﻿FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Varao-Sousa, Trish L.
   Kingstone, Alan
TI Memory for Lectures: How Lecture Format Impacts the Learning Experience
SO PLOS ONE
VL 10
IS 11
AR e0141587
DI 10.1371/journal.pone.0141587
PD NOV 11 2015
PY 2015
AB The present study investigated what impact the presentation style of a
   classroom lecture has on memory, mind wandering, and the subjective
   factors of interest and motivation. We examined if having a professor
   lecturing live versus on video alters the learning experience of the
   students in the classroom. During the lectures, students were asked to
   report mind wandering and later complete a memory test. The lecture
   format was manipulated such that all the students received two lectures,
   one live and one a pre-recorded video. Results indicate that lecture
   format affected memory performance but not mind wandering, with enhanced
   memory in the live lectures. Additionally, students reported greater
   interest and motivation in the live lectures. Given that a single change
   to the classroom environment, professor presence, impacted memory
   performance, as well as motivation and interest, the present results
   have several key implications for technology-based integrations into
   higher education classrooms.
OI Varao-Sousa, Trish/0000-0002-4505-5908
ZR 0
TC 18
ZA 0
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Z9 18
U1 0
U2 29
SN 1932-6203
UT WOS:000364433100036
PM 26561235
ER

PT J
AU Puhringer, Petra G.
   Olsen, Alicia
   Climstein, Mike
   Sargeant, Sally
   Jones, Lynnette M.
   Keogh, JustinW. L.
TI Current nutrition promotion, beliefs and barriers among cancer nurses in
   Australia and New Zealand
SO PEERJ
VL 3
AR e1396
DI 10.7717/peerj.1396
PD NOV 10 2015
PY 2015
AB Rationale. Many cancer patients and survivors do not meet nutritional
   and physical activity guidelines, thus healthier eating and greater
   levels of physical activity could have considerable benefits for these
   individuals. While research has investigated cancer survivors'
   perspective on their challenges in meeting the nutrition and physical
   guidelines, little research has examined how health professionals may
   assist their patients meet these guidelines. Cancer nurses are ideally
   placed to promote healthy behaviours to their patients, especially if
   access to dieticians or dietary resources is limited. However, little is
   known about cancer nurses' healthy eating promotion practices to their
   patients. The primary aim of this study was to examine current healthy
   eating promotion practices, beliefs and barriers of cancer nurses in
   Australia and New Zealand. A secondary aim was to gain insight into
   whether these practices, beliefs and barriers were influenced by the
   nurses' hospital or years of work experience.
   Patients and Methods. An online questionnaire was used to obtain data.
   Sub-group cancer nurse comparisons were performed on hospital location
   (metropolitan vs regional and rural) and years of experience (<25 or >=
   25 years) using ANOVA and chi square analysis for continuous and
   categorical data respectively.
   Results. A total of 123 Australasian cancer nurses responded to the
   survey. Cancer nurses believed they were often the major provider of
   nutritional advice to their cancer patients (32.5%), a value marginally
   less than dieticians (35.9%) but substantially higher than oncologists
   (3.3%). The majority promoted healthy eating prior (62.6%), during
   (74.8%) and post treatment (64.2%). Most cancer nurses felt that healthy
   eating had positive effects on the cancer patients' quality of life
   (85.4%), weight management (82.9%), mental health (80.5%), activities of
   daily living (79.7%) and risk of other chronic diseases (79.7%),
   although only 75.5% agreed or strongly agreed that this is due to a
   strong evidence base. Lack of time (25.8%), adequate support structures
   (17.3%) nutrition expertise (12.2%) were cited by the cancer nurses as
   the most common barriers to promoting healthy eating to their patients.
   Comparisons based on their hospital location and years of experience,
   revealed very few significant differences, indicating that cancer
   nurses' healthy eating promotion practices, beliefs and barriers were
   largely unaffected by hospital location or years of experience.
   Conclusion. Australasian cancer nurses have favourable attitudes towards
   promoting healthy eating to their cancer patients across multiple
   treatment stages and believe that healthy eating has many benefits for
   their patients. Unfortunately, several barriers to healthy eating
   promotion were reported. If these barriers can be overcome, nurses may
   be able to work more effectively with dieticians to improve the outcomes
   for cancer patients.
RI Sargeant, Sally/GON-9628-2022; Keogh, Justin/I-5045-2019; Climstein, Mike/AAY-8077-2020; Sargeant, Sally/
OI Keogh, Justin/0000-0001-9851-1068; Climstein, Mike/0000-0002-5833-7760;
   Sargeant, Sally/0000-0003-0924-774X
TC 13
ZA 0
ZB 3
ZS 0
Z8 0
ZR 0
Z9 13
U1 0
U2 16
SN 2167-8359
UT WOS:000365803100008
PM 26587354
ER

PT J
AU Incalzi, Raffaele Antonelli
   Aucella, Filippo
   Leosco, Dario
   Brunori, Giuliano
   Dalmartello, Michela
   Paolisso, Giuseppe
TI Assessing Nephrological Competence among Geriatricians: A Proof of
   Concept Internet Survey
SO PLOS ONE
VL 10
IS 11
AR e0141388
DI 10.1371/journal.pone.0141388
PD NOV 3 2015
PY 2015
AB Chronic kidney disease (CKD) is highly prevalent in the elderly and
   negatively impacts survival and health status. Thus, nephrological
   competence is mandatory for a skilled geriatrician. The present study
   aimed to assess nephrological competence in a sample of geriatricians
   recruited through a web survey. To this aim, a 12-items questionnaire
   was produced by an expert panel of nephrologists and geriatricians and
   was available online for members of the Italian Society of Gerontology
   and Geriatrics (SIGG). Two-hundred-eightyseven geriatricians volunteered
   to fill in the questionnaire. The majority of them indirectly estimated
   the glomerular filtration rate (GFR) using mainly the Cockroft-Gault
   (C-G) formula. Selected nephrological exams, such as urinary Na and
   serum D-vitamin measurements, did not qualify as routine exams although
   the majority of geriatricians supplemented their patients with
   fat-soluble secosteroids. Ten percent of geriatricians asked for
   nephrological consultation only for stage 5 CKD patients and 30,9% only
   for stage 4 or 5. Erythropoietin supplementation was common practice for
   the majority of geriatricians, while only one third of them
   systematically used a procedure intended to prevent the contrast induced
   nephropathy (CIN). Finally, an alleged 50% adherence to the
   international guidelines for the management of CKD patients emerged from
   the questionnaire. Overall, results from this survey strongly recommend
   promoting nephrological education among geriatricians. Didactic
   standards for in training geriatricians need to be updated and the
   cooperation between geriatrics and nephrological societies promoted.
RI paolisso, giuseppe/AAP-8516-2020; DALMARTELLO, MICHELA/; Aucella, Filippo/
OI paolisso, giuseppe/0000-0002-2137-455X; DALMARTELLO,
   MICHELA/0000-0001-8764-9299; Aucella, Filippo/0000-0003-1027-7049
ZA 0
Z8 0
ZS 0
TC 3
ZB 1
ZR 0
Z9 3
U1 0
U2 1
SN 1932-6203
UT WOS:000364032600025
PM 26528530
ER

PT J
AU Hsih, Katie W.
   Iscoe, Mark S.
   Lupton, Joshua R.
   Mains, Tyler E.
   Nayar, Suresh K.
   Orlando, Megan S.
   Parzuchowski, Aaron S.
   Sabbagh, Mark F.
   Schulz, John C.
   Shenderov, Kevin
   Simkin, Daren J.
   Vakili, Sharif
   Vick, Judith B.
   Xu, Tim
   Yin, Ophelia
   Goldberg, Harry R.
TI The Student Curriculum Review Team: How we catalyze curricular changes
   through a student-centered approach
SO MEDICAL TEACHER
VL 37
IS 11
BP 1008
EP 1012
DI 10.3109/0142159X.2014.990877
PD NOV 2 2015
PY 2015
AB Student feedback is a valuable asset in curriculum evaluation and
   improvement, but many institutions have faced challenges implementing it
   in a meaningful way. In this article, we report the rationale, process
   and impact of the Student Curriculum Review Team (SCRT), a student-led
   and faculty-supported organization at the Johns Hopkins University
   School of Medicine. SCRT's evaluation of each pre-clinical course is
   composed of a comprehensive three-step process: a review of course
   evaluation data, a Town Hall Meeting and online survey to generate and
   assess potential solutions, and a thoughtful discussion with course
   directors. Over the past two years, SCRT has demonstrated the strength
   of its approach by playing a substantial role in improving medical
   education, as reported by students and faculty. Furthermore, SCRT's
   uniquely student-centered, collaborative model has strengthened
   relationships between students and faculty and is one that could be
   readily adapted to other medical schools or academic institutions.
OI Shenderov, Kevin/0000-0002-5255-6815; Parzuchowski,
   Aaron/0000-0002-4425-6038; Sabbagh, Mark/0000-0003-1996-5251
ZB 0
ZS 0
Z8 0
TC 24
ZA 0
ZR 0
Z9 24
U1 2
U2 12
SN 0142-159X
EI 1466-187X
UT WOS:000364483900004
PM 25532595
ER

PT J
AU O'Donoghue, Amie C.
   Boudewyns, Vanessa
   Aikin, Kathryn J.
   Geisen, Emily
   Betts, Kevin R.
   Southwell, Brian G.
TI Awareness of the Food and Drug Administration's Bad Ad Program and
   Education Regarding Pharmaceutical Advertising: A National Survey of
   Prescribers in Ambulatory Care Settings
SO JOURNAL OF HEALTH COMMUNICATION
VL 20
IS 11
BP 1330
EP 1336
DI 10.1080/10810730.2015.1018649
PD NOV 2 2015
PY 2015
AB The U.S. Food and Drug Administration's Bad Ad program educates health
   care professionals about false or misleading advertising and marketing
   and provides a pathway to report suspect materials. To assess
   familiarity with this program and the extent of training about
   pharmaceutical marketing, a sample of 2,008 health care professionals,
   weighted to be nationally representative, responded to an online survey.
   Approximately equal numbers of primary care physicians, specialists,
   physician assistants, and nurse practitioners answered questions
   concerning Bad Ad program awareness and its usefulness, as well as their
   likelihood of reporting false or misleading advertising, confidence in
   identifying such advertising, and training about pharmaceutical
   marketing. Results showed that fewer than a quarter reported any
   awareness of the Bad Ad program. Nonetheless, a substantial percentage
   (43%) thought it seemed useful and 50% reported being at least somewhat
   likely to report false or misleading advertising in the future. Nurse
   practitioners and physician assistants expressed more openness to the
   program and reported receiving more training about pharmaceutical
   marketing. Bad Ad program awareness is low, but opportunity exists to
   solicit assistance from health care professionals and to help health
   care professionals recognize false and misleading advertising. Nurse
   practitioners and physician assistants are perhaps the most likely
   contributors to the program.
RI Boudewyns, Vanessa/G-5713-2013; Southwell, Brian/; Betts, Kevin/
OI Boudewyns, Vanessa/0000-0002-1777-290X; Southwell,
   Brian/0000-0001-5091-8782; Betts, Kevin/0000-0002-2551-8274
TC 7
ZR 0
ZS 0
Z8 0
ZA 0
ZB 2
Z9 7
U1 0
U2 14
SN 1081-0730
EI 1087-0415
UT WOS:000361986100010
PM 26176326
ER

PT J
AU Parker, P C
   Harrison, G
TI Educating the future sonographic workforce: membership survey report
   from the British Medical Ultrasound Society.
SO Ultrasound (Leeds, England)
VL 23
IS 4
BP 231
EP 41
DI 10.1177/1742271X15605344
PD 2015-Nov
PY 2015
AB The British Medical Ultrasound Society (BMUS), the Consortium for the
   Accreditation of Sonographic Education (CASE), education providers and
   the NHS are working together to review how best to develop education for
   the future sonographic workforce. There is currently a national vacancy
   rate of approximately 12% across NHS Trusts. Education course placements
   are often limited to the number of clinical training places available
   within departments, resulting in a disparity between vacancies and the
   numbers of qualified sonographers graduating. Clearly there is a need
   for education to match the service demand. A term often used as a
   solution to the workforce problem is 'direct entry' ultrasound
   education. Anecdotally this term has caused confusion amongst health
   care professionals and as such the aim of this work was to gain an
   understanding of the views and opinions of BMUS members and interested
   professionals about direct entry training and subsequent development of
   any future training programmes. BMUS undertook an online survey with 286
   responses. The survey provided insight into the opinions of ultrasound
   practitioners and the complexities of developing a relevant educational
   programme for the future sonographer workforce. The results suggested a
   number of concerns with direct entry ultrasound programmes, including
   insufficient training places, lack of health care background knowledge,
   lack of imaging knowledge and no state registration specific to
   sonographers. Benefits of direct entry to ultrasound training were
   perceived to be increasing the number of sonographers trained each year,
   whilst training people in their first choice profession with skills
   developed specific to the sonographer role. Support for direct entry
   ultrasound training was limited to 51% of respondents who would advocate
   this form of ultrasound training if it led to qualified sonographers
   with the same skills as sonographers exiting from current CASE
   accredited programmes. 
RI Harrison, Gill/W-4246-2018
OI Harrison, Gill/0000-0003-2795-8190
ZB 2
TC 15
ZA 0
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ZS 0
Z9 15
U1 0
U2 4
SN 1742-271X
UT MEDLINE:27433263
PM 27433263
ER

PT J
AU Gallahue, Fiona E
   Betz, Amy E
   Druck, Jeffrey
   Jones, Jonathan S
   Burns, Boyd
   Hern, Gene
TI Ready for Discharge? A Survey of Discharge Transition-of-Care Education
   and Evaluation in Emergency Medicine Residency Programs.
SO The western journal of emergency medicine
VL 16
IS 6
BP 879
EP 84
DI 10.5811/westjem.2015.9.27298
PD 2015-Nov
PY 2015
AB This study aimed to assess current education and practices of emergency
   medicine (EM) residents as perceived by EM program directors to
   determine if there are deficits in resident discharge handoff training.
   This survey study was guided by the Kern model for medical curriculum
   development. A six-member Council of EM Residency Directors (CORD)
   Transitions of Care task force of EM physicians performed these steps
   and constructed a survey. The survey was distributed to program
   residency directors via the CORD listserve and/or direct contact. There
   were 119 responses to the survey, which were collected using an online
   survey tool. Over 71% of the 167 American College of Graduate Medical
   Education (ACGME) accredited EM residency programs were represented. Of
   those responding, 42.9% of programs reported formal training regarding
   discharges during initial orientation and 5.9% reported structured
   curriculum outside of orientation. A majority (73.9%) of programs
   reported that EM residents were not routinely evaluated on their
   discharge proficiency. Despite the ACGME requirements requiring formal
   handoff curriculum and evaluation, many programs do not provide formal
   curriculum on the discharge transition of care or evaluate EM residents
   on their discharge proficiency.
OI Burns, Boyd/0000-0002-1055-8687; Gallahue, Fiona/0000-0002-2690-3270
ZA 0
ZS 0
TC 7
ZR 0
Z8 0
ZB 3
Z9 7
U1 0
U2 1
EI 1936-9018
UT MEDLINE:26594283
PM 26594283
ER

PT J
AU Hiller, Katherine
   House, Joseph
   Lawson, Luan
   Poznanski, Stacey
   Morrissey, Thomas K
TI Medical Student Performance on the National Board of Medical Examiners
   Emergency Medicine Advanced Clinical Examination and the National
   Emergency Medicine M4 Exams.
SO The western journal of emergency medicine
VL 16
IS 6
BP 919
EP 22
DI 10.5811/westjem.2015.9.27305
PD 2015-Nov
PY 2015
AB INTRODUCTION: In April 2013, the National Board of Medical Examiners
   (NBME) released an Advanced Clinical Examination (ACE) in emergency
   medicine (EM). In addition to this new resource, CDEM (Clerkship
   Directors in EM) provides two online, high-quality, internally validated
   examinations. National usage statistics are available for all three
   examinations, however, it is currently unknown how students entering an
   EM residency perform as compared to the entire national cohort. This
   information may help educators interpret examination scores of both
   EM-bound and non-EM-bound students.
   OBJECTIVES: The objective of this study was to compare EM clerkship
   examination performance between students who matched into an EM
   residency in 2014 to students who did not. We made comparisons were made
   using the EM-ACE and both versions of the National fourth year medical
   student (M4) EM examinations.
   METHOD: In this retrospective multi-institutional cohort study, the
   EM-ACE and either Version 1 (V1) or 2 (V2) of the National EM M4
   examination was given to students taking a fourth-year EM rotation at
   five institutions between April 2013 to February 2014. We collected
   examination performance, including the scaled EM-ACE score, and percent
   correct on the EM M4 exams, and 2014 NRMP Match status. Student t-tests
   were performed on the examination averages of students who matched in EM
   as compared with those who did not.
   RESULTS: A total of 606 students from five different institutions took
   both the EM-ACE and one of the EM M4 exams; 94 (15.5%) students matched
   in EM in the 2014 Match. The mean score for EM-bound students on the
   EM-ACE, V1 and V2 of the EM M4 exams were 70.9 (n=47, SD=9.0), 84.4
   (n=36, SD=5.2), and 83.3 (n=11, SD=6.9), respectively. Mean scores for
   non-EM-bound students were 68.0 (n=256, SD=9.7), 82.9 (n=243, SD=6.5),
   and 74.5 (n=13, SD=5.9). There was a significant difference in mean
   scores in EM-bound and non-EM-bound student for the EM-ACE (p=0.05) and
   V2 (p<0.01) but not V1 (p=0.18) of the National EM M4 examination.
   CONCLUSION: Students who successfully matched in EM performed better on
   all three exams at the end of their EM clerkship.
Z8 0
ZS 0
ZR 0
TC 2
ZA 0
ZB 0
Z9 2
U1 0
U2 0
EI 1936-9018
UT MEDLINE:26594290
PM 26594290
ER

PT J
AU Bendriss, Rachid
   Saliba, Reya
   Birch, Sally
TI Faculty and Librarians' Partnership: Designing a New Framework to
   Develop Information Fluent Future Doctors
SO JOURNAL OF ACADEMIC LIBRARIANSHIP
VL 41
IS 6
BP 821
EP 838
DI 10.1016/j.acalib.2015.09.003
PD NOV 2015
PY 2015
AB Upon faculty request, information literacy instruction was fully
   integrated into an English for Academic Purposes course for non-native
   English speaking students pursuing a medical degree at a U.S.
   institution in the Gulf State of Qatar. Adopting the flipped classroom
   modality, librarians designed modules to meet the students' information
   literacy needs while adapting the content to the course syllabus.
   Content was uploaded to the learning management system, Canvas.
   Readings, online tutorials, quizzes and assignments were created to
   achieve the outcomes of each session. Completion of information literacy
   modules is factored in the overall grades of students in the English for
   Academic Purposes course. This paper will outline the design,
   implementation, and assessment of information literacy sessions and will
   highlight the importance of collaboration between faculty and librarians
   to set a common ground and reach expected outcomes. It will also share
   the students' perceptions of the effectiveness of integrating
   information literacy in an English for Academic Purposes course. (C)
   2015 The Authors. Published by Elsevier Inc. This is an open access
   article under the CC BY-NC-ND license
   (http://creativecommons.org/licenses/by-nc-nd/4.0/).
RI Saliba, Reya/ABC-4098-2021; Saliba, Reya/; Bendriss, Rachid/
OI Saliba, Reya/0000-0002-8925-5637; Bendriss, Rachid/0000-0002-9913-5823
ZB 0
TC 8
Z8 0
ZR 0
ZA 0
ZS 0
Z9 8
U1 0
U2 39
SN 0099-1333
EI 1879-1999
UT WOS:000366146000015
ER

PT J
AU Pereira, Andre
   Atri, Mostafa
   Rogalla, Patrik
   Thien Huynh
   O'Malley, Martin E.
TI Assessment of feasibility of running RSNA's MIRC on a Raspberry Pi: a
   cost-effective solution for teaching files in radiology
SO INTERNATIONAL JOURNAL OF COMPUTER ASSISTED RADIOLOGY AND SURGERY
VL 10
IS 11
BP 1793
EP 1801
DI 10.1007/s11548-014-1143-4
PD NOV 2015
PY 2015
AB The value of a teaching case repository in radiology training programs
   is immense. The allocation of resources for putting one together is a
   complex issue, given the factors that have to be coordinated: hardware,
   software, infrastructure, administration, and ethics. Costs may be
   significant and cost-effective solutions are desirable.
   We chose Medical Imaging Resource Center (MIRC) to build our teaching
   file. It is offered by RSNA for free. For the hardware, we chose the
   Raspberry Pi, developed by the Raspberry Foundation: a small control
   board developed as a low cost computer for schools also used in
   alternative projects such as robotics and environmental data collection.
   Its performance and reliability as a file server were unknown to us. For
   the operational system, we chose Raspbian, a variant of Debian Linux,
   along with Apache (web server), MySql (database server) and PHP, which
   enhance the functionality of the server. A USB hub and an external hard
   drive completed the setup. Installation of software was smooth.
   The Raspberry Pi was able to handle very well the task of hosting the
   teaching file repository for our division. Uptime was logged at 100 %,
   and loading times were similar to other MIRC sites available online. We
   setup two servers (one for backup), each costing just below $200.00
   including external storage and USB hub.
   It is feasible to run RSNA's MIRC off a low-cost control board
   (Raspberry Pi). Performance and reliability are comparable to full-size
   servers for the intended purpose of hosting a teaching file within an
   intranet environment.
OI Huynh, Thien/0000-0001-9319-952X
Z8 0
ZR 0
ZB 1
TC 1
ZS 0
ZA 0
Z9 1
U1 0
U2 19
SN 1861-6410
EI 1861-6429
UT WOS:000363720700007
PM 25547256
ER

PT J
AU Parekh, Sanjoti
   Bush, Robert
   Cook, Susan
   Grant, Phillipa
TI Evaluating impact of a multi-dimensional education programme on
   perceived performance of primary care professionals in diabetes care
SO PRIMARY HEALTH CARE RESEARCH AND DEVELOPMENT
VL 16
IS 6
BP 589
EP 596
DI 10.1017/S1463423615000195
PD NOV 2015
PY 2015
AB Aim: The purpose of this study is to evaluate an educational programme,
   'Diabetes Connect: Connecting Professions', which was developed to
   enhance communication across primary care networks, to support best
   practice in clinical interventions and progress multidisciplinary team
   work to benefit patients in diabetes care. Methods: A total of 26
   workshops were successfully delivered for 309 primary care professionals
   across the state of Queensland in Australia from November 2011. It
   consists of two separate, but complementary training elements: a series
   of online clinical education training modules and state-wide
   interprofessional learning workshops developed to enhance professional
   competencies. The evaluation design included completion of online
   surveys by the participants at two time points: first upon registering
   for the online modules or workshops; second, one week after attending a
   workshop. The survey included questions to evaluate the change in role
   performance measures. Findings: Overall, significant increases in
   participants' current knowledge, perceived ability to adopt this
   knowledge at work and willingness to change professional behaviour in
   the short term were observed. Conclusion: The study suggests that for
   maximum benefit both, workshop and online training, should be combined
   and made available widely. Future programmes should use a randomised
   trial design to test the delivery model.
Z8 0
ZS 0
ZB 0
TC 3
ZR 0
ZA 0
Z9 3
U1 0
U2 6
SN 1463-4236
EI 1477-1128
UT WOS:000369932300005
PM 25786768
ER

