RESUMEN

AIMS: There are longstanding concerns relating to clinical academic training pipelines, with evidence for multiple barriers and enablers to clinical academic career progression. We sought to assess the extent to which these and other factors apply to academic training in clinical oncology in the United Kingdom. MATERIALS AND METHODS: A cross-sectional survey was undertaken using a bespoke, pre-piloted online electronic questionnaire that was distributed to clinical oncology specialty trainees and consultants who had at any point between January 2013-January 2024 commenced an academic post whilst in training. Collated information included demographic data, location and stage of training, research experience and ambitions, research skill confidence and academic career progression. RESULTS: Seventy eligible responses were included, representing 84% (n = 16/19) of UK training deaneries. Thirty-seven (53%) of the respondents had obtained their certificate of completion of training (CCT) whilst 11% (n = 8/70) and 40% (n = 28/70) were at specialty trainee level and respectively pre- or within-/post-doctoral studies. Of 34 post-CCT respondents, 58% (n = 20) had ongoing research commitments but this reached 30% of their overall activity for just 30% (n = 10). Barriers to academic progression included clinical training requirements, post availability and limited mentorship. Most (60%; n = 35/58) undertook doctoral studies in their final two training years. A majority of respondents lacked confidence in radiation oncology (RO) skills relevant to their career ambitions, with 60%, 40% and 30%, respectively, confident in RO clinical research outcome evaluation, in vitro radiation analyses and using RO animal models. CONCLUSION: These data provide a granular, long-term analysis of academic clinical oncology training at a national level; identifying poor progression to research independence underlined by limited confidence in RO research skills and multiple barriers to academic career progression. These data provide areas in which policy makers, research funders and training programmes can focus to improve academic training in clinical oncology.

RESUMEN

The COVID-19 pandemic has led to a major public health crisis. Residents entered the frontline in triaging and treating COVID-19 patients, working overtime to meet the growing demand. Surgical practice and educational activities were restricted, thus affecting resident training. There was also a great risk to their mental health. Our study aims to assess the academic impact and quality of life including mental health status among year I, year II and year III otorhinolaryngology residents during the pandemic. A cross-sectional study was conducted among postgraduates and junior residents working in otorhinolaryngology departments in institutions across South India in October 2020. Quality of life, severity of anxiety and depression, and academic impact were assessed using the WHOQOL-BREF, GAD-7, PHQ-8 and Academic impact questionnaires respectively via Google Forms. A total of 303 responses were obtained. Inpatient and outpatient clinical activity were affected irrespective of the year of training. Surgical training was also affected especially among the final-year residents (year III) with a mean score of 4.42. The maximum median WHOQOL-BREF score of 14.66 was found in the social domain and 13.33 in the psychological and social domains in men and women respectively. The majority (43%) of 114 men had mild anxiety, while among women, a slight preponderance (33.9%) of severe anxiety was noted. Most of the residents (75% of men and 66.6% of women) had no symptoms suggestive of depressive disorder, however, 19.3% of the men and 29.6% of the women were found to have major depression. The impact of the pandemic on resident training and mental health has been immense. The study outcome may help residents comprehend and perceive the extent of the same, and explore methods to be equipped and overcome similar circumstances in the future.

RESUMEN

This article promotes and advocates for the integration of psychobiography into academic training in psychology. While psychobiography has been foundational to the discipline of psychology since Freud's study of Leonardo da Vinci, its procedures and methods have been sorely neglected in academic psychology. Following a brief introduction to psychobiography, the authors provide a historical review of the specialty area, review the current scope of psychobiographical training in psychology, and summarize the benefits of psychobiography to both the training of students and the broader psychology field. Next, models and examples of psychobiography integration across three continents and five countries are provided. The article concludes with specific recommendations for advancing psychobiography in academic psychology.

RESUMEN

OBJECTIVE: To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence. METHODS: Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics. RESULTS: The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self-awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in-depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence. CONCLUSIONS: This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare.

