REQUEST DEMO
MENUCLOSE

 

REQUEST DEMO
Clinical Operations
Commercial Teams
Resources
Medical Education
About Us
Connect with us
Facebook-f Twitter Linkedin-in
Sign in

Author: Brian S McGowan, PhD

ABSTRACT: Cultural competence education for practicing physicians: lessons in cultural humility, nonjudgmental behaviors, and health beliefs elicitation.

INTRODUCTION:
Although numerous studies have examined cultural competence training, debate still exists about efficacious approaches to this training. Furthermore, little focus has been placed on training and evaluating practicing physicians.
METHODS:
A skills-based course on culturally competent diabetes care was developed and subsequently tested in a controlled trial of primary physicians caring for patients enrolled in one state’s Medicaid program. We hypothesized that physicians completing the course would show higher levels of self-reported cultural competence as measured by a Cultural Competence Assessment Tool (CCAT) than those in the control group. Differences in CCAT subscale scores were also compared.
RESULTS:
Ninety physicians completed the study, with 41 in the control and 49 in the intervention group. Most were female (66%), with an average age of 44, and 12 years in practice. There were no significant differences on total CCAT score (212.7 ± 26.7 for control versus 217.2 ± 28.6 for intervention, p = .444) or subscales measuring cultural knowledge. There were significant positive differences on the subscales measuring physicians’ nonjudgmental attitudes/behaviors (subscale score 2.38 ± 0.46 for control versus 2.69 ± 0.52 for intervention, p = .004) and future likelihood of eliciting patients’ beliefs about diabetes and treatment preferences (3.11 ± 0.53 for control versus 3.37 ± 0.45 for intervention, p = .014). There was, however, a significant negative difference on the subscale measuring cultural self-awareness (3.48 ± 0.36 for control versus 3.26 ± 0.48 for intervention, p = .018).
DISCUSSION:
A predominantly skills-based approach to training physicians did not change aggregate measures of cultural competence, but did affect key attitudes and behaviors, which may better reflect the goals of cultural competence training.

via Cultural competence education for … [J Contin Educ Health Prof. 2013] – PubMed – NCBI.

Continue Reading

ABSTRACT: Evolution of a Remedial CME Course in Professionalism: Addressing Learner Needs, Developing Content, and Evaluating Outcomes

INTRODUCTION:
Scant information is available about the nature of the professional violations resulting in referral of physicians for remedial continuing medical education (CME). The CME program at Case Western Reserve University (CWRU) School of Medicine has developed the Intensive Course in Medical Ethics, Boundaries, and Professionalism (medical ethics course) for physician referrals due to ethical breaches. In this report, the authors present 7 years of data regarding the type of behavior that resulted in course referral as well as information regarding course and outcome evaluation development and participant demographics.
METHODS:
The medical ethics course has been designed in consultation with licensure agencies to address the learning needs of physicians with problems in the areas of boundary maintenance and ethics. Teaching methods and outcome evaluations include lectures, case discussions, multiple-choice question tests, skill practice sessions, and writing a reflective essay based on the participants’ ethical lapse. Information is also gathered regarding participant demographics, training, and practice characteristics.
RESULTS:
Between September 2005 and February 2012, 358 learners participated in the course. The average age was 52 years and 73% were board certified. Of the 269 physicians who wrote a reflective essay, the reasons for referral included prescribing of controlled drugs, sexual boundary issues, providing services to family or friends, not maintaining proper medical records, and billing issues.
DISCUSSION:
This report outlines the strategies used by CWRU to develop remedial CME courses using the medical ethics course as an example for course and outcome evaluation development. This is the first report characterizing the type and frequency of the medical ethics violations that result in mandatory participation in remedial CME.
Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education

via Evolution of a Remedial CME Course… [J Contin Educ Health Prof. 2013] – PubMed – NCBI.

Continue Reading

MANUSCRIPT: “Best Practice” Skills Lab Training vs. a “see one, do one” Approach in Undergraduate Medical Education: An RCT on Students’ Long-Term Ability to Perform Procedural Clinical Skills.

