Education Research - GIM

Background Obstetric Medicine is an area of expertise within General Internal Medicine (GIM) in Canada. Essential content for clinical rotations for GIM residents was identified by subject-matter experts (N=204 items). However, this work did not address the perspective of curriculum stakeholders. Methods Members of the Canadian GIM Specialty Committee (GIMSC) were surveyed to obtain their perspective on essential content that GIM residents should acquire in Obstetric Medicine. Results GIMSC members (N=14) selected “core content” which reduced the initial content blueprint by 72%. Some sections of the blueprint were left largely unchanged (e.g., hypertensive disorders of pregnancy), whereas others were removed entirely (e.g., transplant medicine). Interpretation GIMSC were more selective than Canadian Obstetric Internists in choosing the essential content for GIM residents, with a moderate overall agreement of 78% (kappa coefficient of 0.53). Comparison of perspectives and content mapping may provide useful validity evidence for further work.

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Validation of content of clinical cases in obstetric medicine for a shared web-based educational tool

Obstetric Medicine ◽

10.1177/1753495x18804744 ◽

2018 ◽

Vol 12 (3) ◽

pp. 129-135

Author(s):

Annabelle Cumyn ◽

Paul Gibson

Keyword(s):

Internal Medicine ◽

General Internal Medicine ◽

Web Based ◽

Clinical Exposure ◽

General Internal ◽

Internal Medicine Residents ◽

Obstetric Medicine ◽

The Creation ◽

High Level ◽

Clinical Cases

Subsequent to the validation of a Canadian Curriculum blueprint for Obstetric Medicine (OM), the Canadian Consensus for a Curriculum in Obstetric Medicine (CanCOM) research group was approached to develop 20 cases to address gaps in clinical exposure during clinical rotations in OM. Forty-nine Obstetric Internists were identified and 43 confirmed their affiliation to the group. Participants (N = 22) reviewed the content of the CanCOM blueprint and identified curriculum content that they considered essential for a rotation for senior General Internal Medicine residents. This survey led to the creation of the CanCOM II essential content blueprint for General Internal Medicine. Following this step, a second subgroup of participants (N = 21) participated in a Delphi survey to identify the content that should be addressed by a teaching case for senior General Internal Medicine residents. A high-level of consensus was obtained for 13 topics and a moderate level for the 7 subsequent topics resulting in the creation of the CanCOM II clinical cases available at http://gemoq.ca/cancom-ii-clinical-case-databank/

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Canadian general internal medicine residents’ perception of a pedagogical tool of online cases in obstetric medicine

Obstetric Medicine ◽

10.1177/1753495x211045614 ◽

2021 ◽

pp. 1753495X2110456

Author(s):

Annabelle Cumyn ◽

Nadine Sauvé ◽

Christina St-Onge

Keyword(s):

Educational Tool ◽

Point Scale ◽

Medical Problems ◽

Pedagogical Tool ◽

Clinical Exposure ◽

General Internal ◽

Perceived Utility ◽

Internal Medicine Residents ◽

Obstetric Medicine ◽

Canadian Research

Background Sufficient exposure to rarer medical problems around pregnancy is a challenge during short rotations in obstetric medicine (OM). A Canadian research group created online clinical cases, the CanCOM cases, to overcome this. Methods We conducted an exploratory study to document the use and perceived utility of the CanCOM cases. 77 residents doing an OM rotation participated in our study. We used a survey to document their perception of CanCOM cases (12 items, 7-point scale), clinical exposure to several conditions (pre and post rotation; 41 items, 7-point scale) and use of the educational tool (1 item, 4-option scale). Results CanCOM cases was perceived as an accessible and useful tool. Participants completed a median of 6/20 cases (range 1–20), and highly recommended the cases (6.48 ± 0.73 SD on a 7-point Likert scale). Conclusion Despite some technical limitations, CanCOM cases was shown to contribute to clinical exposure to rare but essential medical conditions.

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The core content of a generalist curriculum for general internal medicine, family practice, and pediatrics

Journal of General Internal Medicine ◽

10.1007/bf02598116 ◽

1994 ◽

Vol 9 (S1) ◽

pp. S31-S42 ◽

Cited By ~ 13

Author(s):

John Noble ◽

William Bithoney ◽

Peter Macdonald ◽

Michael Thane ◽

John Dickinson ◽

...