PT J
AU Ronellenfitsch, U.
   Klinger, C.
   Buhr, H. J.
   Post, S.
TI Reading behavior and preferences regarding subscriptions to scientific
   journals. Results of a survey of members of the German Society for
   General and Visceral Surgery
SO CHIRURG
VL 86
IS 11
BP 1051
EP 1058
DI 10.1007/s00104-015-0096-7
PD NOV 2015
PY 2015
AB The purpose of surgical literature is to publish the latest study
   results and to provide continuing medical education to readers. For
   optimal allocation of resources, institutional subscribers, professional
   societies and scientific publishers require structured data on reading
   and subscription preferences of potential readers of surgical
   literature.
   To obtain representative data on the preferences of German general and
   visceral surgeons regarding reading of and subscription to scientific
   journals.
   All members of the German Society for General and Visceral Surgery
   (DGAV) were invited to participate in a web-based survey. Questions were
   asked on the affiliation and position of the member, individual journal
   subscriptions, institutional access to scientific journals, preferences
   regarding electronic or print articles and special subscriptions for
   society members. Answers were descriptively analyzed.
   A total of 630 out of 4091 (15 %) members participated in the survey and
   73 % of the respondents had at least 1 individual subscription to a
   scientific journal. The most frequently subscribed journal was Der
   Chirurg (47 % of respondents). The institutional access to journals was
   deemed insufficient by 48 % of respondents, predominantly in primary
   care hospitals and outpatient clinics. Almost half of the respondents
   gave sufficient importance to reading printed versions of articles for
   which they would pay extra fees. A group subscription for society
   members was perceived as advantageous as long as no relevant extra costs
   were incurred.
   This structured survey among members of the DGAV provides data on
   preferences regarding reading of and subscription to scientific
   journals. Individual subscriptions to journals are still common,
   possibly due to suboptimal institutional access particularly at smaller
   non-academic institutions. In an age of online publications it seems
   surprising that many respondents place a high value on printed versions.
   The results are relevant for potential institutional subscribers,
   professional societies and scientific publishers.
RI Ronellenfitsch, Ulrich/ABG-9483-2020; Klinger, Carsten/
OI Ronellenfitsch, Ulrich/0000-0003-1107-813X; Klinger,
   Carsten/0000-0002-1641-5900
ZR 0
ZA 0
TC 3
ZB 0
ZS 0
Z8 0
Z9 3
U1 0
U2 7
SN 0009-4722
EI 1433-0385
UT WOS:000365221000008
PM 26464346
ER

PT J
AU Geissler, Catherine
TI Capacity building in public health nutrition
SO PROCEEDINGS OF THE NUTRITION SOCIETY
VL 74
IS 4
BP 430
EP 436
DI 10.1017/S0029665114001736
PD NOV 2015
PY 2015
AB The aim of the present paper is to review capacity building in public
   health nutrition (PHN), the need for which has been stressed for many
   years by a range of academics, national and international organisations.
   Although great strides have been made worldwide in the science of
   nutrition, there remain many problems of undernutrition and increasingly
   of obesity and related chronic diseases. The main emphasis in capacity
   building has been on the nutrition and health workforce, but the causes
   of these health problems are multifactorial and require collaboration
   across sectors in their solution. This means that PHN capacity building
   has to go beyond basic nutrition and beyond the immediate health
   workforce to policy makers in other sectors. The present paper provides
   examples of capacity building activities by various organisations,
   including universities, industry and international agencies. Examples of
   web-based courses are given including an introduction to the e-Nutrition
   Academy. The scope is international but with a special focus on Africa.
   In conclusion, there remains a great need for capacity building in PHN
   but the advent of the internet has revolutionised the possibilities.
ZA 0
Z8 0
ZB 1
ZR 0
TC 12
ZS 0
Z9 12
U1 0
U2 16
SN 0029-6651
EI 1475-2719
UT WOS:000367581800012
PM 25604975
ER

PT J
AU Patel, Swati G.
   Keswani, Rajesh N.
   Del Valle, John
   Schoenfeld, Philip
   Wani, Sachin
TI Endoscopy Training in Need of an Update Reply
SO AMERICAN JOURNAL OF GASTROENTEROLOGY
VL 110
IS 11
BP 1628
EP 1629
DI 10.1038/ajg.2015.335
PD NOV 2015
PY 2015
OI Patel, Swati/0000-0002-1035-4924
ZB 0
TC 0
Z8 0
ZR 0
ZA 0
ZS 0
Z9 0
U1 0
U2 0
SN 0002-9270
EI 1572-0241
UT WOS:000368269900025
PM 26618429
ER

PT J
AU Shaw-Battista, Jenna
   Young-Lin, Nichole
   Bearman, Sage
   Dau, Kim
   Vargas, Juan
TI Interprofessional Obstetric Ultrasound Education: Successful Development
   of Online Learning Modules; Case-Based Seminars; and Skills Labs for
   Registered and Advanced Practice Nurses, Midwives, Physicians, and
   Trainees
SO JOURNAL OF MIDWIFERY & WOMENS HEALTH
VL 60
IS 6
BP 727
EP 734
DI 10.1111/jmwh.12395
PD NOV-DEC 2015
PY 2015
AB Ultrasound is an important aid in the clinical diagnosis and management
   of normal and complicated pregnancy and childbirth. The technology is
   widely applied to maternity care in the United States, where
   comprehensive standard ultrasound examinations are routine. Targeted
   scans are common and used for an increasing number of clinical
   indications due to emerging research and a greater availability of
   equipment with better image resolution at lower cost. These factors
   contribute to an increased demand for obstetric ultrasound education
   among students and providers of maternity care, despite a paucity of
   data to inform education program design and evaluation. To meet this
   demand, from 2012 to 2015 the University of California, San Francisco
   nurse-midwifery education program developed and implemented an
   interprofessional obstetric ultrasound course focused on clinical
   applications commonly managed by maternity care providers from different
   professions and disciplines. The course included matriculating students
   in nursing and medicine, as well as licensed practitioners such as
   registered and advanced practice nurses, midwives, and physicians and
   residents in obstetrics and gynecology and family medicine. After
   completing 10 online modules with a pre- and posttest of knowledge and
   interprofessional competencies related to teamwork and communication,
   trainees attended a case-based seminar and hands-on skills practicum
   with pregnant volunteers. The course aimed to establish a foundation for
   further supervised clinical training prior to independent practice of
   obstetric ultrasound. Course development was informed by professional
   guidelines and clinical and education research literature. This article
   describes the foundations, with a review of the challenges and solutions
   encountered in obstetric ultrasound education development and
   implementation. Our experience will inform educators who wish to
   facilitate obstetric ultrasound competency development among new and
   experienced maternity care providers in academic and clinical settings.
   This article is part of a special series of articles that address
   midwifery innovations in clinical practice, education, interprofessional
   collaboration, health policy, and global health. (C) 2015 by the
   American College of Nurse-Midwives.
RI Shaw-Battista, Jenna/AAV-2117-2021
ZB 2
TC 11
ZA 0
ZR 0
Z8 0
ZS 0
Z9 11
U1 2
U2 19
SN 1526-9523
EI 1542-2011
UT WOS:000368338000012
PM 26769384
ER

PT J
AU Fintelmann, Florian J.
   Bernheim, Adam
   Digumarthy, Subba R.
   Lennes, Inga T.
   Kalra, Mannudeep K.
   Gilman, Matthew D.
   Sharma, Amita
   Flores, Efren J.
   Muse, Victorine V.
   Shepard, Jo-Anne O.
TI The 10 Pillars of Lung Cancer Screening: Rationale and Logistics of a
   Lung Cancer Screening Program
SO RADIOGRAPHICS
VL 35
IS 7
BP 1894
EP 1909
DI 10.1148/rg.2015150079
PD NOV-DEC 2015
PY 2015
AB On the basis of the National Lung Screening Trial data released in 2011,
   the U.S. Preventive Services Task Force made lung cancer screening (LCS)
   with low-dose computed tomography (CT) a public health recommendation in
   2013. The Centers for Medicare and Medicaid Services (CMS) currently
   reimburse LCS for asymptomatic individuals aged 55-77 years who have a
   tobacco smoking history of at least 30 pack-years and who are either
   currently smoking or had quit less than 15 years earlier. Commercial
   insurers reimburse the cost of LCS for individuals aged 55-80 years with
   the same smoking history. Effective care for the millions of Americans
   who qualify for LCS requires an organized step-wise approach. The
   10-pillar model reflects the elements required to support a successful
   LCS program: eligibility, education, examination ordering, image
   acquisition, image review, communication, referral network, quality
   improvement, reimbursement, and research frontiers. Examination ordering
   can be coupled with decision support to ensure that only eligible
   individuals undergo LCS. Communication of results revolves around the
   Lung Imaging Reporting and Data System (Lung-RADS) from the American
   College of Radiology. Lung-RADS is a structured decision-oriented
   reporting system designed to minimize the rate of false-positive
   screening examination results. With nodule size and morphology as
   discriminators, Lung-RADS links nodule management pathways to the
   variety of nodules present on LCS CT studies. Tracking of patient
   outcomes is facilitated by a CMS-approved national registry maintained
   by the American College of Radiology. (C) RSNA, 2015
OI Flores, Efren/0000-0003-1398-0426
TC 67
ZS 0
ZR 0
Z8 0
ZA 0
ZB 15
Z9 67
U1 0
U2 5
SN 0271-5333
UT WOS:000368344100004
PM 26495797
ER

PT J
AU Khansa, Ibrahim
   Janis, Jeffrey E.
TI Maximizing Technological Resources in Plastic Surgery Resident Education
SO JOURNAL OF CRANIOFACIAL SURGERY
VL 26
IS 8
BP 2264
EP 2269
DI 10.1097/SCS.0000000000002198
PD NOV 2015
PY 2015
AB Modern plastic surgery resident education demands the acquisition of an
   ever-increasing fund of knowledge and familiarity with more surgical
   techniques than ever before. This all must take place within the context
   and boundaries of Accreditation Council for Graduate Medical
   Education-mandated restrictions on work hours as well as balance of
   education and service. Technological resources have been developed and
   can be used to complement the skills that residents acquire while
   performing their day-to-day activities such as taking care of patients,
   reading textbooks and journal articles, and assisting or performing
   surgical procedures. Those complementary resources provide the benefits
   of portability and accessibility, and can thus be conveniently
   incorporated into the hectic daily life of a resident. This article
   presents a summary of the most commonly used currently available
   advanced technologies in plastic surgery resident education, and
   suggestions for integration of those technologies into a curriculum.
RI Janis, Jeffrey/W-6760-2019
OI Janis, Jeffrey/0000-0001-6103-4798
ZB 0
ZS 0
Z8 0
ZA 0
TC 18
ZR 0
Z9 18
U1 0
U2 2
SN 1049-2275
EI 1536-3732
UT WOS:000368017700009
PM 26517465
ER

PT J
AU Reis, Pamela J.
   Faser, Karl
   Davis, Marquietta
TI A Framework for Web-Based Interprofessional Education for Midwifery and
   Medical Students
SO JOURNAL OF MIDWIFERY & WOMENS HEALTH
VL 60
IS 6
BP 713
EP 717
DI 10.1111/jmwh.12331
PD NOV-DEC 2015
PY 2015
AB Scheduling interprofessional team-based activities for health sciences
   students who are geographically dispersed, with divergent and often
   competing schedules, can be challenging. The use of Web-based
   technologies such as 3-dimensional (3D) virtual learning environments in
   interprofessional education is a relatively new phenomenon, which offers
   promise in helping students come together in online teams when
   face-to-face encounters are not possible. The purpose of this article is
   to present the experience of a nurse-midwifery education program in a
   Southeastern US university in deliveringWeb-based interprofessional
   education for nurse-midwifery and third-year medical students utilizing
   the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is
   a 3D, Web-based, asynchronous, immersive clinic environment into which
   students enter to meet and interact with instructor-controlled virtual
   patient and virtual preceptor avatars and then move through a classic
   diagnostic sequence in arriving at a plan of care for women throughout
   the lifespan. By participating in the problem-based management of
   virtual patients within the VCCLE, students learn both clinical
   competencies and competencies for interprofessional collaborative
   practice, as described by the Interprofessional Education Collaborative
   Core Competencies for Interprofessional Collaborative Practice. This
   article is part of a special series of articles that address midwifery
   innovations in clinical practice, education, interprofessional
   collaboration, health policy, and global health. (C) 2015 by the
   American College of Nurse-Midwives.
ZB 0
Z8 0
ZA 0
TC 9
ZR 0
ZS 1
Z9 9
U1 0
U2 19
SN 1526-9523
EI 1542-2011
UT WOS:000368338000010
PM 26605868
ER

PT J
AU Mishra, Kavita
   Lopes, Vrishali V.
   Hampton, B. Star
TI Global Health Interest Among Female Pelvic Medicine and Reconstructive
   Surgery Fellows
SO JOURNAL OF REPRODUCTIVE MEDICINE
VL 60
IS 11-12
BP 501
EP 506
PD NOV-DEC 2015
PY 2015
AB OBJECTIVE: To determine interest in global health (GH) work among Female
   Pelvic Medicine and Reconstructive Surgery (FPMRS) fellows.
   STUDY DESIGN: An anonymous, online survey was sent to FPMRS fellows in
   March 2012. All fellows at accredited and nonaccredited U.S. FPMRS
   programs were eligible. Of at least 123 fellows, 58 (47%) completed the
   survey and met inclusion criteria. Survey questions included
   demographics, GH interest and experience, barriers to GH experience, and
   career goals.
   RESULTS: Of those 58 fellows, 79% of respondents graduated from Ob-Gyn
   residencies, 41% were first year fellows, 45% spoke another language
   fluently, and 62% had previously worked and/or studied in a developing
   country. Of the respondents 74% desired GH experience during fellowship,
   78% desired GH experience after fellowship, and 40% reported seeing
   themselves integrating GH into their career. Top barriers to GH work in
   fellowship were lack of elective time (74%), cost (70%), and personal
   commitments (67%). A total of.39% of respondents said the ability to
   work in GH somewhat or strongly affected their decision to pursue FPMRS,
   and 26% said the availability of GH opportunities affected their
   fellowship rank list. Family (88%), clinical commitments (78%), and cost
   (67%) were the biggest reported hurdles to future GII work.
   CONCLUSION: Nearly three-quarters of FPMRS fellows are interested in GH
   work in fellowship. Almost half would like to include it in future
   practice. Barriers in fellowship include elective time, cost, and
   personal commitments.
ZS 0
ZA 0
ZB 2
TC 3
ZR 0
Z8 0
Z9 3
U1 0
U2 0
SN 0024-7758
EI 1943-3565
UT WOS:000366243600007
PM 26775458
ER

PT J
AU Wales, Ann
   Boyle, Derek
TI Scotland's knowledge network: a progress report on Knowledge into Action
SO SCOTTISH MEDICAL JOURNAL
VL 60
IS 4
SI SI
BP 155
EP 158
DI 10.1177/0036933015606572
PD NOV 2015
PY 2015
AB Launched in 2012, Knowledge into Action is the national knowledge
   management strategy for the health and social care workforce in
   Scotland. It is transforming the role of the national digital knowledge
   service - NHS Education for Scotlands' Knowledge Network - and the NHSS
   librarian role to offer more active, tailored support for translating
   knowledge into frontline clinical practice. This includes the
   development of a national evidence search and summary service, help with
   converting knowledge into practical and usable formats for easy use at
   point of care and with using digital tools to share clinicians'
   learning, experience and expertise. Through this practical support,
   Knowledge into Action is contributing to quality and safety outcomes
   across NHS Scotland, building clinicians' capacity and capability in
   applying knowledge in frontline practice and service improvement.
ZS 0
ZB 0
TC 2
ZA 0
Z8 0
ZR 0
Z9 2
U1 0
U2 18
SN 0036-9330
EI 2045-6441
UT WOS:000367847100004
PM 26449922
ER

PT J
AU Fielding, S.
   Poobalan, A.
   Prescott, G. J.
   Marais, D.
   Aucott, L.
TI Views of medical students: what, when and how do they want statistics
   taught?
SO SCOTTISH MEDICAL JOURNAL
VL 60
IS 4
SI SI
BP 164
EP 169
DI 10.1177/0036933015608329
PD NOV 2015
PY 2015
AB Background A key skill for a practising clinician is being able to do
   research, understand the statistical analyses and interpret results in
   the medical literature. Basic statistics has become essential within
   medical education, but when, what and in which format is uncertain.
   Methods To inform curriculum design/development we undertook a
   quantitative survey of fifth year medical students and followed them up
   with a series of focus groups to obtain their opinions as to what
   statistics teaching they want, when and how.
   Results A total of 145 students undertook the survey and five focus
   groups were held with between 3 and 9 participants each. Previous
   statistical training varied and students recognised their knowledge was
   inadequate and keen to see additional training implemented. Students
   were aware of the importance of statistics to their future careers, but
   apprehensive about learning. Face-to-face teaching supported by online
   resources was popular. Focus groups indicated the need for statistical
   training early in their degree and highlighted their lack of confidence
   and inconsistencies in support.
   Conclusion The study found that the students see the importance of
   statistics training in the medical curriculum but that timing and mode
   of delivery are key. The findings have informed the design of a new
   course to be implemented in the third undergraduate year. Teaching will
   be based around published studies aiming to equip students with the
   basics required with additional resources available through a virtual
   learning environment.
OI Poobalan, Amudha/0000-0002-6975-3874; Marais, Debbi/0000-0002-9073-0706;
   Prescott, Gordon/0000-0002-9156-2361; Aucott, Lorna/0000-0001-6277-7972
ZR 0
TC 3
Z8 1
ZB 1
ZS 1
ZA 0
Z9 5
U1 0
U2 10
SN 0036-9330
EI 2045-6441
UT WOS:000367847100007
PM 26403572
ER

PT J
AU Mayorga, Eduardo
   Golnik, Karl
   Palis, Gabriela
TI One-Year Progress in Ophthalmic Education: Annual Review.
SO Asia-Pacific journal of ophthalmology (Philadelphia, Pa.)
VL 4
IS 6
BP 388
EP 98
DI 10.1097/APO.0000000000000162
PD 2015 Nov-Dec
PY 2015
AB PURPOSE: The aim of this study was to update the practicing
   ophthalmologist on the English language literature about medical
   education from the prior year.
   DESIGN: A search of English language literature was performed on PubMed
   from January 1, 2014, to December 31, 2014.
   METHODS: Because the search using the main topic of the review "medical
   education" came up with 7394 citations, authors finally decided to
   narrow the search to 3 topics of their interest:1. Current state of
   competency-based education and teaching methods of competencies. This
   section included ophthalmic/ophthalmology education, core competencies,
   competency-based education, teaching strategies, tools and methods in
   medical education.2. E-learning. This section included e-learning,
   online learning, online teaching, Web-based teaching, Web-based
   learning, and flipped classroom.3.
   ASSESSMENTS: This section included assessment of medical students,
   residents, fellows, faculty, attending physicians, and medical teachers,
   assessment of medical student ophthalmology programs, ophthalmology
   residency programs, residency programs, and fellowship programs.
   RESULTS: The authors reviewed and summarized articles published in 2014
   examining or describing the 3 main areas of the review described
   previously.
   CONCLUSIONS: This review updates the comprehensive ophthalmologist on
   advances in ophthalmic medical education. Ophthalmic educators could
   apply the ideas presented in this review according to their
   possibilities in their own settings and programs.
ZS 0
ZA 0
ZB 0
ZR 0
TC 4
Z8 0
Z9 4
U1 1
U2 9
EI 2162-0989
UT MEDLINE:26716435
PM 26716435
ER

PT J
AU Taylor, Ronald E.
TI The role of message strategy in improving hand hygiene compliance rates
SO AMERICAN JOURNAL OF INFECTION CONTROL
VL 43
IS 11
BP 1166
EP 1170
DI 10.1016/j.ajic.2015.06.015
PD NOV 1 2015
PY 2015
AB Background: Despite increased attention to hand hygiene over the past
   decade compliance rates remain relatively low. Although there have been
   a number of improvements in the science of hand hygiene, very little
   attention has been devoted to the messages that promote it.
   Method: A total of 86 health care workers who are members of Association
   for Professionals in Infection Control and Epidemiology chapters
   participated in an online evaluation of 6 message strategies. The
   participants evaluated the strategies on ease of understanding,
   believability, and whether the message strategies were likely to lead to
   increased handwashing.
   Results: Of the 6 strategies-ego, social, sensory, routine, acute need,
   and ration-the social strategy was rated the most likely to lead to
   action. The sensory strategy was seen as not only least likely but also
   counterproductive.
   Conclusions: ICPs should add a social message strategy to communication
   programs promoting hand hygiene. Although further testing is needed,
   ego, routine, and acute need strategies show promise for tapping into
   motivations that lead to improved compliance. Copyright (C) 2015 by the
   Association for Professionals in Infection Control and Epidemiology,
   Inc. Published by Elsevier Inc. All rights reserved.
TC 4
ZR 0
ZA 0
Z8 0
ZB 2
ZS 0
Z9 4
U1 0
U2 4
SN 0196-6553
EI 1527-3296
UT WOS:000364499400007
PM 26521934
ER

PT J
AU White, Lee W.
   Kowalewski, Timothy M.
   Dockter, Rodney Lee
   Comstock, Bryan
   Hannaford, Blake
   Lendvay, Thomas S.
TI Crowd-Sourced Assessment of Technical Skill: A Valid Method for
   Discriminating Basic Robotic Surgery Skills
SO JOURNAL OF ENDOUROLOGY
VL 29
IS 11
BP 1295
EP 1301
DI 10.1089/end.2015.0191
PD NOV 1 2015
PY 2015
AB Background: A surgeon's skill in the operating room has been shown to
   correlate with a patient's clinical outcome. The prompt accurate
   assessment of surgical skill remains a challenge, in part, because
   expert faculty reviewers are often unavailable. By harnessing the power
   of large readily available crowds through the Internet, rapid, accurate,
   and low-cost assessments may be achieved. We hypothesized that
   assessments provided by crowd workers highly correlate with expert
   surgeons' assessments.
   Materials and Methods: A group of 49 surgeons from two hospitals
   performed two dry-laboratory robotic surgical skill assessment tasks.
   The performance of these tasks was video recorded and posted online for
   evaluation using Amazon Mechanical Turk. The surgical tasks in each
   video were graded by (n=30) varying crowd workers and (n=3) experts
   using a modified global evaluative assessment of Robotic Skills (GEARS)
   grading tool, and the mean scores were compared using Cronbach's alpha
   statistic.
   Results: GEARS evaluations from the crowd were obtained for each video
   and task and compared with the GEARS ratings from the expert surgeons.
   The crowd-based performance scores agreed with the performance
   assessments by experts with a Cronbach's alpha of 0.84 and 0.92 for the
   two tasks, respectively.
   Conclusion: The assessment of surgical skill by crowd workers resulted
   in a high degree of agreement with the scores provided by expert
   surgeons in the evaluation of basic robotic surgical dry-laboratory
   tasks. Crowd responses cost less and were much faster to acquire. This
   study provides evidence that crowds may provide an adjunctive method for
   rapidly providing feedback of skills to training and practicing
   surgeons.
RI Kowalewski, Timothy/C-1391-2014
OI Kowalewski, Timothy/0000-0001-6596-3324
ZA 0
ZS 0
TC 54
ZB 16
Z8 0
ZR 0
Z9 54
U1 0
U2 5
SN 0892-7790
EI 1557-900X
UT WOS:000364290600016
PM 26057232
ER

PT J
AU Annear, Michael J.
   Toye, Christine M.
   Eccleston, Claire E.
   McInerney, Frances J.
   Elliott, Kate-Ellen J.
   Tranter, Bruce K.
   Hartley, Thomas
   Robinson, Andrew L.
TI Dementia Knowledge Assessment Scale: Development and Preliminary
   Psychometric Properties
SO JOURNAL OF THE AMERICAN GERIATRICS SOCIETY
VL 63
IS 11
BP 2375
EP 2381
DI 10.1111/jgs.13707
PD NOV 2015
PY 2015
AB ObjectivesTo develop a reliable and valid dementia knowledge scale to
   address limitations of existing measures, support knowledge evaluation
   in diverse populations, and inform educational intervention development.
   DesignA five-stage, systematic scale development process was employed to
   construct and assess the psychometric properties of the Dementia
   Knowledge Assessment Scale (DKAS).
   SettingData for the study were generated in an online environment and
   during clinical dementia care placements from Australian (n = 1,321) and
   international respondents (n = 446).
   ParticipantsVolunteers from a dementia-related massive open online
   course (n = 1,651), medical students on clinical placement in a
   residential aged care facility (n = 40), and members of the Australian
   health workforce (n = 76).
   MeasurementsPsychometric properties of the DKAS were established using a
   literature review to assess the veracity of scale items, respondent
   feedback during pilot testing, a Delphi study with dementia experts,
   construction and review by an expert panel, evaluation of item
   difficulty, item-total and interitem correlations. Principal components
   analysis (PCA) was also performed along with measures of test-retest
   reliability, internal consistency, construct validity, and concurrent
   validity.
   ResultsThe pilot DKAS was reduced from 40 to 27 items during analysis.
   PCA identified four distinct and interpretable factors. The revised DKAS
   displays high levels of test-retest reliability; internal consistency;
   and preliminary construct, concurrent, and factorial validity.
   ConclusionThe 27-item DKAS is reliable and shows preliminary validity
   for the assessment of knowledge deficiencies and change in those who
   provide care and treatment for people with dementia.
RI Eccleston, Claire/J-7745-2014; Toye, Christine M/I-4288-2012; Tranter, Bruce/J-6818-2014; Elliott, Kate-Ellen J./J-7755-2014
OI Eccleston, Claire/0000-0002-7913-6888; Toye, Christine
   M/0000-0003-4932-0016; Tranter, Bruce/0000-0002-0649-6065; Elliott,
   Kate-Ellen J./0000-0002-4726-5685
Z8 2
ZB 5
ZS 1
TC 62
ZA 0
ZR 0
Z9 65
U1 2
U2 29
SN 0002-8614
EI 1532-5415
UT WOS:000365678500018
PM 26503020
ER

