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PubMed2005

Agroterrorism workshop: engaging community preparedness.

INTRODUCTION: Agroterrorism is the deliberate tampering with and/or contamination of the food supply with the intent of adversely affecting the social, economic, physical, and psychological well-being of society. Testimony before the Government Affairs Committee of the U.S. Senate has suggested that agriculture is an area that has received comparatively little attention with regard to terrorism. METHODS: In February of 2004, the NIOSH Southwest Center for Agricultural Health, Injury Prevention, and Education developed a workshop on agroterrorism designed to engage local community leaders in a process to prepare for and respond to a terrorist event involving the food supply. The workshop was an effective collaboration between NIOSH Ag Centers, the state department of health (Texas), a school of public health, and the Texas Agricultural Research and Extension Centers in five urban and rural locations with substantial agricultural production. In order to reach a diverse and geographically widespread audience, the workshop was conducted by synchronous two-way interactive televideo (9 geographic sites). The audience of 155 participants was comprised of numerous stakeholders. The workshop format involved separate modules addressing food and fiber, livestock and poultry, food distribution, and emergency preparedness, with participants developing priorities for future consideration within their communities to address all phases of an event from preparedness to follow-up debriefing. There were 13 additional individuals (for a total of 168) who participated in the workshop subsequently through use of a video. RESULTS: Workshop evaluation components included pre- and post-workshop objective assessment of factual information presented (tests), and follow-up for implementation of priorities developed by conference participants. Statistically significant improvement was noted in knowledge acquisition. The six-month follow-up demonstrated implementation of preparedness planning priorities. CONCLUSIONS: This is an effective method of reaching a geographically widespread and diverse audience of community members who will be on the front lines of an agroterrorism event. An attempt was made to enhance communication and collaboration among involved groups for effectively detecting and addressing such an event. This workshop can serve as a model for use in other communities.

Animals↗
PubMed2005

Walk a mile in my shoes: a chronic illness care workshop for first-year students.

BACKGROUND AND OBJECTIVES: A number of educators and recent medical school graduates have suggested a need to expand predoctoral training in chronic illness care. We developed a workshop to enhance first-year students' self-awareness regarding attitudes toward chronic illness care and to help them communicate effectively around patient self-care. METHODS: Students participated in a two-part workshop incorporating lectures, patient-centered interviewing role-plays, and an assignment requiring students to "have" a chronic illness and perform self-care tasks for 2 weeks. We assessed impact on chronic care knowledge by comparing pre- and post-workshop quiz scores. We also reviewed student evaluations of the experience. RESULTS: Of 96 students, 86 (90%) attended Session 1, and 91 (95%) attended Session 2. The mean (standard deviation) knowledge score improved from 6.4 (1.5) before the workshop to 8.4 (1.2) after the workshop (10 points possible). Of 53 students (55%) who completed an evaluation, most perceived the value of the workshop, including the self-care assignment and role-plays. Some felt more positively about chronic illness care following the workshop, and many indicated additional chronic care training in the clinical years would be welcome. CONCLUSIONS: An introductory workshop for first-year students led to increased knowledge of and improved attitudes toward chronic illness care. Longitudinal training in chronic illness care should be considered in predoctoral education.

Chronic Disease↗
PubMed2006

CME workshop in recognizing boundary limits during a medical visit.

BACKGROUND AND OBJECTIVES: Professional boundaries help to establish and maintain the foundation of the doctor-patient relationship. Our objective was to measure physicians' level of awareness in recognizing a boundary limit, their intention to change their behavior regarding boundaries, and their self-reported changes in behavior after participation in an educational workshop, "The Right Distance." METHODS: This longitudinal study used questionnaires to measure the level of awareness of the participants in recognizing boundary limits before and after the workshop and to measure their intention to change their behavior and self-reported behavior changes immediately after the workshop and 6 months later. RESULTS: Before the workshop, the level of awareness in recognizing the boundary limits was 3.9 on a 5.0 point scale in which 5.0 represented the highest level of awareness, and immediately after the workshop it was 4.2/5.0. Female physicians were more aware of these issues. Following the workshop, 51% of participants indicated an intention to change their behavior. On the 6-month follow-up questionnaire, 138 physicians (60%) answered that they had not changed their behavior, and 92 physicians (40%) answered that they had modified their behavior by changing their attitude toward their personal and professional life and toward gifts and gratuities. When the post-workshop and the 6-month follow-up questionnaires were matched, 34 of 57 (60%) participants who stated their intention to change did in fact change their behavior regarding the "right distance." CONCLUSIONS: Boundary issues and level of awareness can be effectively taught in a continuing medical education workshop.

