Dataset Information

Programme of triple-I mediator education (TIME) to improve medical disputes in clinical settings in Taiwan: a Delphi study.

ABSTRACT:

Objectives

To establish a training programme to cultivate trainee mediation skills through time investment, skill incorporation and formation of in-house mediation services.

Design

A four-round consensus conference was conducted by a number of seasoned experts selected in the manner of purposive sampling to determine core competences and relevant curricula through the modified Delphi process.

Setting

Responses collected from enrolled experts through four rounds of the Delphi process from 11 November 2018 to 17 May 2019.

Participants

Onboard seasoned mediators with different specialties.

Outcome measures

Items with a median rating of 4 or more on a Likert scale of 1-7 points and 70% or more in agreement were identified as core competence and curricula.

Results

Eleven enrolled experts reached the consensus about the training syllabus based on the 4-round agreement with four pillars of core competence, including 'knowledge base of law', 'internalisation of the denotative and connotative meanings of care', 'effective, smooth and timely communication' and 'conflict resolution'. To grasp the dynamics and diversity of medical disputes on target, it is necessary to have sufficient knowledge and skills. We arrange our course in the order of teaching materials with pure didactics in the former two and with mixed contents comprising lectures and field exercises in the rest two.

Conclusions

The sample developed a syllabus to train apprentices to take intermediate responses to medical disputes through the skills of conflict resolution and establishment of effective communication to improve the relationship between patients/relatives and medical staff, as a result of eventually reducing the conversion rate from dispute into litigation or alternative pathway. Policy-makers in healthcare and top management in healthcare institutions can use this syllabus to guide their future education and training programme.

SUBMITTER: Shiao YC

PROVIDER: S-EPMC9422892 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Programme of triple-I mediator education (TIME) to improve medical disputes in clinical settings in Taiwan: a Delphi study.

Shiao Yi-Chih YC Shen Ruo-Nan RN Chen Wen-Wen WW Liu Yueh-Ping YP Shih Chung-Liang CL Wang Chih-Chia CC

BMJ open 20220826 8

<h4>Objectives</h4>To establish a training programme to cultivate trainee mediation skills through time investment, skill incorporation and formation of in-house mediation services.<h4>Design</h4>A four-round consensus conference was conducted by a number of seasoned experts selected in the manner of purposive sampling to determine core competences and relevant curricula through the modified Delphi process.<h4>Setting</h4>Responses collected from enrolled experts through four rounds of the Delph ...[more]

PMID: 36028268

Similar Datasets

Project description:BackgroundMediation is increasingly used for medical dispute resolution, and the particularity of such mediation necessitates specialized training. In response to the promotion of compulsory mediation ahead of a legislation in Taiwan, we invited experts with an interdisciplinary team to design a case-based mediator training workshop. Our study aimed to investigate the learning outcomes of trainees and analyze their perspectives.MethodsWe recruited 129 trainees of a non-probability convenience sample who served as mediators or have dealt with medical dispute-related cases to undergo 2.5 h of lectures (introduction; procedure; roles of two mediators; principles and techniques of mediation; dispute arrangement; and issue analysis) and 1.5 h of case-based exercises. An after-class survey was conducted using a 4-point Likert-type scale to evaluate trainees' viewpoints and learning outcomes. A total of 104 questionnaires were collected (response rate: 80.6%).ResultsThe professions of the participants were medical (56%), law (16%), and administration and others (28%). Males considered the course more helpful (3.79 vs. 3.63, p = 0.053) and more important (3.88 vs. 3.74, p = 0.042) than did females. Participants with a legal background scored the highest in helpfulness (3.84), followed by medical (3.74) and administrative (3.63) professionals. Medical and administrative professionals scored the highest (3.85) and lowest (3.76), respectively, on importance. Respondents with more than 10 years (3.81) and less than 1 year (3.79) of experience produced higher scores in helpfulness. Respondents with 1-5 years of experience (3.68) were found to be less likely to agree with the practical importance of course content compared with other groups of trainees. Administrative professionals obtained the highest scores (89.68) in written examinations.ConclusionsThere are variations in mediators' perspectives based on gender, occupation, and work experience. Our nationwide mediation training workshop can be utilized to cultivate capabilities of mediators for handling medical disputes to achieve the goal of non-litigation in medical disputes.

