scholarly journals Clinical pathways involving general practice - a new approach to integrated health care?

2000 ◽  
Vol 23 (2) ◽  
pp. 88 ◽  
Author(s):  
Claire Louise Jackson ◽  
Inge De Jong ◽  
Jeremy Oats
Keyword(s):  
Health Care ◽  
Medical Education ◽  
General Practice ◽  
Clinical Practice ◽  
Information Management ◽  
Clinical Pathways ◽  
Care Program ◽  
New Approach ◽  
Episode Of Care ◽  
Clear Communication

The Mater Mothers' Hospital, South Brisbane recently identified a number of difficulties with thematernity share-care program it runs with 1100 local GPs. This paper describes an integrationapproach developed at the Mater which has addressed these problems via the use of clinicalmanagement guidelines across the whole episode of care, the provision of a patient held record /pathway as a clinical practice prompt, clear communication and information management protocolsbetween hospital and general practice, and the provision of continuing medical education for share-carepractitioners.

scholarly journals Valuing variance: the importance of variance analysis in clinical pathways utilisation

2007 ◽  
Vol 31 (4) ◽  
pp. 565 ◽  
Author(s):  
Kate L Hyett ◽  
Mike Podosky ◽  
Nick Santamaria ◽  
Jenni C Ham
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Clinical Pathways ◽  
Service Planning ◽  
Practice Change ◽  
Variance Analysis ◽  
Analysis Software ◽  
Health Service Planning ◽  
Management Techniques ◽  
Clinical Practice Change

Variations from the anticipated course of events in clinical pathways provide valuable information that could be used to improve clinical practice and health service planning. Surprisingly, variance data are rarely collected in health care organisations using clinical pathways. This paper describes a project which aimed to improve reporting and analysis of variance data in a large regional and a smaller rural hospital using clinical pathways for a number of surgical, medical and obstetric procedures. The project used change management techniques and a variance analysis software program to inform clinical practice change.

scholarly journals Problems of integrating medical science, image and practical health care: focus on personalized medicine

2020 ◽  
pp. 3-10
Author(s):  
D. A. Sychev ◽  
L. K. Moshetova
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Clinical Practice ◽  
Professional Education ◽  
Medical Science ◽  
Continuous Medical Education ◽  
Educational Process ◽  
Medical Academy ◽  
Russian Medical ◽  
Real Clinical Practice

On the example of technologies of personalization of pharmacotherapy based on biomarkers of the processes of absorption, distribution, metabolism and excretion of drugs (ADME-processes), the methodology of the results of scientific research into the educational process within the system of continuous medical education of doctors into the real clinical practice is presented. This methodology has been developed and implemented in the Russian Medical Academy of Continuing Professional Education.

scholarly journals The hidden sharks of clinical practice.

2019 ◽  
Vol 2 (2) ◽  
pp. 7-8
Author(s):  
Muhammad Idrees Anwar
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Patient Safety ◽  
Clinical Practice ◽  
Safety Culture ◽  
General Medical Council ◽  
Medical Council ◽  
Learning And Teaching ◽  
The World ◽  
Medical Accident

