Search

Rationale and Objectives Designed to provide broad-based training in all aspects of imaging, the diagnostic radiology residency program must provide educational experiences that not only provide technical training, but also meet accreditation standards. With the breadth of material to cover during training, carefully orchestrated educational experiences must be planned. This manuscript reports a breast imaging boot camp curriculum with longitudinal outcomes, highlighting the boot camp's pedagogy and adaptability for residencies to meet the challenges of the Accreditation Council for Graduate Medical Education (ACGME) Diagnostic Radiology Milestones Second Revision. Materials and Methods Breast block curriculum analysis, faculty leader preparation, and evaluation of all objective external benchmarks were undertaken commencing in 2012 and continuing through 2019. Specific curriculum changes include fundamental didactic lectures and self-study education modules, hands-on simulation activities, and team-building time. Upon publication of The Diagnostic Radiology Milestones Second Revision December 2019, all competencies were assessed in the context of the boot camp resident educational experiences. Results Following curriculum implementation, resident anonymous evaluation scores of the breast block, resident in-training examination scores, American Board of Radiology Core examination scores, and radiology residency educational website analytics all increased immediately and significantly. The curriculum meets twenty-four Diagnostic Milestones per participating resident when mapped against the newly implemented ACGME requirements. Conclusions Breast imaging boot camp is a successful innovative curriculum, readily meeting our learners’ needs in all objective benchmarks. Further, the adaptable model has the potential to play important roles in assisting residencies to meet the challenges of the ACGME Diagnostic Radiology Milestones Second Revision July 1, 2020 implementation date.

Background The coronavirus disease 2019 restrictions on in-person simulation activities necessitated modifying the traditional boot camp skills curriculum for matriculating PGY1 general surgery residents to a virtual format. This study investigated the relative effectiveness of in-person versus virtual instruction on the development of suturing and knot-tying skills. Methods In all, 55 residents participated in a validated, proficiency-based, preinternship skills curriculum, 26 in 2019 and 29 in 2020. Both groups received an introduction to the curriculum, were given time for practice and offered one-on-one tutoring by faculty by request, and completed a filmed posttest. The 2019 class received in-person instruction during a boot camp at the end of June, while the 2020 class was provided with suture kits and received instruction via Zoom throughout June. The 2 groups were compared by post-test performance, date of task proficiency, and additional coaching required. Results In 2019, 5.7% of the posttest tasks were graded as proficient versus 87% in 2020. The 2020 class outperformed the 2019 class on every metric in every task (P < .001). In 2019, faculty spent 55.5 hours with residents in one-on-one remediation, resulting in proficiency in 64% of the tasks by November. In 2020, 18 hours of one-on-one remediation resulted in proficiency in 92% of the tasks by September. Conclusion Learners who received virtual instruction with access to materials at home gained proficiency in suturing and knot-tying skills earlier and with less coaching. These data demonstrate that the virtual curriculum is effective and an improvement on the previous in-person curriculum.

STUDY OBJECTIVES: Despite increasing recognition of its importance, sleep medicine education remains limited during medical training. We sought to assess the baseline knowledge of a group of health professions trainees and to determine whether an educational sleep medicine “boot camp” led to improvement in sleep medicine knowledge. METHODS: Participants attended a 2-day introduction to sleep medicine course designed for new sleep medicine fellows in July 2017 and 2018. Participants completed 2 validated sleep knowledge questionnaires (The Assessment of Sleep Knowledge in Medical Education and The Dartmouth Sleep Knowledge and Attitude Survey) prior to and at the conclusion of the course. RESULTS: A total of 21 health professions trainees including 14 sleep medicine fellows completed both presurveys and postsurveys. Baseline Assessment of Sleep Knowledge in Medical Education Survey score was 21.4 ± 3.4 out of 30 (71.4% ± 11.4%) and baseline Dartmouth Sleep Knowledge and Attitude Survey score was 16.1 ± 2.4 out of 24 (67.3% ± 9.9%). There was no difference in baseline scores between sleep medicine fellows and other health professions trainees. There was a statistically significant improvement in the Assessment of Sleep Knowledge in Medical Education Survey (2.9 ± 2.1 points, P = .004) and Dartmouth Sleep Knowledge and Attitude Survey (2.5 ± 3.0 points, P = .001) scores among all participants after the course, without a difference in degree of improvement among sleep medicine fellows compared to other health professions trainees. CONCLUSIONS: Our findings suggest that baseline sleep medicine knowledge is higher than previously reported among health professions trainees. An educational sleep medicine boot camp improved knowledge even in a group of learners with high baseline knowledge and interest in sleep medicine, including new sleep medicine fellows. CITATION: Wappel SR, Scharf SM, Cohen L, et al. Improving sleep medicine education among health profession trainees. J Clin Sleep Med. 2021;17(12):2461–2466.

Was the Marine Corps’ success at Iwo Jima a matter of leadership, bravado, or fundamental training? This article examines the efficacy of boot camp, replacement training, and unit training as it relates to the success of the U.S. Marines on Iwo Jima. During World War II, the exploits of the Marines on Iwo Jima have been commended, but the reality of wartime exigencies inevitably placed a strain on the quality of men slated for the Service. However, the Marine Corps’ emphasis on the fundamentals during boot camp proved the necessary ingredient for victory. Beyond leadership or lore, this article asserts that Marine Corps boot camp provided an elemental gateway to success on Iwo Jima.

The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees’ confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties.

Objectives To determine the feasibility and perceived usefulness of a pre-residency urology boot camp for first and second year urology residents. Methods First and second year urology residents attended a multi-institutional boot camp in July 2019, which consisted of lectures, a hands-on practical, patient simulation session, and networking social event. Attendees completed a pre-course survey where they rated their comfort level in managing interpersonal, post-operative, and urology-specific scenarios on a Likert scale of 0-5. Participants completed follow-up surveys immediately and 6 months after the course regarding confidence in managing the same scenarios and the impact of boot camp on their training. Results 6 urology PGY1s (55%) and 5 PGY2s (45%) from 4 institutions attended the boot camp. On the precourse survey, PGY2s had higher average comfort scores compared to PGY1s for all post-operative scenarios besides hypotension but just 2 urology-specific scenarios, difficult Foley troubleshooting (4 vs 3, P Conclusion A pre-residency boot camp is both feasible and valuable for first- and second-year urology residents for gaining practical medical knowledge and professional networking.

