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Lama Sultan - PhD Project data for study 2
No full textTitle
Stakeholders’ Perspectives of Implementing Interprofessional Shared Decision-Making Education in Palliative Care
Summary
IntroductionShared decision-making (SDM) in palliative care is a highly complex process that requires an interdisciplinary team. Interprofessional team members need education on how to facilitate discussion of patient/family wishes at the end of life in hospital settings. So far, interprofessional shared decision-making (IP-SDM) education frameworks have been used to a limited extent in the area of education on palliative care.
AimThe aim of this study was to explore policymakers’, health professionals’, faculty members’, and students’ perspectives on implementing an IP-SDM educational framework in palliative care to identify aspects that should be prioritized to further develop interprofessional education for SDM in palliative care.
Methods We used the qualitative method to capture the micro, meso, and macro factors using Oandasan and Reeves’ model for the implementation of IP-SDM education regarding palliative care. Data collection tools included in-depth, face-to-face interviews with individual policymakers and focus group interviews with health professionals, faculty members, and undergraduate health professionals. The interview guide explores the teaching of SDM in palliative care, factors that could facilitate or hinder the implementation of IP-SDM education for health professions students in palliative care, and interventions to facilitate the implementation of this approach. This study was conducted at the Oncology and Palliative Care Department at King Abdulaziz Medical City in the Ministry of National Guard Health Affairs and at King Saud bin Abdulaziz University for Health Sciences in Jeddah, Saudi Arabia.
ResultsThe results indicated a high demand for IP-SDM in palliative care. The findings revealed factors that can facilitate or hinder the implementation of IP-SDM education in palliative care for undergraduate health professions students that is going to the local community. Factors include culture, religion, gender, power issues, team hierarchy, and respect among team members. Also, our findings have revealed potential solutions to the hindering factors.
Conclusions IP-SDM education in palliative care is a highly relevant topic for improving patient outcomes. However, it might be a complex process to implement, especially given the challenges of palliative care settings. We recommend starting such a course in the early clinical phases of undergraduate health professional education. <BR
Study 4: A social network analysis of influences on residents’ value-based decisions
No full textSummary
Purpose
To ensure a value-based health care system, it is becoming increasingly important that residents are trained in making value-based decisions. This study explored the social network influencing residents’ value-based decisions.
Methods
To explore the social network influencing residents’ value-based decisions, the authors used a semistructured individual and mini-group interviewing approach and participatory visual mapping. In total, 17 residents across 13 different specialties were interviewed from the southeastern postgraduate medical education and training region of the Netherlands, May–November 2021. Two researchers independently coded the transcribed data using an integrated inductive thematic approach. Subsequently, social network analysis was used to visualize the results.
Results
Residents indicated that their value-based decisions were influenced by direct actors who influenced decisions related to patients and indirect actors who shaped decisions related to patients without directly modifying them. Different interaction-aspects (i.e., personal, situational, and institutional) further affected residents’ ability to make value-based decisions. Thus, residents’ value-based decisions were a product of the interplay between various interactions with actors and different interaction-aspects. Residents defined value-based decisions differently, even within an interview.
Conclusions
These results suggest residents’ value-based decisions are influenced by a multitude of actors, including hierarchically superior colleagues who can directly alter decisions and patients (and their families) and nurses with whom residents consider it important to maintain good relationships. In addition, more experienced actors, mainly from the medical and nursing profession, contribute most to learning. Furthermore, residents’ value-based decisions are deeply underpinned by the hidden curriculum. However, many senior physicians may not have received sufficient training in the concept of value-based health care. Consequently, an approach of formally educating residents in value-based health care will likely have limited effects unless social influences in day-to-day clinical settings reinforce its importance.
Relevant documents
The interview transcripts can be viewed in ‘InterviewsSocialNetworkAnalysis’. <BR
Roman Hari - PhD project-data for study 1
No full textPurpose
Medical schools increasingly rely on near-peer tutors for ultrasound teaching. We set out to compare the efficacy of a blended near-peer ultrasound teaching program to that of a faculty course in a randomized controlled trial.
