To evaluate 2 referral strategies for axial spondyloarthritis (SpA) in patients with chronic low back pain at the primary care level.
Referral physicians (n = 259) were randomly assigned to either ...Strategy 1 or Strategy 2 in order to refer patients with chronic back pain (duration > 3 months), age at onset of back pain < 45 years, and no diagnosis of axial SpA, to a cooperating rheumatologist (n = 43). According to Strategy 1, suitable patients were referred if at least 1 of the following screening criteria was present: inflammatory back pain, HLA-B27, or sacroiliitis detected by imaging. According to Strategy 2, patients were referred if 2 out of 5 criteria were positive: the same 3 criteria from Strategy 1 and additionally a positive family history of ankylosing spondylitis (AS) or a good treatment response to nonsteroidal antiinflammatory drugs. The final diagnosis of the rheumatologist was used as the "gold standard."
In total, 560 consecutively referred patients were included in the analysis. Among 318 patients referred by Strategy 1, 41.8% (95% CI 36.5%-47.3%) were diagnosed with definite axial SpA. Among 242 patients referred by the second strategy, definite axial SpA was diagnosed in 36.8% (95% CI 31.0%-43.0%) of the cases.
Both referral strategies demonstrated comparable performance in identification of patients with axial SpA. Strategy 1 might be preferred as an easy and reliable screening method for axial SpA at the primary care level.
Redundant training and feedback are crucial for successful acquisition of skills in simulation trainings. It is still unclear how or how much feedback should best be delivered to maximize its effect, ...and how learners' activity and feedback are optimally blended. To determine the influence of high- versus low-frequency expert feedback on the learning curve of students' clinical procedural skill acquisition in a prospective randomized study.
N = 47 medical students were trained to insert a nasogastric tube in a mannequin, including structured feedback in the initial instruction phase at the beginning of the training (T1), and either additional repetitive feedback after each of their five subsequent repetitions (high-frequency feedback group, HFF group; N = 23) or additional feedback on just one occasion, after the fifth repetition only (low-frequency feedback group, LFF group; N = 24). We assessed a) task-specific clinical skill performance and b) global procedural performance (five items of the Integrated Procedural Performance Instrument (IPPI); on the basis of expert-rated videotapes at the beginning of the training (T1) and during the final, sixth trial (T2).
The two study groups did not differ regarding their baseline data. The calculated ANOVA for task-specific clinical skill performance with the between-subject factor 'Group' (HFF vs. LFF) and within-subject factors 'Time' (T1 vs. T2) turned out not to be significant (p < .147). An exploratory post-hoc analyses revealed a trend towards a superior performance of HFF compared to LFF after the training (T2; p < .093), whereas both groups did not differ at the beginning (T1; p < .851). The smoothness of the procedure assessed as global procedural performance, was superior in HFF compared to LFF after the training (T2; p < .004), whereas groups did not differ at the beginning (T1; p < .941).
Deliberate practice with both high- and low-frequency intermittent feedback results in a strong improvement of students' early procedural skill acquisition. High-frequency intermittent feedback, however, results in even better and smoother performance. We discuss the potential role of the cognitive workload on the results. We advocate a thoughtful allocation of tutor resources to future skills training.
The authors aim to develop European League Against Rheumatism recommendations for the role of the nurse in the management of patients with chronic inflammatory arthritis, to identify a research ...agenda and to determine an educational agenda.
A task force made up of a multidisciplinary expert panel including nurses, rheumatologists, occupational therapist, physiotherapist, psychologist, epidemiologist and patient representatives, representing 14 European countries, carried out the development of the recommendations, following the European League Against Rheumatism standardised operating procedures. The task force met twice. In the first meeting, the aims of the task force were defined, and eight research questions were developed. This was followed by a comprehensive, systematic literature search. In the second meeting, the results from the literature review were presented to the task force that subsequently formulated the recommendations, research agenda and educational agenda.
In total, 10 recommendations were formulated. Seven recommendations covered the contribution of nurses to care and management: education, satisfaction with care, access to care, disease management, psychosocial support, self-management and efficiency of care. Three recommendations focused on professional support for nurses: availability of guidelines or protocols, access to education and encouragement to undertake extended roles. The strength of the recommendations varied from A to C, dependent on the category of evidence (1A-3), and a high level of agreement was achieved. Additionally, the task force agreed upon 10 topics for future research and an educational agenda.
10 recommendations for the role of the nurse in the management of chronic inflammatory arthritis were developed using a combination of evidence-based and expert consensus approach.
In patients with early active axial spondyloarthritis (axSpA) with a disease duration of < 5 years, the longterm efficacy of 3 years of continuous etanercept (ETN) treatment was assessed.
In a ...previously reported ESTHER trial, patients with axSpA were randomized to treatment with ETN (n = 40) versus sulfasalazine (SSZ; n = 36) in the first year. We analyzed the clinical, laboratory, and magnetic resonance imaging (MRI) response in the pooled dataset of patients (study population; n = 61), including patients with ankylosing spondylitis (AS, n = 31) and nonradiographic axSpA (nr-axSpA, n = 30) who were continuously treated with ETN for 3 consecutive years. Data were analyzed using the last observation carried forward and completer analysis.