Adult↗
PubMed1990

[Legal contract of workshops for handicapped people--a wish or reality?].

In August 1990, the "Werkstättenverordnung" (the Workshops for the disabled ordinance) has been in force for ten years. Concluding a lengthy historical development, it describes an utopia seeking to implement the opportunity for personal growth and for economically viable productive activity, even-handedly and concurrently, for all disabled people covered (excepting those with very severe disablement). In everyday practice, such notions are confronted with major obstacles: growing demand; poor transition into other employment, terminal workshop employment instead; problems with performance requirements, with the dependence from customers, and with remuneration issues; insufficient promotional services for learning disabled clients whose labour performance is essential to the workshops; adjustment problems of clients with mental illness within the workshop; counting of alternative service attendants toward the staffing plan; unsolved civil and labour law issues relative to contracts involving mentally retarded persons; protection against dismissal, clients' right to freely choose the workshop, their co-determination and the rights of their relatives; the need for special educational qualification of workshop and group senior staff who have to face up to the expectations and difficulties in the day-to-day running of the workshops.

Persons with Disabilities↗
PubMed1993

[Autistic patients in sheltered workshop for the handicapped].

Adults with autistic syndrome are at risk of exclusion not only from the general labour market but also from sheltered employment, i.e. the workshops for the disabled. The present study was aimed at eliciting the causes of potential exclusion as well as conditions for successful vocational rehabilitation. An inquiry into the services provided to, and individual development of, 40 employees in 12 workshops revealed that only part of the subjects seemed firmly settled in the workshops. A large number is judged negatively not only due to poor productive performance but on account of behavioural peculiarities typical of autism, with some of them having been referred back to the workshop's entry training sections, thus loosing their entitlement to social insurance coverage. It was found in this study that the behaviour of autistic employees frequently resulted from adverse conditions of the workshop environment. Major improvements in this population's vocational rehabilitation outlook could be achieved by extended service provision and training at entry; reduced group size; formulation of individual service plans; providing relief as well as supervision to workshop staff; internal differentiation of workshop production sectors according to therapeutic criteria; careful selection of suitable tasks; as well as autistic employee enhancement through social-educational services.

Adult↗
PubMed1995

On organizing an international workshop on psychotherapeutic interventions in cancer patients. A virtual coffeebreak communication.

This paper is an unusual summary of my thoughts on the International Workshop on Psychotherapeutic Interventions in Cancer Patients in Flims, Switzerland, in 1995. Based upon virtual coffeebreak communications, I try to explain to my virtual partner how the idea of the workshop developed, how I came to select participants and experts, and why the workshop was structured in such a specific way. Concerning the workshop itself I shall quote personal feedback statements from participants, drawing upon the impressions they took with them from demonstration workshops prepared by the leading experts in the field. During the workshop the impact of psychosocial interventions upon survival was critically evaluated, whereas it was unanimously agreed that the most important target of psychosocial interventions in cancer patients is the improvement in quality of life. After the workshop I personally decided to enhance my professional engagement in the area of helping clinical oncologists and nurses to improve on the psychosocial skills they need in caring for cancer patients.

Congresses as Topic↗
PubMed2003

[Peer-education workshop on research during medical studies. Results of a survey among participants].

BACKGROUND AND OBJECTIVE: Physicians in Germany are conferred the title "Doctor of medicine" (MD) upon successful completion of a dissertation. There is no course in the German medical curriculum that enables students to pursue original research. CONCEPT AND METHODS: We sought to address this lack of adequate preparation through a student-organized, hands-on workshop, which was problem- and, in part, computer-based. The workshop lasted 16 h (over the course of a weekend). The chronological sequence of a dissertation served as the main structure of this peer-education approach and was supported by a 30-page handout. The following topics were addressed: (1) Search for a dissertation, (2) Legal regulations, (3) Literature research and statistics, (4) Scientific writing, (5) Practical work, and (6) Review of the dissertation. The participants gained knowledge about and started working with the appropriate computer applications for these issues. So far, 60 students participated in four workshops. Evaluations were collected through an anonymous questionnaire at the end of the workshops. RESULTS: 56 students responded (93%). 98% of the respondents would definitely recommend other students to participate in the workshop. None of them recommend against taking the class. Students' opinion about their own skills in pursuing a dissertation before and at the end of the workshop (range: 1 = very good to 5 = unsatisfying) was 3.4 +/- 0.8 and 1.8 +/- 0.5, respectively ( p < 0.001). No student believed that his skills did not improve. 88% of the respondents wanted the workshop to continue being optional. CONCLUSIONS: This peer-education approach is cost-efficient, enjoys high acceptance by students, and improves research skills among participants.