Methods
152 medical students received 21 hours of ultrasound teaching either by near-peer teachers or medical doctors. The near-peer course consisted of blended learning that included spaced repetition. The faculty-led course was the European common course for abdominal sonography. The primary outcome measurement was the students' ultrasound knowledge at month 6, assessed by structured examination (score 0 to 50). Secondary outcomes included scores at month 0 and changes in scores after the course.
ResultsStudents in the near-peer group scored 37 points, and students in the faculty group scored 31 points six months after course completion. The difference of 5.99 points (95% CI 4.48;7.49) in favor of the near-peer group was significant (p
ConclusionThe near-peer course that combined blended learning and spaced repetition outperformed standard faculty teaching in basic ultrasound education. This study encourages medical schools to use peer teaching combined with e-learning and spaced repetition as an effective means to meet the increasing demand for ultrasound training.
Explanation of all the instruments used in the data collection (including phrasing of items in surveys)
Baseline Questionnaire, Exam Sheets OSCE 1, Questionnaire at OSCE 1, Exam Sheets OSCE 2, Questionnaire at OSCE 2. Items see separate table "Instrumente_SIGNATURE_v13"
Explanation of the data files: what data is stored in what file?
"Full data set" contains all the data from the 3 questionnaires and the 2 exams mentioned above. The second file "Instrumente_SIGNATURE_v13" explains the meaning of the columns in the data set
In case of quantitative data: meaning and ranges or codings of all columns
See separate table "Instrumente_SIGNATURE_v13"<BR
Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics
No full textSummary
This dataset comes from a quasi-experimental study evaluating the Societal Impact Project (SIP)—an extracurricular intervention designed to support university students’ basic psychological needs (autonomy, competence, and relatedness) and foster their autonomous motivation. The intervention involved self-defined, socially relevant projects, group collaboration, and teacher coaching. Students from the intervention and control groups completed surveys before and after the intervention, measuring basic psychological need satisfaction, autonomous motivation, controlled motivation, enjoyment, value, and well-being in their regular curricula. Results showed that the intervention group reported significantly higher enjoyment and perceived value in their regular curricula, while other outcomes showed no significant differences. These findings highlight both the potential and limits of extracurricular interventions in impacting students’ motivation within their ongoing curricula.
Dataset
Data were collected from two groups: an intervention group who participated in the project, and a control group who did not. Surveys were administered before and after the intervention period. The SPSS dataset contains the survey responses and calculated variables, measured for students’ regular curricula in the pre- and post-tests:
• Basic psychological need satisfaction (autonomy, competence, relatedness
• Motivation types: autonomous motivation and controlled motivation)
• enjoyment and perceived value
• Well-being
The abbreviations:
• AS_pre: autonomy satisfaction_pre-test
• RS_pre: relatedness satisfaction_pre-test
• CS_pre: competence satisfaction_pre-test
• IM_to know_pre: intrinsic motivation to know_pre-test
• IM_to accomplish_pre: intrinsic motivation toward accomplishment_pre-test
• IM_to experience_pre: intrinsic motivation to experience stimulation_pre-test
• IDF_pre: extrinsic motivation_identified_pre-test
• Introjected_pre: extrinsic motivation_introjected_pre-test
• External_pre: extrinsic motivation_external regulation_pre-test
• IM_pre: general intrinsic motivation_pre-test
• AM_pre: autonomous motivation_pre-test
• CM_pre: controlled motivation_pre-test
• IMIinterest_pre: enjoyment_pre-test
• IMIUsefulness_pre: usefulness/value_pre-test
• WB_pre: well-being_pre-test
If the variable ends with “_post”, it represents the same abbreviation, but in post-test.
The attached word document explains which survey items correspond to which variables and questions. Items for post-tests have the suffix of ‘_po’, otherwise are used for pre-tests.<BR
Study 3: Psychometric properties of the Feedback Orientation Scale in the clinical workplace of health professions students.
No full textThis study aimed to cross-culturally validate the Feedback Orientation Scale in the clinical workplace, with a focus on the Spanish adaptation of the instrument in the Chilean context.
