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Competency-based medical education

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https://www.readbyqxmd.com/read/28652805/provider-confidence-in-opioid-prescribing-and-chronic-pain-management-results-of-the-opioid-therapy-provider-survey
#1
Amy Cs Pearson, Rajat N Moman, Susan M Moeschler, Jason S Eldrige, W Michael Hooten
INTRODUCTION: Many providers report lack of confidence in managing patients with chronic pain. Thus, the primary aim of this study was to investigate the associations of provider confidence in managing chronic pain with their practice behaviors and demographics. MATERIALS AND METHODS: The primary outcome measure was the results of the Opioid Therapy Provider Survey, which was administered to clinicians attending a pain-focused continuing medical education conference...
2017: Journal of Pain Research
https://www.readbyqxmd.com/read/28651461/-actor-as-a-simulated-patient-in-medical-education-at-the-university-of-p%C3%A3-cs
#2
Ágnes Koppán, Katalin Eklicsné Lepenye, Renáta Halász, Judit Sebők, Eszter Szemán, Zsuzsanna Németh, Szilárd Rendeki
INTRODUCTION: Medical training in the 21st century faces simulation-based education as one of the challenges that efficiently contributes to clinical skills development while moderating the burden on the clinicians and patients alike. AIM: The University of Pécs, Medical School has launched a simulation program in the MediSkillsLab based on history taking with actors to improve patient interviewing communication skills. METHOD: This new program was inspired by experiences gathered in previous medical language teaching and integrates the method of the "Standardized Patient Program"...
July 2017: Orvosi Hetilap
https://www.readbyqxmd.com/read/28650843/can-canmeds-competencies-be-developed-in-medical-school-anatomy-laboratories-a-literature-review
#3
REVIEW
Joshua Hefler, Christopher J Ramnanan
Objectives: The purpose of this literature review was to identify potential ways in which undergraduate medical anatomy education may be relevant to the CanMEDS Roles, a competency-based framework used throughout Canadian medical training. Methods: A scoping review of medical education literature was conducted in March 2017 for English language publications that included key words related to anatomy education and to key competencies formally described for each of the Roles in the CanMEDS 2015 framework...
June 16, 2017: International Journal of Medical Education
https://www.readbyqxmd.com/read/28647393/the-effect-and-use-of-milestones-in-the-assessment-of-neurological-surgery-residents-and-residency-programs
#4
Lisa N Conforti, Nicholas A Yaghmour, Stanley J Hamstra, Eric S Holmboe, Benjamin Kennedy, Jesse J Liu, Heidi Waldo, Nathan R Selden
OBJECTIVES: The purpose of this study was to determine the effect of the Accreditation Council for Graduate Medical Education Milestones on the assessment of neurological surgery residents. The authors sought to determine the feasibility, acceptability, and utility of this new framework in making judgments of progressive competence, its implementation within programs, and the influence on curricula. Residents were also surveyed to elicit the effect of Milestones on their educational experience and professional development...
June 21, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28640027/exploring-integration-in-action-competencies-as-building-blocks-of-expertise
#5
Maria Mylopoulos, Debaroti Tina Borschel, Tara O'Brien, Sofia Martimianakis, Nicole N Woods
PURPOSE: Competency frameworks such as the CanMEDS roles and the ACGME core competencies may lead to the implicit assumption that physicians can learn and practice individual competencies in isolation. In contrast, models of adaptive expertise suggest that the integration of competencies reflects the capabilities of an expert physician. Thus, educational programming aimed at teaching discrete roles or competencies might overlook expert physician capabilities that are central to patient care...
June 20, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28640026/what-is-the-relationship-between-a-preclerkship-portfolio-review-and-later-performance-in-clerkships
#6
Celia Laird O'Brien, John X Thomas, Marianne M Green
PURPOSE: Medical educators struggle to find effective ways to assess essential competencies such as communication, professionalism, and teamwork. Portfolio-based assessment provides one method of addressing this problem by allowing faculty reviewers to judge performance, as based on a longitudinal record of student behavior. At the Feinberg School of Medicine, the portfolio system measures behavioral competence using multiple assessments collected over time. This study examines whether a preclerkship portfolio review is a valid method of identifying problematic student behavior affecting later performance in clerkships...