Surgical residencies have implemented boot-camps for early acquisition of basic technical skills for interns. However, educators worry that retention is poor. We hypothesized that a structured boot-camp curriculum would improve skills.Interns underwent eight boot-camp sessions at the beginning of residency. Interns completed pre-, post-boot-camp, and end-of-year skills assessments, as well as post-boot camp and end-of-year porcine procedure labs. Proficiency was measured on a 5-point scale and by completion time.After boot-camp, interns improved all domains of knot-tying. Median time decreased for skin-closure (8.3 vs 9.9 min, p 0.01), peg transfer (57 vs 87 s, p 0.01), intracorporeal (178 vs 300 s, p 0.01), and extracorporeal knot-tying (140 vs 259 s, p 0.01). At the end-of-year assessment, interns exhibited retention of all skills and improved in knot-tying and central line skills. During the retention porcine lab, interns progressed basic but not complex skills.An eight-week boot-camp effectively improved technical skills among surgery interns. Interns retained all skills and improved upon techniques frequently practiced during intern year.

Introduction The otolaryngology (ORL) boot camp was designed to onboard ORL residents through a curriculum focusing on their needs as novice otolaryngologists. This boot camp provided systematic, specialty-wide training in core elements of knowledge, procedural skills, professionalism, supervision, and communications for residents entering ORL. The present study aimed to assess the effectiveness of an ORL resident induction “boot camp” in the Kingdom of Saudi Arabia. Methods This was a cross-sectional (multicenter) study encompassing data collection through an online voluntary questionnaire. Participants were new ORL residents in the Saudi residency training program. Results Fifty responses were returned, with a completion rate of 88%. Sixty-four percent of the respondents were male. Most of the respondents were aged from 26 to 27 years. Respondents were from different cities. Most participants agreed that the scientific value of the course was beneficial (agree, 40%; strongly agree, 44%) and they felt better prepared for their residency training after this boot camp (agree, 44%; strongly agree, 28%). Conclusion Boot camp in ORL is an additional important activity during the early years of training. It provides significant effects in terms of knowledge readiness at the beginning of specialty training. We believe that boot camp should include other dimensions of training, including surgical, communication, and judgmental skills, not only for the early years of training but also during the remaining period until training completion.

BACKGROUND: Medical simulation has become an integral part of modern-day surgical training. Despite its benefits, it is still not widely incorporated in the curriculum of trainees. The Urology Boot Camp (USBC) is an innovative 5-day course aimed at trainees entering the UK training scheme. Since its implementation, there's been increasing interest by non-UK trainees.OBJECTIVE: To assess the experiences of non-UK trainees in the USBC, both quantitatively and qualitatively, including skills progression analysis.DESIGN, SETTING AND PARTICIPANTS: This double-group cohort retrospective study included 20 delegates from non-UK countries and 76 trainees from UK who attended the USBC in 2017 and 2018. Trainees undertook pre- and post-course MCQs, pre-course operative experience questionnaires and a 12-month post-course survey on the usefulness of the skills acquired.OUTCOME MEASUREMENTS AND STATISTICAL ANALYSIS: Differences in mean MCQ scores between UK and non-UK delegates at baseline and after the course were assessed by the independent T-test. Each core urology procedural skill was evaluated by an expert and graded according to a Likert scale (1-5). The Kruskal-Wallis test was used to assess the differences in the scores between both groups on endourological techniques. A Likert scale (1-5) was used to grade the participants' answers to the post-course 12-month survey.RESULTS AND LIMITATIONS: Trainees from UK scored significantly higher in the pre-course MCQ assessment, however after completion of the boot camp, no significant difference was noted. There were no differences between the groups at e-BLUS completion times, and both groups significantly improved their results. A 12-month post-course survey on the utility of training during the boot camp and qualitative evaluation of the course by overseas delegates was very positive.CONCLUSIONS: The USBC is a valuable learning experience that leads to improvement of technical and soft skills of UK and non-UK trainees alike.

The article focuses on the issues of physical training (PT) for senior schoolchildren in future, the cadets of Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine. The purpose of the article is to substantiate the feasibility of using the system of exercises «Fitness Boot Camp» to motivate senior schoolchildren to PT classes. It is noted that today, there is an extremely low general physical training of senior schoolchildren, future cadets. That is why, in order to involve senior schoolchildren into PT classes in modern life, it is necessary to choose such types of health and physical activity, to be effective not only for health, but also attractive from the emotional side. The program “Fitness Boot Camp” is built on the principles of American recruits training and includes a mix of sit-ups, push-ups, Burpee and other «sweets» of Army life. The main purpose of «Fitness Boot Camp» is to force a person to exceed their physical capabilities, to "jump above the head". The mentor in «Fitness Boot Camp» gives not commands, but orders, and often even in a raised voice. In a pilot program for schoolchildren «Fitness Boot Camp» in Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine include: combat training; basics of topography; basics of tactics; handling of weapons; special physical training. During such training sessions, much attention is paid to physical exercises of strength and aerobic orientation, especially working and strengthening the muscles of the arms, legs and back. The program «Fitness Boot Camp» for future police officers can be considered as a rational way to improve the physical qualities of senior schoolchildren, the opportunity to join the training program of cadets and demonstrate the benefits of this profession.

Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the English proficiency and work readiness skills of university graduates on internship in 2019 left a lot to be desired, which was an impediment to the completion of the internship and to the development of their professional skills. To enhance these graduates’ communication and work readiness skills, the Rwandan Government, through RDB, sent them to a one and half-month employability boot camp at the University of Rwanda. Therefore, this study aimed at investigating factors that hindered these interns’ development of English proficiency and at exploring whether the course helped improve their skills in this language. For the sake of validity and reliability, both qualitative and quantitative research paradigms were applied to collect and analyse the research data. Themes emerging from classroom observations and interviews were analysed inductively and figures used to interpret the trainees’ results in the entry and exit English proficiency tests. Research findings revealed that unfavorable linguistic environment, teachers limited English proficiency, and regular shifts in the medium of instruction were major impediments to the trainees' improvement of English proficiency. Findings also disclosed that the training had helped the majority of participants boost the four language macro modalities, but that more time was required for slow learners. In agreement with the findings, some recommendations were made on how to effectively support Rwandan students’ learning of English.

Introduction: During internship students acquire basic clinical skills and hands on clinical experience. Although the interns are supposed to learn these clinical skills under supervision, this is not always possible. Even though the Medical Council of India, in its VISION 2015 Document has emphasised on “Early Clinical Exposure” and clinical training from first year, medical education in India remains highly oriented towards theoretical learning. Theoretical learning of clinical skills and procedures is not sufficient to handle the various clinical scenarios that the interns face everyday. Materials and Methods: A 3 day ‘Skills Boot Camp’ was conducted in the Department of Medicine. The boot camp included skills from (and related to) the speciality of General Medicine. A total of 13 students who entered General Medicine for the first internship posting participated in the boot camp. Results: All 13 participants showed an increase in their knowledge and confidence levels in the targeted skills. All faculty members agreed that after attending the skills boot camp the interns were able to perform their duties efficiently, displayed improved communication skills and were better prepared in dealing with difficult patients and angry relatives. Conclusion: A skills boot camp which targets basic communication and clinical skills was well received by the interns and faculty alike. Both the interns and the faculty agreed that the skills boot camp should be incorporated as a permanent feature of internship and reported high overall satisfaction levels with the camp. Keywords : Internship and residency, Curriculum, Clinical competence, Physician-patient relations.

Background:Factors that facilitate transfer of training in paediatric echocardiography remain poorly understood. This study assessed whether high-variation training facilitated successful transfer in paediatric echocardiography.Methods:A mixed-methods study of transfer of technical and interpretive skill application amongst postgraduate trainees. Trainees were randomised to a low or high-variation training group. After a period of 8 weeks intensive echocardiography training, we video-recorded how trainees completed an echocardiogram in a complex cardiac lesion not previously encountered. Blinded quantitative analysis and scoring of trainee performance (echocardiogram performance, report, and technical proficiency) were performed using a validated assessment tool by a blinded cardiologist and senior cardiac physiologist. Qualitative interviews of the trainees were recorded to ascertain trainee experiences during the training and transfer process.Results:Sixteen trainees were enrolled in the study. For the cumulative score for all three components tested (echocardiogram performance, report, and technical proficiency), χ2 = 8.223, p = .016, which showed the high-variation group outperformed the low-variation group. Two common themes which assisted in the transfer emerged from interviews are as follows: (1) use of strategies described in variation theory to describe abnormal hearts, (2) the use of formative live feedback from trainers during hands-on training.Conclusion:Training strategies exposing trainees to high-variation training may aid transfer of paediatric echocardiography skills.

Objectives: Undergraduate exposure to urology is limited and junior doctors often feel underprepared for managing urological problems. We therefore established a one-day urology teaching course which covered the entire British Association of Urological Surgeons curriculum. Methods: Graduates of a teaching hospital undertook a survey regarding their practical skills and knowledge in urology ( n=20), with responses compared to a sample of students who attended the boot camp ( n=24). Results: Forty per cent of graduates thought they knew most of the curriculum and 0% knew the entire curriculum, increasing to 79.4% and 8.3%, respectively, in the post-boot camp cohort. Forty per cent felt ‘mostly prepared’ for final examinations, increasing to 70.8%; 35% rated their knowledge as ‘good’, increasing to 50%, with a further 12.5% feeling it was ‘excellent’; 0% were ‘very confident’ in examination skills, increasing to 20.8%. One hundred per cent of students thought the boot camp helped in preparation for medical finals, 70.8% felt it better prepared them for foundation training. All course candidates thought the course increased their knowledge and skills in urology. Conclusion: This urology boot camp improves medical students’ skills and knowledge. This course would benefit medical students nationally, providing comprehensive, standardised training in urology and preparing students for final examinations and foundation years. Level of evidence: Not applicable.

We previously showed that dual‐task cost (DTC) on gait speed in people with Parkinson's disease (PD) improved after 6 weeks of the Agility Boot Camp with Cognitive Challenge (ABC‐C) exercise program. Since deficits in dual‐task gait speed are associated with freezing of gait and gray matter atrophy, here we performed preplanned secondary analyses to answer two questions: (a) Do people with PD who are freezers present similar improvements compared to nonfreezers in DTC on gait speed with ABC‐C? (b) Can cortical thickness at baseline predict responsiveness to the ABC‐C? The DTC from 39 freezers and 43 nonfreezers who completed 6 weeks of ABC‐C were analyzed. A subset of 51 participants (21 freezers and 30 nonfreezers) with high quality imaging data were used to characterize relationships between baseline cortical thickness and delta (Δ) DTC on gait speed following ABC‐C. Freezers showed larger ΔDTC on gait speed than nonfreezers with ABC‐C program (p

Objectives To develop a suprapubic catheter (SPC) training model as no specific realistic training model exists to replicate SPC exchange where a catheter tract is present. Materials and methods We describe a novel, anatomically realistic, animal simulator model for use in SPC training, which was trialed at a national urology simulation boot camp by new urology trainees and validated by expert urologists. A scale reproduction of an abdominal wall was created using a porcine abdominal wall. A segment of small bowel was stitched around a size 16F Foley catheter to form a tract. Abdominal wall tissue was excised cylindrically to create an opening, and the small bowel tract was passed through the abdominal wall and sutured anteriorly, producing a realistic SPC tract: inferiorly, the tract was anastomosed to a porcine urinary bladder. This model was evaluated by 10 expert urologists for content validity with an 8-item 5-point rating scale used to evaluate domains relevant to the simulator. Results The domains were scored between 1 and 5 by 10 expert urologists, 1 being «strongly disagree» and 5 being «strongly agree». The average expert ratings of the domains were then calculated and tabulated following the training course. There was an average global rating of 4.2/5 for the model, with an average usefulness for training score of 4.6/5. Conclusion The feedback from experts and trainees (informal) was overwhelmingly positive. On average, our experts reported high satisfaction with their experience using this simulator as a training tool.