PT J
AU Nolan, Margaret B.
   Warner, David O.
TI Safety and Efficacy of Nicotine Replacement Therapy in the Perioperative
   Period: A Narrative Review
SO MAYO CLINIC PROCEEDINGS
VL 90
IS 11
BP 1553
EP 1561
DI 10.1016/j.mayocp.2015.08.003
PD NOV 2015
PY 2015
AB Patients who smoke cigarettes are at increased risk for development of
   complications both during and after surgical procedures, including
   respiratory, cardiac, and healing-related complications. Abstinence from
   smoking can considerably reduce these risks. Pharmacotherapy, including
   nicotine replacement therapy (NRT), is an important component of
   efficacious tobacco use interventions. However, the use of NRT in the
   perioperative period is controversial. In this narrative review, we
   discuss the current evidence for the efficacy and safety of NRT in
   patients scheduled for surgical procedures, with emphasis on evidence
   from human studies. We performed a literature search for articles
   published from January 1, 1990, through May 1, 2015, in the PubMed
   online database using various permutations of the Medical Subject
   Headings terms surgery; surgical procedures, operative; nicotine; and
   smoking cessation. Studies were selected for inclusion according to
   their relevance to the preclinical and clinical evidence pertaining to
   how NRT affects surgical outcome and long-term rates of abstinence from
   tobacco. There is strong evidence that NRT enhances the efficacy of
   tobacco use interventions. Some preclinical studies suggest that
   nicotine in high doses that exceed those produced by NRT decreases the
   viability of skin flaps. Although the available data are limited, there
   is no evidence from human studies that NRT increases the risk of
   healing-related or cardiovascular complications. Individual clinical
   trials of tobacco use interventions that include NRT have revealed
   either no effect or a reduction in complication rates. Therefore, given
   the benefits of smoking abstinence to both perioperative outcomes and
   long-term health and the efficacy of NRT in achieving and maintaining
   abstinence, any policies that prohibit the use of NRT in surgical
   patients should be reexamined. (C) 2015 Mayo Foundation for Medical
   Education and Research
OI Nolan, Margaret/0000-0001-5214-3992
ZS 1
TC 26
Z8 0
ZB 6
ZA 0
ZR 0
Z9 27
U1 0
U2 14
SN 0025-6196
EI 1942-5546
UT WOS:000365048500015
PM 26455889
ER

PT J
AU Neill, Carrie C.
   Migliorati, Cesar
   Trojan, Terry
   Kaste, Sue
   Karydis, Anastasios
   Rowland, Christopher
   Parris, William
TI Experience and expertise regarding orthodontic management of childhood
   and adolescent cancer survivors
SO AMERICAN JOURNAL OF ORTHODONTICS AND DENTOFACIAL ORTHOPEDICS
VL 148
IS 5
BP 765
EP 770
DI 10.1016/j.ajodo.2015.05.027
PD NOV 2015
PY 2015
AB Introduction: Great strides in pediatric cancer treatment are allowing
   hundreds of thousands of children to survive into adulthood. However,
   these treatments can be responsible for long-term medical and dental
   complications. The treatments may alter the patients' dental health and
   require modifications to standard orthodontic care. The aim of this
   study was to examine knowledge and clinical experience regarding
   orthodontic management of childhood cancer survivors. Methods: A
   12-question online survey consisting of 3 sections was sent to 2500
   randomly selected members of the American Association of Orthodontists
   and all 2300 members of the Southern Association of Orthodontists. The
   first section consisted of questions about the respondents' practice
   characteristics, the second questioned how many survivor patients the
   respondent had treated, and the third included questions about specific
   (anonymous) patient experiences and treatment modifications. Results and
   Conclusions: There were 381 responses. The data from this study suggest
   a tendency for more experienced practitioners to have treated survivors
   of childhood cancer. Orthodontic education regarding the treatment of
   these patients is limited. Although most orthodontists reported having
   treated such patients, few had treated more than 10. There is a need for
   more information regarding dental complications of pediatric cancer
   treatment and for guidelines for the orthodontic treatment of these
   patients.
RI Kaste, Sue C/N-8165-2018
TC 6
ZB 0
ZA 0
Z8 0
ZR 0
ZS 1
Z9 7
U1 0
U2 7
SN 0889-5406
EI 1097-6752
UT WOS:000366200800017
PM 26522036
ER

PT J
AU Bientzle, Martina
   Griewatz, Jan
   Kimmerle, Joachim
   Kueppers, Julia
   Cress, Ulrike
   Lammerding-Koeppel, Maria
TI Impact of Scientific Versus Emotional Wording of Patient Questions on
   Doctor-Patient Communication in an Internet Forum: A Randomized
   Controlled Experiment with Medical Students
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 11
AR e268
DI 10.2196/jmir.4597
PD NOV 2015
PY 2015
AB Background: Medical expert forums on the Internet play an increasing
   role in patient counseling. Therefore, it is important to understand how
   doctor-patient communication is influenced in such forums both by
   features of the patients or advice seekers, as expressed in their forum
   queries, and by characteristics of the medical experts involved.
   Objective: In this experimental study, we aimed to examine in what way
   (1) the particular wording of patient queries and (2) medical experts'
   therapeutic health concepts (for example, beliefs around adhering to a
   distinctly scientific understanding of diagnosis and treatment and a
   clear focus on evidence-based medicine) impact communication behavior of
   the medical experts in an Internet forum.
   Methods: Advanced medical students (in their ninth semester of medical
   training) were recruited as participants. Participation in the online
   forum was part of a communication training embedded in a gynecology
   course. We first measured their biomedical therapeutic health concept
   (hereinafter called "biomedical concept"). Then they participated in an
   online forum where they answered fictitious patient queries about
   mammography screening that either included scientific or emotional
   wording in a between-group design. We analyzed participants' replies
   with regard to the following dimensions: their use of scientific or
   emotional wording, the amount of communicated information, and their
   attempt to build a positive doctor-patient relationship.
   Results: This study was carried out with 117 medical students (73 women,
   41 men, 3 did not indicate their sex). We found evidence that both the
   wording of patient queries and the participants' biomedical concept
   influenced participants' response behavior. They answered emotional
   patient queries in a more emotional way (mean 0.92, SD 1.02) than
   scientific patient queries (mean 0.26, SD 0.55; t(74) = 3.48, P<.001,
   d=0.81). We also found a significant interaction effect between
   participants' use of scientific or emotional wording and type of patient
   query (F-2,F-74=10.29, P<.01, partial eta(2)=0.12) indicating that
   participants used scientific wording independently of the type of
   patient query, whereas they used emotional wording particularly when
   replying to emotional patient queries. In addition, the more pronounced
   the medical experts' biomedical concept was, the more scientifically
   (adjusted beta=.20; F-1,F-75=2.95, P=.045) and the less emotionally
   (adjusted beta=-.22; F-1,F-74=3.66, P=.03) they replied to patient
   queries. Finally, we found that participants' biomedical concept
   predicted their engagement in relationship building (adjusted
   beta=-.26): The more pronounced their biomedical concept was, the less
   they attempted to build a positive doctor-patient relationship
   (F-1,F-74=5.39, P=.02).
   Conclusions: Communication training for medical experts could aim to
   address this issue of recognizing patients' communication styles and
   needs in certain situations in order to teach medical experts how to
   take those aspects adequately into account. In addition, communication
   training should also make medical experts aware of their individual
   therapeutic health concepts and the consequential implications in
   communication situations.
RI Cress, Ulrike/A-5615-2013; Cress, Ulrike/AAB-4264-2020; Kimmerle, Joachim/ABE-8803-2020; Griewatz, Jan/
OI Cress, Ulrike/0000-0002-8996-8303; Cress, Ulrike/0000-0002-8996-8303;
   Griewatz, Jan/0000-0002-9731-3171
ZB 3
ZS 0
Z8 0
ZA 0
TC 17
ZR 0
Z9 17
U1 5
U2 47
SN 1438-8871
UT WOS:000366179400022
PM 26607233
ER

PT J
AU Goldman, Matthew P.
   Huber, Thomas S.
   Eidt, John F.
   Hansen, Kimberly J.
   Naslund, Thomas C.
   Taylor, Spence M.
   Endean, Eric D.
   Edwards, Matthew S.
TI A Regional Experience With Vascular Surgery Mock Oral Examinations
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 6
BP 1085
EP 1089
DI 10.1016/j.jsurg.2015.06.004
PD NOV-DEC 2015
PY 2015
AB INTRODUCTION: In 2006 the Southern Association for Vascular Surgery
   (SAVS) implemented a mock oral examination program to prepare trainees
   for the Vascular Surgery Certifying Examination (VCE).
   METHODS: Participating examinees and examiners were identified from SAYS
   Recorder records and contacted via e-mail with a request to participate
   in an anonymous online survey. Examinees were asked about passage on
   American Board of Surgery examinations and perceptions of the mock oral
   program. Examiners were asked for their perceptions of the examination,
   applicant performance, and perceived areas for training improvement.
   Board passage rates for the group and national comparison data were
   provided in a de-identified fashion by American Board of Surgery.
   RESULTS: From 2006 to 2014, 158 examinees and 86 examiners participated
   in the SAYS mock orals program. In all, 33% of examinees and 35% of
   examiners completed the anonymous survey. Of the examinees, 27 (60%)
   reported passage of the mock oral examination on their first attempt and
   7 of 9 (78%) reported passage on the second attempt. Second year in
   training was significantly associated with passage of the mock oral (p =
   0.002). Of the examinees questioned, 100% "would recommend" the SAVS
   mock oral examinations to future trainees.
   Of the responding examiners, 90% felt that the SAVS mock oral
   examinations were "comparable" to the VCE and 87% "strongly agreed" that
   the exercise was a valuable preparatory tool. Examiners identified
   "ability to describe technical aspects of open vascular techniques" and
   "management of complications associated with vascular disease processes
   and operations" as commonly displayed deficits among examinees (80% and
   77%, respectively).
   In all, 115 examinee participants from the SAYS mock orals had taken the
   VCE between 2006 and 2014. Of them, 90 (78%) passed the VCE on their
   first attempt. During the same time interval, the national first-time
   pass rate for the VCE was 86%.
   CONCLUSIONS: Although participation in the SAYS mock orals was
   overwhelmingly assessed as a positive preparatory experience by
   examinees and examiners, no incremental advantage in VCE passage was
   observed. Explanations for the worse-than-average performance on the VCE
   are not clear but likely involve numerous factors, including
   participation bias. Importantly, examiners in the SAYS mock oral process
   felt that the exercise closely simulated the VCE and uniformly reported
   pervasive deficits in the areas of demonstrated understanding of open
   surgical techniques and management of complications. This investigation
   guides further examination of VCE simulation exercises to assist in
   guiding the use of educational resources at both institutional and
   professional society levels. ((C) 2015 Association of Program Directors
   in Surgery. Published by Elsevier Inc. All rights reserved.)
RI Eidt, John/AAH-8842-2020; Edwards, Matthew/V-3559-2017
OI Edwards, Matthew/0000-0002-7485-3968
ZB 3
ZR 0
TC 8
ZS 0
Z8 0
ZA 0
Z9 8
U1 0
U2 4
SN 1931-7204
EI 1878-7452
UT WOS:000366240200004
PM 26183786
ER

PT J
AU Datta, Neha
   MacQueen, Ian T.
   Schroeder, Alexander D.
   Wilson, Jessica J.
   Espinoza, Juan C.
   Wagner, Justin P.
   Filipi, Charles J.
   Chen, David C.
TI Wearable Technology for Global Surgical Teleproctoring
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 6
BP 1290
EP 1295
DI 10.1016/j.jsurg.2015.07.004
PD NOV-DEC 2015
PY 2015
AB OBJECTIVE: In underserved communities around the world, inguinal hernias
   represent a significant burden of surgically-treatable disease. With
   traditional models of international surgical assistance limited to
   mission trips, a standardized framework to strengthen local healthcare
   systems is lacking. We established a surgical education model using
   web-based tools and wearable technology to allow for long-term
   proctoring and assessment in a resource-poor setting. This is a
   feasibility study examining wearable technology and web-based
   performance rating tools for long-term proctoring in an international
   setting.
   METHODS: Using the Lichtenstein inguinal hernia repair as the index
   surgical procedure, local surgeons in Paraguay and Brazil were trained
   in person by visiting international expert trainers using a formal,
   standardized teaching protocol. Surgeries were captured in real-time
   using Google Glass and transmitted wirelessly to an online video stream,
   permitting real-time observation and proctoring by mentoring surgeon
   experts in remote locations around the world. A system for ongoing
   remote evaluation and support by experienced surgeons was established
   using the Lichtenstein-specific Operative Performance Rating Scale.
   RESULTS: Data were collected from 4 sequential training operations for
   surgeons trained in both Paraguay and Brazil. With continuous internet
   connectivity, live streaming of the surgeries was successful. The
   Operative Performance Rating Scale was immediately used after each
   operation. Both surgeons demonstrated proficiency at the completion of
   the fourth case.
   CONCLUSIONS: A sustainable model for surgical training and proctoring to
   empower local surgeons in resource-poor locations and "train trainers"
   is feasible with wearable technology and web-based communication.
   Capacity building by maximizing use of local resources and expertise
   offers a long-term solution to reducing the global burden of
   surgically-treatable disease. ((C) 2015 Association of Program Directors
   in Surgery. Published by Elsevier Inc. All rights reserved.)
RI Wagner, Justin/ABC-2668-2021; Espinoza, Juan/AAA-2103-2021
OI Espinoza, Juan/0000-0003-0513-588X
TC 42
ZR 0
Z8 0
ZA 0
ZB 3
ZS 0
Z9 42
U1 3
U2 14
SN 1931-7204
EI 1878-7452
UT WOS:000366240200033
PM 26276303
ER

PT J
AU Jayakumar, Nithish
   Brunckhorst, Oliver
   Dasgupta, Prokar
   Khan, Muhammad Shamim
   Ahmed, Kamran
TI e-Leaming in Surgical Education: A Systematic Review
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 6
BP 1145
EP 1157
DI 10.1016/j.jsurg.2015.05.008
PD NOV-DEC 2015
PY 2015
AB OBJECTIVE: e-Learning involves the delivery of educational content
   through web-based methods. Owing to work-hour restrictions and changing
   practice patterns in surgery, e-learning can offer an effective
   alternative to traditional teaching. Our aims were to (1) identify
   current modalities of e-learning, (2) assess the efficacy of e-learning
   as an intervention in surgical education through a systematic review of
   the literature, and (3) discuss the relevance of e-learning as an
   educational tool in surgical education. This is the first such
   systematic review in this field.
   DESIGN: A systematic search of MEDLINE and EMBASE was conducted for
   relevant articles published until July 2014, using a predefined search
   strategy. The database search was conducted according to the Preferred
   Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
   guidelines.
   RESULTS: A total of 38 articles were found which met the inclusion
   criteria. In these studies, e-learning was used as an intervention in 3
   different ways: (1) to teach cases through virtual patients (18/38); (2)
   to teach theoretical knowledge through online tutorials, or other means
   (18/38); and (3) to teach surgical skills (2/38). Nearly all of the
   studies reviewed report significant knowledge gain from e-learning;
   however, 2 in 3 studies did not use a control group.
   CONCLUSIONS: e-Learning has emerged as an effective mode of teaching
   with particular relevance for surgical education today. Published
   studies have demonstrated the efficacy of this method; however, future
   work must involve well-designed randomized controlled trials comparing
   e-learning against standard teaching. ((C) 2015 Association of Program
   Directors in Surgery. Published by Elsevier Inc. All rights reserved.)
RI Brunckhorst, Oliver/AAP-8296-2020
OI Brunckhorst, Oliver/0000-0002-2073-922X
ZB 10
Z8 0
ZR 1
TC 79
ZA 0
ZS 4
Z9 84
U1 1
U2 34
SN 1931-7204
EI 1878-7452
UT WOS:000366240200013
PM 26111822
ER

PT J
AU Khorsand, Kate
   Brandling-Bennett, Heather A.
TI Deficiencies in Dermatologic Training in Pediatric Residency:
   Perspective of Pediatric Residency Program Directors
SO PEDIATRIC DERMATOLOGY
VL 32
IS 6
BP 819
EP 824
DI 10.1111/pde.12662
PD NOV-DEC 2015
PY 2015
AB Background/ObjectivesChildren with skin-related problems commonly
   present to general pediatricians, and dermatology is among the top
   specialty areas that pediatricians have identified as having inadequate
   training to support their practice.This study was designed to document
   current opportunities for dermatologic training during pediatric
   residency and provides suggestions for improvement.
   MethodsPediatric residency program directors were contacted to
   participate in an online survey focusing on dermatologic training during
   pediatric residency. The survey was sent to 199 programs, from which 78
   responses were received (response rate 39.2%). Required or elective
   rotations, other educational opportunities, and adequacy of dermatology
   training during pediatric residency were assessed and compared between
   institutions with zero, one, or two or more affiliated pediatric
   dermatologists.
   ResultsEighty-four percent of pediatric residency programs offer
   clinical training in dermatology. This training is required in only 19%
   of programs and is elective in 73%. Fewer than one-quarter of eligible
   residents participate in the elective option. Didactic dermatology
   lectures are available at all of the programs. Overall, only 6% of
   residency program directors felt that their graduating residents
   received very adequate training in dermatology and 26% felt their
   residents received inadequate training.
   ConclusionsExposure to dermatology clinics was perceived to be the most
   desirable training modality for pediatric residents, but a minority of
   residents receive this exposure. Many pediatric residency program
   directors felt that residents receive inadequate dermatology training,
   which indicates a need to address educational deficiencies. Supporting a
   pediatric dermatologist on staff and requiring a rotation in pediatric
   dermatology could improve dermatologic curricula for pediatric
   residents.
ZA 0
Z8 0
ZS 0
ZR 0
TC 4
ZB 0
Z9 4
U1 0
U2 2
SN 0736-8046
EI 1525-1470
UT WOS:000365526000041
PM 26337718
ER

PT J
AU Holmer, C.
   Klinger, C.
   Buhr, H. J.
TI Are there too many conferences for general and visceral surgery in
   Germany? A survey of DGAV members
SO CHIRURG
VL 86
IS 11
BP 1059
EP 1062
DI 10.1007/s00104-015-0089-6
PD NOV 2015
PY 2015
AB Human and financial resources are increasingly bound due to economic
   pressure and the working hours Act whereby the already restricted
   further training times are further limited. The industry also has less
   funding available for sponsorship of conferences and workshops. Against
   this background the question arises whether a reduction or focusing of
   the conferences is necessary; therefore, the aim of this survey was to
   obtain an opinion from members of the German Society of General and
   Visceral Surgery (DGAV) and possibly to derive a need for action to
   submit to the board members.
   From 7 February to 18 March 2015 an online survey was conducted by the
   DGAV with their members regarding the number of necessary congress
   events in Germany.
   A total of 670 responses were received (return rate 16 %). In total, 56
   % of participants felt that there are too many conferences. A
   differentiation according to the position of the respondent and the
   level of the associated hospital resulted in the following: 69.3 % of
   the participating head physicians (HP) shared this opinion, compared to
   48.6 % of senior physicians (SP) and 34.4 % of residents (RP). Of the
   participants from basic and standard care hospitals (B/SC) 50 % shared
   this opinion, compared to 59.2 % from maximum care hospitals (MC) and
   63.6 % from university hospitals (UH). In addition, a total of 75 % of
   the participants (HP 82.9 %, SP 78.4 %, RP 70.5 %) were in favor of
   keeping the congress of the DGAV (annual meeting of the German Society
   for Digestive and Metabolic Diseases in conjunction with the Autumn
   meeting of the DGAV) in its previous form, regardless of the underlying
   level of care of the associated hospital (B/SC 77 %, MC 79 %, UC 68 %).
   More experienced surgeons in particular tended to favor a reduction of
   events with a focus on the major conferences; however, younger
   colleagues preferred a wider spectrum of meetings. In order to comply
   with both positions a wide range of events should be continued to be
   provided in the future so that surgeons can choose which to attend
   according to the individual preferences.
OI Klinger, Carsten/0000-0002-1641-5900
Z8 0
ZS 0
ZA 0
TC 0
ZR 0
ZB 0
Z9 0
U1 0
U2 0
SN 0009-4722
EI 1433-0385
UT WOS:000365221000009
PM 26374650
ER

PT J
AU Gefter, Liana
   Merrell, Sylvia Bereknyei
   Rosas, Lisa G.
   Morioka-Douglas, Nancy
   Rodriguez, Eunice
TI Service-Based Learning for Residents: A Success for Communities and
   Medical Education
SO FAMILY MEDICINE
VL 47
IS 10
BP 803
EP 806
PD NOV-DEC 2015
PY 2015
AB BACKGROUND AND OBJECTIVES: Community-based service-learning
   opportunities could support residents' acquisition of Accreditation
   Council for Graduate Medical Education (ACGME) competencies, but this
   concept has not been tested, and such programs are difficult to find.
   The objective of this work was to assess the value and the ACGME
   competency relevance of a service-learning program for residents that
   could be easily replicated nationally.
   METHODS: Forty-one family medicine residents from three training
   programs participated in the Stanford Youth Diabetes Coaches Program at
   six high schools in California and Georgia serving minority students of
   low socioeconomic status. Residents completed online surveys to provide
   qualitative feedback and assess the program's impact on their
   acquisition of residency program competencies and self-management
   support proficiencies, including prior use and planned use of action
   plans a key self-management support strategy.
   RESULTS: Ninety-five percent of residents indicated that the program was
   a valuable experience that contributed to acquisition of residency
   program competencies, including interpersonal and communication skills
   and communication with teens. Compared with baseline, significantly more
   residents reported intention to use action plans with patients following
   participation. Themes from qualitative feedback included: valuing the
   overall experience, increasing opportunities to practice teaching,
   enhancing their ability to communicate with adolescents, contributing to
   the health of the community, recognizing the potential of action plans,
   and increasing intent to use action plans.
   CONCLUSIONS: This pilot demonstrated that a brief service-learning
   program can enhance standard residency curriculum by encouraging
   acquisition of ACGME competencies and promoting utilization of
   self-management support in clinical practice.
RI Merrell, Sylvia Bereknyei/AAB-2813-2019
OI Merrell, Sylvia Bereknyei/0000-0002-5525-0379
ZA 0
ZR 0
Z8 0
TC 5
ZB 2
ZS 0
Z9 5
U1 0
U2 6
SN 0742-3225
EI 1938-3800
UT WOS:000364984100009
PM 26545059
ER

