Error awareness to enhance paediatric prescribing amongst junior doctors: a novel evidence based educational strategy

2012 ◽  
Vol 97 (Suppl 1) ◽  
pp. A172.3-A174
Author(s):  
M Gordon ◽  
L See ◽  
B Bose-Haider
Keyword(s):  
Junior Doctors ◽  
Evidence Based ◽  
Educational Strategy ◽  
Error Awareness ◽  
Paediatric Prescribing

scholarly journals An educational programme for error awareness in acute trauma for junior doctors

2014 ◽  
Vol 6 (2) ◽  
pp. 161
Author(s):  
Colleen Michelle Aldous ◽  
Ruth Searle ◽  
Damian Luiz Clarke
Keyword(s):  
Educational Programme ◽  
Junior Doctors ◽  
Acute Trauma ◽  
Error Awareness

scholarly journals What are the links between evidence-based medicine and shared decision-making in training programs for junior doctors? A scoping review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (5) ◽  
pp. e037225
Author(s):  
Mary Simons ◽  
Frances Rapport ◽  
Yvonne Zurynski ◽  
Jeremy Cullis ◽  
Andrew Davidson
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Scoping Review ◽  
Evidence Based Medicine ◽  
Cochrane Library ◽  
Junior Doctors ◽  
Evidence Based ◽  
Shared Decision ◽  
Patient Centred Care ◽  
Based Medicine

IntroductionPatient-centred care is pivotal to clinical practice and medical education. The practice of evidence-based medicine (EBM) and shared decision-making (SDM) are complementary aspects of patient-centred care, but they are frequently taught and reported as independent entities. To effectively perform all steps of EBM, clinicians need to include patients in SDM conversations, however, the uptake of this has been slow and inconsistent. A solution may be the incorporation of SDM into EBM training programmes, but such programmes do not routinely include SDM skills development. This scoping review will survey the literature on the kinds of EBM and SDM educational programmes that exist for recently qualified doctors, programmes that incorporate the teaching of both EBM and SDM skills, as well as identifying research gaps in the literature.Methods and analysisLiterature searches will be conducted in the databases Medline, Embase, Scopus and Cochrane Library. Bibliographies of key articles and their citing references will also be hand-searched and assessed for inclusion. Selected grey literature will be included. Papers must be written in English, or provide English abstracts, and date from 1996 to the present day.Two independent reviewers will screen titles and abstracts, check full texts of selected papers for eligibility and extract the data. Any disagreement will be resolved, and consensus reached, if necessary, with the assistance of a third reviewer. Qualitative and quantitative studies that address educational interventions for either EBM, SDM or both will be included. Data extraction tables will present bibliographic information, populations, interventions, context and outcomes. Data will be summarised using tables and figures and a description of findings.Ethics and disseminationThis review will synthesise information from publicly available publications and does not require ethics approval. The results will be disseminated via conference presentations and publications in medical journals.

scholarly journals Bringing smartphone technology into undergraduate and postgraduate psychiatry

2015 ◽  
Vol 21 (4) ◽  
pp. 222-228 ◽  
Author(s):  
Melvyn W. B. Zhang ◽  
Cyrus S. H. Ho ◽  
Christopher C. S. Cheok ◽  
Roger C. M. Ho
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
New Technologies ◽  
Rapid Assessment ◽  
Junior Doctors ◽  
Evidence Based ◽  
New Approach ◽  
Advantages And Disadvantages ◽  
Smartphone Technology ◽  
Or Applications

SummarySmartphones are equipped with features that enable the rapid assessment of up-to-date evidence-based information. Their role in medical education is gaining recognition, and more and more institutions are providing devices or applications (apps) to medical students and trainees. Recent UK research suggests that most medical students believe smartphones would be a useful addition to their clinical education and that the majority of students and junior doctors own between one and five medically related apps. This article highlights the utility of these devices in education and summarises the existing technologies adopted by other specialties. It gives a framework for how psychiatry could adopt these new technologies in education and highlights the advantages and disadvantages of using this new approach. A brief illustration of how these technologies are being applied in undergraduate and postgraduate psychiatry is included.

Oxford Handbook for the Foundation Programme

2018 ◽  
Author(s):  
Tim Raine ◽  
George Collins ◽  
Catriona Hall ◽  
Nina Hjelde
Keyword(s):  
Emergency Department ◽  
Medical Students ◽  
Career Development ◽  
Working Life ◽  
Core Area ◽  
Junior Doctors ◽  
Evidence Based ◽  
Clinical Guidance ◽  
Workplace Relations ◽  
Foundation Programme

The Oxford Handbook for the Foundation Programme provides a unique resource for medical students and junior doctors as a definitive guide to the Foundation Programme. It is divided into 18 chapters, each covering a core area of the curriculum, including being a doctor, life on the wards, history and examination, prescribing, drugs, resuscitation, cardiovascular, respiratory, gastroenterology, endocrinology, neurology, psychiatry, fluids and renal, haematology, skin and eyes, emergency department, procedures, and interpreting results. It presents evidence-based clinical guidance in a clear way that makes it easy to revise, remember, and implement on the ward. It gives reliable advice on what to do, and when and how to do it, with clinical diagrams that bring theory to life. It helps junior doctors navigate all aspects of their working life, from career development to workplace relations, paperwork to pay and pensions.