Many medical schools offer M4 boot camps to improve students' preparedness for surgical residencies. For three consecutive years, we investigated the impact of medical school boot camps on intern knot-tying and suturing skills when measured at the start of residency.Forty-two interns completed questionnaires regarding their boot camp experiences. Their performance on knot-tying and suturing exercises was scored by three surgeons blinded to the questionnaire results. A comparison of these scores of interns with or without boot camp experiences was performed and statistical analysis applied.26 of 42 (62%) interns reported boot camp training. There were no differences in scores between interns with or without a M4 boot camp experience for suturing [9.6(4.6) vs 9.8(4.1), p 0.908], knot-tying [9.1(3.6) vs 8.4(4.1), p = 0.574], overall performance [2.0(0.6) vs 1.9(0.7), p = 0.424], and quality [2.0(0.6) vs 1.9(0.7), p = 0.665]) (mean(SD)).We could not demonstrate a statistically significant benefit in knot-tying and suturing skills of students who enrolled in M4 boot camp courses as measured at the start of surgical residency.

Traditional Halstead teaching, which is time- and opportunity-dependent, has often been replaced by ‘boot’ camps which involve expensive modules and are usually a grand one-time event. This does not suit the complex teaching and learning needs of low- and middle-income countries (LMICs). We studied the impact of a needs-driven surgical training course implemented instead. The course was taken by 17 first-year residents of surgery, and included a pre-course knowledge assessment test, pre-test skills assessment, as well as post-test assessment and feedback impressions. Mean post-test scores improved significantly ( P

The emergence of COVID-19 as a viral pandemic in early 2020 resulted in notable changes to the daily practice, workflow, and education of orthopaedic residencies internationally. In particular, social distancing, residency restructuring, and redeployment to other services has increased heterogeneity in schedules and made the in-person gathering of trainees for education increasingly challenging. These changes may last until 2024 based on some mathematical models, resulting in notable disruptions to orthopaedic education, especially for junior residents. Therefore, in this study, we describe how we converted our in-person PGY-1 skills course into a "virtual" boot camp based on validated training modules and existing American Board of Orthopaedic Surgeons guidelines. Lessons learned from the experience and potential areas for improvement in the use of newer technology to teach cognitive knowledge and skills modules are highlighted with the hope that this can be useful to other orthopaedic residency programs, during the pandemic and also beyond.

PurposeThe purpose of this paper is to study the use of writing boot camp cycles with differentiated facilitation in promoting a research culture within an academic setting by investigating its effectiveness and challenges amongst early career researchers.Design/methodology/approachThis research takes a case study approach within a teaching-focussed private institution moving towards teaching and research. A mixed-method approach captured insights of academics' feelings and perceptions at different stages of the boot camps. Participants set their writing objectives prior to the programme. The initial writing boot camp was followed by a post-programme survey. Two months later, a focus group was conducted and the outcomes were used to refine the subsequent boot camp session.FindingsThe findings confirmed that writing boot camps are beneficial in enabling staff members to progress in their writing and in building a research culture. The study further highlighted some of the associated challenges.Research limitations/implicationsThis study used only the largest private institution in the country as a case.Practical implicationsThis paper highlights some of the key considerations and challenges for practitioners who wish to run effective writing boot camps, e.g. environment, facilitation, debriefing, frequency and duration.Originality/valueThis study introduces the concept of “Writing Boot Camp Cycles” coupled with “Differentiated Facilitation” to enhance the output of writing boot camps while at the same time promoting a research culture.

BACKGROUND: A “boot camp” or senior preparatory course can help to bridge the gap between knowledge and skills attained in required clerkships and residency expectations. An under-researched area is in interventions across specialties and with student confidence as the outcome. OBJECTIVE: A multi-specialty school-wide boot camp for 4th year medical students was evaluated with a curriculum that focused on specialty milestones and entrustable professional activities and the importance of student confidence as an outcome. METHODS: A school-wide “boot camp” was developed to help 4th year students become ready for their matched specialty. Faculty resources were pooled to teach students from multiple specialties’ common milestone topics. Surveys were collected from 3 academic years (2014–2015 to 2016–2017): pre-boot camp (Pre), immediately post-boot camp (Post 1), and 3 months after starting residency (Post 2). Dependent t-tests were employed to determine pre-post differences. RESULTS: Over the 3-year study period, 185 students participated in boot camp, 162 (87.6%) completed the first 2 surveys, and 75 (40.5%) students provided data at all 3 points in time. With more robust findings between Pre and Post 1, students improved their confidence level in communicating with families and most specialty skills, and students felt more prepared to be an intern as a result of the boot camp. CONCLUSIONS: The robust increase in student confidence suggested that a multi-specialty, school-wide approach to a capstone curriculum should be considered by medical schools, which will not only benefit students but faculty as well. Future research should examine student competence in achieving specialty skills.