PT J
AU Kelleher, Erin
   Giampietro, Philip F.
   Moreno, Megan A.
TI Marfan syndrome patient experiences as ascertained through postings on
   social media sites
SO AMERICAN JOURNAL OF MEDICAL GENETICS PART A
VL 167
IS 11
BP 2629
EP 2634
DI 10.1002/ajmg.a.37255
PD NOV 2015
PY 2015
AB Marfan syndrome (MS) is a connective tissue disorder that affects
   thousands of adolescents [Population Reference Bureau, 2013]. Some
   adolescent patients with MS may use social media to express their
   experiences and emotions, but little is known about what patients choose
   to share online. To investigate social media content related to Marfan
   syndrome we used search terms Marfan syndrome and Marfans on six
   different social media sites. The top five recent and popular posts for
   each site were collected and coded weekly for five weeks. Posts were
   excluded if they were reshared content or not in English. A codebook was
   developed using an iterative process to categorize posts and comments.
   Out of 300 posts collected 147 posts (49.0%) were included for
   evaluation. Categories of displayed content included personal pictures,
   memes and pictures featuring symptoms of MS (41.5%) and personal MS
   experiences (27.1% of posts). One quarter of the posts specifically
   mentioned a positive experience or how thankful the profile owner was
   for their life. A unique category of posts (13.7%) referenced Austin
   Carlile, a celebrity singer with MS, as a role model. Physicians and
   healthcare providers may consider using social media to understand
   common MS concerns and to place future health education materials. (c)
   2015 Wiley Periodicals, Inc.
OI Kelleher, Erin/0000-0001-9665-4399
TC 5
ZB 1
ZS 0
Z8 0
ZR 0
ZA 0
Z9 5
U1 0
U2 16
SN 1552-4825
EI 1552-4833
UT WOS:000363281900024
PM 26272787
ER

PT J
AU Perregaard, Helene
   Aronson, Jeffrey K.
   Dalhoff, Kim
   Hellebek, Annemarie
TI Medication errors detected in non-traditional databases: types of errors
   in methotrexate dosing as listed in four different Danish registers
SO EUROPEAN JOURNAL OF CLINICAL PHARMACOLOGY
VL 71
IS 11
BP 1375
EP 1379
DI 10.1007/s00228-015-1910-3
PD NOV 2015
PY 2015
AB We have looked for medication errors involving the use of low-dose
   methotrexate, by extracting information from Danish sources other than
   traditional pharmacovigilance databases. We used the data to establish
   the relative frequencies of different types of errors.
   We searched four databases for cases involving low-dose methotrexate
   between 1999 and 2011: the Danish Patient Safety Databases (DPSD),
   controlled by the Danish National Agency for Patients' Rights and
   Complaints, the Patient Compensation Association (PCA), the Danish
   Poison and Information Centre (DPIC), and the online database of the
   Department for Patient Complaints (DPC). We categorized the place where
   the error occurred, the processes and types of error involved, the
   person responsible, and the clinical outcome.
   We identified 173 errors. In 109 (63 %), either harm resulted or could
   not be excluded; of these, 26 (15 %) resulted in serious harm, including
   nine deaths (5 %); 53 (31 %) involved incorrect daily administration;
   and 107 (62 %) involved a dosing error. Sixteen events (9.2 %) concerned
   insufficient or faulty monitoring, with four serious outcomes and two
   deaths. Prescription errors involving daily rather than weekly
   administration, by hospital physicians, were most likely to result in
   serious outcomes, including deaths. The error mechanism was evaluated in
   129 events. Action-based errors comprised 50 % and knowledge-based
   errors 34 %. Action-based errors were more likely to result in completed
   errors, whereas knowledge-based errors more often resulted in near
   misses.
   The medication errors in this survey were most often action-based (50 %)
   and knowledge-based (34 %), suggesting that greater attention should be
   paid to education and surveillance of medical personnel who prescribe
   and monitor methotrexate, particularly physicians, who accounted for 40
   % of the errors.
OI Perregaard, Helene/0000-0001-5932-2694
ZA 0
ZR 0
TC 8
Z8 0
ZS 1
ZB 2
Z9 9
U1 0
U2 6
SN 0031-6970
EI 1432-1041
UT WOS:000363262000010
PM 26257248
ER

PT J
AU Barrenberg, E.
   Garbe, E.
TI Use of over-the-counter (OTC) drugs and perceptions of OTC drug safety
   among German adults
SO EUROPEAN JOURNAL OF CLINICAL PHARMACOLOGY
VL 71
IS 11
BP 1389
EP 1396
DI 10.1007/s00228-015-1929-5
PD NOV 2015
PY 2015
AB In Europe, little empirical evidence is available about over-the-counter
   (OTC) drug consumption and risk perceptions. The objective of this study
   was to describe consumers' OTC drug use and perceptions of OTC drug
   safety in Germany.
   An online survey based on a quota sample with combined strata for age,
   gender, and education of 300 adult German participants was conducted in
   June and July 2013. The survey questionnaire covered the participants'
   OTC and prescription drug use, risk perceptions of OTC and prescription
   drugs, package leaflet reading habits, and OTC drug off-label use.
   Seven day prevalences of OTC drug use were higher in women (52.0 %) than
   in men (40.8 %). The risk perception of specific OTC drugs was impacted
   by the route of administration, the indication, and the drugs'
   ingredients. Products for dermal application or plant-based products
   were considered 'rather not risky' by 82.7-96.6 % of the participants,
   depending on the product. Products for oral use or chemically
   synthesized substances were considered less safe. While 48.0 % of
   consumers reported always reading the package leaflet of OTC drugs, 44.5
   % reported not reading it if they knew the drug or believed the drug was
   very safe. People, 60 years and older, reported significantly lower
   levels of OTC drug off-label use (9.3 %) than younger people (22.0 %).
   The 7-day prevalence of OTC drug use in Germany is high, especially
   among women. Consumers generally have balanced perceptions regarding OTC
   drug safety. Behaviours and knowledge related to OTC drug use should be
   considered by health care providers and regulators.
TC 27
Z8 2
ZR 0
ZS 0
ZA 0
ZB 4
Z9 29
U1 1
U2 18
SN 0031-6970
EI 1432-1041
UT WOS:000363262000012
PM 26300207
ER

PT J
AU Chretien, Katherine C.
   Tuck, Matthew G.
   Simon, Michael
   Singh, Lisa O.
   Kind, Terry
TI A Digital Ethnography of Medical Students who Use Twitter for
   Professional Development
SO JOURNAL OF GENERAL INTERNAL MEDICINE
VL 30
IS 11
BP 1673
EP 1680
DI 10.1007/s11606-015-3345-z
PD NOV 2015
PY 2015
AB While researchers have studied negative professional consequences of
   medical trainee social media use, little is known about how medical
   students informally use social media for education and career
   development. This knowledge may help future and current physicians
   succeed in the digital age.
   We aimed to explore how and why medical students use Twitter for
   professional development.
   This was a digital ethnography.
   Medical student "superusers" of Twitter participated in the study
   The postings ("tweets") of 31 medical student superusers were observed
   for 8 months (May-December 2013), and structured field notes recorded.
   Through purposive sampling, individual key informant interviews were
   conducted to explore Twitter use and values until thematic saturation
   was reached (ten students). Three faculty key informant interviews were
   also conducted. Ego network and subnetwork analysis of student key
   informants was performed. Qualitative analysis included inductive coding
   of field notes and interviews, triangulation of data, and analytic memos
   in an iterative process.
   Twitter served as a professional tool that supplemented the traditional
   medical school experience. Superusers approached their use of Twitter
   with purpose and were mindful of online professionalism as well as of
   being good Twitter citizens. Their tweets reflected a mix of personal
   and professional content. Student key informants had a high number of
   followers. The subnetwork of key informants was well-connected, showing
   evidence of a social network versus information network. Twitter
   provided value in two major domains: access and voice. Students gained
   access to information, to experts, to a variety of perspectives
   including patient and public perspectives, and to communities of
   support. They also gained a platform for advocacy, control of their
   digital footprint, and a sense of equalization within the medical
   hierarchy.
   Twitter can serve as a professional tool that supplements traditional
   education. Students' practices and guiding principles can serve as best
   practices for other students as well as faculty.
OI Tuck, Matthew/0000-0002-5991-0709; Kind, Terry/0000-0002-3017-5683
ZS 0
TC 41
Z8 0
ZA 1
ZB 1
ZR 0
Z9 42
U1 0
U2 32
SN 0884-8734
EI 1525-1497
UT WOS:000363721100024
PM 25952652
ER

PT J
AU McFarlane, Mary
   Brookmeyer, Kathryn
   Friedman, Allison
   Habel, Melissa
   Kachur, Rachel
   Hogben, Matthew
TI GYT: Get Yourself Tested Campaign Awareness: Associations With Sexually
   Transmitted Disease/HIV Testing and Communication Behaviors Among Youth
SO SEXUALLY TRANSMITTED DISEASES
VL 42
IS 11
BP 619
EP 624
DI 10.1097/OLQ.0000000000000361
PD NOV 2015
PY 2015
AB Background The GYT: Get Yourself Tested campaign promotes sexually
   transmitted disease (STD) and HIV testing and communication with
   partners and providers among youth. We evaluated these behaviors in
   relation to campaign awareness among youth through a national survey.
   Methods We collected data from 4017 respondents aged 15 to 25 years
   through an online panel survey designed to be representative of the US
   population. The GYT campaign targeted 4 key behaviors: STD testing, HIV
   testing, talking to partners about testing, and talking to providers
   about testing.
   Results Respondents who were aware of the GYT campaign (24.4%) were more
   likely to report engaging in each of the 4 target behaviors.
   Associations remained significant when stratified by race and sex and
   when taking into account sexuality, sexual activity, age, insurance
   status, and use of campaign partner-provided services.
   Conclusions Awareness of the GYT campaign is related to the 4 target
   behaviors promoted by the campaign, suggesting that health promotions
   campaigns oriented toward youth can be successful in increasing
   STD-related, health-seeking behavior, including among populations
   disproportionately affected by STD.
RI Kachur, Rachel/ABA-9352-2021
ZA 0
ZB 6
ZS 0
TC 23
ZR 0
Z8 0
Z9 23
U1 1
U2 12
SN 0148-5717
EI 1537-4521
UT WOS:000364089400004
PM 26457487
ER

PT J
AU Biesterfeld, S.
   Maschek, C.
TI How should cytopathology be taught?
SO PATHOLOGE
VL 36
IS 6
BP 579
EP 584
DI 10.1007/s00292-015-0097-9
PD NOV 2015
PY 2015
AB Cytopathology is not excessively employed in the whole faculty of
   pathology in Germany, in contrast to some neighboring countries.
   Cytopathology also suffers from a lack of next generation cytologists,
   because experienced and interested specialists as well as assistants
   actively engaged in cytology (ZTA, cytological technical assistant and
   MTLA medical laboratory technical assistant) are only available in
   limited numbers. However, cytopathological expertise is urgently needed,
   not only in the diagnostics of gynecological cancer screening but also
   for assessment of many non-gynecological preparations, which have
   nowadays become more demanding and more complex particularly due to the
   technical developments in internal medicine. In addition, adjuvant
   methods have become incorporated into cytopathology, the interpretation
   of which must be carried out within this specialty.
   This article gives a review of the status quo of cytopathology in
   Germany and sketches how training and advanced education opportunities
   are organized and if necessary could be improved. The course of
   specialist medical training as well as the ZTA and MTLA training are
   described, also as a teaching concept (e.g. microscopy of current cases,
   microscopy of case collections and online microscopy). In order to
   provide cytopathology in Germany with a wider perspective, a paradigm
   shift in the internal approach to cytology is suggested so that the next
   generation can perceive this specialty not as a burden but as a chance.
ZS 0
Z8 0
ZB 0
ZR 0
TC 1
ZA 0
Z9 1
U1 0
U2 1
SN 0172-8113
EI 1432-1963
UT WOS:000364634200010
PM 26424294
ER

PT J
AU Do, Betty S. Tsai
TI Reflections on the Changing Platform of Education for the Budding
   Otolaryngologist
SO OTOLARYNGOLOGY-HEAD AND NECK SURGERY
VL 153
IS 5
BP 706
EP 707
DI 10.1177/0194599815601082
PD NOV 2015
PY 2015
AB Learning is a key component to developing and maintaining competency as
   a physician. Traditional approaches, such as textbooks, lectures,
   journal articles, and cadaver laboratories, have been instrumental. With
   the ease in accessing information, especially via the Internet, this
   article discusses innovative educational strategies that have evolved
   from this.
Z8 0
TC 1
ZB 0
ZR 0
ZS 0
ZA 0
Z9 1
U1 0
U2 6
SN 0194-5998
EI 1097-6817
UT WOS:000364383600004
PM 26307576
ER

PT J
AU Petrik, Megan L.
   Gutierrez, Peter M.
   Berlin, Jon S.
   Saunders, Stephen M.
TI Barriers and facilitators of suicide risk assessment in emergency
   departments: a qualitative study of provider perspectives
SO GENERAL HOSPITAL PSYCHIATRY
VL 37
IS 6
BP 581
EP 586
DI 10.1016/j.genhosppsych.2015.06.018
PD NOV-DEC 2015
PY 2015
AB Objective: To understand emergency department (ED) providers'
   perspectives regarding the barriers and facilitators of suicide risk
   assessment and to use these perspectives to inform recommendations for
   best practices in ED suicide risk assessment.
   Methods: Ninety-two ED providers from two hospital systems in a
   Midwestern state responded to open-ended questions via an online survey
   that assessed their perspectives on the barriers and facilitators to
   assess suicide risk as well as their preferred assessment methods.
   Responses were analyzed using an inductive thematic analysis approach.
   Results: Qualitative analysis yielded six themes that impact suicide
   risk assessment. Time, privacy, collaboration and consultation with
   other professionals and integration of a standard screening protocol in
   routine care exemplified environmental and systemic themes. Patient
   engagement/participation in assessment and providers' approach to
   communicating with patients and other providers also impacted the
   effectiveness of suicide risk assessment efforts.
   Conclusion: The findings inform feasible suicide risk assessment
   practices in EDs. Appropriately utilizing a collaborative,
   multidisciplinary approach to assess suicide-related concerns appears to
   be a promising approach to ameliorate the burden placed on ED providers
   and facilitate optimal patient care. Recommendations for clinical care,
   education, quality improvement and research are offered. Published by
   Elsevier Inc.
RI Gutierrez, Peter M/AHE-3846-2022; Gutierrez, Peter/K-8905-2019
OI Gutierrez, Peter M/0000-0001-8981-8404; Gutierrez,
   Peter/0000-0001-8981-8404
ZS 0
ZB 5
Z8 0
ZR 0
ZA 0
TC 53
Z9 53
U1 1
U2 14
SN 0163-8343
EI 1873-7714
UT WOS:000364498700015
PM 26208868
ER

PT J
AU Moses, Jacob
   Berlinger, Nancy
   Dunn, Michael C.
   Gusmano, Michael K.
   Chin, Jacqueline J.
TI Bioethics Casebook 2.0: Using Web-Based Design and Tools to Promote
   Ethical Reflection and Practice in Health Care
SO HASTINGS CENTER REPORT
VL 45
IS 6
BP 19
EP 25
DI 10.1002/hast.514
PD NOV-DEC 2015
PY 2015
AB The idea of the Internet as Gutenberg 2.0a true revolution in
   disseminating informationis now a routine part of how bioethics
   education works. The Internet has become indispensable as a channel for
   sharing teaching materials and connecting learners with a central
   platform (such as a professional society's website or a course page on a
   university's web portal) that houses materials to support an online or
   hybrid curriculum or a traditional course. A newer idea in bioethics
   education reflects developments in web-based medical education more
   broadly and draws on design principles developed for the Internet. This
   approach to online bioethics education requires thinking about web-based
   learning as an engaging, potentially immersive experience, about
   learners' expectations concerning web-based learning, and about
   differences between self-directed learning and teaching to support group
   learning.In clinician education in bioethics, the interrelated goals of
   ethical reflection and practice for professionals and of continuous
   quality improvement in health care are supported by a focus on
   real-world challenges and by encouraging the habits of self-directed
   learning. In this paper, we describe how an international,
   interdisciplinary team used a web-based framework to develop a health
   care ethics casebook whose content, design, and pedagogy were tailored
   to the needs and expectations of health care professionals and other
   audiences in Singapore; we also explain how they used this framework to
   make the casebook accessible nationwide and to support cross-cultural
   learning.
RI Dunn, Michael/AAX-7741-2020; Chin, Jacqueline/; Gusmano, Michael/; Moses, Jacob/
OI Dunn, Michael/0000-0002-5603-6200; Chin, Jacqueline/0000-0002-1840-325X;
   Gusmano, Michael/0000-0002-2337-3067; Moses, Jacob/0000-0001-8089-3870
ZS 0
Z8 0
ZA 0
ZR 0
ZB 0
TC 4
Z9 4
U1 0
U2 13
SN 0093-0334
EI 1552-146X
UT WOS:000364787000011
PM 26556143
ER

PT J
AU Berz, Jonathan P. B.
   Barnett, Katherine A. Gergen
   Gardiner, Paula
   Saper, Robert B.
TI Integrative Medicine in a Preventive Medicine Residency A Program for
   the Urban Underserved
SO AMERICAN JOURNAL OF PREVENTIVE MEDICINE
VL 49
IS 5
BP S290
EP S295
DI 10.1016/j.amepre.2015.07.031
SU 3
PD NOV 2015
PY 2015
AB The Preventive Medicine Residency Program collaborated with the
   Department of Family Medicine's Program for Integrative Medicine and
   Health Disparities at Boston Medical Center to create a new rotation for
   preventive medicine residents starting in autumn 2012. Residents
   participated in integrative medicine group visits and consults,
   completed an online curriculum in dietary supplements, and participated
   in seminars all in the context of an urban safety net hospital. This
   collaboration was made possible by a federal Health Resources and
   Services Administration grant for integrative medicine in preventive
   medicine residencies and helped meet a need of the program to increase
   residents' exposure to clinical preventive medicine and integrative
   health clinical skills and principles. The collaboration has resulted in
   a required rotation for all residents that continues after the grant
   period and has fostered additional collaborations related to integrative
   medicine across the programs.
RI Saper, Robert B/Y-4598-2018; Berz, Jonathan/; Gardiner, Paula/
OI Saper, Robert B/0000-0002-0992-6198; Berz, Jonathan/0000-0002-9609-3656;
   Gardiner, Paula/0000-0002-3663-000X
ZS 0
ZB 0
Z8 0
ZR 0
TC 2
ZA 0
Z9 2
U1 0
U2 6
SN 0749-3797
EI 1873-2607
UT WOS:000362998700011
PM 26477906
ER

PT J
AU Burton, Dee
   Trask, Jennifer
   Sandvold, Irene
   Amr, Sania
   Chaudry, Sajida S.
   Debay, Marc
TI Integrative Medicine in Preventive Medicine Education Implementation
   Analysis
SO AMERICAN JOURNAL OF PREVENTIVE MEDICINE
VL 49
IS 5
BP S241
EP S248
DI 10.1016/j.amepre.2015.07.026
SU 3
PD NOV 2015
PY 2015
AB In September 2012, the Health Resources and Services Administration
   funded 12 preventive medicine residency programs to participate in a
   2-year, project aimed at incorporating integrative medicine (IM) into
   their residency training programs. The grantees were asked to
   incorporate competencies for IM into their respective preventive
   medicine residency curricula and to provide for faculty development in
   IM. The analysis conducted in 2014-2015 used the following evidence to
   assess residency programs' achievements and challenges in
   implementation: progress and performance measures reports, curriculum
   mapping of program activities to IM competencies, records of webinar
   participation, and post-project individual semi-structured phone
   interviews with the 12 grantee project leaders. Key findings are: (1) IM
   activities offered to residents increased by 50% during the 2 years; (2)
   Accessing IM resources already in existence at local grantee sites was
   the primary facilitator of moving the integration of IM into preventive
   medicine residencies forward; (3) Among all activities offered
   residents, rotations were perceived by grantees as by far the most
   valuable contributor to acquiring IM competencies; (4) Online training
   was considered a greater contributor to preventive medicine residents'
   medical knowledge in IM than faculty lectures or courses; (5) Faculty
   were offered a rich variety of opportunities for professional
   development in IM, but some programs lacked a system to ensure faculty
   participation; and (6) Perceived lack of evidence for IM was a barrier
   to full program implementation at some sites. Grantees expect
   implemented programs to continue post-funding, but with decreased
   intensity owing to perceived faculty and curriculum time constraints.
   (C) 2015 American Journal of Preventive Medicine. All rights reserved.
OI Amr, Sania/0000-0002-1193-877X
TC 2
Z8 0
ZB 0
ZR 0
ZS 0
ZA 0
Z9 2
U1 0
U2 3
SN 0749-3797
EI 1873-2607
UT WOS:000362998700004
PM 26477899
ER

PT J
AU Vargas, Christina R.
   Kantak, Neelesh A.
   Chuang, Danielle J.
   Koolen, Pieter G.
   Lee, Bernard T.
TI Assessment of online patient materials for breast reconstruction
SO JOURNAL OF SURGICAL RESEARCH
VL 199
IS 1
BP 280
EP 286
DI 10.1016/j.jss.2015.04.072
PD NOV 2015
PY 2015
AB Background: Limited health literacy affects nearly half of American
   adults and adversely affects patient participation, satisfaction, health
   care costs, and overall outcomes. As patients increasingly search the
   Internet for health information, accessibility of online material is
   critical. Previous studies examining this topic have focused on the
   readability of these materials. This study evaluates online breast
   reconstruction resources with regard to reading level, however, adds new
   metrics to assess degree of complexity, and suitability for the intended
   audience.
   Methods: The 10 most popular patient Web sites for "breast
   reconstruction" were identified using the largest Internet search
   engine. The content of each site was assessed for readability using the
   simple measure of gobbledygook analysis, complexity using the
   PMOSE/iKIRSCH formula, and suitability using the suitability assessment
   of materials instrument. Resulting scores were analyzed overall and by
   Web site.
   Results: Readability analysis revealed an overall average grade level of
   13.4 (range 10.7-15.8). All sites exceeded the recommended sixth grade
   level. Complexity evaluation revealed a mean PMOSE/iKIRSCH score of 6.3,
   consistent with "low" complexity and requiring an 8th-12th grade
   education; individual sites ranged from "very low" to "high" complexity.
   Suitability assessment overall produced a mean 41.2% score, interpreted
   as "adequate" for the intended patient audience. Five of the 10 sites
   were found to be "not suitable" when examined individually; the
   remaining five were "adequate."
   Conclusions: Available online patient material for breast reconstruction
   is often too difficult for many patients to understand based on
   readability, complexity, and suitability metrics. Comprehensive
   assessment is needed to design appropriate patient material and minimize
   disparities related to limited health literacy. (C) 2015 Elsevier Inc.
   All rights reserved.
RI Vargas, Christina/AAK-8805-2020; Lee, Bernard T./K-1106-2016
OI Vargas, Christina/0000-0003-2368-3425; Lee, Bernard
   T./0000-0002-5533-3166
ZR 0
ZA 0
TC 20
ZB 4
ZS 0
Z8 1
Z9 21
U1 0
U2 8
SN 0022-4804
EI 1095-8673
UT WOS:000362879900042
PM 26088084
ER

PT J
AU McEwen, Laura A.
   Griffiths, Jane
   Schultz, Karen
TI Developing and Successfully Implementing a Competency-Based Portfolio
   Assessment System in a Postgraduate Family Medicine Residency Program
SO ACADEMIC MEDICINE
VL 90
IS 11
BP 1515
EP 1526
DI 10.1097/ACM.0000000000000754
PD NOV 2015
PY 2015
AB The use of portfolios in postgraduate medical residency education to
   support competency development is increasing; however, the processes by
   which these assessment systems are designed, implemented, and maintained
   are emergent. The authors describe the needs assessment, development,
   implementation, and continuing quality improvement processes that have
   shaped the Portfolio Assessment Support System (PASS) used by the
   postgraduate family medicine program at Queen's University since 2009.
   Their description includes the impetus for change and contextual
   realities that guided the effort, plus the processes used for selecting
   assessment components and developing strategic supports. The authors
   discuss the identification of impact measures at the individual,
   programmatic, and institutional levels and the ways the department uses
   these to monitor how PASS supports competency development, scaffolds
   residents' self-regulated learning skills, and promotes professional
   identity formation. They describe the academic advisor role and provide
   an appendix covering the portfolio elements. Reflection elements include
   learning plans, clinical question logs, confidence surveys, and
   reflections about continuity of care and significant incidents. Learning
   module elements cover the required, online bioethics, global health, and
   consult-request modules. Assessment elements cover each resident's
   research project, clinical audits, presentations, objective structured
   clinical exam and simulated office oral exam results, field notes,
   entrustable professional activities, multisource feedback, and
   in-training evaluation reports. Document elements are the resident's
   continuing medical education activities including procedures log,
   attendance log, and patient demographic summaries. The authors wish to
   support others who are engaged in the systematic portfolio-design
   process or who may adapt aspects of PASS for their local programs.
RI McEwen, Laura A/I-3006-2019; Schultz, Karen/
OI Schultz, Karen/0000-0003-0208-3981
Z8 0
ZS 0
ZA 0
TC 24
ZB 1
ZR 0
Z9 24
U1 1
U2 41
SN 1040-2446
EI 1938-808X
UT WOS:000363973300023
PM 25993277
ER