scholarly journals Audit of availability and awareness of guidelines for the management of confusion in older patients on general wards

2008 ◽  
Vol 32 (4) ◽  
pp. 143-145
Author(s):  
Ceri G. Evans ◽  
Charles d'Souza ◽  
Paul Reynolds ◽  
Caroline Linton ◽  
Lokesh Nukalapati ◽  
...  
Keyword(s):  
Action Plan ◽  
Minimal Change ◽  
Clinical Implications ◽  
Junior Doctors ◽  
Evidence Based ◽  
Action Plans ◽  
Older Patient ◽  
Significant Difference ◽  
General Wards ◽  
Evidence Based Guidelines

Aims and MethodConfusion in an older patient on a general hospital ward requires prompt and appropriate management. To this end, evidence-based guidelines have been produced and disseminated by Gwent Healthcare NHS Trust. An audit was carried out when it became apparent that junior doctors might not be aware of the guidelines and that their availability on the wards was limited. An action plan was generated and a second audit carried out. Our aim was to establish whether the doctors' knowledge of the guidelines and their availability on wards changed as a result of our action plan and audit.ResultsThe audit consisted of a survey of general wards at the Royal Gwent Hospital and at St Woolos Hospital to assess availability of the guidelines and a questionnaire administered to a sample of junior doctors. The guidelines were available on 17% of wards; 11% of junior doctors were aware of them. Results of the audit informed implementation of an action plan. The second audit showed a limited improvement in availability (increased to 34%) and awareness (increased to 15%) of the guidelines, with no statistically significant difference.Clinical ImplicationsApparently well-thought-out action plans may produce minimal change, but unless the audit cycle is completed this fact cannot be corroborated. In generating action plans, more consideration may need to be given to the factors that influence the spread of change in healthcare systems.

scholarly journals YES, CHANGING HOW YOU TEACH DOES MAKE A DIFFERENCE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S886-S886
Author(s):  
Edmund H Duthie ◽  
Kathryn Denson ◽  
Deborah Simpson ◽  
Steven Denson ◽  
Amanda Szymkowski
Keyword(s):  
Family Caregiver ◽  
Course Evaluation ◽  
Dementia Patient ◽  
Evidence Based ◽  
Educational Strategy ◽  
Point Scale ◽  
Evaluation Data ◽  
Learning Plan ◽  
Hands On

Abstract Perceptions of an educational experience’s value impact learning. “Hands-on” activities promote deeper learning and retention. Educators may jettison more poorly rated sessions, not having time for perceived content revisions based on evaluation data. We sought to determine if simply changing the sequence of a session’s activities, using the same content, improved learner evaluations. Using a session focused on application of resources for dementia patient caregivers, we provided two versions of the same content to 2 groups of clinicians. In session version #1 (V1), participants were asked about caregiver stresses and barriers and then viewed two video triggers of a dementia patient and a stressed family caregiver. Participants then identified the caregiver’s struggles and recommended resources. At the session’s end they were provided with a Geriatric Fast Fact (GFF) (www.geriatricfastfacts.com) that hyperlinked to a variety of evidence-based resources by topic. In session version #2 (V2), only the content was flipped. The GFF was presented prior to the video, with clinicians were then tasked to identify best resources using the GFF. The V2 cohort rated the session higher than V1 cohort on a 4-point scale (1= Excellent, 4= Poor). Overall quality of learning plan (V1 =1.4 ; V2 =1.3); Would you recommend the session to peers (V1 = 1.5; and V2 =1.2) and Overall course evaluation (V1 = 1.5; V2. = 1.4) all improved. Using learner evaluations to revise the sequence of the same content was an effective educational strategy. Don’t throw the baby out with the bathwater!

Evidence-based out-of-hours hospital medicine

2018 ◽  
Vol 94 (1116) ◽  
pp. 588-595
Author(s):  
Gordon Arthur George McKenzie
Keyword(s):  
First Principles ◽  
Diagnostic Tests ◽  
Hospital Medicine ◽  
General Ward ◽  
Junior Doctors ◽  
Evidence Based ◽  
Hypnotics And Sedatives ◽  
Consensus Guidelines ◽  
High Quality ◽  
Out Of Hours

Out-of-hours (OOH) hospital ward cover is generally provided by junior doctors and is typified by heavy workloads, reduced staff numbers and various non-urgent nurse-initiated requests. The present inefficiencies and management problems with the OOH service are reflected by the high number of quality improvement projects recently published. In this narrative review, five common situations peculiar to the OOH general ward setting are discussed with reference to potential areas of inefficiency and unnecessary management steps: (1) prescription of hypnotics and sedatives; (2) overnight fluid therapy; (3) fever; (4) overnight hypotension and (5) chasing outstanding routine diagnostic tests. It is evident that research and consensus guidelines for many clinical situations in the OOH setting are a neglected arena. Many recommendations made herein are based on expert opinion or first principles. In contrast, the management of significant abnormalities in outstanding blood results is based on well-established guidelines using high-quality systematic reviews.

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