scholarly journals Educational Collaboration Between Russian-Born US Physicians and Russian Oncology Trainees in Evidence-Based Medicine: The Higher School of Oncology

2021 ◽  
pp. 353-360
Author(s):  
Ekaterina Baron ◽  
Michelle Sittig ◽  
Maxim Kotov ◽  
Ilya Fomintsev ◽  
Vadim Gushchin
Keyword(s):  
Evidence Based Medicine ◽  
Selection Process ◽  
The United States ◽  
Evidence Based ◽  
Online Journal ◽  
Journal Clubs ◽  
Fresno Test ◽  
Clinical Scenarios ◽  
Case Presentations ◽  
Based Medicine

PURPOSE The 2-year Russian oncology residency focuses on diagnosis and treatment of malignancies but lacks evidence-based medicine (EBM) and patient communication skills (PCS) training. To overcome these educational disparities, the 5-year national program, the Higher School of Oncology (HSO), involving Russian expatriate physicians trained in the United States was established. METHODS A retrospective study was conducted. Highly motivated oncology residents were enrolled in the program through the three-step selection process. US-trained Russian expatriate physicians acted as mentors. EBM skills were taught through weekly online journal clubs and clinical case presentations. PCS training included live seminars and simulations after journal clubs. EBM knowledge was assessed using Fresno test among newly enrolled and postgraduate year (PGY) 2-5 HSO residents. PCS were evaluated via simulation exam including two clinical scenarios (maximum score 100 each) among 17 PGY2 HSO residents and seven non-HSO trainees. RESULTS Overall, 54 residents were enrolled over 5 years (8-13 annually); four were released from the program. The mean age was 24 ± 1 years, and 56% were females. Median scores of Fresno test were significantly higher among PGY 2-4 HSO residents compared with newly enrolled participants: 111 (IQR, 71-128) versus 68 (IQR, 42-84), P = .042; moreover, performance correlated with year of program participation (rs = 0.5; P < .0001). PCS assessment score was significantly higher among HSO residents than non-HSO trainees: 71 (IQR, 58-84) versus 15 (IQR, 10-30) for scenario number 1 ( P < .0001) and 78 (IQR, 71-85) versus 22 (IQR, 4-58) for scenario number 2 ( P = .005), respectively. CONCLUSION The involvement of Western-trained expatriates in remote education improves EBM and PCS among oncology trainees from their home country. This strategy can be useful in overcoming global medical education disparities in other specialties and in countries facing similar challenges.

Psychoanalytic Therapy

2021 ◽  
Author(s):  
Helmut Thomä ◽  
Horst Kächele
Keyword(s):  
Outcome Research ◽  
Evidence Based Medicine ◽  
Salient Feature ◽  
Evidence Based ◽  
Conversational Analysis ◽  
Significant Aspect ◽  
Process And Outcome ◽  
Case Presentations ◽  
Based Medicine ◽  
Insight Into

Conversational analysis has turned out to be the salient feature to understand what promotes change in the psychoanalytic situation. This significant aspect of the first edition of this textbook is expanded in the second edition presenting prominent examples of contemporary process and outcome research fulfilling the criteria of evidence-based medicine. The case presentations included in this volume provide insight into thinking and acting in psychoanalysis and relate directly to the theories taught in.

An evidence‐based medicine approach for case presentations by trainees

2018 ◽  
Vol 16 (6) ◽  
pp. 575-579
Author(s):  
Thomas W Lycan ◽  
Tamjeed Ahmed ◽  
Mary Beth Seegars ◽  
Meera Patel ◽  
Ryan Woods ◽  
...  
Keyword(s):  
Evidence Based Medicine ◽  
Evidence Based ◽  
Case Presentations ◽  
Based Medicine

Multidisciplinary Evidence-Based Medicine Journal Clubs: Curriculum Design and Participants' Reactions

1999 ◽  
Vol 317 (4) ◽  
pp. 243-246 ◽  
Author(s):  
D. MICHAEL ELNICKI ◽  
ALAN K. HALPERIN ◽  
WILLIAM T. SHOCKCOR ◽  
STEPHEN C. ARONOFF
Keyword(s):  
Curriculum Design ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Journal Clubs ◽  
Medicine Journal ◽  
Based Medicine

scholarly journals Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test

2018 ◽  
Vol 82 (5) ◽  
pp. 6294
Author(s):  
Julie B. Cooper ◽  
Michelle Turner ◽  
Meera Patel ◽  
Jennifer Markle ◽  
Caron Amend ◽  
...  
Keyword(s):  
Residency Program ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Fresno Test ◽  
Based Medicine

scholarly journals Understanding medical student evidence-based medicine information seeking in an authentic clinical simulation

2020 ◽  
Vol 108 (2) ◽  
Author(s):  
Joey Nicholson ◽  
Adina Kalet ◽  
Cees Van der Vleuten ◽  
Anique De Bruin
Keyword(s):  
Medical Students ◽  
Evidence Based Medicine ◽  
Information Seeking ◽  
Point Of Care ◽  
Evidence Based ◽  
Clinical Question ◽  
Common Information ◽  
Clinical Scenarios ◽  
Objective Evidence ◽  
Based Medicine

