Basic life support skills training among general public – Need of the hour

This study examined the effects of training in the use of a discussion leader "skill package" as a means of increasing the amount of appropriate verbal participation (AVP) by pupils. A multiple baseline design was used with three special elementary classrooms serving as multiple subjects. Five successive conditions were implemented: baseline, introductions, training in limit setting (basic skill training), training in back-up procedures plus shaping (basic skill training follow-up), and discussion leader training. Discussion leader training focused on skills for shaping student verbalizations that were relatively lengthy and of high quality, while maintaining classroom order. Results indicated that: (1) instructing teachers to maximize AVP resulted in no consistent changes in the dependent variables, (2) basic CMTP skill training reduced disruptions by over 80% in all three classrooms while increasing AVP, and (3) additional increases in AVP resulted from the specialized discussion leader training. Increases in AVP resulting from the combination of basic CMTP skill training and the specialized discussion leader training were 187%, 525%, and 1100% in the three participating classrooms, so that by the end of training students in all classrooms engaged in AVP between 33% and 42% of total class time. "Target" students selected prior to baseline as the quietest students in the three classes also increased AVP in proportion to the class as a whole.

This study investigated the effects of basic concepts training on conservation acquisition in kindergarten children. A total of 41 children, 17 white boys, 15 white girls, 6 black girls, and 5 black boys, were randomly assigned within level of race and sex to four groups: Group 1, Basic Skills Training and Conservation Training; Group 2, Basic Skills Training; Group 3, Conservation Training; and Group 4, Contact Control. The experimental design called for Groups 1 and 2 to receive training on basic concepts, specifically “more than,” “less than,” “same,” and “different.” Following a second test session, Groups 1 and 3 then received training on conservation while Group 4 served as a contact control group for both training sessions. Only the conservation training program resulted in significant effects and that was for the white students alone. A retention testing administered several months after the conservation training showed a significant drop for those students who had received the conservation training and a significant increase for the contact control group.

This study aimed to obtain insight in the effect of expert feedback during a basic laparoscopic skills training course for residents. A questionnaire was held among participants regarding provided feedback and the self-perceived laparoscopic skills improvement. The participants (n = 24) who completed the questionnaire were in their first to fifth postgraduate year. Most feedback was directed at intracorporeal knot tying (47% reported extensive feedback), while camera navigation and body positioning received the least feedback (40% and 43%, respectively, responded to have received no feedback at all). After the course, the self-perceived competence in intracorporeal knot tying and cutting had improved significantly, while camera navigation, body positioning, pointing, and grasping tasks did not improve. In conclusion, most benefit from expert feedback can be obtained at the start of the learning curve. Therefore, the basic laparoscopic skills course should be attended early in residency. Additionally, it is crucial that training objectives are clear prior to a course for both the expert and the trainee, in order to focus the feedback on all training objectives.

This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.

Development and Validation of a Basic Arthroscopy Skills Simulator

This paper examines linkages between disability and health status and the returns to education and basic skills training. It bases analyses on two separate data sources: wave 3 from the 1993 panel of the Survey of Income and Program Participation (SIPP) and the 1992 National Adult Literacy Survey (NALS). The data sets have been used to estimate standard wage equations with education and basic skills training among the independent variables. The NALS data set allows us to control for prose, quantitative, and document literacy. The wage equations rely on Heckit corrections for labor force participation, and we stratify by sex. We also estimate the wage equations stratifying by disability status (also with an appropriate econometric correction) to permit the coefficient estimates on all the regressors to vary by disability status. Overall, we find that the returns to education for individuals with a disability or poor health are positive, although of moderate size and equal to the returns for the nondisabled population. The findings suggest supply side policy options that maintain or improve access to and retention in educational opportunities are indicated. Basic skills training seems to be especially advantageous for some individuals.

To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In < 72h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment. Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p < 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07). It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6months.

