Competencies supporting high-performance translational teams: A review of the SciTS evidence base.

A translational team (TT) is a specific type of interdisciplinary team that seeks to improve human health. Because high-performing TTs are critical to accomplishing CTSA goals, a greater understanding of how to promote TT performance is needed. Previous work by a CTSA Workgroup formulated a taxonomy of 5 interrelated team-emergent competency "domains" for successful translation: 1). affect, 2). communication, 3). management, 4). collaborative problem-solving, and 5). leadership. These Knowledge Skills and Attitudes (KSAs) develop within teams from the team's interactions. However, understanding how practice in these domains enhance team performance was unaddressed. To fill this gap, we conducted a scoping literature review of empirical team studies from the broader Science of Team Science literature domains. We identified specific team-emergent KSAs that enhance TT performance, mapped these to the earlier "domain" taxonomy, and developed a rubric for their assessment. This work identifies important areas of intersection of practices in specific competencies across other competency domains. We find that inclusive environment, openness to transdisciplinary knowledge sharing, and situational leadership are a core triad of team-emergent competencies that reinforce each other and are highly linked to team performance. Finally, we identify strategies for enhancing these competencies. This work provides a grounded approach for training interventions in the CTSA context.

Evaluation of neonatal resuscitation simulation exercise for perinatal medical personnel / 中国新生儿科杂志

Objective:To evaluate the efficacy of neonatal resuscitation simulation exercise for perinatal medical personnel.Methods:From August 2020 to July 2021, perinatal medical personnel receiving simulated training of neonatal resuscitation in our hospital were prospectively enrolled. The professional backgrounds of the trainees were collected and their performances on both knowledge skills and behavioral skills were scored. The knowledge skills included pre-resuscitation preparation, initial resuscitation, positive pressure ventilation, tracheal intubation, chest compression and umbilical vein catheterization. The behavioral skills included situational awareness, problem solving, resource utilization, communication and leadership. SPSS 26.0 was used for data analysis.Results:Among the 200 participants, 127(63.5%) were neonatal/pediatric doctors and nurses, 65(32.5%) were obstetricians and midwives, 8(4.0%) were anesthesiologists and the ratio of doctors to nurses was 1.74∶1. The score of knowledge skills was (19.52±2.92) at the beginning of the simulation exercise and (27.02±2.72) at the end. The scores on preparation before resuscitation, initial resuscitation and positive pressure ventilation were significantly improved ( P<0.05). The score of behavioral skills was (16.60±2.34) at the beginning and (20.58±1.77) at the end. The scores of resource utilization, communication and leadership were significantly improved ( P<0.05). Conclusions:The simulation exercise provides multidisciplinary teamwork training for perinatal medical personnel, may significantly improve neonatal resuscitation skills and is worth promoting.

Looking up and fitting in: Team leaders' and members' behaviors and attitudes toward the environment in an MNC.

As an emerging topic in human resource management (HRM) research, organizational citizenship behavior for the environment (OCBE) and workgroup green advocacy (WGGA) have been studied as a proxy of the environmental performance of organizations as well as a potential way for companies to assess the impact of their environmental strategies and initiatives. Viewing OCBE and WGGA as green-focused knowledge, skills, abilities, and other characteristics and building on leader-member exchange theory, we examined the effects of leaders' OCBE and WGGA, person-supervisor fit (PSF), and person-group fit (PGF) as well as their potential interactions on members' OCBE and WGGA. To minimize the potential impact of different company strategies, the study was conducted in one MNC using a sample of 269 members from 64 teams. The results revealed that PSF and especially PGF were associated with members' OCBE and WGGA, but leaders' OCBE was a stronger predictor of members' OCBE and WGGA than leaders' WGGA. Contrary to our prediction, no moderating effect of PSF or PGF was found for the associations between leaders' and members' WGGA and OCBE. Together, these findings shed light on the differential trickle-down effects of leaders' perceptions and behaviors in the context of environmental management. As for the implications for HRM practitioners, our findings suggest companies may focus on leaders' OCBE and WGGA as well as on PSF and PGF independently as the means to shaping team members' OCBE and WGGA to support environmental strategies.

