ABSTRACT
Submission content Introduction: Intensive care medicine has become an admired, loved, hated, and definitely more interesting Specialty due to a special situation (COVID-19) that exposed the training process to numerous criticisms, positives, and negatives, and this is how I believe we could improve our beloved world. Proposal: 1. Ideal training program from medical school to Certificate of Completion of Training (CCT): * Medical school: In their last year they should do more than 1 week in the Intensive Care Unit (ICU) * Stage 1: there should be a core surgical training of at least 6 months * Stage 2: there should be a rotation on Psychiatry of at least 4 weeks with on calls in ICU and 2 weeks in Palliative Care * Stage 3: acting as a consultant for the last six months on ST7 with backup from a formal consultant, and * Surgical training should be included in the possible dual or triple CCT 2. How would we be assessed? I agree with the Faculty of Intensive Care Medicine (FICM) staging program assessment, with some modifications: * As ST7 the trainee should act as a consultant with back support at least 50% of the stage and need to be evaluated by a Multi-Source Feedback (MSF). * Clinical Fellows should have a consultant as a Certificate of Eligibility for Specialist Registration (CESR) guide who establishes the equivalent stage of training supporting them and assessing them under the same model. * Changing the way, the General Medical Council (GMC) conducts the CESR application and making it really equivalent to the ICM training with the FFICM curriculum. 3. What do we need to be taught? * Hot topics for ICU (academic), * Overseas talks to share experiences, * Ultrasound (FUSIC), * Wellbeing strategies, * Leadership training * Psychiatric and physiological effects post ICU for patients and staff, * The administrative and political model of the National Health Service (NHS), and * Communication skills to establish excellent relationships with the other specialties. 4. What would our working life look like? * Normal day: 8 am to 3 pm * Midday shift: 1 pm to 8:30 pm * Night shift: 8 pm to 8:30 am * A rolling rota of 12 weeks with 2 weekends during this time 5. How would you produce Intensive Care Medicine (ICM) Consultants of the future who both love their job and their life: * Starting with less intense shifts, * More cordial relationships between the teams, * Supporting ICM trainees and Fellows going through their CESR pathway, * Making the training more attractive to either male-female doctors getting them involved in as many different specialties as ICM can cover, Conclusion(s): Having full-time ICM Consultants should be welcome in all ICUs in the country, which is not at the moment. This will definitely attract a lot of excellent doctors who are 100% focused on ICM.
ABSTRACT
Children are one of the groups most influenced by COVID-19-related social distancing, and a lack of contact with peers can limit their opportunities to develop social and collaborative skills. However, remote socialization and collaboration as an alternative approach is still a great challenge for children. This paper presents MR.Brick, a Mixed Reality (MR) educational game system that helps children adapt to remote collaboration. A controlled experimental study involving 24 children aged six to ten was conducted to compare MR.Brick with the traditional video game by measuring their social and collaborative skills and analyzing their multi-modal playing behaviours. The results showed that MR.Brick was more conducive to children's remote collaboration experience than the traditional video game. Given the lack of training systems designed for children to collaborate remotely, this study may inspire interaction design and educational research in related fields. © 2023 ACM.
ABSTRACT
Aims: To upskilling PN to undertake diabetes clinics and ensure high quality healthcare for our patients by maintain the nursing workforce in primary care. Method(s): The programme was delivered over two days, one month apart with follow up day's at six months and 1 year. During Covid-19 we had adapted the session to 4 half days over a 2 month period and are waiting to do our follow up day face to face. The programme included a broad range of topics and skills required to undertake diabetes clinics. Result(s): 13 PN attended from different geographical areas in our healthboard;having a various amount of experience as a PN from 16 yrs to 1 month but limited diabetes experience. Through anonymous questionnaire responses we showed an improvement in confidence across a broad range of core skills and management. Asked if they felt individually confident pre and post course -new diabetes diagnosis (38% to 92%), hypoglycaemia (53% to 92%), pens and meters (8% to 76%), sick day rules (30% to 84%), foot screening (61% to 92%) and advising on oral medication (30% no confidence improving to 84%). Increasing PN knowledge will ultimately improve patient's care thus reducing the risk of complications. preceptorship throught the course was offered by experience Diabetes Specialist Nurses. Conclusion(s): Even in these challenging times we have to maintain a skilled workforce by delivering education and preceptorship to PN. The Supporting prActice Nurses in Diabetes, Revalidation and Appraisal programme provides PN the tools to undertake diabetes clinics with confidence and ensure excellent patient care.
