bluuebunny/crossref_metadata_2025_split huggingface dataset:
Learning Needs Assessment and Preferred Instructional Methods among Nurses Participating in Continuous Professional Education.
Authors: SUNDAH CHELSEA CELICA , ABLOLA KAREN SAGUINSIN , WU KAREN KIM RAPATAN 
Published: December 2019

INTRODUCTION: Globally, the concept of continuing professional education (CPE) has been acknowledged by all professionals as a primary method for regular enhancement of basic professional education. In the clinical sector, when providing in service programs, learning needs assessment provides the basis for the design of effective educational programs. The purpose of the study was to examine the learning needs and preferred instructional method among nurses. Also, the significant difference of professional development learning needs, clinical skills learning needs and instructional method was measured in relations to sex and years of clinical experience.
METHOD: The study utilized descriptive research design. Convenient sampling was used to sample 120 nurses from selected hospitals in Laguna. A self constructed questionnaires were used as the instruments of the study. The statistical treatment used were mean, standard deviation, t-test, and ANOVA.
RESULTS: The study showed that highest priority of learning needs in terms of professional development was stress management. Emergency management was the highest priority perceived by the nurses in terms of clinical skills. The learning method most preferred by the nurses was the use of lectures. There was no significant difference in terms of professional development learning needs, clinical skills learning needs and instructional method when considering sex and years of clinical experience.
DISCUSSIONS AND RECOMMENDATION: The study recommends the nurse educator and managers of the selected hospitals to utilize learning needs assessment results to implement educational programs. It is further recommended that learning needs assessment should be an ongoing process involving other professional and clinical topics to promote better quality service.
Relationship of Job Design, Organizational Commitment on Compensations of Physicians In A Private Hospital, Philippines
Authors: ASUAH-DUODU ENOCH , Smith Sechelle P. , Lin Thein Phyo Wai 
Published: December 2019

The profession of a physician is one of the highly respected and challenging jobs in the world today. It is one of the fields where intelligence and hard decisions are made to save lives. This study examined the relationship between job design, organizational commitment, and compensations; if job design and organizational commitment are predictors of compensation of physicians of a private hospital in Manila, Philippines; and if there is a significant difference in compensation when physician’s gender and years of service are considered. The research design was correlational using a t-test, analysis of variance (ANOVA), regression, and Pearson Correlation. Fifty hospital physicians were conveniently selected to answer a self-constructed questionnaire. The study revealed that job design and organizational commitment has a positive correlation to compensation in a health facility. Sex and years of service of the physicians do not differ on compensation. The study also revealed that attention should be given to organizational commitment. Organizational commitment predicted a positive relationship to compensation, but job design in terms of prediction, could not predict compensation though it had a positive relationship, which requires future studies to further investigate using other variables.
The Influence of General Management Practices on Employees’ Satisfaction of an Employment Agency in Alabang, Philippines
Authors: PUSPITA MEGA , Lian Cing San 
Published: December 2019

Managing a company is a complex activity, and effective managers face many challenges from within and outside the organization. Management helps company to achieve its goals effectively and efficiently through planning, organizing, leading, and controlling. Employee satisfaction is also important to the success of any business. Many managers believe it is important because they think satisfied employees will do better work. The aim of the study was to evaluate and analyze the general management practices of an employment agency in Alabang, Philippines and determine their relationship to employee satisfaction. Quantitative research method was used in this study. One hundred and ten employees of an employment agency participated in the survey. Questionnaires were distributed using closedended questions. Random sampling technique was used in this study. Descriptive statistics andcorrelation analysis were used for the data analysis. The general management practices of the company were good and the level of the employee satisfaction was very high. A strong positive relationship was found between general management practices and employee satisfaction. There was no significant difference in the level of employee satisfaction when the respondents’ profile in term of age, gender, and length of work were considered. For further research, other factors that may influence employee satisfaction may be considered utilizing a larger population size.
Exploring the Effect of Professional Skills and Personality Traits to Job Performance of Employees in Automotive Corporation, Laguna, Philippines
Authors: Thang Piang Lian , Thein Saw Dennis , Duodu Enoch Asuah 
Published: December 2019