Project description:Gamification has gained popularity in medical education, but key elements have not been formally identified. This study aimed to generate and prioritize a list of key elements of gamification in medical education. This study utilized a two-stage approach, including the Delphi method and qualitative interview. Nineteen medical educators with expertise in gamification participated in the Delphi method stage. Experts who had more than three years of experience with gamification in medical education constituted the expert panel. The experts were then asked to rate the gamification elements using the Likert five-point scale through at least two consensus-seeking rounds. Consensus for key elements was predefined as ≥ 51% of respondents rating an element as 'important' or"very important." In the qualitative interview stage, 10 experts provided feedback on the application of these key gamification elements. Eighteen participants (11 males and 7 females) completed the entire Delphi process for this study. After two rounds of surveys, the consensus was reached on all elements. Thirteen elements scored more than 4 points (37%) and reached the criteria of key elements of gamification in medical education. The top five key elements were integration with instruction objectives, game rules, rapid feedback, fairness, and points/scoring. The thirteen key elements for successful gamification in medical education were further organized into two main categories: (1) gamification design principles and (2) game mechanisms. Integration with educational objectives, gamification in curriculum design and teaching methods, and balancing between the mechanisms and principles were the three key components for successful gamification. This study explored the gamification key elements, providing practical tips for medical educators in their efforts to gamify medical education. Future studies involving learners could be performed to examine the efficacy of these key elements in gamification.

Project description:BackgroundArtificial intelligence (AI) has affected our day-to-day in a great extent. Healthcare industry is one of the mainstream fields among those and produced a noticeable change in treatment and education. Medical students must comprehend well why AI technologies mediate and frame their decisions on medical issues. Formalizing of instruction on AI concepts can facilitate learners to grasp AI outcomes in association with their sensory perceptions and thinking in the dynamic and ambiguous reality of daily medical practice. The purpose of this study is to provide consensus on the competencies required by medical graduates to be ready for artificial intelligence technologies and possible applications in medicine and reporting the results.Materials and methodsA three-round e-Delphi survey was conducted between February 2020 and November 2020. The Delphi panel accorporated experts from different backgrounds; (i) healthcare professionals/ academicians; (ii) computer and data science professionals/ academics; (iii) law and ethics professionals/ academics; and (iv) medical students. Round 1 in the Delphi survey began with exploratory open-ended questions. Responses received in the first round evaluated and refined to a 27-item questionnaire which then sent to the experts to be rated using a 7-point Likert type scale (1: Strongly Disagree-7: Strongly Agree). Similar to the second round, the participants repeated their assessments in the third round by using the second-round analysis. The agreement level and strength of the consensus was decided based on third phase results. Median scores was used to calculate the agreement level and the interquartile range (IQR) was used for determining the strength of the consensus.ResultsAmong 128 invitees, a total of 94 agreed to become members of the expert panel. Of them 75 (79.8%) completed the Round 1 questionnaire, 69/75 (92.0%) completed the Round 2 and 60/69 (87.0%) responded to the Round 3. There was a strong agreement on the 23 items and weak agreement on the 4 items.ConclusionsThis study has provided a consensus list of the competencies required by the medical graduates to be ready for AI implications that would bring new perspectives to medical education curricula. The unique feature of the current research is providing a guiding role in integrating AI into curriculum processes, syllabus content and training of medical students.

