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PubMed2003

Working with sex offenders with intellectual disability: evaluation of an introductory workshop for direct care staff.

BACKGROUND: Sexual aggression by men with intellectual disability (ID) is a serious problem requiring attention from the relevant agencies. Training for staff working with this problem is often not given sufficient attention and is rarely evaluated. In the present study, an introductory workshop for direct care staff that aimed to increase knowledge and improve attitudes towards work with this client group was evaluated. METHOD: Sixty-six staff working in inpatient and community settings completed a 2.5-day workshop. Before training began, the participants completed a survey questionnaire concerning their experiences of work with this client group. An assessment of their knowledge and attitudes was carried out prior to and at the end of training in order to evaluate any changes. The participants also rated the effectiveness of the workshop and their level of satisfaction with the training at the end of the workshop. RESULTS: The participants' knowledge and attitudes improved significantly following the workshop. Staff with greater experience over time and those who had worked with fewer sex offender clients responded to different aspects of the training. The participants' ratings indicated that they were highly satisfied with the training and found it to be effective. CONCLUSIONS: Brief workshop training is acceptable to and can be effective in improving the knowledge, attitudes and confidence of direct care staff working with sex offenders with ID. However, because the results are based on participant self-report, caution should be exercised concerning their external validity.

Attitude of Health Personnel↗
PubMed1997

Improving physician-patient communication in cancer care: outcome of a workshop for oncologists.

BACKGROUND: Physicians caring for cancer patients receive little formal training in difficult communications such as breaking bad news, discussing life support, and addressing patients' emotional concerns. METHODS: The authors conducted a three-day workshop in communication skills for nine oncology attendings and three fellows. Topics for the workshop were selected by participants by a pre-workshop questionnaire. Small groups of four to five participants interviewed simulated patients who role-played scripts based on the selected topics. Sessions on self-awareness and one on planning for continuing the work of the group after the workshop were included. RESULTS: Responses to pretest and posttest questionnaires showed that the workshop increased the participants' confidence in a number of communication areas and also in managing physician burnout. Process issues such as patient death and expectations for cure were also discussed. CONCLUSION: Interactive workshops offer a promising way of teaching communication skills and aspects of the physician-patient relationship to oncologists. Conclusions regarding outcome, however, are preliminary and tentative, and long-term results are uncertain.

Cancer Care Facilities↗
PubMed2005

The perceptions of final year medical students in rheumatology workshops when delivered by a consultant and a nurse clinical educator.

OBJECTIVE: To determine whether final year medical students' perceptions of teaching workshops delivered by a consultant rheumatologist are similar those of the same workshops delivered by an experienced nurse clinical educator (NCE). METHODS: The design was a semi-randomized post-test intervention study. The consultant and NCE alternated in presenting eight teaching workshops to four groups of six final year medical students. After each of the workshops, students evaluated the feedback by self-completed questionnaires. RESULTS: Seventy-three questionnaires were available from the consultant workshops and 65 from the NCE ones. There was no difference in the overall scores for the consultant and the NCE. The consultant scored significantly higher on two individual questions, but these differences were lost when we adjusted for multiple testing. CONCLUSION: We were unable to demonstrate a major difference between the feedback received from medical students in workshops delivered by an enthusiastic consultant and an experienced NCE.

Attitude↗
PubMed2006

Living with severe mental illness--what families and friends must know: evaluation of a one-day psychoeducation workshop.

One-day "family survival" psychoeducation workshops are a promising, convenient method of disseminating basic information to families with a relative who is diagnosed with a serious mental illness such as schizophrenia, major depression, or other affective disorders. At five separate psychoeducation workshops, 83 participating families completed the self-report North-Sachar Family Life Questionnaire and open-ended "problem lists" of issues facing the families both before and after the workshops. Outcomes consistently demonstrated positive change pre- to post-workshop. Issues reported by workshop participants included desire for education about illness, identification of resources, coping with the illness, and family relationships. The workshop model demonstrated consistent achievement of the outcomes measured, meeting short-term goals. Although models such as the family responsive approach reported in this article are not designed to create long-term gains for the family, they appear to benefit families and may help connect families with more intensive services to facilitate long-term change.

Adult↗
PubMed1988

A management skills workshop for chief residents.

