Development of an international undergraduate curriculum for delirium using a modified delphi process

Copeland, Claire; Fisher, James; Teodorczuk, Andrew

doi:10.1093/ageing/afx133

Cited by 26 publications

(36 citation statements)

References 23 publications

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“…Educational interventions are thought to be most effective when formal teaching is interactive and allows learners opportunities to reflect throughout, and therefore translate theory into their practice [16]. Furthermore, in relation to curriculum design, a modified Delphi process conducted with delirium experts recommended patient involvement in the production and design of any medical educational intervention about delirium [37]. The present study demonstrated a novel approach to undergraduate nursing delirium education through the coproduction of the educational intervention.…”

Section: Discussionmentioning

confidence: 86%

“…With regards to healthcare student education, there is limited evidence examining delirium education for undergraduate nursing students. However, research conducted with medical students highlights the importance of tailored delirium education and the positive impact this can have with trainee doctors [37][38][39][40]. In a recent UK study about delirium in undergraduate medical education, it was highlighted that 58% (n = 18) of medical schools in the UK had at least one learning outcome mapped to delirium yet only 4 of these medical schools evaluated their delirium education [38].…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of a co-produced delirium awareness programme for undergraduate nursing students in Northern Ireland: a pre-test/post-test study

et al. 2020

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Background: Delirium is recognised internationally as a common disorder that causes acute deterioration in a person's cognitive abilities. Healthcare professionals play a key role in the early identification and management of delirium and effective education can support timely recognition and treatment. There is currently a lack of research exploring the delirium education provided to undergraduate nursing students. The aim of this study was to evaluate the effectiveness of a co-produced delirium awareness programme on undergraduate nursing students in Northern Ireland. Methods: The intervention was a 2-h delirium workshop, delivered in April 2019, to a convenience sample of year one undergraduate nursing students (n = 206) completing a BSc Honours Nursing degree programme in a Northern Ireland University. The workshop focused on four core elements: defining delirium, reflecting on practice, recognition of delirium and management of delirium. Participants completed a 35-item true-false Delirium Knowledge Questionnaire (DKQ) at baseline and post intervention using Socrative, a cloud-based student response system. In addition, students also completed a short questionnaire at baseline and post-workshop, designed by the authors, to ascertain perceived confidence about caring for people with delirium. Data were analysed using paired t-tests and descriptive statistics. Results: In the DKQ, Scores were normally distributed around the mean at baseline (71.89%) and post intervention (81.89%). Students improved across all three core areas in the post-test questionnaire, demonstrating improvements in knowledge about symptoms of delirium (7.32% increase), causes and risk factors of delirium (17.91% increase) and management of delirium (5.72% increase). In relation to perceived confidence, students reported a 60.20% increase in confidence related to recognition of delirium, a 49.51% increase in relation to delirium management and a 45.04% increase their ability to communicate about delirium. Both questionnaires were statistically significant (P < 0.01).

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Evaluation of a co-produced delirium awareness programme for undergraduate nursing students in Northern Ireland: a pre-test/post-test study

et al. 2020

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“…There have been similar studies that used the Delphi method to develop curriculums for undergraduate medical education. For example, Kizawa et al developed a (12). However, to the best of our knowledge, in this report we have described the first consensus curriculum for undergraduate diabetes education.…”

Section: Discussionmentioning

confidence: 91%

“…Definitions of consensus vary widely and are poorly reported in the literature. As such, there is limited guidance on how consensus is defined (9,12). Given that there is no set definition for consensus, for this phase, we elected to analyze the results based on 2 methods and then compare and combine them.…”