In the entire group of patients in the study population (n = 61), the mean Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) decreased from 5.7 (± 1.3) at baseline to 2.6 (± 2.4) at Year 3. The Ankylosing Spondylitis Disease Activity Score (ASDAS) decreased from 3.4 (± 0.8) to 1.5 (± 1.0). Also, mean values for MRI spine and sacroiliac joint scores showed a significant decrease. Response rates in the nr-axSpA group were similar and at least as good compared to the AS group for all outcome measures. When comparing remission stages, we found that ASDAS inactive disease correlated better with C-reactive protein and MRI remission than with Assessment of SpondyloArthritis international Society partial remission.
There was a consistent and sustained clinical response in patients with early axSpA treated with ETN over 3 years. ClinicalTrials.gov registration number NCT00844142.
The aims of this study were to disseminate, assess agreement with, assess the application of and identify potential barriers for implementation of the European League Against Rheumatism (EULAR) ...recommendations for the role of nurses in the management of chronic inflammatory arthritis (CIA) using a survey of nurses, rheumatologists and patients.
A Web-based survey was distributed across Europe and the USA using snowball sampling. Levels of agreement and application were assessed using a 0-10 rating scale (0 = none, 10 = full agreement/application). Reasons for disagreement and potential barriers to application of each recommendation were sought. Regional differences with respect to agreement and application were explored.
In total, 967 nurses, 548 rheumatologists and 2034 patients from 23 countries participated in the survey. Median level of agreement was high in all three groups, ranging from 8 to 10 per recommendation. Median level of application was substantially lower, ranging from 0 to 8 per recommendation. Agreement and application were lowest in Eastern and Central Europe. The most commonly reported reasons for incomplete agreement were too many other responsibilities (nurses), doubts about knowledge of the nurse (rheumatologists) and fear of losing contact with the rheumatologist (patients). The most commonly reported barriers to the application were time constraints and unavailability of service. Rheumatologists responses suggested that nurses had insufficient knowledge to provide the recommended care.
The EULAR recommendations for the role of nurses in the management of CIA have been disseminated among nurses, rheumatologists and patients across Europe and the USA. Agreement with these recommendations is high, but application is lower and differed across regions.
The physical examination of patients is an important diagnostic competence, but little is known about the examination skills of final-year medical students.
To investigate physical examination skills ...of final-year medical students.
In a cross-sectional study, 40 final-year students were asked to perform a detailed physical examination on standardized patients. Their performances were video-recorded and rated by independent video assessors.
Video ratings showed a mean success rate of 40.1 % (SD 8.2). As regards accompanying doctor-patient communication, final-year students achieved a mean of no more than 36.7 % (SD 8.9) in the appropriate use of the corresponding communication items.
Our study revealed severe deficits among final-year medical students in performing a detailed physical examination on a standardized patient. Thus, physical examination skills training should aim to improve these deficits while also paying attention to communicative aspects.
Die körperliche Untersuchung von Patienten stellt eine wichtige ärztliche diagnostische Kompetenz dar. Allerdings ist bisher wenig über die Fertigkeiten zur körperlichen Untersuchung von Studierenden im Praktischen Jahr bekannt. Ziel der Studie war es, die Kompetenz von Studierenden im Praktischen Jahr in Bezug auf die körperliche Untersuchung zu evaluieren.
In einer Querschnittstudie wurden 40 Studierende im Praktischen Jahr gebeten, eine detaillierte und umfassende körperliche Untersuchung bei einem standardisierten Patienten vorzunehmen. Die Untersuchung wurde videografiert und durch unabhängige Untersucher bewertet.
Die Bewertungen der Videos zeigten im Durchschnitt 40,1 % (SD 8,2) richtig durchgeführte Teilschritte. Zusätzlich ergab sich in Bezug auf die begleitende Arzt-Patient-Kommunikation lediglich ein Mittelwert von 36,7% (SD 8,9) korrekt umgesetzter kommunikativer Aspekte.
Unsere Studie deckte deutliche Defizite seitens der Studierenden im Praktischen Jahr bei der Durchführung einer körperlichen Untersuchung an standardisierten Patienten auf. Zukünftige Trainingsprogramme sollten auf die Verbesserung der Untersuchungsdefizite abzielen und auch kommunikative Aspekte berücksichtigen.
The acquisition of clinical-technical skills is of particular importance for the doctors of tomorrow. Procedural skills are often trained for the first time in skills laboratories, which provide a ...sheltered learning environment. However, costs to implement and maintain skills laboratories are considerably high. Therefore, the purpose of the present study was to investigate students' patterns of attendance of voluntary skills-lab training sessions and thereby answer the following question: Is it possible to measure an effect of the theoretical construct related to motivational psychology described in the literature--'Assessment drives learning'--reflected in patterns of attendance at voluntary skills-lab training sessions? By answering this question, design recommendations for curriculum planning and resource management should be derived.
A retrospective, descriptive analysis of student skills-lab attendance related to voluntary basic and voluntary advanced skills-lab sessions was conducted. The attendance patterns of a total of 340 third-year medical students in different successive year groups from the Medical Faculty at the University of Heidelberg were assessed.
