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Author: Brian S McGowan, PhD

ABSTRACT: MEDLINE clinical queries are robust when searching in recent publishing years — Wilczynski et al. 20 (2): 363 — Journal of the American Medical Informatics Association

Abstract
Objective To determine if the PubMed and Ovid MEDLINE clinical queries (which were developed in the publishing year 2000, for the purpose categories therapy, diagnosis, prognosis, etiology, and clinical prediction guides) perform as well when searching in current publishing years.

Methods A gold standard database of recently published research literature was created using the McMaster health knowledge refinery (http://hiru.mcmaster.ca/hiru/HIRU_McMaster_HKR.aspx) and its continuously updated database, McMaster PLUS (http://hiru.mcmaster.ca/hiru/HIRU_McMaster_PLUS_projects.aspx). This database contains articles from over 120 clinical journals that are tagged for meeting or not meeting criteria for scientific merit and clinical relevance. The clinical queries sensitive (‘broad’) and specific (‘narrow’) search filters were tested in this gold standard database, and sensitivity and specificity were calculated and compared with those originally reported for the clinical queries.

Results In all cases, the sensitivity of the highly sensitive search filters and the specificity of the highly specific search filters did not differ substantively when comparing results derived in 2000 with those derived in a more current database. In addition, in all cases, the specificities for the highly sensitive search filters and the sensitivities for the highly specific search filters remained above 50% when testing them in the current database.

Discussion These results are reassuring for modern-day searchers. The clinical queries that were derived in the year 2000 perform equally well a decade later.

Conclusion The PubMed and Ovid MEDLINE clinical queries have been revalidated and remain a useful public resource for searching the world’s medical literature for research that is most relevant to clinical care.

via MEDLINE clinical queries are robust when searching in recent publishing years — Wilczynski et al. 20 (2): 363 — Journal of the American Medical Informatics Association.

Manuscript: Identifying primary and recurrent cancers using a SAS-based natural language processing algorithm

Abstract

Objective Significant limitations exist in the timely and complete identification of primary and recurrent cancers for clinical and epidemiologic research. A SAS-based coding, extraction, and nomenclature tool (SCENT) was developed to address this problem.

Materials and methods SCENT employs hierarchical classification rules to identify and extract information from electronic pathology reports. Reports are analyzed and coded using a dictionary of clinical concepts and associated SNOMED codes. To assess the accuracy of SCENT, validation was conducted using manual review of pathology reports from a random sample of 400 breast and 400 prostate cancer patients diagnosed at Kaiser Permanente Southern California. Trained abstractors classified the malignancy status of each report.

Results Classifications of SCENT were highly concordant with those of abstractors, achieving κ of 0.96 and 0.95 in the breast and prostate cancer groups, respectively. SCENT identified 51 of 54 new primary and 60 of 61 recurrent cancer cases across both groups, with only three false positives in 792 true benign cases. Measures of sensitivity, specificity, positive predictive value, and negative predictive value exceeded 94% in both cancer groups.

Discussion Favorable validation results suggest that SCENT can be used to identify, extract, and code information from pathology report text. Consequently, SCENT has wide applicability in research and clinical care. Further assessment will be needed to validate performance with other clinical text sources, particularly those with greater linguistic variability.

Conclusion SCENT is proof of concept for SAS-based natural language processing applications that can be easily shared between institutions and used to support clinical and epidemiologic research.

http://jamia.bmj.com/content/20/2/349.full.pdf html

MANUSCRIPT: Presentation of clinical laboratory results: an experimental comparison of four visualization techniques

Abstract

Objective To evaluate how clinical chemistry test results were assessed by volunteers when presented with four different visualization techniques.

Materials and methods A total of 20 medical students reviewed quantitative test results from 4 patients using 4 different visualization techniques in a balanced, crossover experiment. The laboratory data represented relevant patient categories, including simple, emergency, chronic and complex patients. Participants answered questions about trend, overall levels and covariation of test results. Answers and assessment times were recorded and participants were interviewed on their preference of visualization technique.

Results Assessment of results and the time used varied between visualization techniques. With sparklines and relative multigraphs participants made faster assessments. With relative multigraphs participants identified more covarying test results. With absolute multigraphs participants found more trends. With sparklines participants more often assessed laboratory results to be within reference ranges. Different visualization techniques were preferred for the four different patient categories. No participant preferred absolute multigraphs for any patient.

Discussion Assessments of clinical chemistry test results were influenced by how they were presented. Importantly though, this association depended on the complexity of the result sets, and none of the visualization techniques appeared to be ideal in all settings.

Conclusions Sparklines and relative multigraphs seem to be favorable techniques for presenting complex long-term clinical chemistry test results, while tables seem to suffice for simpler result sets.