Parent perceptions in managing children with food allergy: An Australian perspective.

INTRODUCTION: Food allergy affects up to 10% of Australian children, and living with food allergic children can be challenging for parents. This study explored parental perceptions and knowledge as they navigate a new reality of keeping their child safe. METHODS: Parents of children with food allergies completed an online food allergy survey in 2015. Questions explored health knowledge, skills, and attitudes (KSAs) as well as quality of life (QoL) through the inclusion of the Food Allergy Quality of Life - Parental Burden instrument (FAQL-PB). Notification of the survey included advertisements to more than 700 randomly selected Australia-wide preschools, 44 allergy specialists, and Allergy & Anaphylaxis Australia. Responses were tabulated and analysed. RESULTS: Of the 400 participants who logged on, 357 commenced the survey and 318 finished. Questionnaire analysis showed that 44.1% of parents (n = 135) hesitated to use an adrenaline auto-injector and may be influenced by a classification system where symptom severity is not universally understood. While 79% would sign up to a national Anaphylaxis Registry, intention to participate in clinical trials using vaccines was disclosed by only 56%. Allergen labelling and community acceptance continue to be the most challenging aspects of managing a food allergy, and 50% of parents reported that food allergy played a role in choosing a preschool or primary school. Overall, quality of life for participants was influenced more by gender (male) and age of the child than where they lived - capital city or regional location; however, regional participants were more frustrated over lack of appreciation relating to the seriousness of food allergy (p = 0.010). CONCLUSION: Results highlight the need for educational strategies for both the food allergy community and public, particularly in regional areas, since there is a perceived lack of appreciation as to the seriousness of food allergy. Educational resources and relevant networks are required to support parents and caregivers in the management of children with food allergy.

O bom professor de Educação Física na visão de acadêmicos de licenciatura / The good teacher of Physical Education in the view of academics of licentiate / El buen profesor de Educación Física en la visión de académicos de licenciatura

O objetivo desta pesquisa foi identificar a percepção dos acadêmicos de Licenciatura em Educação Física sobre os elementos que compõem a prática pedagógica do bom professor na sala de aula. A metodologia possui um delineamento descritivo e caracteriza-se pelo uso da abordagem qualitativa, apresentando como sujeitos de pesquisa uma turma de dezoito acadêmicos de licenciatura em Educação Física da Escola Superior de Educação Física da Universidade Federal de Pelotas. Utilizamos a análise de conteúdo e optamos por dividir os resultados em duas categorias. A primeira, denominada "Conhecimento profissional e contextos de atuação", foi construída com a intenção de explorar os conhecimentos docentes relacionados à profissão e sua atuação profissional. Já a segunda está relacionada às "Características do bom professor e as habilidades necessárias para a docência", buscando descrever as características deste bom professor e trazendo os elementos relacionados às práticas docentes dentro do contexto da sala de aula.

The objective of this research was to identify the perception of the undergraduate students in Physical Education about the elements that make up the pedagogical practice of the good teacher in the classroom. The methodology has a descriptive design and is characterized by the use of the qualitative approach, presenting as subjects of research a group of eighteen undergraduate students in Physical Education of the Superior School of Physical Education of the Federal University of Pelotas. We used content analysis and chose to split the results into two categories. The first, called "Professional knowledge and contexts of action", was built with the intention of exploring the teaching knowledge related to the profession and its professional performance. The second is related to the "Characteristics of the good teacher and the necessary skills for teaching", seeking to describe the characteristics of this good teacher and bringing the elements related to teaching practices within the context of the classroom.

El objetivo de esta investigación fue identificar la percepción de los académicos de Licenciatura en Educación Física sobre los elementos que componen la práctica pedagógica del buen profesor en el aula. La metodología posee un delineamiento descriptivo y se caracteriza por el uso del abordaje cualitativo, presentando como sujetos de investigación una clase de dieciocho académicos de licenciatura en Educación Física de la Escuela Superior de Educación Física de la Universidad Federal de Pelotas. Utilizamos el análisis de contenido y optamos por dividir los resultados en dos categorías. La primera, denominada "Conocimiento profesional y contextos de actuación", fue construida con la intención de explorar los conocimientos docentes relacionados a la profesión y su actuación profesional. La segunda está relacionada a las "Características del buen profesor y las habilidades necesarias para la docencia", buscando describir las características de este buen profesor y trayendo los elementos relacionados a las prácticas docentes dentro del contexto del aula.

