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Tag : needs assessment

ABSTRACT: A novel approach to needs assessment in curriculum development: Going beyond consensus methods

Background: Needs assessment should be the starting point for curriculum development. In medical education, expert opinion and consensus methods are commonly employed. Aim: This paper showcases a more practice-grounded needs assessment approach. Methods: A mixed-methods approach, incorporating a national survey, practice audit, and expert consensus, was developed and piloted in

ABSTRACT: Paperwork versus patient care: a nationwide survey of residents’ perceptions of clinical documentation requirements and patient care.

BACKGROUND: The current health care system requires a substantial amount of documentation by physicians, potentially limiting time spent on patient care. OBJECTIVE: We sought to explore trainees' perceptions of their clinical documentation requirements and the relationship between time spent on clinical documentation versus time available for patient care. METHODS: An anonymous, online survey was sent

What do primary care practitioners want to know? A content analysis of questions asked at the point of care

INTRODUCTION: Assessing physician needs to develop continuing medical education (CME) activities is an integral part of CME curriculum development. The purpose of the present study was to demonstrate the feasibility of identifying areas of perceived greatest needs for continuing medical education (CME) by using questions collected electronically at the point of

Palliative care education in US medical schools

CONTEXT: Medical educators in the USA perceive the teaching of palliative care competencies as important, medical students experience it as valuable and effective, and demographic and societal forces fuel its necessity. Although it is encouraged by the Association of American Medical Colleges, the only palliative care-related mandate in US medical schools

Neurohospitalists: perceived need and training requirements in academic neurology.

BACKGROUND AND PURPOSE: We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. METHODS: We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology

Abstract: Breaking bad news in amyotrophic lateral sclerosis: The need for medical education

The manner in which physicians deliver difficult diagnoses is an area of discontent for patients with amyotrophic lateral sclerosis (ALS). The American Academy of Neurology's Practice Parameter for care of the ALS Patient recommended teaching and evaluating strategies for disclosing the diagnosis (10). Our objective was to examine residents' ability

MANUSCRIPT: Education and training of pain medicine specialists in the United States.

Many pain patients present with a complex set of symptoms and comorbidities that defy the acumen of any one specific medical specialty; thus the knowledge and skills of the pain physician must, out of necessity cross specialty borders. The competency that comes from mastering essential skills is accomplished during the

ABSTRACT: Evolution of practice gaps in gastrointestinal and endoscopic surgery: 2012 report from the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Continuing Education Committee.

BACKGROUND: In an effort to fulfill its charge to develop and maintain a comprehensive educational program to serve the members of the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES), the SAGES Continuing Education Committee (CEC) reports a summary of findings related to its evaluation of the 2012 SAGES annual meeting. METHODS: All

ABSTRACT: How competent are emergency medicine interns for level 1 milestones: who is responsible?

OBJECTIVES: The Next Accreditation System (NAS) of the Accreditation Council for Graduate Medical Education (ACGME) includes the implementation of developmental milestones for each specialty. The milestones include five progressively advancing skill levels, with Level 1 defining the skill level of a medical student graduate, and Level 5, that of an attending

MANUSCRIPT: Reducing the stigma of mental illness in undergraduate medical education: a randomized controlled trial

BACKGROUND:The stigma of mental illness among medical students is a prevalent concern that has far reaching negative consequences. Attempts to combat this stigma through educational initiatives have had mixed results. This study examined the impact of a one-time contact-based educational intervention on the stigma of mental illness among medical students