Study of relation of continuing medical education to quality of family physiciansʼ care

Dunn, Earl V.; Bass, Martin J.; Williams, John; Borgiel, Alex; MacDonald, P; Spasoff, R. A.

doi:10.1097/00001888-198810000-00005

Cited by 13 publications

(13 citation statements)

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“…Given the myriad confounding factors that influence quality of care and patient outcomes, it would be difficult to establish the impact of a single curriculum. Nevertheless, measuring quality of care as means of evaluating educational interventions has been successful ( Dunn et al 1988 ).…”

Section: Free‐standing Evidence‐based Medicine Curriculamentioning

confidence: 99%

Evidence‐based medicine training in graduate medical education: past, present and future

Green

2000

Evaluation Clinical Practice

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Evidence-based medicine (EBM) training remains a challenge to educators, particularly in graduate medical education. In this article, I trace the history of EBM in American medical education, review traditional journal clubs and contrast them to free-standing EBM curricula, petition for the advancement of integrated EBM teaching and propose an agenda for future work. Traditional journal clubs are unsuitable to teach evidence-based decision making because of their exclusive focus on critical appraisal. In contrast, EBM curricula cover the identification, appraisal and application of evidence in the context of individual patient scenarios. The effectiveness of some recent efforts reflects increasing attention to curriculum development principles and scientific rigour. The integration of EBM training into residents' established clinical venues offers theoretical educational advantages and confronts the challenge of practising EBM under the imperatives of 'real time' patient care. Initial responses to this formidable challenge show promise, but their feasibility and effectiveness remain to be explored. A more complete understanding of the epidemiology of residents' emerging clinical questions will inform continued curriculum development in integrated EBM training.

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Section: Free‐standing Evidence‐based Medicine Curriculamentioning

confidence: 99%

Evidence‐based medicine training in graduate medical education: past, present and future

Green

2000

Evaluation Clinical Practice

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“…This reassurance must be balanced against the needs of health care professionals themselves to maintain professional autonomy and judgement, and not to be subject to unnecessarily intrusive surveillance (Norcini, 1993;Norcini et al, 1996). While most regulated and licensed health care professionals have had to prove their competency to a variety of educational and regulatory bodies prior to receiving a license, ongoing demonstration of competency may be somewhat less systematic and rigorous (Manning, 1987;Dunn et al, 1988;Kremer, 1991;Davis et al, 1997). In an era of heightened accountability for all professionals (and particularly those involved in health care), striking a reasonable and appropriate balance between the public's and individual's expectations may be difficult (Page et al, 1995;Norcini et al, 1996).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Pharmacists' Patient Care Competencies: Validity Evidence from Ontario (Canada)'s Quality Assurance and Peer Review Process

Austin¹,

Marini²,

Croteau³

et al. 2004

Pharmacy Education

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Maintenance of competence is integral to health care practitioners' continuing professional development. The adequacy and value of indirect assessment of competence (through, for example, learning portfolios or attendance at educational events) has been questioned. Direct assessment (such as written tests of clinical knowledge or objective structured clinical examinations, OSCEs) has been advocated as a more meaningful indicator of a practitioner's competence. This paper describes the Ontario (Canada) College of Pharmacists' experience with direct assessment through the Peer Review/Quality Assurance process. This process consists of a selfassessment questionnaire, ongoing maintenance of a learning portfolio, a written test of clinical knowledge, and an OSCE. Each year, a randomly selected group of pharmacists in Ontario undertake the Peer Review process. After five years of operation, 992 pharmacists had participated in this program; 86% of participants met or exceeded standards and were encouraged to continue with their own professional development while 14% of participants did not meet standards in identified assessment areas, and were directed to a peer-assisted process to facilitate professional development. Findings suggest individuals who were educated outside Canada or the United States, those in community pharmacy practice, and those who had been in practice 25 years or more demonstrated greatest difficulty in meeting standards. The implications of these results for pharmacy practice and professional development are discussed as are issues related to direct and indirect assessment of clinical skills.

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“…For example, Forrest et al (1989) report on a survey of continuing education among general practitioners (GPs) in another British region (Mersey), outlining among other things their sources of learning (meetings, courses, books, journals, drug company representatives and so on). Dunn et al (1988) explore the relationship between a similar range of continuing medical educational activities and quality of care for a sample of Ontario family doctors. However, no easy comparison of the updating practices of the Yorkshire GDPs with the Mersey GPs or the Canadian family doctors is possible.…”

Section: Discussionmentioning

confidence: 99%

IDEA: an index of dental educational activity

MacGregor¹,

Long²,

Mercer³

1991

Medical Education

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This paper reports on the construction of an index of dental educational activities (IDEA) developed as part of an exploration of continuing professional development activities among a sample of general dental practitioners (GDPs) in the Yorkshire Region in Britain. To assist in the interpretation of the index scores an analogy is drawn to an academic examination. Only 50% of the GDPs passed, 31% achieving scores of 40% or less and 9% distinctions. Higher IDEAS were achieved by practitioners who spent a lot on their dental education, those who intended to attend continuing education events next year practice principals, those who worked in larger practices and men GDPs. Little difference in the scores was observed by the age of the practitioner, experience of working in hospital or distance from the central continuing education centre. Discussion centres on the utility of the index as a summary of updating practices and its potential as a comparative measure across health professions. High levels of continuing professional development and thus high IDEAs must be encouraged, but they need to be accompanied by high quality care and effective job performance.

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Study of relation of continuing medical education to quality of family physiciansʼ care

Cited by 13 publications

References 0 publications

Evidence‐based medicine training in graduate medical education: past, present and future

Evidence‐based medicine training in graduate medical education: past, present and future

Assessment of Pharmacists' Patient Care Competencies: Validity Evidence from Ontario (Canada)'s Quality Assurance and Peer Review Process

IDEA: an index of dental educational activity

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