Evaluation in health professions education: Enhancing utility and supporting innovation

Gualdron, David Rojas; Parker, Kathryn

doi:10.1111/tct.13416

Cited by 3 publications

(11 citation statements)

References 5 publications

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“…A strength of our curriculum design is our developmental-focused approach. 5 To our knowledge, our study is the first to demonstrate the concept of learning efficiency with peer teaching in a spiralintegrated curriculum at the postgraduate medical education (PGME) level. Instead of isolated learning activities and a didactic teachingonly approach, an integrated educational delivery allows for a transition from fragmented to synthesised education delivery.…”

Section: Discussionmentioning

confidence: 91%

“…A strength of our curriculum design is our developmental‐focused approach 5 . To our knowledge, our study is the first to demonstrate the concept of learning efficiency with peer teaching in a spiral‐integrated curriculum at the postgraduate medical education (PGME) level.…”

Section: Discussionmentioning

confidence: 93%

“…With the transition to competency‐based education (CBE) in Canada, an opportunity existed to utilise a developmental evaluation framework 5 to co‐create an evidence‐informed spiral curriculum design with residents for resident competency acquisition. Our curriculum was based on the principles of social cognitive learning theories 6 .…”

Section: Approachmentioning

confidence: 99%

“…To develop this curriculum, we followed Kern's Curriculum Development for Medical Education, 10 using a constructivist, utilisation‐focused framework 5 for continuous curricular improvement. Our competency‐based spiral integrated concussion curriculum (SICC) features include (see also Tables 1 and 2) the following: Asynchronous learning followed by synchronous learning and knowledge applications through case‐based interactive workshops.…”

Section: Approachmentioning

confidence: 99%

“…As such, a need exists for improved concussion education and research into how to train through effective curriculum design. 3,4 In response to this need, using the utilisation-focused evaluation framework (described below) as the construct, 5 we developed an innovative concussion curriculum for first-and second-year FM residents (PGY1&2s). Given FM residents' limited time during training, this curriculum was designed to maximise education within a short timeframe by combining horizontal teaching techniques (single session teaching) with vertical longitudinal learning opportunities (spirally deepening learning over time).…”

Section: Introductionmentioning

confidence: 99%

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Residency spiral concussion curriculum design

Kam,

Zhao,

Huang

et al. 2023

The Clinical Teacher

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BackgroundResident‐focused concussion curricula that measure learner behaviours are currently unavailable. We sought to fill this gap by developing and iteratively implementing a Spiral Integrated Concussion Curriculum (SICC).ApproachProgramme elements of the concussion curriculum include academic half‐days (AHDs) and three half‐day clinics for first‐ and second‐year family medicine residents. Our SICC utilises social cognitive learning principles, the constructivism paradigm and utilisation‐focused evaluation.EvaluationA mixed‐method evaluation with a pre‐/post‐test design and interviews was utilised. Surveys and knowledge tests were used to measure knowledge and confidence pre‐AHD and 6 months post‐AHD. Interviews at 6 months explored programme perception and behaviour change. Of the 141 programme attendees, 114 (80%) participated in the pre‐intervention knowledge test and 33 completed the pre‐ and post‐AHD test. Immediate pre‐/post‐testing demonstrated statistically significant improvement in knowledge (p = 0.042). At 6 months post‐AHD, residents in Cycle 1 (n = 5) had a knowledge decrease of 3.33% (p > 0.05). Residents in Cycle 2 (n = 7) had a knowledge increase of 11.6% (p > 0.05). Both cycles of residents had an increase in confidence (Cycle 1: 65.0% [p = 0.025]; Cycle 2: 62.8% [p = 0.0014]). Residents (5 out of 6) reported positive behavioural changes at 6 months. Valued programme elements included concussion diagnosis and management, the self‐study guide resource and the organised structure.ImplicationsThe SICC enriched these residents' learning and fostered sustained knowledge improvement and behavioural change at 6 months post‐intervention. This approach may provide a workable design for future competency‐based curriculum development.

