MENUCLOSE

 

Connect with us

Author: Brian S McGowan, PhD

ABSTRACT: Impact of a brief addiction medicine training experience on knowledge self-assessment among medical learners

BACKGROUND:
Implementation of evidence-based approaches to the treatment of various substance use disorders is needed to tackle the existing epidemic of substance use and related harms. Most clinicians, however, lack knowledge and practical experience with these approaches. Given this deficit, the authors examined the impact of an inpatient elective in addiction medicine amongst medical trainees on addiction-related knowledge and medical management.
METHODS:
Trainees who completed an elective with a hospital-based Addiction Medicine Consult Team (AMCT) in Vancouver, Canada, from May 2015 to May 2016, completed a 9-item self-evaluation scale before and immediately after the elective.
RESULTS:
A total of 48 participants completed both pre and post AMCT elective surveys. On average, participants were 28 years old (interquartile range [IQR] = 27-29) and contributed 20 days (IQR = 13-27) of clinical service. Knowledge of addiction medicine increased significantly post elective (mean difference [MD] = 8.63, standard deviation [SD] = 18.44; P = .002). The most and the least improved areas of knowledge were relapse prevention and substance use screening, respectively.
CONCLUSIONS:
Completion of a clinical elective with a hospital-based AMCT appears to improve medical trainees’ addiction-related knowledge. Further evaluation and expansion of addiction medicine education is warranted to develop the next generation of skilled addiction care providers.

via Impact of a brief addiction medicine training experience on knowledge self-assessment among medical learners. – PubMed – NCBI.

ABSTRACT: Predictors of Knowledge and Image Interpretation Skill Development in Radiology Residents

To investigate knowledge and image interpretation skill development in residency by studying scores on knowledge and image questions on radiology tests, mediated by the training environment. Materials and Methods Ethical approval for the study was obtained from the ethical review board of the Netherlands Association for Medical Education. Longitudinal test data of 577 of 2884 radiology residents who took semiannual progress tests during 5 years were retrospectively analyzed by using a nonlinear mixed-effects model taking training length as input variable. Tests included nonimage and image questions that assessed knowledge and image interpretation skill. Hypothesized predictors were hospital type (academic or nonacademic), training hospital, enrollment age, sex, and test date. Results Scores showed a curvilinear growth during residency. Image scores increased faster during the first 3 years of residency and reached a higher maximum than knowledge scores (55.8% vs 45.1%). The slope of image score development versus knowledge question scores of 1st-year residents was 16.8% versus 12.4%, respectively. Training hospital environment appeared to be an important predictor in both knowledge and image interpretation skill development (maximum score difference between training hospitals was 23.2%; P < .001). Conclusion Expertise developed rapidly in the initial years of radiology residency and leveled off in the 3rd and 4th training year. The shape of the curve was mainly influenced by the specific training hospital. © RSNA, 2017 Online supplemental material is available for this article.

via Predictors of Knowledge and Image Interpretation Skill Development in Radiology Residents. – PubMed – NCBI.

MANUSCRIPT: Evaluating the use of twitter as a tool to increase engagement in medical education

BACKGROUND:
Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media’s potential to increase student interaction and engagement.
AIM:
To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content.
METHODS:
First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student’s t-test.
RESULTS:
A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers.
DISCUSSION:
Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.

via Evaluating the use of twitter as a tool to increase engagement in medical education. – PubMed – NCBI.

MANUSCRIPT: Creating a longitudinal database in medical education: Perspectives from the pioneers

The Jefferson Longitudinal Study of Medical Education (JLSME) is the longest running database in medical education and covers the collection and measurement of background, learning, performance, and psychosocial variables before, during, and after medical school. Recently, our research group at VU University Medical Center School of Medical Sciences launched a longitudinal study in medical education, called the “Student Motivation and Success Study.” While setting up this study, we faced many challenges and learning about the JLSME helped us gain a fresh perspective on our work. We interviewed Drs. Joseph Gonnella and Mohammadreza Hojat, the leaders of the JLSME, and present their experiences verbatim in this article and summarize the lessons we learned as tips for others. We conclude that by establishing a longitudinal database, medical educators can test and ensure the quality of the doctors they produce, justify curricular reforms, participate in a continuing inquiry into their educational practices, and produce more generalizable research findings.

via Creating a longitudinal database in medical education: Perspectives from the pioneers. – PubMed – NCBI.

ABSTRACT: A case study of healthcare providers’ goals during interprofessional rounds

Daily interprofessional rounds enhance collaboration among healthcare providers and improve hospital performance measures. However, it is unclear how healthcare providers’ goals influence the processes and outcomes of interprofessional rounds. The purpose of this case study was to explore the goals of healthcare providers attending interprofessional rounds in an internal medicine ward. The second purpose was to explore the challenges encountered by healthcare providers while pursuing these goals. Three focus groups were held with healthcare providers of diverse professional backgrounds. Focus group field notes and transcripts were analysed using thematic analysis. The data indicated that there was no consensus among healthcare providers regarding the goals of interprofessional rounds. Discharge planning and patient care delivery were perceived as competing priorities during rounds, which limited the participation of healthcare providers. Nevertheless, study participants identified goals of rounds that were relevant to most care providers: developing shared perspectives of patients through direct communication, promoting collaborative decision making, coordinating care, and strengthening interprofessional relationships. Challenges in achieving the goals of interprofessional rounds included inconsistent attendance, exchange of irrelevant information, variable participation by healthcare providers, and inconsistent leadership. The findings of this study underscore the importance of shared goals in the context of interprofessional rounding.

via A case study of healthcare providers’ goals during interprofessional rounds. – PubMed – NCBI.

