoyed tremendous success, with strong participation, wonderful scientific discussions, and exchanges of ideas. Our 2022 IEEE International Symposium on Antennas and Propagation and U.S. National Committee for the International Union of Radio Science Radio Science Meeting, held in July, in Denver, CO, USA, was a truly memorable event: the technical program consisted of approximately 1,400 orally presented papers, 15 parallel technical sessions during each day of the conference, 24 special sessions, and 11 short courses and workshops. There were approximately 1,500 registered attendees, and a record number of over 600 students registered. Highlights of the symposium included three outstanding keynote presentations from industry, government, and large international collaborations; 50 exhibitors in one of the best-attended exhibits recorded at our flagship conference; and 10 interactive industrial demonstrations. The next six editions of our flagship conference, in 2023–2028, will take place in four different countries around the world. With preparations well underway, fantastic venues selected, and dedicated organizing committees onboard, these events promise to be great successes, as well.

Listening to Trainee Concerns and Suggestions During COVID-19: a Report from the Canadian Consortium on Neurodegeneration in Aging (CCNA).

BackgroundThe COVID-19 pandemic has caused significant disruption to research activities across Canada. The Training and Capacity Building (T&CB) Program of the Canadian Consortium on Neurodegeneration in Aging (CCNA) conducted a survey between May 11th, 2020 and May 19th, 2020 to identify the challenges faced by CCNA trainees because of the pandemic and how to best support trainees in response to those challenges.MethodsGraduate students and postdoctoral researchers working under the supervision of CCNA investigators (n=113) were invited to complete a web-based survey of 13 questions. Trainees were asked questions about the impact of COVID-19 on their research activities, degree progression, funding status, and suggestions for support from the T&CB Program during the COVID-19 pandemic.ResultsA total of 41 trainees responded to the survey (response rate: 36.3%); 83% of respondents reported that they experienced changes to their research activities as a result of COVID-19, and 50% anticipated that their degree completion would be delayed. Respondents requested information from the T&CB Program on funding for non-COVID-19 projects, alternative datasets, and short educational workshops.ConclusionThe majority of CCNA trainees surveyed experienced significant changes to their research activities as a result of the COVID-19 pandemic. The T&CB Program responded by switching to online programming and facilitating remote research. Further engagement with trainees is needed to ensure continued progress of research in age-related neurodegenerative disease in Canada post-pandemic.

Calendar of short courses and workshops

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ACTIVE PREGNANCY: Workshop on Promotion of Physical Activity in Pregnancy for Exercise Professionals.

IntroductionA one-day workshop on promotion of physical activity in pregnancy for exercise professionals was delivered during 2021, to 137 participants. The main aim of this workshop was to motivate and prepare exercise professionals for promoting physical activity and implementing prenatal exercise programs, in their respective private or public fitness centers or other physical activity settings.MethodsThe contents of the workshop were focused on six topics based on the “Pregnancy and Postpartum Exercise Specialist” educational standards by EuropeActive and the “Exercise and Physical Activity during Pregnancy and Postpartum” textbook published by Springer. Participants provided feedback on the effectiveness and satisfaction with the workshop.ResultsOverall evaluations from the feedback forms showed that majority of the participants agreed that the workshop achieved its objectives with a major recommendation as to the organization of more short duration workshops, the inclusion of practical sessions, and the separation of the contents addressing the postpartum period.DiscussionThe workshop on promotion of physical activity in pregnancy for exercise professionals was successfully organized and the participants are looking forward for future ones.

AP-S/URSI 2022 [President’s Message

As I write this column, the 2022 IEEE International Symposium on Antennas and Propagation (AP-S) and the U.S. National Committee International Union of Radio Science (URSI) Meeting (AP-S/URSI 2022) in Denver, Colorado, is just one month away. This is a truly special event for all AP-S members as the conference marks the first IEEE AP-S/URSI Symposium since 2019 to be held primarily in person, with a “backup option” for virtual presentation for authors who cannot travel due to COVID-19-related restrictions or the inability to obtain a visa. Recently, pretravel testing requirements to go to the United States have been lifted, and we hope that this change will enable most of our members worldwide to join us in person in Denver for what promises to be a fantastic conference. Although final numbers will be available only after the conference, as of now, the AP-S/URSI 2022 counts 1,446 accepted papers, which is comparable to the previous in-person prepandemic conference. The conference will hold 15 parallel sessions each day; a total of 23 special sessions and 12 short courses and workshops will further enrich the program, which received international contributions with a geographical distribution similar in number to prepandemic times. The conference features a spectacular exhibit and an exceptional technical program. Prof. Branislav Notaros, AP-S/URSI 2022 general chair, and all the organizing committee members have been working tirelessly to make this a truly unique event. I am very grateful for their incredible work and dedication!

