Training surgeons to do evidence-based surgery: a collaborative approach1,2

Toedter, Lori J.; Thompson, Lora L.; Rohatgi, Chand

doi:10.1016/j.jamcollsurg.2004.04.006

Cited by 28 publications

(27 citation statements)

References 9 publications

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“…Better equipped and easier to access libraries and better electronic tools with user-friendly summaries of the up-to-date evidence are necessary to support clinicians in a world of ever increasing information overload and increasing time pressure due to growing bureaucratic burden. On the individual level, training and education are needed to develop the skills to find and use evidence efficiently [11,32]. A sufficient generation of evidence can, in a globalized world, be achieved only through sharing the workload internationally, with additional burden for non-English language countries because they have to bridge the language gap between an entirely English language evidence pool and an entirely national language healthcare sphere.…”

Section: Discussionmentioning

confidence: 99%

Evidence-based medicine—from best research evidence to a better surgical practice and health care

Antes

Sauerland

Seiler

2005

Langenbecks Arch Surg

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Section: Discussionmentioning

confidence: 99%

Evidence-based medicine—from best research evidence to a better surgical practice and health care

Antes

Sauerland

Seiler

2005

Langenbecks Arch Surg

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Section: Teaching Evidence Based Medicinementioning

confidence: 99%

“…Toedter et al designed an EBS teaching schedule that enabled the surgeons to develop EBS skills that they can use in their clinical practice [28]. During the programme the surgeon is given a question they might be asked during a surgery round [28]. Similarly Haines et al described an EBM programme for neurosurgeons, which consisted of two hours set aside every other week to replace traditional professors' rounds with sessions led jointly by a neurosurgeon and an epidemiologist, but based on case presentations from patients currently being treated [29].…”

Section: Teaching Evidence Based Medicinementioning

confidence: 99%

Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training

Griffin¹,

Jordan²,

Gawad³

2016

MEDJ

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Evidence Based Medicine integrates clinical expertise, best available clinical evidence, as well as patient's values and preferences to manage the care of patients. Surgeons have traditionally performed surgery according to their mentor teachings, these techniques being passed down through several generations. Current surgeon culture must evolve to integrate EBM into their clinical practice. The knowledge and skills required for searching and appraising critical literature needs to be taught to enable surgeons to implement it effectively. Evidence based surgery (EBS) will encourage surgeons to apply the best up-to-date knowledge to find the most effective surgical management plan for their patients. Several methods of teaching EBS to surgical trainees have shown to be effective including workshops, small group discussions, lecture style teaching and courses involving a combination of techniques. Journal clubs have gained in popularity and provided excellent teaching environments for surgeons to learn critical appraisal. Recently EBM has been introduced into the undergraduate programme to provide young medical practitioners with a strong foundation in EBM competency, and a positive attitude towards applying EBM to clinical practice. In this review, we aim to provide an overview of the principles of EBM and the success and challenges of teaching methods to deliver EBM for the surgical field.

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“…Perhaps the first objective of KT experts will involve the development of instruments for evaluating KT initiatives. [38][39][40][41][42][43] Research Question: Can Resident Educators' Practice Change Thresholds Be Qualitatively Delineated on Any Given Clinical Question? If so, will clinical educators be better able to define practice-changing evidence to resident physicians?…”

Section: How Do We Incorporate This Into Residencymentioning

confidence: 99%

Graduate Medical Education and Knowledge Translation: Role Models, Information Pipelines, and Practice Change Thresholds

Diner

Carpenter

O'Connell

et al. 2007

Academic Emergency Medicine

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This article reflects the proceedings of a workshop session, Postgraduate Education and Knowledge Translation, at the 2007 Academic Emergency Medicine Consensus Conference on knowledge translation (KT) in emergency medicine (EM). The objective was to develop a research strategy that incorporates KT into EM graduate medical education (GME). To bridge the gap between the best evidence and optimal patient care, Pathman et al. suggested a multistage model for moving from evidence to action. Using this theoretical knowledge-to-action framework, the KT consensus conference group focused on four key components: acceptance, application, ability, and remembering to act on the existing evidence. The possibility that basic familiarity, along with the pipeline by Pathman et al., may improve KT uptake may be an initial starting point for research on GME and KT. Current residents are limited by faculty GME role models to demonstrate bedside KT principles. The rapid uptake of KT theory will depend on developing KT champions locally and internationally for resident physicians to emulate. The consensus participants combined published evidence with expert opinion to outline recommendations for identifying the barriers to KT by asking four specific questions: 1) What are the barriers that influence a resident's ability to act on valid health care evidence? 2) How do we break down these barriers? 3) How do we incorporate this into residency training? 4) How do we monitor the longevity of this intervention? Research in the fields of GME and KT is currently limited. GME educators assume that if we teach residents, they will learn and apply what they have been taught. This is a bold assumption with very little supporting evidence. This article is not an attempt to provide a complete overview of KT and GME, but, instead, aims to create a starting point for future work and discussions in the realm of KT and GM. ACADEMIC EMERGENCY MEDICINE 2007; 14:1008-1014 ª 2007 by the Society for Academic Emergency MedicineKeywords: graduate medical education, residents, emergency medicine, knowledge translation, core competency T he task of theme IIIa of this consensus conference on knowledge translation (KT) was to develop a research framework describing how medical education strategies can promote evidence implementation by emergency medicine (EM) resident physicians.KT skills should be appreciated and utilized by medical students, residents, and postgraduate physicians. Yet, each of these groups has a unique baseline skill set and appreciation for the capacity of KT to enhance EM clinical practice. Accordingly, KT education will need to be

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Training surgeons to do evidence-based surgery: a collaborative approach1,2

Cited by 28 publications

References 9 publications

Evidence-based medicine—from best research evidence to a better surgical practice and health care

Evidence-based medicine—from best research evidence to a better surgical practice and health care

Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training

Graduate Medical Education and Knowledge Translation: Role Models, Information Pipelines, and Practice Change Thresholds

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