Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP)

Balzer, Felix; Hautz, Wolf E.; Spies, Claudia; Bietenbeck, Andreas; Dittmar, Martin; Sugiharto, Firman; Lehmann, Lars; Eisenmann, Dorothea; Bubser, Florian; Stieg, Markus; Hanfler, Sven; Georg, Werner; Tekian, Ara; Ahlers, Olaf

doi:10.3109/0142159x.2015.1035054

Cited by 38 publications

(38 citation statements)

References 29 publications

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“…The strengths of the study include it being and clinical practice (36)(37) . Training students in safety practices may lead to changes in the way things are done, as well as decrease the rate of adverse events in the future.…”

Section: Resultsmentioning

confidence: 99%

Development of a safe drug administration assessment instrument for nursing students

Domínguez-Cancino

Arias

Muñoz

et al. 2020

Rev. Latino-Am. Enfermagem

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Objective: to determine the content and face validity of a safe drug administration assessment instrument for nursing students. Method: quantitative, descriptive study. The literature on medication errors made by students was analyzed, and an instrument was developed using the Architecture of Integrated Information Systems and the Work Breakdown Structure. Face validity was analyzed using the nominal technique, with experts in education, management, research and/or clinical practice. Results: nine experts participated in the validation process, which resulted in an instrument containing 8 sub-processes and 58 items, adjusted to the simulation environment and to clinical practice. Conclusion: the instrument may be used for the evaluation of safe drug administration by nursing students, especially in a simulation environment.

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Section: Resultsmentioning

confidence: 99%

Development of a safe drug administration assessment instrument for nursing students

Domínguez-Cancino

Arias

Muñoz

et al. 2020

Rev. Latino-Am. Enfermagem

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“…These competencies adapted the Dreyfus model for learners (Level 1novice, Level 2-advanced, Level 3-competent, 4-proficient, and 5-expert) [33], but combined them into novice/ advanced beginner, competent/proficient, and expert levels. The TP competencies [7] (Table 2) included an approach to clinical care, teaching, and evaluation, including a combination of methods related to curricular, rotation, and supervisory feedback [6,34]. A current addition to the competencies ( Table 2) is prescribing skills.…”

Section: Recent Developments In Telepsychiatric and Telebehavioral Hementioning

confidence: 99%

The Need to Implement and Evaluate Telehealth Competency Frameworks to Ensure Quality Care across Behavioral Health Professions

Hilty

Maheu²,

Drude

et al. 2018

Acad Psychiatry

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Technology is rapidly becoming a key player in care delivery, lifelong learning, and education/training. The American Psychiatric Association Practice-Based Learning and Improvement Core Competencies include the use information technology and lifelong learning [1]. Current competencybased education (CBE) focuses on skills rather than on what is taught [2,3]. Competency may be defined as a measurable human capability required for effective performance [4]. The Institute of Medicine (IOM) [5] suggested three key elements for patient-centered care: skills-focused education, interdisciplinary team-based care, and a technology/informaticsoriented administrative approach.A key premise of telepsychiatric competencies published in 2015 [6] is that faculty clinicians and educators have to first improve their care via clinical and technological competence, in order to then oversee trainees' use of technologies in clinical care. Fundamental steps to this work are the alignment of clinical outcomes with teaching/supervisory methods, evaluation, and feedback [6,7]. Professional association standards and guidelines typically do not focus on competencies, are complex, and are frequently incomplete (e.g., diverse populations and settings) [6][7][8], and comparisons across professions are rare [7].Telebehavioral health (TBH) is a broad term inclusive across behavioral health professions and technically includes both mental health and substance use care; in this paper, it will also include TP. Each BH discipline and field has its own nomenclature for telehealth (e.g., telepsychiatry, telepsychology, distance counseling) [9], though competencies related to technological standards were suggested years ago [10,11]. A TBH competency set arrived in [12] and a specific one for use of social media arrived in 2018 [13]. Care delivered by TBH may require additional skills-or adjusted behaviors-compared to in-person care [6,7,[11][12][13].The current paper will:1. Review TBH evidence relevant to competencies, guidelines, and standards and compare similarities and differences across professions related to integrating technology in practice 2. Highlight TBH competency sets to date 3. Discuss implications of implementing TBH competencies across professions. The Telebehavioral Health Evidence-BaseClinical Services, Outcomes, and EvaluationThe most influential papers about TBH over the past two decades are on the following themes: (1) effectiveness [14], (2) guidelines by the American Telemedicine Association (ATA) [15, 16], (3) summary of outcomes including randomized controlled trials [17], (4) models of service delivery [18], (5) hybrid models of care [19], and (6) interventions with population-level impact [20]. Evaluation of TBH has gone through three phases related to effectiveness: ability to increase access to care, validity and reliability compared to inperson services, and delivery models for complex populations [14][15][16][20][21][22]. TBH clinical assessment, psychological and cognitive testing, triage, and management/treatment serv...

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“…The faculty managed central timetable planning by developing its own teaching database [9]. However, this did not free the teaching coordinator from having to reconcile the content of anatomical teaching and to allocate teaching staff appropriately without overlaps.…”

Section: Comparison Of Effortmentioning

confidence: 99%

A teaching coordinator’s nightmare?

Winkelmann

2019

GMS Journal for Medical Education; 36(5):Doc48

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Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP)

Cited by 38 publications

References 29 publications

Development of a safe drug administration assessment instrument for nursing students

Development of a safe drug administration assessment instrument for nursing students

The Need to Implement and Evaluate Telehealth Competency Frameworks to Ensure Quality Care across Behavioral Health Professions

A teaching coordinator’s nightmare?

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