1 Review of CCrISP 3 rd Edition Danny Bryden John Jameson Deborah Fowler.

Slides:



Advertisements
Similar presentations
13 th Airway Management Course 14 th March 2011 course evaluation and candidate feed back.
Advertisements

The Course experience questionnaire (P. Ramsden) Designed as a performance indicator 24 statements relating to 5 aspects 1 overall satisfaction statement.
Importance of Questioning and Feedback Technique in developing 3 Cs
Primary MCQ Course Evaluation September 2010 Mean score, maximum being 5.
Final FRCA SOE Course Evaluation Nov 25 th -26 th 2013.
© Quality Solutions for Healthcare Team Leadership Programme Betsi Cadwaladr University Health Board Workshop evaluation from 25 th January 2012 Debbie.
College Algebra Course Redesign Southeast Missouri State University.
Baselines Outcomes and Research Group Competency In Practice Assessment Ian Warwick, Sam Miller, Julie Laxton.
Enyang Guo Millersville University September 19, 2014 Simulations and Integrated Learning in Investment Education EFA 2014.
Primary MCQ Course Evaluation May Mean score represented as bar charts. 1= poor 5= excellent Mean score for each subject is presented as bar graphs.
Y axis represents number of candidates OSCE/VIVA course: 9-10 January 2012 course evaluation and candidate feed back Total candidates: 38 1: very poor.
Med 5 Teaching: New curriculum Department of Anaesthaesia and Intensive Care Department of Clinical Oncology Department of Diagnostic Radiology & Organ.
Feedback from the participants of the Cam23 Web 2.0/social media programme ANDY PRIESTNER CELINE CARTY.
Improving Students’ understanding of Feedback
A teachers’ project: “Towards learner autonomy”. A teachers’ project: towards learner autonomy §Rationale §What we wanted to achieve §The process §Problems.
Lesson planning? It can’t be that difficult! Svetla Tashevska, NBU.
Techniques for Improving Student Learning Outcomes Lynn M. Forsythe Ida M. Jones Deborah J. Kemp Craig School of Business California State University,
How to Use Data to Improve Student Learning Training Conducted at Campus-Based SLO Summit Spring 2014 How to Use Data to Improve Student Learning.
THE ALERT EXPERIENCE AT HEREFORD Janet Price Critical Care Outreach Team.
Effective Teaching of Health Reporting: Lectures and More Barbara Gastel, MD, MPH Texas A&M University Train the Trainer Workshop: Health Reporting for.
Ulster Amanda Zacharopoulou School of Law Melanie Giles Cathy Carson Stephanie Boyle Deirbhile McKay School of Psychology Joan Condell School of.
OB : Building Effective Interviewing Skills Building Effective Interviewing Skills Structure Objectives Basic Design Content Areas Questions Interview.
Lessons learnt and changed understanding: Can Machine Dynamics students survive without my lectures? Ian Howard Mechanical Engineering.
Planning and Designing Scenario-based Simulations
1 My Experiences as Faculty Member and Researcher Dr. Kalim Qureshi.
Speech Anxiety We all have it.. Today I will : Take notes on speech anxiety Today I will : Take notes on speech anxiety So that I can: have a strategy.
Colin Pritchard Driving School Customer Satisfaction Survey Results Last Updated 1 st January 2014.
CST EDUCATION PROGRAMME. GOALS DURING CST Develop as competent doctors in accordance with “Good Medical Practice” Develop clinical competences Develop.
Basic|victoria basic assessment & support in intensive care course feedback 2009 Intensive Care Unit.
Final FRCA VIVA Course Evaluation 9 th and 10 th June 2009.
Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.
Teaching Improvement Program Labs, Students, and Teaching – Oh My! January 17, 2008.
A Modular Approach to an Airway Management Curriculum Dr Andrew McKechnie, Dr Branavan Retnasingham, Dr Jay Dasan Kings College Hospital, London Background.
Final FRCA VIVA Course Evaluation 11 th and 12 th June 2009.
Final FRCA SOE Course Evaluation Course 1 : June 1 st – 2 nd 2015.
Y axis represents number of candidates Airway Management Course For ODPs: 28 th March 2012 Course evaluation and candidate feed back Total candidates:
Module, Course and Unit Evaluations Module, course or unit evaluations give you the opportunity to make your voice heard by giving feedback about your.
Patrik Hultberg Kalamazoo College
Final FRCA SAQ/MCQ Course Evaluation Feb Mean score represented on bar charts 1= poor 5= excellent Mean score for each subject is presented as bar.
Y axis represents number of candidates OSCE/VIVA course: April 2010 course evaluation and candidate feed back Total candidates: 36 1: very poor 2:
Primary MCQ Course Evaluation September Mean score represented as bar charts. 1= poor 5= excellent Mean score for each subject is presented as bar.
Primary MCQ Course Evaluation May 2010 Mean score, maximum being 5.
Final FRCA VIVA Course Evaluation November 2009.
Y axis represents number of candidates OSCE/VIVA course: 6-7 January 2009 course evaluation and candidate feed back Total candidates:30 1: very poor 2:
Final FRCA VIVA Course Evaluation 25 th and 26 th November 2009.
Y axis represents number of candidates OSCE/VIVA course: December 2009 course evaluation and candidate feed back Total candidates: 29 1: very poor.
Final FRCA SOE Course Evaluation 17 th & 18 th June 2013.
Why I want to be a Doctor On this slide you should consider the following Why you want to be a Doctor? Show the audience that you are serious about why.
PBRCF EXAMPLE RECORD OF PARTICIPATION (Log book)
Dr Christopher Cousins & Dr Zeeshan Malik. Overview Background What TICKLE is Our vision How we achieve our vision Our current projects Future.
Y axis represents number of candidates OSCE/VIVA course: 5-6 January 2012 course evaluation and candidate feed back Total candidates: 34 1: very poor 2:
EDU 312 Week Three: Planning for Science Instruction.
ON-LINE TOPIC THE ROLE OF THE TUTOR.  Spend a few minutes thinking about and making notes of all the different roles you fulfil as a tutor. Once you.
E-Portfolio for Masters level students Dr Marita Naude Graduate School of Business Curtin University of Technology Perth; Western Australia.
Case of the Month – using the virtual learning environment to consolidate learning in the final year of medical school CaseoftheMonth Dr Sarah Bennett,
Continuing professional development: Designing an interprofessional program for allied health placement educators My name is Kate Thomson. I’m from Sydney.
Four day shadowing programme
NEEDS ANALYSIS.
Date: September 2016 (Provider Course)
10th Edition Pilot Faculty perspective
Date: September 2016 (Instructor Course)
Credit Risk Skills Workshop Training Evaluation Report
Primary MCQ Course Evaluation
Final FRCA SOE Course Evaluation
Primary MCQ Course Evaluation
Participation Feedback
An overview of course assessment
Incorporating Daily Anonymous Surveys into Lectures
Peer Led Simulation Tracey Valler Richard Standage
Preparing students for assessments Janet Strain Ann Jakeman
Presentation transcript:

1 Review of CCrISP 3 rd Edition Danny Bryden John Jameson Deborah Fowler

2 Review of CCrISP 3 rd Edition Aims: To gain a better understanding of the ways the course has been perceived by participants and why this may be. To formulate a plan of action to address specific areas of the course.

33 CCrISP 3 rd Edition Overview Launched September courses 34 centres 1728 participants 1554 certificates issued 87% pass rate (including resits)

4 Participant grades

Feedback: using SCOPE Data from 50 courses (2011) Average 88% (Admin/T&L/Materials/Learning Outcomes/ Knowledge/ Skills/ Course Usefulness/ Duration/ Overall) 803 participants 8 centres of the 50 with an “adverse” report Now 34 courses with detailed course content outcomes 5

Areas of lower scores Nutrition and nutritional interventions Pain management WoundsTraceostomy Invasive Cardiovascular Monitoring Nutrition Dysrhythmia management Surgical Ward Round 79%82%84%81%83%78%80%83% 6 34 courses with detailed analysis

Nutrition could be covered better during the course - more practical approach, and more relevant theory in assessing nutritional needs“ 1. Too many parts are on topics about which CT1/CT2 level doctors should be competent - e.g. CXR interpretation, ECG interpretation. Going over these again meant using up valuable time and could be quite frustrating. 2. Aspects of the course about which trainees are likely to have inadequate knowledge (nutrition, wounds, stoma care) were not covered well enough - I feel that I did not really gain anything. I think covering these in a lecture-setting is not the best way - worked examples/scenarios would be better Needs further detail - this course is suitable for FY1s, not CT1s." "The nutrition lecture is probably better delivered by a dietician." "Nutrition lecture and workshop very poor.“ I struggled to grasp the chapter on nutrition both in the reading material and following the lecture maybe this could be revised to make it easier to understand/more appropriate.“ The nutrition lecture was given in a slightly preachy and accusatory fashion. This was a shame as this was important and useful information delivered in a way that made me less inclined to listen.“ "The practical stations of assessing stomas and tracheostomies are very superficial and are of no benefit to the candidate who will spend a few minutes over a manikin and remember very little."" ""All candidates who reach this level are ALS competent and most are ATLS providers. Hence another airway workstation at an inferior level to the aforementioned courses is of no benefit."" ""The ward round experience was completely unnecessary as there was no learning point to be taken from it. 7 Free text comments

Bloom’s Taxonomy 8 Knowledge Comprehension Application Analysis Synthesis Evaluation

Communication, organisation and leadership in surgical critical care Practical Assessment of the Critically Ill Patient AirwayCommunication and Organisational skills Renal scenarios Sepsis scenarios Chest Radiology and respiratory care 86%93%87%88%89%92%88% 9 Areas of greatest success

10 Positive comments Good faculty:participant ratio -Excellent course manual, although perhaps a little too detailed in areas and lacking details in others e.g. inotropes -Would be useful to know a little more ICU support available e.g. types of ventilation and differences in use/application -Very useful to do moulages at the end to put learnt theory into practice -Very helpful and friendly faculty -Excellent catering&admin Very practical course. Nice friendly environment 'Very comprehensive and well taught course. Focus was on continuity of evaluation and management of critical ill patient (beyond initial resuscitation) really valuable as this tends to be the part which I find most difficult.‘ Very good pre course and course administration by York team. Communication was appropriate and effective. EXCELLENT faculty, adult, reasonable, approachable, realistic and keen to develop all in the course. sepsis coverage was great friendly and calm environment to learn Communication station with actors was a very good exercise. Group session on cardiovascular manipulation in shock was exceptional. For the first time I understood why 15L/minute of oxygen is not adequate by using a Hudson's mask and why a non- rebreathe mask serves that purpose of achieving around 0.85 FiO2. Great explanation. Good facilities and enthusiastic and friendly faculty. Overall its very good course for the surgical trainee, learned a lot. It is well structured and very relevant course for general/ vascular surgeons than for other surgical speciality. It would be better if instructor put less pressure during final moulage assessment. I thought the actors they used for the communications skills practice were brilliant - very realistic (I actually nearly cried watching one of my colleagues doing a 'breaking bad news' scenarios!!)

11 Complaints Local mechanisms? Increasing centrally 11

12 View from the Regions What are your perceptions of your own courses? What are the problems?