Nurses’ knowledge of chemotherapy-induced neutropenia and its management: a cross-sectional survey

BackgroundChemotherapy-induced neutropenia (CIN) is a serious and potentially life-threatening condition that is associated with high morbidity, mortality, and healthcare costs. ObjectiveThis study aims to assess nurses’ level of knowledge of CIN and its association with socio-demographic factors. MethodsA cross-sectional survey design was used. Results: Participants had a mean age of 34.1 years (SD = 7.1 years) and were predominantly female (78%) and with a bachelor’s degree in nursing (95.6%). The nurses had a moderate level of knowledge about neutropenia and its management (mean total score 16.3 out of 30, SD = 3.7). Those who had a post-graduate degree (P = .048), had received an oncology educational course (P = .011), had attended a course on neutropenia (P = .007), who were working in an oncology unit (P = .002), and had more oncology experience (P = 001) were more likely to have a higher level of knowledge of CIN and its management compared to their other counterparts. ConclusionBased on the findings of a moderate level of knowledge of CIN among nurses, the findings call for the need for further education and training. As a long-term plan, this might be accomplished by encouraging nurses to pursue post-graduate education or oncology-specialized certification and supporting them with scholarship grants. However, deliberate plans for short courses, training and workshops on oncology or CIN are other choices with a more immediate impact on nurses’ knowledge and clinical practice. Finally, integrating oncology nursing education within nursing curricula is urgently needed.

Effectiveness of Schools in Combating Bullying Behaviors among Public Secondary Schools in Hai District, Tanzania

The study investigated on the management of bullying behavior in public secondary schools in Hai District. The study employed the mixed research approach to organize the qualitative and quantitative data so as to deal with the research problem. Convergent parallel research design was employed to enable the researchers to collect data concurrently. While the targeted schools were 45 in the district, 5 schools were purposively selected with the sample of 171 respondents. The study found that majority of teachers were not effective in managing bullying behavior in schools though they are obligated with the task of managing students’ behaviors in through identifying, directing, controlling, monitoring the behavior and providing guidance and counseling to students. The study recommends that schools should come up with strategies to control bullying by offering short courses, seminars and workshops to teachers so as to equip them with skills on how to control bullying. Clubs and societies should be established in schools so as to involve learners in management of bullying. Schools should put in place a schedule where talks on various aspects of bullying can be presented to students. Speakers from outside the school can be invited to make presentations.

Introducing R as a smart version of calculators enables beginners to explore it on their own.

Rapid technological advances in the past decades have enabled molecular biologists to generate large-scale and complex data with affordable resource investments, or obtain such data from public repositories. Yet, many graduate students, postdoctoral scholars, and senior researchers in the biosciences find themselves ill-equipped to analyze large-scale data. Global surveys have revealed that active researchers prefer short training workshops to fill their skill gaps. In this article, we focus on the challenge of delivering a short data analysis workshop to absolute beginners in computer programming. We propose that introducing R or other programming languages for data analysis as smart versions of calculators can help lower the communication barrier with absolute beginners. We describe this comparison with a few analogies and hope that other instructors will find them useful. We utilized these in our four-hour long training workshops involving participatory live coding, which we delivered in person and via videoconferencing. Anecdotal evidence suggests that our exposition made R programming seem easy and enabled beginners to explore it on their own.

Introducing R as a smart version of calculators enables beginners to explore it on their own

Rapid technological advances in the past decades have enabled molecular biologists to generate large-scale and complex data with affordable resource investments, or obtain such data from public repositories. Yet, many graduate students, postdoctoral scholars, and senior researchers in the biosciences find themselves ill-equipped to analyze large-scale data. Global surveys have revealed that active researchers prefer short training workshops to fill their skill gaps. In this article, we focus on the challenge of delivering a short data analysis workshop to absolute beginners in computer programming. We propose that introducing R or other programming languages for data analysis as smart versions of calculators can help lower the communication barrier with absolute beginners. We describe this comparison with a few analogies and hope that other instructors will find them useful. We utilized these in our four-hour long training workshops involving participatory live coding, which we delivered in person and via videoconferencing. Anecdotal evidence suggests that our exposition made R programming seem easy and enabled beginners to explore it on their own.

Applying for, Operating, and Renewing a Research Experience for Undergraduates Site Program in Computational Biology

We reflected on our experience in applying for, operating, and renewing a Research Experience for Undergraduates Site program in computational biology from 2016 to 2021 at a metropolitan public university, funded by the National Science Foundation of the U.S.A. Our mistakes during the application process were avoidable in retrospect. Our Interdisciplinary Computational Biology, iCompBio, REU site was a 10-week summer research program that included R and Python coding bootcamps at the beginning and short workshops on various topics interspersed throughout the program. ICompBio was in-person in 2019 and virtual in 2020 and 2021. ICompBio was fortunate to have a team of faculty mentors that were committed to undergraduate research training and recognized the importance of diversity in computational biology. Many students and faculty mentors turned the challenges in virtual REU programs into learning opportunities and had fulfilling research experiences. ICompBio participants reported learning gains higher than average in a 2020 external evaluation for virtual REU sites, particularly in the aspects of Research Self-Efficacy, Science Identity, and Life Utility. Our lessons and experiences may be helpful to other faculty and researchers that are interested in similar programs at their own institutions.