BACKGROUND:
Benefits of skills lab training are widely accepted, but there is sparse research on its long-term effectiveness. We therefore conducted a prospective, randomised controlled-trial to investigate whether in a simulated setting students trained according to a “best practice” model (BPSL) perform two skills of different complexity (nasogastral tube insertion, NGT; intravenous cannulation, IVC) better than students trained with a traditional “see one, do one” teaching approach (TRAD), at follow-up of 3 or 6 months.
METHODOLOGY AND PRINCIPAL FINDINGS:
94 first-year medical students were randomly assigned to one of four groups: BPSL training or TRAD teaching with follow-up at 3 (3M) or 6 (6M) months. BPSL included structured feedback, practice on manikins, and Peyton’s “Four-Step-Approach”, while TRAD was only based on the “see one – do one” principle. At follow-up, manikins were used to assess students’ performance by two independent blinded video-assessors using binary checklists and a single-item global assessment scale. BPSL students scored significantly higher immediately after training (NGT: BPSL3M 94.8%±0.2 and BPSL6M 95.4%±0.3 percentage of maximal score ± SEM; TRAD3M 86.1%±0.5 and TRAD6M 84.7%±0.4. IVC: BPSL3M 86.4%±0.5 and BPSL6M 88.0%±0.5; TRAD3M 73.2%±0.7 and TRAD6M 72.5%±0.7) and lost significantly less of their performance ability at each follow-up (NGT: BPSL3M 86.3%±0.3 and TRAD3M 70.3%±0.6; BPSL6M 89.0%±0.3 and TRAD6M 65.4%±0.6; IVC: BPSL3M 79.5%±0.5 and TRAD3M 56.5%±0.5; BPSL6M 73.2%±0.4 and TRAD6M 51.5%±0.8). In addition, BPSL students were more often rated clinically competent at all assessment times. The superiority at assessment after training was higher for the more complex skill (IVC), whereas NGT with its lower complexity profited more with regard to long-term retention.
CONCLUSIONS:
This study shows that within a simulated setting BPSL is significantly more effective than TRAD for skills of different complexity assessed immediately after training and at follow-up. The advantages of BPSL training are seen especially in long-term retention.

via “Best Practice” Skills Lab Training vs. a “see one,… [PLoS One. 2013] – PubMed – NCBI.

Continue Reading

ABSTRACT: Closing the Patient-Oncologist Communication Gap: A Review of Historic and Current Efforts

Effective communication is essential in developing any relationship-this is particularly true between oncologists and their patients. The patient-oncologist relationship is one of the most delicate in medicine, and given the strong emotions associated with cancer, successful communication plays a paramount role in the wellbeing of patients and oncologists. Significant advances to close the communication gap have occurred over the past several decades, largely by addressing deficiencies in the various stages of an oncologist’s lengthy training: undergraduate medical education, residency and fellowship, and continuing medical education. Stemming from several milestones achieved by highly motivated groups of individuals, including the creation of consensus statements and guidelines by communication education experts, progress has been made to improve patient-oncologist communication. This progress is marked by the development of evidence-based communication skills training programs, such as Oncotalk and Comskil, in addition to the creation of distant-learning modalities, such as the Studying Communication in Oncologist-Patient Encounters trial. This review article outlines the history of communication education during medical education and training, and brings to light more recent efforts to promote competent, communication-minded physicians necessary for effective cancer care.

via Closing the Patient-Oncologist Communication G… [J Cancer Educ. 2013] – PubMed – NCBI.

Continue Reading

RESOURCE: The 5 Best Free Note Taking Tools for Teachers

Note-taking is an essential part of the educational process in order for students to retain and fully process information. However, getting students to hand-write effective notes with a pencil and paper can be difficult. Get your class excited to take notes with the 5 Best Free Note-Taking Tools for Teachers.

via The 5 Best Free Note Taking Tools for Teachers.

Continue Reading

RESOURCE: How To Get More Out Of Your PLN Using Twitter

So, you’ve made a Twitter account and are completely hooked. You’re following a bunch of people, companies, institutions… and if you walk away from Twitter for more than an hour, it seems like you can’t possibly keep up. While the constant stream of information is incredible, it is also overwhelming. Too much to sift through? Doubting all the hype? Are you finding this Twitter thing to be an #epicfail?

via How To Get More Out Of Your PLN Using Twitter – Edudemic – Edudemic.

