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https://www.readbyqxmd.com/read/28937795/using-mystery-patient-drills-to-assess-hospital-ebola-preparedness-in-new-york-city-2014-2015
#1
Mary Foote, Roshni Daver, Celia Quinn
In response to the Ebola virus disease (EVD) outbreak in West Africa, rapid measures were taken to ensure readiness at frontline New York City (NYC) healthcare facilities, including mandating monthly EVD mystery patient drills to test screening protocols. This study analyzed after-action reports to describe the use of mystery patient drills to test rapid identification and isolation of potential EVD cases in NYC emergency departments. NYC hospitals were required to develop protocols for EVD screening and isolation, and to conduct drills with an actor presenting to the emergency department with symptoms suggestive of EVD...
September 22, 2017: Health Security
https://www.readbyqxmd.com/read/28934808/competency-based-teaching-in-radiology-implementation-and-evaluation-of-interactive-workstation-based-learning-to-apply-nklm-based-content
#2
Wolfgang Koestner, Wiebke Otten, Till Kaireit, Frank K Wacker, Sabine Dettmer
Purpose New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey...
September 21, 2017: RöFo: Fortschritte Auf Dem Gebiete der Röntgenstrahlen und der Nuklearmedizin
https://www.readbyqxmd.com/read/28930765/encouraging-reflexivity-in-a-residency-leadership-development-program-expanding-outside-the-competency-approach
#3
Justin T Clapp, Emily K B Gordon, Dimitry J Baranov, Beulah Trey, Felice Y Tilin, Lee A Fleisher
PROBLEM: While leadership development is increasingly a goal of academic medicine, it is typically framed as competency acquisition, which can limit its focus to a circumscribed set of social behaviors. This orientation may also reinforce the cultural characteristics of academic medicine that can make effective leadership difficult, rather than training leaders capable of examining and changing this culture. Expanding leadership development so it promotes social reflexivity presents a way to bolster some of the weaknesses of the competency paradigm...
September 14, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28930762/competency-based-medical-education-in-the-internal-medicine-clerkship-a-report-from-the-alliance-for-academic-internal-medicine-undergraduate-medical-education-task-force
#4
Sara B Fazio, Cynthia H Ledford, Paul B Aronowitz, Shobhina G Chheda, John H Choe, Stephanie A Call, Scott D Gitlin, Marty Muntz, L James Nixon, Anne G Pereira, John W Ragsdale, Emily A Stewart, Karen E Hauer
As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship...
September 14, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28927332/qualitative-and-quantitative-feedback-in-the-context-of-competency-based-education
#5
Ara Tekian, Christopher J Watling, Trudie E Roberts, Yvonne Steinert, John Norcini
Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback...
September 19, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28925925/entrustable-professional-activities-for-residency-training-in-physical-medicine-and-rehabilitation
#6
Michael Mallow, Heather Baer, Alex Moroz, Vu Q C Nguyen
Entrustable professional activities are observable units of professional practice that can potentially provide a link between competency-based medical education and clinical practice. The authors, part of a subcommittee of the Association of Academic Physiatrists Education Committee, identified a set of entrustable professional activities that would serve residency training programs in the specialty of physical medicine and rehabilitation. Using a modified Delphi process, residency program directors in the field reviewed and validated a set of entrustable professional activities...
October 2017: American Journal of Physical Medicine & Rehabilitation
https://www.readbyqxmd.com/read/28922234/consensus-statement-by-the-congenital-cardiac-anesthesia-society-milestones-for-the-pediatric-cardiac-anesthesia-fellowship
#7
Viviane G Nasr, Nina A Guzzetta, Wanda C Miller-Hance, Mark Twite, Gregory J Latham, Luis Zabala, Susan C Nicolson, Emad B Mossad, James A DiNardo
Pediatric cardiac anesthesiology has evolved as a subspecialty of both pediatric and cardiac anesthesiology and is devoted to caring for individuals with congenital heart disease ranging in age from neonates to adults. Training in pediatric cardiac anesthesia is a second-year fellowship with variability in both training duration and content and is not accredited by the Accreditation Council on Graduate Medical Education. Consequently, in this article and based on the Accreditation Council on Graduate Medical Education Milestones Model, an expert panel of the Congenital Cardiac Anesthesia Society, a section of the Society of Pediatric Anesthesiology, defines 18 milestones as competency-based developmental outcomes for training in the pediatric cardiac anesthesia fellowship...
