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International Journal of Radiation Oncology, Biology, Physics ; 114(3):e474-e474, 2022.
Article in English | Academic Search Complete | ID: covidwho-2036123


Although chart rounds is an established quality assurance process, there remains minimal evidence on various forms of peer review, and some studies report relatively low error-detection rates. One question faced by both academic and community practices is whether to structure chart rounds as practice-site specific (PS) or disease-specific (DS). The global COVID pandemic may also offer new opportunities for structuring peer-review by enhancing virtual connectivity of people and practices. The purpose of this study was to determine if changes to treatment plans were recommended more often and assess perceptions following the transition to DS chart rounds. Data was prospectively collected for 6 months before and 6 months after transition to DS chart rounds at a multi-practice institution. Observed data included frequency of questions asked, educational remarks, and recommended changes to the presented plan or future patients. Time spent per case was recorded. Participants were not aware of data collection. Following 10 months of practicing DS chart rounds, a survey was distributed to faculty, dosimetrists, and trainees to assess perceptions of DS chart rounds. Two-tailed t-testing and chi-square testing were used to analyze the data. Criteria for statistical significance was p<0.05. The study was IRB-approved. Over 1 year, 1460 patients were peer reviewed;781 were reviewed by PS chart rounds and 679 by DS chart rounds. A question was asked more often in DS (49.3%) than PS (31.9%) chart rounds (p<0.001). A change to a presented plan was recommended more often in DS (4.9%) than PS (1.4%) chart rounds (p<0.001). A change was recommended for future patients more often in DS (4.4%) than PS (0.9%) chart rounds (p<0.001). An educational point was raised more often in DS (12.5%) than PS (9.3%) chart rounds (p=0.05). Time spent per case was more for DS (2.7 min) than PS (1.6 min) chart rounds (p<0.001). Overall, there were 35 survey respondents (54% response rate). Among attendings, the response rate was 74%. Of all respondents, 89% agreed DS chart rounds improve the quality of patient plans, 83% agreed DS chart rounds improve patient safety, 86% agreed DS chart rounds encourage more discussion, and 77% agreed DS chart rounds are more educational. Only 37% of respondents agreed DS chart rounds are more time efficient;however, 95% of attendings and 89% of all respondents favored continuing DS chart rounds;no respondents disagreed. Time efficiency was not associated with preference for continuing DS chart rounds (p=0.10). Favoring continuing DS chart rounds was associated with the belief that DS chart rounds improve patient safety (p<0.001), quality of patient plans (p<0.001), and education (p<0.001). DS chart rounds were associated with more discussion and recommended changes to treatment plans than PS chart rounds. Most respondents favored continuing DS chart rounds and reported that this format improved the quality of patient treatment plans and safety. [ FROM AUTHOR] Copyright of International Journal of Radiation Oncology, Biology, Physics is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

IAF Space Education and Outreach Symposium 2021 at the 72nd International Astronautical Congress, IAC 2021 ; E1, 2021.
Article in English | Scopus | ID: covidwho-1787067


The Undergraduate Student Instrumentation Project (USIP) was a NASA program created to engage undergraduate students in rigorous scientific research for the purposes of innovation and developing the next generation of professionals in space research. It is now run by the University of Houston using local resources. This student-led project, based on the 5E instructional model, is executed by the students from initial ideation of research objectives to the design, testing, and deployment of scientific payloads. The 5E Instructional model places the student at the center of knowledge building, while instructors facilitate interaction with content and guide the inquiry process. Since 2013, this project has been not only an effective vehicle for delivering STEM education but is also effective in increasing classroom engagement and interest in space. Space research is inherently interdisciplinary and crosscuts Geoscience, Engineering, and Technology. The project is designed to integrate engineering, technology, physics, material science, and earth and atmospheric sciences as an important opportunity for the students to gain access to cross-disciplinary experiential research. In addition to classroom engagement, the students build their own payloads and ground instruments. This project increases students’ command of essential skills such as teamwork, collaboration, problem solving, technology, communication, innovation, and leadership. For the faculty, the project was an extended exercise in professional development, learning how to implement project level inquiry-based education on this scale. For the students, this formative experience continues to encourage the development of a much broader range of technical skills than is typically offered within an undergraduate degree. Furthermore, the extensive time and energy that students commit to this project promotes a strong sense of personal and professional responsibility and emphasizes the necessity of coherent teamwork. Not only do students make valuable connections with each other during this process, but also to the broader space science community. They often work with professionals from outside of the USIP structure, and regularly attend and present at conferences and student competitions throughout the project. This paper will present a web-based scaffolding used to simulate the traditional face to face 5E experience during COVID. Student projects have included subjects ranging from atmospheric trace gas chemistry, LiDAR study of snow and sand avalanche dynamics, auroral electron precipitation, gravity wave modulation of the hydroxyl layer, search for stratospheric microplastics, and monitoring auroral radio emissions, among others. This program is a for-credit course of two to three years duration. Copyright © 2021 by the International Astronautical Federation (IAF). All rights reserved.