PT J
AU Velan, Gary M.
   Goergen, Stacy K.
   Grimm, Jane
   Shulruf, Boaz
TI Impact of Interactive e-Learning Modules on Appropriateness of Imaging
   Referrals: A Multicenter, Randomized, Crossover Study
SO Journal of the American College of Radiology
VL 12
IS 11
BP 1207
EP 1214
DI 10.1016/j.jacr.2015.06.026
PD NOV 2015
PY 2015
AB Purpose: Health care expenditure on diagnostic imaging investigations is
   increasing, and many tests are ordered inappropriately. Validated
   clinical decision rules (CDRs) for certain conditions are available to
   aid in assessing the need for imaging. However, awareness and
   utilization of CDRs are lacking. This study compared the efficacy and
   perceived impact of interactive e-learning modules versus static
   versions of CDRs, for learning about appropriate imaging referrals.
   Methods: A multicenter, randomized, crossover trial was performed;
   participants were volunteer medical students and recent graduates. In
   week 1, group 1 received an e-learning module on appropriate imaging
   referrals for pulmonary embolism; group 2 received PDF versions of
   relevant CDRs, and an online quiz with feedback. In week 2, the groups
   crossed over, focusing on imaging referrals for cervical spine trauma in
   adults. Online assessments were administered to both groups at the end
   of each week, and participants completed an online questionnaire at the
   end of the trial.
   Results: Group 1 (e-learning module) performed significantly better on
   the pulmonary embolism knowledge assessment. After the crossover,
   participants in group 2 (e-learning module) were significantly more
   likely to improve their scores in the assessment of cervical spine
   trauma knowledge. Both groups gave positive evaluations of the
   e-learning modules.
   Conclusions: Interactive e-learning was significantly more effective for
   learning in this cohort, compared with static CDRs. We believe that the
   authentic clinical scenarios, feedback, and integration provided by the
   e-learning modules contributed to their impact. This study has
   implications for implementation of e-learning tools to facilitate
   appropriate referrals for imaging investigations in clinical practice.
   Crown Copyright (C) 2015 Published by Elsevier on behalf of American
   College of Radiology. All rights reserved.
OI Velan, Gary/0000-0002-4535-6663
ZA 0
TC 7
ZB 1
ZS 0
Z8 0
ZR 0
Z9 7
U1 0
U2 8
SN 1546-1440
UT WOS:000364262900021
PM 26421852
ER

PT J
AU Vijayasarathi, Arvind
   Hawkins, C. Matthew
   Hughes, Danny R.
   Mullins, Mark E.
   Duszak, Richard, Jr.
TI How Much Do Common Imaging Studies Cost? A Nationwide Survey of
   Radiology Trainees
SO AMERICAN JOURNAL OF ROENTGENOLOGY
VL 205
IS 5
BP 929
EP 935
DI 10.2214/AJR.14.14167
PD NOV 2015
PY 2015
AB OBJECTIVE. The objective of this study was to gauge the knowledge of
   radiology trainees regarding the costs of common imaging services and to
   assess their perceptions of current relevant education.
   SUBJECTS AND METHODS. During mid-2014, an online survey of 5325 U.S.
   residents and fellows who were members of the American College of
   Radiology was conducted. Respondents were asked to provide information
   about year of training, relevant advanced degrees (e.g., Master of
   Business Administration or Master of Public Health), number of hours of
   formal education in health care economics provided annually by their
   training program, self-perception of knowledge of health care economics,
   and desire to learn more about the costs of imaging. Respondents were
   asked to estimate Medicare-allowable fees for five commonly performed
   imaging examinations: two-view chest radiography, contrast-enhanced CT
   of the abdomen and pelvis, unenhanced MRI of the lumbar spine, complete
   abdominal ultrasound, and unenhanced CT of the brain. Responses within
   +/- 25% of published allowable amounts in the Medicare fee schedule were
   deemed correct.
   RESULTS. A total of 1066 of 5325 trainees (20.0%) returned surveys that
   were sufficiently complete for analysis. Only 17.1% of all responses
   were correct; 65.3% of responses were overestimations of actual costs,
   and 17.6% were underestimations. Almost half of the trainees (45.1%)
   incorrectly estimated the cost of every examination. Overall, knowledge
   of costs of examinations did not improve with advancing years of
   training, hours of education in health care economics, or attainment of
   a relevant advanced degree. Only 9.3% of trainees considered their
   knowledge of imaging costs to be adequate. An overwhelming 89.7% of
   trainees desired more focused education.
   CONCLUSION. Radiology trainees have limited knowledge of the costs of
   commonly performed imaging studies. Effective training program curricula
   currently appear to be lacking. Targeted education and integration of
   cost information into clinical decision support tools are probably
   warranted.
RI Duszak, Richard/L-1811-2016; Hughes, Danny R/AAZ-6034-2021
OI Duszak, Richard/0000-0003-0425-3008; 
ZR 0
ZA 0
ZS 0
TC 21
ZB 1
Z8 0
Z9 21
U1 0
U2 4
SN 0361-803X
EI 1546-3141
UT WOS:000363814900017
PM 26496540
ER

PT J
AU Drapkin, Zachary A.
   Lindgren, Kristen A.
   Lopez, Michael J.
   Stabio, Maureen E.
TI Development and assessment of a new 3D neuroanatomy teaching tool for
   MRI training
SO ANATOMICAL SCIENCES EDUCATION
VL 8
IS 6
BP 502
EP 509
DI 10.1002/ase.1509
PD NOV-DEC 2015
PY 2015
AB A computerized three-dimensional (3D) neuroanatomy teaching tool was
   developed for training medical students to identify subcortical
   structures on a magnetic resonance imaging (MRI) series of the human
   brain. This program allows the user to transition rapidly between
   two-dimensional (2D) MRI slices, 3D object composites, and a combined
   model in which 3D objects are overlaid onto the 2D MRI slices, all while
   rotating the brain in any direction and advancing through coronal,
   sagittal, or axial planes. The efficacy of this tool was assessed by
   comparing scores from an MRI identification quiz and survey in two
   groups of first-year medical students. The first group was taught using
   this new 3D teaching tool, and the second group was taught the same
   content for the same amount of time but with traditional methods,
   including 2D images of brain MRI slices and 3D models from widely used
   textbooks and online sources. Students from the experimental group
   performed marginally better than the control group on overall test score
   (P=0.07) and significantly better on test scores extracted from
   questions involving C-shaped internal brain structures (P<0.01).
   Experimental participants also expressed higher confidence in their
   abilities to visualize the 3D structure of the brain (P=0.02) after
   using this tool. Furthermore, when surveyed, 100% of the students in the
   experimental group recommended this tool for future students. These
   results suggest that this neuroanatomy teaching tool is an effective way
   to train medical students to read an MRI of the brain and is
   particularly effective for teaching C-shaped internal brain structures.
   (c) 2015 American Association of Anatomists.
OI Stabio, Maureen/0000-0002-2159-5301
TC 33
ZA 0
Z8 0
ZB 4
ZR 0
ZS 0
Z9 33
U1 0
U2 13
SN 1935-9772
EI 1935-9780
UT WOS:000363770900002
PM 25573020
ER

PT J
AU Gulati, A.
   Harwood, C. A.
   Rolph, J.
   Pottinger, E.
   Mcgregor, J. M.
   Goad, N.
   Proby, C. M.
TI Is an online skin cancer toolkit an effective way to educate primary
   care physicians about skin cancer diagnosis and referral?
SO JOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY AND VENEREOLOGY
VL 29
IS 11
BP 2152
EP 2159
DI 10.1111/jdv.13167
PD NOV 2015
PY 2015
AB BackgroundSkin disorders account for over 20% of GP consultations. Half
   of dermatology referrals to secondary care are for skin lesions, but
   only 12% of urgent skin cancer referrals are deemed appropriate.
   Suitably designed online learning resources may positively impact GP
   confidence in the recognition of skin cancer and improve patient
   outcomes.
   ObjectiveThis study evaluated the impact of a national, online, skin
   cancer recognition toolkit on GP confidence and knowledge in diagnosing
   skin cancers and referral behaviour to secondary care.
   MethodsThe toolkit, consisting of a referral decision aid, lesion
   recognition resource, clinical cases and a quiz, was launched in March
   2012. Website usage statistics and online focus groups were used to
   assess the usability of the website and perceived changes in behaviour.
   The impact of the toolkit was assessed using national skin cancer
   referral data, cross-sectional questionnaires and urgent skin cancer
   referral data to two NHS trusts.
   ResultsThe toolkit was accessed by 20% of GPs in England from 20th March
   to 31st October 2012; spending a mean of over 5minutes each, with over
   33% return users. A survey revealed that the toolkit improved
   perceptions of skin cancer training and self-reported knowledge about
   skin cancer referral pathways. Analysis of referral patterns did not
   identify an impact of the toolkit on number or appropriateness of urgent
   skin cancer referrals in the eight months following the launch of the
   website. Online focus groups confirmed the usefulness of the resource
   and suggested a positive influence on knowledge and referral behaviour.
   ConclusionThe skin cancer toolkit is an accessible online learning
   resource for improving confidence with skin cancer referral amongst GPs.
   Although we were unable to identify any immediate changes in skin cancer
   diagnoses or appropriate referral behaviours, research is required to
   evaluate its longer term effects on outcomes.
OI Harwood, Catherine/0000-0002-1375-0965
ZB 0
TC 12
Z8 0
ZA 0
ZS 0
ZR 0
Z9 12
U1 0
U2 4
SN 0926-9959
EI 1468-3083
UT WOS:000363983000012
PM 25917519
ER

PT J
AU Jani, Ashesh B
   Marshall, David
   Vapiwala, Neha
   Davis, Sara Beth
   Langer, Mark
TI Results of the 2014 Survey of the Association of Directors of Radiation
   Oncology Programs (ADROP).
SO Practical radiation oncology
VL 5
IS 6
BP e673
EP 8
DI 10.1016/j.prro.2015.06.007
PD 2015 Nov-Dec
PY 2015
AB BACKGROUND: In 2014, the Association of Directors of Radiation Oncology
   Programs (ADROP) conducted an in-depth survey of program directors along
   several axes. We report the results of this survey and compare the major
   findings with those of the 2007 ADROP survey.
   METHODS AND MATERIALS: The survey was written and approved by ADROP
   leadership in 2012, announced online through broadcasts throughout 2013
   and early 2014, and closed in mid-2014. The results based on question
   groups related to (1) hours spent in activities, (2) budget and
   nonprogram resources, (3) physics/biology didactics, (4) mock
   exams/didactics/research, (5) electives, (6) students, and (7)
   resources/challenges were tabulated. Descriptive comparisons with the
   2007 survey were performed.
   RESULTS: There was 26% participation (23/88 programs). Major areas of
   time commitment were faculty and site organization, maintenance, and
   corrections (70 hours/year) and didactics/conferences and rounds (200
   hours/year). The median program director protected time was 23% (range
   0%-50%). All responding programs (100%) had biology and physics courses
   and assigned directors, but only approximately 20% of respondents had a
   threshold grade in these courses for graduation. Major resources desired
   were templates of goals/objectives by disease site, competency
   evaluations by level, journal club repository, and software for
   contouring, oral examination preparation, grant writing, publication
   writing, oral presentation, and effective teaching. Major activity
   challenges were Accreditation Council for Graduate Medical Education
   external review and time commitment.
   CONCLUSIONS: Overall, the 2014 results are similar to those of the 2007
   survey. The average time commitment remains considerably higher than the
   10% minimum required in the current ACGME program requirements. The
   survey results may guide ADROP membership in centralizing some of the
   identified resources needed.
RI Vapiwala, Neha/ABG-4062-2021
ZS 0
ZR 0
ZB 0
TC 2
Z8 0
ZA 0
Z9 2
U1 1
U2 2
EI 1879-8519
UT MEDLINE:26419442
PM 26419442
ER

PT J
AU Fernandez-Lago, Helena
   Bello, Olalla
   Lopez-Alonso, Virginia
   Andres Sanchez, Jose
   Morenilla, Luis
   Angel Fernandez-del-Olmo, Miguel
TI Gait Pattern and Cognitive Performance During Treadmill Walking in
   Parkinson Disease
SO AMERICAN JOURNAL OF PHYSICAL MEDICINE & REHABILITATION
VL 94
IS 11
BP 931
EP 940
DI 10.1097/PHM.0000000000000392
PD NOV 2015
PY 2015
AB Objective The aim of this study was to explore whether attentional
   demands are involved in gait improvements in Parkinson disease (PD)
   patients when they walk on a treadmill.
   Design Nineteen individuals with idiopathic PD and 19 age-matched
   healthy controls participated in this study. Participants walked on a
   treadmill and on overground under single task (walk only) and dual task
   (walk performing a simultaneous cognitive task) conditions. The
   dual-task paradigm was used to reveal the attention allocation behavior.
   Gait pattern and cognitive performance was measured.
   Results The PD group showed reduced gait variability when walking on a
   treadmill in comparison with overground. However, this reduction did not
   deteriorate during the dual task. Moreover, there were no differences in
   the cognitive performance between treadmill and overground walking.
   Conclusions This study does not support the proposition attentional
   resource allocation as a possible mechanism for the treadmill-associated
   gait improvements observed in PD.
   To Claim CME Credits: Complete the self-assessment activity and
   evaluation online at http://www.physiatry.org/JournalCME
   CME Objectives: Upon completion of this article, the reader should be
   able to: (1) Understand the influence of attentional demands on gait
   improvements in PD patients during treadmill walking; (2) Verbalize the
   gait improvements demonstrated in PD patients following gait training on
   a treadmill; and (3) Understand the benefits of treadmill training as a
   therapeutic tool to improve gait in people with PD.
   Level: Advanced
   Accreditation: The Association of Academic Physiatrists is accredited by
   the Accreditation Council for Continuing Medical Education to provide
   continuing medical education for physicians. The Association of Academic
   Physiatrists designates this activity for a maximum of 1.5 AMA PRA
   Category 1 Credit(s). Physicians should only claim credit commensurate
   with the extent of their participation in the activity.
RI Sanchez, Jose Andres/Q-5987-2019; Sanchez, Jose Andres/K-9262-2014; Lopez-Alonso, Virginia/G-4759-2015; Helena, Fernandez-Lago/; Morenilla-Burlo, Luis/L-1010-2014; Fernandez del Olmo, Miguel/
OI Sanchez, Jose Andres/0000-0003-2875-4499; Sanchez, Jose
   Andres/0000-0003-2875-4499; Lopez-Alonso, Virginia/0000-0002-4329-0656;
   Helena, Fernandez-Lago/0000-0002-0772-666X; Morenilla-Burlo,
   Luis/0000-0002-9694-6997; Fernandez del Olmo, Miguel/0000-0001-5325-503X
TC 7
ZB 1
ZR 0
ZA 0
ZS 2
Z8 0
Z9 9
U1 0
U2 16
SN 0894-9115
EI 1537-7385
UT WOS:000363312100001
PM 26390397
ER

PT J
AU Bruce, Jordan G.
   Tucholka, Jennifer L.
   Steffens, Nicole M.
   Neuman, Heather B.
TI Quality of online information to support patient decision-making in
   breast cancer surgery
SO JOURNAL OF SURGICAL ONCOLOGY
VL 112
IS 6
BP 575
EP 580
DI 10.1002/jso.24046
PD NOV 1 2015
PY 2015
AB BackgroundBreast cancer patients commonly use the internet as an
   information resource. Our objective was to evaluate the quality of
   online information available to support patients facing a decision for
   breast surgery.
   MethodsBreast cancer surgery-related queries were performed (Google and
   Bing), and reviewed for content pertinent to breast cancer surgery. The
   DISCERN instrument was used to evaluate websites' structural components
   that influence publication reliability and ability of information to
   support treatment decision-making. Scores of 4/5 were considered good.
   Results45 unique websites were identified. Websites satisfied a median
   5/9 content questions. Commonly omitted topics included: having a choice
   between breast conservation and mastectomy (67%) and potential for 2nd
   surgery to obtain negative margins after breast conservation (60%).
   Websites had a median DISCERN score of 2.9 (range 2.0-4.5). Websites
   achieved higher scores on structural criteria (median 3.6 [2.1-4.7]),
   with 24% rated as good. Scores on supporting decision-making questions
   were lower (2.6 [1.3-4.4]), with only 7% scoring good.
   ConclusionAlthough numerous breast cancer-related websites exist, most
   do a poor job providing women with essential information necessary to
   actively participate in decision-making for breast cancer surgery.
   Providing easily- accessible, high-quality online information has the
   potential to significantly improve patients' experiences with
   decision-making. J. Surg. Oncol. 2015;112:575-580. (c) 2015 Wiley
   Periodicals, Inc.
ZR 0
ZB 3
Z8 0
ZS 0
TC 29
ZA 0
Z9 29
U1 0
U2 7
SN 0022-4790
EI 1096-9098
UT WOS:000363588800002
PM 26417898
ER

PT J
AU Hautz, Stefanie C.
   Gerken, Jan
   Swolinsky, Jutta
   Hautz, Wolf E.
TI A blended-learning format to support peer tutors
SO MEDICAL EDUCATION
VL 49
IS 11
BP 1158
EP 1159
DI 10.1111/medu.12835
PD NOV 2015
PY 2015
OI Hautz, Wolf/0000-0002-2445-984X; Hautz, Stefanie C/0000-0003-4715-8465;
   Wandrey, Jan/0000-0002-4470-6393
ZA 0
ZS 0
TC 0
ZB 0
ZR 0
Z8 0
Z9 0
U1 0
U2 36
SN 0308-0110
EI 1365-2923
UT WOS:000363514600035
PM 26494091
ER

PT J
AU Edwards, Roger A.
   Colchamiro, Rachel
   Tolan, Ellen
   Browne, Susan
   Foley, Mary
   Jenkins, Lucia
   Mainello, Kristen
   Vallu, Rohith
   Hanley, Lauren E.
   Boisvert, Mary Ellen
   Forgit, Julie
   Ghiringhelli, Kara
   Nordstrom, Christina
TI Online Continuing Education for Expanding Clinicians' Roles in
   Breastfeeding Support
SO JOURNAL OF HUMAN LACTATION
VL 31
IS 4
SI SI
BP 582
EP 586
DI 10.1177/0890334415585977
PD NOV 2015
PY 2015
AB Lack of health professional support is an important variable affecting
   mothers' achievement of breastfeeding goals. Online continuing education
   is a recognized pathway for disseminating content for improving
   clinicians' knowledge and supporting efforts to change practices. At the
   time we developed our project, free, accredited continuing education for
   physicians related to breastfeeding management that could be easily
   accessed using portable devices (via tablets/smartphones) was not
   available. Such resources were in demand, especially for facilities
   pursuing designation through the Baby-Friendly Hospital Initiative. We
   assembled a government, academic, health care provider, and professional
   society partnership to create such a tutorial that would address the
   diverse content needed for supporting breastfeeding mothers
   postdischarge in the United States. Our 1.5-hour-long continuing medical
   and nursing education was completed by 1606 clinicians (1172 nurses
   [73%] and 434 physicians [27%]) within 1 year. More than 90% of nurses
   and over 98% of physicians said the tutorial achieved its 7 learning
   objectives related to breastfeeding physiology, broader factors in
   infant feeding decisions and practices, the American Academy of
   Pediatrics' policy statement, and breastfeeding
   management/troubleshooting. Feedback received from the tutorial led to
   the creation of a second tutorial consisting of another 1.5 hours of
   continuing medical and nursing education related to breast examination
   and assessment prior to delivery, provision of anticipatory guidance to
   pregnant women interested in breastfeeding, maternity care practices
   that influence breastfeeding outcomes, breastfeeding preterm infants,
   breastfeeding's role in helping address disparities, and dispelling
   common myths. The tutorials contribute to achievement of 8 Healthy
   People 2020 Maternal, Infant and Child Health objectives.
RI 杜, 美晨/S-4063-2016
OI 杜, 美晨/0000-0002-1562-1155
ZB 1
TC 8
ZS 0
ZA 0
Z8 1
ZR 0
Z9 9
U1 0
U2 22
SN 0890-3344
EI 1552-5732
UT WOS:000362686100003
PM 26013061
ER

PT J
AU Lewis, Kadriye O
   Farber, Susan
   Chen, Haiqin
   Peska, Don N
TI Learning With Reflection: Practices in an Osteopathic Surgery Clinical
   Clerkship Through an Online Module.
SO The Journal of the American Osteopathic Association
VL 115
IS 11
BP 678
EP 85
DI 10.7556/jaoa.2015.139
PD 2015-Nov
PY 2015
AB CONTEXT: The value of reflective practices has gained momentum in
   osteopathic medical education. However, the use of reflective pedagogies
   has not been explored in the larger context of medical course delivery
   and design, to the authors' knowledge.
   OBJECTIVE: To determine the types of reflection demonstrated by
   osteopathic medical students on an online discussion board and to
   explore differences in discussion engagement caused by the use of a
   reflective learning self-assessment tool.
   METHODS: Using a mixed-method approach, reflection processes in an
   osteopathic surgery clinical clerkship online module were investigated
   in third-year osteopathic medical students. Discussion board messages
   were captured and coded. Both manual coding techniques and automated
   interrogation using NVivo9 (a computer program) for qualitative data
   were applied. Correlations of scores across 4 case-based discussion
   tasks and scores for self-reflection were computed as quantitative data.
   RESULTS: Twenty-eight students were included. Four main types of
   reflection (ie, content, contextual, dialogic, and personal) along with
   corresponding differentiated subthemes for each type of case-based
   discussion board group message were identified. Group collaboration
   revealed insights about the reflection process itself and also about the
   evidence of collective efforts, group engagements, and intragroup
   support among students. Student preparation revealed that students'
   metacognition was triggered when they judged their own contributions to
   group work. Challenges in completing readings and meeting deadlines were
   related to the students' long work hours.
   CONCLUSION: Reflective practices are essential to the practice of
   osteopathic medicine and medical education. Curricula can promote the
   development of reflective skills by integrating these deliberate
   practices in educational activities.
RI Lewis, Kadriye O./AAI-9689-2020
ZB 0
ZA 0
ZR 0
TC 0
Z8 0
ZS 0
Z9 0
U1 0
U2 4
EI 1945-1997
UT MEDLINE:26501761
PM 26501761
ER

PT J
AU Kleinert, Sabine
   Horton, Richard
   Becker-Barroso, Elena
   Boyce, Niall
   Collingridge, David
   Davies, Justine
   Grainger, Emma
   Hayward, Peter
   McConnell, John
   Mullan, Zoe
   Smith, Lan-Lan
TI Join us at The Lancet Clinic
SO LANCET HIV
VL 2
IS 11
BP E462
EP E462
DI 10.1016/S2352-3018(15)00202-7
PD NOV 2015
PY 2015
OI Davies, Justine/0000-0001-6834-1838; McConnell, John/0000-0002-9928-6568
ZA 0
TC 0
ZB 0
ZR 0
ZS 0
Z8 0
Z9 0
U1 0
U2 1
SN 2352-3018
UT WOS:000363794400007
PM 26520925
ER

PT J
AU Yordanov, Youri
   Sobotka, Jennifer
   Dahan, Benjamin
   Jacquin, Laurent
   Kalpokdjian, Aurelie
   Pateron, Dominique
TI Emergency medicine as a primary specialty-French emergency medicine
   residents' attitudes
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 6
BP 689
EP 691
DI 10.1017/cem.2014.64
PD NOV 2015
PY 2015
AB Emergency medicine (EM) has been a fellowship program (supra-specialty)
   in France since 2004. Even though the program can be accessed after
   completion of one of several primary specialties, the vast majority
   (97%) of its residents enter the program after having completed training
   in family medicine. A change to develop a primary EM specialty is being
   discussed. Our objective was to assess French residents and young EM
   physicians' attitudes toward EM as a primary specialty. We conducted a
   brief cross-sectional online survey among young EM physicians and
   trainees in November and December 2012. There were 288 respondents to
   the survey. Forty-nine percent (n = 142) of respondents would have
   chosen EM if it was a primary specialty, but 73% (n = 209) prefer
   maintaining the status quo, offering EM training as a supra-specialty
   fellowship program. Work-related quality of life was the main reason for
   those not choosing EM as a primary specialty.
RI JACQUIN, Laurent/AAE-9752-2020
OI JACQUIN, Laurent/0000-0002-1653-0722
ZS 0
ZR 0
ZB 0
Z8 0
TC 5
ZA 0
Z9 5
U1 0
U2 1
SN 1481-8035
EI 1481-8043
UT WOS:000363085800013
PM 26012721
ER

