Evidence-based poetry: using poetic representation of phenomenological research to create an educational tool for enhancing empathy in medical trainees in the management of depression

Objective To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members. Methods Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool. Results Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool. Conclusion Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge.

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Evidence-Based Strategies to Improve Immunization Compliance of Postgraduate Medical Trainees at Large Academic-Medical Facilities

Healthcare Quarterly ◽

10.12927/hcq..18751 ◽

2007 ◽

Vol 10 (2) ◽

pp. 81-86 ◽

Cited By ~ 1

Author(s):

Thirumagal Kanagasabai ◽

Loreta Muharuma ◽

Joy McGuire ◽

Melanie Russell ◽

Mary Vearncombe ◽

...

Keyword(s):

Evidence Based ◽

Medical Trainees ◽

Academic Medical ◽

Medical Facilities

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A practical educational tool for teaching child-care hospital professionals attending evidence-based practice courses for continuing medical education to appraise internal validity in systematic reviews

Journal of Evaluation in Clinical Practice ◽

10.1111/j.1365-2753.2012.01889.x ◽

2012 ◽

Vol 19 (4) ◽

pp. 648-652 ◽

Cited By ~ 1

Author(s):

Paola Rosati ◽

Franz Porzsolt

Keyword(s):

Medical Education ◽

Child Care ◽

Systematic Reviews ◽

Continuing Medical Education ◽

Evidence Based Practice ◽

Internal Validity ◽

Evidence Based ◽

Care Hospital ◽

Educational Tool

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Pediatric hydrocephalus: systematic literature review and evidence-based guidelines. Part 1: Introduction and methodology

Journal of Neurosurgery Pediatrics ◽

10.3171/2014.7.peds14321 ◽

2014 ◽

Vol 14 (Supplement_1) ◽

pp. 3-7 ◽

Cited By ~ 28

Author(s):

Ann Marie Flannery ◽

Laura Mitchell

Keyword(s):

Systematic Review ◽

Literature Review ◽

Systematic Literature Review ◽

Task Force ◽

Clinical Information ◽

Evidence Based ◽

Educational Tool ◽

Pediatric Hydrocephalus ◽

Appropriate Treatment ◽

Evidence Based Guidelines

This clinical systematic review of and evidence-based guidelines for the treatment of pediatric hydrocephalus were developed by a physician volunteer task force. They are provided as an educational tool based on an assessment of current scientific and clinical information as well as accepted approaches to treatment. They are not intended to be a fixed protocol, because some patients may require more or less treatment. In Part 1, the authors introduce the reader to the complex topic of hydrocephalus and the lack of consensus on its appropriate treatment. The authors describe the development of the Pediatric Hydrocephalus Systematic Review and Evidence-Based Guidelines Task Force charged with reviewing the literature and recommending treatments for hydrocephalus, and they set out the basic methodology used throughout the specific topics covered in later chapters.

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Virtual Patient Simulation in HIV: An Online Educational Tool to Improve Evidence-Based Clinical Decision-Making

Open Forum Infectious Diseases ◽

10.1093/ofid/ofx163.1130 ◽

2017 ◽

Vol 4 (suppl_1) ◽

pp. S445-S445

Author(s):

Simi Hurst ◽

Douglas Blevins

Keyword(s):

Decision Making ◽

Clinical Decision Making ◽

Patient Simulation ◽

Clinical Decision ◽

Virtual Patient ◽

Evidence Based ◽

Educational Tool

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Characteristics and Quality of Mobile Apps Containing Prenatal Genetic Testing Information: Systematic App Store Search and Assessment

JMIR mhealth and uhealth ◽

10.2196/30404 ◽

2021 ◽

Vol 9 (10) ◽

pp. e30404

Author(s):

Ko-Lin Wu ◽

Rebeca Alegria ◽

Jazzlyn Gonzalez ◽

Harrison Hu ◽

Haocen Wang ◽

...

Keyword(s):

Genetic Testing ◽

Pregnant Women ◽

Mobile Apps ◽

Mobile App ◽

Evidence Based ◽

Educational Tool ◽

Prenatal Genetic Testing ◽

Genetic Tests ◽

App Store

Background Prenatal genetic testing is an essential part of routine prenatal care. Yet, obstetricians often lack the time to provide comprehensive prenatal genetic testing education to their patients. Pregnant women lack prenatal genetic testing knowledge, which may hinder informed decision-making during their pregnancies. Due to the rapid growth of technology, mobile apps are a potentially valuable educational tool through which pregnant women can learn about prenatal genetic testing and improve the quality of their communication with obstetricians. The characteristics, quality, and number of available apps containing prenatal genetic testing information are, however, unknown. Objective This study aims to conduct a firstreview to identify, evaluate, and summarize currently available mobile apps that contain prenatal genetic testing information using a systematic approach. Methods We searched both the Apple App Store and Google Play for mobile apps containing prenatal genetic testing information. The quality of apps was assessed based on the criteria adopted from two commonly used and validated mobile app scoring systems, including the Mobile Application Rating Scale (MARS) and the APPLICATIONS evaluation criteria. Results A total of 64 mobile apps were identified. Of these, only 2 apps were developed for a specific prenatal genetic test. All others were either pregnancy-related (61/64, 95%) or genetics-related (1/64, 2%) apps that provided prenatal genetic testing information. The majority of the apps (49/64, 77%) were developed by commercial companies. The mean quality assessment score of the included apps was 13.5 (SD 2.9), which was equal to the average of possible theoretical score. Overall, the main weaknesses of mobile apps in this review included the limited number of prenatal genetic tests mentioned; incomprehensiveness of testing information; unreliable and missing information sources; absence of developmental testing with users (not evidence based); high level of readability; and the lack of visual information, customization, and a text search field. Conclusions Our findings suggest that the quality of mobile apps with prenatal genetic testing information must be improved and that pregnant women should be cautious when using these apps for prenatal genetic testing information. Obstetricians should carefully examine mobile apps before referring any of them to their patients for use as an educational tool. Both improving the quality of existing mobile apps, and developing new, evidence-based, high-quality mobile apps targeting all prenatal genetic tests should be the focus of mobile app developers going forward.

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