A needs assessment was used to plan a national workshop on management skills for chief residents. Of replies from 1,256 residency programs, 50 percent of the respondents reported a high likelihood of attending such a workshop. The three skills that the respondents considered should be given high priority in such a workshop were giving feedback, delegating duties, and building teamwork. Based on these responses, the author designed and conducted a two-day workshop in June 1987 that was attended by 180 chief residents from 138 programs in 21 specialties from 36 states. Each skill was taught by presenting a lecture and a small-group exercise to apply the skill; these small groups were led by trained faculty members. The participants rated the workshop as 4.21 (on a 5-point scale in which 5 = very helpful). The workshop will be offered annually.

Clinical Competence↗
PubMedDate not supplied

Recruiting patients from a sexually transmitted disease clinic to sexual risk reduction workshops: are monetary incentives necessary?

Most patients attending urban STD clinics can benefit from workshops designed to promote sexual health and reduce sexual risk behaviors. However, many patients do not attend such workshops when invited. The purpose of this study was to evaluate the effects of providing a financial incentive on attendance at a sexual risk reduction workshop tailored to patients at an urban STD clinic. A quasi-experimental design with two conditions (incentive vs no incentive) was implemented sequentially with 107 STD clinic patients (58 men, 49 women; 69% African American; mean age = 27 years) reporting risky sexual behavior. Attendance at a subsequent sexual risk reduction workshop served as the key outcome. Results indicated that participants who were provided with a $30 cash incentive were more likely to attend the risk reduction workshop (38%) than participants who were not offered an incentive (9%), chi (1, N = 107) = 12.88, p < .001. Additional analyses confirmed that incentive (AOR = 7.59, p < .001) predicted attendance even after controlling for other significant predictors, namely, employment status (AOR = 3.04, p < .05) and age (AOR = 1.07, p < .05). We conclude that financial incentives are an effective way to increase attendance at sexual risk reduction workshops for at-risk urban populations.

Adult↗
PubMed2026

Differences in Radiological Risk Perceptions Following Online and In-Person Workshops.

Nuclear energy is widely regarded as a critical part of the pathway toward a secure, low-carbon electricity grid, yet long-term management of used nuclear fuel remains a persistent challenge. Although technically viable options for interim and consolidated storage exist, public concern and community opposition - rooted in historical distrust and risk perception - continue to complicate siting decisions. In response, recent federal efforts have emphasized collaboration-based approaches and community engagement, though empirical evidence on the effectiveness of different engagement strategies remains limited. This study examines how the structure and delivery of community engagement influence changes in public attitudes toward hosting interim used nuclear fuel storage facilities. Using survey data from 13 educational workshops around the United States, we evaluate: (1) the inclusion of trust-building content prior to technical content, and (2) engagement format, comparing online and in-person workshops. Analyses focus on participant changes in perceptions of safety, risk, and support for hosting, using the Wilcoxon rank-sum test and other non-parametric hypothesis tests on surveys conducted before and after workshops. Results indicate that workshop participation is associated with some measurable attitude changes, with significant (p < 0.05) differences in response variability for some questions across workshop formats. In particular, when comparing nuclear energy to other clean energy sources, in-person workshop participants are substantially more likely to gain a more favorable opinion of nuclear energy than online participants. These findings contribute empirical evidence on how trust-building and delivery mode shape outcomes in public engagement on complex and contested energy policy issues such as storage of used nuclear fuel.

nuclear fuel cycle↗
PubMed2005

Quality control workshops in standardization of sperm concentration and motility assessment in multicentre studies.

Semen quality has been reported to vary markedly between different regions. To properly assess the differences among countries a minimization of the variation among centres in the assessments of sperm quality is essential. We here report on the training and two subsequent follow-up workshops on assessments of sperm concentration and motility. A total of 26 fresh ejaculates were analysed by four persons who were collecting these data in a multicentre study on sperm quality. In addition, two trained technicians from one of the laboratories analysed the samples. At the first training workshop, the median coefficient of variation among centres in sperm concentration was 27.7%, but decreased markedly to 17.0% at the second workshop and 8.1% (p = 0.048) at the third workshop. The CV for evaluation of the proportion of progressive motile sperm decreased less and not statistically significant from 16.5 to 14.1% and 11.0% (p = 0.94). At the third workshop there were no statistical significant differences among centres in assessments of sperm concentration or motility (p > 0.57). Furthermore the coefficient of variation in assessments of sperm concentration and motility among centres were at the same level as between two trained technicians (p > 0.72). This study indicates that training and subsequent follow-up workshops can assure minimum variability among centres in assessments of sperm concentration and motility.

