scholarly journals Teaching family medicine residents how to answer clinical questions using QUIPs

2013 ◽  
Vol 4 (2) ◽  
pp. e4-e9 ◽  
Author(s):  
Lisa Bishop ◽  
Norah Duggan ◽  
Heather Flynn
Keyword(s):  
Family Medicine ◽  
Medical Information ◽  
Learning Experience ◽  
Journal Article ◽  
Interdisciplinary Approach ◽  
Clinical Knowledge ◽  
New Methods ◽  
Clinical Questions ◽  
Second Year ◽  
Family Medicine Residents

Background: “Questions in Practice” (QUIP) rounds are used to encourage residents to quickly find, evaluate, and incorporate information into clinical practice. It is an opportunity for residents to identify a clinical question, research the answer, present the evidence, and discuss how to apply it to practice. The value of using this method to teach residents has not been evaluated. Methods: A sampling of all first and second-year family medicine residents enrolled in the Memorial University Family Medicine program were invited to participate in the survey. The survey gathered information about the residents’ current experiences with answering clinical questions, their experience during QUIP rounds, and the value of an interdisciplinary approach. Results: The response rate was 91% (42/46). Medical websites (45%) and journal article indexes (34%) were most often used. Through QUIPs, 50% of the students identified new methods to retrieve answers, 80% considered it a useful learning experience, 75% had improved confidence, and clinical knowledge improved in 97%. Conclusions: Residents are familiar with many general sources of medical information, and QUIPs helped improve confidence in their knowledge and ability to answer questions. QUIPs appear to be a useful tool for teaching information resources and how to interpret and apply evidence to clinical situations.

scholarly journals Assessment and knowledge in palliative care in second year family medicine residents

1997 ◽  
Vol 14 (5) ◽  
pp. 265-273 ◽  
Author(s):  
Doreen Oneschuk ◽  
Robin Fainsinger ◽  
John Hanson ◽  
Eduardo Bruera
Keyword(s):  
Palliative Care ◽  
Family Medicine ◽  
Second Year ◽  
Family Medicine Residents

scholarly journals An Objective Way to Evaluate Continuity of Care in Residency

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Brendan Chad Kushneriuk ◽  
Jason Hosain
Keyword(s):  
Family Medicine ◽  
Outcome Measures ◽  
Continuity Of Care ◽  
Individual Variation ◽  
Health Centre ◽  
Primary Health Centre ◽  
Primary Health ◽  
Block Time ◽  
Second Year ◽  
Family Medicine Residents

Objective: To develop a tool to assess Canadian family medicine residents in regards to continuity of care (COC).Design: Analysis of the first 100 patient visits of family medicine residents during their four-month block time in the second year of residency. Data was collected between the years of 2009 and 2012 and used to construct standardized curves for COC.Setting: West Winds Primary Health Centre in Saskatoon, Saskatchewan.Participants: 36 second-year family medicine residents training at West Winds Primary Health Centre in Saskatoon, Saskatchewan.Main outcome measures: The number of unique patients that a family medicine second-year resident encounters within the first 100 patient visits of family medicine block time.Results: Family medicine residents demonstrate individual variation in the number of unique patients they encounter within one hundred patientvisits.Conclusion: It is possible to develop a tool that can assess second-year family medicine residents in their ability to practise COC. This tool can be used to identify residents in difficulty, such that appropriate interventions can be made early on in their family medicine block time. Further research, involving residents from across Canada, is needed before this tool can be employed in a widespread manner.

scholarly journals Difficulties in Residency: An Examination of Clinical Rotations and Competencies Where Family Medicine Residents Most Often Struggle

2018 ◽  
Vol 50 (8) ◽  
pp. 613-616
Author(s):  
Orysya Svystun ◽  
Shelley Ross
Keyword(s):  
Internal Medicine ◽  
Family Medicine ◽  
Clinical Decision Making ◽  
Secondary Data ◽  
Clinical Decision ◽  
Clinical Knowledge ◽  
Clinical Rotations ◽  
Coronary Care ◽  
Future Physician ◽  
Family Medicine Residents