Asunto(s)

RESUMEN

Introducción: la violencia basada en género (VBG) es un grave problema de salud con cifras alarmantes. Las mujeres víctimas de VBG acuden a los centros de salud para ser atendidas por este y otros motivos, siendo en muchos casos el primer y único contacto de las mujeres con el sistema sanitario. El objetivo de este estudio es investigar acerca del nivel de formación, conocimientos, actuación y percepciones sobre la atención por parte de los ginecotocólogos y posgrados de Ginecotocología en casos de VBG en la práctica clínica diaria en nuestro medio. Método: se realizó un estudio descriptivo observacional de corte transversal de una muestra por conveniencia. Se encuestaron 143 profesionales, comprendiendo ginecotocólogos y posgrados de Ginecotocología en el período comprendido entre el 1 y el 30 de septiembre de 2019. Resultados: 9 de cada 10 de los profesionales refirieron no realizar o realizar pocas preguntas sobre VBG en la práctica clínica, y 80% no tiene claro sobre cuál es su rol en la detección de una víctima de VBG, siendo profesionales que asisten a un promedio de 20 a 60 mujeres semanalmente. Un tercio de los encuestados manifestaron tener menos de una hora de formación académica en VBG. Conclusión: existe escasa formación académica en esta temática. Se mostró que entender el papel del profesional en la detección de casos de VBG y la capacidad para responder apropiadamente están íntimamente relacionados con la capacidad de identificar la VBG en la práctica clínica diaria.

Introduction: Gender-based violence (GBV) is a serious health problem that accounts for alarming figures. Women victims of GBV come to health centers to be treated for this and other reasons, in many cases being this the first and only contact they have with the health system. The objective of this study is to find out the level of training, knowledge, actions, and perceptions regarding care by gynecologists and gynecology postgraduates in cases of gender-based violence seen during daily clinical practice in our setting. Method: A descriptive observational study was conducted, with a cross-sectional design and convenience sample. A total of 143 professionals were surveyed, including gynecologists and gynecology postgraduates, between September 1st and September 30th, 2019. Results: Nine out of ten professionals reported not asking or asking few questions about GBV in their clinical practice, and 80% were unclear about their role in detecting GBV victims, despite assisting an average of 20 to 60 women weekly. One-third of respondents reported having less than an hour of academic training in GBV. Conclusion: There is limited academic training in this area. The study showed that understanding the professionals' role in detecting GBV cases and their ability to respond appropriately to it are closely related to the ability to identify GBV in daily clinical practice.

Introdução: a violência baseada em gênero (VBG) é um grave problema de saúde com números alarmantes. As mulheres vítimas de VBG procuram os centros de saúde para tratamento por esse e outros motivos e, em muitos casos, esse é o primeiro e único contato que as mulheres têm com o sistema de saúde. O objetivo deste estudo é pesquisar o nível de formação, conhecimento, desempenho e percepções do atendimento por tocoginecologistas e pós-graduandos em Tocoginecologia nos casos de VBG na prática clínica diária. Métodos: foi realizado um estudo observacional descritivo de corte transversal com uma amostra de conveniência. Foram incluídos 143 profissionais, incluindo tocoginecologistas e pós-graduandos em Tocoginecologia no período entre 1º e 30 de setembro de 2019. Resultados: 9 em cada 10 profissionais relataram não fazer nenhuma ou poucas perguntas sobre a VBG na prática clínica, e 80% não tinham clareza sobre seu papel na identificação de uma vítima de VBG em sua prática, sendo profissionais que atendem uma média de 20 a 60 mulheres por semana. Um terço dos entrevistados relatou ter menos de uma hora de formação acadêmica em VBG. Conclusão: Há pouca formação acadêmica nessa área. A compreensão do papel do profissional na detecção de casos de VBG e a capacidade de responder adequadamente estão intimamente relacionadas à capacidade de identificar VBG na prática clínica diária.

Asunto(s)

RESUMEN

Introduction: The mínimum number of procedures required to be performed during anesthesia training has not been officially defined in Colombia. Although a number is no guarantee of acquired competencies, it does indicate the level of opportunity offered by the different programs. This study describes the practical training afforded to residents in a graduate anesthesia program in Colombia, and compares its results with international standards. Objective: Describe exposure to procedures performed by residents enrolled in a three-year anesthesia specialization program in Colombia between 2015 and 2020, and compare with the standards proposed by ASCOFAME and ACGME. Methods: Descriptive, cross-sectional study which included residents who did their specialization in a Colombian anesthesia program between 2015 and 2020. Complexity, anesthesia techniques, invasive monitoring and airway approach were described. Finally a descriptive comparison was made with the published references of the Colombian Association of Medical Schools (ASCOFAME) and the Accreditation Council for Graduate Medical Education (ACGME). Results: The results for 10 residents were included. Each resident had a median of 978 cases (IQR 942-1120), corresponding to 25 surgical specialties, the most frequent being general surgery (18%), orthopedics (16%), pediatric surgery (19%), and obstetrics (10.8%). According to the American Society of Anesthesiology (ASA) classification, the majority of patients were ASA II (39.63%) and ASA III (28.4%). Adequate exposure was achieved in 11 of the 15 categories proposed by ACGME and in 6 of the 15 proposed by ASCOFAME. Conclusions: A detailed description of the practice component acquired by the residents during their three years of training was obtained. This baseline provides insight into the national landscape and allows to describe the relationship with international standards.

