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PubMed2006

Sharpening the tools: a summary of a National Institutes of Health workshop on new technologies for detection of fetal cells in maternal blood for early prenatal diagnosis.

In 2003 the National Institute of Child Health and Human Development (NICHD) sponsored a workshop entitled "Sharpening the Tools", which was designed to explore the then current state of prenatal diagnosis and screening using fetal cells in maternal blood. The goals of the workshop were to: review the then current state of the field and assess present capabilities, identify future research needs and challenges in this area, identify promising new and innovative approaches for future exploration, and provide a written summary of the conference for public distribution. The workshop featured brief presentations by experts from a wide range of scientific fields and by innovative bioengineering and technology leaders from academic centers and private industry. The workshop was divided into presentations on target cells, target approaches for separation, genetic and protein analysis, and "out of the box" (bioengineering) approaches. The passage of time since the workshop has allowed an objective assessment of where the research has progressed. A 2006 update on the field is included at the end of the summary.

Blood↗
PubMed2004

Learning to DISCERN online: applying an appraisal tool to health websites in a workshop setting.

This study examined the application of DISCERN-validated criteria for judging the quality of printed information on treatment-to online health information in a workshop setting. A survey was conducted amongst 57 participants attending DISCERN Online workshops. Participants were health information users-health care and information providers, consumers (patients/carers), and consumer representatives. Workshops involved using DISCERN to appraise a health website. Participants completed questionnaires before and after the workshop, and at 2 months follow-up. Responses revealed that participants accessed online health information for professional (85.7%) and personal (75%) reasons. Less than half (41%) had applied some form of quality criteria to online information prior to attending the workshop. Despite varying levels of expertise, participants found DISCERN and the supporting materials accessible. The majority (96.2%) agreed DISCERN would help users discriminate between high- and low-quality online treatment information, and would be applicable to a wide variety of such information. At follow-up, most (89.6%) reported that their attitude to consumer health information of all types had changed-mostly becoming more critical or systematic. It is possible that general schemes such as DISCERN will provide users with simple and flexible skills for dealing with the wide range of treatment information available.

Adult↗
PubMed2003

Overview of the First Annual Workshop on the Schizophrenia Prodrome.

The First Annual Workshop of the Schizophrenia Prodrome was held in New York City in April 2002. This workshop was organized to address many of the unique methodological issues and controversies facing researchers interested in early intervention and prevention. It brought together representatives of most of the prodromal research groups active at that time as well as a number of consultants. This report summarizes the five major topics discussed throughout the workshop: (1) vulnerability and risk factors, (2) developmental issues, (3) neuroimaging and cognition, (4) alternative prevention strategies, and (5) clinical trials. The outcome of this workshop included consensus on several research issues, recognition that continued discussion and research was needed on many others, the emergence of a spirit of collaboration and collegiality among participants, and the very enthusiastic generation of the articles that make up this special issue of the Schizophrenia Bulletin. Two additional results were the decision to hold similar workshops in the future and the formation of the International Prodromal Research Network to foster international multisite collaborations.

Clinical Trials as Topic↗
PubMedDate not supplied

Suicide prevention training after traumatic brain injury: evaluation of a staff training workshop.

OBJECTIVES: To evaluate a suicide prevention training workshop for staff working in the field of traumatic brain injury (TBI) and to develop new measures for evaluation of similar training in the future. DESIGN: A prospective controlled pre- and posttest evaluation with a 6-month follow-up. SUBJECTS: Multidisciplinary TBI rehabilitation and disability staff from the state of Victoria attending the workshop (n=50) and an equivalent control group (n=28) recruited from New South Wales. SETTING: A statewide training workshop was held at a major rehabilitation center in Melbourne. OUTCOME MEASURES: Three designed measures including an objective knowledge test, a self-assessment inventory of knowledge/skills and an attitudinal inventory. RESULTS: Participants recorded statistically significant increases in their scores comparing the pre- to postworkshop evaluations. Many of these gains were maintained at the 6-month follow-up evaluation. In contrast, the control group had scores equivalent to those of workshop participants on the pretest evaluations but recorded no similar increase at follow-up. Factor analysis found that the knowledge and skills self-assessment inventory had 2 factors, each having good internal reliability. CONCLUSION: The current workshop has proved effective in increasing staff knowledge and skills in the assessment and management of people with TBI exhibiting suicidal behaviors. Finally, the initial development of a knowledge and skills self-assessment measure shows promise, providing a resource for the ongoing evaluation of suicide prevention training in the TBI field.

Adult↗
PubMed2003

A workshop for medical students on deafness and hearing impairments.