Keyword(s):

Internal Medicine ◽

General Internal Medicine ◽

Family Practice ◽

General Internal ◽

The Core ◽

Core Content

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Obstetric medical care in Canada

Obstetric Medicine ◽

10.1177/1753495x16645730 ◽

2016 ◽

Vol 9 (3) ◽

pp. 117-119 ◽

Cited By ~ 7

Author(s):

Laura A Magee ◽

Anne-Marie Cote ◽

Geena Joseph ◽

Tabassum Firoz ◽

Winnie Sia

Keyword(s):

Internal Medicine ◽

Maternity Care ◽

Critical Mass ◽

Training Curriculum ◽

General Internal ◽

The United Kingdom ◽

Area Of Interest ◽

Medicine Service ◽

Obstetric Medicine ◽

Patterns Of Practice

Obstetric medicine is a growing area of interest within internal medicine in Canada. Canadians continue to travel broadly to obtain relevant training, particularly in the United Kingdom. However, there is now a sufficient body of expertise in Canada that a cadre of ‘home-grown’ obstetric internists is emerging and staying within Canada to improve maternity care. As this critical mass of practitioners grows, it is apparent that models of obstetric medicine delivery have developed according to local needs and patterns of practice. This article aims to describe the state of obstetric medicine in Canada, including general internal medicine services as the rock on which Canadian obstetric medicine has been built, the Canadian training curriculum and opportunities, organisation of obstetric medicine service delivery and the future.

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A Revamp of the Internal Quality Auditing Process

Advances in Transdisciplinary Engineering - Transdisciplinary Engineering for Complex Socio-technical Systems – Real-life Applications ◽

10.3233/atde200130 ◽

2020 ◽

Author(s):

Rashitah Rahmat ◽

Effendi Mohamad ◽

Teruaki Ito ◽

Rosidah Jaafar ◽

Nor Akramin Mohamad ◽

...

Keyword(s):

Subject Matter ◽

Development Program ◽

Iso 14001 ◽

Iso 9001 ◽

Internal Quality ◽

Internal Auditing ◽

Subject Matter Experts ◽

General Internal ◽

Management Standards ◽

Competency Level

In this paper, the researchers have described the development program used for the internal quality auditors of Company A. This program was developed to increase the competency of the auditors so that they could effectively conduct both internal and external audits. The competency of the auditors was an important requirement according to the various management standards like the ISO 14001:2015, ISO9001:2015, IATF 16949:2016, ISO45001:2018 and IECQ QC 0800000. Furthermore, this program exposed all the auditors to the internal audits according to the requirements of the ISO 9001 standards and the in-process quality audits, which were divided into 6 areas for 8 months. For ensuring the success of the program, 15% of the auditors’ Key Responsibility Areas (KRA) were attributed to their performance and their contribution to the general internal auditing program. The different Subject Matter Experts (SME) trained the auditors based on the requirements of the managing standards and their auditing skills. A monitoring technique was established for assessing the competency level of the auditors. The auditors, who showed a good performance in these programs, were recommended to partake in the Lead Assessors program and were asked to audit local or internal- external suppliers.

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Three Conceptual Impediments to Developing Scale Theory for Formative Scales

Methodology ◽

10.1027/1614-2241/a000154 ◽

2018 ◽

Vol 14 (4) ◽

pp. 156-164 ◽

Cited By ~ 3

Author(s):

Keith A. Markus

Keyword(s):

Scale Development ◽

Item Analysis ◽

Model Fitting ◽

Item Bias ◽

Validity Evidence ◽

Scale Theory ◽

Underlying Theory ◽

Standard Scale ◽

Item Scores

Abstract. Bollen and colleagues have advocated the use of formative scales despite the fact that formative scales lack an adequate underlying theory to guide development or validation such as that which underlies reflective scales. Three conceptual impediments impede the development of such theory: the redefinition of measurement restricted to the context of model fitting, the inscrutable notion of conceptual unity, and a systematic conflation of item scores with attributes. Setting aside these impediments opens the door to progress in developing the needed theory to support formative scale use. A broader perspective facilitates consideration of standard scale development concerns as applied to formative scales including scale development, item analysis, reliability, and item bias. While formative scales require a different pattern of emphasis, all five of the traditional sources of validity evidence apply to formative scales. Responsible use of formative scales requires greater attention to developing the requisite underlying theory.

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