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Matthias Hofer - One of the best experts on this subject based on the ideXlab platform.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in Der Medizin, 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in der Medizin (Stuttgart Germany : 1980), 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention. © Georg Thieme Verlag KG Stuttgart · New York.
Nasenien Nourkami-tutdibi - One of the best experts on this subject based on the ideXlab platform.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in Der Medizin, 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in der Medizin (Stuttgart Germany : 1980), 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention. © Georg Thieme Verlag KG Stuttgart · New York.
Mohammed Arif - One of the best experts on this subject based on the ideXlab platform.
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Assessing Knowledge Retention in construction organisations: Cases from the UAE
Construction Economics and Building, 2012Co-Authors: Mohammed Arif, Malik M.a. Khalfan, James H Barnard, Nathan A HellerAbstract:The purpose of this paper is to present different issues facing the problem of Knowledge Retention by construction sector companies in the UAE. Existing framework in the area of Knowledge Retention has been used to assess three large construction consultancies in the UAE. The case study methodology used in this paper highlights some key issues in the area of Knowledge Retention in the UAE. Based on the analysis of the Knowledge Retention system the major drivers for its successful implementation are prevalence of a culture of sharing Knowledge, reward and recognition for sharing Knowledge, a technology platform that can accommodate multi formats of files, awareness of Knowledge Retention system and its benefits among its employees, and top management support. The paper presents three case studies and draws conclusions about the UAE construction sector. Although the three companies are large companies, there are several Small and Medium sized Enterprise (SME) operating in the construction sector in the UAE. Future researchers need to look at these SMEs. Through the three case studies, several issues related to the implementation of robust Knowledge Retention practices have been identified and highlighted for the UAE construction sector.
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Knowledge Retention in construction in the UAE
2010Co-Authors: Mohammed Arif, Charles Egbu, Tahsin TomaAbstract:With employees leaving construction organizations for all sorts of reasons, it is imperative that organizations look at ways to retain their Knowledge. This paper presents a four step process in order to ensure Knowledge Retention. The four steps include: Socialization, codification, combination and internalization. A four level maturity model is also presented in this paper. These levels of the maturity model provide an indication of how effective will the Knowledge Retention be in an organization. The levels also provide the ability to assess what needs to be done in order to improve the effectiveness of Knowledge Retention in an organization. In order to assess the effectiveness of the model, it was applied to a construction consultancy company in the United Arab Emirates (UAE). After the analysis of the case study some of the major factors highlighted as crucial for the success of Knowledge Retention are: culture, organizational structure, configuration management, publicity and marketing, training, IT system with ability to capture multiple formats, and reward and recognition. Although, this paper presents the model for construction sector it can easily be adopted for other sectors.
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Measuring Knowledge Retention: a case study of a construction consultancy in the UAE
Engineering Construction and Architectural Management, 2009Co-Authors: Mohammed Arif, Charles Egbu, Ola Alom, Malik M.a. KhalfanAbstract:Purpose – The purpose of this paper is to develop a model that can be used to assess the Knowledge Retention capabilities of an organisation, and suggest opportunities for improvement. A model to fulfil this aim is developed and validated on a construction engineering consultancy.Design/methodology/approach – A Knowledge Retention model was developed drawing on a thorough review of the literature. The developed Retention model was validated through a case of a construction engineering consultancy. Semi‐structured interviews were used to elicit relevant information during the case study.Findings – A four‐stage Knowledge Retention process has been presented. These four steps are socialisation, codification, Knowledge construction, and Knowledge retrieval. The paper also describes four levels of maturity for the Knowledge Retention model. The first level demonstrated the extent of Knowledge sharing in the organisation, the second level measured the extent of Knowledge shared being documented, the third level...
Hashim Abdul-khaliq - One of the best experts on this subject based on the ideXlab platform.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in Der Medizin, 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in der Medizin (Stuttgart Germany : 1980), 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention. © Georg Thieme Verlag KG Stuttgart · New York.
Michael Zemlin - One of the best experts on this subject based on the ideXlab platform.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in Der Medizin, 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention.
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Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?
Ultraschall in der Medizin (Stuttgart Germany : 1980), 2019Co-Authors: Nasenien Nourkami-tutdibi, Erol Tutdibi, Susanne Schmidt, Michael Zemlin, Hashim Abdul-khaliq, Matthias HoferAbstract:Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about Knowledge Retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term Knowledge Retention after peer-assisted teaching. A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the Retention of Knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. All groups showed a significant improvement in practical skills and Knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term Knowledge Retention. © Georg Thieme Verlag KG Stuttgart · New York.