ABSTRACT
Internships are an integral component of most undergraduate and graduate public administration programs. These learning opportunities allow students to get practical experience in a workplace setting before graduation and provide them with an opportunity to apply knowledge gained in the classroom to the "real world." But what are students, departments, and employers to do when circumstances--including major disruptions like the COVID-19 pandemic as well as situations unique to specific students--complicate or even prevent on-site internship experiences? This article outlines a variety of approaches to finding a solution to this problem, weighing the benefits and drawbacks of each.
ABSTRACT
Background It is a challenge for pharmacy courses worldwide to combine theoretical knowledge with practical skills to equip students for their future practice. Computer-based simulation offers a way of building a bridge between theory and practice. In recent years, digital simulation has expanded rapidly as a new technique of virtual learning. The digital platform ''Pharmacy Simulator'' proposes computer-based encounters with virtual patients to train clinical and communication skills in a community pharmacy setting. However, during the COVID-19 pandemic, while students were digitally resilient and endured the endless challenges of online lectures, many were dealing with Zoom and screen fatigue. Purpose To investigate pharmacy students' acceptance of Pharmacy Simulator before and during a pandemic situation. This focuses on students' self-assessment and confidence in counselling after playing the scenarios on Pharmacy Simulator. Method Two cohorts of Master of Pharmacy students at The University of Western Australia played two scenarios on Pharmacy Simulator in 2019 (anaphylaxis and salbutamol) and 2021 (anaphylaxis and vaccination). A mixed-method analysis was performed with data from (i) qualitative semi-structured interviews carried out in 2019 pertaining to participants' acceptance of Pharmacy Simulator and in 2021 (ii) a questionnaire with 25 items derived from the interviews. The interviews were transcribed verbatim into electronic format with the data management assistance MAXQDA and analyzed inductively using the Framework Method. Questionnaire responses were analyzed in Microsoft Excel using descriptive statistics. Openended questions were evaluated inductively. Findings Data were collected from 20 interviews and 31 answered questionnaires. In 2019, participants reported that Pharmacy Simulator was a fun, engaging, and straightforward learning tool and, therefore, user-friendly. They reported the feedback at the end of the session to be most valuable. The platform was perceived to fill the gap between the theory from lectures and community pharmacy practice. In 2021, participants ''agreed'' (median: 4, on a 5-point Likert scale) with seven statements about Pharmacy Simulator's usability, such as it being a helpful tool for acquiring new knowledge. Participants' confidence in counselling regarding the scenario topics improved. One participant stated, ''It taught me more through trial and error''. Conclusion Pharmacy students reported similar acceptance levels of Pharmacy Simulator before and during the COVID-19 pandemic. The use of simulation during virtual patient encounters seems to facilitate the transfer from theory to practice, independently of learning conditions that were predominantly screen-based.
ABSTRACT
The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.
