Critical Challenges Ahead in Bioterrorism Preparedness Training for Clinicians

2009 ◽  
Vol 24 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Kari A. Hartwig ◽  
David Burich ◽  
Christopher Cannon ◽  
Louis Massari ◽  
Lloyd Mueller ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Infectious Diseases ◽  
Continuing Medical Education ◽  
Response Rate ◽  
Rapid Development ◽  
Infectious Agents ◽  
New Haven ◽  
Confidence Levels ◽  
Reporting Requirements

AbstractPurpose:A survey was distributed to determine physicians' confidence levels in recognizing potential Category-A bioterrorism disease threats (e.g., smallpox, anthrax), preferred means of obtaining continuing medical education (CME) credits, and their knowledge of the Connecticut Department of Public Health's (DPH) disease reporting requirements.Methods:Surveys were mailed to all physicians in the three-hospital Yale New Haven Health (YNHH) System (2,174) from January to March 2004; there were 820 respondents for a 37.7% response rate.Results:A total of 71% of physicians indicated that they were “not confident” that they could recognize five of the infectious agents named;they had higher confidence rates for smallpox (48.8%). Infectious diseases and emergency medicine physicians had the highest rates of confidence. Seventy-eight percent of physicians indicated conferences and lectures as their preferred CME learning modality. Nearly 72% of physicians reported a low familiarity with the DPH reporting requirements.Discussion:The results highlighted the breadth of perceived weaknesses among clinicians from disease recognition to reporting incidents, which signifies the need for greater training in these areas. As clinicians themselves emphasized their lack of skills and knowledge in this area, there should be a rapid development and dissemination of problem-based learning CME courses in bioterrorism preparedness.

scholarly journals Effectiveness of Interactive Case-Based Online Education in Improving Attp Diagnosis and Treatment Selection

Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 36-37
Author(s):  
Christy Rohani-Montez ◽  
Dayan Gunesekera ◽  
Paul Coppo
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Correct Response ◽  
Research Funding ◽  
Response Rate ◽  
Diagnostic Features ◽  
Design For All ◽  
Post Assessment ◽  
Correct Response Rate ◽  
Case Based

INTRODUCTION The prompt recognition and treatment of acquired thrombotic thrombocytopenic purpura (aTTP) is critical to prevent life-threatening consequences; however, this condition continues to be under-diagnosed and associated with significant mortality. Reducing mortality rates and improving outcomes is dependent on clinician awareness of aTTP diagnostic features, and on prompt implementation of evidence-based treatment approaches. OBJECTIVES This study was conducted to determine whether online case-based independent medical education could improve hematologists' and emergency medicine specialists' competence in identifying key diagnostic features of aTTP and selecting an initial treatment approach; and knowledge regarding recent clinical data on aTTP treatment. METHODS Hematologists and emergency medicine physicians electively participated in a 15-minute, case-based interactive online independent medical education activity on aTTP (Coppo P. Fatigue, Bruises, and Thrombocytopenia: What's Your Next Step? Launched: 1/30/2020. Data as of 4/22/2020. Available at www.medscape.org/viewarticle/923316). The effects of the education on knowledge and competence were assessed using a 3-question, repeated pairs, pre-assessment/post-assessment study design. For all questions combined, the chi-square test assessed differences from pre- to post-assessment. P values <.05 are statistically significant. The activity launched on January 30, 2020 and data were collected through April 22, 2020. RESULTS Overall significant improvements were seen after participation for both hematologists (average correct response rate of 33% at pre-assessment vs 82% at post-assessment; P<.001, N=124), and emergency medicine physicians (average correct response rate of 18% at pre-assessment vs 73% at post-assessment; P<.001, N=45). Specifically, there were significant improvements in recognizing laboratory findings indicative of a TTP diagnosis; selecting a triplet regimen as initial therapy for aTTP, based on current data; and understanding possible treatment-related adverse event expectations (Figure). After participating in the activity, 44% of hematologists and 84% of emergency medicine physicians had measurable improved confidence related to their ability to manage patients presenting with signs and symptoms of aTTP. Despite the increases in knowledge and confidence observed, the baseline rates of correct responses were low; therefore, ongoing education will be needed to reinforce knowledge and competence. Reinforcement is an important outcome from education that keeps clinicians' practices up-to-date (Lucero KS, Dunn S. Available at: http://almanac.acehp.org/p/bl/et/blogid=2&blogaid=599. Accessed June 11, 2020). CONCLUSIONS This study demonstrates the success of online, interactive case-based education in improving hematologists' and emergency medicine specialists' knowledge and competence in diagnosing and managing aTTP. This could lead to earlier diagnosis and a more widespread adoption of a new standard of aTTP treatment to improve overall outcomes for these patients. Figure Disclosures Coppo: Octapharma: Consultancy; Roche: Consultancy, Research Funding, Speakers Bureau; Sanofi: Consultancy, Speakers Bureau; Takeda: Consultancy, Speakers Bureau; Alexion Pharmaceuticals, Inc.: Consultancy, Research Funding, Speakers Bureau.