In today’s global environment there is a competition on performances of organizations. Business organizations are seeking highly skilled professionals to be employed to achieve high performance and productivity over their competitors. This research is to determine the effects of personality traits, and professional skills on employee performance in an Automotive Corporation in the Philippines. The study is a quantitative research, and a descriptive correlation. Self-Constructed survey questionnaires were distributed to 97 employees of Automotive Corporation using convenience sampling. The statistical tools used for analyzing the results from the SPSS 22, was Pearson correlation to analyze the relationship and standard deviation and the mean for the descriptive study, and t-test and ANOVA were used to analyze the difference, and in terms of predictions, linear regression was used. The study shows that the relationship between Professional Skills has a positive significant relationship with employee performance but there is no significant relationship between personality traits and employee performance, though openness was dominant with the highest mean. The study also revealed that professional skills, personality traits, and employee performance are high. Considering the sex, males had higher employee performance than females. Further results revealed that only professional skills predicted employee performance. The result of the study implies that business owners need employees that can get the job done because employee performance is critical to the overall success of the company. The study recommends that industries should bear in mind that Professional Skills, and Personality Traits of workers isessential to the success of business organizations.
Transitioning towards senior medical resident: identification of the required competencies using consensus methodology
Authors: Khalife Roy , Gonsalves Carol , Code Catherine , Halman Samantha 
Published: December 2019

Background: Residency programs are facing significant restructuring through the “Competence by Design” (CBD) framework proposed by the Royal College of Physicians and Surgeons of Canada (RCPSC). Our goal was to establish the competencies to be acquired during the transition to a senior role within Internal Medicine (IM) training. Methods: Using a modified Delphi technique, practicing IM physicians and recent graduates were polled to develop consensus on the required competencies to effectively transition from junior to senior medical resident. Participants rated each competency on a three-point Likert scale. Each competency was linked to an Entrustable Professional Activity (EPA) identified by the RCPSC IM Specialty Committee.Results: A total of eighteen participants took part in item generation (16% response rate) and nineteen in the initial ranking with seventeen completing all three iterations (89% completion rate). Eighty-three competencies were identified during questionnaire development. A final list of seventy-seven competencies reached consensus after three rounds. Most competencies matched to core of discipline EPAs.Conclusion: This consensus-based list of competencies will help create a framework and tools for the assessment of junior residents as they prepare to transition to the role of senior in the new CBD curricula for IM trainees at our institution.
Does testing enhance learning in continuing medical education?
Authors: McConnell Meghan , Hou Chenchen , Panju Mohamed , Panju Akbar , Azzam Khalid 
Published: December 2019

Background: There has been growing interest in using theory-driven research to develop and evaluate continuing medical education (CME) activities. Within health professions education, testing has been shown to promote learning in a variety of different contexts, an effect referred to as test-enhanced learning (TEL). However, the extent to which TEL generalizes to CME remains unclear. The purpose of this study was to investigate whether physicians who received two intervening tests following a CME event would experience a TEL effect relative to physicians who received additional study material to review without testing. Methods: Forty-nine physicians were recruited during a local CME activity. Physicians were randomized to either a) the test group (n=26), where participants completed two 20 multiple-choice question (MCQ) quizzes related to the lecture content or b) the study group (n=23), where participants studied the same information without testing. Testing and studying occurred independently during the CME activity, and then four weeks later online. At eight weeks, participants completed a final 20-item MCQ online test. A between-subjects t-test was used to compare performance on the final test as a function of the initial educational activity (test group vs. study group).Results: Performance on the final MCQ test was equivalent for both test (Mean (SD): 75% (9.9)) and study-only (77% (7.3)) conditions (t(47) = 0.94, p=0.35). Conclusion: The null findings in the present study are contrary to previous findings demonstrating TEL among novice learner populations. The lack of TEL highlights several programmatic considerations that should be factored in before implementing TEL as a part of CME.
Reducing physician voiding cystourethrogram ordering in children with first febrile urinary tract infection: evaluation of a purposefully sequenced educational intervention
Authors: Banks Anke , Samuel Susan , Johnson David , Hecker Kent , McLaughlin Kevin 
Published: December 2019

Background: Physicians often fail to implement clinical practice guidelines. Our aim was to evaluate whether a purposefully sequenced, multifaceted educational intervention would increase physician adherence to a guideline for voiding cystourethrogram (VCUG) use following first urinary tract infection (UTI) in young children. Methods: Using a single centre, pretest-posttest design, we compared the proportion of guideline adherent VCUG orders and the VCUG ordering rate before and after three educational interventions (interactive lecture, clinical pathway, faxed reminder) selected and sequenced according to the PRECEDE (Predisposing, Reinforcing and Enabling Constructs in Educational Diagnosis and Evaluation) health promotion model.Results: One hundred and nine physicians ordered 219 VCUGs for 219 children. Following the interventions, there was an increase in the monthly proportion of adherent VCUGs ordered by pediatricians (analysis of variance (ANOVA) F(2,29) = 3.38, p = .048) and non-pediatricians (ANOVA F(2,28) = 14.71, p < .001). Also, pediatricians decreased their monthly VCUG ordering rate (linear trend incidence rate ratio 0.74, 95% confidence interval (CI) [0.54, 0.99]). Pediatricians were more likely to adhere with the guideline than were non-pediatricians (odds ratio 2.91, 95% CI [1.5, 5.5]).Conclusion: Exposure to purposefully sequenced educational interventions based on the PRECEDE model was associated with increased adherence to guideline recommendations.
An interprofessional urban health elective focused on the social determinants of health
Authors: Pinto Andrew , To Matthew , Rucchetto Anne , Sharma Malika , Rouleau Katherine 
Published: December 2019

