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"human"

Objectives: This study aimed to compare visualisation of the vocal cords and performance of intubation by anaesthetists using four different laryngoscopes while wearing full chemical protective equipment. Setting: Medical simulation center of a university hospital, department of anaesthesiology. Participants: 42 anaesthetists (15 females and 27 males) completed the trial. The participants were grouped according to their professional education as anaesthesiology residents with experience of <2 years or <5 years, or as anaesthesiology specialists with experience of >5 years. Interventions: In a manikin scenario, participants performed endotracheal intubations with four different direct and indirect laryngoscopes (Macintosh (MAC), Airtraq (ATQ), Glidescope (GLS) and AP Advance (APA)), while wearing chemical protective gear, including a body suit, rubber gloves, a fire helmet and breathing apparatus. Primary and secondary outcome measures: With respect to the manikin, setting time to complete 'endotracheal intubation' was defined as primary end point. Glottis visualisation (according to the Cormack- Lehane score (CLS) and impairments caused by the protective equipment, were defined as secondary outcome measures. Results: The times to tracheal intubation were calculated using the MAC (31.4 s; 95% CI 26.6 to 36.8), ATQ (37.1 s; 95% CI 28.3 to 45.9), GLS (35.4 s; 95% CI 28.7 to 42.1) and APA (23.6 s; 95% CI 19.1 to 28.1), respectively. Intubation with the APA was significantly faster than with all the other devices examined among the total study population ( p<0.05). A significant improvement in visualisation of the vocal cords was reported for the APA compared with the GLS. Conclusions: Despite the restrictions caused by the equipment, the anaesthetists intubated the manikin successfully within adequate time. The APA outperformed the other devices in the time to intubation, and it has been evaluated as an easily manageable device for anaesthetists with varying degrees of experience (low to high), providing good visualisation in scenarios that require the use of chemical protective equipment.

Background The German Society of General Practice and Family Medicine (DEGAM) has defined educational seminars during post-graduate training as a core element to improve trainees’ specific knowledge and competencies. Furthermore, these seminars facilitate networking among trainees and support the process of identity formation in family medicine. Since its implementation in 2009, the Verbundweiterbildungplus Baden-Württemberg (VWBplus Ba-Wü) has offered educational seminars. Aim of this article is to analyse the content of these educational seminars and to derive implications for other family medicine training programmes in Germany. Methods From 2009 to 2015, the data from all educational seminars was descriptively analysed. Furthermore, two researchers categorised the seminar contents independently of each other and assigned them to the competence-based curriculum for family medicine training (Kompetenzbasiertes Curriculum Allgemeinmedizin, KCA). Results Until 2015, 600 trainees participated in a starter seminar of the VWBplus Ba-Wü. In total, 1,116 teaching units and 160 different seminars covered all relevant topics of the KCA. A restructuring of organisational processes and seminars was necessary to handle the increase in the number of participants, including the development of specific software for electronic support. Of all these seminars, 56% were held by specialists or trainees in family medicine. The participating trainees rated the educational seminars in general and the possibility for networking as (very) good. Conclusions The contents of the educational seminars included in family medicine training programs will have to be specifically based on family medicine and cover all relevant aspects of the KCA – medical expertise, competencies and procedures. In order to ensure a common standard concerning didactic methods and qualifications of teachers, a didactic guideline is to be developed. The increasing demand of family medicine training programmes requires (further) development of the software eSchoolab, including integration of the KCA. © 2016

[No abstract available]

Background General practice registrars in Australia are expected to identify and address their knowledge or skills gaps during consultations. The content and frequency of registrars seeking assistance and the factors that influence this have been studied for 84,723 consultations. Term 1 registrars asked their supervisor for help in 11.0% of consultations, but by term 4 this reduced to 1.2% of consultations. Assistance was most often for skin or musculoskeletal conditions, and more often about management than diagnosis. Objective This article discusses the implications of this information for Australian general practice training. Discussion Registrars asked their supervisors for assistance despite having ready access to electronic information. Practices can anticipate supervisor interruptions approximately every tenth registrar consultation. The greater input required by registrars from supervisors earlier in training should be acknowledged by more flexible standards and payments to practices. A priority for general practice supervisor professional development is how to teach the management of complex patients, dermatology and musculoskeletal medicine. © The Royal Australian College of General Practitioners 2016.