Analysis of Variance↗
PubMed1985

Teacher training workshops in education: summary of 15 years' personal experience.

Teachers of doctors and other health personnel have become increasingly aware of the potential usefulness of applying to their programmes the principles and methods elaborated by educational scientists. Teacher training took many forms, but the workshop was by far the most common. This report is a summary account of the personal experience of the author over 15 years, from 1968 to 1983, as organizer and leader of more than 100 workshops for eleven categories of health professions, in sixteen working languages for over 2000 participants in thirty countries. It shows the way the organization of the workshops was modified from a teacher-centred to a learner-centred approach. The report goes on to describe the first implementation phase (1972-1975), which showed the need for efficient learning materials such as a semi-programmed text providing guidance during the learner's progression through the whole educational cycle. It also became clear that the working language used during a workshop was as important factor in the determination of its success. The report describes further how leaders were selected and trained through 'learning by doing' and how the second implementation phase (1976-1983) developed so that the programme of each workshop was prepared after (and not before) the beginning of the workshop on the basis of independent choices made by each participant.

Africa↗
PubMed1997

Policy advocacy for public health practitioners: workshops on policy change.

This article describes two workshops on health-promoting policy change, developed and delivered to more than 1,000 public and community health practitioners across one Canadian province. The workshops were designed to increase knowledge about the process of policy change and provide opportunities for skill development. Three basic instructional methods--minilectures, individual pen-and-paper exercises, and small-group activities--were used. Workshops were delivered using a host organization arrangement, meaning organizations willing to host workshops could do so if they provided the venue and invited members of other organizations in the community. Initial evaluations indicate that practitioners find the workshops useful and that many have integrated the information into their day-to-day work. To the author's knowledge, no other workshops of this nature have been delivered in this systematic way.

Health Personnel↗
PubMed2006

The craft of writing: a physician-writer's workshop for resident physicians.

INTRODUCTION: How can residency programs help trainees address conflicting emotions about their professional roles and cultivate a curiosity about their patients' lives beyond their diseases? We drew on the medical humanities to address these challenges by creating an intensive writing workshop for internal medicine residents. AIM: To help participants become better physicians by reflecting on their experiences and on what gives meaning to work and life. This paper describes the workshop and how residents were affected by the focus on the craft of writing. SETTING: A group of 15 residents from 3 training programs affiliated with 1 institution. PROGRAM DESCRIPTION: We engaged the expertise of physician-writer Abraham Verghese in planning and facilitating the 2 and one-half day workshop. Residents' submissions were discussed with a focus on the effectiveness of the writing. We also conducted a focus group with participants to evaluate the workshop. PROGRAM EVALUATION: Themes in the writing included dysphoria, impotence of the physician, and the healing power of compassion. Our focus group data suggested that this workshop served as a creative outlet from the rigors of medicine, created a sense of community among participants, enhanced both self-awareness and awareness of their patients' lives, and increased intra-institutional and extra-institutional interest in writing and the residency program. DISCUSSION: Teaching creative writing to residents in an intensive workshop may deepen interactions with peers and patients, improve writing skills, and increase interest in writing and the residency program.

Education↗
PubMed2000

Can communication skills workshops for emergency department doctors improve patient satisfaction?

OBJECTIVE: To assess whether the attending of the communication skills workshops by the emergency department doctors improves patient satisfaction and reduces the number of complaints on doctors' attitude. METHOD: Standard performas were sent to all emergency departments (EDs) in Hong Kong soliciting their numbers of written complaints on doctors' attitude or communication problems during the nine months before and after a series of communication skills workshops. Patient satisfaction surveys in four representative EDs, before and after the workshops, were collected and the satisfaction rates of doctors' attitude, explanation and advice were subsequently compared. RESULTS: For the hospitals that responded, written complaints against doctors' attitude reduced from 26 (1 January 1995 to 30 September 1995) to 15 (1 July 1996 to 31 March 1997), amounting to a 42% reduction despite an increase of attendance from 724000 to 898000 (p = 0.05 chi2). From the 663 and 480 questionnaires collected before and after the workshops respectively, the satisfaction rate to doctors' attitude increases from 88.3% before to 98% after the workshops, while the satisfaction rate to explanation and advice provided by doctors increases from 79.8% to 93.8%. CONCLUSION: Communication skills workshops in Hong Kong can improve ED doctors communication skills with a corresponding increase in patient satisfaction and reduction of complaints against ED doctors.

