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Author: Brian S McGowan, PhD

ABSTRACT: Measuring Impact of JAMA Dermatology Practice Gaps Section on Training in US Dermatology Residency Programs

MPORTANCE JAMA Dermatology Practice Gaps commentaries are intended to aid in the interpretation of the literature to make it more practical and applicable to daily patient care. Practice Gaps commentaries have had an impact on physician clinical practice and dermatology residency curricula. OBJECTIVE To assess the impact of JAMA Dermatology Practice Gaps commentaries on dermatology residency training programs in the United States, including journal club discussions and local quality improvement activities. DESIGN, SETTING, PARTICIPANTS A web-based questionnaire of 17 questions was sent via e-mail to US dermatology residency program directors PDs in February 2012. MAIN OUTCOMES AND MEASURES Program director report of incorporating Practice Gaps themes and discussions into resident journal club activities, clinical practice, quality improvement activities, or research projects in the residency programs, as a result of a Practice Gaps commentary. RESULTS Of the 114 surveys distributed to US dermatology residency PDs, 48 were completed 42% response rate. Sixty percent of PDs reported familiarity with the Practice Gaps section of JAMA Dermatology, and 56% discuss these commentaries during resident journal club activities. Quality improvement and research projects have been initiated as a result of Practice Gaps commentaries. CONCLUSIONS AND RELEVANCE Practice Gaps commentaries are discussed during most dermatology residency journal club activities. Practice Gaps have had an impact on physician practice and dermatology residency curricula and can serve as a tool for enhanced continuing medical education and quality improvement initiatives.

via Measuring Impact of JAMA Dermatology Practice … [JAMA Dermatol. 2013] – PubMed – NCBI.

ABSTRACT: Forumclínic: the shaping of virtual communities to assist patients with chronic diseases.

Information and communication technologies (ICTs) provide new opportunities to complement traditional care while enhancing patient autonomy. With the objective to supplement patient care, a group of health professionals at the Hospital Clínic de Barcelona created Forumclínic, an online networking website in Spanish and Catalan. In 2008, seven web- and DVD-based chronic disease portals (Diabetes, Schizophrenia, Cardiac Ischemia, COPD, Depression, Breast Cancer and cardiovascular risk) were created with the following resources: multimedia patient education material; physician-specialist transcribed research (articles) news; an open question forum (for clinician-user and user-to-user interaction); and patient and specialist interview videos on the progress of disease, common diagnosis and treatment procedures; and information on the best or worst prognoses. Using data from Google Analytics, server logs were used to observe online behaviour patterns and user postings. This data combined with a mixed methods approach were used to evaluate the development of a virtual community (VC). A virtual community was developed when the number of forum visits was greater than those in the disease portal (definition). While nearly half of the visitors were from the Americas, the Schizophrenia, Breast Cancer, Depression and COPD forums met the criteria for and developed a virtual community. However, the Diabetes and Cardiac Ischemia forums did not reach VC status. It is also interesting to note that users in their late thirties and early forties were primarily women. The development of four virtual communities in Forumclínic seems to support the self-care needs of virtual patients. Users also reported appreciating the increased interaction with experts online and commonly collaborated with the forum moderator to guide and support other users with similar conditions in managing their health. Thence, we believe that Forumclínic is a good model to complement traditional patient care. A formal evaluation of this adjuvant form of care, from both the users’ and moderators’ perspective, is currently in its final stages.

via Forumclínic: the shaping of virtu… [Stud Health Technol Inform. 2013] – PubMed – NCBI.

ABSTRACT: Social media and patient self-management: not all sites are created equal.

