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Author: Brian S McGowan, PhD

ABSTRACT: Teaching and assessing the database searching skills of student nurses.

Abstract
Critical appraisal and application of the evidence to practice cannot proceed without first finding the evidence. To teach evidence-based practice database searching skills to students, a nurse educator partnered with a librarian to design, conduct, and assess instruction. The authors describe the creation, administration, and findings from the assessments and the implications for instruction.

via Teaching and assessing the database searc… [Nurse Educ. 2007 Nov-Dec] – PubMed – NCBI.

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MANUSCRIPT: Teaching clinical informatics to third-year medical students: negative results from two controlled trials.

Abstract
BACKGROUND:
Prior educational interventions to increase seeking evidence by medical students have been unsuccessful.
METHODS:
We report two quasirandomized controlled trials to increase seeking of medical evidence by third-year medical students. In the first trial (1997-1998), we placed computers in clinical locations and taught their use in a 6-hour course. Based on negative results, we created SUMSearch, an Internet site that automates searching for medical evidence by simultaneous meta-searching of MEDLINE and other sites. In the second trial (1999-2000), we taught SUMSearch’s use in a 5(1/2)-hour course. Both courses were taught during the medicine clerkship. For each trial, we surveyed the entire third-year class at 6 months, after half of the students had taken the course (intervention group). The students who had not received the intervention were the control group. We measured self-report of search frequency and satisfaction with search quality and speed.
RESULTS:
The proportion of all students who reported searching at least weekly for medical evidence significantly increased from 19% (1997-1998) to 42% (1999-2000). The proportion of all students who were satisfied with their search results increased significantly between study years. However, in neither study year did the interventions increase searching or satisfaction with results. Satisfaction with the speed of searching was 27% in 1999-2000. This did not increase between studies years and was not changed by the interventions.
CONCLUSION:
None of our interventions affected searching habits. Even with automated searching, students report low satisfaction with search speed. We are concerned that students using current strategies for seeking medical evidence will be less likely to seek and appraise original studies when they enter medical practice and have less time.

via Teaching clinical informatics to third-year med… [BMC Med Educ. 2001] – PubMed – NCBI.

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MANUSCRIPT: Knowledge transfer in surgery: skills, process and evaluation.

Abstract
INTRODUCTION:
Knowledge transfer is an essential element in the management of surgical health care. In a routine clinical practice, surgeons need to make changes to the health care they provide as new clinical evidence emerges.
MATERIALS AND METHODS:
The information was derived from the authors’ experience and research in evidence-based practice, searching of the literature, teaching and organisation of various national and international workshops on evidence-based medicine.
DISCUSSION:
This manuscript discusses principles of knowledge transfer in surgery including evaluation of recommended changes that can improve quality of health care in routine surgical practice. Skills, process and evaluation are carefully described. Continuous information delivery is required to enable surgeons to improve knowledge transfer and to keep up to date their knowledge.

via Knowledge transfer in surgery: skills, … [Ann R Coll Surg Engl. 2007] – PubMed – NCBI.

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ABSTRACT: Effectiveness of training health professionals in literature search skills using electronic health databases–a critical appraisal.

Abstract
The objective was to assess the effect on health professionals’ skills of one to eight hours literature search and retrieval training from electronic health databases. We searched: Cochrane library (2002; Issue 3), MEDLINE (1977-2002/5), EMBASE (1980-2002/7); CINAHL (1982-2002/5); ASSIA (1982-2002/7), BNI (1994-2002/5), ERIC (1985-2002/6); LISA (1969–current), NRR (2002, Issue 2), the world-wide-web and references. The selection criteria consisted of randomised controlled trials, controlled before and after, and controlled cohort studies in comparison with no training. The intervention had to be one to eight hours training in literature search and retrieval skills for health professionals. The outcome was the effect on health professionals’ literature search and retrieval skill levels measured through reliable instruments. For data collection and ana-lysis, one reviewer extracted data and assessed the quality of the studies and the second reviewer checked it. The results indicate that there is some evidence of positive impact on health professionals’ skill levels in literature searching and they find the training useful. In conclusion, the size of the positive effect is debatable as only three small and methodologically weak studies met the inclusion criteria and out of those only two showed the positive effect.

via Effectiveness of training health professi… [Health Info Libr J. 2003] – PubMed – NCBI.

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ABSTRACT: The Characteristics of Unsuccessful E-Mentoring Relationships for Youth With Disabilities

Abstract

Recently, researchers have focused on the benefits of e-mentoring for young people with disabilities, such as greater access to sources of information and support. Relatively few researchers have explored the problem of unsuccessful e-mentoring relationships, i.e., mentors and mentored individuals who withdraw from an e-mentoring program before completion. Our findings promote understanding of the dynamics of unsuccessful vs. successful e-mentoring relationships for youth with disabilities. Using qualitative methods, we focused primarily on negative online experiences. We compared the e-mentoring process of six “unsuccessful” pairs of mentors and mentored students who withdrew from an e-mentoring program with three exemplary “successful” pairs who fully completed the program. Our findings revealed different communication patterns in the two groups. Whereas the unsuccessful pairs used a more formal style and distant tone, the successful pairs used an informal and supportive style. We discuss these differences, including the components that are essential to success.

via The Characteristics of Unsuccessful E-Mentoring Relationships for Youth With Disabilities.

