Background
The use of antifungals has expanded in pediatric hematology‐oncology, and the need to develop pediatric‐based surveillance and education activities is becoming crucial. The aims of this ...study were to evaluate the impact of a multidisciplinary protocol on the adequacy of antifungal prescription in a pediatric hematology‐oncology unit and to assess the effect of an educational intervention to improve the knowledge of prescribing pediatricians over time.
Methods
A multidisciplinary team established a protocol for the management of invasive fungal disease (IFD). The use of antifungals before (January 2012‐May 2013) and after the protocol (June 2013‐December 2015) was evaluated. Prescribing pediatricians attended a training course on IFD and were evaluated before 0, 6, and 12 months after the intervention.
Results
During the study period, antifungal agents were used in 185 episodes (56 children, 39.3% females), and were administered as prophylaxis (58.9%), empiric (34.6%), or targeted therapy (6.5%). Antifungal prescriptions were inadequate in 7% of the episodes, related to drug selection (53.8%), dosage (38.5%) and route of administration (7.7%). After protocol implementation, inadequate prescriptions decreased 9.9% (15.2% vs 5.3%; P = .04). Following the educational activity, the percentage of adequate responses to the questionnaire improved significantly compared to baseline, and persisted over time (19.7% improvement at 0 months P < .0001; 21.1% at 6 months P < .0001; 16.6% at 12 months P = .002).
Conclusions
The establishment of multidisciplinary protocols and education activities improved the quality of antifungal prescription and the knowledge of prescribers regarding antifungal therapy. Therefore, these activities may be important for the implementation of antifungal stewardship programs in pediatrics.
We designed an interactive visual training course and three-dimensional (3-D) simulator for participants and used verified questionnaires as tool to evaluate the efficacy of the education course.
...From August 2020 to December 2021, 159 nursing staff who received the interactive visual training course and completed validated questionnaires before and after the course were included. The efficacy of the course was evaluated by comparing the pre- and post-course questionnaires.
The interactive visual training course, including maintenance lectures and practice with a 3-D simulator, improved consensus among the nursing staff and increased the willingness of oncology nurses to perform the proposed port irrigation procedure.
An implanted intravenous port cannot be directly seen by nursing staff and can only be identified through manual palpation. This lack of visibility may result in individual variations in port identification during daily practice, potentially leading to malpractice. To minimize these individual variations, we have designed an interactive visual training course. We used validated questionnaires before and after the course to analyze its efficacy in practical education.
Trauma is a major contributor to the global burden of disease, with low- and middle-income countries (LMICs) being disproportionately affected. Trauma Quality Improvement (QI) initiatives could ...potentially save an estimated two million lives each year. Successful trauma QI initiatives rely on adequate training and a culture of quality among hospital staff. This study evaluated the effect of a pilot trauma QI training course on participants’ perceptions on leadership, medical errors, and the QI process in Cameroon.
Study participants took part in a three-day, eight-module course training on trauma QI methods and applications. Perceptions on leadership, medical errors, and QI were assessed pre and post-course using a 15-item survey measured on a five-point Likert scale. Median pre- and post-course scores were compared using the Wilcoxon signed-rank test. Knowledge retention and course satisfaction were also evaluated in a post-course survey and evaluation.
A majority of the 25 course participants completed pre-course (92%) and post-course (80%) surveys. Participants’ perceptions of safety and comfort discussing medical errors at work significantly increased post-course (pre-median = 5, IQR 4-5; post-median = 5, IQR 5-5; P = 0.046). The belief that individuals responsible for medical error should be held accountable significantly decreased after the course (pre-median = 3, IQR 2-4; post-median = 1, IQR 1-2; P < 0.001). Overall satisfaction with the course was high with median scores ≥4.
These initial results suggest that targeted trauma QI training effectively influences attitudes about QI. Further investigation of the effect of the trauma QI training on hospital staff in larger courses is warranted to assess reproducibility of these findings.
•Targeted QI training can improve perceptions about handling medical errors and effectively influences attitudes about QI.•The QI course can be a valuable tool to provide training for hospital staff to improve trauma care through a systems lens.•There is opportunity for trauma QI capacity building in Cameroon.
