Virtual Training Course Research Articles

Virtual Obstetric Emergency Simulations: Enhancing Knowledge, Skills, and Confidence of Emergency Medicine and Obstetric Professionals.

Between 2008 and 2016, 23% of pregnancy-related deaths in Ohio occurred in an emergency department (ED) or outpatient setting. Prior research showed that 98% of Ohio's delivery hospitals conduct obstetric (OB) emergency simulations, whereas only 30% include ED staff. The goal of the grant was to increase the knowledge, skill, and self-efficacy of emergency medicine (EM) professionals in managing OB emergencies. In addition to EM professionals, there was high interest by obstetrics and gynecology (OB/GYN) and other professionals in the course. Therefore, the goal of the project was to increase these elements for all professionals including EM and non-EM professionals in managing OB emergencies. Twelve virtual training courses using simulated patient encounters and video-based skills training were conducted across Ohio on the management of OB emergencies. Scenarios focused on common causes of pregnancy-related death using data from the Ohio Pregnancy-Associated Mortality Review Committee. Pre- and posttests assessed training effectiveness. Between August 1, 2020, and June 30, 2023, 258 learners completed the course. Most were female (76.76%), White (90.61%), and under 45 years old (69.40%). Most (66.49%) were from EM, followed by OB/GYN (18.09%), and other specialties (15.43%) including family medicine and pediatric EM. Most worked in hospital settings (89.19%). Learners reported a median 10.00 (interquartile range [IQR]: 15.00) years in clinical practice. Overall, mean knowledge scores increased by 0.81 (95% confidence interval [CI]: 0.62, 1.01), after the course (p < 0.001). Mean knowledge scores increased by 0.90 (95% CI: 0.64, 1.16; p < 0.001), 0.67 (95% CI: 0.24, 1.09; p = 0.003), and 0.60 (95% CI: 0.16, 1.04; p = 0.01) for those from EM, OB/GYN, and other specialties, respectively. Median scores for reported self-efficacy increased by 24.00 (IQR: 22.33) and self-reported skills increased by 30.42 (IQR: 22.83) points (p < 0.001). Virtual simulations can be effective in improving EM, OB, and other professionals' knowledge, self-efficacy, and self-reported skills in managing OB emergencies. · Obstetric knowledge and skills can be taught effectively in a virtual environment.. · Educational interventions can use pregnancy-associated mortality data to target local patterns.. · Simulation can teach management of high-acuity, low-frequency obstetric emergencies to learners..

Implementing a multisite shared haemodialysis care programme.

Adults receiving centre-based haemodialysis (HD) have low levels of patient activation which are associated with poorer outcomes. Shared haemodialysis care (SHC) describes an intervention whereby individuals are supported to undertake elements of their treatment to improve their activation levels and promote better self-care. This project aimed to increase the proportion of those performing SHC in seven HD centres within the Oxford Kidney Unit's catchment area. Sequential Plan-Do-Study-Act (PDSA) cycles effected change first in two central HD centres, in cycles 1 and 2, before rolling out to five satellite HD centres, in cycles 3 and 4. Cycle 1 explored and transformed staff perceptions regarding SHC using a questionnaire and teaching sessions while in cycle 2, staff partnered with patients to develop leaflets and noticeboards to improve awareness and participation. These interventions were then rolled out to the remaining HD centres in PDSA cycles 3 and 4. Other interventions included: Enrolling staff and patients in virtual training courses; designating SHC 'Champions'; engagement with a national SHC forum; and changes to the electronic patient record to enable the monitoring of patient SHC opportunity and to promote sustainable change. Outcome measurement data on the number of patients performing SHC and the number at different defined stages of SHC competency were captured monthly. In April 2022, only 4% (19/483) of those receiving centre-based HD performed any aspect of SHC. By the end of the project in December 2023, this had increased to 43% (220/511). There was a significant and sustained growth in the stage of patient SHC competency as well as the number of patients performing SHC in each HD centre. The project demonstrated that it is possible to implement, scale-up and maintain a multisite SHC programme even with little baseline staff and patient SHC experience.

