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Author: Brian S McGowan, PhD

MANUSCRIPT: Clinician uptake of obesity-related drug information: A qualitative assessment using continuing medical education activities.

Abstract
BACKGROUND:
Medications necessary for disease management can simultaneously contribute to weight gain, especially in children. Patients with preexisting obesity are more susceptible to medication-related weight gain.How equipped are primary care practitioners at identifying and potentially reducing medication-related weight gain? To inform this question germane to public health we sought to identify potential gaps in clinician knowledge related to metabolic adverse drug effects of weight gain.
METHODS:
The study analyzed practitioner responses to the pre-activity questions of six continuing medical education (CME) activities from May 2009 through August 2010.
RESULTS:
The 20,705 consecutive, self-selected respondents indicated varied levels of familiarity with adverse metabolic effects and psychiatric indications of atypical antipsychotics. Correct responses were lower than predicted for drug indications pertaining to autism (-17% predicted); drug effects on insulin resistance (-62% predicted); chronic disease risk in mental illness (-34% predicted); and drug safety research (-40% predicted). Pediatrician knowledge scores were similar to other primary care practitioners.
CONCLUSIONS:
Clinicians’ knowledge of medication-related weight gain may lead them to overestimate the benefits of a drug in relation to its metabolic risks. The knowledge base of pediatricians appears comparable to their counterparts in adult medicine, even though metabolic drug effects in children have only become prevalent recently.

via Clinician uptake of obesity-related drug information:… [Nutr J. 2013] – PubMed – NCBI.

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ABSTRACT: AOA Continuing Medical Education

Abstract
The author provides an update on the current continuing medical education (CME) cycle, which began on January 1, 2013, and will end on December 31, 2015. The author also details the changes to the CME guide for osteopathic physicians, the requirements for Category 1 CME sponsors accredited by the American Osteopathic Association (AOA), and new online CME opportunities. Topic areas include recent changes in CME policies and the continuing challenges associated with awarding and recording CME credits for osteopathic physicians who hold specialty board certification. In addition, the article provides an update for osteopathic specialists and subspecialists in requesting AOA Category 1-A credit for American Medical Association Physician’s Recognition Award Category 1 courses.

via AOA Continuing Medical Education. [J Am Osteopath Assoc. 2013] – PubMed – NCBI.

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ABSTRACT: Local social knowledge management: A case study of social learning and knowledge sharing across organizational boundaries

Abstract

Knowledge management is normally approached in the context of a single organization’s activities. Recently the focus has been extended to activities which span beyond organizational boundaries, especially to the key role of social learning across organizations. The concept of ‘local social knowledge management’ has been used to stress the process of social learning in regional networking. This study describes the local social knowledge management in a regional development project. The knowledge sharing and creation practices in the theme groups of the project are described and particular attention is paid to the evolution of the social learning process. Three distinct but interdependent forms of knowledge sharing and creation were identified in networking. Operational networking helped people manage the current project responsibilities while strategic networking opened pathways to the future. The third form of networking boosted the personal development of project participants even when the cooperation was not continuing. The results show that there can be more accurate models in knowledge management research if the viewpoint is shifted to broader contexts where people normally interact.

via Local social knowledge management: A case study of social learning and knowledge sharing across organizational boundaries.

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ABSTRACT: Web link-based relationships among top European universities

Abstract

In this paper, an analysis of interlinking between 100 major European universities is given. Since websites contain links to webpages for other organizations, they may reveal the strongest relationships established between two organizations. This analysis of web links allowed us to determine the different behaviours among the universities with regard to incoming or outgoing web links; some universities had significantly greater incoming than outgoing activity. In general, there was a low level of interaction between the universities studied. Also, we observed the existence of geographic–linguistic patterns in establishing links. Five primary nuclei or blocks of universities can be identified: the group composed almost exclusively of universities from the UK; the group composed in large part of German universities, along with some from Switzerland and Austria; the cluster of universities from Mediterranean countries, including various French universities; the group of Belgian and Dutch universities, along with some from French-speaking Switzerland; and finally, the group made up of universities from the Nordic countries. Although there are some universities that overlap with several groups or clusters, the overall design is rather clear. On the other hand, the whole picture seems to agree with the results of other studies based on bibliographic co-authorship production.

via Web link-based relationships among top European universities.

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Team Innovation Processes

Abstract

This study investigates cycles of planning, enacting, and reviewing activities over time in teams engaged in creative projects. Drawing on longitudinal case studies of two interactive media development teams, two distinct cycles of planning, enacting, and reviewing activities are identified: experimentation cycles and validation cycles. Experimentation cycles are discovery-oriented processes where teams gather insights into project requirements, constraints, and design specifications through trial-and-error. Validation cycles are correction-oriented processes where teams align their output with project requirements through incremental modifications. These findings are then built on to develop testable propositions about the relationship between the duration of planning, enacting, and reviewing activities and the innovativeness and quality of team outcomes.

via Team Innovation Processes.

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ABSTRACT: Online Medical Professionalism: Patient and Public Relationships: Policy Statement From the American College of Physicians and the Federation of State Medical Boards.

Abstract: User-created content and communications on Web-based applications, such as networking sites, media sharing sites, or blog platforms, have dramatically increased in popularity over the past several years, but there has been little policy or guidance on the best practices to inform standards for the professional conduct of physicians in the digital environment. Areas of specific concern include the use of such media for nonclinical purposes, implications for confidentiality, the use of social media in patient education, and how all of this affects the publics trust in physicians as patient-physician interactions extend into the digital environment. Opportunities afforded by online applications represent a new frontier in medicine as physicians and patients become more connected. This position paper from the American College of Physicians and the Federation of State Medical Boards examines and provides recommendations about the influence of social media on the patient-physician relationship, the role of these media in public perception of physician behaviors, and strategies for physician-physician communication that preserve confidentiality while best using these technologies.

via Online Medical Professionalism: Patient and P… [Ann Intern Med. 2013] – PubMed – NCBI.

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ABSTRACT: A centralized research data repository enhances retrospective outcomes research capacity: a case report

Abstract
This paper describes our considerations and methods for implementing an open-source centralized research data repository (CRDR) and reports its impact on retrospective outcomes research capacity in the urology department at Columbia University. We performed retrospective pretest and post-test analyses of user acceptance, workflow efficiency, and publication quantity and quality (measured by journal impact factor) before and after the implementation. The CRDR transformed the research workflow and enabled a new research model. During the pre- and post-test periods, the department’s average annual retrospective study publication rate was 11.5 and 25.6, respectively; the average publication impact score was 1.7 and 3.1, respectively. The new model was adopted by 62.5% (5/8) of the clinical scientists within the department. Additionally, four basic science researchers outside the department took advantage of the implemented model. The average proximate time required to complete a retrospective study decreased from 12 months before the implementation to <6 months after the implementation. Implementing a CRDR appears to be effective in enhancing the outcomes research capacity for one academic department.

via A centralized research data repository enhances retrospective outcomes research capacity: a case report — Hruby et al. 20 (3): 563 — Journal of the American Medical Informatics Association.

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MANUSCRIPT: Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy

Background
While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches.

Methods
This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed.

Results
Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology.

Conclusions
There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.

via BMC Medical Education | Abstract | Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy.

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ABSTRACT: Improving the Utilization of Research Knowledge in Agri-food Public Health: A Mixed-Method Review of Knowledge Translation and Transfer.

Abstract
Abstract Knowledge translation and transfer (KTT) aims to increase research utilization and ensure that the best available knowledge is used to inform policy and practice. Many frameworks, methods, and terms are used to describe KTT, and the field has largely developed in the health sector over the past decade. There is a need to review key KTT principles and methods in different sectors and evaluate their potential application in agri-food public health. We conducted a structured mixed-method review of the KTT literature. From 827 citations identified in a comprehensive search, we characterized 160 relevant review articles, case studies, and reports. A thematic analysis was conducted on a prioritized and representative subset of 33 articles to identify key principles and characteristics for ensuring effective KTT. The review steps were conducted by two or more independent reviewers using structured and pretested forms. We identified five key principles for effective KTT that were described within two contexts: to improve research utilization in general and to inform policy-making. To ensure general research uptake, there is a need for the following: (1) relevant and credible research; (2) ongoing interactions between researchers and end-users; (3) organizational support and culture; and (4) monitoring and evaluation. To inform policy-making, (5) researchers must also address the multiple and competing contextual factors of the policy-making process. We also describe 23 recommended and promising KTT methods, including six synthesis (e.g., systematic reviews, mixed-method reviews, and rapid reviews); nine dissemination (e.g., evidence summaries, social media, and policy briefs); and eight exchange methods (e.g., communities of practice, knowledge brokering, and policy dialogues). A brief description, contextual example, and key references are provided for each method. We recommend a wider endorsement of KTT principles and methods in agri-food public health, but there are also important gaps and challenges that should be addressed in the future.

via Improving the Utilization of Research K… [Foodborne Pathog Dis. 2013] – PubMed – NCBI.

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ABSTRACT: How useful is YouTube in learning heart anatomy?

Abstract
Nowadays more and more modern medical degree programs focus on self-directed and problem-based learning. That requires students to search for high quality and easy to retrieve online resources. YouTube is an emerging platform for learning human anatomy due to easy access and being a free service. The purpose of this study is to make a quantitative and qualitative analysis of the available human heart anatomy videos on YouTube. Using the search engine of the platform we searched for relevant videos using various keywords. Videos with irrelevant content, animal tissue, non-English language, no sound, duplicates, and physiology focused were excluded from further elaboration. The initial search retrieved 55,525 videos, whereas only 294 qualified for further analysis. A unique scoring system was used to assess the anatomical quality and details, general quality, and the general data for each video. Our results indicate that the human heart anatomy videos available on YouTube conveyed our anatomical criteria poorly, whereas the general quality scoring found borderline. Students should be selective when looking up on public video databases as it can prove challenging, time consuming, and the anatomical information may be misleading due to absence of content review. Anatomists and institutions are encouraged to prepare and endorse good quality material and make them available online for the students. The scoring rubric used in the study comprises a valuable tool to faculty members for quality evaluation of heart anatomy videos available on social media platforms.

via How useful is YouTube in learning heart anatomy? [Anat Sci Educ. 2013] – PubMed – NCBI.

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