This paper compares two social media sites that aim to support patients to enhance self-management. The first site, PatientsLikeMe is a well established global site designed to allow peer-to-peer communication between people with similar conditions. The second, HealthShare, is a recently developed site for Australians described as “Australias Social Health Network”. The comparison conducted examines the purpose, ownership, and design of both sites as well as how the data they collect is used. Analysis highlights that PatientsLikeMe actively facilitates patient self-management, while HealthShare is revealed to be a professionally moderated health information portal presented as a social networking site. While the impetus for the development of PatientsLikeMe is clear, the motives underpinning HealthShare are less obvious. With increasing patient interest in connecting with, and sharing information with one another, awareness of the nature and motivations underpinning sites that provide these services is of increasing relevance

via Social media and patient self-man… [Stud Health Technol Inform. 2013] – PubMed – NCBI.

ABSTRACT: Literacy, cognitive function, and health: results of the LitCog study.

BACKGROUND:
Emerging evidence suggests the relationship between health literacy and health outcomes could be explained by cognitive abilities.
OBJECTIVE:
To investigate to what degree cognitive skills explain associations between health literacy, performance on common health tasks, and functional health status.
DESIGN:
Two face-to-face, structured interviews spaced a week apart with three health literacy assessments and a comprehensive cognitive battery measuring ‘fluid’ abilities necessary to learn and apply new information, and ‘crystallized’ abilities such as background knowledge.
SETTING:
An academic general internal medicine practice and three federally qualified health centers in Chicago, Illinois.
PATIENTS:
Eight hundred and eighty-two English-speaking adults ages 55 to 74.
MEASUREMENTS:
Health literacy was measured using the Rapid Estimate of Adult Literacy in Medicine (REALM), Test of Functional Health Literacy in Adults (TOFHLA), and Newest Vital Sign (NVS). Performance on common health tasks were globally assessed and categorized as 1) comprehending print information, 2) recalling spoken information, 3) recalling multimedia information, 4) dosing and organizing medication, and 5) healthcare problem-solving.
RESULTS:
Health literacy measures were strongly correlated with fluid and crystallized cognitive abilities (range: r=0.57 to 0.77, all p<0.001). Lower health literacy and weaker fluid and crystallized abilities were associated with poorer performance on healthcare tasks. In multivariable analyses, the association between health literacy and task performance was substantially reduced once fluid and crystallized cognitive abilities were entered into models (without cognitive abilities: β= -28.9, 95 % Confidence Interval (CI) -31.4 to -26.4, p; with cognitive abilities: β= -8.5, 95 % CI -10.9 to -6.0).
LIMITATIONS:
Cross-sectional analyses, English-speaking, older adults only.
CONCLUSIONS:
The most common measures used in health literacy studies are detecting individual differences in cognitive abilities, which may predict one’s capacity to engage in self-care and achieve desirable health outcomes. Future interventions should respond to all of the cognitive demands patients face in managing health, beyond reading and numeracy.

via Literacy, cognitive function, and health: r… [J Gen Intern Med. 2012] – PubMed – NCBI.

ABSTRACT: Recent trends in continuing medical education among obstetrician-gynecologists.

OBJECTIVE:To estimate current trends in continuing medical education among obstetrician-gynecologists in relation to the Maintenance of Certification program.METHODS:A validated questionnaire was mailed to 1,030 randomly selected physicians of the American College of Obstetricians and Gynecologists in the United States, Puerto Rico, and Canada. Participants were asked about current practices and opinions regarding continuing medical education activities. Responses were compared between members mandated for Maintenance of Certification (board certification 1986 or later; time-limited certificate) or not (board certification before 1986; nontime-limited certificate).RESULTS:Five hundred twenty (50.4%) surveys were completed. Respondents were more often male (57.1%), generalists (87.3%), in community-based (73.8%) group practices (77.2%) with mean (±standard deviation) age 52.4±9.9 years. College physicians mandated to participate in the Maintenance of Certification program were more likely to rely on Annual Board Certification articles as a major source of continuing medical education credits compared with those not requiring Maintenance of Certification (79.9% compared with 44.6%, P<.001). This finding remained significant after multivariable adjustment for age, gender, years in practice, and practice type (odds ratio [OR] 9.09, 95% confidence interval [CI] 4.03-20.5). Conversely, Maintenance of Certification requirement led to decreased use of the national or international meetings (OR 0.31, 95% CI 0.14-0.67) and self-selected continuing medical education materials (OR 0.29, 95% CI 0.14-0.60) as sources of continuing medical education credits. Despite these differences, physicians in both groups equally valued the relevance of Annual Board Certification articles (92.6% compared with 96.4%, P=.23), the importance of content at academic meetings (98.3% compared with 99.3%, P=.33), the usefulness of simulation drills (97.8% compared with 94.3%, P=.35), and the general ability of continuing medical education activities to improve skills as a physician (90.9% compared with 86.4%, P=.20).CONCLUSION:Requirement of the Maintenance of Certification program has led to significant changes in continuing medical education choices by obstetrician-gynecologists. The changes in continuing medical education appear related to mandated obligations rather than personal preference.