Design, implementation, and evaluation of a virtual pulmonary rehabilitation training course for medical interns in COVID-19.

Pulmonary rehabilitation has an influential role in improving the symptoms, reducing subacute and chronic complications, and increasing the performance of patients with COVID-19. Medical interns can play an essential role in training patients. Since, at the time of the research, these concepts were not in the general medical curriculum in Iran, the interns were not trained in this field. This study aimed to design, implement, and evaluate the virtual training course for pulmonary rehabilitation for medical interns in the COVID-19 crisis. A cross-sectional study (with an instructional design approach) was conducted at an academic center in 2021 on 25 medical interns. The newly designed educational content included multimedia files and educational videos offered to the participants. The data collection tools were pre- and post-test, attitude, and satisfaction evaluation questionnaires. Data were analyzed using SPSS (one-sample and paired t-test). The average age of the participants was 26.24 ± 0.92, and most were women (14 (56%)). The average knowledge score after the course (18.52 ± 4.44) compared to before (11.12 ± 2.38) was significant (P < 0.001). The average score of attitudes (55.04 ± 6.49) and satisfaction (92.92 ± 10.69) had a significant difference (P < 0.001 and P < 0.001) and indicated the desirability of the course. Considering the results of this course in improving students' knowledge, attitude, and satisfaction, it is suggested to add this topic to the general medical curriculum (pulmonary or infectious diseases courses).

Increasing pediatric radiation oncology capacity in sub-saharan Africa using technology: a pilot of a pediatric radiation oncology virtual training course

BackgroundThe shortage of skilled healthcare professionals in pediatric oncology and the limited access to training programs remain significant challenges in Nigeria and sub-Saharan Africa. The the Pediatric Radiation Oncology (Virtual) Course, ‘PedROC’ project aims to contribute to improving pediatric cancer outcomes in Nigeria by increasing the capacity of radiation oncology professionals. To address the gap in access to pediatric radiation oncology professional development, the PedROC project was created, harnessing technology to improve radiation oncology training via a curriculum delivered through web-conferencing. This study aimed to evaluate the effectiveness of the PedROC pilot in enhancing the capacity, confidence, and skill of radiation oncologists in decision-making, prescribing, and treatment planning of radiotherapy for children diagnosed with cancer.MethodsA multidisciplinary faculty of specialists in radiation oncology, pediatric oncology, oncology nursing, radiation therapy technology, and medical physics collaborated to identify the key learning needs in pediatric radiation oncology in the country. The team collaborated to develop a comprehensive curriculum covering the most common pediatric cancers in sub-Saharan Africa for the training program. The training course was conducted over two days, delivering twenty-four half-hour sessions for a total of 12 h, from July 31 to August 01, 2021.ResultsAnalysis of pre and post - training surveys showed a significant increase in self-reported confidence measures across all domains among radiation oncologists. The program successfully improved participants’ knowledge and confidence levels in managing common pediatric cancers using radiotherapy, particularly addressing radiotherapy-specific issues such as appropriate dose, target volume delineation, treatment planning, dose constraints, and plan evaluation.ConclusionThe PedROC pilot showed the efficacy of this model in enhancing the capacity and confidence of radiation oncology professionals involved in the treatment of pediatric cancer. The findings indicate that technology holds significant potential to increase pediatric radiation oncology capacity in Africa, ensuring improved access to proper treatment and ultimately improving pediatric cancer outcomes.

Os Sentidos Atribuídos à Deficiência por Profissionais da Educação Básica

ABSTRACT For this article, which takes as its theoretical basis the field of Disability Studies in Education, we aimed to investigate the conceptions attributed to disability among educators working in basic education. The data was collected during a virtual training course in which more than 300 basic education professionals took part, using a socio-demographic questionnaire and another with open-ended questions before the training course, with thematic content analysis. The results provide theoretical and methodological contributions to the field of work from an intersectional inclusive perspective, in which basic education professionals can adopt ethical and intentional stances on care in their pedagogical practices to combat ableism.

