Browsing by Author "Donnon, Tyrone L."

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    A comparison of Canadian and Taiwanese physician ehtical reasoning using clinical vingettes
    (2008) Tsai, Tsuen-Chiuan; Harasym, Peter H.; Donnon, Tyrone L.
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    A construct validity study of clinical competence of physicians: a multitrait multimethod approach
    (2007) Baig, Lubna Ansari; Violato, Claudio; Donnon, Tyrone L.
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    Application of Classical Test Theory and Item Response Theory to Analyze Multiple Choice Questions
    (2014-10-07) Nasir, Mona; Lockyer, Jocelyn; Beran, Tara; Donnon, Tyrone L.
    Abstract Background Multiple choice questions are used worldwide for summative assessment in undergraduate medical education. Only a few studies have looked at their reliability using both classical test theory and item response theory. The main aim of this research was to use examination data from the summative multiple choice exams at the University of Calgary in order to assess the reliability of scores using and comparing two methods of analysis, i.e., classical test theory and item response theory, on items administered three times over a six year period. In addition, the temporal stability of the same items was also analyzed using both classical test theory and item response theory. Methods Three courses were chosen for the item analysis. Thirty items from each course over a period of three years were scrutinized for reliability by conducting an item analysis using SPSS and Xcalibre 4.2. Item difficulty and discrimination indices were calculated using both classical test and the 2 parameter logistic model of item response theory. Correlation coefficients were calculated for all three years to analyze the relationship between the two measurement methods and also the inter-year correlation for the three years using both classical test and item response theory. Cronbach’s Alpha was calculated to look at the reliability of the scores. Furthermore, item characteristic curves were generated using Xcalibre 4.2. Repeated measures analysis of variance was conducted for the item parameters of both classical test and item response theory and test characteristic curves generated year-wise for the multiple choice items for a 2 parameter logistic model which were then compared across the years to assess the stability of the multiple choice items over time. Results Difficulty was found to be adequate for half the items when classical test theory was applied and for two thirds of the items when item response theory was used. Discrimination was mostly fair to adequate with classical test theory and excellent with item response theory. Standard error of measure was noted to vary from small to large for the item parameters of different items, the reliability index being 0.56- 0.65 for the test scores across the years. Correlation coefficients were excellent between Year 1 and 3 and only fair for Year 2 when compared with the other two. Correlation coefficients between classical test and item response theory were excellent. Items were noted to be stable across the three years using repeated measures analysis of variance which yielded small F ratios thus exhibiting stability of item difficulty and discrimination over Times 1, 2 and 3. Visual inspection of the test characteristic curves yielded the same findings. Conclusion Multiple choice questions used by the University of Calgary over a period of three years have been shown to be fairly reliable and stable over time with different samples of students. Some differences were noted in the item analysis carried out by the two different methods ( i.e., classical test and item response theory) but mostly the two measurement methods were comparable. Some items need reviewing and revision to further improve the reliability of the exam following which the multiple choice items may be used repeatedly without affecting their psychometric properties.
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    Case study of virtual collaboration in health informatics research
    (2005) Palacios Mackay, Maria Felisa; Hebert, Marilynne A.; Donnon, Tyrone L.; Hecker, Kent
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    Evaluating the Impact of Mindfulness Meditation on Family Medicine Residents' Well-being
    (2016) Horton, Joan; Kassam, Aliya; Donnon, Tyrone L.; Palacios Mackay, Maria; Myhre, Douglas; McCaffrey, Graham
    Professional competence in medicine requires a commitment to physician health and well-being, for sustainable practice and optimal patient care. Yet few doctors are taught wellness-enhancing techniques during their training. Mindfulness-based stress reduction has been extensively studied and can be beneficial in reducing stress and burnout while enhancing empathy in medical personnel. This study evaluated the impact of an adapted 8-week program of mindfulness meditation on the well-being of a convenience sample of family medicine residents. Significant improvements were seen in the active group in measurements of personal burnout (d = 1.02, p < 0.05) and mindfulness (d = 1.04, p < 0.05) at 8 weeks, with significant improvement in perceived stress (d = 1.002, p < 0.05) and mindfulness (d = 1.48, p < 0.01) persisting at 16 weeks. Post-mindfulness training evaluations rated the initial group training, meditation recordings and feasibility positively but identified fatigue, conflicting schedules and lack of group time as barriers to the practice of mindfulness-based stress reduction. Protected program time for stress management training may benefit residents' development of Professional competence and patient care outcomes.
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    Evaluation of the neurology residency training program in Saudi Arabia
    (2011) Alanazy, Mohammed Hussaiyan; Donnon, Tyrone L.