PT J
AU Hudson, Paul
   Ekholm, Jodie
   Johnson, Maree
   Langdon, Rachel
TI Early identification and management of the unstable adult patient in the
   emergency department
SO JOURNAL OF CLINICAL NURSING
VL 24
IS 21-22
BP 3138
EP 3146
DI 10.1111/jocn.12916
PD NOV 2015
PY 2015
AB Aims and objectivesThe focus of this research was to standardise an
   emergency observation chart, the Adult Emergency Department Flow Chart,
   which incorporates elements designed to allow clinicians to more readily
   recognise the trends of patient deterioration.
   BackgroundPatients present to the Emergency Department with some form of
   instability. Core skills and principles of Emergency Department care are
   to rapidly and continually assess the clinical condition of the patient,
   prioritise their care and treat accordingly. Often, however,
   deterioration of these patients is missed. The incidence of missed
   deterioration is set within a background of increasing presentations to
   Emergency Departments, greater complexity of the patient health status,
   longer length of stay within the Emergency Department and an ageing
   population.
   DesignThis quantitative research study comprised a retrospective medical
   record audit. Only those records containing notes relating to an
   Emergency Department admission were included.
   MethodsAn online data collection tool based on the Adult Emergency
   Department Flow Chart was developed. A total of 181 medical records were
   reviewed: 80 during the pre-implementation audit and 101 during the
   post-implementation audit.
   ResultsThe Adult Emergency Department Flow Chart enabled clinicians to
   better identify deteriorating patients, with a higher number of abnormal
   vital signs being identified at the post-implementation audit.
   Identification of pain also dramatically increased at the
   post-implementation audit. Documentation of notification to Medical
   Officers also increased, as did documentation of the number of patients
   receiving medication to help treat the abnormal vital sign.
   ConclusionThe introduction of the Adult Emergency Department Flow Chart
   facilitated the essential role of nurses in the identification,
   documentation and monitoring of the unstable or deteriorating patient in
   the Emergency Department. Further research is required with larger
   samples to determine the impact of the Adult Emergency Department Flow
   Chart on the timely management of abnormal vital signs.
   Relevance to clinical practiceThe Adult Emergency Flow Chart provides a
   valuable tool for the early identification and subsequent management of
   an unstable / deteriorating adult in the emergency department,
   particularly for clinicians with limited experience.
RI Zixuan, Huang/ABI-3557-2020; Johnson, Maree/
OI Johnson, Maree/0000-0001-6653-3780
ZA 0
ZS 0
ZB 0
Z8 1
TC 5
ZR 0
Z9 6
U1 0
U2 14
SN 0962-1067
EI 1365-2702
UT WOS:000362907300011
PM 26333679
ER

PT J
AU Best, James
   Muzaffar, Jameel
   Mitchell-Innes, Alistair
TI Quality of information available via the internet for patients with head
   and neck cancer: are we improving?
SO EUROPEAN ARCHIVES OF OTO-RHINO-LARYNGOLOGY
VL 272
IS 11
BP 3499
EP 3505
DI 10.1007/s00405-014-3349-z
PD NOV 2015
PY 2015
AB This study aimed to evaluate the type, content, accessibility and
   quality of information available via the internet for patients with head
   and neck cancer. The Google search engine was used to generate lists of
   the first 100 websites for general head and neck cancer and the first
   ten for head and neck cancers by anatomical location (160 total).
   Websites were evaluated with the validated DISCERN and LIDA instruments,
   the SMOG (Simple measure of gobbledygook) readability score and against
   the JAMA (Journal of the American Medical Association) criteria. 40 of
   the 160 websites ranked by Google were suitable for analysis. Seven
   websites (17.5 %) partially or fully achieved all four JAMA benchmarks
   and only one (2.5 %) site achieved none. 28 (70 %) included reference to
   quality of life factors. Correlations were identified between Google
   site rank and all four of our appraisal tools; LIDA (-0.966, p = 0.006),
   JAMA (-5.93, p = 0.028), DISCERN (-0.568, p = 0.037) and SMOG (4.678, p
   = 0.04). Google site rank and both government run sites (-35.38, p =
   0.034) and sites run by universities or hospitals (-27.32, p = 0.016)
   also showed an association. Comparing our observations with those of
   Riordain in 2008, there has been little improvement in the quality of
   head and neck cancer information available online over this time. Given
   the variability in quality of information online, patients would benefit
   from being directed to reliable websites by clinicians.
OI Best, James/0000-0001-5269-8605; Muzaffar, Jameel/0000-0003-3065-0269
Z8 0
TC 21
ZA 0
ZB 4
ZS 0
ZR 0
Z9 21
U1 0
U2 12
SN 0937-4477
EI 1434-4726
UT WOS:000361540600057
PM 25370600
ER

PT J
AU Davey, J.
   Bryant, S. T.
   Dummer, P. M. H.
TI The confidence of undergraduate dental students when performing root
   canal treatment and their perception of the quality of endodontic
   education
SO EUROPEAN JOURNAL OF DENTAL EDUCATION
VL 19
IS 4
BP 229
EP 234
DI 10.1111/eje.12130
PD NOV 2015
PY 2015
AB AimThis article aims to gain understanding into the perception of
   undergraduate dental students in terms of their confidence and
   competence at performing root canal treatment and their perception of
   the quality of endodontic education.
   MethodsAn online questionnaire was distributed to all 3rd, 4th and 5th
   year dental students at Cardiff University via their academic e-mail
   addresses. The questionnaire utilised both scaled response and open
   questions to gain an insight into undergraduate opinion.
   ResultsOut of a possible 208 students, 98 responses were obtained
   (response rate=47%). Perception of competence and confidence were
   significantly greater amongst the more senior year groups (P<0.01).
   However, 49% (n=38) of participants did not feel competent performing
   root canal treatment on anterior, single-rooted teeth, whilst 74% (n=70)
   did not feel competent performing root canal treatment on posterior,
   multirooted teeth. Free comments from participants indicated that this
   was due to a lack of clinical experience. Approximately, 80% of
   participants ranked education in endodontics at Cardiff University as 5
   on a Likert scale (1=inadequate to 10=good), indicating that improvement
   was required. Improvements that were suggested by the students included
   the provision of further information within lectures, a broader range of
   lecturers, an increased number of shorter, more organised practical
   sessions, additional training equipment, greater supervision and online
   reference guides to root canal treatment.
   ConclusionEnhancing undergraduate education in endodontics is necessary
   to increase students' perception of their confidence and competence when
   performing root canal treatment.
RI Dummer, Paul M/F-3063-2012
OI Dummer, Paul M/0000-0002-0726-7467
ZA 0
ZS 0
Z8 0
ZR 0
ZB 3
TC 35
Z9 35
U1 1
U2 10
SN 1396-5883
EI 1600-0579
UT WOS:000362891900006
PM 25490882
ER

PT J
AU Fahlgren, Elin
   Nima, Ali A.
   Archer, Trevor
   Garcia, Danilo
TI Person-centered osteopathic practice: patients' personality (body, mind,
   and soul) and health (ill-being and well-being)
SO PEERJ
VL 3
AR e1349
DI 10.7717/peerj.1349
PD OCT 27 2015
PY 2015
AB Background. Osteopathic philosophy and practice are congruent with the
   biopsychosocial model, a patient-centered approach when treating
   disease, and the view of the person as a unity (i.e., body, mind, and
   soul). Nevertheless, a unity of being should involve a systematic
   person-centered understanding of the patient's personality as a
   biopsychosociospiritual construct that influences health (i.e.,
   well-being and ill-being). We suggest Cloninger's personality model,
   comprising temperament (i.e., body) and character (i.e., mind and soul),
   as a genuine paradigm for implementation in osteopathic practice. As a
   first step, we investigated (1) the relationships between personality
   and health among osteopathic patients, (2) differences in personality
   between patients and a control group, and (3) differences in health
   within patients depending on the presenting problem and gender.
   Method. 524 osteopathic patients in Sweden (age mean = 46.17, SD =
   12.54, 388 females and 136 males) responded to an online survey
   comprising the Temperament and Character Inventory and measures of
   health (well-being: life satisfaction, positive affect, harmony in life,
   energy, and resilience; ill-being: negative affect, anxiety, depression,
   stress, and dysfunction and suffering associated to the presenting
   problem). We conducted two structural equation models to investigate the
   association personality-health; graphically compared the patients'
   personality T-scores to those of the control group and compared the mean
   raw scores using t-tests; and conducted two multivariate analyses of
   variance, using age as covariate, to compare patients' health in
   relation to their presenting problem and gender.
   Results. The patients' personality explained the variance of all of the
   well-being (R-2 between .19 and .54) and four of the ill-being (R-2
   between .05 and .43) measures. Importantly, self-transcendence, the
   spiritual aspect of personality, was associated to high levels of
   positive emotions and resilience. Osteopathic patients, compared to
   controls, scored higher in six of the seven personality dimensions.
   These differences were, however, not considerably large (divergences in
   T-scores were <1 SD, Cohen's d between 0.12 and 0.40). Presenting
   problem and gender did not have an effect on any of the health measures.
   Conclusion. The patient's personality as a ternary construct (i.e.,
   body, mind, and soul), which is in line with osteopathy, is associated
   to both well-being and ill-being. The lack of substantial differences in
   personality between patients and controls implies that the patients had
   not any personality disorders. Hence, osteopaths might, with proper
   education, be able to coach their patients to self-awareness. The lack
   of differences in health variables between osteopathic patients with
   different presenting problems suggests that practitioners should focus
   on the person's health regardless of the type of presenting problem.
RI Garcia, Danilo/AAD-3779-2019
OI Garcia, Danilo/0000-0003-3356-4454
ZB 3
ZS 0
TC 22
ZA 0
Z8 0
ZR 0
Z9 22
U1 1
U2 14
SN 2167-8359
UT WOS:000365801500004
PM 26528411
ER

PT J
AU Liakoni, Evangelia
   Schaub, Michael P.
   Maier, Larissa J.
   Glauser, Gaelle-Vanessa
   Liechti, Matthias E.
TI The Use of Prescription Drugs, Recreational Drugs, and "Soft Enhancers"
   for Cognitive Enhancement among Swiss Secondary School Students
SO PLOS ONE
VL 10
IS 10
AR e0141289
DI 10.1371/journal.pone.0141289
PD OCT 27 2015
PY 2015
AB The use of prescription or recreational drugs for cognitive enhancement
   (CE) is prevalent among students. However, the prevalence of CE among
   Swiss school students is unknown. We therefore performed a
   cross-sectional online survey including >= 16-year-old students from
   bridge-year schools (10th grade), vocational schools, and upper
   secondary schools (10th-12th grade) in the Canton of Zurich to
   investigate the prevalence of and motives for the use of prescription
   drugs, recreational drugs, and/or freely available soft enhancers for
   CE. A total of 1,139 students were included. Of these, 54.5% reported
   the use of prescription drugs (9.2%), recreational drugs including
   alcohol (6.2%), or soft enhancers (51.3%) explicitly for CE at least
   once in their lives. The last-year and last-month prevalence for CE
   considering all substances was 45.5% and 39.5%, respectively. Soft
   enhancers were the substances that were most commonly used (ever,
   last-year, and last-month, respectively), including energy drinks
   (33.3%, 28.4%, and 24.6%), coffee (29.8%, 25.1%, and 21.9%), and tobacco
   (12.6%, 9.3%, and 8.3%). CE with methylphenidate was less prevalent
   (4.0%, 2.8%, and 2.0%). However, the use of prescription drugs, alcohol,
   or illegal drugs for CE was reported by 13.3% of the participants. The
   most common motives for use were to stay awake and improve
   concentration. CE was more prevalent among students who reported higher
   levels of stress or performance pressure and students with psychiatric
   disorders. In conclusion, half of the school students had used a
   substance at least once in their lives to improve school performance.
   Soft enhancers were most commonly used. Prevalence rates were similar to
   those reported by Swiss university students, indicating that the use of
   prescription or recreational drugs for CE already occurs before starting
   higher education. Performance pressure, stress, and psychiatric
   disorders may be associated with CE.
RI Maier, Larissa J/C-2922-2017; Maier, Larissa/P-8669-2014; Schaub, Michael P./ABF-9468-2021
OI Maier, Larissa J/0000-0002-4302-0488; Maier,
   Larissa/0000-0002-4302-0488; Schaub, Michael P./0000-0002-8375-4005
ZR 0
ZB 14
ZS 0
Z8 0
TC 34
ZA 0
Z9 34
U1 3
U2 26
SN 1932-6203
UT WOS:000363804200043
PM 26505633
ER

PT J
AU Zundel, Sabine
   Meder, Adrian
   Zipfel, Stephan
   Herrmann-Werner, Anne
TI The surgical experience of current non-surgeons gained at medical
   school: a survey analysis with implications for teaching today's
   students
SO BMC MEDICAL EDUCATION
VL 15
AR 187
DI 10.1186/s12909-015-0466-3
PD OCT 27 2015
PY 2015
AB Background: It is unknown what aspects of undergraduate surgical
   curricula are useful for future non-surgeons. We aimed to define
   relevant, enduring learning achievements for this subgroup to enable
   student-centered teaching.
   Methods: An online questionnaire using open ended questions was
   distributed to physicians of non-surgical specialties at the University
   Hospital of Tuebingen, Germany and its associated teaching hospitals.
   Participants were asked to describe knowledge and skills that endured
   from their surgical clerkship and which of these are used in daily
   practice. Textual responses were initially coded using content analysis
   and the frequency of recurrent categories was calculated.
   Results: Sixty-seven of 153 questionnaires were returned; participants
   belonged to six different non-surgical specialties and had received
   their training at 22 different medical schools. Sustaining learning
   achievements included basic skills (suturing and working under sterile
   conditions), learning about professionalism and appreciating working
   conditions in surgery. Two learning techniques were valued: witnessing
   of rare cases or complications and working autonomously.
   Conclusion: Integration of our findings in undergraduate surgical
   teaching may focus teaching on students' interests and improve surgical
   teaching.
RI Karim, Osman/Z-3507-2019; Herrmann-Werner, Anne/; Zipfel, Stephan/
OI Herrmann-Werner, Anne/0000-0003-2413-7047; Zipfel,
   Stephan/0000-0003-1659-4440
TC 6
ZS 2
ZR 0
Z8 0
ZB 2
ZA 0
Z9 7
U1 0
U2 8
EI 1472-6920
UT WOS:000363450400001
PM 26506917
ER

PT J
AU van der Elst, Elise M.
   Kombo, Bernadette
   Gichuru, Evans
   Omar, Anisa
   Musyoki, Helgar
   Graham, Susan M.
   Smith, Adrian D.
   Sanders, Eduard J.
   Operario, Don
TI The green shoots of a novel training programme: progress and identified
   key actions to providing services to MSM at Kenyan health facilities
SO JOURNAL OF THE INTERNATIONAL AIDS SOCIETY
VL 18
AR 20226
DI 10.7448/IAS.18.1.20226
PD OCT 21 2015
PY 2015
AB Introduction: Although men who have sex with men (MSM) in sub-Saharan
   Africa are at high risk for HIV acquisition, access to and quality of
   health and HIV services within this population are negatively affected
   by stigma and capacity within the health sector. A recently developed
   online MSM training programme (www.marps-africa.org) was shown to
   contribute to reductions in MSM prejudice among healthcare providers
   (HCPs) in coastal Kenya. In this study, we used qualitative methods to
   explore the provision of MSM healthcare services two years post-training
   in coastal Kenya.
   Methods: From February to July 2014, we held 10 focus group discussions
   (FGD) with 63 participants, including HCP from 25 facilities, county
   AIDS coordinators and MSM from local support groups. Participants
   discussed availability, acceptability and accessibility of HIV
   healthcare for MSM. HCP also discussed changes in their health service
   practices after completing the training. FGD were recorded, transcribed
   verbatim and analyzed using Ritchie and Spencer's "framework approach"
   for qualitative data.
   Results: HCPs described continued improvements in their ability to
   provide service in a non-stigmatizing way to MSM patients since
   completing the training programme and expressed comfort engaging MSM
   patients in care. Four additional recommendations for improving
   MSMhealthcare services were identified: 1) expanding the reach of
   MSMsensitivity training across the medical education continuum; 2)
   establishing guidelines to manage sexually transmitted anal infections;
   3) promoting legal and policy reforms to support integration of
   MSM-appropriate services into healthcare; and 4) including MSM
   information in national reporting tools for HIV services.
   Conclusions: Positive impacts of this sensitivity and skills training
   programme were reflected in HCP attitudes two years postintervention.
   Scaling-up of efforts will rely on continued policies to include MSM in
   healthcare programmes to reduce stigma in health settings and guidelines
   for MSM STI service delivery.
OI Smith, Adrian/0000-0003-0036-1490
TC 21
ZB 5
ZR 0
ZS 2
Z8 0
ZA 0
Z9 21
U1 1
U2 4
EI 1758-2652
UT WOS:000363401500001
PM 26493863
ER

PT J
AU Klekamp, Benjamin G.
   Bodager, Dean
   Matthews, Sarah D.
TI Use of Surveillance Systems in Detection of a Ciguatera Fish Poisoning
   Outbreak - Orange County, Florida, 2014
SO MMWR-MORBIDITY AND MORTALITY WEEKLY REPORT
VL 64
IS 40
BP 1142
EP 1144
PN 2
PD OCT 16 2015
PY 2015
ZB 3
ZA 0
ZS 0
TC 7
ZR 0
Z8 0
Z9 7
U1 0
U2 4
SN 0149-2195
EI 1545-861X
UT WOS:000363364000003
PM 26468736
ER

PT J
AU Jacob, Megan E.
   Hoppin, Jane A.
   Steers, Nicola
   Davis, Jennifer L.
   Davidson, Gigi
   Hansen, Bernie
   Lunn, Katharine F.
   Murphy, K. Marcia
   Papich, Mark G.
TI Opinions of clinical veterinarians at a US veterinary teaching hospital
   regarding antimicrobial use and antimicrobial-resistant infections
SO JAVMA-JOURNAL OF THE AMERICAN VETERINARY MEDICAL ASSOCIATION
VL 247
IS 8
BP 938
EP 944
DI 10.2460/javma.247.8.938
PD OCT 15 2015
PY 2015
AB Objective-To determine opinions of faculty members with clinical
   appointments, clinical veterinarians, residents, and interns at a US
   veterinary teaching hospital regarding antimicrobial use and
   antimicrobial-resistant infections.
   Design-Cross-sectional survey.
   Sample-71 veterinarians.
   Procedures-An online questionnaire was sent to all veterinarians with
   clinical service responsibilities at the North Carolina State University
   veterinary teaching hospital (n = 167). The survey included 23 questions
   regarding demographic information, educational experiences, current
   prescribing practices, and personal opinions related to antimicrobial
   selection, antimicrobial use, restrictions on antimicrobial use, and
   antimicrobial resistance.
   Results-Of the 167 veterinarians eligible to participate, 71 (43%)
   responded. When respondents were asked to rate their level of concern
   (very concerned = 1; not concerned = 5) about antimicrobial-resistant
   infections, most (41/70 [59%]) assigned a score of 1, with mean score
   for all respondents being 1.5. Most survey participants rated their
   immediate colleagues (mean score, 1.9) as more concerned than other
   veterinary medical professionals (mean score, 2.3) and their clients
   (mean score, 3.4). Fifty-nine of 67 (88%) respondents felt that
   antimicrobials were overprescribed at the hospital, and 32 of 69 (46%)
   respondents felt uncomfortable prescribing at least one class of
   antimicrobials (eg, carbapenems or glycopeptides) because of public
   health concerns.
   Conclusions and Clinical Relevance-Findings indicated that veterinarians
   at this teaching hospital were concerned about antimicrobial resistance,
   thought antimicrobials were overprescribed, and supported restricting
   use of certain antimicrobial classes in companion animals. Findings may
   be useful in educating future veterinarians and altering prescribing
   habits and antimicrobial distribution systems in veterinary hospitals.
OI Papich, Mark/0000-0002-7591-7898; Lunn, Katharine/0000-0001-7083-5861;
   Davidson, Gigi/0000-0002-0322-9607
Z8 0
ZB 4
ZS 0
ZR 0
ZA 0
TC 16
Z9 16
U1 0
U2 23
SN 0003-1488
EI 1943-569X
UT WOS:000362207300046
PM 26421407
ER

PT J
AU Deane, Richard P.
   Joyce, Pauline
   Murphy, Deirdre J.
TI Team Objective Structured Bedside Assessment (TOSBA) as formative
   assessment in undergraduate Obstetrics and Gynaecology: a cohort study
SO BMC MEDICAL EDUCATION
VL 15
AR 172
DI 10.1186/s12909-015-0456-5
PD OCT 9 2015
PY 2015
AB Background: Team Objective Structured Bedside Assessment (TOSBA) is a
   learning approach in which a team of medical students undertake a set of
   structured clinical tasks with real patients in order to reach a
   diagnosis and formulate a management plan and receive immediate feedback
   on their performance from a facilitator. TOSBA was introduced as
   formative assessment to an 8-week undergraduate teaching programme in
   Obstetrics and Gynaecology (O&G) in 2013/14. Each student completed 5
   TOSBA sessions during the rotation. The aim of the study was to evaluate
   TOSBA as a teaching method to provide formative assessment for medical
   students during their clinical rotation. The research questions were:
   Does TOSBA improve clinical, communication and/or reasoning skills? Does
   TOSBA provide quality feedback?
   Methods: A prospective cohort study was conducted over a full academic
   year (2013/14). The study used 2 methods to evaluate TOSBA as a teaching
   method to provide formative assessment: (1) an online survey of TOSBA at
   the end of the rotation and (2) a comparison of the student performance
   in TOSBA with their performance in the final summative examination.
   Results: During the 2013/14 academic year, 157 students completed the
   O&G programme and the final summative examination. Each student
   completed the required 5 TOSBA tasks. The response rate to the student
   survey was 68 % (n = 107/157). Students reported that TOSBA was a
   beneficial learning experience with a positive impact on clinical,
   communication and reasoning skills. Students rated the quality of
   feedback provided by TOSBA as high. Students identified the observation
   of the performance and feedback of other students within their TOSBA
   team as key features. High achieving students performed well in both
   TOSBA and summative assessments. The majority of students who performed
   poorly in TOSBA subsequently passed the summative assessments (n =
   20/21, 95 %). Conversely, the majority of students who failed the
   summative assessments had satisfactory scores in TOSBA (n = 6/7, 86 %).
   Conclusions: TOSBA has a positive impact on the clinical, communication
   and reasoning skills of medical students through the provision of
   high-quality feedback. The use of structured pre-defined tasks, the
   observation of the performance and feedback of other students and the
   use of real patients are key elements of TOSBA. Avoiding student
   complacency and providing accurate feedback from TOSBA are on-going
   challenges.
OI Murphy, Deirdre/0000-0001-6074-6718; Deane, Richard/0000-0002-7178-1145;
   Joyce, Pauline/0000-0002-6220-9753
Z8 0
TC 9
ZB 1
ZR 0
ZS 0
ZA 0
Z9 9
U1 0
U2 7
EI 1472-6920
UT WOS:000362473100001
PM 26453191
ER