The impact of a blended multidisciplinary training for the management of obstetric haemorrhage in Mbeya, Tanzania.

The Maternal Mortality Rate (MMR) in Tanzania is 78 times higher than that of the UK. Obstetric haemorrhage accounts for two-thirds of these deaths in Mbeya, Tanzania. A lack of healthcare providers' (HCPs') competencies has been the key attribute. This study measured the impact on HCP's competencies from a blended training programme on obstetric haemorrhage. A "before and after" cohort study was undertaken with HCPs in 4 hospitals in the Mbeya region of Tanzania between August 2021 and April 2022. A multidisciplinary cohort of 34 HCPs (doctors, nurses, midwives, anaesthetists and radiologists) were enrolled on a blended face-to-face and virtual training course. The training was delivered by a multidisciplinary team (MDT) from London, UK, assisted by local multidisciplinary trainers from Mbeya, Tanzania and covered anaesthetic, obstetrics, haematology and sonographic use. There were 33 HCP in the cohort of trainees where 30/33 (90.9%) of HCPs improved their Anaesthesia skills with a mean score improvement of 26% i.e., 0.26 (-0.009 -0.50), 23 HCPs (69.7%) improved obstetric skills 18% i.e., 0.18 (-0.16 to 0.50), 19 (57.6%), (57.6%) improved competences in Haematology 15%.i.e., 0.15 (-0.33 to 0.87), 20 out of 29 HCPs with ultrasound access (68.8%) improved Sonographic skills 13%.i.e., 0.13 (-0.31 to 0.54). All 33 HCPs (100%) presented a combined change with the mean score improvement of difference of 25% i.e., 0.25 (0.05-0.66). The deaths attributed to obstetric haemorrhage, the mortality rate declined from 76/100,000 to 21/100,000 live births. Actual number of deaths due to obstetric haemorrhage declined from 8 before training to 3 after the completion of the training. This comprehensive blended training on anaesthetic surgical, haematological, and sonographic management of obstetric haemorrhage delivers a significant positive impact on the detection, management and outcomes of obstetric haemorrhage.

Neonatal resuscitation virtual training course: Use of an educational platform by medical students at a public university in Peru

IntroductionSatisfactory performance in Neonatal Resuscitation requires continuous training, and several technologies can enhance its scope. This study was carried out to evaluate the use of an educational platform by medical students in a Neonatal Resuscitation virtual course. Materials and methodsDescriptive study with the data available on the Neonatal Resuscitation virtual course platform, evaluating the use of a population corresponding to the total number of undergraduate Medicine students from the Universidad Nacional Mayor de San Marcos (UNMSM) who enrolled as students to take the Paediatrics course in the last year of their studies during the years 2018 and 2019 in Lima, Peru. ResultsData from 379 sixth-year medical students in the 2018-I, 2019-I, and 2019-II semesters were included. Students entered the virtual course an average of 23 days before taking their online exam, and the average theory review time in the virtual system was 120 min. Students with outstanding performance in their scores completed 2 virtual exams, but there was no difference in the other characteristics. ConclusionsThe sequence developed in the Neonatal Resuscitation virtual course, which begins with "learn, see, and practice", offers a greater capacity to retain the knowledge and skills acquired. The virtual offer of the theoretical component of Neonatal Resuscitation allows the use of innovative tools that make it possible to achieve a high performance of medical students when completing the virtual course of Neonatal Resuscitation.