Academic Dissertations as Topic↗
PubMed1994

Report of the First International Workshop on Equine Leucocyte Antigens, Cambridge, UK, July 1991.

The First International Workshop on Equine Leucocyte Antigens was organized and convened for the purposes of identifying immunologically relevant cell surface molecules of equine leucocytes and establishing a system of nomenclature for those molecules. Participating members of the workshop represented the majority of laboratories world-wide engaged in the tasks of production and characterization of equine leucocyte and lymphocyte markers using monoclonal antibodies. The workshop confirmed the identification of several equine CD molecules described previously by individual laboratories, and in addition recognized antibodies identifying new CD molecules. The workshop also succeeded in fostering co-operation between laboratories around the world which study equine immunobiology. Equine CD molecules identified by the current battery of monoclonal antibodies include EqCD2, EqCD4, EqCD5, EqCD8, EqCD11a/18, EqCD13 and EqCD44. Other antibodies are markers for MHC class I and class II molecules, for B cells, granulocytes, macrophages, T cell subsets distinct from those defined by CD4 and CD8, and other sub-populations of horse leucocytes that do not have obvious counterparts in humans, rodents, or other species. Despite the progress made in the first workshop, there are still substantial gaps in the armory of reagents available to study equine leucocyte biology, and further definition of the structure, function, and genetics of the antigens identified by the workshop clusters (WC1, WC2 etc.) and other molecules of immunological importance will be a goal of future workshops. The study of equine immunobiology and resistance to disease also urgently requires the development of tools to study equine immunoglobulins and cytokines, and these needs will provide ample scope for future studies.

Animals↗
PubMed2005

Behavioral test methods workshop.

A one and a half day workshop on behavioral testing was conducted in order to discuss experimental procedures and practices that may help enhance the utility of behavioral data as a reliable index of neurotoxicity and in the safety evaluation of chemical substances. The workshop was open to participation by all sectors of the neuroscience community including academia, government, testing laboratories, and industry. The level of confidence with which changes in behavior can reliably signal adverse effects on the nervous system depends, in part, on the scientific quality of the data generated. With an emphasis on education and problem solving, the workshop focused on the practical aspects and scientific rationale underlying valid and high quality testing. In behavioral testing, there are numerous experimental factors that may impact on the quality of data. These include such elements as experimental design, selection of test methods, the care and precision in the conduct of behavioral testing, procedures to minimize bias and potential confounds, appropriateness of statistical analyses, and data interpretation. In plenary session investigators experienced in behavioral testing discussed the significance of these various experimental factors to data quality, outlined problematic issues, and presented a synopsis of approaches for addressing each of the factors as outlined in a draft of a primer developed by the Interagency Committee on Neurotoxicology (ICON). During the remainder of the workshop, open discussions in small breakout groups were used to address the problematic issues identified by the plenary speakers and explore alternative approaches for dealing with them. Finally, all workshop participants were reconvened in plenary session for summation of breakout group discussions and final recommendations. Information from the workshop was used to form the basis of this manuscript and will be used to help finalize a behavioral test methods primer being drafted by the ICON. The overall conclusions from the workshop were that consensus can be reached on the fundamentals of behavioral assessment, and that aspects of behavioral assessment including experimental design, test method selection, training, validation, control of confounds, data variability, data analysis, and data interpretation need to be carefully considered in the planning and conduct of behavioral safety assessments.

Animals↗
PubMed2006

Improving the effectiveness of the medical visit: a brief visit-structuring workshop changes patients' perceptions of primary care visits.

OBJECTIVE: To teach visit-structuring strategies to primary care clinicians with a 1.5-h experiential workshop and assess its effect on patient perceptions of their medical visits. METHODS: We developed and conducted a 90 min workshop for 75 clinicians from seven primary care clinics, and evaluated the effectiveness of the workshop by assessing changes in patients' ratings of visit qualities from 1 week prior (n=301) to 1 week after (n=322) the workshop. Patients rated their physicians' visit-structuring skills as well as satisfaction with their medical visits. RESULTS: Patients were highly satisfied with their visits both before and after the workshop. Post-workshop ratings of medical visits were more likely to indicate that all problems were addressed during the visit. CONCLUSIONS: A brief workshop had a positive measurable effect on patients' perception of their medical visits. Future research should address the utility of patient rated assessments of visit characteristics. PRACTICE IMPLICATIONS: Physicians' ability to establish and maintain a productive structure in primary care office visit is an important skill that can improve the quality of care, and some changes in physician visit-structuring behavior can be measured using patient perceptions.

