Curriculum Design of a Case‐based Knowledge Translation Shift for Emergency Medicine Residents

Sayers, Benjamin; Lazio, Matthew P.; Friedman, Sara L.; Gisondi, Michael A.

doi:10.1111/j.1553-2712.2010.00879.x

Cited by 10 publications

(17 citation statements)

References 25 publications

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“…A total of 329 papers satisfied the search inclusion criteria. Forty‐one papers 7–47 survived the exclusion criteria and were scored by each of five reviewers, with a range of scores from 9.25 to 22.75. Five papers that met a priori criteria and had a mean rank of at least seven were considered methodologically superior and are highlighted for review.…”

Section: Resultsmentioning

confidence: 99%

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2010

Shayne

Coates

Farrell

et al. 2011

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight medical education research studies published in 2010 that were methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine (EM). Conclusions: Forty-one EM educational studies published in 2010 were identified. This critical appraisal reviews and highlights five studies that met a priori quality indicators. Current trends and common methodologic pitfalls in the 2010 papers are noted.

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Section: Resultsmentioning

confidence: 99%

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2010

Shayne

Coates

Farrell

et al. 2011

Academic Emergency Medicine

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“…These respective criteria were reported by 92, 100, and 69% of respondents in our survey. Yet perhaps the most consistent suggestion in EBM education literature is to engage learners in the breadth of the EBM process with applied techniques, beginning and ending at the patient’s bedside [11,23,24]. Curricula incorporating experiential learning may best meet the needs of adult learners [22,23,25].…”

Section: Discussionmentioning

confidence: 99%

“…Yet perhaps the most consistent suggestion in EBM education literature is to engage learners in the breadth of the EBM process with applied techniques, beginning and ending at the patient’s bedside [11,23,24]. Curricula incorporating experiential learning may best meet the needs of adult learners [22,23,25]. As demonstrated in an observational cohort, Friedman et al described a knowledge translation intervention consisting of a 1 hour tutorial and real time EBM exercise in the emergency department [23].…”

Section: Discussionmentioning

confidence: 99%

“…Curricula incorporating experiential learning may best meet the needs of adult learners [22,23,25]. As demonstrated in an observational cohort, Friedman et al described a knowledge translation intervention consisting of a 1 hour tutorial and real time EBM exercise in the emergency department [23]. This encouraging work showed a change in patient management in 16.3% of encounters and the potential to impact future practice in resident learners.…”

Section: Discussionmentioning

confidence: 99%

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Characteristics of evidence-based medicine training in Royal College of Physicians and Surgeons of Canada emergency medicine residencies - a national survey of program directors

et al. 2014

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BackgroundRecent surveys suggest few emergency medicine (EM) training programs have formal evidence-based medicine (EBM) or journal club curricula. Our primary objective was to describe the methods of EBM training in Royal College of Physicians and Surgeons of Canada (RCPSC) EM residencies. Secondary objectives were to explore attitudes regarding current educational practices including e-learning, investigate barriers to journal club and EBM education, and assess the desire for national collaboration.MethodsA 16-question survey containing binary, open-ended, and 5-pt Likert scale questions was distributed to the 14 RCPSC-EM program directors. Proportions of respondents (%), median, and IQR are reported.ResultsThe response rate was 93% (13/14). Most programs (85%) had established EBM curricula. Curricula content was delivered most frequently via journal club, with 62% of programs having 10 or more sessions annually. Less than half of journal clubs (46%) were led consistently by EBM experts. Four programs did not use a critical appraisal tool in their sessions (31%). Additional teaching formats included didactic and small group sessions, self-directed e-learning, EBM workshops, and library tutorials. 54% of programs operated educational websites with EBM resources. Program directors attributed highest importance to two core goals in EBM training curricula: critical appraisal of medical literature, and application of literature to patient care (85% rating 5 - “most importance”, respectively). Podcasts, blogs, and online journal clubs were valued for EBM teaching roles including creating exposure to literature (4, IQR 1.5) and linking literature to clinical practice experience (4, IQR 1.5) (1-no merit, 5-strong merit). Five of thirteen respondents rated lack of expert leadership and trained faculty educators as potential limitations to EBM education. The majority of respondents supported the creation of a national unified EBM educational resource (4, IQR 1) (1-no support, 5- strongly support).ConclusionsRCPSC-EM programs have established EBM teaching curricula and deliver content most frequently via journal club. A lack of EBM expert educators may limit content delivery at certain sites. Program directors supported the nationalization of EBM educational resources. A growing usage of electronic resources may represent an avenue to link national EBM educational expertise, facilitating future collaborative educational efforts.

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“…Evidence compiled and presented by these residents influenced a change in management by the primary ED team in 16.3% of cases. 12 Such tools have not been directly shown to improve patient outcomes, which is the core of PBLI.…”

Section: Evidence-based Medicinementioning

confidence: 99%

Assessing Practice‐based Learning and Improvement

Salzman

Franzen

Leone

et al. 2012

Academic Emergency Medicine

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Assessment of practice-based learning and improvement (PBLI) is a core concept identified in several competency frameworks. This paper summarizes the current state of PBLI assessment as presented at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine. Based on these findings and consensus achieved at the conference, seven recommendations have been identified for future research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1403-1410© 2012 by the Society for Academic Emergency Medicine A n important goal in education is teaching learners how to continue learning once they have finished formal training. "The main thrust of modern adult-educational technology is in the direction of inventing techniques for involving adults in everdeeper processes of self diagnosis of their own needs for continued learning, in formulating their own objectives for learning, in sharing responsibility for designing and carrying out their learning activities, and in evaluating their progress toward their objectives." 1 Practice-based learning and improvement (PBLI) has the broadest scope of all the Accreditation Council for Graduate Medical Education (ACGME) core competencies. The ACGME emergency medicine (EM) program requirements list 10 subcompetencies, 2 which can be interpreted to cover a range from individuals to entire health care systems and have a time span that lasts a resident's entire career. The overall goal is to help residents develop lifelong skills to identify areas for improvement in their own practice through both external feedback and self-reflection and then work to improve those areas through self-directed learning, quality improvement, and education of themselves and others. The concept of self-directed improvement based on a self-performance assessment is continued in the assessment of practice performance mandated as part of the maintenance of certification for practicing physicians. Thus, the habits and values emphasized in the PBLI competency serve as a foundation for the rest of a physician's career.The wide range of practice-based learning is reflected in the fact that it is not a separate core competency in the CanMEDS framework. All of the elements of the ACGME's PBLI competency can be mapped to elements of CanMEDS, with the exception of IV.A.5.c). (7) and (9): use information technology to optimize learning/ improve patient care. This mapping spans four different elements of the CanMEDS system-the scholar, professional, manager, and communicator roles (see Table 1). Assessment of PBLI as a whole is difficult due to this broad scope. Evaluation tools for various subsets of the components of PBLI have been described, but assessing all of the elements of PBLI with one tool has proven difficult. Demonstrating "improvement" also requires showing change over time, which many standard assessment tools are not built to measure. This leaves us with a choice: we can use the same tool to assess a learner at several different points in time, provided that the tool is de...

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Curriculum Design of a Case‐based Knowledge Translation Shift for Emergency Medicine Residents

Abstract: Background: Principles of evidence-based medicine (EBM) may be inconsistently applied to clinical decision-making due to lack of practice-based training, experience, and time.

Cited by 10 publications

References 25 publications

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2010

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2010

Characteristics of evidence-based medicine training in Royal College of Physicians and Surgeons of Canada emergency medicine residencies - a national survey of program directors

Assessing Practice‐based Learning and Improvement

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