Outcomes and potential impact of a virtual hands-on training program on MRI staging confidence and performance in rectal cancer

ObjectivesTo explore the potential impact of a dedicated virtual training course on MRI staging confidence and performance in rectal cancer.MethodsForty-two radiologists completed a stepwise virtual training course on rectal cancer MRI staging composed of a pre-course (baseline) test with 7 test cases (5 staging, 2 restaging), a 1-day online workshop, 1 month of individual case readings (n = 70 cases with online feedback), a live online feedback session supervised by two expert faculty members, and a post-course test. The ESGAR structured reporting templates for (re)staging were used throughout the course. Results of the pre-course and post-course test were compared in terms of group interobserver agreement (Krippendorf’s alpha), staging confidence (perceived staging difficulty), and diagnostic accuracy (using an expert reference standard).ResultsThough results were largely not statistically significant, the majority of staging variables showed a mild increase in diagnostic accuracy after the course, ranging between + 2% and + 17%. A similar trend was observed for IOA which improved for nearly all variables when comparing the pre- and post-course. There was a significant decrease in the perceived difficulty level (p = 0.03), indicating an improved diagnostic confidence after completion of the course.ConclusionsThough exploratory in nature, our study results suggest that use of a dedicated virtual training course and web platform has potential to enhance staging performance, confidence, and interobserver agreement to assess rectal cancer on MRI virtual training and could thus be a good alternative (or addition) to in-person training.Clinical relevance statementRectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training/teaching. This study shows promising results for a virtual web-based training program, which could be a good alternative (or addition) to in-person training.Key Points• Rectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training and teaching.• Using a dedicated virtual training course and web-based platform, encouraging first results were achieved to improve staging accuracy, diagnostic confidence, and interobserver agreement.• These exploratory results suggest that virtual training could thus be a good alternative (or addition) to in-person training.

Evaluation of learning transfer after a perinatal/neonatal palliative care virtual training course.

The success of a training can be determined by the degree of learning transfer. To address a gap in educational offerings during the pandemic, an interdisciplinary team developed and offered a 3-day virtual course, called Next Level Perinatal Palliative Care Training. This study aimed to evaluate the transfer of learning and practice from a virtual training course on perinatal/neonatal palliative care (PNPC) by a range of clinicians. A descriptive prospective survey design was used to collect data at two time points, immediately following the training course and 6 months later. Frequency and descriptive statistics were used to measure the implementation of PNPC quality indicators, self-reported competence, and clinical facilitators and barriers. A t-test was used to compare participants' anticipated learning transfer to actual learning transfer. Two open-ended items assessed benefits and drawbacks of virtual training. At course completion, participants anticipated opportunities to implement PNPC strategies with means of 84-87, and at the 6-month mark, the reported implementation had means ranging from 71 to 77. At 6 months post training, participants reported feeling competent/highly competent in each variable with frequency scores of 89%-98%. The opportunity to learn key concepts of PNPC and refresh skill sets ranked as the top facilitators, while the top barriers were the lack of opportunity to use PNPC principles and the lack of funding. Learning transfer after a virtual training course of PNPC proved to be successful, with a high rate of self-reported actual implementation and competence at 6 months after the training.

Effectiveness of nursing virtual training courses based on the Kirkpatrick Model.

Educational evaluation is one of the most significant programs of any organization. In fact, evaluating training effectiveness allows managers and staff of the organization to get a clear picture of the qualities of training activities. The purpose of this study was to evaluate virtual nursing intensive care training courses at Shariati Hospital based on the Kirkpatrick Model in 2020. The current cross-sectional study is an evaluation of the outcome-oriented program to evaluate the results of the e-learning course on nursing intensive care at Shariati Teaching Hospital from March 20, 2020 to September 20, 2020. The total number of nurses working in intensive wards was 168, of whom 150 participated in this research study with convenience sampling. The data collection tool consisted of four-part questionnaires including demographic information and three levels of the Kirkpatrick Model. The mean age of participants was 34.41 ± 6.63 years. The mean score of participant satisfaction was 76.77, indicating that they showed good reaction to virtual training courses. Virtual training course for intensive care nurses was statistically significant at the levels of learning (P < 0.0001) and behavior (P < 0.0001). Virtual training courses are effective educational method based on three levels of Kirkpatrick's Model in intensive care nurses and it can be used along with traditional training approaches.