scholarly journals It’s More Than Just Travel CME: A Case Study of How an Emergency Medicine Conference Addresses Educational Needs of Physicians

2020 ◽  
Author(s):  
Katie N. Dainty ◽  
Rick Penciner
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Social Engagement ◽  
Participant Observation ◽  
Group Activities ◽  
Analysis Techniques ◽  
Observation Methods ◽  
Medicine Education

Introduction: Travel-based continuing medical education (CME) has become a popular format for physicians looking to combine education with travel. Emergency Medicine Update Europe is a biennial accredited CME program combining high quality Emergency Medicine education with structured group activities including cycling, hiking and social activities. This unique design incorporates innovative educational practices but as a whole has not yet been evaluated. Methods: This was a participant observation-based, ethnographic-style case study of the Emergency Medicine Update Europe conference in Provence, France in 2015. Participant interviews and embedded observation methods were used to collect data. Data was then analyzed using thematic content analysis techniques. Results: We describe three phenomena from the data that we feel are highly influential in the success of the program and impact on learning. These include “social engagement and a sense of community”; “the value of a stimulating escape” and “the ‘flat’ faculty-learner relationships”. Discussion: These unique features, prioritized by participants, seem to be key to the apparent success of this model over more traditional CME approaches. To our knowledge this is the first empirical research in this area and improves our understanding of how to leverage these more sociologic components for more effective continuing medical education.

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

CJEM ◽  
2005 ◽  
Vol 7 (01) ◽  
pp. 36-41 ◽  
Author(s):  
Glen W. Bandiera ◽  
Laurie Morrison
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Social Interaction ◽  
Continuing Medical Education ◽  
A Priori ◽  
Theory Approach ◽  
Full Time ◽  
Perceived Benefits ◽  
Emergency Physicians ◽  
Part Time

ABSTRACT Background: Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities. Objectives: To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty. Methods: A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance. Results: Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses. Conclusions: Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.

scholarly journals P100: It’s more than just Travel CME: an embedded ethnography of a unique emergency medicine conference

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S111-S112
Author(s):  
R. Penciner ◽  
K. Dainty
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Sense Of Community ◽  
Continuing Medical Education ◽  
Social Engagement ◽  
Ethnographic Study ◽  
Social Activities ◽  
High Quality ◽  
Group Activities ◽  
The Impact

Introduction: Travel-based continuing medical education (CME) has become a popular format for physicians looking to combine education with travel. However these programs do not usually include shared group activities and when they do, they are often social, sedentary events. Emergency Medicine Update (EMU) Europe is a unique biennial accredited CME program which combines high quality Emergency Medicine focused education with organized group physical and social activities in European locales. Methods: We undertook a participant observation-based ethnographic study of the EMU Europe program in Provence, France in 2015. Participant interviews and in-depth observation methods were used to understand (1) the impact of shared group activities on learning and (2) the ethos that is created during this type of program. Results: We describe three phenomena from the data that we feel are highly influential in the success of the program and impact on learning. The first is “social engagement and a sense of community”. Involvement in group physical and social activities supports more interactive learning and people affiliate with this as a group that they enjoy and feel good learning with. The second is “a stimulating escape”. This is the opportunity for high quality education and stimulating travel to be provided in an efficient package. The third is “the ‘flat’ faculty-learner relationships”. This is created through accessibility and innovative teaching and is a key component of the quality of the education. Conclusion: While each trip in and of itself might be unique, there appears to be some common elements - building a sense of community, providing a stimulating escape and choosing faculty with specific teaching styles - that contribute to the educational success of this model. We will discuss how this relates to medical education theory and how it is generalizable to other groups considering this type of program. To our knowledge this is the first empirical research in this area and improves our understanding of how to leverage this approach for more effective continuing medical education.

scholarly journals Clinical case study programme

2012 ◽  
Vol 13 (2) ◽  
Author(s):  
Regina Osih
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Infectious Diseases ◽  
Continuing Medical Education ◽  
Clinical Case ◽  
Clinical Case Study ◽  
Study Programme ◽  
Clinical Cases

