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Author: Brian S McGowan, PhD

ABSTRACT: Challenges to nurses’ efforts of retrieving, documenting, and communicating patient care information — Keenan et al. 20 (2): 245 — Journal of the American Medical Informatics Association

Abstract
Objective To examine information flow, a vital component of a patient’s care and outcomes, in a sample of multiple hospital nursing units to uncover potential sources of error and opportunities for systematic improvement.

Design This was a qualitative study of a sample of eight medical–surgical nursing units from four diverse hospitals in one US state. We conducted direct work observations of nursing staff’s communication patterns for entire shifts (8 or 12 h) for a total of 200 h and gathered related documentation artifacts for analyses. Data were coded using qualitative content analysis procedures and then synthesized and organized thematically to characterize current practices.

Results Three major themes emerged from the analyses, which represent serious vulnerabilities in the flow of patient care information during nurse hand-offs and to the entire interdisciplinary team across time and settings. The three themes are: (1) variation in nurse documentation and communication; (2) the absence of a centralized care overview in the patient’s electronic health record, ie, easily accessible by the entire care team; and (3) rarity of interdisciplinary communication.

Conclusion The care information flow vulnerabilities are a catalyst for multiple types of serious and undetectable clinical errors. We have two major recommendations to address the gaps: (1) to standardize the format, content, and words used to document core information, such as the plan of care, and make this easily accessible to all team members; (2) to conduct extensive usability testing to ensure that tools in the electronic health record help the disconnected interdisciplinary team members to maintain a shared understanding of the patient’s plan.

via Challenges to nurses’ efforts of retrieving, documenting, and communicating patient care information — Keenan et al. 20 (2): 245 — Journal of the American Medical Informatics Association.

ABSTRACT: Don’t forget the learner: an essential aspect for developing effective hypermedia online learning in continuing medical education.

Abstract
There is increasing use of hypermedia online learning in continuing medical education (CME) that presents the learner with a wide range of different learning resources, requiring the learner to use self-regulated learning (SRL) skills. This study is the first to apply an SRL perspective to understand how learners engage with hypermedia online learning in CME. We found that the main SRL skills used by learners were use of strategies and monitoring. The increasing use of strategies was associated with increasing interest in the topic and with increasing satisfaction with the learning experience. Further research is recommended to understand SRL processes and its impact on learning in other aspects of hypermedia online learning across the different phases of medical education. Research is also recommended to implement and evaluate the learning impact of a variety of approaches to develop the SRL skills of hypermedia online learners in CME.

via Don’t forget the learner: an essential aspect… [Educ Prim Care. 2012] – PubMed – NCBI.

ABSTRACT: Does the order of presentation and number of online resources affect the frequency of access by learners?

Abstract
INTRODUCTION:
Provision of web-based resources is a valuable addition to face-to-face teaching in a blended learning environment.
AIM:
To understand how both order of presentation and number of online resources impacts on the frequency of access by learners in postgraduate vocational training in general practice.
METHODS:
Information was collected on how many times individual online resources were accessed. Data regarding access rates for 15 separate topics used in postgraduate general practice vocational training were aggregated. Analysis was on the basis of order of presentation where the mean of percentages of hits by order of presentation with standard deviations was calculated.
RESULTS:
The first four listed resources were accessed at a higher rate than the remainder of the resources. All resources after the first four were accessed at a relatively uniform low rate.
DISCUSSION:
It would appear that providing more than four resources per topic is associated with learner overload. The number of online resources to support face-to-face teaching should be limited to four. Resource material needs to be carefully considered in terms of how it adds educational value. The ability of resource material to present a different perspective on a topic and adherence to both curriculum and assessment objectives are important considerations.

via Does the order of presentation and number… [J Prim Health Care. 2012] – PubMed – NCBI.

ABSTRACT: Adoption of computer-assisted learning in medical education: the educators’ perspective

Abstract
CONTEXT:
Computer-assisted learning (CAL) in medical education has been shown to be effective in the achievement of learning outcomes, but requires the input of significant resources and development time. This study examines the key elements and processes that led to the widespread adoption of a CAL program in undergraduate medical education, the Computer-assisted Learning in Paediatrics Program (CLIPP). It then considers the relative importance of elements drawn from existing theories and models for technology adoption and other studies on CAL in medical education to inform the future development, implementation and testing of CAL programs in medical education.
METHODS:
The study used a mixed-methods explanatory design. All paediatric clerkship directors (CDs) using CLIPP were recruited to participate in a self-administered, online questionnaire. Semi-structured interviews were then conducted with a random sample of CDs to further explore the quantitative results.
RESULTS:
Factors that facilitated adoption included CLIPP’s ability to fill gaps in exposure to core clinical problems, the use of a national curriculum, development by CDs, and the meeting of CDs’ desires to improve teaching and student learning. An additional facilitating factor was that little time and effort were needed to implement CLIPP within a clerkship. The quantitative findings were mostly corroborated by the qualitative findings.
CONCLUSIONS:
This study indicates issues that are important in the consideration and future exploration of the development and implementation of CAL programs in medical education. The promise of CAL as a method of enhancing the process and outcomes of medical education, and its cost, increase the need for future CAL funders and developers to pay equal attention to the needs of potential adopters and the development process as they do to the content and tools in the CAL program. Important questions that remain on the optimal design, use and integration of CAL should be addressed in order to adequately inform future development. Support is needed for studies that address these critical areas.

via Adoption of computer-assisted learning in medical e… [Med Educ. 2012] – PubMed – NCBI.

MANUSCRIPT: Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature

Objectives:

In 2008, the Association of Academic Health Sciences Libraries established an Education Research Task Force (ERTF) to plan research addressing research priorities outlined in key Association of American Medical Colleges reports. ERTF members conducted a literature review to describe the state of collaborative research at the intersection of medical education and health sciences librarianship. Analysis of initial results revealed instruction in evidence-based medicine (EBM) was a shared interest and is thus the focus of this review.

Methods:

Searches on EBM teaching programs were conducted, and results were posted to a shared online citation management service. Individual articles were assessed and assigned metadata describing subject matter, scope, and format.

Results:

Article analysis identified key themes. Most papers were descriptive narratives of curricular development. Evaluation studies were also prominent and often based on student satisfaction or self-reported competency. A smaller number of controlled studies provide evidence of impacts of librarian involvement in EBM instruction.

Conclusions:

Scholarship of EBM instruction is of common interest between medical educators and health sciences librarians. Coauthorship between the groups and distribution of literature points to a productive collaboration. An emerging literature of controlled studies measuring the impact of cross-disciplinary efforts signals continued progress in the arena of EBM instruction.

via Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature.

ABSTRACT: YouTube as a Platform for Publishing Clinical Skills Training Videos.

Abstract
The means to share educational materials have grown considerably over the years, especially with the multitude of Internet channels available to educators. This article describes an innovative use of YouTube as a publishing platform for clinical educational materials.The authors posted online a series of short videos for teaching clinical procedures anticipating that they would be widely used. The project Web site attracted little traffic, alternatives were considered, and YouTube was selected for exploration as a publication channel. YouTube’s analytics tools were used to assess uptake, and viewer comments were reviewed for specific feedback in support of evaluating and improving the materials posted.The uptake was much increased with 1.75 million views logged in the first 33 months. Viewer feedback, although limited, proved useful. In addition to improving uptake, this approach also relinquishes control over how materials are presented and how the analytics are generated. Open and anonymous access also limits relationships with end users.In summary, YouTube was found to provide many advantages over self-publication, particularly in terms of technical simplification, increased audience, discoverability, and analytics. In contrast to the transitory interest seen in most YouTube content, the channel has seen sustained popularity. YouTube’s broadcast model diffused aspects of the relationship between educators and their learners, thereby limiting its use for more focused activities, such as continuing medical education.

via YouTube as a Platform for Publishing Clinical Skill… [Acad Med. 2013] – PubMed – NCBI.

ABSTRACT: Narrative, emotion and action: analysing ‘most memorable’ professionalism dilemmas

Abstract
OBJECTIVES  Although previous studies have explored medical learners”most memorable’ experiences, these have typically focused on patient deaths or mistakes. Drawing on multiple theoretical perspectives to understand the interplay between narrative, emotion and action, this paper aims to explore the whats and hows of written narratives of most memorable professionalism dilemmas: what types of dilemma are most memorable? When and where do they take place? How do students act? What characteristics relate to these dilemmas? How are dilemmas narrated? METHODS  A total of 680 students from 29 of 32 UK medical schools provided a written narrative of their most memorable dilemma as part of their responses to an online questionnaire exploring the impact of professionalism dilemmas on moral distress. We employed quantitative thematic and discourse analysis of all narratives using Linguistic Inquiry Word Count software (liwc) and conducted a narrative analysis of one exemplar. RESULTS  The most common themes across all narratives concerned dilemmas that related to issues of patient care with reference to the actions of health care professionals or students, student abuse, and consent and intimate examination. A total of 41.1% of experiences had occurred over 6 months previously and 80.1% had taken place in hospital settings. Overall, 54.9% of narrators reported having done something in the face of their dilemma, although only 13.2% described taking obvious or direct action. Numerous characteristics were related to most memorable dilemmas (e.g. narratives citing intimate examinations were more likely to take place in surgical settings). A total of 92.6% of narratives included negative emotion talk and numerous significant relationships emerged between types of emotion talk and most memorable dilemmas (e.g. more anger talk in abuse narratives). Our narrative analysis of one exemplar illustrates the richness of emotion talk and more subtle devices to establish emotional tone. DISCUSSION  Findings extend previous research into issues related to professionalism by exploring relationships between narrative, emotion and action in the context of written narratives of most memorable dilemmas. We encourage medical educators to help students construct coherent and emotionally integrated narratives to make sense of negative professionalism dilemmas.

via Narrative, emotion and action: analysing ‘most memo… [Med Educ. 2013] – PubMed – NCBI.

ABSTRACT: Durability of the effect of online diabetes training for medical residents on knowledge, confidence, and inpatient glycemia.

Abstract
BACKGROUND:
Inpatient dysglycemia is associated with increased morbidity, mortality and cost. Medical education must not only address knowledge gaps, but also improve clinical care.
METHODS:
All 129 medicine residents at a large academic medical center were offered a case-based online curriculum on the management of inpatient dysglycemia in the fall of 2009. First-year residents took a 3-h course with 10 modules. Second and third-year residents, who had been educated the prior year, underwent abbreviated training. All residents were offered a 20-min refresher course in the spring of 2009. We assessed resident knowledge, resident confidence, and patient glycemia on two teaching wards before and after the initial intervention, as well as after the refresher course.
RESULTS:
A total of 117 residents (91%) completed the initial training; 299 analyzed admissions generated 11, 089 blood glucose values and 4799 event blood glucose values. Admissions with target glycemia increased from 19.4% to 33.0% (P = 0.035) by the end of the curriculum. There was a strong downward trend in hyperglycemia from 22.4% to 11.3% (P = 0.055) without increased hypoglycemia. Confidence and knowledge increased significantly among first-time and repeat participants. Residents rated the intervention as highly relevant to their practice and technologically well implemented.
CONCLUSION:
Optimization of an online curriculum covering the management of inpatient glycemia over the course of 2 years led to significantly more admissions in the target glycemia range. Given its scalability, modularity and applicability, this web-based educational intervention may become the standard curriculum for the management of inpatient glycemia.

via Durability of the effect of online diabetes train… [J Diabetes. 2012] – PubMed – NCBI.

MANUSCRIPT: Cancer screening in the United States, 2013 – A CME Activity

In this yearly report, we provide a summary of the current American Cancer Society (ACS) cancer screening guidelines, a summary of guidance to health care professionals and the public related to early cancer detection tests that are not yet recommended for mass screening due to uncertainty about the balance of benefits and harms, and the most recent data on adult cancer screening rates and trends. In order for guidelines to reflect the most current scientific evidence, the ACS monitors the medical and scientific literature on an ongoing basis, and generally guidelines have been reviewed and updated at least every 5 years, or sooner if new evidence warrants an immediate update in recommendations. An update in the ACS guidelines development process was published in 2011, and also summarized in this journal in 2012.1,2 The annual guideline reviews, as well as the more detailed cancer screening guideline updates, are published as stand-alone articles and are available online at cacancerjournal.com. Table 1 shows the recent history of guidelines updates, as well as those currently in progress.3-15 In this update of ACS cancer screening guidelines, we describe the current guidelines, an update in the guidance for lung cancer screening announced in 2011,2 and an update in cervical cancer screening guidelines.7

 

http://onlinelibrary.wiley.com/doi/10.3322/caac.21174/pdf

ABSTRACT: Twelve tips for getting started using mixed methods in medical education research.

Abstract
Background: Mixed methods research, which is gaining popularity in medical education, provides a new and comprehensive approach for addressing teaching, learning, and evaluation issues in the field. Aim: The aim of this article is to provide medical education researchers with 12 tips, based on consideration of current literature in the health professions and in educational research, for conducting and disseminating mixed methods research. Conclusion: Engaging in mixed methods research requires consideration of several major components: the mixed methods paradigm, types of problems, mixed method designs, collaboration, and developing or extending theory. Mixed methods is an ideal tool for addressing a full range of problems in medical education to include development of theory and improving practice.

via Twelve tips for getting started using mixed method… [Med Teach. 2013] – PubMed – NCBI.