Applying Deep Learning and Computer Vision Techniques for an e-Sport and Smart Coaching System Using a Multiview Dataset: Case of Shotokan Karate

Smart coaching and e-sport platforms have shown a great interest in the recent research studies. Through this study, we aim to globalize the practice of sport, especially Shotokan Karate, by connecting participants and coaches on an international scale through the integration of Artificial Intelligence techniques such as computer vision and deep learning, to give the possibility of carrying out national and international virtual training courses without logistical constraints. The proposed work aims to apply the latest action detection, action recognition, and action classification methods for different Karate movements using the LSTM and the ST-GCN algorithms and proposes these movements in 3D using Video Inference for Human Body Pose and Shape Estimation (VIBE). Our proper Multiview Dataset contains pose estimations of a set of basic movements captured by a karate Shotokan expert (6th DAN Black Belt) from three views (Front view, Left view, and Right view) using OpenPose and FastPose for human body keypoint detection. The current study sets out to detect, recognize, classify and score different participants' movements. We achieved greater than 96% recognition accuracy of this dataset using the LSTM algorithm, and 91.01% using the ST-GCN algorithm.

Transferring road safety knowledge from road safety specialists empowering peer influencers in Cambodia: turning adversity into success during the pandemic

During the global pandemic, an international road safety on-line collaboration between Australia and Cambodia was initiated to design, develop and deliver a virtual training course in June/July 2021. Ten highly experienced Australian and Cambodian road safety practitioners voluntarily combined with the enthusiasm and dedication of 53 committed Cambodian young peer influencers to achieve highly productive results. In the month following the training sessions, the youth syndicates produced promotional leaflets, banners, infographics and 10 short videos to deliver tailored messages to over 26,000 community members in villages and cities in Cambodia. The communications media included Facebook and TikTok as well as workshops and direct messaging at vaccination points. This program epitomises what can be achieved with the goodwill of road safety professionals using an international network to combine with enthusiastic, dedicated and committed youth peer influencers, all within a framework of voluntary community services. Actions, outcomes and the impact of this knowledge-transfer and youth empowerment initiative is presented as an example of a successful road safety intervention.

P088 A Feasibility Trial of an Asynchronous Web-based Infant Feeding Course for Child and Adult Care Food Program Providers

<h3>Background</h3> The Child and Adult Care Food Program (CACFP) provides meals and snacks to children at eligible, participating locations. Previous nutrition interventions for providers presented improved knowledge of CACFP nutrition standards, behavioral intentions, and confidence about feeding practice. However, few studies focusing on infant feeding for providers have been reported. <h3>Objective</h3> To describe the development and implementation of an asynchronous virtual training course aiming to improve infant feeding practices of providers and report program outcomes. <h3>Study Design, Settings, Participants</h3> This study was a single group, pretest-posttest quasi-experimental design. A three-module course was developed and implemented through a partnership between the State Department of Education and an Extension system. Each module consisted of 2-3 sessions and was offered through the Canvas platform. Providers completed pre-survey (n = 51) and/or post-survey (n = 57), respectively. Participants (n = 32) who completed both were included for analysis. <h3>Measurable Outcome/Analysis</h3> Self-confidence and knowledge related to infant feeding were measured. Recommended changes were assessed qualitatively. Descriptive statistics and a marginal homogeneity test were used for analysis. <h3>Results</h3> Approximately 37% of participants were teachers and 24% were center directors or owners. After the course, participants' self-confidence significantly improved (<i>P</i> <0.001). In particular, they became very confident in describing breast milk storage (<i>P =</i> 0.001), when a child should switch from a bottle to a cup (<i>P =</i> < 0.001), and when a baby is ready to start eating solid foods (<i>P =</i> < 0.001). Also, participants significantly improved knowledge of infant feeding (<i>P</i> < 0.001). Qualitative responses emphasized the importance of educating staff to feed in response to hunger cues, rather than at set times. The participants mentioned that providing refresher training, and posting signage about breast milk and formula feeding and storage guidelines in classrooms would be beneficial. Constant communication with families was perceived to be important as well. <h3>Conclusions</h3> An asynchronous virtual training course implemented through an Extension was feasible and effective for improving self-efficacy and knowledge related to infant feeding. It also has potential for program sustainability. <h3>Funding</h3> USDA; US Department of Agriculture Child and Adult Care Food Program Meal Service Training Grant through the Maryland State Department of Education.

