The pediatric hematology/oncology educational laboratory in‐training examination (PHOELIX): A formative evaluation of laboratory skills for Canadian pediatric hematology/oncology trainees

Leung, Elaine; Dix, David; Ford, Jason C.; Barnard, D; McBride, Eileen

doi:10.1002/pbc.25613

Cited by 4 publications

(5 citation statements)

References 5 publications

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“…The main barrier was the lack of specialized LTFU clinics. Nathan et al reported a lack of time for training to learn about the late effects as the most significant barrier to provide survivorship [17].…”

Section: Discussionmentioning

confidence: 99%

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Cross-sectional study: long term follow-up care for pediatric cancer survivors in a developing country, Turkey: current status, challenges, and future perspectives

Özdemir¹,

Taçyıldız²,

Varan³

et al. 2020

Turk J Med Sci

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The main purpose of this study is to determine the current status of long-term follow-up (LTFU) for childhood cancer survivors and the challenges of LTFU for pediatric cancer survivors at pediatric oncology institutions in Turkey. Material and methods:A questionnaire was e-mailed to the directors of 33 pediatric oncology centers (POCs) registered in the Turkish Pediatric Oncology Group (TPOG). Of these 33 active TPOG institutions, 21 participated in the study and returned their completed questionnaires.Results: Only 1 of the 21 participating centers had a separate LTFU clinic. The remaining centers provided LTFU care for childhood cancer survivors at the pediatric oncology outpatient clinic. Of these centers, 17 (80.9%) reported difficulty in transition from the pediatric clinic to the adult clinic, 14 (66.6%) reported insufficient care providers, and 12 (57.1%) reported insufficient time and transportation problems. As neglected late effects, 16 (76.1%) centers reported psychosocial and getty job problems and 11 (52.3%) reported sexual and cognitive problems. None of the centers had their own LTFU guidelines for their daily LTFU practice. Conclusion:This study was the first to gain an overview of the needs of POCs and the gaps in survivorship services in Turkey. The results from this study will help to develop a national health care system and national guidelines for pediatric cancer survivors.

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Section: Discussionmentioning

confidence: 99%

“…The descriptive survey instrument was developed by the investigators. The survey content and format were based on prior international surveys and guidelines [5,[15][16][17][18]. A questionnaire was e-mailed to the directors of 33 POCs registered in the Turkish Pediatric Oncology Group (TPOG).…”

Section: Methodsmentioning

confidence: 99%

Cross-sectional study: long term follow-up care for pediatric cancer survivors in a developing country, Turkey: current status, challenges, and future perspectives

Özdemir¹,

Taçyıldız²,

Varan³

et al. 2020

Turk J Med Sci

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“…The continuing professional development of medical doctors in childhood cancer is well documented, as demonstrated by well-structured fellowship and residency programmes that have been professionally evaluated. [2][3][4][5][6][7] Continuing professional development of other groups, such as nurses and psychologists in childhood cancer, is less documented. [8][9][10] Despite working alongside each other daily, healthcare professionals in childhood cancer are not formally trained What is known about the subject ► Well-structured and evaluated, interprofessional education in childhood cancer is lacking, as is consensus on the content and learning objectives of interprofessional education.…”

Section: Introductionmentioning

confidence: 99%

Establishment of consensus on content and learning objectives for an interprofessional education in childhood cancer: a Delphi survey

