Usage of Electronic Resources Among Ophthalmologists in India

2019 ◽  
pp. 54-80
Author(s):  
A. Ashok Kumar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Continuing Medical Education ◽  
Online Resources ◽  
Clinical Practices ◽  
Electronic Resources ◽  
Academic Curriculum ◽  
Visually Challenged

The contribution of ophthalmologists is inevitable for visually challenged patient care and to eradicate unnecessary blindness in this society. Other than the academic focus of the medical students, the importance of continuing medical education (CME) for doctors in all disciplines, including ophthalmology, is a well-known factor to enhance their day-to-day clinical practices. The role of electronic and online resources in academic curriculum of medicine and CME is acceptable and inexorable among the user community worldwide. In the last several years, many research studies have focused on how people use electronic resources or on their feelings about electronic and online resources in various fields. In this study, the researcher analyzed the electronic resources usage among the ophthalmologists which indirectly supports their day-to-day clinical practices and serves the society against blindness. The results of the study show that the respondents have an average level of e-resources usage skills, particularly on awareness about many available e-resources.

scholarly journals Beyond Broca’s area

2019 ◽  
Vol 98 (4) ◽  
pp. 238-240
Author(s):  
David A. Ross ◽  
Andrew M. Novick
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Psychiatric Illness ◽  
Psychiatric Patients ◽  
Difficult Patient ◽  
Unique Challenge ◽  
Psychiatric Illnesses ◽  
Future Physician

Patients with psychiatric illness often present a unique challenge to medical students: in contrast to some medical conditions, in which patients may seem to be stricken by a disease, patients with certain psychiatric illnesses may seem complicit with the illness. Questions of free will, choice, and the role of the physician can quickly become overwhelming. This may result in students feeling helpless, disinterested, or even resentful. Here we argue that integrating a modern neuroscience perspective into medical education allows students to conceptualize psychiatric patients in a way that promotes empathy and enhances patient care. Specifically, a strong grasp of neuroscience prevents the future physician from falling into dualistic thinking in which the psychosocial aspects of a patient’s presentation are considered beyond the realm of medicine. The value of incorporating neuroscience into a full, biopsychosocial formulation is demonstrated with the case example of a “difficult patient.”

Continuing Medical Education and the Hidden Curriculum

2012 ◽  
Vol 2 (1) ◽  
pp. 94-96
Author(s):  
Shruti Sarkar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Identity ◽  
Continuing Medical Education ◽  
Hidden Curriculum ◽  
Healthcare Delivery ◽  
Patient Centredness

Death following a chronic and complicated illness in hospital is common. This paper is an account of a physician who perceives such a death in a different and an introspective way hoping to make all stakeholders of health realise their responsibilities beyond the accepted norms. There is need for professionalism and patient centredness in healthcare delivery as is stressed in this narrative. Physicians have an added role of teaching medical students and resident doctors and are reminded that they unknowingly transmit their professional identity onto the learners by the manner in which they deal with patients.

Effects of continuing medical education on improving physician clinical care and patient health: A review of systematic reviews

2005 ◽  
Vol 21 (3) ◽  
pp. 380-385 ◽  
Author(s):  
Bernard S. Bloom
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Patient Outcomes ◽  
Systematic Reviews ◽  
Continuing Medical Education ◽  
Clinical Care ◽  
Care Quality ◽  
Clinical Practices ◽  
Patient Health ◽  
Meta Analyses

Objectives:The objective of physician continuing medical education (CME) is to help them keep abreast of advances in patient care, to accept new more-beneficial care, and discontinue use of existing lower-benefit diagnostic and therapeutic interventions. The goal of this review was to examine effectiveness of current CME tools and techniques in changing physician clinical practices and improving patient health outcomes.Methods:Results of published systematic reviews were examined to determine the spectrum from most- to least-effective CME techniques. We searched multiple databases, from 1 January 1984 to 30 October 2004, for English-language, peer-reviewed meta-analyses and other systematic reviews of CME programs that alter physician behavior and/or patient outcomes.Results:Twenty-six reviews met inclusion criteria, that is, were either formal meta-analyses or other systematic reviews. Interactive techniques (audit/feedback, academic detailing/outreach, and reminders) are the most effective at simultaneously changing physician care and patient outcomes. Clinical practice guidelines and opinion leaders are less effective. Didactic presentations and distributing printed information only have little or no beneficial effect in changing physician practice.Conclusions:Even though the most-effective CME techniques have been proven, use of least-effective ones predominates. Such use of ineffective CME likely reduces patient care quality and raises costs for all, the worst of both worlds.

scholarly journals The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
S. Kohlert ◽  
N. Scherer ◽  
S. Kherani ◽  
L. McLean
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Head And Neck ◽  
Design Process ◽  
Mobile Apps ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

The Mandate Project: Institutionalizing a System of Patient Care Quality Assurance

PEDIATRICS ◽  
1976 ◽  
Vol 57 (5) ◽  
pp. 775-782
Author(s):  
Daniel S. Fleisher ◽  
Clement R. Brown ◽  
Carter Zeleznik ◽  
Gerald H. Escovitz ◽  
Charles Omdal
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Patient Care ◽  
Psychosocial Factors ◽  
Continuing Medical Education ◽  
Care Quality ◽  
Quality Assurance Program ◽  
Patient Care Quality