RESOURCE: How long is short-term memory? Shorter than you might think.

So, cognitive psychologists divide memory into the first 15-30 seconds, and they call this short-term memory, and alllllll the rest of memory that lasts beyond 30 seconds is long-term memory. Why would we make such a skewed split, and why aren’t there more categories (like medium-term memory)? And what good is this type of memory process, if it falls apart after much less than a minute?

You might wonder, what do we use short-term memory for? Even though short-term is very short, you are, in fact, constantly using it. You use it to remember the beginning of this sentence as you get to the end. You use it to sustain a conversation, which involves listening, formulating what you are going to say, and then saying it. You use short-term memory when you are baking, to remember the quantity of flour you need to weigh out. Your waitress will use her working memory to write down your order as you’re speaking it – but note that if she takes the whole table’s order and then goes to the machine to punch it in, she’s probably transferring your order to long-term memory!

The reason why cognitive psychologists believe that there is something truly special about the 15-30 second range that can be separated from all other memory beyond that timeframe is that patients who present with apparently total memory loss are still able to keep things in memory for 15-30 seconds.

via How long is short-term memory? Shorter than you might think. — The Learning Scientists.

ABSTRACT: Selective Entrainment of Theta Oscillations in the Dorsal Stream Causally Enhances Auditory Working Memory Performance

The implication of the dorsal stream in manipulating auditory information in working memory has been recently established. However, the oscillatory dynamics within this network and its causal relationship with behavior remain undefined. Using simultaneous MEG/EEG, we show that theta oscillations in the dorsal stream predict participants’ manipulation abilities during memory retention in a task requiring the comparison of two patterns differing in temporal order. We investigated the causal relationship between brain oscillations and behavior by applying theta-rhythmic TMS combined with EEG over the MEG-identified target (left intraparietal sulcus) during the silent interval between the two stimuli. Rhythmic TMS entrained theta oscillation and boosted participants’ accuracy. TMS-induced oscillatory entrainment scaled with behavioral enhancement, and both gains varied with participants’ baseline abilities. These effects were not seen for a melody-comparison control task and were not observed for arrhythmic TMS. These data establish theta activity in the dorsal stream as causally related to memory manipulation.

via Selective Entrainment of Theta Oscillations in the Dorsal Stream Causally Enhances Auditory Working Memory Performance: Neuron.

ABSTRACT: Externally induced frontoparietal synchronization modulates network dynamics and enhances working memory performance

Cognitive functions such as working memory (WM) are emergent properties of large-scale network interactions. Synchronisation of oscillatory activity might contribute to WM by enabling the coordination of long-range processes. However, causal evidence for the way oscillatory activity shapes network dynamics and behavior in humans is limited. Here we applied transcranial alternating current stimulation (tACS) to exogenously modulate oscillatory activity in a right frontoparietal network that supports WM. Externally induced synchronization improved performance when cognitive demands were high. Simultaneously collected fMRI data reveals tACS effects dependent on the relative phase of the stimulation and the internal cognitive processing state. Specifically, synchronous tACS during the verbal WM task increased parietal activity, which correlated with behavioral performance. Furthermore, functional connectivity results indicate that the relative phase of frontoparietal stimulation influences information flow within the WM network. Overall, our findings demonstrate a link between behavioral performance in a demanding WM task and large-scale brain synchronization.

via Externally induced frontoparietal synchronization modulates network dynamics and enhances working memory performance | eLife.

ABSTRACT: Mnemonic Training Reshapes Brain Networks to Support Superior Memory

Memory skills strongly differ across the general population; however, little is known about the brain characteristics supporting superior memory performance. Here we assess functional brain network organization of 23 of the world’s most successful memory athletes and matched controls with fMRI during both task-free resting state baseline and active memory encoding. We demonstrate that, in a group of naive controls, functional connectivity changes induced by 6 weeks of mnemonic training were correlated with the network organization that distinguishes athletes from controls. During rest, this effect was mainly driven by connections between rather than within the visual, medial temporal lobe and default mode networks, whereas during task it was driven by connectivity within these networks. Similarity with memory athlete connectivity patterns predicted memory improvements up to 4 months after training. In conclusion, mnemonic training drives distributed rather than regional changes, reorganizing the brain’s functional network organization to enable superior memory performance.

via Mnemonic Training Reshapes Brain Networks to Support Superior Memory: Neuron.

MANUSCRIPT: Beyond good intentions: Prompting people to make plans improves follow-through on important tasks

People fail to follow through on all types of important intentions, including staying fit, studying sufficiently, and voting. These failures cost individuals and society by escalating medical costs, shrinking lifetime earnings, and reducing citizen involvement in government. Evidence is mounting, however, that prompting people to make concrete and specific plans makes people more likely to act on their good intentions. Planning prompts seem to work because scheduling tasks makes people more likely to carry them out. They also help people recall in the right circumstances and in the right moment that they need to carry out a task. Prompts to make plans are simple, inexpensive, and powerful interventions that help people do what they intend to get done. They also avoid telling people what to do, allowing people to maintain autonomy over their own decisions.

Access the full article here!