PT J
AU Healy, C. Mary
   Rench, Marcia A.
   Montesinos, Diana P.
   Ng, Nancy
   Swaim, Laurie S.
TI Knowledge and attitiudes of pregnant women and their providers towards
   recommendations for immunization during pregnancy
SO VACCINE
VL 33
IS 41
BP 5445
EP 5451
DI 10.1016/j.vaccine.2015.08.028
PD OCT 5 2015
PY 2015
AB Objectives: Tetanus, diphtheria and acellular pertussis (Tdap) and
   influenza vaccination is recommended during each pregnancy but uptake is
   suboptimal. We evaluated knowledge and acceptance of vaccination
   recommendations among pregnant women.
   Methods: Prospective, convenience survey of pregnant women presenting
   for antenatal care at the Pavilion for Women, Texas Children's Hospital,
   Houston, and their healthcare providers.
   Results: 796 of 825 (96.5%) of women and 63 of 87 (72.4%) providers
   completed surveys. Mean age of pregnant women was 30.2(18-45) years.
   Self-identified race/ethnicity was 45% white, 26% Hispanic, 13% black,
   12% Asian and 4% other. Most women had college degrees (84%) and private
   health insurance (83%). Mean gestation was 28.5 weeks with 4.8%, 37.8%
   and 57.4%, in the 1st, 2nd and 3rd trimesters, respectively. Women used
   various sources for pregnancy information (personal contacts, providers,
   print, audiovisual and online media) but 89.1% cited a provider as their
   most trusted source, predominantly (85.8%) their physician. 668 (84%)
   knew vaccines are recommended during pregnancy, specifically influenza
   (77%) and Tdap (61%) vaccines. 659(83%) were willing to receive vaccines
   if recommended by their physician. Factors impacting vaccination
   decisions included safety for baby, safety for mother and sufficient
   information, scoring 4.7, 4.5 and 4.2, respectively, on a 5-point scale;
   less important were additional visit time (2.6), cost (1.9) or needle
   phobia (1). Women surveyed in the 3rd trimester showed greater
   acceptance than those earlier in gestation (87% vs 78%; P0.003).
   Maternal education, ethnicity, insurance, multiple gestation or history
   of serious illness in a prior infant did not affect willingness to
   receive vaccines.
   Conclusions: Pregnant women are willing to accept vaccination in
   pregnancy if recommended by their physician and if sufficient discussion
   of safety and rationale occurs. Strong physician recommendation, as
   reported for pediatric vaccination, is essential to optimizing uptake of
   vaccines during pregnancy. (C) 2015 Elsevier Ltd. All rights reserved.
OI Swaim, Laurie/0000-0002-8243-793X
ZB 40
ZS 0
ZR 1
Z8 0
TC 74
ZA 0
Z9 75
U1 0
U2 15
SN 0264-410X
EI 1873-2518
UT WOS:000362306200015
PM 26307234
ER

PT J
AU Barker, Fiona
   Munro, Kevin J.
   de Lusignan, Simon
TI Supporting living well with hearing loss: A Delphi review of
   self-\management support
SO INTERNATIONAL JOURNAL OF AUDIOLOGY
VL 54
IS 10
BP 691
EP 699
DI 10.3109/14992027.2015.1037019
PD OCT 3 2015
PY 2015
AB Objectives: To assess consensus amongst stakeholders in adult auditory
   rehabilitation on what processes might support self-management. Design:
   A three-round Delphi review was conducted online. Participants responded
   to five questions relating to living well with a hearing loss and the
   clinical processes that might support living well. Responses were
   analysed using thematic analysis. In further rounds, statements arising
   from the analysis were scored using a nine-point Likert scale,
   independently and then in the light of the collated panel responses.
   Statements reaching pre-defined criteria for consensus were identified.
   Study sample: A panel of 26 stakeholders in adult auditory
   rehabilitation were consulted, including people with hearing loss and
   researchers and professionals who design and implement process change.
   Results: There was consensus on clinical skills and behaviours that
   might help individuals live well, including processes that inform and
   involve the individual with the hearing loss (e.g. providing information
   about hearing and collaborative goal setting, respectively). The panel
   identified potential emotional, cognitive, and behavioural markers for
   living well with a hearing loss. Conclusions: The results of this review
   provide a rationale for the development and evaluation of interventions
   that include collaborative clinical behaviours as part of
   self-management support.
RI de Lusignan, Smion/S-7838-2019; munro, kevin/A-2899-2015
OI de Lusignan, Smion/0000-0002-8553-2641; munro, kevin/0000-0001-6543-9098
Z8 0
ZR 0
ZA 0
ZS 0
TC 9
ZB 8
Z9 11
U1 0
U2 10
SN 1499-2027
EI 1708-8186
UT WOS:000366449800006
PM 25938504
ER

PT J
AU Gerbase, Margaret W.
   Germond, Michele
   Cerutti, Bernard
   Vu, Nu V.
   Baroffio, Anne
TI How Many Responses Do We Need? Using Generalizability Analysis to
   Estimate Minimum Necessary Response Rates for Online Student Evaluations
SO TEACHING AND LEARNING IN MEDICINE
VL 27
IS 4
BP 395
EP 403
DI 10.1080/10401334.2015.1077126
PD OCT 2 2015
PY 2015
AB Construct:The study compares paper and online ratings of instructional
   units and analyses, with the G-study using the symmetry principle, the
   response rates needed to ensure acceptable precision of the measure when
   compliance is low. Background: Students' ratings of teaching contribute
   to the quality of medical training programs. To date, many schools have
   replaced pen-and-paper questionnaires with electronic forms, despite the
   lower response rates consistently reported with the latter. Few
   available studies have examined the effects of low response rates on the
   reliability and precision of the evaluation measure. Moreover, the
   minimum number of raters to target when response rates are low remains
   unclear. Approach: Descriptive data were derived from 799 students'
   paper and online ratings of 11 preclinical instructional units (PIUs).
   Reliability was assessed by Cronbach's alpha coefficients. The
   generalizability method applying the symmetry principle approach was
   used to analyze the precision of the measure with a reference standard
   error of mean (SEM) set at 0.10; optimization models were built to
   estimate minimum response rates. Results: Overall, response rates were
   74% and 30% (p < .001) and PIUs ratings were 3.8 +/- 0.5 and 3.6 +/- 0.5
   (p = .02), respectively in paper and online questionnaires. Higher SEM
   levels and significantly larger 95% confidence intervals of PIUs rating
   scores were observed with online evaluations. To keep the SEM within
   preset limits of precision, a minimum of 48% response rate was estimated
   for online formats. Conclusions: The proposed generalizability analysis
   allowed estimating the minimum response needed to maintain acceptable
   precision in online evaluations. The effects of response rates on
   accuracy are discussed.
OI Vu, Nu Viet/0000-0001-7733-0364; Cerutti, Bernard/0000-0002-7929-3373
Z8 0
ZR 0
ZB 1
TC 8
ZA 0
ZS 0
Z9 8
U1 0
U2 17
SN 1040-1334
EI 1532-8015
UT WOS:000363667300009
PM 26507997
ER

PT J
AU Gladman, J.
   Ryder, C.
   Walters, L. K.
TI Measuring organisational-level Aboriginal cultural climate to tailor
   cultural safety strategies
SO RURAL AND REMOTE HEALTH
VL 15
IS 4
AR 3050
PD OCT-DEC 2015
PY 2015
AB Introduction: Australian medical schools have taken on a social
   accountability mandate to provide culturally safe contexts in order to
   encourage Aboriginal and Torres Strait Islander people to engage in
   medical education and to ensure that present and future clinicians
   provide health services that contribute to improving the health outcomes
   of Aboriginal and Torres Strait Islander peoples. Many programs have
   sought to improve cultural safety through training at an individual
   level; however, it is well recognised that learners tend to internalise
   the patterns of behaviour to which they are commonly exposed. This
   project aimed to measure and reflect on the cultural climate of an
   Australian rural clinical school (RCS) as a whole and the collective
   attitudes of three different professional groups: clinicians, clinical
   academics and professional staff. The project then drew on Mezirow's
   Transformative Learning theory to design strategies to build on the
   cultural safety of the organisation.
   Methods: Clinicians, academic and professional staff at an Australian
   RCS were invited to participate in an online survey expressing their
   views on Aboriginal health using part of a previously validated tool.
   Results: Survey response rate was 63%. All three groups saw Aboriginal
   health as a social priority. All groups recognised the fundamental role
   of community control in Aboriginal health; however, clinical academics
   were considerably more likely to disagree that the Western medical model
   suited the health needs of Aboriginal people. Clinicians were more
   likely to perceive that they treated Aboriginal patients the same as
   other patients. There was only weak evidence of future commitments to
   Aboriginal health. Importantly, clinicians, academics and professional
   staff demonstrated differences in their cultural safety profile which
   indicated the need for a tailored approach to cultural safety learning
   in the future.
   Conclusions: Through tailored approaches to cross-cultural training
   opportunities we are likely to ensure participants are able to engage
   with the material and reflect upon implications of a challenging
   cultural climate on the health and wellbeing outcomes of Aboriginal
   people.
RI Walters, Lucie/GSD-3052-2022; Ryder, Courtney/ABC-6604-2020; Ryder, Courtney/
OI Ryder, Courtney/0000-0001-6511-1965
ZA 0
TC 5
Z8 0
ZR 0
ZB 2
ZS 0
Z9 5
U1 1
U2 11
SN 1445-6354
UT WOS:000373934400003
PM 26446197
ER

PT J
AU Palmer, R. T.
   Biagioli, F. E.
   Mujcic, J.
   Schneider, B. N.
   Spires, L.
   Dodson, L. G.
TI The feasibility and acceptability of administering a telemedicine
   objective structured clinical exam as a solution for providing
   equivalent education to remote and rural learners
SO RURAL AND REMOTE HEALTH
VL 15
IS 4
AR 3399
PD OCT-DEC 2015
PY 2015
AB Introduction: Although many medical schools incorporate distance
   learning into their curricula, assessing students at a distance can be
   challenging. While some assessments are relatively simple to administer
   to remote students, other assessments, such as objective structured
   clinical exams (OSCEs) are not. This article describes a means to more
   effectively and efficiently assess distance learners and evaluate the
   feasibility and acceptability of the assessment.
   Methods: We developed a teleOSCE, administered online in real time, to
   two cohorts of students on a rural clerkship rotation and assessed the
   feasibility and acceptability of using such an approach to assess
   medical students' clinical skills at rural locations. Project
   feasibility was defined as having development and implementation costs
   of less than $5000. Project acceptability was determined by analyzing
   student interview transcripts. A qualitative case study design framework
   was chosen due to the novel nature of the activity.
   Results: The implementation cost of the teleOSCE was approximately US$
   1577.20, making it a feasible educational endeavor. Interview data
   indicated the teleOSCE was also acceptable to students.
   Conclusions: The teleOSCE format may be useful to other institutions as
   a method to centrally administer clinical skills exams for assessment of
   distance medical students.
OI Schneider, Benjamin/0000-0002-0187-8873
ZR 0
Z8 0
ZB 1
ZS 0
TC 31
ZA 0
Z9 31
U1 0
U2 2
SN 1445-6354
UT WOS:000373934400019
PM 26632083
ER

PT J
AU Sutton, K. P.
   Patrick, K.
   Maybery, D.
   Eaton, K.
TI Increasing interest in rural mental health work: the impact of a short
   term program to orientate allied health and nursing students to
   employment and career opportunities in a rural setting
SO RURAL AND REMOTE HEALTH
VL 15
IS 4
AR 3344
PD OCT-DEC 2015
PY 2015
AB Introduction: Ongoing workforce shortages affect the provision of mental
   health services to rural and remote communities. This article examines
   the immediate impact of a novel recruitment strategy that aims to
   increase the number of mental health professionals commencing their
   careers in a rural area of Australia.
   Methods: This study utilised a sequential confirmatory mixed methods
   design which included both online pre- and post-program surveys and
   semi-structured individual interviews. Statistical analyses compared
   participants' pre- and post-program survey interest in rural
   work/career, mental health work/career and rural mental health
   work/career. Content analysis was undertaken to explore interview
   transcripts for data that confirmed, contradicted or added depth to the
   quantitative findings.
   Results: Comparison of pre- and post-program surveys indicated a
   significant increase in participants' interest in rural work/career and
   rural mental health work/career. The qualitative findings provided depth
   to and supported the change in interest toward working in a rural
   environment. Despite qualitative evidence that the program has increased
   participants' knowledge and understanding of the mental health sector as
   a whole, overt support for the changes in interest toward mental health
   work was not evident.
   Conclusions: The study provides evidence that a short-term program can
   change allied health and nursing students' interest in rural mental
   health work. The findings have important implications for the
   recruitment of mental health practitioners to underserved rural areas.
RI Sutton, Keith P/I-7926-2013; Maybery, Darryl/; Patrick, Kent/
OI Sutton, Keith P/0000-0002-3233-2566; Maybery,
   Darryl/0000-0003-1038-9374; Patrick, Kent/0000-0001-7644-057X
ZR 0
ZS 0
TC 3
Z8 0
ZB 0
ZA 0
Z9 3
U1 1
U2 6
SN 1445-6354
UT WOS:000373934400012
PM 26442649
ER

PT J
AU Rabow, Michael W.
   Dahlin, Constance
   Calton, Brook
   Bischoff, Kara
   Ritchie, Christine
TI New Frontiers in Outpatient Palliative Care for Patients With Cancer
SO CANCER CONTROL
VL 22
IS 4
BP 465
EP 474
DI 10.1177/107327481502200412
PD OCT 2015
PY 2015
AB Background: Although much evidence has accumulated demonstrating its
   benefit, relatively little is known about outpatient palliative care in
   patients with cancer.
   Methods: This paper reviews the literature and perspectives from content
   experts to describe the current state of outpatient palliative care in
   the oncology setting and current areas of innovation and promise in the
   field.
   Results: Evidence, including from controlled trials, documents the
   benefits of outpatient palliative care in the oncology setting. As a
   result, professional medical organizations have guidelines and
   recommendations based on the key role of palliative care in oncology.
   Six elements of the practice sit at the frontier of outpatient oncology
   palliative care, including the setting and timing of palliative care
   integration into outpatient oncology, the relationships between primary
   and specialty palliative care, quality and measurement, research,
   electronic and technical innovations, and finances.
   Conclusions: Evidence of clinical and health care system benefits
   supports the recommendations of professional organizations to integrate
   palliative care into the routine treatment of patients with advanced
   cancer.
ZR 0
Z8 0
ZB 3
TC 16
ZA 0
ZS 1
Z9 17
U1 1
U2 6
SN 1073-2748
UT WOS:000368051500011
PM 26678973
ER

PT J
AU White, John C.
   Hartley, Stephen
   Ozminkowski, Ronald J.
TI Association Between Corporate Wellness Program Participation and Changes
   in Health Risks
SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE
VL 57
IS 10
BP 1119
EP 1126
DI 10.1097/JOM.0000000000000531
PD OCT 2015
PY 2015
AB Objective: To assess the relationship between wellness program
   participation and employee health risks. Methods: Data from 173,901
   health-risk appraisals and wellness program participation records were
   used to assess changes in seven health risks (blood pressure, body
   weight, cholesterol level, nutrition, physical inactivity, stress, and
   tobacco use). Results: Controlling for baseline covariates, high-risk
   members who completed only a coaching program were significantly more
   likely to lower five out of seven health risks than were high-risk
   members in the comparison group. Participation in multiple wellness
   activities (eg, biometric screening) increased the odds that risks would
   be reduced. In addition, the number of risk levels that improved was
   greater than the total that worsened. Conclusions: This study provides
   evidence that wellness program participation was associated with
   significant risk reduction, particularly among individuals who
   participated in more than one program.
RI Ozminkowski, Ronald J/AAI-5972-2020
ZA 0
ZS 0
Z8 0
ZB 2
ZR 0
TC 9
Z9 9
U1 1
U2 20
SN 1076-2752
EI 1536-5948
UT WOS:000369634900018
PM 26461868
ER

PT J
AU van Zellem, Lennart
   Utens, Elisabeth M.
   Legerstee, Jeroen S.
   Cransberg, Karlien
   Hulst, Jessie M.
   Tibboel, Dick
   Buysse, Corinne
TI Cardiac Arrest in Children: Long-Term Health Status and Health-Related
   Quality of Life
SO PEDIATRIC CRITICAL CARE MEDICINE
VL 16
IS 8
BP 693
EP 702
DI 10.1097/PCC.0000000000000452
PD OCT 2015
PY 2015
AB Objective: To assess long-term health status and health-related quality
   of life in survivors of cardiac arrest in childhood and their parents.
   In addition, to identify predictors of health status and health-related
   quality of life.
   Design: This medical follow-up study involved consecutive children
   surviving cardiac arrest between January 2002 and December 2011, who had
   been admitted to the ICU. Health status was assessed with a medical
   interview, physical examination, and the Health Utilities Index.
   Health-related quality of life was assessed with the Child Health
   Questionnaires and Short-Form 36.
   Setting: A tertiary care university children's hospital.
   Patients: Of the eligible 107 children, 57 (53%) filled out online
   questionnaires and 47 visited the outpatient clinic (median age, 8.7 yr;
   median follow-up interval, 5.6 yr).
   Interventions: None.
   Measurements and Main Results: Of the participants, 60% had an
   in-hospital cardiac arrest, 90% a nonshockable rhythm, and 50% a
   respiratory etiology of arrest. Mortality rate after hospital discharge
   was 10%. On health status, we found that 13% had long-term neurologic
   deficits, 34% chronic symptoms (e.g., fatigue, headache), 19% at least
   one sign suggestive of chronic kidney injury, and 15% needed special
   education. Health Utilities Index scores were significantly decreased on
   most utility scores and the overall Health Utilities Index mark 3 score.
   Compared with Dutch normative data, parent-reported health-related
   quality of life of cardiac arrest survivors was significantly worse on
   general health perception, physical role functioning, parental impact,
   and overall physical summary. On patient reports, no significant
   differences with normative data were found. Parents reported better
   family cohesion and better health-related quality of life for themselves
   on most scales. Patients' health status, general health perceptions, and
   physical summary scores were significantly associated with cardiac
   arrest-related preexisting condition.
   Conclusions: Considering the impact of cardiac arrest, the overall
   outcome after cardiac arrest in childhood is reasonably good.
   Prospective long-term outcome research in large homogeneous groups is
   needed.
RI Hulst, Jessie/AAI-8519-2021
TC 42
Z8 0
ZB 7
ZR 0
ZA 0
ZS 0
Z9 42
U1 0
U2 6
SN 1529-7535
EI 1947-3893
UT WOS:000369708000009
PM 26020858
ER

PT J
AU Condrey, Tamara
TI Implementation of a Preceptor Training Program
SO JOURNAL OF CONTINUING EDUCATION IN NURSING
VL 46
IS 10
BP 462
EP 469
DI 10.3928/00220124-20150918-04
PD OCT 2015
PY 2015
AB A residency program in hospitals that use preceptorships is an important
   strategy for the retention of new graduate RNs. Preceptors need training
   to be effective in their role, and this education involves knowing how
   to implement the roles of the preceptor, such as role model, socializer,
   educator, and evaluator. A large regional medical center identified the
   need for a preceptor education program to improve the preceptor program
   experience for the preceptor and increase the retention of newly hired
   RNs. A preceptor training program was developed, using a blended
   approach. The approach included use of online modules of key concepts
   related to the roles of the preceptor, followed by a face-to-face class
   that reinforced the concepts. Increased knowledge of the preceptor's
   roles can help the preceptor work with the preceptee in his or her
   individual unit and promote retention of the new graduate RNs as they
   transition to practice in their first year of employment.
ZA 0
ZB 0
ZR 0
ZS 0
TC 6
Z8 1
Z9 7
U1 2
U2 11
SN 0022-0124
EI 1938-2472
UT WOS:000369591900009
PM 26430866
ER

PT J
AU Huygens, Martine Wj
   Vermeulen, Joan
   Friele, Roland D
   van Schayck, Onno Cp
   de Jong, Judith D
   de Witte, Luc P
TI Internet Services for Communicating With the General Practice: Barely
   Noticed and Used by Patients.
SO Interactive journal of medical research
VL 4
IS 4
BP e21
EP e21
DI 10.2196/ijmr.4245
PD 2015 Nov 24
PY 2015
AB BACKGROUND: The Netherlands is one of the frontrunners of eHealth in
   Europe. Many general practices offer Internet services, which can be
   used by patients to communicate with their general practice. In
   promoting and implementing such services, it is important to gain
   insight into patients' actual use and intention toward using.
   OBJECTIVE: The objective of the study is to investigate the actual use
   and intention toward using Internet services to communicate with the
   general practice by the general practice population. The secondary
   objective is to study the factors and characteristics that influence
   their intention to use such services.
   METHODS: There were 1500 members of the Dutch Health Care Consumer
   Panel, age over 18 years, that were invited to participate in this
   cross-sectional study. People who had contacted their general
   practitioner at least once in the past year were included. Participants
   were asked to fill out a questionnaire about the following services:
   Internet appointment planning, asking questions on the Internet, email
   reminders about appointments, Internet prescription refill requests,
   Internet access to medical data, and Internet video consultation.
   Participants indicated whether they had used these services in the past
   year, they would like to use them, and whether they thought their
   general practice had these services. For the first two services,
   participants rated items based on the unified theory of acceptance and
   use of technology complemented with additional constructs. These items
   were divided into six subscales: effort expectancy, performance
   expectancy, trust, attitude, facilitating conditions, and social
   influence.
   RESULTS: There were 546 participants that were included in the analyses
   out of 593 who met the inclusion criteria. The participants had a mean
   age of 53 years (SD 15.4), 43.6% (n=238) were male, and 66.8% (n=365)
   had at least one chronic illness. Actual use of the services varied
   between 0% (n=0, video consultation) and 10.4% (n=57, requesting
   prescription refill by Internet). The proportion of participants with a
   positive intention to use the service varied between 14.7% (n=80, video
   consultation) and 48.7% (n=266, Internet access to medical data). For
   each service, approximately half indicated that they did not know
   whether the service was available. Univariate logistic regression
   analyses revealed that all the constructs as well as age, level of
   education, and Internet usage had a significant association with
   intention toward using Internet appointment planning and asking
   questions by Internet.
   CONCLUSIONS: Internet communication services to contact the general
   practice are not yet frequently used by this population. Although a
   substantial number of persons have a positive intention toward using
   such services, not all people who receive primary care seem willing to
   use them. The lack of awareness of the availability and functionality of
   such services might play an important role.
RI Friele, Roland D/A-1981-2009; De+Witte, Luc/AAI-3518-2020
OI Friele, Roland D/0000-0002-5602-826X; De+Witte, Luc/0000-0002-3013-2640
ZS 0
ZR 0
ZA 0
TC 18
ZB 3
Z8 0
Z9 18
U1 0
U2 17
SN 1929-073X
UT MEDLINE:26601596
PM 26601596
ER

PT J
AU Beck, Jimmy B.
   Tieder, Joel S.
TI Electronic resources preferred by pediatric hospitalists for clinical
   care
SO JOURNAL OF THE MEDICAL LIBRARY ASSOCIATION
VL 103
IS 4
BP 177
EP 183
DI 10.3163/1536-5050.103.4.003
PD OCT 2015
PY 2015
AB Objectives: There is little research on pediatric hospitalists' use of
   evidence-based resources. The aim of this study was to determine the
   electronic resources that pediatric hospitalists prefer.
   Methods: Using a web-based survey, the authors determined hospitalists'
   preferred electronic resources, as well as their attitudes toward
   lifelong learning, practice, and experience characteristics.
   Results: One hundred sixteen hospitalists completed the survey. The most
   preferred resource for general information, patient handouts, and
   treatment was UpToDate. Online search engines were ranked second for
   general information and patient handouts.
   Conclusions: Pediatric hospitalists tend to utilize less rigorous
   electronic resources such as UpToDate and Google. These results can set
   a platform for discussing the quality of resources that pediatric
   hospitalists use.
ZA 0
Z8 0
ZR 0
ZB 1
TC 4
ZS 0
Z9 4
U1 2
U2 10
SN 1536-5050
UT WOS:000367686700003
PM 26512215
ER

PT J
AU Yu, Xinyu
   Xie, Yue
   Pan, Xuequn
   Mayfield-Johnson, Susan
   Whipple, Jessica
   Azadbakht, Elena
TI Developing an evidence-based public health informatics course
SO JOURNAL OF THE MEDICAL LIBRARY ASSOCIATION
VL 103
IS 4
BP 194
EP 197
DI 10.3163/1536-5050.103.4.007
PD OCT 2015
PY 2015
AB Objectives: This study assessed the need to develop a public health
   informatics (PHI) introductory course and determine contents of such a
   course.
   Methods: Community assessments employing focus group interviews and an
   online survey were utilized to determine course need and content.
   Results: Results revealed a need to provide PHI training to graduate
   public health students and suggested broad course content requirements.
   Results indicated lack of awareness of libraries and librarians as
   sources of public health information.
   Conclusions: A graduate PHI course was developed and delivered.
   Additionally, implementation of a subject guide increased the library's
   profile.
ZA 0
ZR 0
Z8 0
TC 4
ZB 0
ZS 0
Z9 4
U1 0
U2 7
SN 1536-5050
UT WOS:000367686700007
PM 26512219
ER