Performance of procedures is an integral part of any family physician/general practitioner's practice. Unfortunately, discrepancy occurs between the existing theoretical methods of procedural teaching and the training imparted during real daily practice, which creates gaps that need to be overcome. This article identifies and reviews teaching gaps in family medicine training and presents suggestions to overcome them with a view to forming holistic psychomotor skills based on the learner's characteristics within the patient-centred philosophy of family medicine. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Purpose: The paper investigates the perceptions of young women during their vocational education and training (VET) in traditionally male-dominated STEM fields- science, technology, engineering, and mathematics-by analyzing mechanisms and actions addressing the female gender in gender-atypical career fields and reveals strategies young women apply when adjusting to the male-dominated educational and professional fields. Design/methodology/approach: The data originate from semi-structured interviews with young women (N = 71) who had chosen a STEM career and who were enrolled in VET in Swiss secondary schools. Results: The results indicate different processes of gendering in VET, uncovering various mechanisms and symbolic actions which contribute to the (re-)production of a masculine culture in STEM professions. Furthermore, the study provides insight into the different strategies young women apply in order to adjust to gender-atypical educational and professional life domains. Implications: The paper calls for the visibility of gender inequality in VET in order to make changes toward less female dropout in STEM fields. Moreover, the paper also presents implications for HR professionals and practitioners and provides suggestions for debates about the shortage of (female) STEM workers. Originality/value: Little is known about women's experience in gender-atypical tracks of VET. There is still a need to plug the leaks, i.e., reduce female attrition, in the STEM pipeline. © 2016 Makarova et al.

This chapter considers the literature on government-sponsored vocational training for adults, with a particular substantive focus on training provided via active labor market programs and a particular geographic focus on Western Europe and North America. We begin with a discussion of the underlying economic theory of investment in human capital over the life cycle and of government intervention in that process, along with models of participation in government programs and in particular services within those program. Building on the theory as well as on institutional knowledge and well-known empirical regularities related to participation in training, we then lay out the common applied econometric approaches to estimating the impacts of government-sponsored training for adults and consider important design and measurement issues common to studies in the empirical literature. Six case studies that consider the institutions and evaluation literatures in the United States, the United Kingdom, Germany, France, Sweden, and Denmark come next. These countries all provide a rich base of compelling empirical evidence and also serve to illustrate a wide variety of institutional choices and applied econometric methodologies. The penultimate section considers what we know about matching potential trainees to training and to particular training types, an important topic in light of the strong evidence of heterogeneity in treatment effects provided by the case studies. The final section summarizes the literature and its limitations and offers suggestions for future research. © 2016 Elsevier B.V.

Objective: To compare student-tutor guided peer-assisted learning (ST PAL) and resident-tutor guided peer-assisted learning (RT PAL) for its impact on performance of students in summative assessment. Study Design: Quasi-experimental study. Place and Duration of Study: Gujranwala Medical College, from February to September 2015. Methodology: Four batches each of final year MBBS students were first trained for clinical skills by resident-tutors for 2 weeks and had a pre-test. Two students with highest marks were selected as student-tutors. Half of the batch had a further 2 weeks skill training by the student-tutors while other half by resident-tutor, post-test was carried out after 2 weeks. Improvement in scores was compared between ST PAL and RT PAL groups, using unpaired student t-test. The batch underwent same intervention for the next month with cross-over of ST PAL and RT PAL groups. Results: Study population was 152 out of expected 188 as batch D underwent the study only once and 13 students were either absent or had decline in scores, so were excluded. Among 74 (48.68%) ST PAL and 78 (51.23%) RT PAL students, median improvement in scores was 8 for ST PAL group as compared to 7 for RT PAL group; the difference was not statistically significant (p= 0.61). Conclusion: Student-tutor guided peer-assisted learning is as effective as resident-tutor peer assisted learning in improving performance of the students.

Background: Written reflection has become a key part of evidence for assessment for General Practitioners (GPs) and GP Specialist Trainees (GPSTs), as it is thought to enhance the reflective process and demonstrate on-going learning. However, the educational value of mandatory reflection has been questioned, and there is little evidence on the acceptability of written reflection to clinicians. Aim: To explore the views of GPs and GPSTs on the use of written reflection in the MRCGP and NHS appraisal. Design and setting: A qualitative approach with GPs and GPSTs from the South of England. Method: Three focus group discussions with 11 GPs and 14 GPSTs. Thematic analysis was used on the coded texts. Results: There were diverse views on the value of written reflection. Some participants with particular learning styles found it useful; some viewed it as a 'tick-box' exercise and as a game. Some questioned its value as a tool for quality improvement. Its use may have opportunity costs on clinical work, other learning and leisure time. Conclusion: Written reflection produced strong feelings among participants. Research is needed to gauge how commonly these feelings are held, to allow informed decisions on the place of written reflection in education and assessment. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely 'episodic', based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers' advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.