ABSTRACT
Before the COVID-19 pandemic, technology-enhanced learning and its relation to student engagement, and the necessity of good student-staff relationships for creating a successful education environment were evident. The COVID-19 pandemic forced higher education to adapt to a challenging technology-led learning environment that demanded, inter alia, high levels of flexibility and human-centredness. Valuable lessons were learned that highlighted new perspectives on curriculum design and delivery in a normalised, technology-driven environment. Against the background of COVID-19-related literature on teaching and learning, the authors reflect on their insights regarding curriculum design and delivery of two quantitative skills modules during the COVID-19 pandemic, and its impact on further curriculum planning. The focus of the article is on the intentional flexibility built into curriculum offerings during 2020-2022. The study reviewed flexibility on three levels, namely student, facilitator (staff) and delivery levels, through a multi-method research methodology. Quantitative data related to the academic performance of 2 949 students enrolled for the two quantitative skills modules from 2020 to 2022. Qualitative data related to themes through thematic analysis of student and facilitator surveys, focusgroup discussions and semi-structured interviews. The improved student academic performance reported by the study could be attributed to, amongst other factors, 1) flexibility of the selected delivery option, 2) positive staff and student experiences and engagement, and 3) intentional inclusion of activities promoting student-staff relationships. The good academic results obtained during the pandemic led to important curriculum decisions for a normalised future for these modules, which will be built on flexibility and human-centredness. Among these decisions is to continue presenting the modules in an online environment, even though traditional face-to-face teaching options are available.
ABSTRACT
Objectives: Extracorporeal membrane oxygenation (ECMO) is a complex life support modality. To appropriately educate ECMO clinicians, a comprehensive program is required. However, there is no universal ECMO education (EE) program exclusively for intensive care unit Registered Nurses (RNs). Moreover, with the recent Coronavirus Disease 2019 (COVID-19) pandemic, the existing nursing shortage and the ability of ECMO programs to maintain an established EE program worsened. This continuous quality improvement (CQI) aims to reestablish the quality of an EE program at a large academic medical center at one of the past pandemic epicenters. Method(s): A CQI process with the Plan-Do-Study-Act (PDSA) cycle and Ishikawa diagram for root cause analysis (RCA), intervention implementation from July 2022 to June 2023 Results: The RCA revealed intrahospital pandemicrelated restrictions for employee gathering, EE instructor unavailability, increased nursing turnover, increased nursing shortage, and incomplete recordkeeping of ECMO educational activity (EEA) RN attendance as dominant factors disrupting the established EE processes. Six interventions were implemented, with one added in later: 1. Schedule 1 Certification Lecture Day/Quarter (Q), 1 Re-Certification Lecture/Q, and 1 Circuit Skills Class/ month, and 1 Simulation Lab/month 2. Reserve an education room for all EE activities, as COVID-19 policies allow 3. Increase the number of EE instructors 4. Increase Nursing Leadership-ECMO Manager collaboration for optimal RN signup 5. Optimize EEA schedule to help balance RN staffing needs 6. Develop a Master ECMO Folder in Google Drive and maintain updated attendance Five interventions showed positive preliminary results, whereas it was too soon for any conclusion for one (Table 1). Conclusion(s): While preliminary, the achieved results justify that restoring the quality of an ECMO education program after the negative impact of the recent pandemic is possible. However, final results are necessary to infer the effectiveness of each intervention. (Figure Presented).
ABSTRACT
The aim of the research. To conduct a cluster analysis of the assessment profile of students who participated in work of medical organisations providing care to COVID-19 patients to develop recommendations for its correction. Material and methods. The study was carried out at the premises of Prof. V.F. Voino-Yasenetsky Krasnoyarsk State Medical University (KrasSMU). The study group was constituted by 66 students in 3-6 years of study of the Medical and the Paediatric faculties of the University who took part in activities of medical organisations providing healthcare to patients with COVID-19. The items were presented in the form of binary questions and ranking scales. The analysis of qualitative attributes was carried out in the form of relative values with calculation of the standard error of the proportion. For ranking and nonparametric quantitative characteristics, the mode, median, centiles (Me [P25;P75]) and other nonparametric criteria for comparative statistics and communication statistics were used. For segmentation of respondents according to some criteria, depending on the answers, the method "two-step cluster analysis" and the method of "decision tree" were used. Results. The results of the study indicate a high motivational component related to practical medical activity of medical students during the difficult epidemiological situation since 94.1% of the respondents declared the readiness to support practical healthcare. Almost half of the surveyed 47.0% of students included in cluster 2, in contrast to students of clusters 1 and 3, are characterised by a high opinion on the degree of their contribution to the struggle against the COVID-19 epidemic and a high level of knowledge and skills, rating themselves at about 9.0 points out of 10 possible. In addition, the results of the study indicate an association between the level of students' self-esteem in regard to their contribution to the fight against COVID-19 with the level of the students' self-esteem of knowledge and skills and the duration of work in a medical organisation. Conclusion. The analysis performed has made it possible to formulate guidelines for support of medical students' professional attitudes within the framework of practice-oriented education, including distance learning.Copyright © 2021, Krasnoyarsk State Medical University. All rights reserved.