Introducción: En Colombia no se encuentra oficialmente definido el número mínimo de procedimientos que se deben realizar durante el entrenamiento en anestesiología. Aunque el número no garantiza la adquisición de competencias de la especialidad, sí es un indicador de la oportunidad ofertada por parte de los programas. Este estudio describe el entrenamiento práctico que tienen los médicos residentes en un programa de posgrado de anestesiología en Colombia y compara sus resultados con estándares internacionales. Objetivo: Describir la exposición a procedimientos realizados por los médicos residentes de un programa de especialización en anestesiología de tres años en Colombia, entre 2015 y 2020, y compararlo con los estándares propuestos por ASCOFAME y el ACGME. Métodos: Estudio descriptivo de corte transversal; se incluyeron los residentes que cursaron su programa de especialidad en un programa colombiano de anestesiología entre 2015 y 2020. Se describieron la complejidad, técnicas anestésicas, monitoría invasiva y abordaje de la vía aérea. Finalmente, se compararon los resultados de manera descriptiva con lo referenciado por la Asociación Colombiana de Facultades de Medicina y el Accreditation Council for Graduate Medical Education (ACGME). Resultados: Se incluyeron los resultados de 10 médicos residentes. El número de casos por residente tuvo una mediana de 978 casos (RIQ942-1120), correspondientes a 25 especialidades quirúrgicas; cirugía general (18 %), ortopedia (16 %), cirugía pediátrica (19 %) y obstetricia (10,8 %) fueron las más frecuentes. Según la clasificación de la Sociedad Americana de Anestesiología (ASA), la mayoría de los pacientes tenían ASA 2 (39,63 %), ASA 3 (28,4 %). Se alcanzó una exposición adecuada en 11 de las 15 categorías propuestas por el ACGME y en 6 de las 15 propuestas por la Asociación Colombiana de Facultades de Medicina. Conclusiones: Se obtuvo una descripción detallada del aspecto práctico de los residentes de anestesiología durante sus tres años de formación. Esta línea de base permite ampliar el panorama a escala nacional y describir la relación con estándares internacionales.

RESUMEN

Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes.

Asunto(s)

RESUMEN

Background: Cardiac diseases are among the leading causes of death worldwide, including sudden cardiac arrest in particular. Nursing professionals are often the first to encounter these scenarios in various settings. Adequate preparation and competent knowledge among nurses significantly impact survival rates positively. Aim: To describe the state of knowledge about Basic and Advanced Life Support guidelines among Ecuadorian nursing professionals. Methodology: A nationwide, descriptive, cross-sectional study was conducted from February to April 2023 among Ecuadorian nursing professionals. Participants were invited through official social media groups such as WhatsApp and Facebook. The study utilized a self-administered online questionnaire to evaluate theoretical knowledge of Basic Life Support (BLS) and Advanced Life Support (ALS). Knowledge scores were assigned based on the number of correct answers on the tests. T-tests and one-way ANOVA were used to examine relationships between knowledge scores and demographic and academic training variables. Results: A total of 217 nursing professionals participated in the study. The majority of the participants were female (77.4%) and held a university degree (79.9%). Among them, only 44.7% claimed to have obtained a BLS training certificate at least once, and 19.4% had ALS certification. The overall BLS knowledge score (4.8/10 ± 1.8 points) was higher than the ALS score (4.3/10 ± 1.8 points). Participants who had obtained BLS certification and those who used evidence-based summaries as a source of extracurricular training achieved higher BLS and ALS knowledge scores. Conclusion: Ecuadorian nursing professionals in this study exhibited a significant deficiency in theoretical knowledge of BLS and ALS. Formal training and preparation positively impact life support knowledge. Support and inclusion of Ecuadorian nurses in training and academic preparation programs beginning at the undergraduate level are essential for promoting life support knowledge and improving outcomes.