Introduction: Evidence-based medicine is considered as a new and reliable approach which has new discussions on judgment to find the best evidence or qualitative evidence. This study was designed in ...Bushehr province for designing, implementing, and evaluating physician empowerment courses in evidence-based MRI prescriptions in the training hospitals of Bushehr University of Medical Sciences in 2021.
Methods: The present study was an educational scholarship which was conducted in Bushehr province. This study was performed in two phases in accordance with Glassic criteria. A number of five workshops were designed and conducted by researchers using the ADDIE Model in systemic educational design. The course was designed through the review of texts and interviews with experts and in-depth group discussions (FGD) with the presence of seven experts. After that, this training course was evaluated and the end-of-course test was performed using the Kirkpatrick model. In order to evaluate the reaction of participants during the training course, a questionnaire was designed and its face validity and content validity were approved by experts. In addition, a four-choice test was designed based on the presented scientific content to evaluate the learning level of participants. A number of 40 questions were designed for five workshops. Descriptive statistics (frequency, mean) were used in SPSS22 for data analysis.
Results: In terms of gender, 53.7 % were male and 46.3 % were female. In terms of age, 24.4 % were in the age group of 31-35 years. In terms of improving awareness, 34.1 % of participants were at a very good level after the empowerment course. Learning findings indicated that 85.7 % of participants in the final test received a passing score while 14.3 % failed.
Conclusion: In general, the findings of the study indicated that holding an empowerment course for physicians in Bushehr improved their awareness and knowledge. In fact, such improvement in awareness and knowledge can reduce unnecessary prescriptions and treatment costs but improve the quality of services.
Abstract
EUS–guided interventions have become widely accepted therapeutic management options for drainage of peripancreatic fluid collections. Apart from endosonographic skills, EUS interventions ...require knowledge of the endoscopic stenting techniques and familiarity with the available stents and deployment systems. Although generally safe and effective, technical failure of correct stent positioning or serious adverse events can occur, even in experts' hands.
In this article, we address common and rare adverse events in transmural EUS-guided stenting, ways to prevent them, and management options when they occur. Knowing the risks of what can go wrong combined with clinical expertise, high levels of technical skills, and adequate training allows for the safe performance of EUS-guided drainage procedures. Discussing the procedural risks and their likelihood with the patient is a fundamental part of the consenting process.
Introduction: Pharmacy training is one of the important courses in pharmacy education, its practical parts are trained in educational pharmacies and some parts are taught theoretically. Due to some ...problems in teaching theoretical parts such as lack of students’ interests, virtual education is employed in this study to compare the possible effect of face-to-face and virtual education on Kerman pharmacy students’ marks in a pharmacy training course. Methods: This study was conducted on 191 pharmacy students in Kerman University of Medical Sciences in the academic years 2017 and 2018 using availability sampling. In the academic year 2017, students who were defined as control group (n=106), taught by lecture method in conventional classroom with practical sessions at pharmacy. In the academic year 2018, the students of experimental group (n=85) were taught through the virtual education using a Learning Management system (Navid) and then practiced at pharmacy like the control group. Independent t and chi-square tests were employed to analyze the gathered data. Results: The mean score of the experimental group in final exam (14.35±4.42) was significantly higher than of the control group (13.16±3.18) (t=2.097, p=0.038). Using Chi-square test, no statistically significant difference was found in term of male or female participants between the two groups (p=0.151, df=2, X2=3.78). Seventy-three students from the experiment group (85.9%) were tended to be educated by virtual education method in the pharmacy training course. Conclusion: Virtual education can be considered as a complementary method alongside with traditional-classroom-based teaching. Given the availability of a suitable platform through the Virtual Medical University and students’ satisfaction, blended- pharmacy training course is recommended.
Background: Spiritual care can improve patients’ physical and emotional well-being, but patients at the end of life often experience that their spiritual needs are not sufficiently met by healthcare ...professionals. Object: This study evaluates the effect and experiences of a training course in spiritual care for 30 nurses at a Danish hospice. Methods: Before-and-after questionnaire and focus-group interviews were applied. Results: The course focused primarily on the nurses and their personal and collegial reflections on spiritual care, whereas increased spiritual care for patients seemed to be a secondary outcome of the course. There was a significant statistical correlation between the nurses’ values and spirituality, and their confidence in being able to exercise spiritual care for patients. Conclusion: The training course facilitated spiritual empowerment, collegial spiritual care, and spiritual language among the nurses, which led to increased spiritual care for patients.
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