The Experts below are selected from a list of 1227 Experts worldwide ranked by ideXlab platform
Simon P Kelley - One of the best experts on this subject based on the ideXlab platform.
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SKILL ACQUISITION AND RETENTION FOLLOWING SIMULATED Pavlik Harness LEARNING
2018Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist.A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness appl...
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skill acquisition and retention following simulated Pavlik Harness learning
Journal of Bone and Joint Surgery-british Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist. A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness application. A control group who did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect ability. All groups were compared to a group of clinical experts who were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t-tests and ANOVA. Exposure to the learning module improved resident and allied health professionals9 competency in applying a Pavlik Harness (p The simulated learning module has been shown to be an effective tool for teaching the application of a Pavlik Harness and learners demonstrated retainable skills post intervention. This learning module will form the cornerstone of formal teaching for Pavlik Harness application in developmental dysplasia of the hip.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of Children's Orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of expert clinicians both immediately post-intervention and at retention testing. However, on the GRS, only half were considered competent due to their inability to achieve the required hip positions. The control group did not improve nor were they considered competent. Conclusions The use of a simulated learning module improves both the confidence and skill level of parents in the application of the Pavlik Harness. However, the challenges parents face in understanding the more detailed subtleties of medical care suggest that they still require an appropriate level of supervision by clinicians to ensure effective treatment.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of children's orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Abstract Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of...
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Skill Acquisition and Retention Following Simulation-Based Training in Pavlik Harness Application.
Journal of Bone and Joint Surgery American Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Background: Simulation-based learning is increasingly prevalent in many surgical training programs, as medical education moves toward competency-based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated condition, where the standard of care for patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, we know of no previously described formal training curriculum for Pavlik Harness application. Methods: We developed a video and model-based simulation learning module for Pavlik Harness application. Two novice groups (residents and allied health professionals) were exposed to the module and, at pre-intervention, post-intervention, and retention testing, were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skills (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application. A control group that did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect skill acquisition. All groups were compared with a group of clinical experts, whose scores were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t tests and analysis of variance (ANOVA). Results: Exposure to the learning module improved resident and allied health professionals’ competency in applying a Pavlik Harness (p < 0.05) to the level of the expert clinicians, and this level of competency was retained one month after exposure to the module. Control subjects who were not exposed to the module did not improve, nor did they achieve competency. Conclusions: The simulation-based learning module was shown to be an effective tool for teaching the application of a Pavlik Harness, and learners demonstrated retainable skills post-intervention. This learning module can form the cornerstone of formal teaching of Pavlik Harness application for developmental dysplasia of the hip.
M. Lucas Murnaghan - One of the best experts on this subject based on the ideXlab platform.
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Expert-Based Consensus on the Principles of Pavlik Harness Management of Developmental Dysplasia of the Hip.
JB & JS open access, 2019Co-Authors: S P Kelley, M. Lucas Murnaghan, M M Feeney, C L Maddock, C S BradleyAbstract:Developmental dysplasia of the hip (DDH) is the most common orthopaedic disorder in newborns. While the Pavlik Harness is one of the most frequently used treatments for DDH, there is immense variability in treatment parameters reported in the literature and in clinical practice, leading to difficulties in standardizing teaching and comparing outcomes. In the absence of definitive quantitative evidence for the optimal Pavlik Harness management strategy for DDH, we addressed this problem by obtaining international expert-based consensus on the subject. Methods An initial list of items relevant to Pavlik Harness treatment was derived by a review of the literature. Delphi methodology was used to guide serial rounds of surveying and obtaining feedback from content matter experts from the International Hip Dysplasia Institute (IHDI), which continued in the same manner until consensus based on standard statistical analysis was reached. This was followed by a corroboration of face validity to derive the final set of management principles. Results Four rounds of structured surveying were required to reach consensus. Following 2 rounds of peer review, and from an initial list of 66 items in 8 categories, we were able to derive 2 simplified, yet comprehensive, print-friendly tables consisting of 28 items in 8 categories to assist clinicians in managing DDH with a Pavlik Harness. The tables contain principles of treatment initiation, application and follow-up of the Harness, complications, weaning, and end-of-treatment decision-making as well as specific criteria based on the severity of the DDH. Furthermore, highly contentious items were identified as important areas of future study. Conclusions We developed a comprehensive set of principles based on expert consensus to assist clinicians in the management of DDH using the Pavlik Harness. This study also generated a list of the most controversial areas in the nonoperative management of DDH, which should be considered high priority for future study to further refine and optimize outcomes. Level of Evidence Therapeutic Level V. See Instructions for Authors for a complete description of levels of evidence.
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SKILL ACQUISITION AND RETENTION FOLLOWING SIMULATED Pavlik Harness LEARNING
2018Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist.A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness appl...