Readiness Of Medical Providers In The Military Health System: Overview Of Operational And Policy Considerations.

US military forces have diverse missions, including combat, response to natural disasters, humanitarian assistance, training, and diplomacy. The military's medical forces, composed of clinical providers from the Army, Navy, and Air Force, support these operations-often on a moment's notice. The Military Health System (MHS) must ensure that medical providers are always trained and equipped to deliver care when deployed on missions in often austere environments. As part of its approach to this challenge, the MHS has initiated a data-driven effort to determine required clinical competencies by identifying and measuring the knowledge, skills, and abilities required for care in these environments. These efforts are being implemented while the MHS is undergoing significant organizational change. In this article we describe past and current efforts to maintain a "ready medical force" as well as current challenges and opportunities related to maintaining the readiness of medical providers while the MHS intends to evolve into an integrated health system.

Assessing Medical Student Basic Otolaryngology Knowledge: A Multi-Institutional Study.

The prevalence of otolaryngologic complaints in general practice is disproportionate to the extent of otolaryngology teaching in undergraduate medical education. This is the first multi-institutional validated study used to assess basic otolaryngology knowledge among medical students in order to understand their abilities to recognize and manage these cases. A 9-question, psychometrically validated, multiple-choice quiz was distributed in June 2017 to medical students of 9 US allopathic institutions as an assessment of basic otolaryngology knowledge. A total of 547 medical student responses were used to assess basic otolaryngology knowledge, comfort levels, amount of exposure to otolaryngology, and number of times the head and neck physical examination was taught formally. Comfort in managing otolaryngologic conditions correlated positively with knowledge ( P < .001, R2 = 0.266), in addition to otolaryngology exposure correlating positively with knowledge ( P < .001, R2 = 0.284). Students intending to enter otolaryngology had higher scores ( P = .002), higher comfort levels in managing otolaryngologic cases ( P < .001), and higher comfort levels performing the head and neck examination (χ2 = 21.324, P < .001), compared with students intending to enter primary care or another surgical specialty. Clinical students in third and fourth years entering any surgical specialty (including otolaryngology), more often than students entering primary care ( P = .007), recognized the obturator as the instrument used to guide the insertion of the tracheotomy tube. Additionally, the number of times the head and neck examination was taught correlated positively with comfort in performing the examination ( rs = 0.095, P = .022). Our findings support the need for increased otolaryngologic education and training among all medical students, not only those entering otolaryngology.

Simulation-Based Communication Training for General Surgery and Obstetrics and Gynecology Residents.

BACKGROUND: There is a critical relationship between team communication and patient safety in the operating room (OR), but limited opportunities are available to help OR trainees develop the communication skills needed to be good team players. The purpose of this study was to evaluate the effectiveness of a simulation-based communication-training program developed for general surgery and obstetrics and gynecology residents. METHODS: Following a group lecture on diagnostic laparoscopy, 34 residents independently completed a laparoscopy case on a patient simulator followed by a structured debrief that targeted team-based communication skills. Integrated into the case were 2 events (bradycardia and OR fire) that provided additional opportunities for the resident to communicate with his/her team. The mean Likert scale score for 11 post-training survey questions were calculated to determine residents' reaction to the training. Additionally, mean scores of observer ratings of communication performance after the simulation were calculated and analyzed using separate Wilcoxon Sign-Rank tests and kappa statistics. RESULTS: Of the 41 GS and ObGyn residents, 34 (83%) participated in the training. 18 (53%) residents completed the simulation once and 16 (47%) completed it twice. Overall, residents had a positive reaction to the training program (average survey score = 4.56 of 5) and participation in the program improved their ability to use effective communication techniques during the bradycardia and OR fire events (p < 0.05, κ = 0.61). CONCLUSIONS: Residents had a positive reaction to the training program and participation in the program improved their ability to use effective communication techniques throughout the procedure.

Research Competencies Assessment Instrument for Nurses: Preliminary Psychometric Properties.