Continue Reading

RESOURCE: 10 Tips to Be a Great Online Teacher

Teaching online is the new Holy Grail for many young K-12 educators. They dream about how wonderful it would be to spend part of their day working from home and conduct meaningful interactions with students online while preparing dinner. To them, teaching online means never having to be anywhere at any particular time, never having to wear uncomfortable and never being asked a question without having time to research the answer.

Nevertheless, the grass is not necessarily greener on the other side of the network connection. While online teaching offers many rewards for instructors, it takes a special set of skills and attitudes to excel at it. Here are 10 tips you shall need to be a successful online teacher:

via 10 Tips to Be a Great Online Teacher – EdTechReview™ (ETR).

Continue Reading

RESOURCE: Social Bookmarking Site for E-Learning Professionals

Content curation is the process of discovering, organizing and sharing quality online content. As we know there are numerous resources online for any topic, so, content curation becomes a key component in the process of learning. Content curation follows 5 steps basically from collecting the most relevant resources to organizing historical information by time.

Why content curation is important?

Content curation brings insights or key points to the forefront.
It ensures quality of content and ease of understanding of a particular topic.
It distills vast information and builds authority.
Great learning starts from curating great content. Especially for e-learning professionals and other educational stakeholders, content curation is at heart.

And today, we all do realize the importance of social learning, a part of which is Social bookmarking. Now, just imagine how effective it would be if you’ve an online platform to explore, bookmark, exchange and share the best curated e-learning content. ELearningTags makes your dream come true by bringing a great content platform which allows social bookmarking.

via eLearningTags.com – Social Bookmarking Site for E-Learning Professionals – EdTechReview™ (ETR).

Continue Reading

RESOURCE: List of EdTech Events Across the Globe Educators Must Know About

Educational Technologies are trending all over the world. EdTech enthusiasts are trying to find as many as possible technological approaches that help the education system to grow and improve. For all such educators, administrators, students and parents, we bring some of the best EdTech events around the world, that are about to commence

via List of EdTech Events Across the Globe Educators Must Know About – EdTechReview™ ETR.

Continue Reading

ABSTRACT: A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians

PURPOSE:To compare the educational effectiveness of two virtual patient VP-based e-learning strategies, versus no training, in improving physicians substance abuse management knowledge, attitudes, self-reported behaviors, and decision making.METHOD:The 2011-2012 study was a posttest-only, three-arm, randomized controlled trial in 90 resident and 30 faculty physicians from five adult medicine primary care training programs. The intervention was one of two 2-hour VP-based e-learning programs, designed by national experts to teach structured screening, brief interventions, referral, and treatment skills. One used traditional problem solving with feedback unworked example, and the other incorporated an expert demonstration first, followed by problem solving with feedback worked example. The main outcome measure was performance on the Physicians Competence in Substance Abuse Test P-CSAT, maximum score = 315, a self-administered, previously validated measure of physicians competence in managing substance abuse. The survey was completed at the outset of the study and two months later.RESULTS:Overall P-CSAT scores were virtually identical 202-211, P > .05 between both intervention groups and the no-training control group at both times. Average faculty P-CSAT scores 221.9, 224.6 were significantly higher P < .01 than resident scores 203.7, 202.5 at both times.CONCLUSIONS:This study did not provide evidence that a brief, worked example, VP-based e-learning program or a traditional, unworked, VP-based e-learning program was superior to no training in improving physicians substance abuse management skills. The study did provide additional evidence that the P-CSAT distinguishes between physicians who should possess different levels of substance abuse management skills.

via A Randomized Trial of Two e-Learning Strategies for… [Acad Med. 2013] – PubMed – NCBI.

Continue Reading
Social
Facebook-f Twitter Linkedin-in
Recent News
Contact Us

300 E Main Street, Suite 101 Charlottesville, VA 22902

+1-434-260-1850

Email Us

About Us

ArcheMedX helps life sciences and healthcare organizations to better equip, evaluate, and predict team and clinician performance

ArcheMedX Privacy Policy