Category : Informatics & Analysis

ABSTRACT: Effects of a signature on rates of change: a randomized controlled trial involving continuing education and the commitment-to-change model.

Abstract PURPOSE: Physicians frequently are asked to sign commitments to change practice, based upon their involvement in continuing medical education (CME) activities. Although use of the commitment-to-change model is increasingly widespread in CME, the effect of signing such commitments on rates of change is not well understood. METHOD: Immediately after a CME session, 110

MANUSCRIPT: Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: translating theory into practice.

Abstract OBJECTIVES: To describe the development and implementation process and assess the effect on self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary disease (COPD). METHODS: Multidisciplinary subject matter experts and education specialists used a systematic instructional design approach and collaborated with the

MANUSCRIPT: The impact on medical practice of commitments to change following CME lectures: A randomized controlled trial

Abstract Background: Self-reported commitment to change (CTC) could be a potentially valuable method to address the need for continuing medical education (CME) to demonstrate clinical outcomes. Aim: This study determines: (1) are clinicians who make CTCs more likely to report changes in their medical practices and (2) do these changes persist over time? Methods: Intervention

ABSTRACT: Unanticipated learning outcomes associated with commitment to change in continuing medical education

Abstract INTRODUCTION: Educator-derived, predetermined instructional objectives are integral to the traditional instructional model and form the linkage between instructional design and postinstruction evaluation. The traditional model does not consider unanticipated learning outcomes. We explored the contribution of learner-identified desired outcomes compared with learner outcomes that were not named in the instructional design. METHOD: This

ABSTRACT: Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change.

Abstract PURPOSE: To determine whether practicing physicians receiving only clinical information at a traditional continuing medical education (CME) lecture (control group) and physicians receiving clinical information plus information about barriers to behavioral change (study group) would alter their clinical behaviors at the same rate. METHOD: In a randomized controlled trial, the investigators matched 13

ABSTRACT: Commitment to change statements: a way of understanding how participants use information and skills taught in an educational session.

Abstract BACKGROUND: Commitment to change has gained increasing use in assessing short course effectiveness. This study examined the changes that learners intended to make in practice following an intensive day-long course offered at multiple sites, counted changes relative to the curriculum's focus, and analyzed which changes were implemented in practice. METHODS: Participants at a

ABSTRACT: Improving performance of natural language processing part-of-speech tagging on clinical narratives through domain adaptation

Abstract: Objective Natural language processing NLP tasks are commonly decomposed into subtasks, chained together to form processing pipelines. The residual error produced in these subtasks propagates, adversely affecting the end objectives. Limited availability of annotated clinical data remains a barrier to reaching state-of-the-art operating characteristics using statistically based NLP tools in

ABSTRACT: The use of personal digital assistants in clinical decision making by health care professionals: A systematic review

Abstract: Ownership of personal digital assistants PDAs and smartphones by health professionals is increasingly common. Providing the best available evidence at the point of care is important for time-poor clinical staff and may lead to benefits in the processes and outcomes of clinical care. This review was performed to investigate the

MANUSCRIPT: The Theory Underlying Concept Maps and How To Construct Them

Concept maps are tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, indicated by a connecting line between two concepts. Words on the line specify the relationship between the two concepts. We define concept as a perceived

ABSTRACT: Twelve tips for teaching with concept maps in medical education.

Abstract Background: Concept maps have been used as a learning tool in a variety of educational setting and provide an opportunity to explore learners' knowledge structures and promote critical thinking and understanding. Concept mapping is an instructional strategy for individual and group learning that involves integration of knowledge and creation of