September 14, 2017: Anesthesia and Analgesia
https://www.readbyqxmd.com/read/28901709/exploring-subjectivity-in-competency-based-assessment-judgements-of-assessors
#8
Rachel Bacon, Kay Holmes, Claire Palermo
AIM: The aim of this research was to measure variations in assessors' judgements of a student dietitian's performance and to explore the influence of group discussion on their judgements. METHODS: The assessments of a student's performance, as observed from a video recording of an authentic nutrition consultation, were measured pre- and post-group discussion by 26 experienced assessors using a mixed-methods questionnaire. The instrument included a validated 7-point visual analogue scale (VAS) rating (1 = novice; 7 = competent), a qualitative global description of performance and an assessor's confidence rating (1 = not at all confident; 10 = extremely confident)...
September 2017: Nutrition & Dietetics: the Journal of the Dietitians Association of Australia
https://www.readbyqxmd.com/read/28893238/monitoring-progression-of-clinical-reasoning-skills-during-health-sciences-education-using-the-case-method-a-qualitative-observational-study
#9
Kristina Orban, Maria Ekelin, Gudrun Edgren, Olof Sandgren, Pia Hovbrandt, Eva K Persson
BACKGROUND: Outcome- or competency-based education is well established in medical and health sciences education. Curricula are based on courses where students develop their competences and assessment is also usually course-based. Clinical reasoning is an important competence, and the aim of this study was to monitor and describe students' progression in professional clinical reasoning skills during health sciences education using observations of group discussions following the case method...
September 11, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28890922/concept-and-benefits-of-the-inverted-classroom-method-for-a-competency-based-biochemistry-course-in-the-pre-clinical-stage-of-a-human-medicine-course-of-studies
#10
Susanne J Kühl, Matthias Toberer, Oliver Keis, Daniel Tolks, Martin R Fischer, Michael Kühl
Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC) method can address this deficiency. The goal of this study was: to analyse the motivation and satisfaction of the students in a biochemistry seminar through the use of the e-learning-based IC method, to investigate the acceptance against the IC teaching method in biochemistry, and to compare the learning success achieved using the IC approach with that of a traditional course...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/28885419/competency-based-objectives-in-global-underserved-women-s-health-for-medical-trainees
#11
Chi Chiung Grace Chen, Anne Dougherty, Sara Whetstone, Saifuddin T Mama, Margaret Larkins-Pettigrew, Susan P Raine, Amy M Autry
The Association of Professors of Gynecology and Obstetrics Committee on Global Health developed an inclusive definition of global women's health and competency-based objectives that reflected work internationally, as well as with U.S. vulnerable and underserved populations, such as refugee and immigrant populations or those who would otherwise have compromised access to health care. The knowledge, skill, and attitude-based competencies required to fulfill each learning objective were mapped to the Accreditation Council for Graduate Medical Education Outcomes Project's educational domains and the Consortium of Universities for Global Health competency domains...
September 5, 2017: Obstetrics and Gynecology
https://www.readbyqxmd.com/read/28883161/the-implementation-of-medical-informatics-in-the-national-competence-based-catalogue-of-learning-objectives-for-undergraduate-medical-education-nklm
#12
Marianne Behrends, Sandra Steffens, Michael Marschollek
INTRODUCTION: The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) describes medical skills and attitudes without being ordered by subjects or organs. Thus, the NKLM enables systematic curriculum mapping and supports curricular transparency. In this paper we describe where learning objectives related to Medical Informatics (MI) in Hannover coincide with other subjects and where they are taught exclusively in MI. METHODS: An instance of the web-based MERLIN-database was used for the mapping process...
2017: Studies in Health Technology and Informatics
https://www.readbyqxmd.com/read/28882189/competencies-for-first-year-residents-physicians-views-from-medical-schools-with-different-undergraduate-curricula
#13
Sophie Fürstenberg, Kristina Schick, Jana Deppermann, Sarah Prediger, Pascal O Berberat, Martina Kadmon, Sigrid Harendza
BACKGROUND: Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula...
September 7, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28879542/competency-based-education-in-low-resource-settings-development-of-a-novel-surgical-training-program
#14
Meghan McCullough, Alex Campbell, Armando Siu, Libby Durnwald, Shubha Kumar, William P Magee, Jordan Swanson
BACKGROUND: The unmet burden of surgical disease represents a major global health concern, and a lack of trained providers is a critical component of the inadequacy of surgical care worldwide. Competency-based training has been advanced in high-income countries, improving technical skills and decreasing training time, but it is poorly understood how this model might be applied to low- and middle-income countries. We describe the development of a competency-based program to accelerate specialty training of in-country providers in cleft surgery techniques...