This course was designed to characterize the impact of a curriculum for training family medicine physicians in advanced airway techniques with respect to intubation performance and learner confidence.A training course was introduced into the curriculum in a single-group pretest-posttest model at a community family medicine residency program. Training consisted of a didactic teaching session on airway management and hands-on skill session with direct laryngoscopy (DL) and video-assisted laryngoscopy (VAL) on normal and difficult airway simulators. Participants were scored with the Intubation Difficulty Scale and completed surveys before and after the training.Twenty-eight residents of all levels participated. The mean time to successful intubation was significantly decreased after training from 51.96 to 23.71 seconds for DL and from 27.89 to 17.07 seconds for VAL. Participant scores with the Intubation Difficulty Scale were also significantly improved for DL and VAL. All participants rated their comfort levels with both techniques as high following training.Advanced airway management is a critical skill for any physician involved in caring for critically ill patients, though few trainees receive formal training. Addition of an airway training course with simulation and hands-on experience can improve trainee proficiency and comfort with advanced airway techniques.Training on airway management should be included in the curriculum for trainees who require the requisite skills and knowledge necessary for advanced airway interventions. This introductory project demonstrates the efficacy and feasibility of a relatively brief training as part of a family medicine residency curriculum.

Fortune Magazine (2019) recently touted technology as reshaping the future, resulting in the hybridization of more than 250 occupations. Within the accounting profession, Robert Half (2018) emphasizes the need for business and accounting acumen coupled with technology expertise, communication skills, leadership abilities, customer service orientation, and preparation for specialized (hybrid) roles epitomized by the integration of dual expertise (e.g., information technology and auditing). Such a change provides accounting educators the opportunity to create new programs aimed both at developing students and at upskilling existing workers for dynamic careers by offering certification boot camps that will give participants a competitive edge in the hybridization of the accounting profession. In this paper, we propose the integration of a Certified Information Systems Auditor (CISA) designation boot camp into accounting program offerings and report the results of a semester-long case study introducing the CISA designation to undergraduate students. We discuss boot camp best practices and the boot camp implementation process, and we offer recommendations for accounting programs that utilize boot camps as part of a strategy to address lifelong learning programs for developing hybridized skills within the accounting profession.

Dementia prevalence is increasing exponentially and has a profound effect on individuals diagnosed as well as their family caregivers. Dementia care should be patient focused, not task or medically oriented. Patient-centered dementia care requires more staff time, is complex, and, as a result, financially threatens the healthcare system. Therefore, professionals must be prepared to meet the needs of this growing population. The aims of this mixed methods study were to examine the effect of a 16-h interprofessional program on healthcare students' dementia knowledge, attitudes toward people with dementia, confidence for dementia care and empathy, and to understand the relationships among the listed variables. Nursing, occupational therapy assistant, pharmacy, and psychology students participated in a 16-h team-based learning Dementia Care Bootcamp. Students reported significant improvements in dementia attitudes and knowledge, confidence for dementia care and empathy immediately after Bootcamp and 3 months later. Significant relationships among listed variables were noted. Qualitative data complemented the quantitative findings. In addition, the concept of

The novice anaesthesiology trainee must rapidly assimilate the cognitive, technical and non-technical skills necessary to competently respond to critical events in their new role. Providing trainees with the safe and controlled environment of high-fidelity patient simulation is one method to compensate for gaps in trainee experience, offering the potential for effective training. An anaesthesiology boot camp was set up to increase the knowledge, clinical, technical and non-technical competencies of the novice trainee, creating a framework for their future learning and practice. Anaesthetic nurses also attended to incorporated teamwork and collaboration into the boot camp. Seven novice anaesthesiology trainees and 3 anaesthetic nurses attended 3 4-h boot camp sessions. The boot camp consisted of the following: (1) interactive didactic lectures; (2) task-trainer technical skills teaching; and, (3) high-fidelity simulations. Pre- and post-course evaluation forms including a multiple-choice-questions (MCQ) assessing knowledge were completed. Nine participants fully completed the boot camp. There was a significant increase in post-MCQ score (p = 0.001). Feedback from participants included “well organised”, “helpful” and “structured approach” with all participants agreeing or strongly agreeing that it was relevant training for their practice. We have created the first Irish anaesthesiology boot camp, demonstrating the important role that simulation has in enhancing medical education. Our results showed both knowledge attainment and participant satisfaction in this method of learning. Anaesthesiology boot camps are the ideal method to provide novice trainees with a framework for their initial introduction into anaesthesia.

Communities are dealing with persistent health problems, despite the enormous investment in health research, service delivery, and program development to address those health concerns. While there may be an evidence base for addressing some community health concerns, too often there is incomplete or no medical evidence for addressing many concerns. The High Plains Research Network and Colorado Research Network have used an appreciative inquiry approach to their work for several years, identifying positive aspects of care and developing programs to replicate what is working. Based on five years of informal appreciative-inquiry research and five formal appreciative inquiry projects, we have developed a standard process and method for conducting appreciative-inquiry guided Boot Camp Translations. The purpose of this methodology manuscript is to describe the general approach of using appreciative inquiry as a research tool and the standard process for conducting appreciative inquiry as a patient engagement tool to identify local evidence and develop local solutions.

Aims Unity of effort is an important component of strategic leadership and management theory associated with Core Surgical Training (CST) outcome. The aim was to determine the impact of team diversity on task completion: a creative design challenge, during CST Boot camp. Methods Attendees (n = 44) at a single Statutory Education Body’s CST Boot camp were stratified into teams related to specialty theme, and set a design challenge as described by Peter Skillman, to build the tallest free-standing tower out of spaghetti (20 pieces), tape (1 m), and string (1 m), with a marshmallow on top in 18 minutes. Primary outcome measure was tower height. Results Five teams (50%) completed the task with the tallest tower measuring 70cm (median 51, range 0-70). Median satisfaction with the simulation exercise was 4 (2-5) on a scale of zero to five, with five corresponding with highest satisfaction. Successful task completion was associated with team surgical specialty (p = 0.032), ethnicity ratio (p = 0.010,), and gender ratio (p = 0.003), respectively. On multivariable analysis, only team gender ratio was independently associated with tower height (HR 0.515, 95% CI 0.350 - 0.759, p = 0.001). Conclusion Modern leadership theory emphasises the important dynamic relationship between individual team members, the team, and task completion. General surgery themed teams with a gender mix were most successful in completing the design challenge; whether relative simulation performance predicts strategic organisational skill and career progression will be the next question.