  ‘The doctors of tomorrow will be applying knowledge and deploying skills which are at present unforeseen’. This was written by General Medical Council , UK in “Tomorrow’s Doctor” 1993,(General Medical Council, 1993), but this still holds true. We as health care providers strive to provide the best of care to our patients and perhaps doing a good job. You may object to this “perhaps “as obviously at a glance the health care appears optimal. But we do not know that underneath this poise and calm sea are deadly sharks that gulp and bite our results. Statistically speaking, there is one in eleven million risks of being bitten by a shark. In comparison, the risk of patient death occurring due to a preventable medical accident, while receiving health care, is estimated to be one in three hundred. It is obvious that you are safer in diving in the ocean than receiving treatment at a health care facility. Yet it is preventable. This preventable medical accident is the hidden shark of our clinical practice that bites our results without us even knowing about it. Hippocrates defined patient safety as primum no nocere, or “First, do no harm.” Yet we discovered it quite recently. A television program by the name of ” Deep Sleep “ aired in April 1983 first shocked the public that six thousand patients die due to anesthesia-related deaths. In 1983, the Harvard Medical School and the British Royal Society of Medicine jointly sponsored a symposium on anesthesia, deaths, and injuries. They also agreed to share statistics and to conduct studies for all anesthesia accidents. In 1984, the American Society of Anesthesiologists (ASA) had established the Anesthesia Patient Safety Foundation (APSF). The foundation marked the first use of the term “patient safety” in the name of a professional reviewing organization. The Australian Patient Safety Foundation was founded in 1989 for anesthesia error monitoring. Both organizations were soon expanded, as the magnitude of the medical error crisis became known. The studies expanded to all specialties, areas, and actual impact was measured. It is now estimated that that healthcare errors impact one in every ten patients around the world, the World Health Organization calls patient safety an endemic concern. Alarming, isn’t it? Yes, it is quite an alarming situation and it is the time that we all must blow the whistle to this global as well as regional problem. We are at a very initial stage where most of us are not even aware of its serious concerns. The waters are infested with sharks, and we must know and learn how to tackle them. The errors typically include surgical, diagnostic, medication, devices and equipment, and systems failures, infections, falls, and healthcare technology. Wrong or missed diagnosis and side effects of drugs are more common. No area of health care delivery is exempt, but they occur more so in an emergency room and outpatient clinic. (Bari, Khan, & Rathore, 2016) Errors are classified as two types: 1. Errors of omission occur because of actions not taken. Examples are not putting a strap to a patient. 2. Errors of the commission occur because of the wrong action taken. Examples include administering a medication to which a patient has a known allergy. You must be wondering why I chose this in a medical education journal. First and foremost, it is one of the serious international health concerns in the current era. Globally, almost a million patients die each year along with the cost associated with medication errors of about $42 billion USD annually. Secondly, the key to the solution lies with medical educationists. By now, you must be wondering how medical educationists could solve the predicament. Well! The solution lies in developing skills like communication, organization, teamwork, leadership, and decision-making. Not just the skills but also patient safety attitudes have to be adapted along with developing a “safety culture” at the workplace (Ayub & Khan, 2018). Our doctors of future and health care centers will only be safe if the safety is taught and assessed, at every level of learning and teaching. The culture of patient safety is created by identifying errors, developing systems based on newer technologies to recognize and correct errors. A broad range of safety culture properties can be organized into multiple subcultures like leadership, teamwork, evidence-based patient care, communication, learning from errors, identifying systems errors, and providing patient-centered care. Currently, the issue is remotely addressed in learning and teaching at both graduate and postgraduate levels. It is imperative that medical educationist should play their role by not only learning but also teaching all the necessary skills required to develop a safe environment for patients. The waters are full of sharks, and we must take protective measures. Stay safe References Ayub, A., & Khan, R. A. 2018. Learning to cure with care: Awareness of faculty and medical students about students’ roles related to patient safety. J. Pak. Med. Assoc., 68(9). Bari, A., Khan, R. A., & Rathore, A. W. 2016. Medical errors; causes, consequences, emotional response and resulting behavioral change. Pakistan J. Med. Sci., 32(3) doi:10.12669/ pjms.323.9701. General Medical Council, U.K. (1993). Tomorrow’s doctors: Recommendations on undergraduate medical education. London.

Overview of Current Approaches to Aural Rehabilitation for Adults With Cochlear Implants

2020 ◽  
Vol 5 (5) ◽  
pp. 1175-1187
Author(s):  
Rachel Glade ◽  
Erin Taylor ◽  
Deborah S. Culbertson ◽  
Christin Ray
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Cochlear Implants ◽  
Practice Patterns ◽  
The United States ◽  
Care Providers ◽  
Aural Rehabilitation ◽  
Starting Point ◽  
Clinical Models ◽  
Hearing Health

Purpose This clinical focus article provides an overview of clinical models currently being used for the provision of comprehensive aural rehabilitation (AR) for adults with cochlear implants (CIs) in the Unites States. Method Clinical AR models utilized by hearing health care providers from nine clinics across the United States were discussed with regard to interprofessional AR practice patterns in the adult CI population. The clinical models were presented in the context of existing knowledge and gaps in the literature. Future directions were proposed for optimizing the provision of AR for the adult CI patient population. Findings/Conclusions There is a general agreement that AR is an integral part of hearing health care for adults with CIs. While the provision of AR is feasible in different clinical practice settings, service delivery models are variable across hearing health care professionals and settings. AR may include interprofessional collaboration among surgeons, audiologists, and speech-language pathologists with varying roles based on the characteristics of a particular setting. Despite various existing barriers, the clinical practice patterns identified here provide a starting point toward a more standard approach to comprehensive AR for adults with CIs.

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