Dissemination of Evidence From Systematic Reviews Through Academic CME Providers: A Feasibility Study

Fordis, Michael; King, Jason; Nigris, Francesca Bonaduce de; Morrow, Robert; Baron, Robert B.; Kues, John R.; Norton, James C.; Kessler, Harold A.; Mazmanian, Paul E.; Colburn, Lois

doi:10.1097/ceh.0000000000000074

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…12,13 The NIH, 14 Institute of Medicine (IOM), 15 Veterans Administration, Agency for Healthcare Research and Quality, 16 AcademyHealth, American Board of Internal Medicine, and Patient-Centered Outcomes Research Institute 17 have all declared advancing D&I efforts to reduce the translational gap to be a priority area, which creates critical pressure on the next generation of clinicians and medical educators. Numerous authors emphasized the importance of building stakeholders' capacity for D&I of interventions in medical education, [18][19][20][21][22][23] health care, 24 and community settings. 25 In view of physicians' key role as change agents and leaders in the health care system, including medical education, 26,27 researchers and practitioners raised concerns about lack of training in the science of how to lead such changes 18,28 and a growing number of medical education scholars underscored the importance of training physicians in D&I.…”

Section: Introductionmentioning

confidence: 99%

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Ginossar

Heckman

Cragun

et al. 2018

Journal of Medical Education and Curricular Development

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Background:Physicians are charged with implementing evidence-based medicine, yet few are trained in the science of Dissemination and Implementation (D&I). In view of the potential of evidence-based training in D&I to help close the gap between research and practice, the goal of this review is to examine the importance of D&I training in medical education, describe challenges to implementing such training, and provide strategies and resources for building D&I capacity.Methods:We conducted (1) a systematic review to identify US-based D&I training efforts and (2) a critical review of additional literature to inform our evaluation of the challenges and opportunities of integrating D&I training in medical education.Results:Out of 269 unique articles reviewed, 11 described US-based D&I training. Although vibrant and diverse training opportunities exist, their capacity is limited, and they are not designed to meet physicians’ needs. Synthesis of relevant literature using a critical review approach identified challenges inherent to changing medical education, as well as challenges related to D&I science. Finally, selected strategies and resources are available for facilitating incorporation of D&I training into medical education and overcoming existing challenges.Conclusions:Integrating D&I training in the medical education curriculum, and particularly in residency and fellowship training, holds promise for bridging the chasm between scientific discoveries and improved patient care and outcomes. However, unique challenges should be addressed, including the need for greater evidence.

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Section: Introductionmentioning

confidence: 99%

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Ginossar

Heckman

Cragun

et al. 2018

Journal of Medical Education and Curricular Development

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“…Like Marburger Bund, experts all over the world consider systematic reviews as important sources of information for clinicians [ 8 , 9 ] as well as for CME providers [ 10 ]. Systematic reviews aim at answering a specific research question using a pre-planned and structured approach [ 11 ].…”

Section: Systematic Reviews – Aggregated Information From Multiple Sourcesmentioning

confidence: 99%

Systematic reviews should be at the heart of continuing medical education

Eisele

Bollig

Meerpohl

2021

Journal of European CME

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Today, keeping up with the fast evolving evidence is more challenging than ever for practising physicians. A huge number of studies are published every day, and it is no longer possible to read all the relevant individual studies. Many physicians prefer attending continuing medical education (CME) to reading international scientific publications. Consequently, it is critical that CME is based on the best available evidence and presented in an unbiased manner free of conflicts of interest. Systematic reviews and Cochrane reviews in particular can thus provide a valuable resource of up-to-date and high-quality information on health care questions for CME providers. Of note, systematic reviews might become outdated quickly. Furthermore, some systematic reviews are fraught with limitations such as poor methodology and conduct or incomplete and misleading reporting. This article provides a brief overview of systematic reviews and Cochrane reviews, outlines how systematic reviews can be “kept alive” using today’s digital opportunities and points to several common problems of systematic reviews with suggestions for solutions.

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Academic Peer Detailing—The Preparation and Experience of Detailers Involved in a Project to Disseminate a Comparative Effectiveness Module

Morrow

Tattelman

Purcell

et al. 2016

J Contin Educ Health Prof

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Peer detailing seems doable and well received, especially with the availability of high quality, previously prepared, and tested evidence-based content and materials. Detailers were easily recruited and trained to apply their teaching skills in this new format. The amount of time spent in training sessions on detailing training as opposed to content mastery can be adjusted depending on faculty needs.

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Dissemination of Evidence From Systematic Reviews Through Academic CME Providers: A Feasibility Study

Abstract: This study demonstrates the feasibility of approaches to use AHRQ-SRs in CME courses/programming. Further research is needed to demonstrate generalizability to other types of CME providers and other systemic reviews.

Cited by 3 publications

References 11 publications

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Systematic reviews should be at the heart of continuing medical education

Academic Peer Detailing—The Preparation and Experience of Detailers Involved in a Project to Disseminate a Comparative Effectiveness Module

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