RESUMEN

BACKGROUND: This narrative review examined the published peer-reviewed literature on how health literacy is taught and evaluated in seven health professional and adjacent disciplines: dentistry, medicine, nursing, law, pharmacy, public health, and social work. The study objectives were to assess how students are educated about health literacy and how their health literacy education and skills are evaluated. METHODS: Study selection followed guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). We searched PubMed, CINAHL, SocINDEX (EBSCOhost), Lexis Advance and Public Health (ProQuest) for English-language publications of health literacy education studies across seven disciplines at U.S.-based institutions. Inclusion criteria included: 1) methods describing a primary health literacy educational intervention, 2) professional education in one or more of the seven disciplines, 3) educational institutions in the United States, and 4) articles published in peer-reviewed journals between 2000 and 2020. RESULTS: The searches yielded 44 articles. Health literacy education is evident in six of the seven studied disciplines, and varies widely in the quality, quantity, timing and mode of education and evaluation. Despite the presence of health literacy accreditation requirements, none of the seven disciplines has developed and implemented a standard, rigorous health literacy education program for students. CONCLUSIONS: Graduating institutions and professional accreditation organizations that set the standards for education must lead the way by implementing upstream changes in health literacy professional education. Teaching health literacy to students in health professions is one strategy to help close gaps in patient/client professional communication for graduates and those they serve.

Asunto(s)

RESUMEN

BACKGROUND: Compassion fatigue and burnout are important issues within the medical field, and may be an even bigger problem for Child Abuse Pediatricians (CAPs). While the Accreditation Council for Graduate Medical Education (ACGME) mandates educational activities focused on burnout and resilience, there is currently minimal data to inform the choice and implementation of these activities. OBJECTIVE: Our objectives were to: determine the availability and perceived usefulness of educational activities related to burnout and resilience available in CAP fellowships; and explore the relationship between fellowship activities and burnout. PARTICIPANTS AND SETTING: Surveys were distributed in 2016 to 133 participants in CAP fellowships since 2006. METHODS: Burnout risk was measured using the Maslach Burnout Inventory - Human Services Survey (MBI-HSS). Logistic regression models were used to assess the association of burnout as measured by the MBI-HSS with specific educational activities. RESULTS: Of 133 eligible individuals, 85 (64 %) responded. Of these, 40 (53 %) scored in the high-risk range for at least 1 of the three subscales. Activities perceived to be most useful in addressing burnout were: multidisciplinary team interactions, time spent with the team outside of work, and faculty/trainee one-on-one mentorship. Educational activities were only weakly associated with addressing burnout as measured by the MBI-HSS. CONCLUSIONS: Moderate or high levels of burnout are present in a large proportion of practicing CAPs and more than one-third of participants felt that the quality of burnout training in fellowship did not meet their needs. These data support the need to more effectively address burnout education within the training experience of CAP fellows.

Asunto(s)

Asunto(s)

RESUMEN

INTRODUCTION/AIMS: Self-assessment examinations (SAEs) help trainees assess their progress in education. SAEs also provide feedback to training programs as to how factors in training influence examination performance. This study's goal was to examine the relationship between the number of months of training in electrodiagnostic (EDx) medicine, the number of EDx studies during training, and scores on the American Association of Neuromuscular and Electrodiagnostic Medicine SAE. METHODS: This was a retrospective study of the 2023 AANEM-SAE results. In addition to the examination score, participants were asked approximately how many EDx studies they performed in training and how many months of training they had completed. Analysis included correlation of the examination scores with months of training as well as number of EDx studies. In addition, a multivariate linear regression model was developed. RESULTS: A total of 756 participants completed the proctored examination in May 2023. Examination score was moderately and positively correlated with the number of months of training (Pearson r = .5; p < .001) as well as the number of EDx studies during training (Pearson r = .55; p < .001). Scores steadily improved with additional months of training, but leveled off after 300-400 EDx studies. Regression analysis indicated that higher numbers of EDx studies were correlated with a higher examination score even after accounting for the number of months of study. DISCUSSION: We believe that a greater number of months of training is associated with better performance on the AANEM-SAE and that greatest improvement in examination performance occurs during the first 300-400 EDx studies.