BACKGROUND AND PURPOSE: Clinician research competencies influence research use for evidence-based practice (EBP). We aimed to develop, refine, and psychometrically assess the Research Competencies Assessment Instrument for Nurses (RCAIN) to measure registered nurse research competencies (i.e., knowledge, skills, attitudes) focused on EBP-related domains: research process, knowledge synthesis, and knowledge translation activities. METHODS: The preliminary psychometrics (face, content, construct/criterion validity) were evaluated based on 63 completed surveys. RESULTS: The Cronbach's α coefficients were .871, .813, and .946 for each domain, respectively; interitem correlations ranged from .472 to .833 (explained variance: 68.5%). Three components/factors revealed: comprehension of and skills required in research process and application of knowledge and skills. The revised RCAIN consists of 19 five-point Likert-type questions. CONCLUSIONS: The RCAIN assesses modifiable characteristics and explains variance in practice, health system, and patient outcomes. Further assessments are underway.

Patient-Oriented Research Competencies in Health (PORCH) for patients, healthcare providers, decision-makers and researchers: protocol of a scoping review.

BACKGROUND: Patient-Oriented Research (POR) is a Canadian initiative for health research that refers to research processes informed by full and active patient involvement in all aspects of the research. Ideally, POR results in a wide dissemination of the research findings and the uptake of such findings in both clinical practice and health policy. The Canadian Institute for Health Research (CIHR) identifies four stakeholder groups that are involved in POR who are envisioned to take on a collaborative role in enacting this approach to research. Those stakeholder groups are patients, researchers, health care providers and healthcare decision-makers. To achieve collaboration among stakeholders in POR, tools, resources, education/training and capacity building are required for each stakeholder group engaged in this work. Therefore, this review focuses on understanding and articulating competencies needed by participants to engage in POR. The aim is to summarize existing knowledge on discrete POR competencies for the four stakeholder groups; to support collaboration among them for uptake and strengthening of POR; and to inform policy, education and future research. Accordingly, our research question is 'What are the POR core competencies needed by patients, researchers, healthcare providers, and decision-makers?' The main objectives are to (1) systematically explore the academic and grey literature on competencies needed for these stakeholder groups to engage in POR; (2) map the eligible publications and research gaps in this area; (3) gain knowledge to support collaboration among stakeholders; and (4) provide recommendations for further research to use competencies that emerge in developing stakeholder groups' readiness to conduct POR. METHODS/DESIGN: We will use a methodologically rigorous scoping review approach including formulation of the research question and development of the protocol; screening and identification of the literature; selection of relevant studies; data extraction; and collation, summary and report of the results. Our eligibility criteria include elements of population (patients, researchers, healthcare providers and decision-makers); concept (competencies: knowledge, skills, attitudes; and POR); context (level of involvement in research, settings, funding sources); study design (sample, stakeholder group, methodology, grey literature, theoretical framework); outcomes (primary: relevant to decision-making/policy and practice; and secondary: relevant to education and research); language (English, French); and timing (1990-2017). Registration with PROSPERO is not eligible for scoping reviews; so, it has not been registered. DISCUSSION: Research on core competencies required to enact POR is in its infancy. In this review, we can articulate what is known and thought about competencies (knowledge, skills and attitudes) needed by individuals on POR research teams and ultimately provide knowledge that could impact research, practice, education and policy. Identification of competencies can contribute to design of healthcare professionals' basic and ongoing educational programmes, patient training in research, and professional development activities for health care providers and decision-makers. In addition, knowledge of core competencies can permit individuals to evaluate their own readiness to enter POR research teams.

Health visitor education for today's Britain: Messages from a narrative review of the health visitor literature.