COVID-19 restrictions have cursed and canceled most academic training events. Because of fears related to social distancing, centres normally housing >100 delegates now accommodate only 12. Aim To assess the feasibility of a multidisciplinary Core Surgical Trainee (CST) Boot camp training event at a UK field hospital. Method All CST1s within a single UK Statutory Education Body were invited to participate in a three-day Boot camp at the Dragon’s Heart Hospital, Millennium Stadium, Cardiff, consisting of simulated, Operative and Non-Operative Technical Skills for Surgeons (NOTSS). Primary outcome measures were; satisfaction and perceived competence using Likert scale (1-5). Results Attendees numbered 44 (median age 29 yr. 21 female, 23 male). Median satisfaction scores by domain were: Overall course satisfaction 4 (range 2-5), simulation skills 5 (3-5), lecture-based learning 4 (2-5), academic skills 4 (2-5), and NOTSS 5 (1-5). Levels of perceived confidence in performing simulated index procedures improved markedly (before median 2 (1-5) vs. after 4 (2-5), (p Conclusion COVID’s curse can be broken by creativity, enthusiasm, and engagement of translational multidisciplinary team leadership.

Due to the COVID-19 pandemic, course activities pivoted to online learning in 2020. This necessitated a redesign of Systems Design Engineering’s Design Days from a two-day in-person event at the start of term to three shorter online sessions throughout term to prepare and support students during their first term atuniversity. These sessions featured new activities including, an arcade game developed using block coding;a Rube Goldberg virtual ball toss; and the design of a Wi-Fi access point reflector. All activities were designed using principles of effective online learning including, social presence, familiarization with online learning technology, and engaging activities. The online Design Days (Re)Boot Camp ran successfully during Fall 2020, supporting most intended learning outcomes and achieving high initial participation. Continual improvement will focus on sustaining participation, strengthening connections to design and technical concepts, and retaining strong elements upon the return to in-person learning.

Interprofessional education of health care professionals caring for older adults is critical to address the unique needs of geriatric patients. An interprofessional education program - the Geriatric Care Boot Camp Series ("Series") - was designed for health care professionals to fill this education gap. The program consisted of three half-day, intensive boot camps conducted over a one-year period. A total of 112 learners participated; more than half were nurses. Data analysis revealed statistically significant increases following each boot camp in attendees' reported knowledge about caring for older adults; statistically significant increases in comfort caring for older adults were also seen among participants in two boot camps. Attendees found the interprofessional nature of the program beneficial and said they would attend a similar program again. The Series is easily replicable, appealing to the target audience, and fulfills the need to better educate health care professionals on caring for older adults.

Background For surgery residents, opportunities to systematically learn about surgical equipment are limited. Our facility holds a simulation-based boot camp for incoming, first-year general surgery residents. The aim of this study was to assess the effectiveness of this boot camp at increasing resident confidence and improving technical skills. Methods Boot camp for incoming surgery residents is held annually and provides hands-on simulation relating to endoscopy, laparoscopy, bronchoscopy, and abdominal access. Before the boot camp, participants completed a pretest, which includes self-confidence, experience, and a skills-assessment. Identical assessments of self-confidence and skills were completed after the boot camp as a posttest. Data was accrued from 2016 to 2018. Results A total of 26, first-year, general surgery residents participated in the boot camp. Most participants had never used an endoscopic simulator (61.5%), handled a colonoscope (57.7%), a gastroscope (80.8%), or gained operative access to the abdomen (76.9%). The assessments of self-confidence and skills demonstrated a mean increase in all 4 topics. All differentials demonstrated statistical significance (P Conclusion A 1-day, simulation-based boot camp for incoming surgery residents with a focus on endoscopy, laparoscopy, and abdominal access increases resident confidence as well as several basic aspects of technical skill.

Background Urological training has dramatically changed in recent years. Training durations are shorter and a drive toward consultant led care has reduced trainees experience. Within the UK, approximately 50 registrars annually embark on a 5-year Urology training programme, with variable levels of basic urological experience. Objective To describe a simulation programme aimed at delivering the knowledge and skills necessary to safely and effectively start working as a registrar in Urology by intensive training with a 1:1 faculty to delegate ratio. Design, Setting, and Participants Our course content mirrors the UK training syllabus for junior Urology registrars. We delivered 8 modules over a 4-day programme with a fifth day of assessments. Delegates level of urological knowledge, operative competency and confidence pre-, immediately post-training and at 3-months postcourse were assessed. Objective delegate and faculty feedback was also collected. Technical skills modules include; inguinoscrotal surgery, ureteroscopy, transurethral resection, urodynamics, and Botox administration as well as basic reconstructive and laparoscopic operative skills. “Nontechnical” skills included simulated ward round, out-patient, and emergency scenarios. Results Feedback from delegates and faculty members has been overwhelmingly positive. We have used this feedback to tailor the content of the course for following years. An increased knowledge level (based on mean examination scores [precourse 55.5%, postcourse 70.1%]) and operative competency was observed in all skills assessed (transurethral resection of the prostate, transurethral resection of bladder tumor, Ureteroscopy, laparoscopic skills, and instrument assembly). Operative confidence was increased immediately and at 3-months postcourse. Conclusions Our “boot camp” course provides a realistic introduction and foundation to begin Urological practice. Being delivered at the beginning of the training scheme, prior to intensive patient exposure, registrars are in an optimum position to develop their newly acquired knowledge and skills to enhance training and intends to improve patient safety and satisfaction.

This study examined the relationship of adolescent spirituality and mental health to recidivism in a sample of incarcerated adolescent males. Mental health has been strongly linked to adolescent problematic behavior, including delinquency and subsequent recidivism. Adolescent spirituality however, has not been explored to the same degree as mental health. There is little understanding for example, as to whether spirituality may act as a protective factor in regard to adolescent recidivism; particularly in the presence of other important factors. Both multidimensional measures and a longitudinal design were employed to explore spirituality and mental health during participation in, and after discharge from, a boot camp. Results support the likely importance of adolescent spirituality as a protective factor in regard to recidivism.

