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ABSTRACT: Physician assessments of the value of therapeutic information delivered via e-mail

Although e-learning programs are popular and access to electronic knowledge resources has improved, raising awareness about updated therapeutic recommendations in practice continues to be a challenge.
To raise awareness about and document the use of therapeutic recommendations.
In 2010, family physicians evaluated e-Therapeutics (e-T) Highlights with a Web-based tool called the Information Assessment Method (IAM). The e-T Highlights consisted of information found in the primary care reference e-Therapeutics+. Each week, family physicians received an e-mail containing a link to 1 Highlight from a different chapter of e-Therapeutics+. Family physicians received continuing medical education credits for each Highlight they rated with the IAM. Of the 5346 participants, 85% of them were full-time or part-time practitioners. A total of 31 429 Highlights ratings were received in 2010 (median of 2 ratings per participant, range 1 to 49). Among participants who rated more than 2 Highlights, the median number of ratings was 7 (mean 11.9). The relevance of the information from individual Highlights varied widely; however, for 90% of the rated Highlights participants indicated total or partial relevance of the information for at least 1 patient. For 41% of rated Highlights, participants expected patient health benefits to result from implementing the recommendation, such as avoiding an unnecessary or inappropriate treatment, or a preventive intervention.
This continuing medical education program stimulated family physicians to rate therapeutic recommendations that were delivered weekly via e-mail. The process of rating e-T Highlights with the IAM raised awareness about treatment recommendations and documented self-reported use of this information in practice.

via Physician assessments of the value of therapeutic information deliv… – PubMed – NCBI.

ABSTRACT: Personality traits affect teaching performance of attending physicians: results of a multi-center observational study

Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians’ personality traits with their teaching performance across surgical and non-surgical specialties.
We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians’ overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness.
Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: -0.10, 95% CI: -0.15 to -0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01).
Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of openness were evaluated as less adequate feedback-givers. Non-surgical attending physicians who were conscientious seem to be good at evaluating residents. These insights could contribute to future work on development paths of attending physicians in medical education.

via Personality traits affect teaching performance of attending physici… – PubMed – NCBI.

ABSTRACT: Impact of a Performance Improvement CME activity on the care and treatment of patients with psoriasis

The Performance Improvement (PI) CME format improves physician performance in other specialties but data are lacking in dermatology.
We sought to assess the impact of a PI CME activity on physician practice patterns for patients with psoriasis, which was developed, implemented, and evaluated by the American Academy of Dermatology (AAD), in part to assist dermatologists in fulfilling Part IV of their Maintenance of Certification requirements.
In this PI CME activity, participants: (1) self-audited patient charts, which met inclusion criteria in stage A, and reflected on their results, benchmarked against peers; (2) reviewed educational materials in stage B and developed an improvement plan; and (3) self-audited a different set of patient charts following the plan’s implementation. Aggregate stage A and C data were analyzed using χ2 tests.
We found a statistically significant improvement in the advisement of patients with psoriasis regarding their increased risk for cardiovascular disease, to contact their primary care provider for cardiovascular risk assessment, and in shared decision making regarding the treatment plan. We also found an overall statistically significant improvement in history taking per the guidelines.
Learner chart selection bias, self-reporting of chart data, and lack of a control group are limitations.
The AAD psoriasis PI CME activity demonstrated significantly improved dermatologists’ documentation of patient’s history, counseling of patients for lifestyle behaviors, and shared decision making.

via Impact of a Performance Improvement CME activity on the care and tr… – PubMed – NCBI.

ABSTRACT: Cancer screening in the United States, 2015: A review of current American Cancer Society guidelines and current issues in cancer screening

Answer questions and earn CME/CNE Each year, the American Cancer Society (ACS) publishes a summary of its guidelines for early cancer detection along with a report on data and trends in cancer screening rates and select issues related to cancer screening. In this issue of the journal, we summarize current ACS cancer screening guidelines. The latest data on utilization of cancer screening from the National Health Interview Survey (NHIS) also is described, as are several issues related to screening coverage under the Affordable Care Act, including the expansion of the Medicaid program. CA Cancer J Clin 2015;65:30-54.

via Cancer screening in the United States, 2015: A review of current Am… – PubMed – NCBI.

ABSTRACT: Smoking cessation: a community-based approach to continuing medical education.

Continuing medical education can help close the gaps between current and desired tobacco cessation practices. This paper reports a case of an innovative community-based continuing education approach implemented by a multi-organizational initiative aimed at increasing smoking cessation rates among adults in the USA. The approach involved collaborative partnerships with healthcare professionals and other stakeholders in 14 communities where smoking cessation was an established priority. The centralized evidence-based educational curriculum was delivered locally to more than 15,600 clinicians. Evaluation provided evidence of positive impact on clinicians, healthcare systems, and communities. A collaborative, community-based approach to continuing medical education has potential to increase tobacco cessation rates by leveraging efforts of multiple stakeholders operating at the community level into more effective and sustainable tobacco cessation projects. Future research is needed to study effectiveness of and appropriate evaluation frameworks for this approach.

via Smoking cessation: a community-based approach to continuing medical… – PubMed – NCBI.

