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https://www.readbyqxmd.com/read/28639982/transforming-the-nursing-classroom-into-a-clinical-setting
#1
Leslie G Cole, B Ann Graves, Stephanie Turner
Providing clinical opportunities for students to gain experience in managing cardiac dysrhythmias is a challenge for nursing faculty. High-risk experiences are often not available for all students or are too life-threatening to entrust to students. Faculty shortages and increasing enrollments add to declines in clinical opportunities. The use of human patient simulation (HPS) has added opportunities to experience high-risk, low-frequency clinical situations. HPS may be employed in the classroom setting to teach content related to dysrhythmia treatments...
June 20, 2017: Nursing Education Perspectives
https://www.readbyqxmd.com/read/28638541/entrustment-versus-competency-continued-confusion
#2
EDITORIAL
Neel Sharma
No abstract text is available yet for this article.
June 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28634908/an-entrustable-professional-activity-epa-based-framework-to-prepare-fourth-year-medical-students-for-internal-medicine-careers
#3
D Michael Elnicki, Meenakshy K Aiyer, Maria L Cannarozzi, Alexander Carbo, Paul R Chelminski, Shobhina G Chheda, Saumil M Chudgar, Heather E Harrell, L Chad Hood, Michelle Horn, Karnjit Johl, Gregory C Kane, Diana B McNeill, Marty D Muntz, Anne G Pereira, Emily Stewart, Heather Tarantino, T Robert Vu
The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies...
June 20, 2017: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/28621586/the-cooler-code-a-novel-analytical-approach-to-calculate-subcellular-energy-deposition-by-internal-electron-emitters
#4
Mattia Siragusa, Giorgio Baiocco, Pil M Fredericia, Werner Friedland, Torsten Groesser, Andrea Ottolenghi, Mikael Jensen
COmputation of Local Electron Release (COOLER), a software program designed for dosimetry assessment at the cellular/subcellular scale, with a given distribution of administered low-energy electron-emitting radionuclides in cellular compartments, which remains a critical step in risk/benefit analysis for advancements in internal radiotherapy. The software is intended to overcome the main limitations of the medical internal radiation dose (MIRD) formalism for calculations of cellular S-values (i.e., dose to a target region in the cell per decay in a given source region), namely, the use of the continuous slowing down approximation (CSDA) and the assumption of a spherical cell geometry...
June 16, 2017: Radiation Research
https://www.readbyqxmd.com/read/28614591/core-entrustable-professional-activities-in-clinical-pharmacology-for-entering-residency-biologics
#5
Vera S Donnenberg, Maja Mandic, John C Rhee, Timothy F Burns, Bernd Meibohm, Joan M Korth-Bradley
Biologicals are a rapidly expanding class of medications used in the treatment of many different conditions. This article reviews the common characteristics of this class and the requirements for safe and effective use in patients. Several vignettes are included to illustrate common challenges.
June 14, 2017: Journal of Clinical Pharmacology
https://www.readbyqxmd.com/read/28598742/a-call-to-action-the-controversy-of-and-rationale-for-competency-based-medical-education
#6
Eric S Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell, Jason R Frank
Although medical education has enjoyed many successes over the last century, there is a recognition that health care is too often unsafe and of poor quality. Errors in diagnosis and treatment, communication breakdowns, poor care coordination, inappropriate use of tests and procedures, and dysfunctional collaboration harm patients and families around the world. These issues reflect on our current model of medical education and raise the question: Are physicians being adequately prepared for twenty-first century practice? Multiple reports have concluded the answer is "no...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598741/toward-a-research-agenda-for-competency-based-medical-education
#7
Larry Gruppen, Jason R Frank, Jocelyn Lockyer, Shelley Ross, M Dylan Bould, Peter Harris, Farhan Bhanji, Brian D Hodges, Linda Snell, Olle Ten Cate
Competency-based medical education (CBME) is both an educational philosophy and an approach to educational design. CBME has already had a broad impact on medical schools, residency programs, and continuing professional development in health professions around the world. As the CBME movement evolves and CBME programs are implemented, a wide range of emerging research questions will warrant scholarly examination. In this paper, we describe a proposed CBME research agenda developed by the International CBME Collaborators...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598739/toward-a-shared-language-for-competency-based-medical-education
#8
Robert Englander, Jason R Frank, Carol Carraccio, Jonathan Sherbino, Shelley Ross, Linda Snell
The paradigm shift brought about by the advent of competency-based medical education (CBME) can be characterized as an adaptive change. Currently, its development and implementation suffer from the lack of a lingua franca. A shared language is needed to support collaboration and dissemination across the world community of medical educators. The International CBME Collaborators held a second summit in 2013 to explore this and other contemporary CBME issues. We present the resulting International CBME Collaborator's glossary of CBME terms...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598736/evolving-concepts-of-assessment-in-a-competency-based-world