The purpose of this study was to evaluate the effects of a simulation based core basic nursing skills on the knowledge, skills and attitude in nursing students. The program consisted of one scenario which includes three main skills (suction, feeding, IV), for improvement of knowledge, skills and attitude in nursing students. The research design was a nonequivalent control group pretest-posttest design. The data was analyzed by t-test using the SPSS 21.0 Program. Subjective and objective knowledge and skill showed no significant improvement in the control group. Subjective(t=4.01, p<.001) and objective(t=4.28, p<.001) attitude was significantly higher in the control group although knowledge and skill was not. Results indicate Received (October 06, 2015), Review Result(October 22, 2015) Accepted(November 03, 2015), Published(December 31, 2015) 705-703 School of Nursing, Youngnam College of Sciense and Technology, Hyunchung-ro 170beon-gil, Nam-gu, Daegu, Korea email: eh5472@ync.ac.kr (Corresponding Author) 617-736 Dept. of Nursing, Silla University, 140 Baegyang-daero 700beon-gil, Sasang-gu, Busan, Korea email: k100479@silla.ac.kr Application of a Simulation in Core Basic Nursing Skills Training for nursing students Copyright c 2015 HSST 134 that the program developed in this study is a useful strategy to enhance attitude in nursing students. However, the program did not significantly enhance knowledge, skills. Simulation practice was an effective education method for improving attitude in nursing students.

The Accreditation Council for Graduate Medical Education (ACGME) and American Board of Orthopaedic Surgery (ABOS) recently mandated major changes to curricular requirements for the PGY-1 (intern) year for categorical orthopaedic surgery residents. Since July 1, 2013, PGY-1 residents are required to have 6 months of orthopaedic surgery rotations, 6 months of nonorthopaedic surgery rotations, and complete a mandatory surgical skills curriculum [1, 2]. The ACGME and ABOS executed these changes in an effort to improve the quality and breadth of education for interns, preparing them for more advanced orthopaedic education. These changes were prompted by shifts in general surgery procedures (from open to laparoscopic), which have reduced the operating room experience of suturing and knot tying for interns, as well as by duty hour requirements that further reduce the operating room experience for interns. Together, these shifts in first-year resident experience have resulted in less surgical training for the orthopaedic surgery intern. The new ABOS requirements, which commence on July 1, 2014, seek to offset those losses [1, 2]. This column describes the changes mandated by the ABOS and ACGME for the orthopaedic intern year, discusses some limitations associated with these changes, and offers program strategies for effective implementation.

There has been a shift from the initial learning of skills on patients in the clinical setting to initial learning in a simulated environment, using part-task models, with the risk of a task focus to the learning. We contend that quality learning in both the simulated and the clinical environment is crucial to enhance the transferability of skills to the clinical setting. We describe teaching strategies, with the sequencing of events and increasing complexity, for the simulated training of basic procedural skills. These teaching strategies can be readily implemented into basic skills training to 'bridge' the gap between the simulated environment and the clinical setting. We suggest that our approach takes basic skills training beyond a task-focused approach to exemplify clinical scenarios encountered in real life. We argue that there is a need to broaden the focus of medical student training in basic procedural skills, and that the use of a preceptor model of supervision in the clinical setting better enables the transferability of the skills. Although our strategies are based on learning theory, well-designed research is required to test the efficacy in improving medical student learning.