ABSTRACT
Aims: Children and adolescents were affected in various ways by the measures due to COVID-19 pandemic. The aims of this study were to investigate and compare the effects on mental health across age, to identify latent class trajectories of emotional and behavioural problems over 12-months and to examine the association of classes of trajectories with baseline demographic and clinical predictors. Method(s): Children (n = 1854) and adolescents (n = 1243) from the general population were assessed baseline, at 6-, 9-, and 12-month follow-up. They were eligible if they were residents in Austria, Germany, or Switzerland, were parents/caregivers of a child aged between 7 and 10 years or adolescents >=11 years, had sufficient German language skills and provided informed consent. Results and Conclusion(s): Significant age-effects were found regarding type and frequency of problems. While children had the largest increase in aggressive behaviours, adolescents reported the largest increase in emotional problems. Sociodemographic variables, exposure to and appraisal of COVID-19, psychotherapy before COVID-19 and parental mental health significantly predicted change in problemscores (F >= 3.69, p <= .001). Using growth mixture modelling, a oneclass solution was detected for the trajectory of aggressive behaviours and a two- and three-class solution for withdrawn/depression and anxiety/depression. A substantial proportion of children and adolescents experienced age-related mental health problems during the different stages of the COVID-19 pandemic. These results suggest that psychological problems of specific sub-groups should be monitored over the longer-term and interventions to improve communication, emotion regulation, and appraisal style should be offered to risk groups.
ABSTRACT
About 10 % of all symptomatic COVID-19 patients suffer from long-lasting health complaints. Fatigue, cognitive and emotional disorders are the most frequent neuropsychiatric symptoms. Evidence-based therapies for these post-covid impairments are still lacking. Here, we examined the feasibility of a newly developed group-therapy program for patients with fatigue, emotional and cognitive disorders following COVID-19. 24 patients with ICD-10 diagnosis of F06.8 and U0.09 participated in the group therapy on average 13 month after their acute COVID-19 infection. Before and after the group therapy they underwent a comprehensive clinical and neuropsychological assessment. The group therapy was held online and consisted of 8 weekly sessions with psychotherapeutic and psychoeducational elements regarding fatigue and pacing, mindfulness, psychiatric disorders, cognition as well as physical activity after COVID-19. Participation in the group was high with an average of 7.25 of 8 visited sessions. Mean overall group satisfaction was 7.78 out of 10 points. Patients improved in their self-reported fatigue, daily living skills, depression and subjective cognitive abilities as well as in their objective performance in neuropsychological tests of attention during the study time. The newly developed group therapy program for patients with fatigue and emotional and cognitive disorders following an infection with SARS-CoV-2 was well accepted and evaluated and is feasible in an online setting. Copyright © 2023. Thieme. All rights reserved.
