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evidence-based medicine AND curriculum

Lauren A Maggio
INTRODUCTION: Evidence-based medicine (EBM) is an expectation of professional healthcare and a requisite component of medical school curricula. However, upon graduation medical students' EBM skills have been found lacking suggesting a need to examine EBM training. METHODS: This PhD report presents two studies on EBM education. The first study is a literature review that describes and attempts to assess educational interventions for teaching medical students EBM...
October 25, 2016: Perspectives on Medical Education
V Cantisani, C F Dietrich, R Badea, S Dudea, H Prosch, E Cerezo, D Nuernberg, A L Serra, P S Sidhu, M Radzina, F Piscaglia, M Bachmann Nielsen, C Ewertsen, A Săftoiu, F Calliada, O H Gilja
The European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB) recommends that ultrasound should be used systematically as an easy accessible and instructive educational tool in the curriculum of modern medical schools. Medical students should acquire theoretical knowledge of the modality and hands-on training should be implemented and adhere to evidence-based principles. In this paper we report EFSUMB policy statements on medical student education in ultrasound that in a short version is already published in Ultraschall in der Medizin 1...
March 2016: Ultrasound Int Open
Fareen Zaver, Michael Hansen, Evan Leibner, Andrew Little, Michelle Lin
INTRODUCTION: By critically appraising open access, educational blogs and podcasts in emergency medicine (EM) using an objective scoring instrument, this installment of the ALiEM (Academic Life in Emergency Medicine) Blog and Podcast Watch series curated and scored relevant posts in the specific areas of pediatric EM. METHODS: The Approved Instructional Resources - Professional (AIR-Pro) series is a continuously building curriculum covering a new subject area every two months...
September 2016: Western Journal of Emergency Medicine
Elizabeth A Crabtree, Emily Brennan, Amanda Davis, Jerry E Squires
PROBLEM: Evidence-based practice (EBP) skills are crucial for delivering high-quality patient care. It is essential that medical students learn EBP concepts through a practical, in-depth research project. To date, literature on preparing students in this manner is limited. APPROACH: In academic year 2014-2015, the Medical University of South Carolina's (MUSC's) Center for Evidence-Based Practice (now known as the Value Institute) partnered with College of Medicine faculty to revitalize the undergraduate medical student EBP curriculum...
August 2, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Kate Thompson, James Milligan, Mark I Johnson, Michelle Briggs
INTRODUCTION: Pain is a global health concern causing significant health and social problems with evidence that patients experiencing pain are receiving inadequate care. The content of pain education in pre-registration professional health courses is thought to be lacking both in the UK and internationally which is unacceptable considering the prevalence of pain. Evaluating the effect of education is complex in that the outcome (improved healthcare) is some distance from the educational approach...
2016: BMJ Open
Sabrina J Poon, Lewis S Nelson, Jason A Hoppe, Jeanmarie Perrone, Margaret K Sande, Donald M Yealy, Michael S Beeson, Knox H Todd, Sergey M Motov, Scott G Weiner
BACKGROUND: Increased prescribing of opioid pain medications has paralleled the subsequent rise of prescription medication-related overdoses and deaths. We sought to define key aspects of a pain management curriculum for emergency medicine (EM) residents that achieve the balance between adequate pain control, limiting side effects, and not contributing to the current public health opioid crisis. METHODS: We convened a symposium to discuss pain management education in EM and define the needs and objectives of an EM-specific pain management curriculum...
August 2016: Journal of Emergency Medicine
Sarah J Mullen, Kourosh Sabri
OBJECTIVE: To conduct a national survey of journal club curricula in Canadian ophthalmology residency programs. DESIGN: Cross-sectional web-based survey. PARTICIPANTS: Fifteen Royal College of Physicians and Surgeons of Canada (RCPSC) ophthalmology residency program directors. METHODS: The 15 RCPSC ophthalmology residency program directors were invited to participate in a 31-item online survey. The survey inquired about the purpose, educational goals, and structure of journal club...
June 2016: Canadian Journal of Ophthalmology. Journal Canadien D'ophtalmologie
Morhaf Al Achkar
The gap between production and implementation of knowledge is the main reason for the suboptimal quality of health care. To eliminate this gap and improve the quality of patient care, journal club (JC) in graduate medical education provides an opportunity for learning the skills of evidence-based medicine. JC, however, continues to face many challenges mainly due to poorly defined goals, inadequate preparation, and lack of interest. This article presents an innovative model to prepare and present JC based on three pillars: dialogical learning through group discussion, mentored residents as peer teachers, and including JC as part of a structured curriculum to learn evidence-based medicine...
2016: Advances in Medical Education and Practice
Stacy Potts, Sara Shields, Carole Upshur
BACKGROUND AND OBJECTIVES: The Accreditation Council for Graduate Medical Education (ACGME) has recognized the importance of quality improvement (QI) training and requires that accredited residencies in all specialties demonstrate that residents are "integrated and actively participate in interdisciplinary clinical quality improvement and patient safety activities." However, competing demands in residency training may make this difficult to accomplish. The study's objective is to develop and evaluate a longitudinal curriculum that meets the ACGME requirement for QI and patient safety training and links to patient-centered medical home (PCMH) practices...
June 2016: Family Medicine
Arne Peine, Klaus Kabino, Cord Spreckelsen
BACKGROUND: Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction...