A cross-cultural validation of the Feedback Orientation Scale was conducted across six Chilean universities and nine health professions education programs. The target population were students in their clinical clerkship. The scale was translated through a rigorous process and was applied online. Validity and reliability of the constructs were evaluated through confirmatory factor analysis. A descriptive statistical analysis was conducted.
A total of 510 students participated (70% female, with an average age of 24.1 years, and a 30% response rate). Students' responses were from Medicine (n = 128), Physiotherapy (n = 128), Nursing (n = 63), Dentistry (n = 49), and five other disciplines. Confirmatory factor analysis showed a sufficient fit of the original factor structure, CFI = 0.96, SRMR = 0.045, RMSEA = 0.051, 90% CI [0.044, 0.057]. Item loadings were above 0.50. Factor reliability ranged from 0.77 to 0.91. Overall, students’ perception of receptivity to feedback was positive, and the Feedback Self-efficacy subscale had the most "disagree" and "strongly disagree" responses.
Our findings provide evidence regarding the validity and reliability of the Feedback Orientation Scale for assessing the feedback orientation of health profession education students in the clinical workplace. Students scored lowest on two items related to feedback self-efficacy, indicating low confidence in handling feedback. The Feedback Orientation Scale can provide valuable insights into how students may differ in their receptivity and use of feedback in the clinical workplace, informing teaching practices and interventions, and informing the redesign of existing feedback practices. The attached files include the quantitative database, a comparison between the original FOS and the adapted one, and the Spanish version of the FOS.<BR
Study 1: Effectiveness of Flexible Bronchoscopy Simulation-Based Training: A Systematic Review
No full textShort description of the study
This study involved a systematic literature review of studies investigating the effectiveness of simulation-based training to teach flexible bronchoscopy skills to novice trainees. Study methodology can be found in the published research article.
Short description of the data files
- the “221123 extraction form.xlsx” file contains all included studies and their characteristics: general information, study eligibility, MMERSQI, general features, instructional design features.
- the “Risk of bias systematic review.xlsx” file contains the risk of bias information of all included studies. Either Yes, No, or Cannot Determine/Not Reported/Not Applicable.<BR
Replication Data for: The UK Productivity “Puzzle” in an International Comparative Perspective
No full textThis replication package contains the data and code necessary to replicate the tables and figures in the related publication. For a pre-print version of this publication, see: https://www.productivity.ac.uk/wp-content/uploads/2022/04/WP020-The-UK-productivity-puzzle-in-an-international-comparative-perspective-FINAL-010422.pdf. For a description of this package, please see the Readme.docx document; the TablesFigures.do file is the master Stata file that can be used to generate all material in Stata 18
Study 3: The influence of the pretest effect on posttest scores in a bronchoscopy simulation setting
No full textShort description of the study
The study setup involved a pretest session where participants underwent a brief introduction to bronchoscopy and simulator equipment handling. This was followed by a pretest consisting of two tasks on a flexible bronchoscopy simulator: non-anatomical (basic scope manipulation) and anatomical (lung anatomy and bronchial segments). A short break was scheduled between the tasks to prevent muscle fatigue, during which participants received basic background anatomy information. Following the pretest, a break of 4-6 hours was scheduled before the posttest session, where participants repeated the two simulator tasks.
In the non-anatomical environment task, participants navigated the bronchoscope tip through a digital maze following a blue ball. In the anatomical environment task, participants navigated to and entered airway segments sequentially.
Outcome measures included navigational skill scores between the two tests, assessed through simulator metrics for the non-anatomical task and procedure time, number of correctly entered segments, and overall scores on a bronchoscopy assessment tool for the anatomical task.
Instruments used: simulator metrics obtained from the “Essential Bronchoscopy” module of the GI-BRONCH Mentor flexible bronchoscopy simulator (Surgical Science, Sweden) were used as outcome measures for the non-anatomical environment task. A basic bronchoscopy assessment tool was employed (see Supplemental Digital Content 3 of the study) for assessment of the anatomical environment task.
Short description of the data file
The “240312 full dataset prepost study.sav” file contains the whole dataset, with participant age, sex and all outcome measures.