Objective: Evidence-based medicine practices of medical students in clinical scenarios are not well understood. Optimal foraging theory (OFT) is one framework that could be useful in breaking apart information-seeking patterns to determine effectiveness and efficiency of different methods of information seeking. The aims of this study were to use OFT to determine the number and type of resources used in information seeking when medical students answer a clinical question, to describe common information-seeking patterns, and identify patterns associated with higher quality answers to a clinical question.Methods: Medical students were observed via screen recordings while they sought evidence related to a clinical question and provided a written response for what they would do for that patient based on the evidence that they found.Results: Half (51%) of study participants used only 1 source before answering the clinical question. While the participants were able to successfully and efficiently navigate point-of-care tools and search engines, searching PubMed was not favored, with only half (48%) of PubMed searches being successful. There were no associations between information-seeking patterns and the quality of answers to the clinical question.Conclusion: Clinically experienced medical students most frequently relied on point-of-care tools alone or in combination with PubMed to answer a clinical question. OFT can be used as a framework to understand the information-seeking practices of medical students in clinical scenarios. This has implications for both teaching and assessment of evidence-based medicine in medical students.

scholarly journals Brazilian version of the Fresno test of competence in Evidence-Based Medicine: a validation study

2019 ◽  
Vol 29 (1) ◽  
pp. 32295
Author(s):  
Margareth Rodrigues Salerno ◽  
Fábio Herrmann ◽  
Leticia Manoel Debon ◽  
Matheus Dorigatti Soldatelli ◽  
Gabriele Carra Forte ◽  
...  
Keyword(s):  
Medical Students ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Validation Study ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Fresno Test ◽  
Brazilian Version ◽  
Significant Difference ◽  
Based Medicine

AIMS: To validate the Brazilian version of the Fresno test of competence in Evidence-Based Medicine.METHODS: This is a cross-sectional, validation study. Phase 1: translation of the Fresno instrument. Phase 2: validation of the translated version, which was tested in 70 undergraduate medical students. The psychometric properties evaluated were validity, internal consistency, and sensitivity to change.RESULTS: Overall, validity was adequate; most items showed a moderate to strong and significant correlation with the total score; there was an important and significant difference between both groups, with and without previous contact with Evidence-Based Medicine (median, 55 [IQ25-75, 45.2-61.7] vs. median, 18.5 [IQ25-75, 6.0-29.7]) (p <0.001). Internal consistency was also adequate (α-C 0.718), and sensitivity to change showed a considerable and significant difference between pre and post-test (median, 18.5 [IQ25-75, 6.0-29.7] vs. median, 44 [IQ25-75, 34.0-60.0]) (p <0.001).CONCLUSIONS: The Brazilian version of the Fresno test showed satisfactory psychometric properties, and it can now be used as a tool to assess the knowledge and skills of Evidence-Based Medicine in Brazilian medical students.

scholarly journals Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

2018 ◽  
Vol 106 (2) ◽  
Author(s):  
Riley Brian ◽  
Nicola Orlov ◽  
Debra Werner ◽  
Shannon K. Martin ◽  
Vineet M. Arora ◽  
...  
Keyword(s):  
Evidence Based Medicine ◽  
Effective Means ◽  
Median Number ◽  
Evidence Based ◽  
Test Quality ◽  
Team Members ◽  
Fresno Test ◽  
Attending Rounds ◽  
Based Medicine ◽  
The Impact

Objective: The investigation sought to determine the effects of a clinical librarian (CL) on inpatient team clinical questioning quality and quantity, learner self-reported literature searching skills, and use of evidence-based medicine (EBM).Methods: Clinical questioning was observed over 50 days of inpatient pediatric and internal medicine attending rounds. A CL was present for 25 days and absent for 25 days. Questioning was compared between groups. Question quality was assessed by a blinded evaluator, who used a rubric adapted from the Fresno Test of Competence in Evidence-Based Medicine. Team members were surveyed to assess perceived impacts of the CL on rounds.Results: Rounds with a CL (CLR) were associated with significantly increased median number of questions asked (5 questions CLR vs. 3 NCLR; p<0.01) and answered (3 CLR vs. 2 NCLR; p<0.01) compared to rounds without a CL (NCLR). CLR were also associated with increased mean time spent asking (1.39 minutes CLR vs. 0.52 NCLR; p<0.01) and answering (2.15 minutes CLR vs. 1.05 NCLR; p=0.02) questions. Rounding time per patient was not significantly different between CLR and NCLR. Questions during CLR were 2 times higher in adapted Fresno Test quality than during NCLR (p<0.01). Select participants described how the CL’s presence improved their EBM skills and care decisions.Conclusions: Inpatient CLR were associated with more and improved clinical questioning and subjectively perceived to improve clinicians’ EBM skills. CLs may directly affect patient care; further study is required to assess this. CLs on inpatient rounds may be an effective means for clinicians to learn and use EBM skills.

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