OBJECTIVES: This paper draws on a narrative review of the literature, commissioned to support the Health Visitor Implementation Plan, and aimed at identifying messages about the knowledge, skills, and abilities needed by health visitors to work within the current system of health care provision. DESIGN: The scoping study and narrative review used three complementary approaches: a broad search, a structured search, and a seminal paper search to identify empirical papers from the health visitor literature for review. The key inclusion criteria were messages of relevance for practice. DATA SOURCES: 378 papers were reviewed. These included empirical papers from the United Kingdom (UK) from 2004 to February 2012, older research identified in the seminal paper search and international literature from 2000 to January 2016. REVIEW METHODS: The review papers were read by members of the multidisciplinary research team which included health visitor academics, social scientists, and a clinical psychologist managed the international literature. Thematic content analysis was used to identify main messages. These were tabulated and shared between researchers in order to compare emergent findings and to confirm dominant themes. RESULTS: The analysis identified an 'orientation to practice' based on salutogenesis (health creation), human valuing (person-centred care), and viewing the person in situation (human ecology) as the aspirational core of health visitors' work. This was realised through home visiting, needs assessment, and relationship formation at different levels of service provision. A wide range of knowledge, skills, and abilities were required, including knowledge of health as a process and skills in engagement, building trust, and making professional judgments. These are currently difficult to impart within a 45week health visitor programme and are facilitated through ad hoc post-registration education and training. The international literature reported both similarities and differences between the working practices of health visitors in the UK and public health nurses worldwide. Challenges related to the education of each were identified. CONCLUSIONS: The breadth and scope of knowledge, skills, and abilities required by health visitors make a review of current educational provision desirable. Three potential models for health visitor education are described.

Development of a knowledge, skills, and attitudes framework for training in laparoscopic cholecystectomy.

BACKGROUND: The implementation of duty-hour restrictions and a heightened awareness of patient safety has changed resident education and training. A new focus has been placed on high-yield training programs and simulation training has naturally grown to fill this need. METHODS: This article discusses the development of a training framework, knowledge, skills, and attitudes, and the design of a surgical simulation curriculum. Five residents were recruited for a pilot study of the curriculum. RESULTS: A successful framework for curriculum development was implemented using laparoscopic cholecystectomy as the example. The curriculum consisted of classroom and virtual reality simulation training and was completed in 3.1 to 4.8 hours. CONCLUSIONS: The current curricula that have been developed for surgical education cover the breadth of a surgical residency well. This curriculum went beyond these curricula and developed a structured framework for surgical training, a method that can be applied to any procedure.

Developing, maintaining, and using a body of knowledge for the massage therapy profession.

BACKGROUND: The diverse field of massage therapy has lacked a formal body of knowledge to serve as a practice and educational foundation and to guide future development. This deficit has hampered the growth of the profession and its acceptance and recognition by the medical and allied health care community. PURPOSE: To provide massage therapists, bodyworkers, physicians, educators, and associated allied health care professionals in the United States with a description of the purpose and development of the massage therapy body of knowledge (MTBOK) and recommendations for its future development and utilization. METHODS: Professional groups in the massage therapy community came together and established a task force to develop a body of knowledge for the profession. Five groups became the stewards for this effort. A nationwide search produced a task force of eight volunteers from diverse areas of the profession charged with the responsibility of researching and developing the MTBOK document. Review of documents, curricula, state laws and regulations, certification exam content, interviews, and public comment resulted in the development of the MTBOK. During development multiple opportunities for comment and discussion by stakeholders (public) were provided in an effort to create a professional consensus. RESULTS: The resulting MTBOK document establishes professional descriptions of the field; scope of practice; knowledge, skills, and abilities for entry-level massage therapists; and definitions for terminology to insure standardization, in order to provide a foundation for future discussion and growth. CONCLUSIONS: The MTBOK fulfills the goal for which it was developed, to serve as a foundation for the growth and development of the massage therapy profession as a whole. A living document, it should continue to evolve and grow with the profession. Maintenance and continued stewardship of this document by the massage therapy community is vital for continued professional progress.

A Further Five Years' Experience in Evaluating Learning by Two Dimensional Criteria (1989-94) / 医学教育

A new method of evaluating learning, combining the 2 categories of knowledge/skills and attitude, has been introduced into the course on preventive medicine and community health. The goal was to improve student attitudes towards learning. In this article, our five years' experience from 1989 to 1993 is reported and follows a previous similar study from 1986 to 1988. This time, the records of 3 of 490 students were judged to be inadequate for promotion to the next grade. Although one-half of the students agreed with this method of evaluation, 15 % disagreed. The usefulness ofthis new method is discussed, based on our results.