There is a current need to improve health care delivery to deaf and hearing-impaired persons. The author designed an educational workshop for medical students and others as an initial step to address this need. The workshop was offered electively during 1997 and 1998 to first-year and second-year medical students at Dalhousie University, Nova Scotia, Canada. The workshop involved a broad, multidisciplinary scope, may have been the first of its kind in Canada, and is still one of the few documented ways to approach medical education about deafness and hearing impairments. Attendees explored general information on hearing impairments, communication between the hearing-impaired patient and his or her physician, and multicultural, technological, and ethical aspects of caring for hearing-impaired patients. There was an initial questionnaire, group exercises, lectures, student interviews of volunteer deaf "patients," discussions, and a "hands-on" materials display. The workshop was a low-cost and easily reproducible method of educating medical students about hearing impairments. If found to be educationally effective through future research, this type of workshop may foster better care to deaf and hearing-impaired persons by inclusion into medical school and continuing education curricula.

Deafness↗
PubMed2004

Evaluation of a teaching workshop for residents at the University of Saskatchewan: a pilot study.

PURPOSE: The University of Saskatchewan College of Medicine in Saskatoon, Canada, has been running a two-day workshop for teachers since 1993 to which both faculty and residents had been invited. Although the design of the workshop is consistent with principles of adult learning, it was important to determine if the workshop effectively helped residents to acquire and then use key teaching skills in real-world situations where they were called on to organize and make presentations. METHOD: This study, conducted in 1998 and 1999 with residents only, used a randomized controlled experiment with third-party ratings of before and after videotaped teaching sessions done in actual performance settings. There were eight residents each in the control and intervention groups. RESULTS: The intervention group made statistically significant and positive changes in two key areas taught in the workshop and showed slight improvement in a third. The changes made by the residents in the intervention group were in presenting the opening "set" (41.4% absolute improvement) and the use of instructional objectives (11.5%). The "body" of their teaching sessions increased slightly (9.3%). The control group held relatively stable. CONCLUSION: While this study demonstrates that the workshop likely made a difference in the teaching performance of the intervention group, the small sample size (eight in each group) and the presence of confounding variables suggest that further research should be conducted.

Curriculum↗
PubMed2002

Introduction to special section on sensitivity analysis and summary of NCSU/USDA workshop on sensitivity analysis.

This guest editorial is a summary of the NCSU/USDA Workshop on Sensitivity Analysis held June 11-12, 2001 at North Carolina State University and sponsored by the U.S. Department of Agriculture's Office of Risk Assessment and Cost Benefit Analysis. The objective of the workshop was to learn across disciplines in identifying, evaluating, and recommending sensitivity analysis methods and practices for application to food-safety process risk models. The workshop included presentations regarding the Hazard Assessment and Critical Control Points (HACCP) framework used in food-safety risk assessment, a survey of sensitivity analysis methods, invited white papers on sensitivity analysis, and invited case studies regarding risk assessment of microbial pathogens in food. Based on the sharing of interdisciplinary information represented by the presentations, the workshop participants, divided into breakout sessions, responded to three trigger questions: What are the key criteria for sensitivity analysis methods applied to food-safety risk assessment? What sensitivity analysis methods are most promising for application to food safety and risk assessment? and What are the key needs for implementation and demonstration of such methods? The workshop produced agreement regarding key criteria for sensitivity analysis methods and the need to use two or more methods to try to obtain robust insights. Recommendations were made regarding a guideline document to assist practitioners in selecting, applying, interpreting, and reporting the results of sensitivity analysis.

Food Contamination↗
PubMed1984

Joint report of the Second International Workshop on Lymphocyte Alloantigens of the Horse, held 3-8 October 1982.

The Second International Workshop on Lymphocyte Alloantigens of the Horse was held 3-8 October 1982. At this workshop, the 6 specificities identified at the first workshop were confirmed and an additional 5 new specificities were identified and given workshop nomenclature. Four of the new specificities, products of the ELA locus, were named ELA-W7, W8, W9, and W10. An additional specificity, designated ELY-2.1, is the product of a locus independent of the ELA locus. Cell isolation methods were compared at this workshop. Technical variation in methods clearly affected reactivity of many reagents. However, when highly selected reagents were used, antigen assignment did not differ regardless of the cell isolation method. Based on the comparison of methods, isolation procedures in which thrombin was used were more effective than those relying on carbonyl iron or slow centrifugation.

Animals↗
PubMed1988

Joint Report of the Fifth International Workshop on Lymphocyte Alloantigens of the Horse, Baton Rouge, Louisiana, 31 October-1 November 1987.