The Southern African HIV Clinicians Society’s online clinical cases are geared at providing excellent continuing medical education for members of the Society. This activity has been created to offer clinicians working in the HIV area access to online education. Cases are written by experienced HIV specialists and can range from general adult HIV/TB through specialist paediatric cases to other related infectious diseases encountered when managing patients with HIV. S Afr J HIV Med 2012;13(2):58.

scholarly journals Continuing Medical Education Delivery Preferences Among Physicians and Advanced Practice Providers in Emergency Medicine

Cureus ◽  
2021 ◽  
Author(s):  
Andrew Kalnow ◽  
Jennifer Beck-Esmay ◽  
Jeffrey Riddell ◽  
John Casey ◽  
Jestin N Carlson ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Advanced Practice ◽  
Education Delivery

scholarly journals Strategies of Collaboration between General Practitioners and Psychiatrists: A Survey of Practitioners' Opinions and Characteristics

2002 ◽  
Vol 47 (8) ◽  
pp. 750-758 ◽  
Author(s):  
Ricardo J M Lucena ◽  
Alain Lesage ◽  
Robert Élie ◽  
Yves Lamontagne ◽  
Marc Corbière
Keyword(s):  
Medical Education ◽  
General Practitioners ◽  
Continuing Medical Education ◽  
Response Rate ◽  
The Other ◽  
Professional Roles ◽  
Clinical Services ◽  
Practice Characteristics ◽  
Other Hand ◽  
Degree Of Acceptance

Background: The description of collaboration models and the key underlying principles provide important information for designing services. However, to apply this broad corpus of information to clinical services and policymaking, we need to know which key principles (or strategies) of collaboration are the most accepted by local physicians. Method: In this context, we designed a survey that included 2 objectives: 1) to collect the opinions of practising general practitioners (GPs) and psychiatrists in Montreal with respect to strategies for improving collaboration between these 2 groups and 2) to identify demographic and practice characteristics of those physicians associated with the acceptance of such strategies. We designed a questionnaire to specifically elicit physicians' opinions about strategies involving communication, continuing medical education (CME) for GPs in psychiatry, and access to consulting psychiatrists, as well as to identify the profiles of the respondent physicians. We mailed the questionnaire to 203 GPs and 203 psychiatrists who were randomly selected. Results: The response rate was 86% for GPs and 87% for psychiatrists. Physicians expressed favourable opinions about most strategies involving 1) the improvement of communication and 2) the organization of CME activities concerning GP practices in the field of psychiatry. On the other hand, they did not indicate acceptance of the strategies involving on-site collaboration between GPs and psychiatrists. Physician age, sex, place of practice, type of practice (such as seeing patients with or without appointments), and responsibility for administrative duties associated significantly with the degree of acceptance of the proposed strategies Conclusion: Communication and CME strategies for GPs in psychiatry can be an option to improve collaboration between GPs and psychiatrists. However, strategies of access to consulting psychiatrists require significant alterations to established clinical routines and professional roles.

Infectious Diseases Physicians' Preferences for Continuing Medical Education on Antimicrobial Resistance and Other General Topics

2006 ◽  
Vol 27 (08) ◽  
pp. 873-875 ◽  
Author(s):  
Jennifer Tuboku-Metzger Blakely ◽  
Ronda L. Sinkowitz-Cochran ◽  
William R. Jarvis
Keyword(s):  
Medical Education ◽  
Antimicrobial Resistance ◽  
Infectious Diseases ◽  
Continuing Medical Education ◽  
Educational Programs ◽  
Survey Instrument ◽  
Educational Materials ◽  
The Media

A 19-item survey instrument was designed and mailed by the Infectious Diseases Society of America to its membership to determine the media preferred by infectious diseases physicians for continuing medical education on general topics and on antimicrobial resistance. The objective of the survey was to offer the developers of educational programs knowledge on which to base more-effective ways to deliver educational materials to physicians in this specialty.

scholarly journals Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs

2020 ◽  
Vol 17 ◽  
pp. 11
Author(s):  
Jason Lai ◽  
Benjamin Holden Schnapp ◽  
David Simon Tillman ◽  
Mary Westergaard ◽  
Jamie Hess ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
Medical Education ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Medical Patients ◽  
Sectional Study ◽  
Cross Sectional ◽  
Residency Programs ◽  
Question Survey

Purpose: The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.Methods: We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.Results: We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.Conclusion: The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

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