Background Simulation is widely used in graduate medical education. A prior survey showed that 80% of Neonatal-Perinatal Medicine (NPM) fellowship programs in the U.S. use simulation. There are multiple ways to provide simulation-based education. One such method is through intensive simulation-based education sessions held at the beginning of a training program, common called 'boot camps'. The aim of this study was to describe the use of simulation-based boot camps in NPM fellowship programs. Methods Survey study of Accreditation Council for Graduate Medical Education (ACGME) accredited NPM fellowships in the U.S. Results Fifty-nine of 98 programs (60%) responded. Thirty six (61%) participated in 1st year fellow boot camps, which focused on procedural skills and newborn resuscitation. Nearly half of programs participated in regional boot camps. Most boot camps were one or two days long. Eleven programs (19%) held 2nd or 3rd year fellow boot camps, which focused on advanced resuscitation and communication. Barriers included lack of faculty protected time (57%), funding (39%), and lack of faculty experience (31%). Conclusions A majority of ACGME accredited NPM fellowships participate in 1st year fellows' boot camps. Many participate in regional boot camps. A few programs have 2nd or 3rd year fellow boot camps. Lack of time, funding, and faculty experience were common barriers.

Boot camps seek to impart knowledge and skills for individuals entering new roles. We sought to evaluate knowledge, skills, and confidence of in-coming pediatric surgery trainees with a 2.5-day pediatric surgery boot camp.A curriculum included key aspects of pediatric surgery delivered during interactive lectures, small group discussions, and simulation. With REB approval, participant demographics were collected. Pre- and posttests assessed knowledge and trainee confidence. Comparative statistics and multivariate analysis of variance (MANOVA) were performed.Between 2017 and 2018, 16 individuals from North American pediatric surgery training programs participated in two boot camps. Ten had North American general surgery training, and eleven had no pediatric surgery exposure ≥1 year prior. All participants expressed increased confidence with course material after boot camp [F(18,11) = 3.137;p 0.05]. Performance improved significantly (pre- vs. posttests, 47.0% vs. 62.4%; p 0.05). MANOVA between faculty and trainees demonstrated agreement on the value of individual sessions [F(15,3) = 0.642;p = 0.76]. Neonatal bowel obstruction, gastrostomy tube complications, esophageal atresia, pain management, and informed consent were rated most useful.Trainees and teaching faculty considered the boot camp valuable. Trainees demonstrated significant improvements in core knowledge and confidence. The initial pediatric surgery boot camp experience shows promise in facilitating the transition to discipline for new trainees.Prospective treatment study.IV.

Objectives: Current Accreditation Council for Graduate Medical Education (ACGME) requirements allow PGY-1 otolaryngology-head and neck surgery (ORL-HNS) residents to spend 6 months on service, prompting reconsideration of educational best practices for the first-year resident experience. The aim of this study was to determine feasibility and value of a 1-month PGY-1 otolaryngology clinical skills rotation integrated with anesthesiology to complement clinical ORL-HNS rotations. Methods: Our institution developed a 1-month rotation focusing on procedural simulation and airway management as a collaborative effort between ORL-HNS and anesthesiology. Logistics of curriculum design and implementation in the first 2 years are described. Learner outcome measures include pre- and postintervention Likert scale measures of knowledge and confidence. Statistical assessment of curriculum efficacy includes Wilcoxon sign rank test and effect size (Cohen’s d). Results: The described rotation was successfully implemented for 8 entering PGY-1 residents in the 2016-2017 and 2017-1018 academic years. Learners reported significant improvement in knowledge and confidence (5-point Likert scale, all P < .0001) in each of the following grouped domains following the intervention: anesthesia skills (pre 2.79, post 4.02), anesthesia knowledge (pre 2.31, post 3.50), anesthesia overall preparedness (pre 2.75, post 4.04), otolaryngology skills (pre 2.90, post 4.19), otolaryngology scenarios (pre 2.80, post 4.00), and otolaryngology overall preparedness (pre 2.38, post 3.75). Very large effect sizes (Cohen’s d, range = 1.6-2.9) were observed. Conclusion: Changing rotation structure in ORL-HNS training programs provides an opportunity to develop novel rotations with high educational impact. Early outcome data suggest that the described clinical skills rotation is practically feasible and was perceived to have measurable value as part of the PGY-1 curriculum.

Objective Boot camps are being developed and implemented by a growing number of medical schools to facilitate medical students’ transition to internship. However, there is limited conceptual understanding of how this facilitation occurs. Methods We developed and piloted a 1-week pediatric boot camp in 2015, then significantly revised and evaluated the program in 2016-2017 using a conceptual framework of self-efficacy. Consistent with this framework, the revised boot camp focuses on enhancing practical skills that can ease medical students’ transition to internship. Observations and course evaluations informed process evaluation, whereas learner assessments immediately after and at 6 months after the boot camp informed outcomes evaluation in terms of both perceived self-efficacy and confidence. Results Medical students valued sessions that were “hands on,” and program improvements were made to include a variety of interactive curricular activities. Data from course evaluations provided evidence of increased perceived self-efficacy. Learner assessment showed a medium to large effect size for confidence in nearly all specific skills that were queried and a positive, albeit attenuated, effect on perceived self-efficacy at 6 months. Conclusions Program evaluation of a pediatric boot camp informed by a conceptual framework of self-efficacy shed light on how it might facilitate medical students’ transition to internship. A similar conceptual framework may be useful for other trainee preparatory courses.

Background Pre-internship boot camps have become popular platforms to rapidly teach skills to surgical interns. This study aimed to analyze psychomotor skill retention four months after completing a boot camp program. Methods Surgical interns (n = 20) took a baseline pre-test and then trained to proficiency (based on time and errors) for 5 knot tying, 4 simple suturing, and 2 running suturing tasks during a three-day boot camp. Three months later, all interns took a retention test. Results Proficiency scores significantly improved on all task types from pre-test to post test and significantly regressed on all task types from post-test to retention test. Normalized scores decreased as the tasks became more complex (knot tying = 93.5, simple suturing = 89.1, running suturing = 85.2, p = 0.05). Conclusions Boot camp style training can rapidly teach fundamental surgical skills to novices; however, skills regress significantly over time with a greater degree of regression seen on more complex skills.