#9
Peter Harris, Farhan Bhanji, Maureen Topps, Shelley Ross, Steven Lieberman, Jason R Frank, Linda Snell, Jonathan Sherbino
Competency-based medical education (CBME) is an approach to the design of educational systems or curricula that focuses on graduate abilities or competencies. It has been adopted in many jurisdictions, and in recent years an explosion of publications has examined its implementation and provided a critique of the approach. Assessment in a CBME context is often based on observations or judgments about an individual's level of expertise; it emphasizes frequent, direct observation of performance along with constructive and timely feedback to ensure that learners, including clinicians, have the expertise they need to perform entrusted tasks...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28592137/defining-research-the-effect-of-linguistic-choices-on-the-intentions-to-participate-in-clinical-research
#10
Yulia A Strekalova
Significant barriers to participant recruitment for clinical research (CR) are related to effective communication, and nurse coordinators are entrusted with being knowledge brokers between investigators and prospective participants. This prospective cohort study sought to identify linguistic choices that could inform and facilitate recruitment efforts. Healthy adults ( N = 204) were invited to join an online survey to assess the likelihood of participation in CR based on short and extended definitions of CR...
June 1, 2017: Clinical Nursing Research
https://www.readbyqxmd.com/read/28577253/am%C3%A2-i-ready-for-it-students-perceptions-of-meaningful-feedback-on-entrustable-professional-activities
#11
Chantal C M A Duijn, Lisanne S Welink, Mira Mandoki, Olle T J Ten Cate, Wim D J Kremer, Harold G J Bok
BACKGROUND: Receiving feedback while in the clinical workplace is probably the most frequently voiced desire of students. In clinical learning environments, providing and seeking performance-relevant information is often difficult for both supervisors and students. The use of entrustable professional activities (EPAs) can help to improve student assessment within competency-based education. This study aimed to illustrate what students' perceptions are of meaningful feedback viewed as conducive in preparing for performing EPA unsupervised...
June 2, 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28571293/management-of-severely-atrophic-mandibular-ridge-using-hollow-denture-with-an-analytical-discussion-a-clinical-case-report
#12
Rupal Jaydip Shah, Sanjay Balaji Lagdive, Satyaprakash Ranjit Shah, Vishal Bipinbihari Verma, Shraddha Lalit Saini
A severely resorbed edentulous mandibular ridge, although fairly common in occurrence, its rehabilitation poses a challenging clinical situation for the prosthodontist. This has implored prosthodontists to seek for ingenious modifications in the conventional prosthetic forms so as to gratify patient's expectations who have difficulty in wearing the mandibular complete dentures. Opting for the most suitable treatment modality mandates equilibrating the retention, stability and support triad to the fullest. Extreme resorption of the denture bearing tissue bed may lead to problems with achieving adequate levels of prosthetic satisfaction for the patient...
April 2017: Journal of Clinical and Diagnostic Research: JCDR
https://www.readbyqxmd.com/read/28557946/a-patient-centered-approach-to-developing-entrustable-professional-activities
#13
Carlos El-Haddad, Arvin Damodaran, H Patrick McNeil, Wendy Hu
PURPOSE: The medical education community is rapidly accepting the use of entrustable professional activities (EPAs) as a means of assessing residents. Stakeholder engagement is advised in developing EPAs, but no studies have investigated the role of patient input. In this qualitative study, the authors investigated what patient input may add to designing a patient-centered EPA. METHOD: The authors chose "management of acute low back pain (LBP)" as a common, important clinical task on which to base the patient-centered EPA...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557945/how-entrustment-is-informed-by-holistic-judgments-across-time-in-a-family-medicine-residency-program-an-ethnographic-nonparticipant-observational-study
#14
Margaretha H Sagasser, Cornelia R M G Fluit, Chris van Weel, Cees P M van der Vleuten, Anneke W M Kramer
PURPOSE: Entrustment has mainly been conceptualized as delegating discrete professional tasks. Because residents provide most of their patient care independently, not all resident performance is visible to supervisors; the entrustment process involves more than granting discrete tasks. This study explored how supervisors made entrustment decisions based on residents' performance in a long-term family medicine training program. METHOD: A qualitative nonparticipant observational study was conducted in 2014-2015 at competency-based family medicine residency programs in the Netherlands...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557944/internal-medicine-residency-program-directors-views-of-the-core-entrustable-professional-activities-for-entering-residency-an-opportunity-to-enhance-communication-of-competency-along-the-continuum
#15
Steven V Angus, T Robert Vu, Lisa L Willett, Stephanie Call, Andrew J Halvorsen, Saima Chaudhry
