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Medicine Program (medicine + program)
Selected AbstractsStep-by-step: A model for practice-based learningTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2007FRCPC, Gabrielle M. Kane MB Abstract Introduction: Innovative technology has led to high-precision radiation therapy that has dramatically altered the practice of radiation oncology. This qualitative study explored the implementation of this innovation into practice from the perspective of the practitioners in a large academic radiation medicine program and aimed to improve understanding of and facilitate the educational process of this change. Methods: Multiprofession staff participated in a series of seven focus groups and nine in-depth interviews, and the descriptive data from the transcripts were analyzed using grounded theory methodology. Results: Practitioners believed that there had been a major effect on many aspects of their practice. The team structure supported the adoption of change. The technology changed the way the practices worked. Learning new skills increased workload and stress but led to a new conception of the discipline and the generation of new practice-based knowledge. When the concepts were examined longitudinally, a four-step process of learning was identified. In step 1, there was anxiety as staff acquired the skills to use the technology. Step 2 involved learning to interpret new findings and images, experiencing uncertainty until new perspectives developed. Step 3 involved questioning assumptions and critical reflection, which resulted in new understanding. The final step 4 identified a process of constructing new knowledge through research, development, and dialogue within the profession. Discussion: These findings expand our understanding of how practice-based learning occurs in the context of change and can guide learning activities appropriate to each stage. [source] 7 Layered Simulation: A Novel Approach to Medical Malpractice EducationACADEMIC EMERGENCY MEDICINE, Issue 2008Nathaniel Schlicher Overview:, We present a novel approach to the use of simulation in medical education with a two-event layered simulation. A patient care simulation with an adverse outcome was followed by a delayed simulated deposition. Process:, Senior residents in an academic emergency medicine program were solicited as simulation research volunteers. Other than stating that the research involved adverse outcomes, no identifying information was given. Seven volunteers participated in a simulation involving a forced error (nurse confederate gave an incorrect medication dose). Based on the initial simulation, one physician completed a simulated deposition in a teaching conference six weeks later conducted by a licensed attorney with malpractice experience. The audience, consisting of residents, attendings, and students, watched a recording of the patient care, witnessed the deposition, and evaluated the experience using a 13 question survey with five-point Likert scales. Outcome:, Participants felt that, overall, the training program was a useful educational tool (average Likert score of 4.63) that would change aspects of their practice (3.31). Participants stated that they would be more careful in their documentation (3.88), review high risk situations with staff (4.00), and monitor more carefully for errors (3.95). Overall, there was a degree of increased fear of the litigation process (3.95), but participants felt they would improve the risk profile of their practices (3.70). Conclusion:, A novel approach to medical education was successful in changing attitudes and provided an expanded educational experience for participants. Layered simulation can be successfully incorporated into educational programs for numerous issues including medical malpractice. [source] Billing effectively with the new health and behavior current procedural terminology codes in primary care and specialty clinicsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2006Robin E. S. Miyamoto The health and behavior current procedural terminology (CPT) codes introduced in 2003 have gained nationwide acceptance through Medicare and limited acceptance through third party payers. The codes facilitate accurate description and quantification of behavioral medicine services within a primary care or specialty clinic setting. The author reviews their appropriate utilization to enhance reimbursement and facilitate development of self-sustaining behavioral medicine programs. Information is provided on increased use and reimbursement of codes within psychology. Future directions for continued advocacy, increased acceptance, training, and research are discussed. © 2006 Wiley Periodicals, Inc. J Clin Psychol 62: 1221,1229, 2006. [source] "Sim Wars": A New Edge to Academic Residency CompetitionsACADEMIC EMERGENCY MEDICINE, Issue 2009Yasuharu Okuda Introduction: Simulation training is an educational modality that is increasingly being utilized by emergency medicine programs to train and assess residents in core competencies. During a recent national conference, patient simulators were used in a competition to highlight multitasking, teamwork, and patient care skills. The combination of audience participation and an expert panel provided a creative forum for learning. Methods: the Foundation for Education and Research in Neurological Emergencies (FERNE) and the Emergency Medicine Residents' Association (EMRA) sponsored an innovative competition between emergency medicine residencies during the 2008 Scientific Assembly of the American College of Emergency Physicians (ACEP). This competition used high-fidelity simulations to create scenarios on neurologic emergencies. Six teams were selected to participate in the three-hour single-elimination competition. The three-member resident teams were then randomly paired against another institution. Three separate 10 minute scenarios were created for the initial round, allowing paired teams to compete on the same scenario. An expert panel provided commentary and insight on the management by each team. In addition, the experts provided feedback in the areas of communication and team training. Each round's winners were determined by the audience using an interactive system. Results: Based on the immediate feedback from participants, audience members and the expert panelists, this event was an entertaining and successful learning experience for both residents and faculty. Like the Clinical Pathological Cases (CPC) competitions, "Sim Wars" provides a showcase for residencies to demonstrate practice philosophies while providing a unique emphasis on teamwork and communication skills. The ability to expand this program to include regional competitions that lead to a national contest could be the framework for future exciting and educational events. [source] | ||||||||||