Evidence-Based Medicine Improves the Emergent Management of Peritonsillar Abscesses Using Point-of-Care Ultrasound

2020 ◽  
Vol 59 (5) ◽  
pp. 693-698
Author(s):  
Ryan C. Gibbons ◽  
Thomas G. Costantino
Keyword(s):  
Evidence Based Medicine ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Evidence Based ◽  
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 Keeping up with Best Evidence: What Resources are Available?

2012 ◽  
Vol 46 (1) ◽  
pp. 4-7 ◽  
Author(s):  
Nasir Hussain ◽  
Mohit Bhandari ◽  
Sarah Turvey
Keyword(s):  
Evidence Based Medicine ◽  
Healthcare Professionals ◽  
Point Of Care ◽  
Scientific Evidence ◽  
Evidence Based ◽  
Medical Journals ◽  
Orthopedic Surgeons ◽  
Allied Healthcare ◽  
Based Medicine ◽  
Quality Evidence

ABSTRACT Evidence-based medicine (EBM) teaches physicians to base their decisions and actions on the best available scientific evidence in conjunction with their own expertise and the patient's values and preferences; however, this can be very time consuming as a one has to stay current and up-to-date with the most recent evidence. Several point-of-care databases, such as Up To Date and Dynamed, have been developed that distill the contents of medical journals into summaries with guidelines for practice in order to aid in EBM approach, but these also come with various limitations. Due to this, tools specific to surgical specialties are now beginning to be developed that systematically collect, appraise and summarize top quality evidence. One such tool is Ortho Evidence, which is an openaccess tool for orthopedic surgeons, researchers and allied healthcare professionals. How to cite this article Hussain N, Turvey S, Bhandari M. Keeping up with Best Evidence: What Resources are Available? J Postgrad Med Edu Res 2012;46(1):4-7.

Bringing the best evidence to the point of care

2010 ◽  
pp. 22-27
Author(s):  
Paul P. Glasziou
Keyword(s):  
Patient Care ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Point Of Care ◽  
Clinical Care ◽  
Clinical Decision ◽  
Evidence Based ◽  
Based Medicine ◽  
Quality Of Research

You must always be students, learning and unlearning till your life’s end. Joseph Lister Neither our memories nor our textbooks are complete and up to date with all the research relevant to the patients we will see today. The scattering of necessary research across a vast ocean of literature makes it inaccessible at the point of clinical decision. The consequences for patient care have given rise to the discipline of evidence-based medicine (EBM), whose two central concerns are with the quality of research evidence and with its appropriate usage in clinical care....

scholarly journals Clinical Pharmacist Faculty Contribution to Evidence-Based Medicine and Milestones

PRiMER ◽  
2017 ◽  
Vol 1 ◽  
Author(s):  
Jean Moon ◽  
Jody Lounsbery ◽  
Amie Hall ◽  
Stephanie L. Ballard ◽  
Nicholas Owens ◽  
...  
Keyword(s):  
Evidence Based Medicine ◽  
Point Of Care ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Evidence Based ◽  
Residency Programs ◽  
Clinical Pharmacists ◽  
Collection Period ◽  
Based Medicine ◽  
Teaching Time

Introduction: Family medicine residency programs (FMRPs) endeavor to meet evidence-based medicine (EBM) subcompetencies through the milestones project. Comprehensive descriptions of clinical pharmacists’ contributions in teaching EBM within the context of residency are limited.  Methods: Over a study period of 2 months, clinical pharmacists across five FMRPs in four states were invited to track their interactions with physician residents. EBM resources, skills, and targeted milestone data were collected. Pharmacists also quantified their nonpatient care contributions to EBM.  Results: Of the 16 clinical pharmacists invited, 16 (100%) participated in the October and 12 (75.0%) in the March collection period. A total of 598.9 half days over 2 months (42 working days) of available teaching time were reported. The tracking tool captured 1,253 EBM teaching encounters with a total average of 2.1 encounters per half day. Of those encounters, point-of-care references were most commonly used (63.7%) and “apply” was the most common EBM skill taught (83.8%). The most commonly tracked milestone was Medical Knowledge 2 (75.3%) at Level 2. Nine out of 10 faculty pharmacists included in this study reported performing the following roles: preceptor (100%), lecturer (89.9%), provider (77.8%), expert/consultant (77.8%), health care team (66.7%), and other (11.1%). Faculty pharmacists also reported directly evaluating milestones for physician residents through: committee work (44.4%), resident evaluations (77.8%), and rotation evaluations (77.8%).  Conclusions: As FMRPs strive to meet ACGME EBM-related competencies, clinical pharmacists across multiple sites demonstrated contributions to teaching EBM in medical resident education. Using a nonphysician faculty for this purpose may provide an example for other FMRPs. 

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