Six laboratories participated in the Fifth International Workshop on Lymphocyte Alloantigens of the Horse, testing 132 alloantisera against lymphocytes of 880 horses chosen to represent different families and breeds. Most of the alloantisera were produced by lymphocyte immunization between horses matched at the ELA-A locus. All horses were also tested with antisera contributed to the workshop by participating laboratories which identified ELA specificities A1-A10 and W12-W21. Previously identified workshop specificities ELA-W14, W15 and W19 were accepted as products of the ELA-A locus based on family and population studies by the workshop. Their designations were changed to ELA-A14, ELA-A15 and ELA-A19, respectively. Two new specificities were identified, namely ELA-W22 (W22) and ELA-W23 (W23). Population and family studies indicated that W22 and W23 as well as W13 are products of an ELA locus other than ELA-A. The presence of these specificities was correlated with the presence of certain ELA-A locus specificities, e.g. W13 with A3, W22 with A2 and W23 with A5. However, the association was not complete and W13, W22 and W23 also segregated with other ELA-A specificities in some families. Evidence for recombination was found between the ELA-A locus and the locus or loci encoding these specificities resulting in seven recombinant haplotypes found among the data presented in this workshop. Further studies are required for definitive assignment of the specificities to a class I or class II locus.

Animals↗
PubMed1991

Evaluation of a communications skills workshop for hospital pharmacists.

The ability to communicate is an essential requirement for effective practice. Until recently, however, pharmacy students received no training in this area. The resultant inadequacy was carried forward into practice. Only now has the omission been recognized and attempts made to improve the situation among practising pharmacists. We designed an 8-h workshop on communication skills. It covered the basic principles of communication (Workbook A--preparatory work before the workshop) and their application (Workbook B + case studies, exercises and role-playing--during the workshop). The workshop was presented to a group of hospital pharmacists in the Western Cape. At the end of the workshop participants completed a questionnaire on its usefulness, applicability and presentation on a five-point scale. Responses were counted, averaged and analysed by sex and age. Although the ratings were uniformly high (average 4.3 out of a possible 5.0) there were differences between men and women and between older and younger pharmacists. The possible reasons for and implications of these differences are discussed.

Adult↗
PubMed2004

A workshop to teach medical students communication skills and clinical knowledge about end-of-life care.

We describe a half-day workshop to teach third-year medical students three focused end-of-life care skills: breaking bad news, discussing advance directives, and assessing and managing pain. Our workshop included a readers' theater exercise and three role-play exercises. In two of the workshops, faculty members played the role of patients. We used readers' theater to engage the students on an emotional level and set a reflective tone for the workshop. Evaluations reflected that most respondents felt that the workshop enhanced their understanding and ability to address these skills with patients. By 6 months, many students reported applying these skills to patient care in a way they thought was effective.

Advance Directives↗
PubMed2006

Spirituality and medicine. A workshop for medical students and residents.

INTRODUCTION: Governing bodies for medical education recommend that spirituality and medicine be incorporated into training. AIM: To pilot a workshop on spirituality and medicine on a convenience sample of preclinical medical students and internal medicine residents and determine whether content was relevant to learners at different levels, whether preliminary evaluation was promising, and to generate hypotheses for future research. SETTING: Private medical school and university primary care internal medicine residency program, both in the Northeast. CURRICULUM DESCRIPTION: The authors designed and implemented a required 2-hour workshop for all second-year medical students and a separate required 1.5-hour workshop for all primary care internal medicine house staff. The workshops used multiple educational strategies including lecture, discussion, and role-play to address educational objectives. PROGRAM EVALUATION: Learners completed optional, anonymous pre and postworkshop surveys with six 5-point Likert-rated statements and space to cite the most useful part of the curriculum and their remaining questions. One hundred and thirty-seven learners participated and 100 completed both surveys. Medical students and residents had increased (all P< or =.002): agreement regarding the appropriateness of inquiring about spiritual and religious beliefs in the medical encounter, their perceived competence in taking a spiritual history, and their perceived knowledge of available pastoral care resources. Medical students, but not residents, had an increase in their perceived comfort in working with hospital chaplains. DISCUSSION: A brief pilot workshop on spirituality and medicine had a modest effect in improving attitudes and perceived competence of both medical students and residents.

Curriculum↗
PubMedDate not supplied

Randomized controlled trial to determine effects of prenatal breastfeeding workshop on maternal breastfeeding self-efficacy and breastfeeding duration.

OBJECTIVE: To determine the effects of a prenatal breastfeeding workshop on maternal breastfeeding self-efficacy and breastfeeding duration. DESIGN: Randomized controlled trial. SETTING: Large tertiary hospital in Ontario, Canada. PARTICIPANTS: 110 primiparous women expecting a single child, an uncomplicated birth, and planning to breastfeed. INTERVENTION: 2.5-hour prenatal breastfeeding workshop based on adult learning principles and self-efficacy theory. MAIN OUTCOME MEASURE: Maternal breastfeeding self-efficacy and the numbers of days and amount of breastfeeding were measured at four and eight weeks postpartum. RESULTS/DATA ANALYSIS: Over time, maternal breastfeeding self-efficacy scores increased in both groups. Women who attended the workshop had higher self-efficacy scores and a higher proportion were exclusively breastfeeding compared to women who did not attend the workshop. There was little difference in the average number of days of breastfeeding, but the intervention group had less weaning. CONCLUSIONS: The workshop increased maternal breastfeeding self-efficacy and exclusive breastfeeding.

