View clinical trials related to Competence.
Filter by:The overarching aim of this study is to investigate whether a new educational point-of-care ultrasound course tailored for general practitioners working in office-based general practice can lead to scanning competence at the end of the training program (three months after baseline) and if scanning competence can be maintained six months after baseline.
Critical Care Medicine (CCM) has emerged as an independent specialty over the last few decades. Anesthesiologists being perioperative physicians, often practice CCM full time or part-time. Deficiencies have been noted by experts in the Anesthesiology training in certain competencies required for the management of critically ill medical and surgical patients in the Intensive care unit (ICU). This is often compounded by considerable variation in the training curriculum of the Anesthesiologists based on the geographical region and base specialty. The Intensive & Critical Care Medicine Committee of the World Federation of Societies of Anesthesiologists (WFSA), has developed a preliminary survey of recently qualified Anesthesiologists, to review the existing competencies for CCM in the Anesthesiology curriculum across the globe. The results of this survey will be used to identify the gaps and additional competencies required for Anesthesiologists to practice Critical Care in ICU through expert consensus, using a Delphi process.
This study aims to evaluate the effectiveness of a user and expert centric mobile phone-based career intervention program of career competencies among Malaysian public managers.
This research is a longitudinal quasi-experimental intervention study which aim is to study education intervention's impact on new graduate nurses' orientation period, professional competence and organizational commitment. The study hypothesis is that new graduate nurses who start to work at the nursing unit which belong to the intervention group are more satisfied on received orientation, their professional competence develops faster and they are more committed to the organization than new graduate nurses at the units of the control group.
This study aims to compare heart rate variation, cognitive load, and learning outcomes of novel image-based virtual reality with traditional video in learning for otolaryngology. Half of participants will receive image-based virtual reality learning, while the other half will receive video-based learning.
Since 2007, the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) has required evaluation of practicing attending physicians by management to ensure that procedural skills and medical care are meeting the accepted standards of care as assessed by each individual institution. This assessment is known as the ongoing professional practice evaluation (OPPE). There are several methods by which this can be accomplished, including through chart review of clinician practice and by verbally assessing knowledge of the steps required to do a particular procedure. However, for infrequently performed or complicated procedures, these methods may not allow objective evaluation on a regular basis. Simulation using task trainers or manikin models offers an alternative method of objective evaluation in a standardized setting. The goal of this study is to develop two simulated scenarios to assess physician skill in relatively uncommon procedures and compare the data obtained against the verbal assessment and chart review model previously used at our institution. Two raters will assess each practitioner's verbal and simulated procedures. They will also assess globally their confidence that the physician is capable of performing the procedure safely and correctly based on the verbal or simulated trial. The investigators anticipate that using a simulated experience for assessment will increase the ability of raters to assess proficiency for the purposes of an OPPE, specifically by increasing the number of critical procedural components that can be objectively evaluated. The investigators hypothesize that there will not be a strong relationship between the scores obtained on the verbal assessment and the scores obtained on the task trainer assessment. The investigators anticipate that there will be a portion of study participants that do not meet a minimum passing standard and may require additional deliberate practice and further testing.
Background: Physical activity (PA) is a key component in health promotion and prevention of overweight. Interventions delivered in after-school programs (ASP) have the potential to become a means of ensuring PA among young schoolchildren. This requires a motivational climate, allowing for self-determination and the intrinsic values of the activity, on the activity's character of play. ASP staff could be trained in stimulating all children in physical activities in their everyday life. Physiotherapists in primary care possess knowledge of motor development and learning, and are important contributors to an ASP-based physical activity intervention. Aim: To develop a complex intervention that emphasizes physical activity play, and to examine through a cluster-randomized trial the extent to which the intervention promotes PA and health-related quality of life and prevents overweight in a population of young children. We aim to increase the knowledge and autonomy supportive skills among ASP staff members, enabling them to promote physical activity through play among all first graders in ASP. In addition to investigate if the children benefit from receiving autonomy support, we aim to study whether the ASP staff themselves benefit from giving autonomy support in terms of increased need satisfaction and autonomous motivation for work. The intervention: Includes training of ASP-staff members in the fundamental principles of self-determination theory and practical applications for motivating young children in PA through play. Information will be given on the benefits of a physically active lifestyle and the staff will be encouraged to map opportunities for PA in their local ASP and to incorporate strategies to increase PA through play among the children throughout the day. Methods/design: A complex intervention using a mixed methods approach will be developed and evaluated. A pilot trial will assess the potential of this approach and provide information necessary to perform a cluster-randomized controlled trial (RCT). The cluster-randomized controlled trial (RCT) will together with qualitative interviews and observations, evaluate the effectiveness of the intervention. Outcomes will be measured at baseline (September /October 2016) at the end of the intervention which lasts for 7 months (May 2017), and 1 year after the end of the intervention (May 2018)
In the Swedish county councils and municipalities, Motivational Interviewing (MI) training with different forms and content is taking place as part of the implementation of the method. The study aims to evaluate to what extent the practitioners acquire and retain MI skills trough the different training methods used by comparing them with a format that in previous studies has shown to be required for the long-term acquisition of proficiency in MI; training including supervision consisting of feedback based on monitoring of practice.
The purpose of this study is to learn more about the effects of various types of simulation preparation methods on novice nurses' competence and self-efficacy. Participants will be recruited from an academic course (N424 Integrated Practicum). Participants will be randomized to three intervention groups (i.e. expert modeling video, voice over PowerPoint, and traditional readings). All participants will complete self-efficacy surveys and two simulations. During simulation, participants will be scored based on their competence according to a performance rubric. The hypothesis is that participants in the expert modeling group will demonstrate more change in competence and report more change in self-efficacy scores than participants in other groups.