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skill acquisition and retention following simulated Pavlik Harness learning
Journal of Bone and Joint Surgery-british Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist. A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness application. A control group who did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect ability. All groups were compared to a group of clinical experts who were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t-tests and ANOVA. Exposure to the learning module improved resident and allied health professionals9 competency in applying a Pavlik Harness (p The simulated learning module has been shown to be an effective tool for teaching the application of a Pavlik Harness and learners demonstrated retainable skills post intervention. This learning module will form the cornerstone of formal teaching for Pavlik Harness application in developmental dysplasia of the hip.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of Children's Orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of expert clinicians both immediately post-intervention and at retention testing. However, on the GRS, only half were considered competent due to their inability to achieve the required hip positions. The control group did not improve nor were they considered competent. Conclusions The use of a simulated learning module improves both the confidence and skill level of parents in the application of the Pavlik Harness. However, the challenges parents face in understanding the more detailed subtleties of medical care suggest that they still require an appropriate level of supervision by clinicians to ensure effective treatment.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of children's orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Abstract Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of...
Joel Moktar - One of the best experts on this subject based on the ideXlab platform.
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SKILL ACQUISITION AND RETENTION FOLLOWING SIMULATED Pavlik Harness LEARNING
2018Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist.A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness appl...
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skill acquisition and retention following simulated Pavlik Harness learning
Journal of Bone and Joint Surgery-british Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist. A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness application. A control group who did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect ability. All groups were compared to a group of clinical experts who were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t-tests and ANOVA. Exposure to the learning module improved resident and allied health professionals9 competency in applying a Pavlik Harness (p The simulated learning module has been shown to be an effective tool for teaching the application of a Pavlik Harness and learners demonstrated retainable skills post intervention. This learning module will form the cornerstone of formal teaching for Pavlik Harness application in developmental dysplasia of the hip.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of Children's Orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of expert clinicians both immediately post-intervention and at retention testing. However, on the GRS, only half were considered competent due to their inability to achieve the required hip positions. The control group did not improve nor were they considered competent. Conclusions The use of a simulated learning module improves both the confidence and skill level of parents in the application of the Pavlik Harness. However, the challenges parents face in understanding the more detailed subtleties of medical care suggest that they still require an appropriate level of supervision by clinicians to ensure effective treatment.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of children's orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Abstract Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of...
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Skill Acquisition and Retention Following Simulation-Based Training in Pavlik Harness Application.
Journal of Bone and Joint Surgery American Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Background: Simulation-based learning is increasingly prevalent in many surgical training programs, as medical education moves toward competency-based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated condition, where the standard of care for patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, we know of no previously described formal training curriculum for Pavlik Harness application. Methods: We developed a video and model-based simulation learning module for Pavlik Harness application. Two novice groups (residents and allied health professionals) were exposed to the module and, at pre-intervention, post-intervention, and retention testing, were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skills (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application. A control group that did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect skill acquisition. All groups were compared with a group of clinical experts, whose scores were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t tests and analysis of variance (ANOVA). Results: Exposure to the learning module improved resident and allied health professionals’ competency in applying a Pavlik Harness (p < 0.05) to the level of the expert clinicians, and this level of competency was retained one month after exposure to the module. Control subjects who were not exposed to the module did not improve, nor did they achieve competency. Conclusions: The simulation-based learning module was shown to be an effective tool for teaching the application of a Pavlik Harness, and learners demonstrated retainable skills post-intervention. This learning module can form the cornerstone of formal teaching of Pavlik Harness application for developmental dysplasia of the hip.
Alexandra Maxwell - One of the best experts on this subject based on the ideXlab platform.
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SKILL ACQUISITION AND RETENTION FOLLOWING SIMULATED Pavlik Harness LEARNING
2018Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist.A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness appl...
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skill acquisition and retention following simulated Pavlik Harness learning
Journal of Bone and Joint Surgery-british Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist. A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness application. A control group who did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect ability. All groups were compared to a group of clinical experts who were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t-tests and ANOVA. Exposure to the learning module improved resident and allied health professionals9 competency in applying a Pavlik Harness (p The simulated learning module has been shown to be an effective tool for teaching the application of a Pavlik Harness and learners demonstrated retainable skills post intervention. This learning module will form the cornerstone of formal teaching for Pavlik Harness application in developmental dysplasia of the hip.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of Children's Orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of expert clinicians both immediately post-intervention and at retention testing. However, on the GRS, only half were considered competent due to their inability to achieve the required hip positions. The control group did not improve nor were they considered competent. Conclusions The use of a simulated learning module improves both the confidence and skill level of parents in the application of the Pavlik Harness. However, the challenges parents face in understanding the more detailed subtleties of medical care suggest that they still require an appropriate level of supervision by clinicians to ensure effective treatment.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of children's orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Abstract Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of...
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Skill Acquisition and Retention Following Simulation-Based Training in Pavlik Harness Application.