 

http://jamia.bmj.com/content/20/2/325.full.pdf html

ABSTRACT: Factors influencing use of an e-health website in a community sample of older adults — Czaja et al. 20 (2): 277 — Journal of the American Medical Informatics Association

Abstract
Objective The use of the internet as a source of health information and link to healthcare services has raised concerns about the ability of consumers, especially vulnerable populations such as older adults, to access these applications. This study examined the influence of training on the ability of adults (aged 45+ years) to use the Medicare.gov website to solve problems related to health management. The influence of computer experience and cognitive abilities on performance was also examined.

Design Seventy-one participants, aged 47–92, were randomized into a Multimedia training, Unimodal training, or Cold Start condition and completed three healthcare management problems.

Measurement and analyses Computer/internet experience was measured via questionnaire, and cognitive abilities were assessed using standard neuropsychological tests. Performance metrics included measures of navigation, accuracy and efficiency. Data were analyzed using analysis of variance, χ2 and regression techniques.

Results The data indicate that there was no difference among the three conditions on measures of accuracy, efficiency, or navigation. However, results of the regression analyses showed that, overall, people who received training performed better on the tasks, as evidenced by greater accuracy and efficiency. Performance was also significantly influenced by prior computer experience and cognitive abilities. Participants with more computer experience and higher cognitive abilities performed better.

Conclusions The findings indicate that training, experience, and abilities are important when using complex health websites. However, training alone is not sufficient. The complexity of web content needs to be considered to ensure successful use of these websites by those with lower abilities.

via Factors influencing use of an e-health website in a community sample of older adults — Czaja et al. 20 (2): 277 — Journal of the American Medical Informatics Association.

ABSTRACT: Challenges to nurses’ efforts of retrieving, documenting, and communicating patient care information — Keenan et al. 20 (2): 245 — Journal of the American Medical Informatics Association

Abstract
Objective To examine information flow, a vital component of a patient’s care and outcomes, in a sample of multiple hospital nursing units to uncover potential sources of error and opportunities for systematic improvement.

Design This was a qualitative study of a sample of eight medical–surgical nursing units from four diverse hospitals in one US state. We conducted direct work observations of nursing staff’s communication patterns for entire shifts (8 or 12 h) for a total of 200 h and gathered related documentation artifacts for analyses. Data were coded using qualitative content analysis procedures and then synthesized and organized thematically to characterize current practices.

Results Three major themes emerged from the analyses, which represent serious vulnerabilities in the flow of patient care information during nurse hand-offs and to the entire interdisciplinary team across time and settings. The three themes are: (1) variation in nurse documentation and communication; (2) the absence of a centralized care overview in the patient’s electronic health record, ie, easily accessible by the entire care team; and (3) rarity of interdisciplinary communication.

Conclusion The care information flow vulnerabilities are a catalyst for multiple types of serious and undetectable clinical errors. We have two major recommendations to address the gaps: (1) to standardize the format, content, and words used to document core information, such as the plan of care, and make this easily accessible to all team members; (2) to conduct extensive usability testing to ensure that tools in the electronic health record help the disconnected interdisciplinary team members to maintain a shared understanding of the patient’s plan.

via Challenges to nurses’ efforts of retrieving, documenting, and communicating patient care information — Keenan et al. 20 (2): 245 — Journal of the American Medical Informatics Association.

ABSTRACT: Don’t forget the learner: an essential aspect for developing effective hypermedia online learning in continuing medical education.

Abstract
There is increasing use of hypermedia online learning in continuing medical education (CME) that presents the learner with a wide range of different learning resources, requiring the learner to use self-regulated learning (SRL) skills. This study is the first to apply an SRL perspective to understand how learners engage with hypermedia online learning in CME. We found that the main SRL skills used by learners were use of strategies and monitoring. The increasing use of strategies was associated with increasing interest in the topic and with increasing satisfaction with the learning experience. Further research is recommended to understand SRL processes and its impact on learning in other aspects of hypermedia online learning across the different phases of medical education. Research is also recommended to implement and evaluate the learning impact of a variety of approaches to develop the SRL skills of hypermedia online learners in CME.

via Don’t forget the learner: an essential aspect… [Educ Prim Care. 2012] – PubMed – NCBI.

ABSTRACT: Does the order of presentation and number of online resources affect the frequency of access by learners?