Background: More than half of the world’s population now lives in cities. Health professionals should understand how social factors and processes in urban spaces determine individual and population health. We report on lessons from an interprofessional urban health elective developed to focus on the social determinants of health (SDOH). Methods: An interprofessional committee developed an urban health elective based in downtown Toronto. Course objectives included promoting collaboration to address SDOH, identifying barriers to care, accessing community-based resources, and learning to advocate at individual- and community-levels.Results: Seventeen students from eight disciplines participated during the 2011-2012 academic year. Sessions were co-facilitated with community partners and community members identified as experts based on their personal experience. Topics included housing, income and food security, Indigenous communities in urban spaces, and advocacy. Students collaborated on self-directed projects, which ranged from literature reviews to policy briefs for government. Students particularly valued learning about community agencies and hearing from people with lived experience.Conclusion: The specific health challenges faced in urban settings can benefit from an interprofessional approach informed by the experiences and needs of patient communities. This elective was innovative in engaging students in interprofessional learning on how health and social agencies collaborate to tackle social determinants in urban spaces.
The effects of previous educational training on physical activity counselling and exercise prescription practices among physicians across Nova Scotia: a cross-sectional study
Authors: O'Brien Myles , Shields Chris , Crowell Sandra , Theou Olga , McGrath Patrick , Fowles Jonathon 
Published: December 2019

Background: Physicians (MDs) report difficulty including physical activity (PA) and exercise (PAE) as part of routine care. MDs who report previous educational training in PAE may prescribe exercise more frequently. We evaluated the effects of previous training on perceptions and practices of PA counselling and exercise prescriptions among MDs in Nova Scotia.Methods: MDs (n=174) across Nova Scotia completed an online self-reflection survey regarding their current PAE practices. MDs who reported previous training (n=41) were compared to those who reported no training (n=133). Results: Trained-MDs were 22% more confident performing PA counselling than untrained-MDs (p<0.005). In patient appointments, trained-MDs included PAE more often (51% vs 39%; p=0.03) but trained-MDs and untrained-MDs had similar rates of exercise prescriptions (12%; p>0.05). The most impactful barriers (on a scale of 1 to 4) were lack of time (2.5) and perceived patient interest (2.4), which were unaffected by previous training (p>0.05).Conclusion: Previous training was associated with a higher confidence to include PAE discussions with patients by MDs in Nova Scotia, but had minimal influence on their many barriers that prevent exercise prescription. Although some training supports MDs inclusion of PAE into their practice, there is a need for greater, more intensive educational training to assist MDs in prescribing exercise.
Sustainability of physical exam skills in a resident-led curriculum in a large internal medicine program with competency based medical education
Authors: Thiwanka Wijeratne Don , Srivastava Siddhartha , Chan Barry , Hopman Wilma , Thomson Benjamin 
Published: December 2019

Background: Competency Based Medical Education (CBME) designates physical examination competency as an Entrustable Professional Activity (EPA). Considerable concern persists regarding the increased time burden CBME may place on educators. We developed a novel physical examination curriculum that shifted the burden of physical examination case preparation and performance assessment from faculty to residents. Our first objective was to determine if participation led to sustainable improvements in physical examination skills. The second objective was to determine if resident peer assessment was comparable to faculty assessment. Methods: We selected physical exam case topics based on the Objectives of Training in the Specialty of Internal Medicine as prescribed by the Royal College of Physicians and Surgeons of Canada. Internal Medicine residents compiled evidence-based physical exam checklists that faculty reviewed before distribution to all learners. Physical exam practice sessions with whole-group demonstration followed by small-group practice sessions were performed weekly. We evaluated this pilot curriculum with a formative OSCE, during which a resident peer and a faculty member simultaneously observed and assessed examinee performance by .Results: Participation in the novel curriculum practice sessions improved OSCE performance (faculty score mean 78.96 vs. 62.50, p<0.05). Peer assessment overestimated faculty scores (76.2 vs. 65.7, p<0.001), but peer and faculty assessments were highly correlated (R2 = 0.73 (95% CI 0.50-0.87).Conclusion: This novel physical examination curriculum leads to sustainable improvement of physical examination skills. Peer assessment correlated well with the gold standard faculty assessment. This resident-led physical examination curriculum enhanced physical examination skills in a CBME environment, with minimal time commitment from faculty members.
Trajectories of physicians in Manitoba, Canada: the influence of contact points of rural-focused professional learning
Authors: Murray John , Penner Charles , Heide Wayne , Piasta Dawn , Klassen Don 
Published: December 2019