via Recent trends in continuing medical education… [Obstet Gynecol. 2011] – PubMed – NCBI.

ABSTRACT: Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25.

Introduction: We undertook a systematic review to identify the best evidence for how professionalism in medicine should be taught. Methods: Eligible studies included any articles published between 1999 and 2009 inclusive. We reviewed papers presenting viewpoints and opinions as well as empirical research. We performed a comparative and thematic synthesis on all papers meeting inclusion criteria in order to capture the best available evidence on how to teach professionalism. Results: We identified 217 papers on how to teach professionalism. Of these, we determined 43 to be best evidence. Few studies provided comprehensive evaluation or assessment data demonstrating success. As yet, there has not emerged a unifying theoretical or practical model to integrate the teaching of professionalism into the medical curriculum. Discussion: Evident themes in the literature are that role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programmes, and are widely held to be the most effective techniques for developing professionalism. While it is generally held that professionalism should be part of the whole of a medical curriculum, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory.

via Teaching professionalism in medical education: A B… [Med Teach. 2013] – PubMed – NCBI.

MANUSCRIPT: A short questionnaire to assess pediatric resident’s competencies: the validation process.

BACKGROUND:
In order to help assess resident performance during training, the Residency Affair Committee of the Pediatric Residency Program of the University of Padua (Italy) administered a Resident Assessment Questionnaire (ReAQ), which both residents and faculty were asked to complete. The aim of this article is to present the ReAQ and its validation.
METHODS:
The ReAQ consists of 20 items that assess the six core competencies identified by the Accreditation Council of Graduate Medical Education (ACGME). A many-facet Rasch measurement analysis was used for validating the ReAQ.
RESULTS:
Between July 2011 and June 2012, 211 evaluations were collected from residents and faculty. Two items were removed because their functioning changed with the gender of respondents. The step calibrations were ordered. The self evaluations (residents rating themselves) positively correlated with the hetero evaluations (faculty rating residents; Spearman’s rho = 0.75, p < 0.001). Unfortunately, the observed agreement among faculty was smaller than expected (Exp = 47.1%; Obs = 41%), which indicates that no enough training to faculty for using the tool was provided.
CONCLUSIONS:
In its final form, the ReAQ provides a valid unidimensional measure of core competences in pediatric residents. It produces reliable measures, distinguishes among groups of residents according to different levels of performance, and provides a resident evaluation that holds an analogous meaning for residents and faculty.

via A short questionnaire to assess pediatric res… [Ital J Pediatr. 2013] – PubMed – NCBI.

ABSTRACT: Physicians’ Knowledge and Practice of Lung Cancer Screening: A Cross-Sectional Survey Comparing General Practitioners, Thoracic Oncologists, and Pulmonologists in France.