Overview of parameters in the .sav file:
Age: age in years
Sex: 0 = male, 1 = female
Non-anatomical environment task variables:
Lumen_pre & lumen_post: % of time at mid-lumen in the pretest and posttest
N_wall_pre & N_wall_post: the number of wall contacts in the pretest and posttest
Time_task1_pre & Time_task1_post: pretest and posttest total time
Scope_wall_pre & Scope_wall_post: % of time with scope-wall contact in the pretest and posttest
Wallcontact_min_pre & Wallcontact_min_post: the number of wall contacts per minute in the pretest and posttest
Anatomical environment task variables. Note: for all assessment tool parameters, higher scores in the .sav file indicate a better performance. For instance: For parameter 1 “Scope introduction” a score of 1 in SPSS means 3 or more tries, a score of 2 in SPSS equals 2 tries, a score of 3 in SPSS equals 1 try. For parameter 6, Hand-wrist movements, a score of 1 in SPSS means “Wrong position of hand and fingers during the procedure with too much tension” and a score of 5 means “Right position of hand and fingers during the procedure with a relaxed posture”.
Introduction_pre & introduction_post: Assessment tool parameter 1 score in pretest and posttest (scope introduction). Range 1 – 3.
RL_reach_pre & RL_reach_post: Assessment tool parameter 2 score in pretest and posttest (entered segments in right lung). Range 1 – 3.
LL_reach_pre & LL_reach_post: Assessment tool parameter 3 score in pretest and posttest (entered segments in left lung). Range 1 – 3.
Intra_move_pre & Intra_move_post: Assessment tool parameter 4 score in pretest and posttest (intra-bronchial scope movement overall). Range 1 – 5.
Scope_handl_pre & Scope_handl_post: Assessment tool parameter 5 score in pretest and posttest (scope handling). Range 1 – 5.
Hand_wrist_pre & Hand_wrist_post: Assessment tool parameter 6 score in pretest and posttest (hand-wrist movements). Range 1 – 5.
Time_task_3_pre & Time_task_3_post: Assessment tool parameter 7 score in pretest and posttest (procedure time in seconds).
Overall_pre & Overall_post: overall scores on the assessment tool in the pretest and posttest. Range 1- 5.
Other parameters of the anatomical environment task (not from assessment tool):
Missed_segments_R_pre & Missed_segments_R_post: number of missed segments in the right lung in pretest and posttest. Range 0 – 10.
Missed_segments_L_pre & Missed_segments_L-post: number of missed segments in the left lung in pretest and posttest. Range 0 – 8.
Log[name variable]: logarithmic transformation of parameters to check for normality of some parameters of which there was a differing normality in the pretest and posttest.
Correctly_enter_pre & Correctly_enter_post = total number of correctly entered segments in the pretest and posttest. Range 0 – 18.
Correctly_enter_R_pre & Corretly_enter_R_post = total number of correctly entered segments of the right lung in the pretest and posttest. Range 0 – 10.
Correctly_enter_L_pre & Correctly_enter_L_post = total number of correctly entered segments of the left lung in the pretest and posttest. Range 0 – 8.<BR
Study 4: Basic Bronchoscopy Competence Achieved by a Nationwide One-day Simulation-based Training
No full textShort description of the study
This study evaluated the effectiveness of a 1-day flexible bronchoscopy simulation-based training program that was implemented across 7 different simulation centers in the Netherlands. Participants first performed a pre-test, consisting of two simulator tasks (Task 1 and Task 2). Then they practiced their bronchoscopy skills under supervision of an experienced pulmonologist. At the end of the day, participants performed a post-test. Outcome measures were simulator metrics of Task 1, procedure time of Task 2 and observational assessment tool scores of participants’ performance of Task 2. Additionally, participants’ dexterity was rated by a blinded experts by means of video recordings of their scope handling.
Short description of the data file
The “240320 N100 Final dataset.sav” file contains the whole dataset, with participant age, gender, simulation experience, endoscopy experience, gaming experience and all outcome measures. In the Variable View the Value Labels (i.e. 0 = male, 1 = female, 0 = no gaming experience, etc.) can be found.