Project description:BackgroundThyroid diseases, particularly thyroid cancer, are becoming increasingly prevalent, with surgery remaining one of the primary treatments. However, thyroidectomy may result in complications and medical disputes, but very little research has examined this subject in the Chinese context. The study aims to conduct a retrospective analysis of thyroid surgery-related medical disputes in China, offering insights into conflict resolution and risk avoidance in both legal and medical contexts.MethodsThis retrospective study analyzed thyroid surgery-related medical dispute cases that occurred from 2010 to 2022 via the China Judgments Online website (https://wenshu.court.gov.cn). Before being included in the analysis, each case in the database was examined and carefully read to ensure that it was a dispute event caused by complications from thyroid surgery. Data collected included patient demographics, disease and surgical details, and judicial outcomes. Statistical analysis was performed using GraphPad Prism 9 (GraphPad Software).ResultsWe identified 198 thyroid surgery disputes, with 74.2% of the patients being female and 58.6% being under 60 years old. Benign disease diagnoses accounted for 52.0% of cases, and traditional open surgery was predominant, occurring in 95.5% of the cases. An increased likelihood of complications and disputes was observed with more extensive surgeries. Tertiary hospitals were the defendants in 84.8% of these cases. The peak period of disputes was from 2011 to 2015, accounting for 51.0% of the total, with a notable concentration of cases in eastern China, accounting for 39.9%. The main causes of disputes were nerve damage (29.8%), parathyroid impairment (29.8%), and disagreements in resection scope (11.5%). Cases of hemorrhage led to the highest mean compensation amount [average Chinese Yuan (CNY) ¥680,000], followed by lymph fistula (CNY ¥524,000) and tracheoesophageal injury (CNY ¥466,000). In 66.7% of cases, the defendants were deemed equally or more responsible than plaintiffs. The average expected compensation was CNY ¥577,000, with the actual compensation being CNY ¥248,000, or 43.0% of the expected amount. Judgments were issued on average of 3.8 years after surgery, and only 10.6% were resolved within the same year and 21.2% after over 5 years, with the longest dispute lasting 45 years.ConclusionsMedical disputes related to thyroid surgery primarily arise from nerve and parathyroid damage, with significant discrepancies between the expected and awarded compensation amounts. Lengthy resolution times highlight the need for enhanced communication related to surgical risk and a more efficient medical dispute resolution process.

Project description:Studies have shown that there is a deficiency in focused oncology teaching during medical school in Canada. This study aimed to develop oncology education goals and objectives for medical students through consensus of oncology educators from across Canada.In 2014 we created a comprehensive list of oncology education objectives using existing resources. Experts in oncology education and undergraduate medical education from all 17 Canadian medical schools were invited to participate in a 3-round modified Delphi process. In round 1, the participants scored the objectives on a 9-point Likert scale according to the degree to which they agreed an objective should be taught to medical students. Objectives with a mean score of 7.0 or greater were retained, those with a mean score of 1.0-3.9 were excluded, and those with a mean score of 4.0-6.9 were discussed at a round 2 Web meeting. In round 3, the participants voted on inclusion and exclusion of the round 2 objectives.Thirty-four (92%) of the 37 invited oncology educators, representing 14 medical schools, participated in the study. They included oncologists, family physicians, members of undergraduate medical education curriculum committees and a psychologist. Of the 214 objectives reviewed in round 1, 146 received a mean score of 7.0 or greater, and 68 were scored 4.0-6.9; no objective received a mean score below 4.0. Nine new objectives were suggested. The main themes of participants' comments were to minimize the number of objectives and to aim objectives at the knowledge level required for family physicians. In round 2, the participants were able to combine 28 of the objectives with other existing objectives. In round 3, 7 of the 49 objectives received consensus of at least 75% for inclusion. The final Canadian Oncology Goals and Objectives for Medical Students contained 10 goals and 153 objectives.Through a systematic process, we created a comprehensive, consensus-based set of oncology goals and objectives to facilitate the design of undergraduate medical education curricula and improve oncology education for medical students.

Dataset Information

Programme of triple-I mediator education (TIME) to improve medical disputes in clinical settings in Taiwan: a Delphi study.

Objectives

Design

Setting

Participants

Outcome measures

Results

Conclusions

Publications

Programme of triple-I mediator education (TIME) to improve medical disputes in clinical settings in Taiwan: a Delphi study.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets