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Author: Brian S McGowan, PhD

ABSTRACT: Mobile Tablet Use among Academic Physicians and Trainees [J Med Syst. 2013] – PubMed – NCBI

Abstract
The rapid adoption rate and integration of mobile technology (tablet computing devices and smartphones) by physicians is reshaping the current clinical landscape. These devices have sparked an evolution in a variety of arenas, including educational media dissemination, remote patient data access and point of care applications. Quantifying usage patterns of clinical applications of mobile technology is of interest to understand how these technologies are shaping current clinical care. A digital survey examining mobile tablet and associated application usage was administered via email to all ACGME training programs. Data regarding respondent specialty, level of training, and habits of tablet usage were collected and analyzed. 40 % of respondents used a tablet, of which the iPad was the most popular. Nearly half of the tablet owners reported using the tablet in clinical settings; the most commonly used application types were point of care and electronic medical record access. Increased level of training was associated with decreased support for mobile computing improving physician capabilities and patient interactions. There was strong and consistent desire for institutional support of mobile computing and integration of mobile computing technology into medical education. While many physicians are currently purchasing mobile devices, often without institutional support, successful integration of these devices into the clinical setting is still developing. Potential reasons behind the low adoption rate may include interference of technology in doctor-patient interactions or the lack of appropriate applications available for download. However, the results convincingly demonstrate that physicians recognize a potential utility in mobile computing, indicated by their desire for institutional support and integration of mobile technology into medical education. It is likely that the use of tablet computers in clinical practice will expand in the future. Thus, we believe medical institutions, providers, educators, and developers should collaborate in ways that enhance the efficacy, reliability, and safety of integrating these devices into daily medical practice.

via Mobile Tablet Use among Academic Physicians and T… [J Med Syst. 2013] – PubMed – NCBI.

ABSTRACT: Divergence in student and educator conceptual structures during auscultation training [Med Educ. 2013] – PubMed – NCBI

Abstract
Context  Simulation-based medical education allows trainees to engage in self-regulated learning (SRL), yet research aimed at elucidating the mechanisms of SRL in this context is relatively absent. We compared ‘unguided’ SRL with ‘directed’ SRL (DSRL), wherein learners followed an expert-designed booklet. Methods  Year 1 medical students (n = 37) were randomly assigned to practise identifying seven cardiac murmurs using a simulator and video only (SRL group) or a simulator and video plus the booklet (DSRL group). All participants completed a 22-item test 3 weeks later. To compare interventions, we analysed students’ diagnostic accuracy. As a novel source of evidence, we documented how participants autonomously sequenced the seven murmurs during initial and delayed practice sessions. In addition, we surveyed clinical educators (n = 17) to find out how they would sequence their teaching of these murmurs.

via Divergence in student and educator conceptual struc… [Med Educ. 2013] – PubMed – NCBI.

ABSTRACT: Open-book tests: Search behaviour, time used and test scores. [Med Teach. 2013] – PubMed – NCBI

Abstract
Background: Because of the increasing medical knowledge and the focus of medical education on acquiring competencies, the use of open-book tests seems inevitable. Dealing with a large body of information, indicating which kind of information is needed to solve a problem, and finding and understanding that knowledge at the right moment are behaviours that cannot be assessed during closed-book tests. Aims: To examine whether there is a relationship between students’ search behaviour – using references or not when answering a question – during open-book tests and their test scores. Method: Second- (N = 491) and third-year medical students (N = 325) participated in this study. Search behaviour was operationalized as the number of questions for which students consulted their references. Furthermore, we collected data on the time students spent on answering all open-book questions and their test scores. To determine the relations, we calculated Spearman’s and Pearson’s correlations. Results: Second- and third-year students consulted their references for 87% and 73% of the questions and spent 5.0 and 4.3 min on answering an open-book question, respectively. We did not find significant correlations between search behaviour and test scores. Conclusion: Both ‘well’ and ‘poorer performing’ students often consulted their references. Spending almost 5 min per open-book question in multiple choice format seems to be too much. More research is needed to establish optimal open-book test time and to explore how ‘well performing’ students use their references during open-book tests.

via Open-book tests: Search behaviour, time used and t… [Med Teach. 2013] – PubMed – NCBI.

ABSTRACT: Team-based learning: A practical guide: Guide Supplement 65.1 [Med Teach. 2013] – PubMed – NCBI

Abstract

The practical aspects and potential benefits of team-based learning (TBL) are outlined on the recent guide published by Parmelee et al. (2012). TBL provides a strategy for active student-centred collaborative learning which involves multiple small groups in a single classroom setting, incorporating many of the adult approaches to learning, more frequently seen in problem-based learning (PBL). A single teacher who is a content-expert, who need not have any experience in the group processes to deliver a successful session, instructs the student groups. Unlike PBL and traditional small group learning, TBL provides opportunities to hold each student accountable for their own performance and their individual contributions to the team (Parmelee et al. 2012). A limited search of ‘PubMed’ revealed that TBL is being used and evaluated internationally as an educational strategy, with virtually no published papers on TBL from the UK. This may suggest either little current interest on the use of TBL by UK medical educators or that the UK is currently not contributing a great deal to the literature on TBL. There may be a need to research the effectiveness and outcomes of TBL in a UK context of medical education.

via Team-based learning: A practical guide: Guide Supp… [Med Teach. 2013] – PubMed – NCBI.

ABSTRACT: Methods and Effects of a Case-based Pediatric Gastroenterology Online Curriculum. [J Pediatr Gastroenterol Nutr. 2013] – PubMed – NCBI

Abstract
OBJECTIVES:
Asynchronous learning, using Web-based instruction, is developing a growing role in medical education. Restrictions on resident work hours continue to require restructuring of formal educational activities in many programs. The objectives of this curriculum development project was to determine whether using blended learning with case-based online modules supplemented by faculty-facilitated case discussion was effective and well received.

via Methods and Effects of a Case-b… [J Pediatr Gastroenterol Nutr. 2013] – PubMed – NCBI.

RESOURCE: Using the “flipped classroom” model to re-imagine medical education | Scope Blog

In this recently posted video, Charles Prober, MD, co-author of the paper and senior associate dean for medical education at the School of Medicine, medical school colleagues and Silicon Valley-based online learning pioneer Salman “Sal” Khan discuss this vision for a new medical curriculum.

 

via Using the “flipped classroom” model to re-imagine medical education | Scope Blog.

MANUSCRIPT: Word of Mouth and Physician Referrals Still Drive Health Care Provider Choice

Sponsors of health care price and quality transparency initiatives often identify all consumers as their target audiences, but the true audiences for these programs are much more limited. In 2007, only 11 percent of American adults looked for a new primary care physician, 28 percent needed a new specialist physician and 16 percent underwent a medical procedure at a new facility, according to a new national study by the Center for Studying Health System Change (HSC). Among consumers who found a new provider, few engaged in active shopping or considered price or quality information—especially when choosing specialists or facilities for medical procedures. When selecting new primary care physicians, half of all consumers relied on word-of-mouth recommendations from friends and relatives, but many also used doctor recommendations (38%) and health plan information (35%), and nearly two in five used multiple information sources when choosing a primary care physician. However, when choosing specialists and facilities for medical procedures, most consumers relied exclusively on physician referrals. Use of online provider information was low, ranging from 3 percent for consumers undergoing procedures to 7 percent for consumers choosing new specialists to 11 percent for consumers choosing new primary care physicians.

http://www.hschange.com/CONTENT/1028/1028.pdf

MANUSCRIPT: Care Patterns in Medicare and Their Implications for Pay for Performance

Conclusions
In fee-for-service Medicare, the dispersion of patients’ care among multiple physicians will limit the effectiveness of pay-for-performance initiatives that rely on a single retrospective method of assigning responsibility for patient care.

http://www.nejm.org/doi/pdf/10.1056/NEJMsa063979

MANUSCRIPT: Dropping the Baton: Specialty Referrals in the United States – MEHROTRA – 2011 – Milbank Quarterly – Wiley Online Library

Findings: PCPs vary in their threshold for referring a patient, which results in both the underuse and the overuse of specialists. Many referrals do not include a transfer of information, either to or from the specialist; and when they do, it often contains insufficient data for medical decision making. Care across the primary-specialty interface is poorly integrated; PCPs often do not know whether a patient actually went to the specialist, or what the specialist recommended. PCPs and specialists also frequently disagree on the specialist’s role during the referral episode (e.g., single consultation or continuing comanagement).

http://onlinelibrary.wiley.com/doi/10.1111/j.1468-0009.2011.00619.x/pdf

MANUSCRIPT: Primary Care Physician Specialty Referral Decision Making: Patient, Physician, and Health Care System Determinants

Conclusions. PCPs’ referral decisions are influenced by a complex mix of patient, physician, and health care system structural characteristics. Factors associated with more discretionary referrals may lower PCPs’ thresholds for referring problems that could have been managed in their entirety within primary care settings.

http://mdm.sagepub.com/content/26/1/76.full.pdf html