Asunto(s)

RESUMEN

Introducción: La educación de posgrado es uno de los componentes del modelo de formación continua de la educación superior y da seguimiento al pregrado. Objetivo: Caracterizar las formas organizativas de la formación académica y la superación profesional de la Facultad de Ciencias Médicas Manuel Fajardo durante el curso lectivo 2022. Métodos: Se realizó un estudio observacional descriptivo transversal en el que se describieron los resultados más significativos de las formas organizativas de la formación académica y la superación profesional. Resultados: Se realizaron 359 (68,6 %) y 164 (31,3 %) cursos de superación profesional y capacitación, respectivamente, para un total de 523 actividades. De los 359 cursos de superación, 37,3 % correspondieron a la atención primaria de salud. Se autorizaron 34 especialidades, de ellas 30 médicas, tres de enfermería y una de psicología. A nivel de los institutos existieron nueve especialidades (26,5 %), a nivel de los hospitales 23 especialidades (67,6 %) y dos en la atención primaria de salud (5,9 %). Existieron nueve maestrías aprobadas por la Comisión para la Educación de Posgrado (COPEP) y 13 nuevos expedientes en desarrollo. En relación con las maestrías aprobadas, 8 (88,8 %) pertenecían a los institutos. La estrategia doctoral fue dirigida a 21 residentes. Hubo 93 doctorandos y 85 doctores en ciencias. Conclusiones: A pesar de los avances que ha experimentado la Facultad de Ciencias Médicas Manuel Fajardo en relación con la superación profesional, y la formación académica del posgrado en cada uno de sus procesos sustantivos, se deben perfeccionar los procedimientos, viabilizar los caminos e incentivar el capital humano.

Introduction: Postgraduate education is one of the components of the continuous education model in higher education and follows the undergraduate. Objective: To characterize the organizational forms of academic training and professional development at Facultad de Ciencias Médicas Manuel Fajardo during the academic year 2022. Methods: A cross-sectional, descriptive and observational study was carried out, in which the most significant results of the organizational forms of academic training and professional improvement were described. Results: 359 (68.6%) and 164 (31.3%) professional development and training courses were carried out, respectively, for a sheer number of 523 activities. Of the 359 professional development courses, 37.3 % corresponded to primary health care. Thirty-four specialties were authorized, including 30 medical specialties, 3 nursing specialties and 1 psychology specialty. At the institute level, there were 9 specialties (26.5 %); at the hospital level, 23 specialties (67.6 %); and 2 specialties in primary health care (5.9 %). There were 9 approved master's degree programs by the Comisión para la Educación de Posgrado (COPEP) and 13 new programs under development. Of the approved master's degrees, 8 (88.8%) belonged to institutes. The doctoral strategy was targeted at 21 residents. There were 93 PhD students and 85 PhDs. Conclusions: Despite the advances experienced by Facultad de Ciencias Médicas Manuel Fajardo regarding professional improvement, as well as within postgraduate academic training in each of its substantive processes, procedures must be perfected, paths must be made viable and human capital must be encouraged.

RESUMEN

Background: Delivering research skills training to health professionals through short, applied sessions outside a formal higher education program, can help fill gaps in training and build research capacity in clinical settings. This has been the endeavor of some of the Applied Research Collaborations funded by the National Institute for Health and Care Research in England since 2014. How to evaluate this type of training in terms of the wider impact it may have, has not featured heavily in the literature and methods have largely borrowed from more generic approaches to training evaluation which can over-simplify outcomes and ignore longer-term impacts. Methods: We developed the framework in four stages: mapping potential impacts of our research skills training courses to identify key concepts; shaping into three domains in which impact could be expected, informed by established definitions of research capacity building; testing the initial framework and adapting wording of impacts; refining the framework into a practical tool. Results: The final framework specifies types of impact in three domains of influence - individual, group/organization and health system, and maps these against key questions to guide inquiry, as well as suggested methods for capturing the impact and expected timeframe for each type of impact. Discussion: The framework provides a structure for guiding the evaluation of research training as well as a focus on medium-longer term impacts, encouraging a broader and continuous approach to evaluation. It is hoped this will support educators in other contexts and fields, in the planning of a wider range of training evaluation activities, to capture impact more fully.

