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Author: Brian S McGowan, PhD

MANUSCRIPT: Federated queries of clinical data repositories: the sum of the parts does not equal the whole

Background and objective In 2008 we developed a shared health research information network (SHRINE), which for the first time enabled research queries across the full patient populations of four Boston hospitals. It uses a federated architecture, where each hospital returns only the aggregate count of the number of patients who match a query. This allows hospitals to retain control over their local databases and comply with federal and state privacy laws. However, because patients may receive care from multiple hospitals, the result of a federated query might differ from what the
result would be if the query were run against a single central repository. This paper describes the situations when this happens and presents a technique for correcting these errors.
Methods We use a one-time process of identifying which patients have data in multiple repositories by comparing one-way hash values of patient demographics. This enables us to partition the local databases such that all patients within a given partition have data at the same subset of hospitals. Federated queries are then run separately on each partition
independently, and the combined results are presented to the user.
Results Using theoretical bounds and simulated hospital networks, we demonstrate that once the partitions are made, SHRINE can produce more precise estimates of the number of patients matching a query. Conclusions Uncertainty in the overlap of patient populations across hospitals limits the effectiveness of SHRINE and other federated query tools. Our technique reduces this uncertainty while retaining an aggregate federated architecture.

 

http://www.amia.org/sites/amia.org/files/JAMIA-GriffinWeberMD-March-2013.pdf

MANUSCRIPT: Development and implementation of a mini-Clinical Evaluation Exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation

Background
The mini-CEX is a valid and reliable method to assess the clinical competencies of trainees. Its data could be useful for educators to redesign curriculum as a process of quality improvement. The aim of this study was to evaluate a mini-CEX assessment program in our internal medicine residency training. We investigated the impact of mini-CEX workshops as a faculty development program on the acquisition of cognitive knowledge and the difference of practice behaviors among faculty members used the mini-CEX to assess residents’ performance at work.

Methods
We designed an observational, two-phase study. In the faculty development program, we started a mini-CEX workshop for trainers in 2010, and the short-term outcome of the program was evaluated by comparing the pretest and posttest results to demonstrate the improvement in cognitive knowledge on mini-CEX. From September 2010 to August 2011, we implemented a monthly mini-CEX assessment program in our internal medicine residency training. The data of these mini-CEX assessment forms were collected and analyzed.

Results
In the group of 49 mini-CEX workshop attendees, there was a statistically significant improvement in cognitive knowledge by comparing the pretest and posttest results (67.35 +/- 15.25 versus 81.22 +/- 10.34, p < 0.001). Among the 863 clinical encounters of mini-CEX, which involved 97 residents and 139 evaluators, 229(26.5%), 326(37.8%), and 308(35.7%) evaluations were completed by the first-year, second-year, and third- year residents separately. We found a statistically significant interaction between level of training and score in dimensions of mini-CEX. The scores in all dimensions measured were better for senior residents. Participation in mini-CEX workshops as a faculty development program strengthened the adherence of trainers to the principles of mini-CEX as a formative assessment in regard to provision of feedback. However, a deficiency in engaging residents’ reflection was found.

Conclusions
Faculty development is a prerequisite to train evaluators in order to implement a successful mini-CEX assessment program. We demonstrated the effectiveness of our mini-CEX workshops in terms of knowledge acquisition and enhancement of giving feedback when the faculty members used the tool. Further programs on providing effective feedback should be conducted to increase the impact of the mini-CEX as a formative assessment.

via BMC Medical Education | Abstract | Development and implementation of a mini-Clinical Evaluation Exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation.

MANUSCRIPT: Perceptions of UK medical graduates’ preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job

Background: There is evidence that graduates of different medical schools vary in their preparedness for their first post. In 2003 Goldacre et al. reported that over 40% of UK medical graduates did not feel prepared and found large differences between graduates of different schools. A follow-up survey showed that levels of preparedness had increased yet there was still wide variation. This study aimed to examine whether medical graduates from three diverse UK medical schools were prepared for practice.Methods: This was a qualitative study using a constructivist grounded theory approach. Prospective and cross-sectional data were collected from the three medical schools.A sample of 60 medical graduates (20 from each school) were targeted. They were interviewed three times: at the end of medical school (n = 65) and after four (n = 55) and 12 months (n = 46) as a Year 1 Foundation Programme doctor. Triangulated data were collected from clinicians via interviews across the three sites (n = 92). In addition three focus groups were conducted with senior clinicians who assess learning portfolios. The focus was on identifying areas of preparedness for practice and any areas of lack of preparedness.Results: Although selected for being diverse, we did not find substantial differences between the schools. The same themes were identified at each site. Junior doctors felt prepared in terms of communication skills, clinical and practical skills and team working. They felt less prepared for areas of practice that are based on experiential learning in clinical practice: ward work, being on call, management of acute clinical situations, prescribing, clinical prioritisation and time management and dealing with paperwork.Conclusions: Our data highlighted the importance of students learning on the job, having a role in the team in supervised practice to enable them to learn about the duties and responsibilities of a new doctor in advance of starting work.

via BMC Medical Education | Abstract | Perceptions of UK medical graduates’ preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job.

MANUSCRIPT: The association between academic engagement and achievement in health sciences students

Background
Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success.

To explore the association between academic engagement and achievement.

Methods
Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement.

Results
Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed.

Conclusions
Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students.

via BMC Medical Education | Abstract | The association between academic engagement and achievement in health sciences students.

ABSTRACT: Junior doctors’ guide to portfolio learning and building.

Abstract
BACKGROUND:
A portfolio is a collection of evidence supporting an individual’s achievement of competencies and learning outcomes. The material included in the portfolio must be reflected upon, as reflection provides the evidence that learning has taken place.
CONTEXT:
Portfolio learning is important for two principal reasons: assessment of the trainee, and for lifelong learning and reflection. The ability of a portfolio to be used for both summative and formative assessment makes it a flexible and robust assessment method. A portfolio also demonstrates reflection and lifelong learning abilities. Reflective learning is key to postgraduate medical education: it is part of both the Foundation Programme curriculum and General Medical Council guidance on best practice.
INNOVATION:
To ensure correct learning outcomes are identified and evidenced, the curriculum programme must be referred to and an educational supervisor should be consulted. Once identified, it is necessary to: identify how these outcomes can be met (learning needs); decide what needs to be done to meet these needs; reflect on what has been done; and evidence what has been done in the portfolio. Evidence could include written feedback, certificates of course completion, online learning modules, etc.
IMPLICATIONS:
A learning portfolio is a necessary tool for every postgraduate medical trainee. The portfolio serves to record and evidence all learning that has taken place, and thereon acts as a guide for future learning needs. The key process to portfolio building and learning is the provision of evidence by reflecting upon the learning that has taken place.

via Junior doctors’ guide to portfolio learning and b… [Clin Teach. 2012] – PubMed – NCBI.

ABSTRACT: Stages of competency for medical procedures.

Abstract
BACKGROUND:
Basic medical procedures have historically been taught at the bedside, without a formal curriculum. The supervision of basic procedures is often provided by the next most senior member of the health care team, who themselves may have very little experience. This approach does not allow for preparatory reading or deliberate practise of the procedure, and trainees often track the number of completed procedures as the only evidence of competency, without documented assessments of quality.
CONTEXT:
The conscious competence model is a learning paradigm for acquiring a new skill that can be applied to teaching medical procedures. There are multiple stages for effectively learning how to competently perform a procedure, which should not be distilled down into bedside demonstration alone. Learners can be guided through these stages to allow progression towards competency to perform a procedure unsupervised.
INNOVATION:
We propose a novel approach that divides procedural education into a four-step process that covers knowledge, experience, technical skill development and competency evaluation. The stages of competency outlined here can be tailored, with incremental expectations for any medical procedure and any level of learner.
IMPLICATIONS:
This educational paradigm alters the current structure of teaching procedures at any level of medical education, with the goals of better comprehension, skill retention and decreased adverse outcomes. Graded objectives based on learner level can be determined by educators for each clinical procedure. This four-step framework for teaching medical procedures will make the adage ‘see one, do one, teach one’ obsolete.

via Stages of competency for medical procedures. [Clin Teach. 2012] – PubMed – NCBI.

MANUSCRIPT: Promoting networks between evidence-based medicine and values-based medicine in continuing medical education.