RESOURCE: 13 Tools Teachers Would Love For Formative Assessments

Educators do assessment to check student’s knowledge in a subject or topic. Teachers need to check in different ways if their students are meeting the standards set by them.Practices like formative assessment refer to a number of methods that educator can use to gather comprehensive information on student learning in real time which can be utilised and analyzed to improve their learning. Formative assessment is always a part of learning. Here are some great tools that teachers across the globe are incorporating into classroom practice for the formative assessment process.

via 13 Tools Teachers Would Love For Formative Assessments – EdTechReview™ (ETR).

RESOURCE: Learn Some Amazing Ways to Use QR Code in Your [Education]

QR Code is a machine readable code that consists a collection of white and black squares, usually used for keeping URLs or any other information for reading purpose in smartphones, cameras or barcode readers. QR code is gaining momentum as a learning tool in the classroom. Do you know why?

Easy accessibility
Information load can be communicated freely of time and geographical locations.
QR codes are very easy to create and web is full of free tools that help students to create their own QR codes and insert any kind of information.
Scanning and decoding the content of QR code that anyone can do easily.
Students use mobile devices and therefore, it is not difficult to access QR code.
There are various instances where teachers can use QR code in the classroom. It is not just a great learning tool but also an amazing way to engage students actively in their lesson. Here are some different reasons, unique ideas and ways to use QR code in classroom.

via Learn Some Amazing Ways to Use QR Code in Your Classroom – EdTechReview™ (ETR).

ABSTRACT: Continuing Education Needs of Pediatricians Across Diverse Specialties Caring for Children With Medical Complexity

Objective. Care for children with medical complexity (CMC) relies on pediatricians who often are ill equipped, but striving to provide high quality care. We performed a needs assessment of pediatricians across diverse subspecialties at a tertiary academic US children’s hospital about their continuing education needs regarding the care of CMC. Methods. Eighteen pediatricians from diverse subspecialties were asked to complete an online anonymous open-ended survey. Data were analyzed using modified grounded theory. Results. The response rate was 89% (n = 16). Of participants, 31.2% (n = 5) were general pediatricians, 18.7% (n = 3) were hospitalists, and 50% (n = 8) were pediatric subspecialists. Pediatricians recognized the need for skills in care coordination, giving bad news, working in interprofessional teams, and setting goals of care with patients. Conclusions. Practicing pediatricians need skills to improve care for CMC. Strategically incorporating basic palliative care education may fill an important training need across diverse pediatric specialties.

via Continuing Education Needs of Pediatricians Across Diverse Specialt… – PubMed – NCBI.

ABSTRACT: The positive effect of immediate feedback on medical student education during the surgical clerkship

Feedback from faculty to medical students is vital in medical education. The objective of this study was to assess the feasibility and educational benefits of a program that incorporates seeking immediate feedback by students from their faculty during the third-year medical student core surgery clerkship.
Using a crossover model, students in the intervention group sought daily feedback from their faculty surgeons, whereas those in the nonfeedback comparison group did not seek feedback. These groups crossed over every 2 weeks for the 8 surgical weeks of their 12-week clerkship. Weekly surveys, using 7-point Likert scales, were used by the participating students and surgical faculty to measure outcomes.
Among 53 potential students, 33 were enrolled. Students reported significantly more weekly immediate feedback sessions in the experimental group (1.21 vs 0.67, p = 0.002). Additionally, in the experimental group, there were significantly more occasions where faculty surgeons provided specific guidance as to how students could further their education (1.25 vs 0.83, p = 0.02). Although not significant, there were trends toward the experimental group reporting their faculty feedback to be more specific, sufficient, and including both more positive and negative feedback. There were no significant differences in student self-assessments or faculty assessments of knowledge and skills. Student participation was a major impediment to this study.
Despite the challenges, there appear to be real educational gains associated with immediate feedback. The results suggest that an immediate feedback program can be implemented and may enhance the dialog in the student-faculty relationship. Further research could focus on improving student participation and the quality of attending faculty feedback.

via The positive effect of immediate feedback on medical student educat… – PubMed – NCBI.

ABSTRACT: Feasibility of a virtual learning collaborative to implement an obesity QI project in 29 pediatric practices.

Quality improvement (QI) activities are required to maintain board certification in pediatrics. However, because of lack of training and resources, pediatricians may feel overwhelmed by the need to implement QI activities. Pediatricians also face challenges when caring for overweight and obese children.
To create a virtual (online) QI learning collaborative through which pediatric practices could easily develop and implement a continuous QI process.
Prospective cohort.
Pediatric practices that were part of the Children’s National Health Network were invited to participate, with the option to receive continuing medical education and maintenance of certification credits.
s) Practices conducted baseline and monthly chart audits, participated in educational webinars and selected monthly practice changes, using Plan-Do-Study-Act cycles. Practices reported activities monthly and periodic feedback was provided to practices about their performance.
s) Improvement in (i) body mass index (BMI) percentile documentation, (ii) appropriate nutritional and activity counseling and (iii) follow-up management for high-risk patients.
Twenty-nine practices (120 providers) participated, and 24 practices completed all program activities. Monthly chart audits demonstrated continuous improvement in documentation of BMI, abnormal weight diagnosis, nutrition and activity screening and counseling, weight-related health messages and follow-up management of overweight and obese patients. Impact of QI activities on visit duration and practice efficiency was minimal.
A virtual learning collaborative was successful in providing a framework for pediatricians to implement a continuous QI process and achieve practice improvements. This format can be utilized to address multiple health issues.

via Feasibility of a virtual learning collaborative to implement an obe… – PubMed – NCBI.