Journal of Bone and Joint Surgery American Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Background: Simulation-based learning is increasingly prevalent in many surgical training programs, as medical education moves toward competency-based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated condition, where the standard of care for patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, we know of no previously described formal training curriculum for Pavlik Harness application. Methods: We developed a video and model-based simulation learning module for Pavlik Harness application. Two novice groups (residents and allied health professionals) were exposed to the module and, at pre-intervention, post-intervention, and retention testing, were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skills (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application. A control group that did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect skill acquisition. All groups were compared with a group of clinical experts, whose scores were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t tests and analysis of variance (ANOVA). Results: Exposure to the learning module improved resident and allied health professionals’ competency in applying a Pavlik Harness (p < 0.05) to the level of the expert clinicians, and this level of competency was retained one month after exposure to the module. Control subjects who were not exposed to the module did not improve, nor did they achieve competency. Conclusions: The simulation-based learning module was shown to be an effective tool for teaching the application of a Pavlik Harness, and learners demonstrated retainable skills post-intervention. This learning module can form the cornerstone of formal teaching of Pavlik Harness application for developmental dysplasia of the hip.
John H Wedge - One of the best experts on this subject based on the ideXlab platform.
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SKILL ACQUISITION AND RETENTION FOLLOWING SIMULATED Pavlik Harness LEARNING
2018Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist.A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness appl...
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skill acquisition and retention following simulated Pavlik Harness learning
Journal of Bone and Joint Surgery-british Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist. A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness application. A control group who did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect ability. All groups were compared to a group of clinical experts who were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t-tests and ANOVA. Exposure to the learning module improved resident and allied health professionals9 competency in applying a Pavlik Harness (p The simulated learning module has been shown to be an effective tool for teaching the application of a Pavlik Harness and learners demonstrated retainable skills post intervention. This learning module will form the cornerstone of formal teaching for Pavlik Harness application in developmental dysplasia of the hip.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of Children's Orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of expert clinicians both immediately post-intervention and at retention testing. However, on the GRS, only half were considered competent due to their inability to achieve the required hip positions. The control group did not improve nor were they considered competent. Conclusions The use of a simulated learning module improves both the confidence and skill level of parents in the application of the Pavlik Harness. However, the challenges parents face in understanding the more detailed subtleties of medical care suggest that they still require an appropriate level of supervision by clinicians to ensure effective treatment.
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Education of parents in Pavlik Harness application for developmental dysplasia of the hip using a validated simulated learning module
Journal of children's orthopaedics, 2016Co-Authors: Kate E. Gargan, Catharine S. Bradley, Alexandra Maxwell, M. Lucas Murnaghan, Joel Moktar, John H Wedge, Simon P KelleyAbstract:Abstract Background The Pavlik Harness is the most common initial treatment for developmental dysplasia of the hip worldwide. During treatment, parents are required to re-apply the Harness at home. Teaching parents how to apply the Harness is therefore paramount to success. While simulated learning for medical training is commonplace, it has not yet been trialed in teaching parents how to apply a Pavlik Harness. Methods A group of parents underwent a simulated learning module for Pavlik Harness application. Parents were evaluated pre- and post-exposure and at one month after testing. A validated objective structured assessment of technical skill (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application were used for evaluation. A control group of parents was also tested at both time points. A clinical expert group was used to determine competency. ANOVA and t tests were used to assess differences between groups and over time. Results Parent scores on the OSATS improved to the level of...
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Skill Acquisition and Retention Following Simulation-Based Training in Pavlik Harness Application.
Journal of Bone and Joint Surgery American Volume, 2016Co-Authors: Joel Moktar, Catharine S. Bradley, Alexandra Maxwell, Simon P Kelley, John H Wedge, M. Lucas MurnaghanAbstract:Background: Simulation-based learning is increasingly prevalent in many surgical training programs, as medical education moves toward competency-based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated condition, where the standard of care for patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, we know of no previously described formal training curriculum for Pavlik Harness application. Methods: We developed a video and model-based simulation learning module for Pavlik Harness application. Two novice groups (residents and allied health professionals) were exposed to the module and, at pre-intervention, post-intervention, and retention testing, were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skills (OSATS) and a global rating scale (GRS) specific to Pavlik Harness application. A control group that did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect skill acquisition. All groups were compared with a group of clinical experts, whose scores were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t tests and analysis of variance (ANOVA). Results: Exposure to the learning module improved resident and allied health professionals’ competency in applying a Pavlik Harness (p < 0.05) to the level of the expert clinicians, and this level of competency was retained one month after exposure to the module. Control subjects who were not exposed to the module did not improve, nor did they achieve competency. Conclusions: The simulation-based learning module was shown to be an effective tool for teaching the application of a Pavlik Harness, and learners demonstrated retainable skills post-intervention. This learning module can form the cornerstone of formal teaching of Pavlik Harness application for developmental dysplasia of the hip.