Background and Objectives: Remediation in residency is expensive; however, most research has focused on general approaches to remediation, with minimal investigation into whether there are patterns to the competencies or rotations that are most difficult for residents. Acquiring this information may improve future physician training and potentially reduce the frequency of resource-intensive remediation. We aimed to determine the competencies and rotations most challenging for family medicine residents, as defined by the number of assessments with flags (one or more competencies indicated as less than satisfactory). Methods: A secondary data analysis of archived resident files from a large Canadian family medicine residency program was conducted. Residents from six cohorts were reviewed (N=393) and flags on the in-training evaluation reports (ITERs) and summative periodic progress reports were recorded and summarized with descriptive statistics. Results: One hundred forty-one residents (36%) received at least one flag during training. Rotations where learners received the most flags were: internal medicine (average 1.52±4.82 flags), urban family medicine (average 1.48±4.18), and obstetrics (average 1.07±3.80). For residents having at least one flag, competencies causing most difficulty included: professionalism (21.4%), clinical decision making (17.8%), and teamwork and communication (15.5%). Conclusions: The file review identified coronary care unit, internal medicine, obstetrics, and general surgery as those rotations (adjusted for length) where family medicine residents most often struggled. Furthermore, deficient clinical knowledge was not one of the main reasons that residents are flagged. These findings may inform programs about where to target resident supports and resources.

scholarly journals Evolution of Reactions to Uncertainty Among Residents During a Clinical Rotation

2020 ◽  
Vol 52 (5) ◽  
pp. 339-345
Author(s):  
Emile Escourrou ◽  
Marion Bergeaut ◽  
Laetitia Gimenez ◽  
Igor Durliat ◽  
André Stillmunkés ◽  
...  
Keyword(s):  
Family Medicine ◽  
First Year ◽  
Clinical Rotation ◽  
Important Research Topic ◽  
Burn Out ◽  
Second Year ◽  
Fear And Anxiety ◽  
Academic Year ◽  
Epidemiological Cohort ◽  
Family Medicine Residents

Background and Objectives: For residents, uncertainty can be a source of motivation, interest, and stimulation, but it can also cause fear and anxiety that can lead to burn-out. Considering the prevalence of uncertainty in family medicine and the potential reactions from residents, reactions to uncertainty constitute an important research topic. This study sought to measure the evolution of reactions to uncertainty of family medicine residents in their first and second year, during a 6-month clinical rotation in a family physician’s office. Methods: This study utilized a prospective epidemiological cohort design of first- and second-year family medicine residents during a 6-month clinical rotation in a family physician’s office during the 2018-2019 academic year. Data were collected at the beginning and end of the clinical rotation for the entire student population using the Physicians’ Reactions to Uncertainty (PRU) questionnaire. Results: One hundred-two respondents were matched at the end of the clinical rotation and were included in the analysis. At baseline, there were no significant differences between first- and second-year residents in each dimension of the PRU. Anxiety due to uncertainty decreased significantly in residents of both years. Concern about bad outcomes decreased, but not significantly, in both years. Reluctance to disclose uncertainty to patients decreased in first-year residents. Conclusions: During a 6-month clinical rotation, anxiety due to uncertainty decreased in first- and second-year residents. The frequency and the type of uncertain situations residents encountered could be investigated in future studies to better understand residents’ reactions to uncertainty.

scholarly journals Perceived knowledge of psychiatry and family medicine residents regarding medical management of schizophrenia, hypertension, diabetes mellitus, and dyslipidemia: opportunities to refine the residency training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiangbo Ying ◽  
Jinhui Wan ◽  
Kang Sim ◽  
Ee-Jin Darren Seah ◽  
Mythily Subramaniam
Keyword(s):  
Diabetes Mellitus ◽  
Family Medicine ◽  
Residency Training ◽  
Medical Management ◽  
Demographic Data ◽  
Significant Proportion ◽  
Psychiatry Residents ◽  
Training Curriculum ◽  
Cross Sectional Survey ◽  
Family Medicine Residents