Asunto(s)

RESUMEN

Introducción: La formación académica de posgrado es un proceso continuo de incorporación de conocimientos, que se puede ver afectado por factores intrínsecos y extrínsecos. Objetivo: Determinar los factores limitantes de la formación académica de posgrado en enfermeros. Métodos: Se realizó un estudio observacional descriptivo en el Hospital Pediátrico de Camagüey durante el primer semestre de 2022. El universo estuvo constituido por 275 enfermeros, y la muestra quedó conformada por 272 que se cumplieron con los criterios de selección. Se estudiaron las variables: grupo etario, factores limitantes de la superación profesional relacionados con los ambientes físico, psicológico, social, familiar y económico. Para el procesamiento de los datos se empleó el paquete estadístico para las ciencias sociales y se expresaron en valores absolutos y porcentajes. Resultados: En el estudio predominó el grupo etario de 20-29 años (29,0 por ciento); condiciones de trabajo inadecuado (33,8 por ciento); presencia de estrés (61,8 por ciento) lo que se sumó la no disponibilidad de desarrollo o promoción (55,5 por ciento) al igual que el bajo nivel retributivo como el principal factor limitante relacionado en la esfera económica (97,4 por ciento). Conclusiones: Los factores que limitaron la formación académica de posgrado en enfermeros incluyen los relacionados con el ambiente físico, psicológico, social, laboral y económico, entre los que se encuentran las condiciones de trabajo inadecuadas, el estrés y el bajo nivel retributivo(AU)

Introduction: Postgraduate academic training is a continuous process of incorporating knowledge, which can have effects due to intrinsic and extrinsic factors. Objective: To determine the limiting factors of nurse postgraduate academic training. Methods: A descriptive observational study was carried out at Camagüey Pediatric Hospital during the 2022 first semester. The universe consisted of 275 nurses and the sample was made up of 272, once the selection criteria were applied. The variables were studied age group, limiting factors of professional improvement related to the physical, psychological, social and family, and economic environments. The Social Science Statistical Package was used to process the data and they were expressed in absolute values and percentages. Results: The age group of 20-29 years predominated in the study (29.0%), with inadequate working conditions (33.8percent), presence of stress (61.8percent), which added to the lack of availability of development or promotion (55.5percent), as well as the low level of remuneration as the main limiting factor related to the economic sphere (97.4percent). Conclusions: The factors that limited nurse postgraduate academic training include those related to the physical, psychological, social, work and economic environment, among which are inadequate working conditions, stress and low remuneration(AU)

Asunto(s)

RESUMEN

Background: Although nurses and midwives make up the largest sector of the National Health Service (NHS) workforce, studies have identified a lack of knowledge, skills and confidence to engage and lead research. In 2018, the National Institute for Health and Care Research (NIHR) invested in the development of a 3-year Senior Nurse Midwife Research Leader (SNMRL) Programme aimed at developing nursing and midwifery research capacity and capability. This review was conducted at the end of year one as part of an ongoing impact evaluation of the programme. Aim: To evaluate the impact of activities undertaken by NIHR SNMRL at the end of year one of the programme. Method: The content of anonymised end-of-year one activity, self-reported by SNMRL, was coded independently and deductively analysed by a project team using the modified Visible ImpaCT Of Research framework (VICTOR). Exemplar case studies were selected by the team to illustrate activity within domains. Working group members coded two reports independently then compared them in pairs to increase inter-rater reliability and the quality and consistency of coding. Results: Reports from 63 of 66 SNMRL were submitted and included for analysis. Reporting reflected progress towards NIHR programme objectives. These included acting as a programme ambassador, creating a vibrant research culture, supporting staff recruitment and retention, enhancing organisational reputation and clinical academic outputs. Networking and collaboration locally, regionally and nationally were widely reported. Conclusions: The SNMRL cohort reported initiating multiple initiatives aimed at influencing organisational research culture, service provision and supporting nursing/midwifery engagement with research. Evaluation indicated progress to address barriers to research engagement within NHS Trusts.

RESUMEN

Purpose The purpose of this study was to evaluate the impact of a novel training program on dental hygiene students' knowledge, attitudes and beliefs about caring for individuals with disabilities.Methods A mixed methods approach was used. Students from five dental hygiene programs based at community colleges completed a two-hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14-item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution gaining hands-on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered and modifications to treatment. Student comments about their experiences were assessed using thematic analysis.Results Two hundred and ninety-four students completed didactic training and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes and beliefs. All students provided direct patient care. Sixty-nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviors of empathy and compassion towards others.Conclusion Training can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities.