Topperzer

Thellesen

Hoffmann

et al. 2020

bmjpo

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BackgroundComplex treatment, care and rehabilitation require continuous healthcare professional development and maintenance of competencies in collaboration with other professionals. Interprofessional education in childhood cancer involves several groups of healthcare professionals with both general and specific knowledge and skills.ObjectiveTo establish consensus on content and interprofessional learning objectives for an interprofessional education in childhood cancer.DesignA three-round Delphi survey in Scandinavian childhood cancer departments.ParticipantsHealthcare professionals appointed by their head of departments and head nurses based on their profession and their involvement in continuing professional development.Main outcome measuresA prioritised list of interprofessional learning objectives with a mean score of ≥3 on a five-point scale (1=not relevant, 5=extremely relevant).Results12 childhood cancer departments participated with 30 healthcare professionals: 11 nurses, 10 medical doctors, 5 social workers, 2 physiotherapists and 2 pedagogues. In total, 28 (93%), 25 (83%) and 22 (73%) completed the first, second and third round, respectively. In the first round, we asked open-ended questions and used directed content analysis to analyse 386 statements. We formulated 170 interprofessional learning objectives in six categories: (1) acute life-threatening situations, (2) gastrointestinal toxicities and side effects, (3) pain, (4) palliation, (5) play and activity, and (6) prescription and administration of medicine. The second round resulted in 168 interprofessional learning objectives receiving a mean score of ≥3 on a five-point scale. Final agreement in the third round resulted in a prioritised list of 168 learning objectives.ConclusionsConsensus on content and interprofessional learning objectives for an interprofessional education in childhood cancer was established across five groups of healthcare professionals in three countries. Some learning objectives are generic and can be applied in settings other than childhood cancer, where healthcare professionals collaborate to provide patients and families optimal treatment and care.

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“…Validated instruments are available for assessing clinical examination (the mini-Clinical Evaluation Exercise [mini-CEX]) and procedural skills (direct observation of procedural skills [DOPS]). 2 Residents value opportunities to be observed and given feedback, 3 yet few studies have assessed skills in pathology 4 and hematology residents, 5 and there currently are no validated tools.…”

Section: Introductionmentioning

confidence: 99%

Development and Pilot Testing of a Novel Tool for Evaluating Practical Skills in Hematopathology Residents in Pakistan

Moiz

Ali

Rashid

et al. 2019

Journal of Graduate Medical Education

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Background The mini-Clinical Evaluation Exercise (mini-CEX) and direct observation of procedural skills (DOPS) are reliable tools for work-based assessment of medical trainees. Tools of this type do not yet exist for evaluation of practical laboratory skills of pathology residents. Objective We developed and piloted a 9-item instrument for direct observation of laboratory skills (DOLS). Methods We used the DOLS tool with 10 hematopathology residents (PGY-1 to PGY-5) from Aga Khan University. Each resident was evaluated by 3 faculty members in the laboratory during 4 separate encounters using the DOLS instrument. We assessed construct validity, interrater reliability and G coefficient, feasibility of using DOLS, and learner satisfaction. Results A total of 120 encounters were observed with a mean score (61 SD) of 56.7% (612.44). Assessment scores moderately correlated with the number of laboratory procedures previously performed by participants (r ¼ 0.658 and 0.641; P ¼ .0001) and with PGY level. Interrater reliability ranged between 0.47 and 0.96. Cohen's d was 1.64. Residents accounted for a large component of estimated variance (73%), suggesting DOLS can differentiate residents' laboratory skills; variance associated with assessors was small (0.01%). Residents reported being satisfied with the tool. Mean time (61 SD) taken for observing and feedback was 17.89 6 5.89 minutes. Conclusions The new DOLS instrument could provide reliable scores for observing laboratory skills. Residents were satisfied with the tool, and rating times make the tool feasible for formative assessments.

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The pediatric hematology/oncology educational laboratory in‐training examination (PHOELIX): A formative evaluation of laboratory skills for Canadian pediatric hematology/oncology trainees

Abstract: We have successfully created a formative examination that can be used to evaluate and educate trainees, as well as provide PDs with a tool to gauge the effectiveness of their laboratory training curriculum. Feedback has been positive from both trainees and PDs.

Cited by 4 publications

References 5 publications

Cross-sectional study: long term follow-up care for pediatric cancer survivors in a developing country, Turkey: current status, challenges, and future perspectives

Cross-sectional study: long term follow-up care for pediatric cancer survivors in a developing country, Turkey: current status, challenges, and future perspectives

Establishment of consensus on content and learning objectives for an interprofessional education in childhood cancer: a Delphi survey

Development and Pilot Testing of a Novel Tool for Evaluating Practical Skills in Hematopathology Residents in Pakistan

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