June 20, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28638034/-post-graduated-education-and-medical-pedagogics-a-new-approach-based-on-the-competence-oriented-educational-program-for-neurologists-in-the-field-of-children-epileptology
#7
O A Milovanova, S Yu Astanina, I E Tambiev, N D Andreeva
The highly qualified performance of jobs according to professional standards due to the reformed system of additional professional education is one of the objectives of practical health care. The development of the educational program 'Children epileptology. Clinical, diagnostic and treatment issues' for increasing the qualification of neurologists was based on the competent approach that orients the content and process of education on the formation of competence in work performance. Work performance, in its turn, allowed the determination of professional tasks by neurologists...
2017: Zhurnal Nevrologii i Psikhiatrii Imeni S.S. Korsakova
https://www.readbyqxmd.com/read/28636442/the-national-ebola-training-and-education-center-preparing-the-united-states-for-ebola-and-other-special-pathogens
#8
Christopher J Kratochvil, Laura Evans, Bruce S Ribner, John J Lowe, Melissa Cole Harvey, Richard C Hunt, Abbigail J Tumpey, Ryan P Fagan, Michelle M Schwedhelm, Sonia Bell, John Maher, Colleen S Kraft, Nicholas V Cagliuso, Sharon Vanairsdale, Angela Vasa, Philip W Smith
The National Ebola Training and Education Center (NETEC) was established in 2015 in response to the 2014-2016 Ebola virus disease outbreak in West Africa. The US Department of Health and Human Services office of the Assistant Secretary for Preparedness and Response and the US Centers for Disease Control and Prevention sought to increase the competency of healthcare and public health workers, as well as the capability of healthcare facilities in the United States, to deliver safe, efficient, and effective care to patients infected with Ebola and other special pathogens nationwide...
May 2017: Health Security
https://www.readbyqxmd.com/read/28634908/an-entrustable-professional-activity-epa-based-framework-to-prepare-fourth-year-medical-students-for-internal-medicine-careers
#9
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/28627415/examination-to-assess-the-clinical-exam-and-documentation-of-spine-pathology-among-orthopaedic-residents
#10
Jack M Haglin, John L Zeller, Kenneth A Egol, Donna P Phillips
BACKGROUND: The Accreditation Council of Graduate Medical Education (ACGME) guidelines require residency programs to teach and evaluate residents in six overarching "core competencies" and document progress through educational milestones. In order to assess the progress of orthopaedic interns' skills in performing a history, physical exam, and documentation of the encounter for a standardized patient with spinal stenosis, a Structured Objective Clinical Examination (OSCE) was conducted for 13 orthopaedic intern residents, following a one month boot camp that included communications skills and curriculum in history and physical examination...
June 13, 2017: Spine Journal: Official Journal of the North American Spine Society
https://www.readbyqxmd.com/read/28624845/web-based-teaching-video-packages-on-anatomical-education
#11
Mehmet Asim Ozer, Figen Govsa, Ayse Hilal Bati
BACKGROUND: The aim of this study was to study the effect of web-based teaching video packages on medical students' satisfaction during gross anatomy education. The objective was to test the hypothesis that individual preference, which can be related to learning style, influences individual utilization of the video packages developed specifically for the undergraduate medical curriculum. METHODS: Web-based teaching video packages consisting of Closed Circuit Audiovisual System and Distance Education of Anatomy were prepared...
June 17, 2017: Surgical and Radiologic Anatomy: SRA
https://www.readbyqxmd.com/read/28623053/lgbt-healthcare-disparities-what-progress-have-we-made
#12
Kathleen A Bonvicini
Nearly fifteen years have passed since this author's publication which examined the depth of education and training for medical students and practicing physicians specific to clinical competence in the care of lesbian and gay patients in the United States. Since then, there has been an explosion of research gains which have shed a steady light on the needs and disparities of lesbian and gay healthcare. This rich literature base has expanded to include bisexual and transgender (LGBT) healthcare in peer-reviewed journals...