Overview of parameters in the .sav file, pre = pretest, post = posttest. For the assessment tools (Supplemental Digital Content 1 and Supplemental Digital Content 2): Higher scores indicate a better performance (i.e. 3 for R_Anatomy_pre means all segments in the right lung correctly named, 1 for R_Anatomy_pre means 2 or more segments in the right lung incorrectly named).
Age: age in years
Gender: gender
Sim_exp: experience with simulation-based training/practice
Broncho_exp: experience with performing bronchoscopies
Endo_exp: experience with performing endoscopies
Gaming_exp: gaming experience
Simulator metrics task 1:
Lumen_pre: % of time in mid lumen
Lumen_post: % of time in mid lumen
N_wall_pre: number of wall contacts
N_wall_post: number of wall contacts
Time_task1_pre: time
Time_task1_post: time
Scope_wall_pre: scope wall contacts
Scope_wall_post: scope wall contacts
Assessment tool parameters task 2:
Introduction_pre: scope introduction
Introduction_post: scope introduction
RL_reach_pre: entered segments right lung
RL_reach_post: entered segments right lung
LL_reach_pre: entered segments left lung
LL_reach_post: entered segments left lung
Systematic_pre: procedure (systematically reached or not)
Systematic_post: procedure (systematically reached or not)
Intra_move_pre: intra-bronchial scope movement overall
Intra_move_post: intra-bronchial scope movement overall
Scope_handl_pre: dexterity
Scope_handl_post: dexterity
Hand_wrist_pre: hand-wrist movements
Hand_wrist_post: hand wrist movements
Time_task3_pre: procedure time task 2
Time_task3_post: procedure time task 2
R_Anatomy_pre: segments correctly named right lung
R_Anatomy_post: segments correctly named right lung
L_anatomy_pre: segments correctly named left lung
L_anatomy_post: segments correctly named left lung
Overall_pre: overall rating
Overall_post: overall rating
Dexterity assessment task 2:
Handthumb_pre: hand thumb position
MIHP_LOD_pre: movements in horizontal plane level of discrepancy
MIHP_TOD_pre: movements in horizontal plane level time
Aggr_MIHP_pre: movements in horizontal plane final score
Bending_LOD_Pre: bending level of discrepancy
Bending_TOD_pre: time of suboptimal bending
AS_Bending_pre: bending final score
Del_wrist_mov_pre: deliberate wrist movements level
Time_DWM_pre: deliberate wrist movements time
Aggreg_DWM_pre: deliberate wrist movements final score
Tot_score_pre: total score
Fluency_pre: fluency
Handthumb_post: hand thumb position
MIHP_LOD_post: movements in horizontal plane level of discrepancy
MIHP_TOD_post: movements in horizontal plane level time
Aggr_MIHP_post: movements in horizontal plane final score
Bending_LOD_post: bending level of discrepancy
Bending_TOD_post: time of suboptimal bending
AS_Bending_post: bending final score
Del_wrist_mov_post: deliberate wrist movements level
Time_DWM_post: deliberate wrist movements time
Aggreg_DWM_post: deliberate wrist movements final score
Tot_score_post: total score
Fluency_post: fluency
WallMinNewPre: wall contacts per minute
WallMinNewPost: wall contacts per minute<BR
Replication Data for: Transdiagnostic neuropsychiatric predictors of smoking craving and relapse in multidisciplinary addiction treatment
No full textSmoking is highly prevalent among individuals with psychiatric conditions, creating
significant health challenges. Cessation efforts are particularly complicated in this
population. Current study investigated predictors of smoking craving and relapse in
individuals with substance use disorders and various comorbid psychiatric and cognitive conditions within a multidisciplinary inpatient treatment setting. We assessed 42 participants using the Color-Word Stroop task to measure inhibitory control and the FEEL-E questionnaire for emotion regulation strategies. We conducted regression analyses while controlling for medication and severity of tobacco use. Inhibitory control emerged as asignificant predictor of relapse but not of smoking craving, while emotion regulation strategies did not predict craving or relapse. These findings suggest that exploring theimpact of enhancing inhibitory control on smoking cessation is necessary. Targeted interventions aimed at strengthening inhibitory control may prove essential for improving treatment outcomes in this population