Background: The Manitoba Office of Rural and Northern Health (ORNH) provided a multi-year series of elective opportunities for undergraduate medical students to support rural/remote medical practice. The purpose of this study was to examine the career trajectories of Manitoba physicians in eight matched cohorts over the period 2004-2007 between: 1) those who experienced a required rural clinical block rotation only during their undergraduate medicine training in Manitoba (Med 1 and Med 3), and; 2) those who engaged in and completed additional elective programs referred to here as “contact points”. Methods: The study utilized a retrospective/longitudinal matched cohort design which included the common factor of a mandated rural clinical one-week rotation and the differentiating factors of experiences in elective programming offered by the ORNH (contact points).Results: Of the 344 Manitoba-trained physicians whose location of current practice could be determined, 74 are presently in rural/remote communities and 270 in urban settings. Those physicians who are now in rural/remote practice were significantly more likely (p ≤ 0.05) to have continued contact with ORNH in addition to the mandatory rural rotation alone. For practitioners now located in rural/remote settings, a mean of 0.903 contact points per learner with ORNH programs is observed. For those now in urban practice the mean number of contact points per learner was 0.233.Conclusion: We conclude that there is an association between rural-focused contact points and rural and remote practice in Manitoba. Targeted professional learning where physician recruitment and retention remains a continuing challenge is discussed.
Becoming a dentist: faculty perceptions of student experiences with threshold concepts in a Canadian dental program
Authors: Green Jacqueline , Rasmussen Kari 
Published: December 2019

Background: In each discipline, there are moments where students “get stuck” in their education and/or training and are often unable to move forward. These moments may be caused by threshold concepts as they represent a portal that students must cross in order to become successful in their chosen profession. This study investigated the threshold concepts from the instructors’ perspective that students must navigate as they transform from learners to dentists within a dental program. Methods: Two focus groups with faculty members within the School of Dentistry, University of Alberta were completed in the fall of 2017. Focus groups explored the faculty’s perception of the students’ transition from learner to dentist, difficult moments in the program, and the students’ ability to navigate the program successfully.Results: A qualitative phenomenographic analysis of the faculty focus group transcripts identified four potential threshold concepts within the dental program: 1) dealing with the whole patient, 2) accountability, 3) that you may not know everything, and 4) problem solving and adapting during practice.Conclusion: This study demonstrates that there are concepts within a dental program that faculty believe students must navigate in order to transition from learner to dentist. These concepts may inform curriculum design as well as other disciplines in the health sciences.
In her own time
Authors: Jung Flora 
Published: December 2019

As I look back on my first year as a medical student, I am dazed by the whirlwind of emotions and experiences I met within this short time. One recurring theme emerged from my first experiences in clinic. Younger and healthier patients are often asked to be our bedside teachers to facilitate our learning, but consequently, I found it uncannily natural to see myself in them. Each patient and their tale of tenacity, misery, sanguinity, and bravery would leave me lost in thought for days to follow. What if that were me?
An assessment of degree-day models to predict the phenology of alfalfa weevil (Coleoptera: Curculionidae) on the Canadian Prairies
Authors: Soroka Juliana , Grenkow Larry , Cárcamo Héctor , Meers Scott , Barkley Shelley , Gavloski John 
Published: December 2019

AbstractThis study examined the use of degree-day models to predict alfalfa weevil Hypera postica (Gyllenhal) (Coleoptera: Curculionidae) population development on the Canadian prairies. Air temperatures, alfalfa weevil abundance, and instar data were collected in 2013 and 2014 from 13 alfalfa (Medicago sativa Linnaeus; Fabaceae) fields across Alberta, Saskatchewan, and Manitoba. We coupled three alfalfa weevil population prediction models with three temperature data sources to determine which combination most closely aligned with results observed. Our objective was to find the best prediction of peak occurrence of second instar alfalfa weevils, the optimum time for management decisions. Of the parameters analysed, prediction model had the greatest effect on the accuracy of peak instar prediction, with Harcourt and North Dakota models better at predicting population peaks than the Guppy–Mukerji model. Interactions between temperature source and prediction model significantly affected prediction accuracy. The probability of accurate prediction of population peaks to within 3.5 days of actual occurrence using in-field and multiple-site temperature data sets, combined with Harcourt and North Dakota development models, was 0.45–0.70. Lower predictability was found from fields in the Mixed Grass Ecoregion than in other ecoregions. The use of the recommended models can assist growers in timing their monitoring activities and deciding if pest management action is warranted.