ABSTRACT
Physical inactivity is becoming an important threat to public health in today's society. The COVID-19 pandemic has also reduced physical activity (PA) levels given all the restrictions imposed worldwide. In this work, physical activity interventions supported by mobile devices and relying on control engineering principles were proposed. The model was constructed relying on previous studies that consider a fluid analogy of Social Cognitive Theory (SCT), which is a psychological theory that describes how people acquire and maintain certain behaviors, including health-promoting behaviors, through the interplay of personal, environmental, and behavioral factors. The obtained model was validated using secondary data (collected earlier) from a real intervention with a group of male subjects in Great Britain. The present model was extended with new technology for a better understanding of behavior change interventions. This involved the use of applications, such as phone-based ecological momentary assessments, to collect behavioral data and the inclusion of simulations with logical reward conditions for reaching the behavioral threshold. A goal of 10,000 steps per day is recommended due to the significant link observed between higher daily step counts and lower mortality risk. The intervention was designed using a Model Predictive Control (MPC) algorithm configured to obtain a desired performance. The system was tested and validated using simulation scenarios that resemble different situations that may occur in a real setting.
ABSTRACT
Introduction: The COVID-19 pandemic and duty hour restrictions have illuminated a role for surgical simulation in trainees that permits meaningful technical experience outside the operating room. There is a need for the implementation of surgical simulation infrastructure adjacent to clinical training with practical considerations for complexity and cost. This systematic review analyzes surgical simulations that train hand surgical techniques and procedures with subjective or objective competency assessment. Method(s): A systematic review was conducted according to PRISMA- P guidelines using the PubMed, Medline, Scopus, Embase, Web of Science, and Cochrane databases. Selected search terms included procedures relevant to the field of hand surgery and various types of simulation training. Data, including skills and techniques taught and assessed, model type, equipment, cost, and emphasis placed in training for each article, were extracted. Result(s): Of 2,519 articles, 40 met inclusion criteria. Models were described as: synthetic benchtop/3D-printed (40.0%), animal (22.5%), cadaveric (20.0%), augmented and virtual reality (AR/ VR;12.5%), and other computer simulation (12.5%). Three models incorporated both a physical benchtop component and an AR/ VR component. The procedures most represented included tendon repair (30.0%), fracture fixation (27.5%), wrist arthroscopy (15.0%), and carpal tunnel release (15.0%). Sixty-five percent of articles emphasized the importance of surgical simulation in a surgeon's training. Conclusion(s): A diversity of surgical simulation models exist for the practice of various aspects of hand surgery. The existing literature demonstrates their utility for increasing expertise with surgical techniques and procedures in a low-risk setting.
ABSTRACT
This paper reports on a study conducted to examine the development of cadets' soft skills by implementing project-based learning in Moodle LMS during the COVID-19 pandemic. This study was classroom action research following the Kemmis & McTaggart's model. It was conducted in three cycles, each consisting of plan, action, observation, and reflection. The participants of this study were the cadets from four different study programs at Sekolah Tinggi Maritim Yogyakarta currently enrolled in online classes. The data were collected through observations and focused-group discussions. The results showed that the implementation of project-based learning in Moodle LMS contributed effectively to the development of the cadets' soft skills including responsibility, discipline, creativity, and problem-solving. After implementing the project-based learning for about 16 week-meetings, the researchers recorded the gradual improvement in the soft skills performed by the cadets as follows: 39.42% (low) in Pre-cycle, 52.71% (average) in Cycle I, 69.91% (high) in Cycle II, and 83.71% (very high) in Cycle III. The aforementioned skills were perceived as key fundamental skills required by the cadets to perform their jobs successfully in the 21st century workplace, particularly in the maritime industry. © 2023, Rajarambapu Institute Of Technology. All rights reserved.
