Browsing by Subject "Continuing education"

Now showing 1 - 4 of 4
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    Content counts, but context makes the difference in developing expertise: a qualitative study of how residents learn end of shift handoffs
    (BMC, 2018-11-03) Rattray, Nicholas A.; Ebright, Patricia; Flanagan, Mindy E.; Militello, Laura G.; Barach, Paul; Franks, Zamal; Rehman, Shakaib U.; Gordon, Howard S.; Frankel, Richard M.; Anthropology, School of Liberal Arts
    BACKGROUND: Handoff education is both formal and informal and varies widely across medical school and residency training programs. Despite many efforts to improve clinical handoffs, little evidence has shown meaningful improvement. The objective of this study was to identify residents' perspectives and develop a deeper understanding on the necessary training to conduct safe and effective patient handoffs. METHODS: A qualitative study focused on the analysis of cognitive task interviews targeting end-of-shift handoff experiences with 35 residents from three geographically dispersed VA facilities. The interview data were analyzed using an iterative, consensus-based team approach. Researchers discussed and agreed on code definitions and corresponding case examples. Grounded theory was used to analyze the transcripts. RESULTS: Although some residents report receiving formal training in conducting handoffs (e.g., medical school coursework, resident boot camp/workshops, and handoff debriefing), many residents reported that they were only partially prepared for enacting them as interns. Experiential, practice-based learning (i.e., giving handoffs, covering night shift to match common issues to handoff content) was identified as the most suited and beneficial for delivering effective handoff training. Six skills were described as critical to learning effective handoffs: identifying pertinent information, providing anticipatory guidance, applying acquired clinical knowledge, being concise, incorporating delivery strategies, and appreciating the styles/preferences of handoff recipients. CONCLUSIONS: Residents identified the immersive performance and the experience of covering night shifts as the most important aspects of learning to execute effective handoffs. Formal education alone can miss the critical role of real-time sense-making throughout the process of handing off from one trainee to another. Interventions targeting senior resident mentoring and night shift could positively influence the cognitive and performance capacity for safe, effective handoffs.
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    Lifelong learning: Moving beyond the library degree?
    (Association of College and Research Libraries, http://crln.acrl.org/content/72/5/288.full, 2011-05) Huisman, Rhonda K.
    Describes the decision to continue taking courses towards an advanced degree, as well as personal or professional factors in motivation for this decision.
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    MEDICAL STUDENTS’ PERCEPTIONS OF LIFELONG LEARNING AT INDIANA UNIVERSITY SCHOOL OF MEDICINE
    (2008-02-06T16:20:16Z) Brahmi, Frances A.
    This study explored medical students’ perceptions of Lifelong Learning (LLL) at Indiana University School of Medicine (IUSM). The IUSM was selected because it has been in the forefront of the competency-based curriculum movement since 1999, a trend for which IUSM is now a leader among undergraduate medical education (years 1-4 of medical school). This study addressed the following issues: 1) definition of LLL, 2) LLL development, 3) LLL attitudes and behaviors, 4) role models, and 5) LLL and technology.
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    SEIPS 101 and seven simple SEIPS tools
    (BMJ Publishing, 2021) Holden, Richard J.; Carayon, Pascale; Medicine, School of Medicine