ABSTRACT
Aim: To assess the research gaps identified in a recent mapping review of orthognathic surgery through their evaluation by clinical experts, leading to a clinically relevant list of research gaps. This will guide future investigations of the topic, focusing on the outcomes of blood loss, infection, and relapse. Methods: The Delphi technique will be used to appraise the identified research gaps. The expert panel will include maxillofacial surgeons who regularly perform orthognathic surgery. Potential participants will be identified through various methods, including contact information from articles in the mapping review, nominations from peers, and social media platforms. Two rounds of surveys will be undertaken with Likert-type and open-ended questions to assess the clinical relevance of research gaps. For the second round, participants will receive a report of the results of the first round. Questions will be modified depending on the answers obtained in the first round. A consensus of 60% will be considered valid. Conclusions: Through this Delphi study, in a collaborative effort between researchers and clinical experts, a comprehensive understanding of the clinical relevance of research gaps in orthognathic surgery will be achieved. The outcomes will guide future investigations, ultimately improving the outcomes and practices in this field.
ABSTRACT
OBJECTIVE@#A collaborative team is necessary to help patients achieve their healthcare goals using complementary medicine. At present, healthcare professionals do not feel sufficiently qualified to provide this service. This study sought to identify competencies and teaching methods for interprofessional training on complementary and integrative medicine at medical schools.@*METHODS@#Sixty-five German-speaking experts with various professional backgrounds were invited to take part in a three-round Delphi study. In the first round, predefined competencies were assessed on a seven-point Likert scale, and participants were invited to propose additional competencies that would be evaluated in the subsequent rounds. The competencies were ranked based on the participant assessments and were assigned to four relevance groups. In the second and third rounds, suitable teaching methods were identified using free-text fields and multiple-choice questions. In a final workshop, participants synthesized the outcomes of the previous sessions and derived key competencies that would be a benefit to undergraduate interprofessional training in complementary and integrative medicine at medical schools.@*RESULTS@#The three rounds plus final worksop were attended by 50, 40, 36 and 11 experts. The competencies that these experts determined to be highly relevant to teaching complementary and integrative medicine emphasized, in particular, the respectful treatment of patients and the importance of taking a medical history. From these highly relevant competencies, three key targets were agreed upon in the final workshop: students are able to 1) classify and assess complementary medical terms and methods; 2) work collaboratively and integrate patients into the interprofessional team; 3) involve patients and their relatives respectfully and empathetically in all healthcare processes. To achieve these competency goals, the following teaching methods were highlighted: students discuss therapy options based on authentic patient cases with each other and practice empathic patient communication incorporating complementary medicine. Further, the theoretical background of complementary medicines could be provided as online-training, to use the class sessions for hands-on exercises and interprofessional exchange and discussion.@*CONCLUSION@#Despite the heterogeneous panel of experts, a consensus was reached on the competency orientation and teaching approaches. The results can promote the implementation of interprofessional training for complementary medicine in undergraduate education.
ABSTRACT
Despite consensus group methods such as Delphi technique commonly used in medical education, there is a lack of standardization in methodology definitions and reporting. Size of the panel is one of fundamental questions of the researcher in a Delphi study. The present study was conducted to determine adequacy of the panel size in the Delphi round.METHODSIn this study, to determine adequacy of the panel size, the data stability was investigated in Delphi round. The Delphi study was conducted to determine competencies of educational leaders in Iran's medical sciences universities. Original data was collected from 33 experts, who were selected purposefully. Computer-generated samples of 1000 and 2000 were used for resampling. Data analysis was performed using bootstrap technique.RESULTSResults of the bootstrap technique showed that, in each of the three data groups (original and resampling data), 10 common items were in priority of 1 to 10. Ethical, commitment, punctuality, full recognition of their duties, strategic thinking, believing in values and morals, self-confidence, team working, trusteeship, motivation, maintaining morale, and supporting the faculty and staff were selected as 10 common competencies.CONCLUSIONSStability results of three data types showed that, selected panel size was sufficient to conduct this research. In Delphi studies, regardless of emphasis on small or large panel size, a panel of appropriate size should be selected. Using statistical methods, adequacy of size of the study panel can also be ensured.
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PURPOSE: This study was undertaken to obtain a consensus amongst joint arthroplasty experts with regards to metal allergy screening prior to joint arthroplasty and the choice of implant in patients with potential metal allergy. MATERIALS AND METHODS: A web based Delphi consensus study was used including orthopaedic surgeons that had previously published on the topic of knee, hip or shoulder arthroplasty. Two rounds of questionnaires were sent via electronic mail. Consensus was considered reached if agreement was 60% or higher. RESULTS: Eighteen surgeons responded to the first and 17 to the second round of questionnaires. There was consensus that patients having metal arthroplasty surgery should not be routinely questioned about metal allergy prior to surgery. There was consensus that patch testing is not necessary even if metal allergy is suspected. Most respondents agreed in proceeding with cobalt chromium or stainless steel implant in patients suspected of metal allergy regardless of the results of cutaneous patch testing. CONCLUSIONS: This consensus study suggests that routine metal allergy screening prior to joint arthroplasty is not essential. The use of traditional cobalt chromium/stainless steel implants is recommended regardless of the patient's metal allergy status based on expert opinion through this study.
Subject(s)
Humans , Arthroplasty , Chromium , Cobalt , Consensus , Surveys and Questionnaires , Delphi Technique , Electronic Mail , Expert Testimony , Hip , Hypersensitivity , Joints , Knee , Mass Screening , Patch Tests , Shoulder , Stainless Steel , SteelABSTRACT
Se realizó una investigación exploratoria y cualitativa, primera ronda de un Estudio Delphi, con el objetivo de delimitar las dimensiones de las competencias de autoconocimiento y de autocontrol para el establecimiento de adecuadas relaciones terapéuticas de los psicólogos, que se requieren desarrollar en el pregrado. Esta se llevó a cabo con un diseño cualitativo de casos múltiples inclusivo, a través de una entrevista en profundidad realizada a 15 expertos. El procedimiento consistió en: transcripción de entrevistas grabadas, descubrimiento de datos, segmentación de información, codificación de datos, delimitación de dimensiones y creación de categorías. Como resultado se definieron 45 dimensiones de la competencia de autoconocimiento, y 59 dimensiones de la competencia de autocontrol, agrupados en cinco categorías. Se construyó una escala dimensión/rangos de valoración (tipo Likert) para aplicar en la 2da. fase del Estudio Delphi, para concluir su definición
A qualitative explanatory research study, which is the first round of a Delphi study, was conducted to set the dimensions of competencies called self-knowledge and self-control for the development of adequate therapeutic relationships of psychologists in undergraduate education. This study used an inclusive qualitative design of multiple cases through in-depth interviews to 15 experts. The method consisted of transcription of recorded interviews, finding of data, information segmentation, data coding, determination of dimensions, and creation of categories. As a result, 45 dimensions of the competence self-knowledge and 59 dimensions of the competence self-control were defined and grouped in five categories. A dimension/rank scale of assessment (Likert type) was created to be applied in the second phase of the Delphi study, so as to conclude the definition