ABSTRACT
Introduction: There is a distinct unmet need in structured, curriculum based, unbiased education in neuromodulation. Current teaching is through sporadic industry workshops, cadaver courses and peer proctorship. The COVID pandemic has created a unique opportunity where online platforms have enabled education to be delivered remotely in both synchronous and asynchronously. The William Harvey Research Institute, Queen Mary University, London, UK have initiated University based accreditation- Post Graduate Certificate in neuromodulation (PGCert) that provides candidate a qualification in one academic year through part-time study. Method(s): The program underwent rigorous staged university approval process (figure 1). To ensure market feasibility, two short proof of concept CPD programs "Executive Education in Neuromodulation (EEPIN)" were delivered in 2021. These courses attracted 87 candidates across Australia, Singapore, India, Germany, Poland, Czech Republic, Ireland, and UK. The faculty includes key opinion leaders that will deliver the program ensuring the candidates gain academic background and specialist skills to understand safe practice of neuromodulation. The PGCert advisory board has been established to ensure strict governance in terms of content and unbiased delivery confirming ACCME guidance. In order to obtain PGCert, candidates are required to complete 4 x 15 credit modules (60 credits). The four modules include Anatomy & Neurophysiology;Patient care and Procedurals skills;Devices and available technology;Intrathecal drug delivery for cancer and non-cancer pain. The modular nature of the program is designed to provide cumulative knowledge, from basic science to clinical application in line with the best available evidence. The modules comprise nine lectures, spreading over three consecutive days, followed by a written assignment with 40 direct contact hours in each module. The webpage can be accessed at Results: The anonymous data from EEPIN reported on Likert scale 1-5: Objectives defined 30.6% - 4 and 69.4% -5;Relevance of topics 10.2%- 4 and 89.8% -5;Content of presentations 22.4%- 4 and 77.6% -5;Organization 24.5% -4 and 69.4% -5;Candidate faculty interaction 14.3% -4 and 81.6% -5. 97% of the EEPIN candidates recommended the program to others whilst 81.8% expressed their strong interest to enroll for university-based post graduate qualification if offered. Conclusion(s): This PGcert Neuromodulation is a unique, university accredited program that provides qualification in neuromodulation with access to a flexible online e-learning platform to discuss and exchange ideas, share knowledge in candidate's own time. This will support the ongoing need for formal curriculum-based education in neuromodulation. Disclosure: Kavita Poply, PHD: None, Phillippe Rigoard: None, Jan Kallewaard, MD/PhD: None, FRANK J.P.M. HUYGEN, MD PhD: ABBOTT: Speakers Bureau:, Saluda: Consulting Fee:, Boston Scientific: Consulting Fee:, Grunenthal: Speakers Bureau:, Pfizer: Speakers Bureau:, Ashish Gulve, FRCA, FFPMRCA, FFPMCAI, DPMed, FCARCSI, MD, MBBS: None, Ganesan Baranidharan, FRCA: None, Sam ELDABE, MD, FRCA, FFPMRCA: Medtronic: Consulting Fee:, Medtronic: Contracted Research:, Mainstay Medical: Consulting Fee:, Saluda Medical: Consulting Fee:, Boston Scientific: Contracted Research:, Saluda Medical: Contracted Research:, James Fitzgerald, MA,PhD: St Jude Medical: Consultant: Self, Medtronic: Consulting Fee:, UCB: Contracted Research:, Merck: Contracted Research:, Serge Nikolic, MD: None, Stana Bojanic, BSc MBBS FRCS (SN): Abbott: Contracted Research:, Habib Ellamushi: None, Paresh Doshi, MS MCh: None, Preeti Doshi, MBBS, MD, FRCA: None, Babita Ghai, MBBS, MD, DNB: None, Marc Russo, MD: Presidio Medical: Ownership Interest:, Saluda Medical: Ownership Interest:, Boston Scientific: Contracted Research: Self, Mainstay Medical: Contracted Research: Self, Medtronic: Contracted Research: Self, Nevro: Contracted Research: Self, Saluda Medical: Contracted Research: Self, Presidio Medical: Contracted Research: Self, Freedom Ne ro: Ownership Interest - Own Stocks: Self, Lungpacer: Ownership Interest - Own Stocks: Self, SPR Therapeutics: Ownership Interest - Own Stocks: Self, Lawrence Poree, MD,MPH,PHD: Medtronic: Consulting Fee: Self, Saluda Medical: Contracted Research: Family, Nalu Medical: Contracted Research: Family, Gimer Medical: Consulting Fee: Self, Nalu Medical: Consulting Fee: Self, Saluda Medical: Consulting Fee: Self, Nalu: Ownership Interest:, Saluda Inc: Ownership Interest:, Alia Ahmad: None, Alaa Abd Sayed, MD: Medtronic, Abbott, SPR and StimWave: Consulting Fee:, Salim Hayek, MD,PhD: None, CHRISTOPHER GILLIGAN, MD MBA: Persica: Consulting Fee: Self, Saluda: Consulting Fee: Self, Mainstay Medical: Contracted Research: Self, Sollis Therapeutics: Contracted Research: Self, Iliad Lifesciences, LLC: Owner: individuals with legal ownership in a company:, Vivek Mehta: NoneCopyright © 2023
ABSTRACT
Background: The Early Youth Engagement (EYE) project co-developed the first engagement-focussed intervention derived from the perspectives of young people and their families in Early Intervention in Psychosis services. Patient and Public Involvement (PPI) in the EYE-2 study aimed to ensure that the voices of people experiencing first episode psychosis, and carers, were embedded in the refinement, delivery and evaluation of the Early Youth Engagement (EYE-2) approach across the UK. Method(s): The EYE-2 project used a multi-level PPI approach: Each of five sites had a PPI lead, trained and supported by senior PPI researchers. PPI leads convened local Lived Experience Advisory Panels (LEAPs), and co-delivered staff and researcher training. Practical challenges were identified and resolved. Results and Impacts: Tangible PPI impacts included: the co-produced revised booklets and EYE-2 website https://www.likemind.nhs.uk following workshops of over 40 people;the delivery of on average 52 peer-led intervention social groups at each site, allowing people to connect with peers with lived experience and build a sense of optimism, shared identity, interpersonal skills and problem-solving in a social environment, with activities driven by service users. Written outcomes included a PPI-led booklet on running peer-led social groups, a person-centred telephone interview for the HoNOS questionnaire for use during the Covid-19 pandemic, peer reviewed papers, blogs and video logs. Conclusion(s): PPI was integral to the delivery of the EYE-2 study;the multi-level approach facilitated a diversity of voices across different aspects of the study and ensured that people with lived experience shaped the intervention, research design and implementation.
ABSTRACT
Introduction: When the New South Wales government declared lockdowns to mitigate the spread of COVID-19 community transmission in 2020 and 2021, clinical staff at the Northern Sydney Cancer Centre adopted a range of new clinical working arrangements. This included devising methods to continue the provision of some professional learning needs. Case Presentation: This presentation describes the transition of two categories of professional learning at the Northern Sydney Cancer Centre during the June to November 2021 lockdown, when clinical staff were divided into two teams with alternating weekly on-site and off-site rostering. Changes to hosting a weekly inter-professional education meeting series, and the mentoring of student radiation therapists in developing their planning skills, from a face-to-face approach to a live online administration mode, will be outlined. Management/Outcome: Microsoft Teams was implemented in May 2021, proving vital to continued operations during the split teams working period. Student attendance onsite was discontinued, and instead they were remotely mentored in planning skills using Aria combined with Microsoft Teams video call and share screen functions. Weekly inter-professional education meetings were transferred entirely to Microsoft Teams. Discussion(s): Although successful provision of online planning mentoring for students occurred only during the period listed, most elements of this approach could be used when the need arises. The delivery of the weekly inter-professional education meeting series has transformed into an ongoing hybrid mode. These sessions are now primarily offered in face-to-face mode, are simultaneously streamed using the Microsoft Teams video call feature, and video recordings of all sessions made available.