Evaluation of EFSA training courses on principles in chemical and biological risk assessment

This report evaluates the training courses delivered under the contract OC/EFSA/SCER/2017/01 - Lot 1. Within the period of January 2018 to February 2022 a total of 21 training courses were provided, eight on-site training courses in Parma at EFSA, six virtual training courses during the Covid-19 pandemic and seven eLearning courses comprising various numbers of modules. The courses covered different aspects of chemical and biological risk assessment and related tools, namely i) harmonisation of risk assessment methodologies for human health and ecological risk assessment of combined exposure to multiple chemicals (mixture assessment), ii) risk assessment of the application of nanoscience and nanotechnologies in agro/food/feed (nanotoxicity); iii) science-based criteria for identifying endocrine disruptors in the context of EU legislation on pesticides and biocides (endocrine disruption); iv) principles on genotoxicity on scientific assessment (genotoxicity) and v) computational toxicology approaches and tools (in silico). All tutors were experts in their field and had previously performed training courses on these topics. The target participants of the training courses were members of EFSA’s Scientific Committee/Panels and their working groups as well as employees from national and international regulatory agencies associated with risk assessment of feed and food compounds. Members of the EFSA Networks as well as EFSA scientific staff also participated in the training courses. Courses were evaluated based on the feedback of participants and continuously improved also by integrating updated or new EFSA guidance documents.

50 Continuing Essential Education During the COVID-19 Pandemic: Virtual Neonatal Skills Training

Practical procedures are integral to neonatal care. All first-year paediatric specialist trainees (ST1s) are expected to develop essential skills from their first neonatal placement. However, many trainees join the speciality with minimal prior exposure. With recent changes in junior doctors’ contracts, reduced working hours and evolving clinical practices, trainees may not get enough clinical exposure to acquire required skills. Simulation is recognized as essential to bridge this training gap The aim of the study was to adapt neonatal skills training to virtual delivery.In September 2020, we trialled a half-day virtual training course for new trainees on core topics. The first part included ‘Human Factors’ followed by ‘Stabilization of the premature infant’ using a pre-recorded simulation followed by a live debrief. The second part covered ‘intubation and difficult airway’ followed by ‘vascular access’. We used interactive lectures and pre-recorded demonstrations. A full-day course was then organized for new trainees in March 2021. We included additional sessions on ‘Newborn Infant Physical Examination’ (NIPE), ‘chest drain insertion’ and ‘journal club’, including sign posting to the Critical Appraisal Skills Programme (CASP). Interaction was encouraged to facilitate peer bonding. A Paediatric Trainee Committee representative also joined to outline the support available for trainees. We followed a similar structure to the first course but added live simulation demonstrations of equipment and techniques.Seventeen trainees attended the full-day course. A number of candidates rating the sessions as extremely useful were 16 for ‘Stabilization of the premature infant’ and ‘intubation and difficult airway’, 14 for ‘Human Factors’ and ‘NIPE’, 12 for ‘vascular access’ and ‘chest drain insertion’ and 11 for Journal club. Trainees commented positively on the videos, equipment demonstration, level of interactivity and overall usefulness of the course. Nine trainees commented on desire for additional face-to-face training.After balancing the safety and learning needs of trainees, we adapted an established face-to-face skills day for virtual delivery during the COVID-19 pandemic. Whilst we recognize that virtual training is not a substitute for doing, we were able to maintain essential education during highly pressured times. Feedback demonstrates that our virtual teaching programme was well received and useful. It also emphasizes the value of actual practice and the urgency to restore hands-on training as soon as possible.