Adolescent↗
PubMed2005

Proceedings of a workshop on DNA adducts: biological significance and applications to risk assessment Washington, DC, April 13-14, 2004.

In April 2004, the Health and Environmental Sciences Institute, a branch of the International Life Sciences Institute, with support from the National Institute of Environmental Health Sciences, organized a workshop to discuss the biological significance of DNA adducts. Workshop speakers and attendees included leading international experts from government, academia, and industry in the field of adduct detection and interpretation. The workshop initially examined the relationship between measured adduct levels in the context of exposure and dose. This was followed by a discussion on the complex response of cells to deal with genotoxic insult in complex, interconnected, and interdependent repair pathways. One of the major objectives of the workshop was to address the recurring question about the mechanistic and toxicological relevance of low-concentration measured adducts and the presentations in the session entitled "Can low levels of DNA adducts predict adverse outcomes?" served as catalysts for further discussions on this subject during the course of the workshop. Speakers representing the regulatory community and industry reviewed the value, current practices, and limitations of utilizing DNA adduct data in risk assessment and addressed a number of practical questions pertaining to these issues. While no consensus statement emerged on the biological significance of low levels of DNA adducts, the workshop concluded by identifying the need for more experimental data to address this important question. One of the recommendations stemming from this workshop was the need to develop an interim "decision-logic" or framework to guide the integration of DNA adduct data in the risk assessment process. HESI has recently formed a subcommittee consisting of experts in the field and other key stakeholders to address this recommendation as well as to identify specific research projects that could help advance the understanding of the biological significance of low levels of DNA adducts.

Animals↗
PubMed1998

Can a one-day workshop alter surgeons' teaching practices?

BACKGROUND: A 1-day workshop, consisting of five sections with small group discussions and opportunities for practical application of participants' knowledge, was developed to enhance the teaching skills of practicing surgeons. Immediate and long-term follow-up surveys were completed by the participants. METHODS: Post-workshop evaluations were obtained from all participants who took the workshop; follow-up surveys were mailed 4 to 6 months later. RESULTS: Workshop quality was rated as good (25%) or excellent (75%) by all participants. Follow-up survey results indicated that many participants had rarely/never utilized cited references, looked for additional resources on specific topics, or referred to the section syllabus/handout materials provided during the workshop. However, 100% of the participant respondents reported that they had changed the way they teach as a result of their workshop attendance. CONCLUSION: An abbreviated course on surgical education can result in long-term changes in the participants' perceptions of their teaching practices. Further study is required to determine if these perceived changes in teaching practices, which the participants have directly attributed to their workshop attendance, have resulted in measurable improvement in their effectiveness and efficiency as teachers.

Education, Medical, Continuing↗
PubMed2001

Overview of the Third International Workshop on Swine Leukocyte Differentiation Antigens.

The aim of the Third International Workshop on Swine Leukocyte Differentiation Antigens (CD workshop), supported by the Veterinary Immunology Committee (VIC) of the International Union of Immunological Societies (IUIS), was to standardize the assignment of monoclonal antibodies (mAb) reactive with porcine leukocyte differentiation antigens and to define new antibody clusters, using nomenclature in accordance with human and ruminant CD nomenclature, as agreed at the summary meeting of the Second International Swine CD Workshop in Davis, 1995: only mAb with proven reactivity for the orthologous porcine gene product or cross-reactivity for the human gene products, were given the full CD nomenclature, all other allocations were prefixed with "w". As in previous workshops, the overall organization was entrusted to the chair and first author, with support by the chair of the previous workshop and second author. In addition to the existing 26 pig leukocyte CD/SWC determinants established in previous workshops, this workshop established/confirmed another 11 CDs for pig leukocytes, identified by a total of 21 mAb: CD11R1 (2 mAb), CD11R2 (1 mAb), CD11R3 (4 mAb), wCD40 (1 mAb), wCD46 (4 mAb), wCD47 (3 mAb), wCD49d (1 mAb), CD61 (1 mAb), wCD92 (1 mAb), wCD93 (1 mAb) and CD163 (2 mAb).

Animals↗
PubMed2002

The workshop as an effective method of dissemination: the importance of the needs of the individual.

The workshop is one of a number of strategies that can be used to disseminate information. This study set out to evaluate the effectiveness of the workshop as a method of disseminating information which had as its aim the introduction of new practices. A series of workshops, attended by G and H grade nurses, were carried out in a large teaching Hospital in England. The information which was disseminated concerned recruitment and retention activities for nurses which had been proposed in recent government documents, in particular in the Strategy for Nursing in England 'Making a Difference' by the UK Department of Health. Two sample groups of 25 nurses (workshop attendees and non-attendees) were interviewed. The interviews took place shortly after the workshops and were repeated 7 months later. The first set of interviews explored the nurses' intention to implement changes in their clinical areas and the second set of interviews identified actual change. The findings from the study suggests that the workshops were an effective means of producing changes in practice. However, the interviews also identified the value of personal engagement, especially in relation to meeting individual human needs, which were facilitated through the workshop. These emotions appeared to have an influence on the success of the nurses in implementing change and it is proposed that these outcomes should be considered when determining the benefits of a dissemination strategy.