PURPOSE: To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs)-introduced into undergraduate medical education to further competency-based assessment-and on communicating competency-based information during transitions. METHOD: A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557941/finding-a-path-to-entrustment-in-undergraduate-medical-education-a-progress-report-from-the-aamc-core-entrustable-professional-activities-for-entering-residency-entrustment-concept-group
#16
David R Brown, Jamie B Warren, Abbas Hyderi, Ronald E Drusin, Jeremy Moeller, Melvin Rosenfeld, Philip R Orlander, Sandra Yingling, Stephanie Call, Kyla Terhune, Janet Bull, Robert Englander, Dianne P Wagner
PROBLEM: To better prepare graduating medical students to transition to the professional responsibilities of residency, 10 medical schools are participating in an Association of American Medical Colleges pilot to evaluate the feasibility of explicitly teaching and assessing 13 Core Entrustable Professional Activities for Entering Residency. The authors focused on operationalizing the concept of entrustment as part of this process. APPROACH: Starting in 2014, the Entrustment Concept Group, with representatives from each of the pilot schools, guided the development of the structures and processes necessary for formal entrustment decisions associated with students' increased responsibilities at the start of residency...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557937/implementing-an-entrustable-professional-activities-framework-in-undergraduate-medical-education-early-lessons-from-the-aamc-core-entrustable-professional-activities-for-entering-residency-pilot
#17
Kimberly Lomis, Jonathan M Amiel, Michael S Ryan, Karin Esposito, Michael Green, Alex Stagnaro-Green, Janet Bull, George C Mejicano
In 2014, the Association of American Medical Colleges (AAMC) published a list of 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs) that medical school graduates might be expected to perform, without direct supervision, on the first day of residency. Soon after, the AAMC commissioned a five-year pilot with 10 medical schools across the United States, seeking to implement the Core EPA framework to improve the transition from undergraduate to graduate medical education.In this article, the pilot team presents the organizational structure and early results of collaborative efforts to provide guidance to other institutions planning to implement the Core EPA framework...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557935/constructing-a-shared-mental-model-for-faculty-development-for-the-core-entrustable-professional-activities-for-entering-residency
#18
Michele A Favreau, Linda Tewksbury, Carla Lupi, William B Cutrer, Janet A Jokela, Lalena M Yarris
In 2014, the Association of American Medical Colleges identified 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs), which are activities that entering residents might be expected to perform without direct supervision. This work included the creation of an interinstitutional concept group focused on faculty development efforts, as the processes and tools for teaching and assessing entrustability in undergraduate medical education (UME) are still evolving. In this article, the authors describe a conceptual framework for entrustment that they developed to better prepare all educators involved in entrustment decision making in UME...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557930/is-it-time-for-entrustable-professional-activities-for-residency-program-directors
#19
Robert G Bing-You, Eric Holmboe, Kalli Varaklis, Jo Linder
Residency program directors (PDs) play an important role in establishing and leading high-quality graduate medical education programs. However, medical educators have failed to codify the position on a national level, and PDs are often not recognized for the significant role they play. The authors of this Commentary argue that the core entrustable professional activities (EPAs) framework may be a mechanism to further this work and define the roles and responsibilities of the PD position. Based on personal observations as PDs and communications with others in the academic medicine community, the authors used work in competency-based medical education to define a list of potential EPAs for PDs...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28549405/twelve-tips-for-the-implementation-of-epas-for-assessment-and-entrustment-decisions
#20
Harm Peters, Ylva Holzhausen, Christy Boscardin, Olle Ten Cate, H Carrie Chen
The concept of entrustable professional activities (EPAs) reframes the approach to assessment in competency-based medical education. Key to this concept is the linking of assessment to decision making about entrusting learners with clinical responsibilities. Based on recent literature and the authors' experiences with implementing EPAs, this article provides practical recommendations for how to implement EPAs for assessment and entrustment decisions in the workplace. Tips for supervising clinicians include talking to learners about trust, using EPA descriptions to guide learning and teaching, providing learners with greater ad hoc responsibilities, using EPAs to identify/create opportunities for assessment and feedback, including case-based discussions and acknowledging gut feelings about learner readiness for more autonomy...
May 26, 2017: Medical Teacher
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