Training of trainers in the GI‐mhGAP dementia module: National training experience in Mexico

AbstractBackgroundThe GI‐mhGAP (WHO) is an evidence‐based clinical guideline for the assessment and management of mental, neurological and substance use disorders (MNS) in non‐specialist health settings, which aims to improve capacity for the identification, diagnosis, management and treatment of people with MNS disorders. In Mexico, a national network of facilitators is being established to train non‐specialist mental health providers at the first level of care. Therefore, the aim of this paper is to present how participants perceive themselves in the assessment, management and follow‐up of people with dementia, as well as to provide a replication of this course to primary care personnel.MethodThe sample consisted of 651 participants (doctors, psychologists, nurses and social workers) who were in the virtual training course for facilitators in the GI‐mhGAP given between September‐November 2020, and completed the digital feedback form. Responses were aggregated in a database and analysed using the 'topicmodel' (Grün &amp; Hornik, 2011) and 'tidytext' in R (R Core Team, 2020).ResultsThe sample consisted of 474 (72.81%) women and 177 (27.19%) men, with a mean age of 39.9 (SD=8.13). Regarding the perceived self‐efficacy for the assessment of the condition in their daily practice 70.04% (n=456) felt confident to do it, 63.75% (n=415) felt confident to manage the condition; but only half of them felt confident to train other professionals (54.84%, n=357). The results of the semantic analysis reflect the importance of providing psychoeducation to caregivers and family members, as well as training in assessment based on the identification of symptoms for proper diagnosis. It highlights the need for more training on pharmacological treatment, extending its duration and reducing technical problems with the platform, as well as having more examples and clinical cases.ConclusionThe trained facilitators feel more self‐efficient in identifying and managing the condition in their daily practice, but report the need for further training to be able to replicate the dementia module in primary care providers.

SP2.1.8Novel ultra low-cost laparoscopic trainer design and development

Abstract Aims The high cost of laparoscopic training kits is a major barrier for trainees of any level to learn basic laparoscopic skills. Research shows that consistent practice is more effective than intensive training sessions, therefore having access to an at-home training kit provides surgical trainees optimised learning opportunities. During the current pandemic when access to hospital training centres is limited, at-home training kits have become an increasingly vital component of surgical education. Methods A scoping review of current laparoscopic training kits was conducted and based on the results, medical students designed and built ultra low-cost laparoscopic graspers and training kits. Results The laparoscopic training kits were reviewed and approved by a surgical consultant and senior surgical registrars and are currently being trialled in a virtual training course at a tertiary care centre. Each kit cost £10 and was created using commonly available materials. Conclusions The ultra low-cost laparoscopic training kits were successfully created and remain one of the most cost-effective to date. These training kits provide a cost-effective solution for providing trainees with the opportunity for extended practice of basic laparoscopic skills, further improving surgical education worldwide.

Pathology Training for Cancer Diagnosis in Africa.

In response to requests for training in cancer pathology, two virtual training courses were organized: one in English for participants in Nigeria and another in French for participants in Francophone Africa. Each course had weekly 90-minute sessions covering essential topics in cancer pathology led by global experts. Two research questions were investigated for both courses: (1) did the participants improve their knowledge of the topics covered during the course, and (2) did the course participants appreciate the virtual training format? The Nigeria course enrolled 85 participants from 26 Nigerian states; the Francophone Africa course enrolled 425 participants from 18 African countries. In the pre-post technical assessment, participants increased their scores on average by 3.4% (P > .05) in the Nigeria course and by 13.1% (P < .001) in the Francophone Africa course. On the postcourse survey, 95.8% of Nigerian respondents and 96.1% of Francophone African respondents reported being satisfied or very satisfied with the virtual format. Virtual training is a promising tool to improve cancer diagnosis in Africa, as the experience of the courses illustrates that participants appreciate the virtual format. Continued training is required to reinforce skills and enable participants to appropriately apply new knowledge to their daily practice.