June 10, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28611893/academic-primer-series-key-papers-about-competency-based-medical-education
#13
Robert Cooney, Teresa M Chan, Michael Gottlieb, Michael Abraham, Sylvia Alden, Jillian Mongelluzzo, Michael Pasirstein, Jonathan Sherbino
INTRODUCTION: Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. METHODS: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611067/maximising-paediatricians-roles-in-improving-children-s-oral-health-lessons-from-leicester
#14
REVIEW
Jasmine Murphy, Rod Moore
AIMS: To provide an overview of steps taken to improve oral health in one UK city and to review factors relevant to maximising the contribution that paediatricians (and potentially other health professionals) can make to improving oral health. METHODS: The article provides information on the strategic approach taken in Leicester, one of the most ethnically diverse cities in England, and also one of the most deprived. Over a third of children aged 3 years, and half of those aged 5 years, have experience of obvious dental decay...
June 13, 2017: Archives of Disease in Childhood
https://www.readbyqxmd.com/read/28607848/progressive-surgical-autonomy-in-a-plastic-surgery-resident-clinic
#15
Kristopher M Day, Jillian K Scott, Lani Gao, Tara M Lee, Jimmy L Waldrop, Larry A Sargent, J Woody Kennedy, Jason P Rehm, Mark A Brzezienski
BACKGROUND: Resident clinics are thought to catalyze educational milestone achievement through opportunities for progressively autonomous surgical care, but studies are lacking for general plastic surgery resident clinics (PSRCs). We demonstrate the achievement of increased surgical autonomy and continuity of care in a PSRC. METHODS: A retrospective review of all patients seen in a PSRC from October 1, 2010, to October 1, 2015, was conducted. Our PSRC is supervised by faculty plastic surgery attendings, though primarily run by chief residents in an accredited independent plastic surgery training program...
May 2017: Plastic and Reconstructive Surgery. Global Open
https://www.readbyqxmd.com/read/28601262/medical-students-communication-skills-in-clinical-education-results-from-a-cohort-study
#16
Cadja Bachmann, Silke Roschlaub, Sigrid Harendza, Rebecca Keim, Martin Scherer
OBJECTIVE: To assess students' communication skills during clinical medical education and at graduation. METHODS: We conducted an observational cohort study from 2007 to 2011 with 26 voluntary undergraduate medical students at Hamburg University based on video-taped consultations in year four and at graduation. 176 consultations were analyzed quantitatively with validated and non-validated context-independent communication observation instruments (interrater reliability ≥0...
May 24, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28600218/systematic-review-of-patient-specific-surgical-simulation-toward-advancing-medical-education-%C3%A2
#17
Won Hyung A Ryu, Navjit Dharampal, Ahmed E Mostafa, Ehud Sharlin, Gail Kopp, William Bradley Jacobs, Robin John Hurlbert, Sonny Chan, Garnette R Sutherland
OBJECTIVE: Simulation-based education has been shown to be an effective tool to teach foundational technical skills in various surgical specialties. However, most of the current simulations are limited to generic scenarios and do not allow continuation of the learning curve beyond basic technical skills to prepare for more advanced expertise, such as patient-specific surgical planning. The objective of this study was to evaluate the current medical literature with respect to the utilization and educational value of patient-specific simulations for surgical training...
June 6, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28598749/changing-the-culture-of-medical-training-an-important-step-toward-the-implementation-of-competency-based-medical-education
#18
Peter C Ferguson, Kelly J Caverzagie, Markku T Nousiainen, Linda Snell
OBJECTIVE: The current medical education system is steeped in tradition and has been shaped by many long-held beliefs and convictions about the essential components of training. The objective of this article is to propose initiatives to overcome biases against competency-based medical education (CBME) in the culture of medical education. MATERIALS AND METHODS: At a retreat of the International Competency Based Medical Education (ICBME) Collaborators group, an intensive brainstorming session was held to determine potential barriers to adoption of CBME in the culture of medical education...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598748/implementing-competency-based-medical-education-what-changes-in-curricular-structure-and-processes-are-needed
#19
Markku T Nousiainen, Kelly J Caverzagie, Peter C Ferguson, Jason R Frank
Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598747/overarching-challenges-to-the-implementation-of-competency-based-medical-education
#20
Kelly J Caverzagie, Markku T Nousiainen, Peter C Ferguson, Olle Ten Cate, Shelley Ross, Kenneth A Harris, Jamiu Busari, M Dylan Bould, Jacques Bouchard, William F Iobst, Carol Carraccio, Jason R Frank
Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes...
June 2017: Medical Teacher
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