2016: BMC Medical Education
M A Memon, J Shmalberg, H S Adair, S Allweiler, J N Bryan, S Cantwell, E Carr, C Chrisman, C M Egger, S Greene, K K Haussler, B Hershey, G R Holyoak, M Johnson, S Le Jeune, A Looney, R S McConnico, C Medina, A J Morton, A Munsterman, G J Nie, N Park, M Parsons-Doherty, J A Perdrizet, J L Peyton, D Raditic, H P Ramirez, J Saik, S Robertson, M Sleeper, J Van Dyke, J Wakshlag
Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques...
2016: Open veterinary journal
Tzipi Weiss, Marci J Swede
ISSUE: The Institute of Medicine identified health care education reform as a key to improving the error prone, costly, and unsatisfying U.S. health care system. It called for health care education that no longer focuses exclusively on the mastery of technical skills but teaches students the human dimensions of care and develops their ability to collaborate with patients and colleagues to alleviate suffering and improve health. When should this educational reform begin, by what frameworks should it be guided, and which methods should it employ are important questions to explore...
May 4, 2016: Teaching and Learning in Medicine
Holly C Gooding, Sonja Ziniel, Currie Touloumtzis, Sarah Pitts, Adrianne Goncalves, Jean Emans, Pam Burke
PURPOSE: Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. METHODS: Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents...
May 2016: Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine
Ryane E Englar, Melanie Williams, Kurt Weingand
Effective communication in health care benefits patients. Medical and veterinary schools not only have a responsibility to teach communication skills, the American Veterinary Medical Association (AVMA) Council on Education (COE) requires that communication be taught in all accredited colleges of veterinary medicine. However, the best strategy for designing a communications curriculum is unclear. The Calgary-Cambridge Guide (CCG) is one of many models developed in human medicine as an evidence-based approach to structuring the clinical consultation through 71 communication skills...
2016: Journal of Veterinary Medical Education
Rochelle E Tractenberg, Matthew M Gushta, Jeffrey M Weinfeld
UNLABELLED: CONSTRUCT: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM...
2016: Teaching and Learning in Medicine
Jed D Gonzalo, Michael Dekhtyar, Stephanie R Starr, Jeffrey Borkan, Patrick Brunett, Tonya Fancher, Jennifer Green, Sara Jo Grethlein, Cindy Lai, Luan Lawson, Seetha Monrad, Patricia O'Sullivan, Mark D Schwartz, Susan Skochelak
PURPOSE: The authors performed a review of 30 Accelerating Change in Medical Education full grant submissions and an analysis of the health systems science (HSS)-related curricula at the 11 grant recipient schools to develop a potential comprehensive HSS curricular framework with domains and subcategories. METHOD: In phase 1, to identify domains, grant submissions were analyzed and coded using constant comparative analysis. In phase 2, a detailed review of all existing and planned syllabi and curriculum documents at the grantee schools was performed, and content in the core curricular domains was coded into subcategories...
April 5, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Sven E S Eriksson, Joshua D Safer
OBJECTIVE: Previous studies have demonstrated that the addition of transgender medicine content to a medical school curriculum increased students' comfort and willingness to treat transgender patients. We aimed to demonstrate that (1) evidence-based curricular content would improve knowledge of and change attitudes towards transgender medicine, and (2) students would consider cross-sex hormone therapy a legitimate treatment option for transgender patients. METHODS: Curricular content with a focus on the biologic evidence for the durability of gender identity was added to the first-year medical program at Boston University School of Medicine...
July 2016: Endocrine Practice
Abdullatif Aydin, Ahmed M A Shafi, Muhammad Shamim Khan, Prokar Dasgupta, Kamran Ahmed
PURPOSE: Increased awareness of patient safety, advances in surgical technology and reduced working times have led to the adoption of simulation enhanced training. However, the simulators available need to be scientifically evaluated before integration into curricula. We identify the currently available training models for urological surgery, their status of validation and the evidence behind each model. MATERIALS AND METHODS: MEDLINE®, Embase® and the Cochrane Library databases were searched for English language articles published between 1990 and 2015 describing urological simulators and/or validation studies of these models...
August 2016: Journal of Urology
Dirk T Ubbink, Dink A Legemate, Mark J Koelemay
BACKGROUND: Over 10 years ago, we introduced a two-day, evidence-based surgery course for surgical residents. During the last 4 years, we evaluated its effect on the participants' evidence-based medicine (EBM) knowledge and skills. METHODS: Between 2012 and 2015, six courses were organised for residents of various surgical specialties of allied hospitals in the Amsterdam educational district. The courses covered the literature search, critical appraisal of surgical papers, and how to communicate and weigh the benefits and harms of surgical interventions...
August 2016: World Journal of Surgery
David V Evans, Richard C Waters, Cara Olsen, Mark B Stephens, Steven R Brown
BACKGROUND AND OBJECTIVES: Physician interaction with pharmaceutical representatives results in less evidence-based prescribing and increased costs. Many organizations have called for strong conflict of interest policies in academic institutions. Implementing policy without educational interventions may not adequately address the influence of industry on physician prescribing patterns. The objective of this study is to assess the implementation and content of family medicine residency curricula on the physician-pharmaceutical industry relationship...
January 2016: Family Medicine
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