Browsing by Subject "Clinical Competence"

Now showing 1 - 7 of 7
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    Are new dentists prepared for clinical practice? A survey of the clinical abilities of new dental graduates in the U.S. military
    (2024) Chiodo, Kathleen; Cook, N. Blaine; Capin, Oriana; Diefenderfer, Kim; Adcook, Richard
    Objective: This study aimed to identify new dentists’ competence in preventive and restorative procedures, as self-assessed by the new dentists and evaluated by their clinical supervisors. Justification: Preventive and restorative dental procedures constitute the majority of treatment provided daily in a general dentistry practice. Exploring new dentist proficiency in these foundational skills within one year of dental school graduation provides crucial information regarding the knowledge and skills new dentists attain during dental school. The military dental system is structured so that all new dentists receive close clinical oversight during their first year following graduation. Hypotheses: (1) The majority of dentists who have graduated less than one year prior to this survey will self-assess their skills in basic preventive and restorative dental procedures as “competent” or higher. (2) The majority of supervisor evaluations of new dentists will also average a level of “competent” or higher. (3) New dentists will self-assess their competence levels higher than their supervisors will evaluate them. Methods: An electronic, anonymous Qualtrics survey was sent to U.S. Air Force, Army and Navy new dentists and their clinical supervisors November 2022. Using a modified-Dreyfus model of skill acquisition, new dentists completed a self-assessment of 20 preventive and restorative procedures. Their clinical supervisors also completed a survey evaluating the proficiency level of the new dentists they oversaw. Results: 60 new dentists and 25 supervisors, accounting for 151 new dentists, responded. The proportion of competence ratings at a level of “competent” or higher (“proficient,” “expert”) was estimated, along with a 95% confidence interval, and one-sample chi-square tests were used to compare the proportion against 50%. Supervisors’ ratings of the new dentists’ skill levels were significantly lower than the new dentists’ ratings for 19 of the 20 dental procedures. Supervisors’ ratings of competent or higher were significantly greater than 50% in caries diagnosis and treatment planning, caries risk assessment, Class III anterior composite resins and posterior composite resins. Overall, supervisors rated 71.3% of new dentists at Novice or Beginner skill level. Conclusion: Supervisor ratings of the new dentists’ skill levels were significantly lower than the dentists’ ratings for the majority of procedures. New dentists and supervisors significantly disagreed on new dentists’ skill levels in the treatment of class I and II amalgams, endodontically treated teeth without a post, and crown preparation and delivery. Overall, 28.7% of new dentists were evaluated as competent in preventive and restorative procedures during their first year following dental school graduation.
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    The charismatic journey of mastery learning
    (Ovid Technologies (Wolters Kluwer) - Lippincott Williams & Wilkins, 2015-11) Inui, Thomas S.; Department of Medicine, IU School of Medicine
    A collection of articles in this issue examine the concept of mastery learning, underscoring that our journey is from a 19th-century construct for assuring skill development (i.e., completing a schedule of rotations driven by the calendar) to a 21st-century sequence of learning opportunities focused on acquiring mastery of special key competencies within clerkships or other activities. Mastery learning processes and standards have the potential to clarify learning goals and competency measurement issues in medical education. Although mastery learning methods originally focused on developing learners' competency with skillful procedures, the author of this Commentary posits that mastery learning methods may be usefully applied more extensively to broader domains of skillful practice, especially those practices that can be linked to outcomes of care. The transition to mastery-focused criteria for educational advancement is laudatory, but challenges will be encountered in the journey to mastery education. The author examines several of these potential challenges, including expansion of mastery learning approaches to effective but relational clinician advice-giving and counseling behaviors, developing criteria for choosing critical competencies that can be linked to outcomes, avoiding a excessively fragmented approach to mastery measurement, and dealing with "educational comorbidity."
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    Finding the elusive balance between reducing fatigue and enhancing education: perspectives from American residents
    (Springer (Biomed Central Ltd.), 2014) Hanna, John; Gutteridge, Daniel; Kudithipudi, Venu; Department of Medicine, IU School of Medicine
    Duty hour restrictions for residency training were implemented in the United States to improve residents' educational experience and quality of life, as well as to improve patient care and safety; however, these restrictions are by no means problem-free. In this paper, we discuss the positive and negative aspects of duty hour restrictions, briefly highlighting research on the impact of reduced duty hours and the experiences of American residents. We also consider whether certain specialties (e.g., Emergency Medicine, Radiology) may be more amenable than others (e.g., Surgery) to duty hour restrictions. We conclude that feedback from residents is a crucial element that must be considered in any future attempts to strike a balance between reducing fatigue and enhancing education.