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RESOURCE: Twitter usage at Clinical Congress rises markedly over two years

In just two years, Twitter use among members of the College has increased dramatically. At the time of the 2010 Clinical Congress in Washington, DC, the American College of Surgeons (ACS) Twitter account, @AmCollSurgeons, had 907 followers, and a modest number of attendees tweeted about their experience or engaged with the College via Twitter. In fact, only 231 tweets included the conference hashtag #ACSCC10. In contrast, at the 2012 Clinical Congress in Chicago, IL, the ACS Twitter account featured 6,800 followers who engaged with the College, with more than 1,881 tweets including the conference hashtag #ACSCC12, representing an 800 percent increase in use from 2010. Through the conference hashtag, Twitter users around the globe were able to follow session presentations, announcements, and contribute to the Clinical Congress without traveling and on their own schedule.

via Twitter usage at Clinical Congress rises markedly over two years | The Bulletin.

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ABSTRACT: The impact of social media on a major international emergency medicine conference.

OBJECTIVE:To report on the presence and use of social media by speakers and attendees at the International Conference on Emergency Medicine ICEM 2012, and describe the increasing use of online technologies such as Twitter and podcasts in publicising conferences and sharing research findings, and for clinical teaching.METHODS:Speakers were identified through the organising committee and a database constructed using the internet to determine the presence and activity of speakers on social media platforms. We also examined the use of Twitter by attendees and non-attendees using an online archiving system. Researchers tracked and reviewed every tweet produced with the hashtag #ICEM2012. Tweets were then reviewed and classified by three separate authors into different categories.RESULTS:Of the 212 speakers at ICEM 2012, 41.5% had a LinkedIn account and 15.6% were on Twitter. Less than 1% were active on Google+ and less than 10% had an active website or blog. There were over 4500 tweets about ICEM 2012. Over 400 people produced tweets about the conference, yet only 34% were physically present at the conference. Of the original tweets produced, 74.4% were directly related to the clinical and research material of the conference.CONCLUSIONS:ICEM 2012 was the most tweeted emergency medicine conference on record. Tweeting by participants was common; a large number of original tweets regarding clinical material at the conference were produced. There was also a large virtual participation in the conference as multiple people not attending the conference discussed the material on Twitter.

via The impact of social media on a major internatio… [Emerg Med J. 2013] – PubMed – NCBI.

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RESOURCE: How to Game a Grading Curve

This is an amazing game theory outcome, and not one that economists would likely predict…In this one-off final exam, there are at least two Bayesian Nash equilibria a stable outcome, where no student has an incentive to change his strategy after considering the other students’ strategies. Equilibrium #1 is that no one takes the test, and equilibrium #2 is that everyone takes the test. Both equilibria depend on what all the students believe their peers will do.If all students believe that everyone will boycott with 100 percent certainty, then everyone should boycott #1. But if anyone suspects that even one person will break the boycott, then at least someone will break the boycott, and everyone else will update their choices and decide to take the exam #2.

via Freakonomics » How to Game a Grading Curve.

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RESOURCE: Fewer Full-Sized Courses. More learning snacks, ePubs, Videos, and Reference Tools

Across our client base, the consistent demand is to limit course length or to somehow modify the instructional design so that it’s possible for someone to “consume” a course in smaller chunks. As tablets and phones enter the workplace, we also see clients getting excited by “just-in-time” access to ePubs and reference tools. There’s a bigger push to reduce the total time spent in formal training, while conversely a perception that people need more and more information to do their jobs effectively.Finally, there’s the increasing acknowledgement that often our customers aren’t really trying to teach someone to DO something– they need a way to push out content. As a result, three major types of learning solutions are emerging:

via » Fewer Full-Sized Courses. More learning snacks, ePubs, Videos, and Reference Tools » Bottom Line Performance.

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RESOURCE: Technology brings classroom experience to distance learners | Education | guardian.co.uk

Opportunities for social learning open up when students use mobile devices: the OU, for example, plans to allow students to share their e-reader annotations online, and to see which other students are reading the same text and chat online to them about it. The Leicester MSc students have an app that allows them to see where other students on their course are located and make contact with them. They can also make video calls to their tutors in given time slots or they can ask written questions, with the answers then made available to other students. Twitter functionality will be built into the next iteration of the app. As one student, RAF squadron leader Julian Turner, says: “I will often be using a note-taking app, ebook reader app and mind mapping app concurrently when studying.”

via Technology brings classroom experience to distance learners | Education | guardian.co.uk.

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