Adolescent↗
PubMed1995

Teaching ethics in psychiatry: a one-day workshop for clinical students.

In this paper we describe the objectives of teaching medical ethics to undergraduates and the teaching methods used. We describe a workshop used in the University of Liverpool Department of Psychiatry, designed to enhance ethical sensitivity in psychiatry. The workshop reviews significant historical and current errors in the ethical practice of psychiatry and doctors' defence mechanisms against accepting responsibility for deficiencies in ethical practice. The workshop explores the student doctors' own group ethos in response to ethical dilemmas, and demonstrates how the individual contributes to and is responsible for the group ethos through participation and also through nonparticipation. The student feedback about the workshop is reviewed. The Toronto Ethical Sensitivity Instrument was used to assess whether or not the workshop altered sensitivity. Compared to a control group the attenders' sensitivity was significantly increased (on Student's t-test p equals or is less than 0.002).

Education, Medical, Undergraduate↗
PubMed2001

Excellence in school nursing workshop: Florida's experience in standardizing school nursing orientation and education.

Specialty preparation is needed for safe, effective school nursing practice. The Excellence in School Nursing workshop was envisioned as a means to provide a statewide orientation and education program for school nurses in Florida. As a result of a needs assessment, the Florida Departments of Health and Education formed a curriculum development committee to address the educational needs of school nurses. A 3.5-day workshop was designed for school health nursing supervisors and school nurses employed by county health departments, school districts, and community agencies. The workshop was piloted and, based on evaluations and feedback, was revised and replicated nine times throughout the state. The workshop has proved to be an effective method of providing statewide orientation and education for school nurses. The purpose of this article is to describe the workshop curriculum, planning, implementation, and evaluation. Recommendations for adaptation and replication in other states are included.

Curriculum↗
PubMed1977

Designing simulations and games: a workshop for health care professionals.

This article describes the important elements of a five-day workshop for teaching health care professionals to design and use simulation/gaming activities. Suggested guielines are identified for planning and conducting a workshop. The importance of early planning is emphasized by identifying the specific objectives of the workshop and preparing the staff to facilitate the attainment of each objective. The selection of staff and participants is discussed. A day-to-day description of a typical workshop is presented. Also included is a description of several content presentations which teach the workshop participants the required skills and knowledge in design, selection, research, and evaluation of simulation/gaming activities.

Game Theory↗
PubMed2004

Evaluation of an inter-professional workshop to develop a psychosocial assessment and child-centred communication training programme for paediatricians in training.

BACKGROUND: The quality of psychosocial assessment of children in consultations varies widely. One reason for this difference is the variability in effective mental health and communication training at undergraduate and post-qualification levels. In recognition of this problem, the Royal College of Paediatrics and Child Health in the United Kingdom have developed the Child in Mind Project that aims to meet this deficit in medical training. This paper describes the evaluation of a workshop that explored the experiences and expectations of health care professionals in the development of a training programme for doctors. METHODS: The one-day inter-professional workshop was attended by 63 participants who were invited to complete evaluation forms before and immediately after the workshop. RESULTS: The results showed that the workshop was partially successful in providing an opportunity for an inter-professional group to exchange ideas and influence the development of a significant project. Exploring the content and process of the proposed training programme and the opportunity for participants to share experiences of effective practice were valued. Participants identified that the current culture within many health care settings would be an obstacle to successful implementation of a training programme. Working within existing training structures will be essential. Areas for improvement in the workshop included clearer statement of goals at the outset and a more suitable environment for the numbers of participants. CONCLUSIONS: The participants made a valuable contribution to the development of the training programme identifying specific challenges. Inter-professional collaborations are likely to result in more deliverable and relevant training programmes. Continued consultation with potential users of the programme - both trainers and trainees will be essential.

Adolescent↗
PubMedDate not supplied

Bridging the gap in medical informatics and health services research: workshop results and next steps.

In January 2000, the Agency for Healthcare Research and Quality (AHRQ) and the National Library of Medicine (NLM) cosponsored an invitational workshop entitled "Medical Informatics and Health Services Research: Bridging the Gap." Planned by a small committee of representatives from NLM and AHRQ institutional training centers, the workshop was designed to address the need for education of researchers interested in working at the intersection of the fields of medical informatics and health services research. More than 100 educators and researchers from AHRQ- and NLM-sponsored training programs in medical informatics and health services research participated in the workshop. Through a series of plenary presentations and breakout sessions, the workshop addressed ways of increasing the pool of persons interested, trained, and experienced in addressing specific areas of synergy between the two fields. This paper reports on the results of the workshop.

Curriculum↗