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 93%

Section: Approachmentioning

confidence: 99%

Section: Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Residency spiral concussion curriculum design

Kam,

Zhao,

Huang

et al. 2023

The Clinical Teacher

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An Exploration of Student Perception Toward Interprofessional High-Fidelity Clinical Simulation

Hannides,

Tariq,

Holland

et al. 2024

Journal of Medical Education and Curricular Development

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OBJECTIVES Interprofessional education is recognized for its potential for collaboration and teamwork, reflecting clinical practice; however, existing literature for simulation-based interprofessional education does not include Physician Associate (PA) students. This initiative aimed to explore the students’ perception of interprofessional clinical simulation for PA students and allied health professional (AHP) students as part of our program development. METHODS A high-fidelity simulation session was designed and conducted for volunteering students from the PA, paramedic science, and physiotherapy courses. We used a mixed-method electronic questionnaire consisting of 15 statements rated on a numerical rating scale (0-5) and four open-ended questions with unlimited free-text responses to explore student perceptions. Inductive thematic analysis was used for qualitative analysis. The session design was underpinned by Allport's (intergroup) contact hypothesis with an emphasis on mutual intergroup differentiation. RESULTS Forty-six students participated in the simulation teaching, with 48% (n = 22) providing feedback. Overall student perception was mainly positive toward the interprofessional simulation; however, some barriers to learning were recognized. Based on the evaluation of our initiative and existing literature, we propose 5 top tips to promote an effective learning experience for students. (1) Understand the importance of interprofessional collaboration. (2) Establish clear roles. (3) Plan the scenarios in advance. (4) Maintain equal status between groups. (5) Provide clear instructions and expectations. CONCLUSION To our knowledge, this is the first study of high-fidelity interprofessional simulation involving PA and AHP students. We successfully explored student perception which highlighted aspects that can impact learning. This pilot study demonstrated that interprofessional simulation is a feasible and acceptable form of learning for our students and highlighted how to improve future interprofessional simulation teaching sessions.

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Resident perceptions of learning challenges in concussion care education

Kam,

Lam,

Chang

et al. 2024

Can. Med. Ed. J

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Background: Resident-focused curricula that support competency acquisition in concussion care are currently lacking. We sought to fill this gap by developing and evaluating Spiral Integrated Curricula (SIC) using the cognitive constructivism paradigm and the Utilization-Focused Evaluation (UFE) framework. The evidence-based curricula consisted of academic half-days (AHDs) and clinics for first- and second-year family medicine residents. Our first pilot evaluation had quantitatively demonstrated effectiveness and acceptability but identified ongoing challenges. Here we aimed to better describe how concussion learning is experienced from the learners’ perspective to understand why learning challenges occurred. Methods: A qualitative interpretative cohort study was utilized to explore resident perceptions of concussion learning challenges. Participants completed six monthly longitudinal case logs to reflect on their concussion experience. Semi-structured interviews were conducted. Results: Residents' beliefs and perceptions of their roles influenced their learning organization and approaches. Challenges were related to knowledge gaps in both declarative knowledge and knowledge interconnections. Through reflection, residents identified their concussion competency acquisition gaps, leading to transformative learning. Conclusion: This Spiral Integrated Design created vigorous processes to interrogate “concussion” competency gaps. We discussed resident mindsets and factors that hindered “concussion” learning and potentially unintentional negative impacts on the continuity of patient care. Future studies could explore how to leverage humanistic adaptive expertise, cross-disciplines for curriculum development, and evaluation to overcome the hidden curriculum and to promote integrated education and patient care.

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Evaluation in health professions education: Enhancing utility and supporting innovation

Cited by 3 publications

References 5 publications

Residency spiral concussion curriculum design

Residency spiral concussion curriculum design

An Exploration of Student Perception Toward Interprofessional High-Fidelity Clinical Simulation

Resident perceptions of learning challenges in concussion care education

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