Effects of Virtual Education of Nutrition Programs in the Health System Evolution Plan on the Knowledge and Performance of Primary Health Workers (Behvarzes) in Mashhad, Iran Based on the Kirkpatrick Model in 2020

Background: In recent years, virtual education has emerged as one of the important applications of new information and communication technologies in the world. This study was conducted to determine the effect of the virtual training course of nutrition programs in the Health System Evolution Plan on the knowledge and practice of primary health workers in Mashhad, Iran based on the Kirkpatrick Model.Methods: This cross-sectional study was performed on 94 primary health workers in Health Center No. 1 in Mashhad. The sample size was calculated at 45 subjects and the samples were selected using a random number table. According to the staff training criteria, the training course with special conditions was held virtually based on the approved lesson plan. During the course, based on the Kirkptrick Model, a researcher-made questionnaire included four levels (reaction, learning, behavior, and results) was completed and scored based on a Likert scale. The data were analyzed in SPSS software (version 21).Results: The mean score of the content quality of the course was 4.61±0.45; it means that the participants were very satisfied with the quality of the course content. The mean score of the presentation of the course was 4.5±0.6 indicatings the presentation of the course was very good. The mean score obtained from the course exam was 85.9±10.3. Besides, the mean score of skills acquired by the subjects was 4.75±0.34 which is considered a very good level. The mean score of the job performance of subjects was 4.55±0.54 which is also a very good level.Conclusion: The in-service training course of nutrition programs in the Health System Evolution Plan was effective on the knowledge and performance of primary health workers in Mashhad.

Abstract 40: Pathology Training for Cancer Diagnosis in Africa: Perspectives from Two Virtual Courses

Abstract Purpose: The burden of cancer continues to grow in Africa, yet there are too few trained pathologists to manage the rising number of cancer cases. The shortage of resources in African countries, as well as the travel restrictions resulting from the COVID-19 pandemic, necessitate innovative means of training and supporting pathologists across the continent. In response to requests for training in cancer pathology, two virtual training courses were organized: one conducted in English for participants in Nigeria and another conducted in French for participants across several countries in Francophone Africa. Each course had weekly 90-minute sessions covering essential topics in cancer pathology led by global experts. Methods: Two research questions were investigated for both courses: 1) did the participants improve their knowledge of the topics covered during the course? and 2) did the course participants appreciate the virtual training format? Results: The Nigeria course enrolled 85 participants from 26 Nigerian states, while the Francophone Africa course enrolled 425 participants from 18 African countries. On the post course survey, 95.8% of Nigeria course respondents and 96.1% of Francophone Africa respondents reported being satisfied or very satisfied with the course's virtual format. In the pre-post technical assessment, participants increased their scores on average by 3.4% (p&amp;gt;0.05) in the Nigeria course and by 13.1% (p&amp;lt;0.001) in the Francophone Africa course. Conclusion: Virtual training is a promising tool to improve cancer diagnosis in Africa, as the experience of the two courses illustrates participants appreciate the virtual format. However, continued training and mentorship are required to reinforce new skills and enable the participants to appropriately apply their new knowledge to their daily practice. Citation Format: Daniel Seymour, MPA, Katy Graef, PhD, Yawale Iliyasu, MD, Mohenou Isidore Jean-Marie Diomande, MD, Samuel Jaquet, MD, Melissa Kelly, PhD, Ryan Soles, Dan Milner, MD, MSc, MBA. Pathology Training for Cancer Diagnosis in Africa: Perspectives from Two Virtual Courses [abstract]. In: Proceedings of the 9th Annual Symposium on Global Cancer Research; Global Cancer Research and Control: Looking Back and Charting a Path Forward; 2021 Mar 10-11. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2021;30(7 Suppl):Abstract nr 40.