ABSTRACT
Since the mid-nineteenth century Arts and Crafts Movement in Britain and its subsequent revivals, craft has been positioned in opposition to new technologies. Yet, increasingly people learn, share, produce, and consume crafts through engagements online. This article discusses the relationship between pottery making, eudemonic wellbeing, and the social media site Instagram in the context of digital ethnographic research with British potters during the COVID-19 pandemic. When physical access to spaces such as studios was limited, these potters turned to digital and social media to learn new skills and connect with others from within their own homes. Central to this article is the dissonance between my participants' belief that pottery offered them an escape from their phones, yet simultaneously, much of their enjoyment of pottery came from their participation in online spaces, particularly Instagram. The eudemonic wellbeing impacts generated through their engagements with pottery and the online resources and communities associated with it, concern, 1) satisfying work: self-fulfilment and empowerment, and 2) crafting the self: identity, belonging, and social connectedness, as well as a discussion of the stress and negative consequences engagements with social media brought about for several of my participants. [ FROM AUTHOR] Copyright of Leisure Studies is the property of Routledge 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.)
ABSTRACT
Orygen's role in supporting the Australian Early Psychosis Program AEPP) includes workforce development and training. Aim(s): The aim of this project was to deliver training and to develop and connect a national early psychosis network during the global pandemic which reduced face to face workforce development activity. Method(s): A blended learning approach was adopted, incorporating sharing support resources for clinicians in managing risk online, and developing online training and discussion events. Multi-site workshops and interactive events were developed and delivered providing an avenue of support to clinicians and increasing activity and engagement with the AEPP hub where a range of resources and activities were available. The online AEPP hub was used as a central point for training, online events and other workforce development activity. Conclusion(s): Clinicians from Australia's Early Psychosis program were offered a range of activities across modalities to increase their support, connection, skills and knowledge during a period of time where it became increasingly difficult to share information in face to face settings. Data alongside quantitative information and evaluation was collected to understand if the strategy was successful. A blended interactive learning strategy that incorporates multi-site interactive workshops, online events and an online HUB' has been successful in connecting an early psychosis workforce and increasing engagement with each other via interactive modalities in a world unable to connect face to face. This data collected will be presented.
ABSTRACT
NHS England Genomics introduced whole genome sequencing (WGS) with standard-of- care (SoC) genetic testing for haemato-oncology patients who meet eligibility criteria, including patients with acute leukaemia across all ages, and exhausted SoC testing. Alongside, the role of germline mutations in haematological cancers is becoming increasingly recognised. DNA samples are required from the malignant cells (somatic sample) via a bone marrow aspirate, and from non-malignant cells (germline sample) for comparator analysis. Skin biopsy is considered the gold-standard tissue to provide a source of fibroblast DNA for germline analysis. Performing skin punch biopsies is not within the traditional skillset for haematology teams and upskilling is necessary to deliver WGS/germline testing safely, independently and sustainably. A teaching programme was designed and piloted by the dermatology and haematology teams in Sheffield and delivered throughout the NHS trusts in North East & Yorkshire Genomic Laboratory Hub. The training programme consisted of a 90-min session, slides, video and practical biopsy on pork belly or synthetic skin, designed to teach up to six students at one time. To disseminate best practice, the standard operating procedure and patient information used routinely in Sheffield were shared, to be adapted for local service delivery. From January 2021 to December 2022, 136 haematology staff from 11 hospitals, including 34 consultants, 41 registrars, 34 nurses and 8 physician associates, across the NEY GLH region completed the skin biopsy training programme. Feedback from the course was outstanding, with consistently high scores in all categories. Practical components of the course were especially valued;98.6% (71/72) trainees scored the practical element of the programme a top score of 5 out of 5, highlighting that despite the challenges of delivering face-to- face teaching due to COVID-19, teaching of practical skills was highly valued;training in this way could not have been replicated virtually. Costs of the programme have been approximately 16 000, including consultant input and teaching/educational materials. Recent support has been provided by a separately funded Genomic Nurse Practitioner (GNP), with succession planning for the GNP to take over leadership from the consultant dermatologist. Plans are in place to use the remaining budget to disseminate the programme nationally. Our training programme has shown that skin biopsy can be formally embedded into training for haematology consultants, trainees, nursing team, and physician associates. Delivery of training can be effective and affordable across regional GLHs with appropriate leadership and inter-speciality coordination, and ultimately sustainable with specialist nursing staff, including GNPs.