The feasibility, safety, and efficacy of a high-intensity multimodal exercise program (aerobic, strengthening, and balance training) have not been well vetted in persons with Parkinson disease (PD). Thus, the primary aim was to determine whether a high-intensity multimodal exercise boot camp (HIBC) was both feasible and safe in persons with PD. The secondary aim was to determine whether the program would produce greater benefit than a usual care, low-intensity exercise program (UC). An exploratory aim was to determine whether these programs affected putative disease-modifying mechanisms.Twenty-seven participants (19 men and 8 women) were randomized into 8 weeks of either the HIBC or UC supervised by physical therapists. For feasibility, participation, and meeting, Centers for Disease Control and Prevention (CDC) exercise guidelines were assessed. For safety, adverse events were monitored. For efficacy, the following outcome domains were assessed before and after participation: balance, motor activity, endurance and fatigue, strength, mental health, and quality of life. For disease-modifying mechanisms, circulating brain-derived neurotrophic factor (BDNF) and its genotype, superoxide dismutase, and cytokines (tumor necrosis factor-α, interleukin-6, and interleukin-10) were monitored.The HIBC was better at attaining CDC guidelines (P = 0.013) and spent more minutes in higher-intensity exercise per week (P0.001). There were no differences in adverse events (P = 0.419). The HIBC experienced significant improvements in 7/31 outcomes versus 3/31 in the UC arm. BDNF improved significantly for both groups from pre- to posttests (Ps ≤ 0.041) and an improved anti-inflammatory was observed for both groups.A high-intensity multimodal exercise boot camp was feasible and safe in persons with PD. Compared with usual care, there were no differences in adverse events. Moreover, the high-intensity multimodal exercise program produced more improvement across more domains than usual care. Our results also suggest a possible link between improvement in outcomes and an improved anti-inflammatory milieu.Video Abstract available for more insights from the authors (see Video, Supplemental Digital Content 1, available at: http://links.lww.com/JNPT/A244).

Introduction Pending changes regarding the medical curricula in Germany prompted us, members of the Department of Anatomy at the Medical Faculty of Saarland University, to critically evaluate anatomy teaching with special attention to macroscopic anatomy and the dissection class. Aiming at a thorough assessment we were particularly interested to which extend an optional peer-led tutorial (“anatomy boot camp”), which had preceded the dissection class, impacted the outcome in a series of oral exams of those who had participated. Methods We evaluated a student cohort of 307 students in the fall/winter semester 2015/16 at Saarland University, including those enrolled in medicine and dentistry, by implementing a series of questionnaires specifically designed for five mandatory oral exams during the course of the dissection class. The questionnaires contained different exam-relevant questions as well as several demographic items. The evaluation was complemented by interviews with students and examiners. Results Participants of the anatomy boot camp generally performed better in all exams and in three of them statistically significant. Items such as gender, age, and previous experiences in the health care professions contributed marginally – if at all – to the overall students’ performance. Intriguingly, most students welcomed the idea of implementing questionnaire-based oral exams to balance out the different experience level of the respective examiner. Conclusion Our study showed that a comparable minimal timely investment on the part of the students to choose to participate in an optional anatomy boot camp was positively correlated with students’ performance.

Background: The safe transition of children with complex medical conditions who are dependent on technology from hospital to home requires that caregivers receive specialized training from qualified health care professionals. Inadequate caregiver training can lead to discharge delays and hospital readmissions, often resulting in caregiver distress. Objective: To determine the effectiveness of a structured boot camp–style predischarge training program for caregivers of pediatric patients with complex medical conditions. Methods: We conducted a quasi-experimental interventional study to compare outcomes before and after implementation of the training program, which involved 34 caregivers. Pre–boot camp data were collected retrospectively from the medical records of 34 control patients. Results: After program implementation, statistically significant decreases were found in mean unit length of stay (92 vs 60 days; P = .02), mean discharge training days (60 vs 16 days; P < .001), and median total parental stress score, expressed as a percentile (49 vs 45; P < .001). More than 90% of caregiver participants were very satisfied with the program. On the basis of minimal length of stay limits, cost savings were estimated at between $53 300 and $69 900 per patient. Conclusion: The results of this study indicate that the training program is a valuable tool to track and verify caregiver education, reduce hospital length of stay, increase caregiver satisfaction, decrease caregiver stress, and reduce medical costs.

Background: In primary care, general practitioners (GPs) and pharmacists are at the frontline to identify, classify and manage patients suffering from allergic rhinitis (AR). The Allergic Rhinitis and its impact on Asthma (ARIA) guidelines aid clinicians in disease management by providing evidence-based recommendations. A recently published ASEAN primary care survey demonstrated that the awareness of ARIA guidelines was high among GPs but notably lower in pharmacists. Hence, this study seeks to evaluate the effectiveness of a Boot Camp education initiative in bridging the unmet needs in pharmacist awareness and education.Methods: The boot camp was organised as a virtual event. The participants answered the same questionnaire before (pre-assessment) and immediately after (post-assessment) the boot camp session. Statistical analysis was performed on the data paired between the pre- and post- assessments using SPSS v. 25.0 software.Results: The boot camp survey results showed that second-generation oral antihistamines and allergen avoidance are the most preferred options for AR treatment in pharmacy practice, irrespective of the disease severity. In both pre- and post-assessments, efficacy was ranked as the most important factor considered for choosing an antihistamine and which affects patient adherence. With the boot camp initiative, there was a statistically significant increase in awareness about the patient profiling tool (from 31.6% to 88.2%) and ARIA guidelines (from 40.4% to 91.2%) among the pharmacists (p