Abstract Background Psychiatry and Family Medicine residents frequently see patients with comorbid mental and physical disorders. Little is known about the difference in knowledge of Psychiatry residents and Family Medicine residents regarding management of common conditions they encounter. This study aimed to assess the knowledge of Psychiatry and Family Medicine residents regarding medical management of schizophrenia, hypertension, diabetes mellitus, and dyslipidemia, as the findings could help to refine the training curriculum for residency training. Methods A cross-sectional survey design was used. Psychiatry and Family Medicine residents pursuing their residency in Singapore were recruited from November 2019 to June 2020. The survey questionnaire consisted of questions which assessed the knowledge regarding medical management of schizophrenia, hypertension, diabetes mellitus, and dyslipidemia. Descriptive statistics were used to describe the demographic data; T-tests or Mann-Whitney U tests to compare the differences between groups; and multiple regression analyses to assess the factors associated with Psychiatry residents’ knowledge of hypertension, diabetes mellitus, and dyslipidemia. Results Fifty-seven out of 70 (81.4%) Psychiatry residents and 58 out of 61 (95.1%) Family Medicine residents participated in the study. The majority of Psychiatry residents encountered patients with hypertension (93.0%), diabetes mellitus (87.7%) and dyslipidemia (91.2%) on a daily to weekly basis. Psychiatry residents had higher scores on questions about schizophrenia versus Family Medicine residents (mean 50.70 versus 43.28, p < 0.001). However, Psychiatry residents scored lower on questions about hypertension (mean 33.86 versus 40.98, p < 0.001), diabetes mellitus (mean 45.68 versus 49.79, p = 0.005) and dyslipidemia (mean 37.04 versus 44.31, p < 0.001). Receiving undergraduate medical education locally, compared to receiving it overseas, was associated with better knowledge of hypertension (beta = 0.515, p = 0.009) and dyslipidemia (beta = 0.559, p = 0.005); while younger age (26–30 versus > 35 and 31–35 versus > 35) was associated with better knowledge of hypertension (beta = 1.361, p = 0.002 and beta = 1.225, p = 0.003). A significant proportion of Psychiatry residents (61.4%) did not agree that the training provided to manage hypertension, diabetes mellitus, and dyslipidemia was adequate. Similarly, majority of Family Medicine residents (62.1%) did not agree that they had adequate training to manage schizophrenia. Conclusions This study raises the awareness of Psychiatry residents’ sense of discomfort in managing hypertension, diabetes mellitus, or dyslipidemia and conversely Family Medicine residents in management of schizophrenia, which can be further addressed during the training postings within the residency programs. Future studies are needed to look at local (such as training curriculum) and systemic factors (such as practice trends and culture) in order to better align residency selection criteria and training foci with real world practice factors over time.

Flowing Down Bengawan Solo: An Interdisciplinary Lesson Model on Music and Rivers

2021 ◽  
pp. 104837132110262
Author(s):  
Jui-Ching Wang
Keyword(s):  
Teaching Strategies ◽  
Natural Environment ◽  
Cultural Context ◽  
Learning Experience ◽  
Interdisciplinary Approach ◽  
Global Learning ◽  
The World ◽  
Historical Periods

Music cannot be separated from its historical, geographical, and cultural context; therefore, it is important that students be taught music from a variety of genres, cultures, and historical periods relevant to the music to which they are introduced. In this article, I introduce an interdisciplinary approach through contextualization of the content of music, using it to lead to the study of related works in various disciplines. Using a song inspired by Indonesia’s Solo River, a lesson sample demonstrates teaching strategies that motivate students to engage in integrative thinking. By exploring music’s connection with relevant subjects to teach about the natural environment, this contextualized lesson presents a global learning experience to broaden students’ knowledge of the world. Contextualizing the content of Bengawan Solo illustrates how history and culture shaped the song and demonstrates how this work can be used as a springboard for students’ exploration of its history, geography, and ecology.

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