Abstract
ABSTRACT:
BACKGROUND: In recent years, medical practice has followed two different paradigms: evidence-based medicine (EBM) and values-based medicine (VBM). There is an urgent need to promote medical education that strengthens the relationship between these two paradigms. This work is designed to establish the foundations for a continuing medical education (CME) program aimed at encouraging the dialogue between EBM and VBM by determining the values relevant to everyday medical activities.
METHODS:
A quasi-experimental, observational, comparative, prospective and qualitative study was conducted by analyzing through a concurrent triangulation strategy the correlation between healthcare personnel-patient relationship, healthcare personnel’s life history, and ethical judgments regarding dilemmas that arise in daily clinical practice. In 2009, healthcare personnel working in Mexico were invited to participate in a free, online clinical ethics course. Each participant responded to a set of online survey instruments before and after the CME program. Face-to-face semi-structured interviews were conducted with healthcare personnel, focusing on their views and representations of clinical practice.
RESULTS:
The healthcare personnel’s core values were honesty and respect. There were significant differences in the clinical practice axiology before and after the course (P <0.001); notably, autonomy climbed from the 10th (order mean (OM) = 8.00) to the 3rd position (OM = 5.86). In ethical discernment, the CME program had an impact on autonomy (P [less than or equal to]0.0001). Utilitarian autonomy was reinforced in the participants (P [less than or equal to]0.0001). Regarding work values, significant differences due to the CME intervention were found in openness to change (OC) (P <0.000), self-transcendence (ST) (P <0.001), and self-enhancement (SE) (P <0.019). Predominant values in life history, ethical discernment and healthcare personnel-patient relation were beneficence, respect and compassion, respectively.
CONCLUSIONS:
The healthcare personnel participating in a CME intervention in clinical ethics improved high-order values: Openness to change (OC) and Self Transcendence (ST), which are essential to fulfilling the healing ends of medicine. The CME intervention strengthened the role of educators and advisors with respect to healthcare personnel. The ethical values developed by healthcare professionals arise from their life history and their professional formation. Please see related commentary article here http://www.biomedcentral.com/1741-7015/11/40.

via Promoting networks between evidence-based medicine a… [BMC Med. 2013] – PubMed – NCBI.

ABSTRACT: Asynchronous discussion: a comparison of larger and smaller discussion group size.

Abstract
AIM:
To explore the effect of size and strategy on asynchronous discussions (AD) in a small baccalaureate nursing program.
BACKGROUND:
As the prevalence of e-learning increases in nursing education, the use of AD as a learning strategy will increase. Because the AD can be engaging, group size should be considered to enhance learning.
METHOD:
Descriptive, correlational, and quasi-experimental methodologies were used to gather and analyze data from 23 junior baccalaureate nursing students. Variables included differences in group size (12 versus 23) and strategy (Virtual Clinical Excursions versus faculty-developed questions).
RESULTS:
There was no statistically significant difference in student outcomes for group size or strategy. The data suggested that smaller group size would help students “dig deeper” into the content being explored.
CONCLUSIONS:
Student perception responses indicate that Virtual Clinical Excursions was more likely to prepare them for nursing and clinical practice. Future research should include larger sample sizes and more variety in the sample demographics.

via Asynchronous discussion: a compar… [Nurs Educ Perspect. 2012 Nov-Dec] – PubMed – NCBI.

ABSTRACT: Automatic keyphrase annotation of scientific documents using Wikipedia and genetic algorithms

Abstract

Topical annotation of documents with keyphrases is a proven method for revealing the subject of scientific and research documents to both human readers and information retrieval systems. This article describes a machine learning-based keyphrase annotation method for scientific documents that utilizes Wikipedia as a thesaurus for candidate selection from documents’ content. We have devised a set of 20 statistical, positional and semantical features for candidate phrases to capture and reflect various properties of those candidates that have the highest keyphraseness probability. We first introduce a simple unsupervised method for ranking and filtering the most probable keyphrases, and then evolve it into a novel supervised method using genetic algorithms. We have evaluated the performance of both methods on a third-party dataset of research papers. Reported experimental results show that the performance of our proposed methods, measured in terms of consistency with human annotators, is on a par with that achieved by humans and outperforms rival supervised and unsupervised methods.

via Automatic keyphrase annotation of scientific documents using Wikipedia and genetic algorithms.

MANUSCRIPT: Exploring the use of social media to measure journal article impact.

Abstract
Science blogs, Twitter commentary, and comments on journal websites represent an immediate response to journal articles, and may help in identifying relevant publications. However, the use of these media for establishing paper impact is not well studied. Using Wikipedia as a proxy for other social media, we explore the correlation between inclusion of a journal article in Wikipedia, and article impact as measured by citation count. We start by cataloging features of PubMed articles cited in Wikipedia. We find that Wikipedia pages referencing the most journal articles are about disorders and diseases, while the most referenced articles in Wikipedia are about genomics. We note that journal articles in Wikipedia have significantly higher citation counts than an equivalent random article subset. We also observe that articles are included in Wikipedia soon after publication. Our data suggest that social media may represent a largely untapped post-publication review resource for assessing paper impact.

via Exploring the use of social media to mea… [AMIA Annu Symp Proc. 2011] – PubMed – NCBI.