Integrating the Bleeding Control Basic course into medical school curriculum

BackgroundChild drownings constitute a major cause of mortality from unintentional injury worldwide. In 2021, the WHO issued a strong recommendation in favour of basic swimming skills and water safety training in children to prevent drowning. The systematic review conducted in support of this guideline, however, revealed evidence of overall very low certainty and illustrated a number of research gaps. Here, the evidence from this systematic review was updated.MethodsFive scientific databases (PubMed, Embase, The Cochrane Library, Web of Science, ERIC) and two clinical trial registers (clinicaltrails.gov, WHO ICTRP) were searched for controlled experimental and observational studies. Interventions delivering basic swimming skills or water safety in children under the age of 18 years were included. Outcomes of interest included drowning-related mortality and morbidity, and water safety skills, knowledge and behaviour. Certainty of the evidence was appraised using the GRADE methodology.ResultsA total of 33 studies were included, of which 21 were previously included in the original review and 12 were newly identified in the current update. Studies delivered either basic swimming skills (18 studies), isolated water safety training (6 studies), water safety training as part of an injury prevention programme (5 studies) or an intervention combining swimming and water safety (4 studies). Certainty of the evidence ranged from high to very low.ConclusionSwim training may reduce drowning-related mortality and increase water safety skills in children. The used pedagogical approach (focus on familiarization and motor awareness), mode of delivery (using video-taped feedback) and setting (shallow water) may be determining factors for swimming skills acquisition. Water safety training is effective to enhance knowledge of and safe behaviour in/around water, and may reduce drowning mortality. These results, highlighting the importance of promoting swimming and water safety skills from an early age onward, could inform public health strategies and guide the development of sustainable interventions in communities at high risk of drowning.Systematic review registrationPROSPERO registration CRD42020167437; https://www.crd.york.ac.uk/PROSPERO/view/CRD42020167437.

To evaluate the effects of medical residency training program in postgraduate-year-one (PGY-1) residents at Peking Union Medical College (PUMC) Hospital. PGY-1 medical residents at PUMC Hospital were surveyed by a self-administered questionnaire after they completed their first year residency. Forty-nine residents who completed their first year residency training participated in the survey with a 100% response rate. Before training, only a few had bedside (n = 18) and on-call experiences (n = 10). At the end of the one-year-training, all the residents (100%) considered themselves being improved to certain degrees, especially in clinical practice capability, and passed all the examinations. However, 53.1% and 8.2% of all the residents agreed that they need to improve their abilities in teaching (n = 26) and doctor-patient communication (n = 4), respectively. All residents hoped to get further improved by taking part in various forms of teaching activities, including experience summary/sharing and basic skills training. During the first year, 95.9% of them participated in all teaching activities in medicine actively. The tradition and current models of medical residency training program at PUMC Hospital had a significant impact on professional development of the 1st year resident physicians. It is critical to focus on basic skill training and multi-level teaching to improve residents' clinical competency.

Background and Objective: Few researches have been conducted on women with imprisoned spouses or heads of household, and it is necessary to conduct research aimed at improving their psychological capital, emotional regulation, and quality of life. Consequently, the aim of this study was to determine the effectiveness of basic life skills teaching on psychological capital, emotional regulation, and quality of life in women with imprisoned spouses. Methods and Materials: The present study was a quasi-experimental with a pretest and posttest design with a control group. The population of this study was all women with imprisoned spouses in Tehran city. The sample size was considered 15 people for each group, and based on this 30 people were selected using available sampling method and randomly assigned to two equal groups. The experimental group underwent 10 sessions of 120 minute by basic life skills training (World Health Organization, 1998), and the control group remained on the waiting list for training. The research instruments were included the questionnaires of psychological capital (Luthans et al., 2007), difficulty in emotional regulation (Gratz and Roemer, 2004), and short form of quality of life (World Health Organization, 1996). The data of this study were analyzed using multivariate analysis of covariance method in SPSS-26 software. Findings: The findings of this research showed that basic life skills teaching significantly increased psychological capital and quality of life and significantly reduced difficulty in emotional regulation in women with imprisoned spouses (P&lt;0.001). Conclusion: The results of this study showed that basic life skills teaching played an effective role in increasing psychological capital and quality of life and reducing difficulty in emotional regulation in women with imprisoned spouses. Therefore, basic life skills teaching can be used to improve psychological characteristics in vulnerable groups, including women with imprisoned spouses.

Performance and retention of basic life support skills improve with a peer-led training program