In 1970, prior to present-day requirements for quality assurance programs, a project was undertaken to institute such a program voluntarily in ten hospitals. Five hospitals succeeded in fully implementing the program which was based on the "Bi-Cycle Process" and each documented improvements in desired patient care behaviors. Two hospitals partially implemented the process and demonstrated no significant changes in desired patient care behaviors. Two hospitals failed to provide the data upon which assessments could be made and one hospital never got beyond preliminary efforts at instituting the process. The project demonstrates that a voluntary quality assurance program is feasible and has important implications for PSROs and continuing medical education. It also provides evidence that attention to psychosocial factors is essential in the institutionalization of programs designed to produce desired changes in patient care behaviors.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

scholarly journals Two Student Perspectives on Clinical Medical Education During the COVID19 Pandemic

2021 ◽  
Author(s):  
Anne P. George ◽  
Elise E. Ewens
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Direct Patient Care ◽  
Rural And Urban ◽  
Hands On ◽  
Hands On Learning ◽  
Ultimate Question ◽  
To Come ◽  
The U.S

In the age of COVID19, the ultimate question in healthcare became who was essential and who was not. Basically, who could be cut from the roster in patient care? Unfortunately, as medical students, many of us did not make that cut, and as rotations were continually evolving and changing, students from even the same institution had varying experiences. Third-year clerkships are defined by the direct patient care and hands-on learning students get, but in the age of COVID19, “hands-on learning” has been a bit hard to come by. Hence, COVID has caused many changes in the way medicine is being taught and practiced. This article will detail the experiences of two medical students from the same institution, working in different locations for their third-year clerkships. We contrast our rural and urban experiences as students in the time of COVID and display the varying experiences students are having during this time. We touch on the potential ramifications for these wide varieties of experiences from students across the U.S. and how this will affect sub-internships and residency applications. 

Abstract 168: Impact of Continuing Medical Education on the Treatment of Hypertriglyceridemia with Omega-3 Fatty Acids

2016 ◽  
Vol 9 (suppl_2) ◽  
Author(s):  
Amy Larkin ◽  
Michael LaCouture ◽  
George Boutsalis ◽  
Harold Bays
Keyword(s):  
Fatty Acids ◽  
Medical Education ◽  
Fatty Acid ◽  
Online Education ◽  
Continuing Medical Education ◽  
Primary Care Physicians ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
Omega 3 Fatty Acid

Introduction: The less prominent role of triglycerides in determining cardiovascular risk keeps these lipids from being top-of-mind for practicing clinicians, yet epidemiologic data affirm that hypertriglyceridemia contributes to atherosclerotic disease development and progression. We sought to determine if online continuing medical education (CME) could improve the clinical knowledge and competence of primary care physicians (PCPs) and cardiologists regarding hypertriglyceridemia and the use of omega-3 fatty acids in its treatment. Methods: The effects of two educational interventions about advances in hypertriglyceridemia treatment (activity 1) and educating patients about omega-3 fatty acid products (activity 2) were analyzed to determine efficacy of online education presented in the form of online video-based roundtable discussions. The activities launched online in May and June, 2015 respectively, and data were collected through July, 2015. The effects of education were assessed using knowledge- and case-based matched pre-assessment/post-assessments. The effect sizes were calculated with Cohen’s d (> 0.8 is large, 0.8-0.4 is medium, and < 0.4 is small). Results: In total, 842 PCPs and 75 cardiologists who completed all pre/post assessment questions in any of the two activities during the study period were included in analyses. Significant overall improvements were seen for PCPs (activity 1: n = 452, P <.05, effect d= 0.68; activity 2: n = 390, P <.05, effect d= 0.96) and cardiologists (activity 1: n = 35, P <.05, effect d= 0.77; activity 2: n = 40, P <.05, effect d= 0.9). Compared with baseline, specific areas of improvements include: • 22% more PCPs and 31% more cardiologists identified weight loss as a nonpharmacological intervention that can effectively lower triglyceride levels for overweight/obese patients with hypertriglyceridemia, (both P < .05) • 35% more PCPs and 32% more cardiologists identified the appropriate dosing of prescription omega-3 fatty acids (both P <.05) • 23% more PCPs ( P < .05) and 20% more cardiologists ( P =.068 ) recognized that reducing the risk for pancreatitis is a primary medical objective in patients with severe elevations in triglyceride levels Areas identified as needing additional education include: • 57% of all physicians remain unaware that omega-3 fatty acids reduce apolipoprotein C3 • 61% of PCPs and 60% of cardiologists did not demonstrate a thorough understanding of the differences between prescription omega-3 fatty acids and omega-3 supplements Conclusion: This study demonstrates the success of a targeted educational intervention with two educational components on improving knowledge, competence, and clinical decision-making of PCPs and cardiologists regarding hypertriglyceridemia treatment and the role of omega-3 fatty acid products in its treatment.

The Role of Humanities in Medical Education

2020 ◽  
pp. 148-155
Author(s):  
Arthur L. Frank
Keyword(s):  
United States ◽  
Medical Education ◽  
Patient Care ◽  
The United States ◽  
Physician Communication ◽  
Ethical Behaviors ◽  
The Subject ◽  
Improving Patient Care

This chapter considers the role and value of the study of the humanities in medical education. Most authors on this subject believe the study of the humanities results in a better physician. However, few papers document this almost universally accepted idea. This chapter cites the available literature on the subject and also considers how the study of the humanities has become more common in countries beyond the United States. The study of the humanities is thought to improve physician communication and to influence ethical behaviors, ultimately improving patient care.

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