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    Practice analysis of chiropractic radiologists: an exploratory study
    (2011) Smith, Sara Dawn Sheila; Beran, Tanya N.; Donnon, Tyrone L.; Hecker, Kent
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    Preventable adverse events in surgical patients: A meta-analysis and knowledge, attitude, and practice (KAP) assessment
    (2018-04-09) Austin, Janice Lynn; Oddone Paolucci, Elizabeth; Donnon, Tyrone L.; Buie, Donald
    All surgical procedures come with a risk of adverse events (AEs). To improve patient safety and prevent similar errors in the future, errors must be acknowledged and addressed. In this study a meta-analysis of patient safety literature in surgery was conducted and a Knowledge, Attitudes, and Practice (KAP) assessment survey of Calgary academic surgeons was performed.Results of the meta-analysis demonstrated a preventable adverse event (PAE) rate of 10.5 PAEs per 100 patients across all surgical specialties and a preventable death rate of 0.5 per 100 surgical patients. The KAP survey assessment demonstrated that 20% of surgeons could correctly identify the definition of both AE and error. Participants reported the factors contributing to an error to be multifactorial. The most frequently used methods to teach patient safety were Morbidity and Mortality rounds and individual feedback. Less than 25% of surgeons track their own AE rate. These results have implications for surgical postgraduate education, as well as for surgical practice in Canada. Recommendations are made for the development of a formal patient safety curriculum for all surgical trainees, with the aim of decreasing the number of errors. In addition, it is essential that more high-quality studies that include reproducible methods and consistent definitions of AEs and errors be conducted.
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    Psychometric analysis and validity of the medical college admission test at the aga khan university
    (2011) Ali, Syeda Kauser; Violato, Claudio; Donnon, Tyrone L.
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    Reliability and validity of a new modified in-training evaluation report form: an assessment of the seven canmeds roles
    (2012) Redwan, Hani; Donnon, Tyrone L.
    The purpose of this study was to assess the reliability and validity of a newly developed In-Training Evaluation Report (ITER) form with residents at the University of Calgary. A new modified ITER was developed and piloted with Pediatric, Obstetrics and Gynecology, and General Surgery. Reliability and validity of the new modified form in connection to the measurement of residents' seven CanMEDS competencies were investigated using internal consistency and exploratory factor analyses (EFA). The new ITER showed strong internal reliability with a Cronbach's alpha of 0.98. An EFA showed the ITER accounts for 63% of the variance and that item loadings depict a five factor model: 1) medical expert (clinical skills)/communicator, 2) medical expert (knowledge), 3) health advocate, 4) professional/collaborator, and 5) scholar. The new ITER form has high internal reliability, but moderate construct validity. EFA found overlapping item loadings in the assessment of residents' medical expert, communicator, collaborator, and professional roles.
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    Simulation in laparoscopic surgery training: a meta-analysis
    (2011) Al-Kadi, Azzam S.; Donnon, Tyrone L.; Hecker, Kent
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    The design, integration and assessment of a simulation-based team training curriculum delivered to groups of medical, nursing and respiratory therapist students
    (2012) Sigalet, Elaine Lucille; Donnon, Tyrone L.; Beran, Tara
    "Purpose: The goals of this study were to 1) develop an interprofessional simulation based team training curriculum, 2) deliver the curriculum to undergraduate students from medicine, nursing and respiratory therapy, and 3) assess the efficacy of providing a didactic Crisis Resource Management Module prior to engaging in the simulation based curriculum. Although interprofessional education is strongly endorsed educators are challenged by the lack of evidence to guide the optimization of simulation as a learning modality and a paucity of assessment tools. Secondary objectives were to assess the psychometric properties of the newly developed KidSIM™ Attitudes Towards Teams in Training Undergoing Designed Educational Simulations (ATTITUDES) Questionnaire and The KidSIM™ Team Performance Scale. Method: A quasi-experimental pre-and post design was used to compare the differences between the intervention group and the comparison ( control) group. Paired sample t-tests were used to look at differences between pre-and post attitude questionnaire scores, and team performance scores from Time 1 to Time 2. Independent sample t-tests were used to examine differences between comparison and intervention scores. ANOV A was used to look for relationships between demographics and scoring. Results: There were significant improvements in all student post test attitude scores (p < 0.001). Participation in the additional CRM module was significantly related to higher team performance scores at Time 1 (p < 0.001) and Time 2 (p < 0.01). There was a significant improvement from Time 1 to Time 2 for comparison group aggregate performance scores and most subscale scores (p < 0.01 top< 0.001) and for intervention group communication subscale scores (p < 0.001). Discussion: The KidSIM™ ATTITUDES questionnaire and the KidSIM™ Team Performance scale provide a reliable and construct valid measure supporting the use of a simulation based team training curriculum to improve student appreciation of IPE and teamwork, and IP team abilities to work more effectively together by Time 2 regardless of receiving didactic CRM. The relationship between level of competence and the didactic CRM module is noteworthy but requires further research to provide more information regarding sustainability. "
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    The Feasibility and Fidelity of Practicing Surgical Fixation of an Ulna Fracture on Virtual Bone
    (2009) LeBlanc, Justin; Donnon, Tyrone L.; Beran, Tara