Browsing by Subject "Training"
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Item 2003-2004 Fall Training Evaluation For Graduate Assistants(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Robinson, Jennifer LeeThe Literacy/Reading program for Graduate Assistants teaching developmental reading students at a large, state university currently provides one week of teacher training prior to the beginning of the Fall Semester. The small group of graduate assistants in this program (including the program coordinator) are primary instructors and teach one or two sections of developmental reading, test taking, time management, and learning strategies. The main purpose for evaluating the training program was to determine the effectiveness of the training. Data was collected through a Likert survey, which included some qualitative questions, and person-to-person interviews. The results of the Likert survey are that the high quality of the training sessions, the presenters, and the strategies that were presented helped graduate assistants to better do their jobs. The results of the qualitative questions and person-to-person interviews also conclude that the fall training was very helpful and should definitely be continued. However, the results of the qualitative portion of the study also yielded additional, unexpected insights into the perceptions of graduate assistants who feel they are marginalized graduate students, teaching marginalized college courses (Reading and Study Strategies), and serving a marginalized population of students—developmental university students.Item A Simulation-based PPE orientation training curriculum for novice physicians(Elsevier, 2023) Greaves, Spencer W.; Alter, Scott M.; Ahmed, Rami A.; Hughes, Kate E.; Doos, Devin; Clayton, Lisa M.; Solano, Joshua J.; Echeverri, Sindiana; Shih, Richard D.; Hughes, Patrick G.; Emergency Medicine, School of MedicineBackground: Personal protective equipment (PPE) is effective in preventing coronavirus disease (COVID-19) infection. Resident knowledge of proper use and effective training methods is unknown. We hypothesise that contamination decreases and knowledge increases after a formalised PPE educational session. Methods: Participants included first year interns during their residency orientation in June 2020. Before training, participants took a knowledge test, donned PPE, performed a simulated resuscitation, and doffed. A standardised simulation-based PPE training of the donning and doffing protocol was conducted, and the process repeated. Topical non-toxic highlighter tracing fluid was applied to manikins prior to each simulation. After doffing, areas of contamination, defined as discrete fluorescent areas on participants' body, was evaluated by ultraviolet light. Donning and doffing were video recorded and asynchronously rated by two emergency medicine (EM) physicians using a modified Centers for Disease Control and Prevention (CDC) protocol. The primary outcome was PPE training effectiveness defined by contamination and adherence to CDC sequence. Results: Forty-eight residents participated: 24 internal medicine, 12 general surgery, 6 EM, 3 neurology, and 3 psychiatry. Before training, 81% of residents were contaminated after doffing; 17% were contaminated after training (P<0.001). The most common contamination area was the wrist (50% pre-training vs. 10% post-training, P<0.001). Donning sequence adherence improved (52% vs. 98%, P<0.001), as did doffing (46% vs. 85%, P<0.001). Participant knowledge improved (62%-87%, P <0.001). Participant confidence (P<0.001) and preparedness (P<0.001) regarding using PPE increased with training. Conclusion: A simulation-based training improved resident knowledge and performance using PPE.Item A targeted systematic review of cost analyses for implementation of simulation-based education in healthcare(Sage, 2020-03-19) Hippe, Daniel S.; Umoren, Rachel A.; McGee, Alex; Bucher, Sherri L.; Bresnahan, Brian W.; Pediatrics, School of MedicineOver the past two decades, there has been an increase in the use of simulation-based education for training healthcare providers in technical and non-technical skills. Simulation education and research programs have mostly focused on the impact on clinical knowledge and improvement of technical skills rather than on cost. To study and characterize existing evidence to inform multi-stakeholder investment decisions, we performed a systematic review of the literature on costs in simulation-based education in medicine in general and in neonatal resuscitation as a particular focus. We conducted a systematic literature search of the PubMed database using two targeted queries. The first searched for cost analyses of healthcare simulation-based education more broadly, and the second was more narrowly focused on cost analyses of neonatal resuscitation training. The more general query identified 47 qualified articles. The most common specialties for education interventions were surgery (51%); obstetrics, gynecology, or pediatrics (11%); medicine, nursing, or medical school (11%); and urology (9%), accounting for over 80% of articles. The neonatal resuscitation query identified five qualified articles. The two queries identified seven large-scale training implementation studies, one in the United States and six in low-income countries. There were two articles each from Tanzania and India and one article each from Zambia and Ghana. Methods, definitions, and reported estimates varied across articles, implying interpretation, comparison, and generalization of program effects are challenging. More work is needed to understand the costs, processes, and outcomes likely to make simulation-based education programs cost-effective and scalable. To optimize return on investments in training, assessing resource requirements, associated costs, and subsequent outcomes can inform stakeholders about the potential sustainability of SBE programs. Healthcare stakeholders and decision makers will benefit from more transparent, consistent, rigorous, and explicit assessments of simulation-based education program development and implementation costs in low- and high-income countries.Item Advanced Virtual Manufacturing Lab for Research, Training, & Education(Office of the Vice Chancellor for Research, 2010-04-09) El-Mounayri, HazimThe research formed a base for innovative technology that was used to develop a product on its way to commercialization. The new product provides effective and integrated tool for training and education in advanced manufacturing. It is based on sound e-learning pedagogy and highly effective and integrated virtual reality learning environment.Item Assessing patients’ preferences for gender, age, and experience of their urogynecologic provider(Springer, 2019-12-11) Hoke, Tanya P.; Berger, Alexander A.; Pan, Christine C.; Jackson, Lindsey A.; Winkelman, William D.; High, Rachel; Volpe, Katherine A.; Lin, Chee Paul; Richter, Holly E.; Obstetrics and Gynecology, School of MedicineIntroduction and hypothesis Understanding patient preferences regarding provider characteristics is an under-explored area in urogynecology. This study aims to describe patient preferences for urogynecologic care, including provider gender, age, experience, and presence of medical trainees. Methods This was a multicenter, cross-sectional, survey-based study assessing patient preferences with a voluntary, self-administered, anonymous questionnaire prior to their first urogynecology consult. A 5-point Likert scale addressing provider gender, age, experience, and presence of trainees was used. Descriptive statistics summarized patient characteristics and provider preferences. Chi-squared (or Fisher’s exact) test was used to test for associations. Results Six hundred fifteen women participated from eight sites including all geographic regions across the US; 70.8% identified as white with mean age of 58.5 ± 14.2 years. Urinary incontinence was the most commonly reported symptom (45.9%); 51.4% saw a female provider. The majority of patients saw a provider 45–60 years old (42.8%) with > 15 years’ experience (60.9%). Sixty-five percent of patients preferred a female provider; 10% preferred a male provider. Sixteen percent preferred a provider < 45 years old, 36% preferred 45–60 years old, and 11% of patients preferred a provider > 60 years old. Most patients preferred a provider with 5–15 or > 15 years’ experience (49% and 46%, respectively). Eleven percent preferred the presence of trainees while 24% preferred trainee absence. Conclusion Patient preferences regarding urogynecologic providers included female gender and provider age 45–60 years old with > 5 years’ experience. Further study is needed to identify qualitative components associated with these preferences.Item Assessment of colonoscopy skill using machine learning to measure quality: Proof-of-concept and initial validation(Thieme, 2024-07-03) Wittbrodt, Matthew; Klug, Matthew; Etemadi, Mozziyar; Yang, Anthony; Pandolfino, John E.; Keswani, Rajesh N.; Surgery, School of MedicineBackground and study aims: Low-quality colonoscopy increases cancer risk but measuring quality remains challenging. We developed an automated, interactive assessment of colonoscopy quality (AI-CQ) using machine learning (ML). Methods: Based on quality guidelines, metrics selected for AI development included insertion time (IT), withdrawal time (WT), polyp detection rate (PDR), and polyps per colonoscopy (PPC). Two novel metrics were also developed: HQ-WT (time during withdrawal with clear image) and WT-PT (withdrawal time subtracting polypectomy time). The model was pre-trained using a self-supervised vision transformer on unlabeled colonoscopy images and then finetuned for multi-label classification on another mutually exclusive colonoscopy image dataset. A timeline of video predictions and metric calculations were presented to clinicians in addition to the raw video using a web-based application. The model was externally validated using 50 colonoscopies at a second hospital. Results: The AI-CQ accuracy to identify cecal intubation was 88%. IT ( P = 0.99) and WT ( P = 0.99) were highly correlated between manual and AI-CQ measurements with a median difference of 1.5 seconds and 4.5 seconds, respectively. AI-CQ PDR did not significantly differ from manual PDR (47.6% versus 45.5%, P = 0.66). Retroflexion was correctly identified in 95.2% and number of right colon evaluations in 100% of colonoscopies. HQ-WT was 45.9% of, and significantly correlated with ( P = 0.85) WT time. Conclusions: An interactive AI assessment of colonoscopy skill can automatically assess quality. We propose that this tool can be utilized to rapidly identify and train providers in need of remediation.Item Attitudes toward and training in medications for opioid use disorders: a descriptive analysis among employees in the youth legal system and community mental health centers(Springer Nature, 2024-06-21) O’Reilly, Lauren M.; Schwartz, Katherine; Brown, Steven A.; Dir, Allyson; Gillenwater, Logan; Adams, Zachary; Zapolski, Tamika; Hulvershorn, Leslie A.; Aalsma, Matthew; Pediatrics, School of MedicineBackground: Research demonstrates gaps in medications for opioid use disorder uptake (MOUDs; methadone, buprenorphine, and naltrexone) especially among adolescents. These gaps may be partly attributable to attitudes about and training in MOUDs among youth-serving professionals. We extended prior research by conducting descriptive analyses of attitudes regarding effectiveness and acceptability of MOUDs, as well as training in MOUDs, among youth legal system (YLS) employees and community mental health center (CMHC) personnel who interface professionally with youth. Methods: Using survey data from participants (n = 181) recruited from eight Midwest counties, we examined: (1) differences in MOUD attitudes/training by MOUD type and (2) by respondent demographics, and (3) prediction of MOUD attitudes/training by participant-reported initiatives to implement evidence-based practices (EBPs), workplace culture around EBPs, and workplace stress. Attitudes and training were measured in reference to five MOUD types (methadone, oral buprenorphine, injectable buprenorphine, oral naltrexone, injectable naltrexone) on three subscales (effectiveness, acceptability, training). Results: Wilcoxon signed-rank tests demonstrated that most outcomes differed significantly by MOUD type (differences observed among 22 of 30 tests). Kruskal-Wallis tests suggested MOUD differences based on demographics. For methadone, CMHC providers endorsed greater perceived effectiveness than YLS providers and age explained significant differences in perceived effectiveness. For buprenorphine, CHMC providers viewed oral or injectable buprenorphine as more effective than YLS employees, respondents from more rural counties viewed oral buprenorphine as more effective than those from less rural counties, and age explained differences in perceived effectiveness. For naltrexone, perceived gender differed by gender. Hierarchical ordinal logistic regression analysis did not find an association between personal initiatives to implement EBPs, workplace culture supporting EBPs, or workplace stress and effectiveness or acceptability of MOUDs. However, personal initiatives to implement EBPs was associated with training in each MOUD. Conclusions: These results highlight a few key findings: effectiveness/acceptability of and training in MOUDs largely differ by MOUD type; setting, rurality, age, gender, and education explain group differences in perceived effectiveness of and training in MOUDs; and implementing EBPs is associated with training in MOUDs. Future research would benefit from examining what predicts change in MOUD attitudes longitudinally.Item Augmented Reality-Assisted Deep Reinforcement Learning-Based Model towards Industrial Training and Maintenance for NanoDrop Spectrophotometer(MDPI, 2023-06-29) Alatawi, Hibah; Albalawi, Nouf; Shahata, Ghadah; Aljohani, Khulud; Alhakamy, A’aeshah; Tuceryan, Mihran; Computer and Information Science, School of ScienceThe use of augmented reality (AR) technology is growing in the maintenance industry because it can improve efficiency and reduce costs by providing real-time guidance and instruction to workers during repairs and maintenance tasks. AR can also assist with equipment training and visualization, allowing users to explore the equipment’s internal structure and size. The adoption of AR in maintenance is expected to increase as hardware options expand and development costs decrease. To implement AR for job aids in mobile applications, 3D spatial information and equipment details must be addressed, and calibrated using image-based or object-based tracking, which is essential for integrating 3D models with physical components. The present paper suggests a system using AR-assisted deep reinforcement learning (RL)-based model for NanoDrop Spectrophotometer training and maintenance purposes that can be used for rapid repair procedures in the Industry 4.0 (I4.0) setting. The system uses a camera to detect the target asset via feature matching, tracking techniques, and 3D modeling. Once the detection is completed, AR technologies generate clear and easily understandable instructions for the maintenance operator’s device. According to the research findings, the model’s target technique resulted in a mean reward of 1.000 and a standard deviation of 0.000. This means that all the rewards that were obtained in the given task or environment were exactly the same. The fact that the reward standard deviation is 0.000 shows that there is no variability in the outcomes.Item Celiac disease in North America: What is the current practice of pediatric gastroenterology providers?(Wolters Kluwer, 2024-05-27) Singh, Arunjot; Silvester, Jocelyn; Turner, Justine; Absah, Imad; Sparks, Brandon A.; Walsh, Catharine M.; Bracken, Julia M.; Stanisz, Joanna; Hajjat, Temara; Badalyan, Vahe; Chugh, Ankur; Hoffenberg, Edward J.; Dowhaniuk, Jenna K.; Pediatrics, School of MedicineObjectives: While guidelines exist for the diagnosis and management of pediatric celiac disease (CeD), current practices in North America are not well-described. This study aimed to explore current practice patterns to identify gaps and direct future clinical, training and research initiatives. Methods: A 23-item survey designed by the Celiac Disease Special Interest Group was distributed electronically to its members. Questions explored four themes: (1) screening and diagnosis pre and post the coronavirus disease (COVID)-19 pandemic, (2) treatment and monitoring, (3) family screening and transition of care, and (4) CeD focused training. Results: The survey response rate was 10.8% (278/2552). Most respondents were from the United States (89.9%, n = 250) and Canada (8.6%, n = 24). While endoscopy remained the gold standard, serology-based diagnosis was accepted by 47.5% (132/278). In response to the COVID-19 pandemic, 37.4% of providers changed their diagnostic practice. Barriers to care included: lack of insurance coverage for dietitians, wait times, and lack of CeD focused training. During fellowship 69.1% (192/278) reported no focused CeD training. Conclusion: Survey results revealed practice variation regarding the diagnosis and management of CeD in North America including a substantial proportion accepting non-biopsy, serology-based diagnosis, which increased during the COVID-19 pandemic. Variations in screening, diagnosis, interval surveillance, and family screening were also identified. Dedicated CeD education in pediatric gastroenterology fellowship may be an opportunity for standardizing practice and advancing research. Future North American guidelines should take current care patterns into consideration and develop new initiatives to improve care of children with CeD.Item Communication Training in Adult and Pediatric Critical Care Medicine. A Systematic Review(American Thoracic Society, 2020-07-14) Mendez, Michael P.; Patel, Harin; Talan, Jordan; Doering, Michelle; Chiarchiaro, Jared; Sternschein, Rebecca M.; Steinbach, Trevor C.; O’Toole, Jacqueline; Sankari, Abdulghani; McCallister, Jennifer W.; Lee, May M.; Carlos, W. Graham; Lyons, Patrick G.; Medicine, School of MedicineBackground: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.Background: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.