Section: Delphi Data Analysesdsecond Roundmentioning

confidence: 99%

Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

Shah

McCann

2020

Canadian Journal of Diabetes

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Key MessagesThe Royal College of Physicians of Canada has competency-based curriculums for postgraduate medical education, but no such curriculum exists for medical students. Diabetes education in medical school should be consistent across the country and updated in accordance with the clinical practice guidelines. A diabetes national consensus curriculum for medical students with 9 competencies and 62 objectives was finalized and organized using the CanMEDS framework. a b s t r a c tObjectives: In recent years there has been an increased emphasis on competency-based medical education (CBME) in Canada and internationally, as can be seen with the implementation of competencybased curriculums for postgraduate medical education (PGME) through the Royal College of Physicians and Surgeons of Canada. Currently, no Canada-wide consensus exists on educational competencies relating to diabetes in undergraduate medical education (UGME). Our aim in this study was to develop a list of competencies and objectives for UGME in diabetes using a modified Delphi method. Methods: Representatives involved in the development of the diabetes curriculum at all 17 medical schools across Canada were contacted. A draft list of competencies and objectives was developed by the research team using the existing curriculums at 9 Canadian medical schools and was organized using the CanMEDS framework. A Delphi method was used, with 2 iterations in order to reach consensus. Results: Twelve of 17 medical schools agreed to participate. Of the 12 surveys sent in the first round, 8 responses were received (response rate 66.7%). The revised version was then resent to the 8 respondents and 7 responses were received (response rate 87.5%). A list of 9 competencies and 62 objectives was finalized. Conclusions: A competency-based consensus curriculum for diabetes education for undergraduate medical students was developed using a modified Delphi method. The final consensus syllabus will be disseminated across the country. This curriculum serves as a step in the transition to competency-based UGME and in ensuring that future medical school graduates are proficient in diabetes care.Ó 2019 Canadian Diabetes Association. Mots clés :fondé sur les compétences consensus programme d'études diabète études médicales de premier cycle r é s u m éObjectifs : Au cours des dernières années, au Canada et dans le monde entier, on a accordé une plus grande importance à l'approche par compétences en formation médicale (APCFM) comme en témoigne la mise en oeuvre de l'approche par compétences dans les programmes d'études de la formation médicale postdoctorale (FMPD) par l'entremise du Collège royal des médecins et chirurgiens du Canada. Actuellement, il

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“…In recent years, researchers have identified persistent gaps in delirium education for healthcare professionals, which has led to suboptimal delirium care [1][2][3][4][5][6][7]. Delirium is an acute neuropsychiatric syndrome characterized by altered attention, awareness, and cognition.…”

Section: Deliriummentioning

confidence: 99%

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

et al. 2020

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Background: Delirium is a neuropsychiatric syndrome that affects patients' attention and awareness as a result of a physical condition. In recent years, persistent gaps in delirium education have led to suboptimal delirium care. Still, little is known about what are the most important aspects of effective delirium education. Serious games are both entertainment and an interactive, safe learning environment where players can experiment and create new knowledge. They have the potential to contribute to improved delirium education. We used a video-based serious games' narrative to explore aspects essential to enhance students' attitudes and learning experiences regarding delirium. Methods: We created a semi-structured interview guide and interviewed seven nursing and nine medical students about their attitudes and learning experiences, after they had played the game. A qualitative descriptive design and inductive content analysis with constant comparison were used. Results: The patient's and nurse's perspective, interactivity to experiment, realistic views on care options, and feedback on care actions were important for enhancing students' attitudes and learning experiences regarding delirium. Students felt these aspects encouraged them to get actively involved in and experiment with the study material, which in turn led to enhanced reflection on delirium care and education. Our findings highlight the importance of a more patient-oriented focus to delirium education to drive attitudinal change. Students' learning experiences were further enhanced through their affective responses provoked by the perspectives, interactivity, realism, and feedback.

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Development of an international undergraduate curriculum for delirium using a modified delphi process

Cited by 26 publications

References 23 publications

Evaluation of a co-produced delirium awareness programme for undergraduate nursing students in Northern Ireland: a pre-test/post-test study

Evaluation of a co-produced delirium awareness programme for undergraduate nursing students in Northern Ireland: a pre-test/post-test study

Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

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