Abstract
INTRODUCTION:
Provision of web-based resources is a valuable addition to face-to-face teaching in a blended learning environment.
AIM:
To understand how both order of presentation and number of online resources impacts on the frequency of access by learners in postgraduate vocational training in general practice.
METHODS:
Information was collected on how many times individual online resources were accessed. Data regarding access rates for 15 separate topics used in postgraduate general practice vocational training were aggregated. Analysis was on the basis of order of presentation where the mean of percentages of hits by order of presentation with standard deviations was calculated.
RESULTS:
The first four listed resources were accessed at a higher rate than the remainder of the resources. All resources after the first four were accessed at a relatively uniform low rate.
DISCUSSION:
It would appear that providing more than four resources per topic is associated with learner overload. The number of online resources to support face-to-face teaching should be limited to four. Resource material needs to be carefully considered in terms of how it adds educational value. The ability of resource material to present a different perspective on a topic and adherence to both curriculum and assessment objectives are important considerations.

via Does the order of presentation and number… [J Prim Health Care. 2012] – PubMed – NCBI.

ABSTRACT: Adoption of computer-assisted learning in medical education: the educators’ perspective

Abstract
CONTEXT:
Computer-assisted learning (CAL) in medical education has been shown to be effective in the achievement of learning outcomes, but requires the input of significant resources and development time. This study examines the key elements and processes that led to the widespread adoption of a CAL program in undergraduate medical education, the Computer-assisted Learning in Paediatrics Program (CLIPP). It then considers the relative importance of elements drawn from existing theories and models for technology adoption and other studies on CAL in medical education to inform the future development, implementation and testing of CAL programs in medical education.
METHODS:
The study used a mixed-methods explanatory design. All paediatric clerkship directors (CDs) using CLIPP were recruited to participate in a self-administered, online questionnaire. Semi-structured interviews were then conducted with a random sample of CDs to further explore the quantitative results.
RESULTS:
Factors that facilitated adoption included CLIPP’s ability to fill gaps in exposure to core clinical problems, the use of a national curriculum, development by CDs, and the meeting of CDs’ desires to improve teaching and student learning. An additional facilitating factor was that little time and effort were needed to implement CLIPP within a clerkship. The quantitative findings were mostly corroborated by the qualitative findings.
CONCLUSIONS:
This study indicates issues that are important in the consideration and future exploration of the development and implementation of CAL programs in medical education. The promise of CAL as a method of enhancing the process and outcomes of medical education, and its cost, increase the need for future CAL funders and developers to pay equal attention to the needs of potential adopters and the development process as they do to the content and tools in the CAL program. Important questions that remain on the optimal design, use and integration of CAL should be addressed in order to adequately inform future development. Support is needed for studies that address these critical areas.

via Adoption of computer-assisted learning in medical e… [Med Educ. 2012] – PubMed – NCBI.

MANUSCRIPT: Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature

Objectives:

In 2008, the Association of Academic Health Sciences Libraries established an Education Research Task Force (ERTF) to plan research addressing research priorities outlined in key Association of American Medical Colleges reports. ERTF members conducted a literature review to describe the state of collaborative research at the intersection of medical education and health sciences librarianship. Analysis of initial results revealed instruction in evidence-based medicine (EBM) was a shared interest and is thus the focus of this review.

Methods:

Searches on EBM teaching programs were conducted, and results were posted to a shared online citation management service. Individual articles were assessed and assigned metadata describing subject matter, scope, and format.

Results:

Article analysis identified key themes. Most papers were descriptive narratives of curricular development. Evaluation studies were also prominent and often based on student satisfaction or self-reported competency. A smaller number of controlled studies provide evidence of impacts of librarian involvement in EBM instruction.

Conclusions:

Scholarship of EBM instruction is of common interest between medical educators and health sciences librarians. Coauthorship between the groups and distribution of literature points to a productive collaboration. An emerging literature of controlled studies measuring the impact of cross-disciplinary efforts signals continued progress in the arena of EBM instruction.

via Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature.

ABSTRACT: YouTube as a Platform for Publishing Clinical Skills Training Videos.

Abstract
The means to share educational materials have grown considerably over the years, especially with the multitude of Internet channels available to educators. This article describes an innovative use of YouTube as a publishing platform for clinical educational materials.The authors posted online a series of short videos for teaching clinical procedures anticipating that they would be widely used. The project Web site attracted little traffic, alternatives were considered, and YouTube was selected for exploration as a publication channel. YouTube’s analytics tools were used to assess uptake, and viewer comments were reviewed for specific feedback in support of evaluating and improving the materials posted.The uptake was much increased with 1.75 million views logged in the first 33 months. Viewer feedback, although limited, proved useful. In addition to improving uptake, this approach also relinquishes control over how materials are presented and how the analytics are generated. Open and anonymous access also limits relationships with end users.In summary, YouTube was found to provide many advantages over self-publication, particularly in terms of technical simplification, increased audience, discoverability, and analytics. In contrast to the transitory interest seen in most YouTube content, the channel has seen sustained popularity. YouTube’s broadcast model diffused aspects of the relationship between educators and their learners, thereby limiting its use for more focused activities, such as continuing medical education.

via YouTube as a Platform for Publishing Clinical Skill… [Acad Med. 2013] – PubMed – NCBI.