BACKGROUND:
Screening for lung cancer by low-dose computed tomography scan (LDCTS) has been demonstrated to reduce lung cancer-specific and overall mortality rates in high-risk individuals. From trial to clinical practice, it is crucial to obtain an accurate level of knowledge of the physicians who will recruit patients for a screening program. The actual current practice and knowledge of practitioners are unknown. This could be critical to develop dedicated continuous medical education programs.
MATERIALS AND METHODS:
Three groups of French physicians-pulmonologists (PUs), thoracic oncologists (TOs), and general practitioners (GPs)-were surveyed through a dedicated questionnaire on lung cancer screening.
RESULTS:
A total of 242 physicians answered the questionnaire; 81% of TOs knew that LDCTS showed efficacy for screening lung cancer compared with 52% of PUs and 18% of GPs (P < .0001). Approximately one third of physicians recommended lung cancer screening in daily practice at the time of the survey, including 53% of PUs, 34% of TOs, and 20% of GPs (P < .001). However, 94% of GPs, 44% of PUs, and 33% of TOs used inappropriate tests, mainly chest radiography. Most GPs proposed screening for all smokers, whereas PUs and TOs reserved screening for heavy smokers (P = .040). Most PUs and TOs recommended annual LDCTS (76%), whereas the majority of GPs sent patients for screening tests every 3 to 5 years (93%; P < .0001).
CONCLUSIONS:
These results highlight the interest of physicians for lung cancer screening; meanwhile, our data stress the need for appropriate medical education and recommendations based on available evidence.

via Physicians’ Knowledge and Practice of Lung … [Clin Lung Cancer. 2013] – PubMed – NCBI.

ABSTRACT: Burnout in medical students: a systematic review

Background  Burnout is a state of mental and physical exhaustion related to work or care-giving activities. Distress during medical school can lead to burnout, with significant consequences, particularly if burnout continues into residency and beyond. The authors reviewed literature pertaining to medical student burnout, its prevalence, and its relationship to personal, environmental, demographic and psychiatric factors. We ultimately offer some suggestions to address and potentially ameliorate the current dilemma posed by burnout during medical education. Methods  A literature review was conducted using a PubMed/Medline, and PsycInfo search from 1974 to 2011 using the keywords: ‘burnout’, ‘stress’, ‘well-being’, ‘self-care’, ‘psychiatry’ and ‘medical students’. Three authors agreed independently on the studies to be included in this review. Results  The literature reveals that burnout is prevalent during medical school, with major US multi-institutional studies estimating that at least half of all medical students may be affected by burnout during their medical education. Studies show that burnout may persist beyond medical school, and is, at times, associated with psychiatric disorders and suicidal ideation. A variety of personal and professional characteristics correlate well with burnout. Potential interventions include school-based and individual-based activities to increase overall student well-being. Discussion  Burnout is a prominent force challenging medical students’ well-being, with concerning implications for the continuation of burnout into residency and beyond. To address this highly prevalent condition, educators must first develop greater awareness and understanding of burnout, as well as of the factors that lead to its development. Interventions focusing on generating wellness during medical training are highly recommended.

via Burnout in medical students: a systematic review. [Clin Teach. 2013] – PubMed – NCBI.

ABSTRACT: Low fidelity, high quality: a model for e-learning.

Background:  E-learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e-learning has been widely studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e-learning is effective, rather than discussing innovations to allow clinical educators to ask ‘how’ and ‘why’ it is effective, and to facilitate local reproduction. Context:  Previous work has set out a number of barriers to the introduction of e-learning interventions. Cost, the time to produce interventions, and the training requirements for educators and trainees have all been identified as barriers. We set out to design an e-learning intervention on paediatric prescribing that could address these issues using a low-fidelity approach, and report our methods so as to allow interested readers to use a similar approach. Innovation:  Using low-cost, readily accessible tools and applying appropriate educational theory, the intervention was produced in a short period of time. As part of a randomised controlled trial, long-term retention of prescribing skills was demonstrated, with significantly higher prescribing skill scores in the e-learning group at 4 and 12 weeks (p < 0.0001). Feedback was universally positive, with Likert responses suggesting that it was useful, convenient and easy to use. Implications:  A low-fidelity approach to designing can successfully overcome many of the barriers to the introduction of e-learning. The design model described is simple and can be used by clinical teachers to support local development. Further research could investigate the experiences of these clinicians using this method of instructional design

via Low fidelity, high quality: a model for e-learning. [Clin Teach. 2013] – PubMed – NCBI.