Asunto(s)

Asunto(s)

RESUMEN

Introducción: El examen de médico interno residente (MIR) se debe superar para acceder a una plaza de formación de médico especialista en España. Este estudio pretende: a) determinar los factores que influyen en la elección de la plaza de MIR; b) valorar el grado de información sobre el hospital/centro seleccionado; c) analizar las prioridades profesionales durante y posteriormente a la formación de MIR; y d) comparar los resultados entre estudiantes de sexto de Medicina y residentes MIR de primer año. Material y métodos: Se envió una encuesta anónima a 370 estudiantes de sexto de Medicina y 494 residentes de primer año de Cataluña y Aragón. Resultados: Contestaron 105 estudiantes y 104 residentes (24%). El 71% de los estudiantes y el 56% de los residentes preferían formarse en un centro distinto al que habían estudiado. Lo prioritario para escoger la plaza fue la especialidad, por encima de otros factores, como el hospital/centro o la ciudad. Globalmente, el 90% se informó acerca de las plazas, preferiblemente a través de otros residentes. Un 45% de los estudiantes y un 12% de los residentes se mostraban dispuestos a repetir el examen de MIR en caso de no disponer de la especialidad y el centro deseados en primera opción. Los encuestados valoraron positivamente aspectos como un ambiente de trabajo adecuado, un buen nivel asistencial y condiciones laborales óptimas. Conclusión: El factor más importante en la elección de la plaza de MIR es la especialidad deseada. En el centro de trabajo se valoran positivamente el nivel asistencial, el buen ambiente y las condiciones laborales.(AU)

Introduction: The MIR (médico interno residente, medical internal resident) examination must be passed to gain access to a specialist medical training place in Spain. This study aims to: a) determine the factors that influence the choice of the MIR position; b) assess the degree of information about the selected hospital/center; c) analyze the professional priorities during and after the MIR training; and d) compare the results between sixth year medical students and first year MIR residents: Material and methods: An anonymous survey was sent to 370 sixth year medical students and 494 first year residents from Catalonia and Aragon. Results: One hundred anf five students and 104 residents (24%) answered the survey. Seventy-one percent of students and 56% of residents preferred to train in a center other than the one in which they had studied. Priority was given to the specialty, above other factors such as the hospital/center or the city. Overall, 90% were informed about the positions, preferably through other residents. Forty-five percent of students and 12% of residents were willing to repeat the MIR exam if they did not have the desired specialty and center as their first choice. Respondents positively valued aspects such as an adequate working environment, a good level of care and optimal working conditions. Conclusion: The most important factor in the choice of the MIR position is the desired specialty. In the work center, the level of care, good environment and working conditions are positively valued.(AU)

Asunto(s)

RESUMEN

Background: Wound construction is a critical step in phacoemulsification. Using anterior segment optical coherence tomography (AS-OCT), we compared the morphological features and complications of main incisions made by junior or senior residents during phacoemulsification. Methods: This cross-sectional comparative study included eyes with senile cataracts that underwent uneventful phacoemulsification with a clear corneal incision made by seven senior and eight junior ophthalmology residents. All eyes underwent postoperative image acquisition using AS-OCT on day one and at three months, examining for morphological features and potential complications of the main incision. Results: We included 50 eyes of 50 patients with a male-to-female ratio of 22 (44%) to 28 (56%); 26 (52%) were operated on by junior residents and 24 (48%) by seniors. The mean geometric features of the main incisions and the frequency of early and late wound complications were comparable between the two groups (all P > 0.05). A significant correlation was found between the incision length and angle with the superior (r = + 0.80; P < 0.001 and r = - 0.63; P < 0.001, respectively) and inferior (r = + 0.84; P < 0.001 and r = - 0.68; P < 0.001, respectively) areas of the incision, as well as between the length and angle of incision (r = - 0.74; P < 0.001). The number of planes in the wound architecture was not significantly different according to senior or junior resident status (P > 0.05). Although the number of eyes with stromal hydration was significantly greater for junior residents than for seniors (P < 0.001), the corneal thickness at the entrance to the cornea or the anterior chamber, presence of endothelial wound gaping, and Descemet's membrane detachment were comparable between eyes with and without stromal hydration (all P > 0.05). At three months, 29 (58%) patients returned for examination, in whom seven (24%) had late wound complications. Conclusions: This study found no significant differences in the performances of junior and senior residents in terms of wound construction or its associated complications. However, considering the overall rate of some observed wound-related complications, we recommended revision of the resident educational curriculum concerning the structure and complications of the main incision.