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    Implementing an Unfolding Case Study Throughout the Nursing Curriculum to Increase Opioid Addiction Education
    (Healio, 2020-04-01) Padgett, Tonja M.; deRose, Barb S.; Woolf, Shirley K.; Tielker, Samantha L.; School of Nursing
    BACKGROUND: Opioid use disorder (OUD) will touch the careers of future generations of nurses no matter their chosen setting of work. It is critical to incorporate OUD education into the nursing school curriculum to prepare these future nurses. METHOD: Research has shown that the unfolding case study is a beneficial pedagogical modality. It allows for the building of new information and the expansion of critical thinking by encouraging the student to assess and ask questions to receive further information. RESULTS: An unfolding case study was created that centered on a person who develops OUD and their family. It includes simulations, activities, and discussion topics. CONCLUSION: The unfolding case study can be integrated throughout the undergraduate curriculum from assessment to critical care. The unfolding case study can continue into the graduate program, which allows for interdisciplinary use.
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    Mastering Stress: Mental Skills and Emotional Regulation for Surgical Performance and Life
    (Elsevier, 2021-07) Anton, Nicholas E.; Lebares, Carter C.; Karipidis, Theoklitos; Stefanidis, Dimitrios; Surgery, School of Medicine
    Mental skills and emotional regulation training are gaining acceptance in surgical education as vital elements of surgeon development. These skills can effectively enhance technical skill development, improve well-being, and promote career longevity. There is evidence emerging in the surgical education literature to support the incorporation of mental skills and emotional regulation training curricula in residency training. In this study, we present the existing evidence supporting the use of this training with high performers to reduce stress and optimize well-being and performance. We also consider the recent research emerging in surgical education that offers validity evidence for use of mental skills training with surgeons. Finally, we provide a framework to guide the incorporation of these skills throughout the career of a surgeon and suggest methods to promote the development of mental skills training efforts nationally.
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    A multicenter, multidisciplinary evaluation of 1701 healthcare professional students’ LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students
    (Public Library of Science, 2020-08-13) Nowaskie, Dustin Z.; Patel, Anuj U.; Fang, Ryan C.; Psychiatry, School of Medicine
    Background Efforts to characterize healthcare professional students’ lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and physician assistant. Methods Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. Results While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (physician assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). Conclusions Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students’ LGBT cultural competency.
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    Stress and resident interdisciplinary team performance: Results of a pilot trauma simulation program
    (Elsevier, 2021-10) Anton, Nicholas E.; Huffman, Elizabeth M.; Ahmed, Rami A.; Cooper, Dylan D.; Athanasiadis, Dimitrios I.; Cha, Jackie; Stefanidis, Dimitrios; Lee, Nicole K.; Surgery, School of Medicine
    BACKGROUND: Excessive stress negatively impacts surgical residents' technical performance. The effect of stress on trainee nontechnical skills, however, is less well studied. Given that nontechnical skills are known to impact clinical performance, the purpose of this study was to assess the relationship between residents' perceived stress and nontechnical skills during multidisciplinary trauma simulations. METHODS: First-year surgery and emergency medicine residents voluntarily participated in this study. Residents participated in 3 trauma simulations across 2 training sessions in randomly assigned teams. Each team's nontechnical skills were evaluated by faculty using the Trauma Nontechnical Skills scale. The Trauma Nontechnical Skills scale consists of 5 items: leadership, cooperation, communication, assessment, and situation awareness/coping with stress. After each scenario, residents completed the 6-item version of the State-Trait Anxiety Inventory and the Surgery Task Load Index to detail their perceived stress and workload during scenarios. Linear regressions were run to assess relationships between stress, workload, and nontechnical skills. RESULTS: Twenty-five residents participated in the first simulation day, and 24 residents participated in the second simulation day. Results from regressions revealed that heightened stress and workload predicted significantly lower nontechnical skills performance during trauma scenarios. In regard to specific aspects of nontechnical skills, residents' heightened stress and workload predicted statistically significant lower situation awareness and decision-making during trauma scenarios. CONCLUSION: Residents' perceived stress and workload significantly impaired their nontechnical skills during trauma simulations. This finding highlights the need to offer stress management and performance-optimizing mental skills training to trainees to lower their stress and optimize nontechnical skills performance during challenging situations.