September 6, 2017: World Journal of Surgery
https://www.readbyqxmd.com/read/28868625/competency-based-assessment-in-surgeon-performed-head-and-neck-ultrasonography-a-validity-study
#15
Tobias Todsen, Jacob Melchiors, Birgitte Charabi, Birthe Henriksen, Charlotte Ringsted, Lars Konge, Christian von Buchwald
OBJECTIVE: Head and neck ultrasonography (HNUS) increasingly is used as a point-of-care diagnostic tool by otolaryngologists. However, ultrasonography (US) is a very operator-dependent image modality. Hence, this study aimed to explore the diagnostic accuracy of surgeon-performed HNUS and to establish validity evidence for an objective structured assessment of ultrasound skills (OSAUS) used for competency-based assessment. STUDY DESIGN: A prospective experimental study...
September 4, 2017: Laryngoscope
https://www.readbyqxmd.com/read/28862885/educational-interventions-to-enhance-competencies-for-interprofessional-collaboration-among-nurse-and-physician-managers-an-integrative-review
#16
Christina Clausen, Kelly Cummins, Kelley Dionne
Collaborative leadership and management structures are critical to transforming care delivery. Both nurse and physician managers are uniquely positioned to co-lead. However, little is known on how to prepare and support individuals for these co-leader arrangements. The re-design of healthcare professional education focuses on interprofessional collaboration, mutual learning, and a competency-based approach. While competencies for interprofessional collaboration have been delineated, competencies for collaborative management practice have yet to be addressed...
September 1, 2017: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/28857789/competency-based-medical-education-and-the-ghost-of-kuhn-reflections-on-the-messy-and-meaningful-work-of-transformation
#17
Eric S Holmboe
The transition, if not transformation, to outcomes-based medical education likely represents a paradigm shift struggling to be realized. Paradigm shifts are messy and difficult but ultimately meaningful if done successfully. This struggle has engendered tension and disagreements, with many of these disagreements cast as either-or polarities. There is little disagreement, however, that the health care system is not effectively achieving the triple aim for all patients. Much of the tension and polarity revolve around how more effectively to prepare students and residents to work in and help change a complex health care system...
August 29, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28852991/is-feedback-to-medical-learners-associated-with-characteristics-of-improved-patient-care
#18
REVIEW
Victoria Hayes, Robert Bing-You, Kalli Varaklis, Robert Trowbridge, Heather Kemp, Dina McKelvy
PURPOSE: To investigate the association of medical learner feedback with patient management and outcomes. METHODS: The authors investigated 27 articles that utilized patient data or chart reviews as a subset of a prior feedback scoping review. Data extraction was completed by two authors and all authors reviewed the descriptive data analysis. RESULTS: The studies were predominantly short-term investigations conducted in the US at academic teaching hospitals (89%) with one medical discipline (78%), most commonly internal medicine (56%)...
August 29, 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28852901/self-competence-and-depressive-symptom-trajectories-during-adolescence
#19
Anna Vannucci, Christine McCauley Ohannessian
The purpose of this study was to examine the relationship between self-competence and subsequent depressive symptom trajectories, by gender, in a community sample of adolescents (N = 753; 53% female; 65% non-Hispanic White). Data were collected annually for three years beginning when adolescents were in the 10th and 11th grades (Age: M = 16.09, SD = 0.72 years). Adolescents provided self-reports of self-competence at baseline and depressive symptoms every year. In latent growth curve models examining the overall trajectory of depressive symptoms, higher global self-worth and self-competence in close friendships were significantly associated with greater decreases in depressive symptoms (ps < 0...
August 29, 2017: Journal of Abnormal Child Psychology
https://www.readbyqxmd.com/read/28841876/specific-entrustable-professional-activities-for-undergraduate-medical-internships-a-method-compatible-with-the-academic-curriculum
#20
Alicia Hamui-Sutton, Ana María Monterrosas-Rojas, Armando Ortiz-Montalvo, Felipe Flores-Morones, Uri Torruco-García, Andrea Navarrete-Martínez, Araceli Arrioja-Guerrero
BACKGROUND: Competency-based education has been considered the most important pedagogical trend in Medicine in the last two decades. In clinical contexts, competencies are implemented through Entrustable Professional Activities (EPAs) which are observable and measurable. The aim of this paper is to describe the methodology used in the design of educational tools to assess students´ competencies in clinical practice during their undergraduate internship (UI). In this paper, we present the construction of specific APROCs (Actividades Profesionales Confiables) in Surgery (S), Gynecology and Obstetrics (GO) and Family Medicine (FM) rotations with three levels of performance...
August 25, 2017: BMC Medical Education
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