Education↗
PubMed2000

Royal Australian College of Ophthalmologists and Royal Australian College of General Practitioners National GP Eye Skills Workshops: colleges and divisions reskilling general practice.

PURPOSE: Little formal eye skills training has historically been available to Australian general practitioners at undergraduate or postgraduate levels. The development of the National GP Eye Skills Workshop was a joint initiatve of the Royal Australian Colleges of General Practice and Ophthalmology, to enhance the skills of Australian general practitioners in a range of important ocular examination and procedural areas. METHODS: Workshops were run in eight Queensland Divisions of General Practice in 1998. Between two and 10 local ophthalmologists in each divisional area were involved ether in the workshop programme or in the recruitment of patients for the patient assessment module. Workshops were run on weekends and included modules on vision testing and disease screening in children and adults, ophthalmoscopy, assessment for glaucoma and diabetic retinopathy, incision of chalazions, removal of corneal foreign bodies, ocular first aid, implementing eye assessment in busy general practice, and a patient assessment clinic. A questionnaire was administered which was comprised of sections relating to the format of the workshop, new skills and concepts learnt, learning exceptions, and perception of future ability to treat/scan/assess for eye conditions in general practice. The questionnaire was completed by 91% of participants. RESULTS: Participants strongly supported the impact of the workshop on their ability to detect and treat eye problems in their practices, and refer where appropriate to an ophthalmologist. They also rated highly all individual aspects of the programme in terms of impact on their delivery of general practitioner eye care. CONCLUSIONS: The results illustrate the comprehensive success of the workshop programme in format, content, relevance and delivery.

Adult↗
PubMed2004

Description and evaluation of an up-skilling workshop for rural and remote mental health practitioners in South Australia.

OBJECTIVE: In response to the identified need for up-skilling in psychiatry for rural and remote general practitioners, a series of workshops has been designed and delivered to medical and nursing staff in South Australia. In this paper one such workshop is described, dealing with acute psychiatric care. Quantitative and qualitative evaluations of the workshop are reported on, and recommendations are made for future training programmes. CONCLUSIONS: The workshop was well received and increased participants' knowledge about the management of acute psychiatric presentations. Qualitative data indicate that the pharmacological management and neurobiology of psychiatric illness was interesting but difficult for some participants, and further training in these areas may be appropriate in future workshops. Inclusion of all professional stakeholders in future training is recommended, including students, to promote interest in working in rural and remote health. Participants considered networking with colleagues as an important benefit of the workshop. Targeted training in psychiatry may be needed for overseas-trained doctors. Further, rigorous research is needed to evaluate the long-term benefits of up-skilling workshops, and to inform funding bodies as to where resources might be most effectively channelled.

Australia↗
PubMed1976

Evaluation of a sex education workshop.

Thirty-two first year medical students who attended a 1 day sex education workshop and seven of their classmates who did not attend the workshop were given the Sex Knowledge and Attitude Test (SKAT) both 1 month before and 3 months after the workshop. The workshop group on retest had scores significantly higher than their pretest scores in the areas of sexual knowledge, autoeroticism and sexual myths. The scores of the no-workshop group did not change significantly on any of the parameters.Evidently, knowledge can be increased and attitudes liberalized by means of an intensive day-long workshop and such changes may persist beyong the immediate period of the workshop.

Attitude of Health Personnel↗
PubMed1982

An evaluation of a workshop on educational methods for health science teachers in Lagos, Nigeria.

A workshop on educational methods held at the College of Medicine, University of Lagos in 1980 was evaluated by means of questionnaires. The workshop was favourably received and enhanced the teaching practices of participants. As a result of the workshop, most participants wrote instructional objectives, used more audiovisual aids and adopted new methods of teaching and assessment of clinical skills. Although the session on the production of self-instructional packages (SIPs) was rated highly at the workshop, relatively few participants had completed a programmed text at time of follow-up. Similarly, most participants had set MCQs but few had calculated either the facility or discrimination index. The participants themselves suggested that future workshops should be tailored to the particular educational needs of different disciplines. The authors suggest that intensive short-term workshops may be useful for content areas which require more time than an extensive workshop permits.

Congresses as Topic↗