Communication↗
PubMedDate not supplied

Report on the 1986 A.S.P.E.N. Research Workshop on selenium in clinical nutrition.

Selenium in human nutrition was the theme of the 1986 Research Workshop of the American Society for Parenteral and Enteral Nutrition. At the workshop, evidence for the nutritional essentiality of selenium to humans was reviewed, and it was concluded that Keshan disease, the cardiomyopathy of children and young women described in China, is now firmly linked to selenium deficiency, although other factors may be involved. Selenium metabolism and techniques for assessing selenium status also received attention at the workshop. A measurement of blood selenium levels was accepted, in general, as a valid technique for assessing selenium status in individuals with relatively constant selenium intakes. Clinical practitioners at the workshop reported that some of their total parenteral nutrition patients not receiving selenium presented biochemical evidence of selenium deficiency, but no characteristic clinical syndrome due to selenium deficiency has yet been observed in such patients. The workshop attendees acknowledged the need for an official guideline for selenium use in total parenteral nutrition, but were unable to develop a consensus regarding such a guideline. However, the workshop agreed that any guideline established in the future should specify the type of patients to be supplemented, the dose of selenium to be administered, and the selenium compound to be used. Until that time, the physician supervising the therapy must assume responsibility both for determining the need for selenium supplementation, and for the administration of the supplemental selenium.

Adult↗
PubMed2005

Teaching appropriate interactions with pharmaceutical company representatives: the impact of an innovative workshop on student attitudes.

BACKGROUND: Pharmaceutical company representatives (PCRs) influence the prescribing habits and professional behaviour of physicians. However, the skills for interacting with PCRs are not taught in the traditional medical school curriculum. We examined whether an innovative, mandatory workshop for third year medical students had immediate effects on knowledge and attitudes regarding interactions with PCRs. METHODS: Surveys issued before and after the workshop intervention solicited opinions (five point Likert scales) from third year students (n = 75) about the degree of bias in PCR information, the influence of PCRs on prescribing habits, the acceptability of specific gifts, and the educational value of PCR information for both practicing physicians and students. Two faculty members and one PCR led the workshop, which highlighted typical physician-PCR interactions, the use of samples and gifts, the validity and legal boundaries of PCR information, and associated ethical issues. Role plays with the PCR demonstrated appropriate and inappropriate strategies for interacting with PCRs. RESULTS: The majority of third year students (56%, 42/75) had experienced more than three personal conversations with a PCR about a drug product since starting medical school. Five percent (4/75) claimed no previous personal experience with PCRs. Most students (57.3%, 43/75) were not aware of available guidelines regarding PCR interactions. Twenty-eight percent of students (21/75) thought that none of the named activities/gifts (lunch access, free stethoscope, textbooks, educational CD-ROMS, sporting events) should be restricted, while 24.0% (8/75) thought that students should be restricted only from sporting events. The perceived educational value of PCR information to both practicing physicians and students increased after the workshop intervention from 17.7% to 43.2% (chi square, p = .0001), and 22.1% to 40.5% (p = .0007), respectively. Student perceptions of the degree of bias of PCR information decreased from 84.1% to 72.9% (p = .065), but the perceived degree of influence on prescribing increased (44.2% to 62.1% (p = .02)). CONCLUSIONS: Students have exposure to PCRs early in their medical training. A single workshop intervention may influence student attitudes toward interactions with PCRs. Students were more likely to acknowledge the educational value of PCR interactions and their impact on prescribing after the workshop intervention.

Adult↗
PubMed2005

Applying instructional design theories to bioinformatics education in microarray analysis and primer design workshops.

The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it.

Computational Biology↗
PubMed2006

Neuroscience workshops for fifth-grade school children by undergraduate students: a university-school partnership.

The National Science Education Standards recommend that science be taught using inquiry-based approaches. Inspired by the Dana Alliance for Brain Initiatives, we examined whether undergraduate students could learn how to conduct field research by teaching elementary school children basic neuroscience concepts in interactive workshops. In an inquiry-based learning experience of their own, undergraduate psychology students working under the close supervision of their instructor designed and provided free, interactive, hour-long workshops focusing on brain structure and function, brain damage and disorders, perception and illusions, and drugs and hormones to fifth-graders from diverse backgrounds, and we assessed the effectiveness of the workshops using a pretest-post-test design. The results suggest that the workshops enhanced the children's knowledge of neuroscience concepts as measured using pre- and post-open-ended assessments. The undergraduates also found their learning experience engaging and productive. The article includes detailed descriptions of the workshop activities, procedures, the course in which the undergraduates implemented the workshops, and guidance for future university-school collaborations aimed at enhancing science literacy.

Adolescent↗
PubMedDate not supplied

Developmental immunotoxicology and risk assessment: a workshop summary.

A workshop entitled 'Developmental Immunotoxicology and Risk Assessment' was held on 12-13 June 2001, in Washington, DC. The workshop was organized jointly by the Immunotoxicology Technical Committee (ITC) of the International Life Sciences Institute's (ILSI) Health and Environmental Sciences Institute (HESI) with input from the U.S. Environmental Protection Agency (EPA). Growing public concern that early exposure of the developing immune system to immunotoxic compounds may cause significant or persistent postnatal immunosuppression prompted the workshop. The main goal of the workshop was to examine scientific questions that underlie developmental immunotoxicity tests and the interpretation of the results as they relate to human risk assessment. A second goal was to provide a framework, based on current scientific knowledge, for the development of meaningful testing guidelines. The workshop focused on a series of questions that included how to address critical windows of exposure, how to develop and apply more predictive endpoints, does early chemical exposure cause transient or permanent effects on the immune system, as well as other related questions. On the first day, experts were invited to give scientific presentations relating to comparative developmental immunology, models of immunosuppression, and the regulatory aspects of developmental immunotoxicology. The second day was devoted to a panel discussion that included all the speakers as well as meeting participants, which attempted to answer each of the specific questions raised at the workshop. In general, it was acknowledged that there are a variety of techniques available for assessing immunosuppression in adult animal models, but there is uncertainty about how to apply these to a developing animal, especially if the goal is to have some standard procedure that can be applied for regulatory risk assessment. It was pointed out that although we know a lot about the developing immune system of individual species, we do not know how to relate the significance of drug or chemical effects on these systems in terms of human hazard. Overall, the panel deemed the area of developmental immunotoxicity to be still in its infancy and outlined strategies that could lead to the development of standard practices.

Age Factors↗
PubMed2001

The evaluation of a workshop to promote interactive lecturing.

BACKGROUND: The lecture is the most widely used method of teaching in medical education. Although effective lecturing has been described in the literature, many question whether problem-solving skills or attitudes can be transmitted using the traditional lecture. Introducing interactive techniques can promote learner participation and, as a result, can lead to a higher level of learning. This article assesses the effectiveness of interactive learning. DESCRIPTION: A 4-hr workshop has been offered for 4 consecutive years to faculty members in the Faculty of Medicine at McGill University to allow participants to explore interactive techniques and incorporate them into their lectures. For this study, an evaluation was conducted of the workshop given in Spring 1996. The experimental group consisted of the first 60 faculty members to register for the workshop, and the comparison group comprised the 40 individuals on the waiting list. Three instruments were used in the evaluation. An immediate postworkshop questionnaire was completed by the participants. Six months after the session, a 6-month postworkshop questionnaire was completed by the experimental and comparison groups that explored the use of interactive lecturing techniques since the workshop. In addition, 23 individuals from the experimental group and 14 from the comparison group were videotaped 6 months after the session and were scored on a videotape observational grid by an independent rater. EVALUATION: Overall, the workshop was deemed very useful by the majority of the participants. On the 6-month postworkshop questionnaire, the only difference found in the demographic data between the 2 groups was in the number of years of teaching experience. The experimental group had given more interactive lectures over the past 6 months and had used more audience responses, certain types of questions, audience surveys, live interviews, verbal and written cases, and study guides. From the videotape observational data, the experimental group scored higher in questioning and engaging the audience, and in using nonverbal gestures. As well, this group received higher ratings for their interactivity and for the students' responsiveness. CONCLUSIONS: Interactive lectures can increase student participation and involvement in the large class lecture. This 4-hr workshop, designed to promote the use of interactive lecturing techniques, can be considered successful based on self-reports from participants as well as from observational data.

Analysis of Variance↗