Students showed a preference for voluntary basic skills-lab training sessions, which were relevant to clinical skills assessment, especially at the beginning and at the end of the term. Voluntary advanced skills-lab training sessions without reference to clinical skills assessment were used especially at the beginning of the term, but declined towards the end of term.
The results show a clear influence of assessments on students' attendance at skills-lab training sessions. First recommendations for curriculum design and resource management will be described. Nevertheless, further prospective research studies will be necessary to gain a more comprehensive understanding of the motivational factors impacting students' utilisation of voluntary skills-lab training in order to reach a sufficient concordance between students' requirements and faculty offers, as well as resource management.
english Purpose: The acquisition of clinical-technical skills is of particular importance for the doctors of tomorrow. Procedural skills are often trained for the first time in skills laboratories, ...which provide a sheltered learning environment. However, costs to implement and maintain skills laboratories are considerably high. Therefore, the purpose of the present study was to investigate students’ patterns of attendance of voluntary skills-lab training sessions and thereby answer the following question: Is it possible to measure an effect of the theoretical construct related to motivational psychology described in the literature – ‘Assessment drives learning’ – reflected in patterns of attendance at voluntary skills-lab training sessions? By answering this question, design recommendations for curriculum planning and resource management should be derived.Method: A retrospective, descriptive analysis of student skills-lab attendance related to voluntary basic and voluntary advanced skills-lab sessions was conducted. The attendance patterns of a total of 340 third-year medical students in different successive year groups from the Medical Faculty at the University of Heidelberg were assessed.Results: Students showed a preference for voluntary basic skills-lab training sessions, which were relevant to clinical skills assessment, especially at the beginning and at the end of the term. Voluntary advanced skills-lab training sessions without reference to clinical skills assessment were used especially at the beginning of the term, but declined towards the end of term.Conclusion: The results show a clear influence of assessments on students’ attendance at skills-lab training sessions. First recommendations for curriculum design and resource management will be described. Nevertheless, further prospective research studies will be necessary to gain a more comprehensive understanding of the motivational factors impacting students’ utilisation of voluntary skills-lab training in order to reach a sufficient concordance between students’ requirements and faculty offers, as well as resource management.german Zielsetzung: Die Vermittlung klinisch-praktischer Fertigkeiten ist von entscheidender Bedeutung für die Berufsfähigkeit angehender Ärzte. Prozedurale Fertigkeiten werden dabei häufig zu allererst in sogenannten Skills-Labs trainiert, die eine geschützte Lernumgebung gewährleisten. Die Implementierung und auch Pflege von Skills-Labs stellt allerdings eine nicht geringfügige finanzielle Herausforderung dar. Aus diesem Grund hat sich die vorliegende Arbeit zum Ziel gesetzt, die Besuchsfrequenzen und –muster im Rahmen freiwilliger Skills-Lab-Unterrichtseinheiten zu untersuchen, um folgende Frage zu beantworten: Kann der in der Literatur beschriebene, motivationspsychologische Effekt des “Assessment drives learning” festgestellt werden und spiegelt sich dieser in dem Besuchsverhalten von Studierenden in freiwilligen Skills-Lab-Unterrichtseinheiten wider? Ausgehend von den Studienergebnissen sollen Empfehlungen für die Curriculumsplanung und das Ressourcenmanagement abgeleitet werden.Methode:. Eine retrospektive, deskriptive Analyse studentischen Inanspruchnahmeverhaltens sowohl von freiwilligen „Basic“- als auch „Advanced“ Skills-Lab-Unterrichtseinheiten wurde durchgeführt. Hierzu wurden Teilnahmemuster von 340 Medizinstudierenden des dritten Studienjahres verschiedener Jahrgänge an der Medizinischen Fakultät Heidelberg näher untersucht.Ergebnisse: Die Studierenden zeigten besonders zu Beginn und am Ende des Semesters eine Präferenz für die Teilnahme an freiwilligen “Basic“ Skills-Lab-Unterrichtseinheiten, die für die klinisch-praktische Prüfung relevant sind. Freiwillige “Advanced“ Skills-Lab”-Unterrichtseinheiten ohne Bezug zur klinisch-praktischen Prüfung wurden vor allem zu Beginn des Semesters genutzt, mit einem Rückgang der Besuche gegen Ende des Semesters.Fazit: Die Ergebnisse zeigen einen deutlichen Einfluss klinisch-praktischer Prüfungen auf die studentischen Teilnahmen an Skills-Lab-Unterrichtseinheiten. Empfehlungen für die Planung des Curriculums und das Ressourcenmanagement werden dargestellt. Weitere, prospektive Studien sind erforderlich, um ein umfassenderes Verständnis motivationaler Faktoren zu entwickeln, die Studierende dazu veranlassen, freiwillige Skills-Lab-Unterrichtseinheiten zu besuchen. Damit kann eine noch erfolgreichere Abstimmung zwischen studentischen Anforderungen und Fakultätsangeboten sowie ein effizientes Ressourcenmanagement erzielt werden.
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