PT J
AU Richardson, Joshua E.
   Bouquin, Daina R.
   Tmanova, Lyubov L.
   Wright, Drew
TI Information and informatics literacies of first-year medical students
SO JOURNAL OF THE MEDICAL LIBRARY ASSOCIATION
VL 103
IS 4
BP 198
EP 202
DI 10.3163/1536-5050.103.4.008
PD OCT 2015
PY 2015
AB Purpose: The study evaluated medical students' familiarity with
   information literacy and informatics during the health sciences library
   orientation.
   Methods: A survey was fielded at the start of the 2013 school year.
   Results: Seventy-two of 77 students (94%) completed the survey. Over
   one-half (57%) expected to use library research materials and services.
   About half (43%) expected to use library physical space. Students
   preferred accessing biomedical research on laptops and learning via
   online-asynchronous modes.
   Conclusions: The library identified areas for service development and
   outreach to medical students and academic departments.
RI Tmanova, L/AGH-4573-2022; Wright, Drew/P-1147-2019; Richardson, Joshua/; Wright, Drew/; Bouquin, Daina/
OI Richardson, Joshua/0000-0003-3066-2673; Wright,
   Drew/0000-0002-1776-5427; Bouquin, Daina/0000-0003-2626-3688
ZS 1
ZR 0
TC 7
ZA 0
ZB 3
Z8 0
Z9 9
U1 2
U2 34
SN 1536-5050
UT WOS:000367686700009
PM 26512221
ER

PT J
AU Becker, J. C.
   Burghaus, D.
   Kappes, K.
   Heue, M.
   Liebelt, A.
   Roehrbom, A. Kindler
   Pfleiderer, B.
TI Why Medicine? Analyzing Students' Motives for Studying Medicine
SO DEUTSCHE MEDIZINISCHE WOCHENSCHRIFT
VL 140
IS 21
BP E207
EP E216
DI 10.1055/s-0041-106581
PD OCT 2015
PY 2015
RI Becker, Jan C/H-3934-2014
ZA 0
TC 6
ZR 0
Z8 0
ZB 0
ZS 0
Z9 6
U1 0
U2 6
SN 0012-0472
EI 1439-4413
UT WOS:000364321400001
PM 26488105
ER

PT J
AU de Vries, A. J.
   van der Worp, H.
   Diercks, R. L.
   van den Akker-Scheek, I.
   Zwerver, J.
TI Risk factors for patellar tendinopathy in volleyball and basketball
   players: A survey-based prospective cohort study
SO SCANDINAVIAN JOURNAL OF MEDICINE & SCIENCE IN SPORTS
VL 25
IS 5
BP 678
EP 684
DI 10.1111/sms.12294
PD OCT 2015
PY 2015
AB Patellar tendinopathy (PT) is a common overuse injury of the patellar
   tendon in jumping athletes. In a recent large cross-sectional study from
   2008 several factors were identified that may be associated with the
   etiology of PT. However, because of the study design no conclusions
   could be drawn about causal relations. The primary aim of the current
   study is to investigate whether the factors identified in the previous
   2008 study can also be prospectively recognized as predictors of
   symptomatic PT in 2011. Nine hundred twenty-six Dutch elite and
   non-elite basketball and volleyball players from the previous study were
   invited again to complete an online survey about knee complaints and
   risk factors for PT in 2011. The logistic regression included 385
   athletes of which 51 (13%) developed PT since 2008. Male gender [odds
   ratio (OR) 2.0, 95% confidence interval (CI) 1.1-3.5] was found to be a
   risk factor for developing PT. No sports-related variables could be
   identified to increase the risk of developing PT, but some evidence was
   found for performing heavy physically demanding work, like being a nurse
   or a physical education teacher (OR 2.3, 95% CI 0.9-6.3). These findings
   indicate that, when considering preventive measures, it is important to
   take into account the total tendon load.
RI van der Worp, Henk/AAF-6289-2019; van den Akker-Scheek, Inge/; Zwerver, Johannes/; Diercks, Ronald/
OI van den Akker-Scheek, Inge/0000-0002-1614-8419; Zwerver,
   Johannes/0000-0002-8499-2806; Diercks, Ronald/0000-0001-9873-208X
ZS 0
ZB 4
ZA 0
TC 29
Z8 0
ZR 0
Z9 29
U1 1
U2 34
SN 0905-7188
EI 1600-0838
UT WOS:000364595600025
PM 25091500
ER

PT J
AU Aldape-Perez, Mario
   Yanez-Marquez, Cornelio
   Camacho-Nieto, Oscar
   Lopez-Yanez, Itzama
   Argueelles-Cruz, Amadeo-Jose
TI Collaborative learning based on associative models: Application to
   pattern classification in medical datasets
SO COMPUTERS IN HUMAN BEHAVIOR
VL 51
SI SI
BP 771
EP 779
DI 10.1016/j.chb.2014.11.091
PN B
PD OCT 2015
PY 2015
AB This paper addresses social networking and collaborative learning in the
   medical domain by focusing on two main objectives: the first one
   concerns about social networking between computer science experts and
   postgraduate students, while the second concerns about collaborative
   learning between medical experts and less experienced physicians. The
   tasks of algorithms testing and performance evaluation were assigned to
   computer science postgraduate students. They made extensive use of
   social networking in order to implement associative models to perform
   pattern classification tasks in medical datasets and share performance
   results. Associative memories have a number of properties, including a
   rapid, compute efficient best-match and intrinsic noise tolerance that
   make them ideal for diagnostic hypothesis-generation processes in the
   medical domain. Using supervised machine learning algorithms allows less
   experienced physicians to compare their diagnostic results between
   workgroups and verify whether their knowledge is consistent with the
   results delivered by computational tools. Throughout the experimental
   phase the proposed algorithm is applied to help diagnose diseases;
   particularly, it is applied in the diagnosis of five different problems
   in the medical field. The performance of the proposed model is validated
   by comparing classification accuracy of DAM against the performance
   achieved by other twenty well known algorithms. Experimental results
   have shown that DAM achieved the best performance in three of the five
   pattern classification problems in the medical field. Similarly, it
   should be noted that our proposal achieved the best classification
   accuracy averaged over all datasets. Experimental results confirm that
   the proposed algorithm can be a valuable tool for promoting
   collaborative learning among less experienced physicians. (C) 2014
   Elsevier Ltd. All rights reserved.
RI Yáñez-Márquez, Cornelio/A-1411-2008; Yáñez, Itzamá López/B-1523-2008; Aldape Perez, Mario/ABA-3505-2021; Argüelles, Amadeo/I-3285-2019; Aldape-Pérez, Mario/I-9322-2017; Camacho-Nieto, Oscar/A-8820-2012; Argüelles, Amadeo J/K-4847-2013
OI Yáñez-Márquez, Cornelio/0000-0002-6250-4728; Yáñez, Itzamá
   López/0000-0001-6007-4464; Argüelles, Amadeo/0000-0001-8627-4739;
   Aldape-Pérez, Mario/0000-0002-1504-4714; Camacho-Nieto,
   Oscar/0000-0003-1142-5277; Argüelles, Amadeo J/0000-0001-8627-4739
ZA 0
ZS 2
Z8 0
TC 15
ZB 1
ZR 0
Z9 17
U1 0
U2 17
SN 0747-5632
EI 1873-7692
UT WOS:000359880100025
ER

PT J
AU Van de Velde, Stijn
   Macken, Lieve
   Vanneste, Koen
   Goossens, Martine
   Vanschoenbeek, Jan
   Aertgeerts, Bert
   Vanopstal, Klaar
   Vander Stichele, Robert
   Buysschaert, Joost
TI Technology for Large-Scale Translation of Clinical Practice Guidelines:
   A Pilot Study of the Performance of a Hybrid Human and Computer-Assisted
   Approach.
SO JMIR medical informatics
VL 3
IS 4
BP e33
EP e33
DI 10.2196/medinform.4450
PD 2015 Oct 09
PY 2015
AB BACKGROUND: The construction of EBMPracticeNet, a national electronic
   point-of-care information platform in Belgium, began in 2011 to optimize
   quality of care by promoting evidence-based decision making. The project
   involved, among other tasks, the translation of 940 EBM Guidelines of
   Duodecim Medical Publications from English into Dutch and French.
   Considering the scale of the translation process, it was decided to make
   use of computer-aided translation performed by certificated translators
   with limited expertise in medical translation. Our consortium used a
   hybrid approach, involving a human translator supported by a translation
   memory (using SDL Trados Studio), terminology recognition (using SDL
   MultiTerm terminology databases) from medical terminology databases, and
   support from online machine translation. This resulted in a validated
   translation memory, which is now in use for the translation of new and
   updated guidelines.
   OBJECTIVE: The objective of this experiment was to evaluate the
   performance of the hybrid human and computer-assisted approach in
   comparison with translation unsupported by translation memory and
   terminology recognition. A comparison was also made with the translation
   efficiency of an expert medical translator.
   METHODS: We conducted a pilot study in which two sets of 30 new and 30
   updated guidelines were randomized to one of three groups. Comparable
   guidelines were translated (1) by certificated junior translators
   without medical specialization using the hybrid method, (2) by an
   experienced medical translator without this support, and (3) by the same
   junior translators without the support of the validated translation
   memory. A medical proofreader who was blinded for the translation
   procedure, evaluated the translated guidelines for acceptability and
   adequacy. Translation speed was measured by recording translation and
   post-editing time. The human translation edit rate was calculated as a
   metric to evaluate the quality of the translation. A further evaluation
   was made of translation acceptability and adequacy.
   RESULTS: The average number of words per guideline was 1195 and the mean
   total translation time was 100.2 minutes/1000 words. No meaningful
   differences were found in the translation speed for new guidelines. The
   translation of updated guidelines was 59 minutes/1000 words faster (95%
   CI 2-115; P=.044) in the computer-aided group. Revisions due to
   terminology accounted for one third of the overall revisions by the
   medical proofreader.
   CONCLUSIONS: Use of the hybrid human and computer-aided translation by a
   non-expert translator makes the translation of updates of clinical
   practice guidelines faster and cheaper because of the benefits of
   translation memory. For the translation of new guidelines, there was no
   apparent benefit in comparison with the efficiency of translation
   unsupported by translation memory (whether by an expert or non-expert
   translator).
RI Stichele, Robert Vander/K-7203-2015; Macken, Lieve/; Buysschaert, Joost/; Van de Velde, Stijn/F-6449-2013; Aertgeerts, Bert/
OI Stichele, Robert Vander/0000-0001-9118-9651; Macken,
   Lieve/0000-0001-7516-7487; Buysschaert, Joost/0000-0002-5919-5258; Van
   de Velde, Stijn/0000-0001-8908-3823; Aertgeerts,
   Bert/0000-0003-1142-5402
ZS 0
ZR 0
Z8 0
ZA 0
ZB 0
TC 1
Z9 1
U1 0
U2 12
SN 2291-9694
UT MEDLINE:26453372
PM 26453372
ER

PT J
AU Chung, Bowen
   Norris, Keith
   Mangione, Carol
   del Pino, Homero E.
   Jones, Loretta
   Castro, Daniel
   Wang, Christina
   Bell, Douglas
   Vangala, Sitaram
   Kahn, Katherine
   Brown, Arleen F.
TI Faculty Participation in and Needs around Community Engagement within a
   Large Multiinstitutional Clinical and Translational Science Awardee
SO CTS-CLINICAL AND TRANSLATIONAL SCIENCE
VL 8
IS 5
BP 506
EP 512
DI 10.1111/cts.12314
PD OCT 2015
PY 2015
AB Community engagement is recommended to ensure the public health impact
   of NIH-funded science. To understand the prevalence of community-engaged
   research and faculty interest in and needs around this, from 2012 to
   2013, an online survey (n = 3,022) was sent to UCLA Clinical and
   Translational Science Institute faculty. Among respondents, 45% reported
   community-engaged project participation in the last year and 64% an
   interest in learning about community-engaged research. Over 50%
   indicated career development and pilot grants would increase
   participation in community-engaged research. A greater percentage of
   pretenure than tenured faculty (pretenure 54.9%, tenured 42.2%, p =
   0008) noted faculty promotion criteria incentivizing community-engaged
   research would increase participation. In adjusted analyses, African
   American (OR 4.06, CI 1.68-9.82, p = 0.002) and Latino (OR 1.91, CI
   1.10-3.33, p = 0.022) faculty had higher odds of prior participation in
   community-engaged projects than Whites. Female faculty had greater odds
   of interest (OR 1.40, CI 1.02-1.93, p = 0.038) in learning about
   community-engaged research than males. African American (OR 4.31, CI
   1.42-13.08, p = 0.010) and Asian/Pacific Islander (OR 2.24, CI
   1.52-3.28, p < 0.001) faculty had greater interest in learning about
   community-engaged research than Whites. To build community-engaged
   faculty research capacity, CTSAs' may need to focus resources on female
   and minority faculty development.
RI Kahn, Katherine/AAE-2857-2020; Bell, Douglas S/G-6702-2013; Brown, Arleen/
OI Kahn, Katherine/0000-0002-6605-1455; Bell, Douglas
   S/0000-0002-5063-8294; Brown, Arleen/0000-0001-9948-8955
TC 6
Z8 0
ZB 1
ZA 0
ZS 0
ZR 0
Z9 6
U1 0
U2 5
SN 1752-8054
EI 1752-8062
UT WOS:000363652100017
PM 26332679
ER

PT J
AU Carr, S. E.
   Halliday, V.
TI Investigating the use of the neutropenic diet: a survey of UK dietitians
SO JOURNAL OF HUMAN NUTRITION AND DIETETICS
VL 28
IS 5
BP 510
EP 515
DI 10.1111/jhn.12266
PD OCT 2015
PY 2015
AB Background: Patients with chemotherapy-induced neutropenia are at
   increased risk of infection. Historically, dietary restrictions commonly
   referred to as 'clean', 'low bacteria', 'low-microbial' or 'neutropenic'
   diets have been prescribed to reduce the risk of foodborne infection.
   Although research does not support their effectiveness, they continue to
   be used in clinical practice. The present study aimed to investigate the
   use of dietary restrictions in patients with cancer in the UK by
   surveying registered dietitians (RDs).
   Methods: An online questionnaire was distributed to 573 RDs via local
   and specialist interest groups of the British Dietetic Association.
   Results: One hundred and ten questionnaires were returned. Of these,
   67.8% of RDs prescribed dietary restrictions to patients, with
   'neutropenic diet' being the most commonly used term. Specialist
   oncology or haematology RDs were more likely to use the diet than
   nonspecialist RDs (P < 0.005). The variety of foods restricted varied
   greatly and was often contradicting. Unpasteurised dairy products and
   raw or lightly cooked meat or fish were most commonly restricted. Less
   than half (43.6%) of RDs had a policy in place for the use of
   neutropenic diets, with specialist oncology and haematology RDs more
   likely to report this (P < 0.005).
   Conclusions: Neutropenic dietary advice provided by dietitians in the UK
   varies greatly. Further high-quality research is required to create an
   evidence base from which national clinical guidelines can be formed.
ZR 0
TC 12
Z8 1
ZA 0
ZB 4
ZS 1
Z9 13
U1 0
U2 16
SN 0952-3871
EI 1365-277X
UT WOS:000363899600009
PM 25164467
ER

PT J
AU Silvestre, Jason
   Vargas, Christina R.
   Ho, Olivia
   Lee, Bernard T.
TI Evaluation of the content and accessibility of microsurgery fellowship
   program websites
SO MICROSURGERY
VL 35
IS 7
BP 560
EP 564
DI 10.1002/micr.22445
PD OCT 2015
PY 2015
AB Microsurgery fellowship applicants utilize Internet-based resources such
   as the San Francisco Match (SF Match) to manage their applications. In
   deciding where to apply, applicants rely on advice from mentors and
   online resources including microsurgery fellowship websites (MFWs). The
   purpose of this study was to evaluate the content and accessibility of
   MFWs. While microsurgery is practiced by many surgical specialties, this
   study focused on MFWs for programs available in the 2014 Microsurgery
   Fellowship Match. Program lists from the American Society for
   Reconstructive Microsurgery (ASRM) and the San Francisco Match (SF
   Match) were analyzed for the accessibility of MFW links. MFWs were
   evaluated for education and recruitment content, and MFW
   comprehensiveness was compared on the basis of program characteristics
   using chi square tests. Of the 25 fellowships available, only 18 had
   websites (72%). SF Match and ASRM listed similar programs (96% overlap)
   and provided website links (89%, 76%), but only a minority connected
   directly to the MFW (38%, 23%). A minority of programs were responsive
   via email inquiry (36%). MFWs maintained minimal education and
   recruitment content. MFW comprehensiveness was not associated with
   program characteristics. MFWs are often not readily accessible and
   contain limited information for fellowship applicants. Given the
   relative low-cost of website development, MFWs may be improved to
   facilitate fellow recruitment. (c) 2015 Wiley Periodicals, Inc.
   Microsurgery 35:560-564, 2015.
RI Lee, Bernard T./K-1106-2016; Vargas, Christina/AAK-8805-2020
OI Lee, Bernard T./0000-0002-5533-3166; Vargas,
   Christina/0000-0003-2368-3425
ZA 0
ZB 0
TC 7
Z8 0
ZR 0
ZS 0
Z9 7
U1 0
U2 6
SN 0738-1085
EI 1098-2752
UT WOS:000363418000010
PM 26175162
ER

PT J
AU Lippa, Linda Mottow
   Anderson, Craig L.
TI Assessment of Durability of Online and Multisensory Learning Using an
   Ophthalmology Model
SO OPHTHALMOLOGY
VL 122
IS 10
BP 1960
EP 1966
DI 10.1016/j.ophtha.2015.06.027
PD OCT 2015
PY 2015
AB Purpose: To explore the impact of online learning and multisensory
   small-group teaching on acquisition and retention of specialty knowledge
   and diagnostic skills during a third-year family medicine rotation.
   Design: Exploratory, observational, longitudinal, and multiple-skill
   measures.
   Participants: Two medical school classes (n = 199) at a public medical
   school in California.
   Methods: Students engaged in online self-study, small-group interactive
   diagnostic sessions, picture identification of critical pathologic
   features, and funduscopic simulator examinations. The authors compared
   performance on testing immediately after online learning with testing at
   end-rotation, as well as picture identification versus simulator
   diagnostic ability in students with (n = 94) and without (n = 105)
   practice tracing contours on whiteboard projections of those same slides
   depicting fundus pathologic features of common systemic diseases.
   Main Outcomes Measures: Picture identification, accuracy of funduscopic
   descriptions, online module post-tests, and end-rotation tests.
   Results: Proprioceptive reinforcement of fundus pattern recognition
   significantly reduced the need for remediation for misdiagnosing optic
   disc edema during end-rotation funduscopic simulator testing, but it had
   no effect on fundus pattern recognition or diagnostic ability overall.
   Near-perfect immediate online post-test scores contrasted sharply with
   poor end-rotation scores on an in-house test (average, 59.4%). Rotation
   timing was not a factor because the patterns remained consistent
   throughout the academic school year.
   Conclusions: Neither multisensory teaching nor online self-study
   significantly improved retention of ophthalmic knowledge and diagnostic
   skills by the end of a month-long third-year rotation. Timing such
   training closer to internship when application is imminent may enhance
   students' appreciation for its value and perhaps may improve retention.
   Pulsed quizzes over time also may be necessary to motivate students to
   retain the knowledge gained. (C) 2015 by the American Academy of
   Ophthalmology.
ZR 0
ZA 0
ZB 0
TC 1
Z8 0
ZS 0
Z9 1
U1 0
U2 10
SN 0161-6420
EI 1549-4713
UT WOS:000363491500012
PM 26249731
ER

PT J
AU Antoniades, Athos
   Nicolaidou, Iolie
   Spachos, Dimitris
   Myllaeri, Jarkko
   Giordano, Daniela
   Dafli, Eleni
   Mitsopoulou, Evangelia
   Schizas, Christos N.
   Pattichis, Constantinos
   Nikolaidou, Maria
   Bamidis, Panagiotis
TI Medical Content Searching, Retrieving, and Sharing Over the Internet:
   Lessons Learned From the mEducator Through a Scenario-Based Evaluation
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 10
AR e229
DI 10.2196/jmir.3650
PD OCT 2015
PY 2015
AB Background: The mEducator Best Practice Network (BPN) implemented and
   extended standards and reference models in e-learning to develop
   innovative frameworks as well as solutions that enable specialized
   state-of-the-art medical educational content to be discovered,
   retrieved, shared, and re-purposed across European Institutions,
   targeting medical students, doctors, educators and health care
   professionals. Scenario-based evaluation for usability testing,
   complemented with data from online questionnaires and field notes of
   users' performance, was designed and utilized for the evaluation of
   these solutions.
   Objective: The objective of this work is twofold: (1) to describe one
   instantiation of the mEducator BPN solutions (mEducator3.0 - "MEdical
   Education LINnked Arena" MELINA+) with a focus on the metadata schema
   used, as well as on other aspects of the system that pertain to
   usability and acceptance, and (2) to present evaluation results on the
   suitability of the proposed metadata schema for searching, retrieving,
   and sharing of medical content and with respect to the overall usability
   and acceptance of the system from the target users.
   Methods: A comprehensive evaluation methodology framework was developed
   and applied to four case studies, which were conducted in four different
   countries (ie, Greece, Cyprus, Bulgaria and Romania), with a total of
   126 participants. In these case studies, scenarios referring to
   creating, sharing, and retrieving medical educational content using
   mEducator3.0 were used. The data were collected through two online
   questionnaires, consisting of 36 closed-ended questions and two
   open-ended questions that referred to mEducator 3.0 and through the use
   of field notes during scenario-based evaluations.
   Results: The main findings of the study showed that even though the
   informational needs of the mEducator target groups were addressed to a
   satisfactory extent and the metadata schema supported content creation,
   sharing, and retrieval from an end-user perspective, users faced
   difficulties in achieving a shared understanding of the meaning of some
   metadata fields and in correctly managing the intellectual property
   rights of repurposed content.
   Conclusions: The results of this evaluation impact researchers, medical
   professionals, and designers interested in using similar systems for
   educational content sharing in medical and other domains.
   Recommendations on how to improve the search, retrieval, identification,
   and obtaining of medical resources are provided, by addressing issues of
   content description metadata, content description procedures, and
   intellectual property rights for re-purposed content.
RI Bamidis, Panagiotis/AAK-3556-2020; Nicolaidou, Iolie/G-7676-2019; Nikolaidou, Mara/AAN-3061-2021; Pattichis, Constantinos/; Schizas, Christos/; Antoniades, Athos/
OI Bamidis, Panagiotis/0000-0002-9936-5805; Nicolaidou,
   Iolie/0000-0002-8267-0328; Pattichis, Constantinos/0000-0003-1271-8151;
   Schizas, Christos/0000-0001-6548-4980; Antoniades,
   Athos/0000-0002-5789-5103
Z8 0
TC 4
ZB 0
ZR 0
ZA 0
ZS 0
Z9 4
U1 0
U2 10
SN 1438-8871
UT WOS:000365155000006
PM 26453250
ER

PT J
AU Millar, Heather C
   Randle, Elizabeth A
   Scott, Heather M
   Shaw, Dorothy
   Kent, Nancy
   Nakajima, Amy K
   Spitzer, Rachel F
TI Global Women's Health Education in Canadian Obstetrics and Gynaecology
   Residency Programs: A Survey of Program Directors and Senior Residents.
SO Journal of obstetrics and gynaecology Canada : JOGC = Journal
   d'obstetrique et gynecologie du Canada : JOGC
VL 37
IS 10
BP 927
EP 35
DI 10.1016/S1701-2163(16)30032-9
PD 2015-Oct
PY 2015
AB OBJECTIVE: To become culturally competent practitioners with the ability
   to care and advocate for vulnerable populations, residents must be
   educated in global health priorities. In the field of obstetrics and
   gynaecology, there is minimal information about global women's health
   (GWH) education and interest within residency programs. We wished to
   determine within obstetrics and gynaecology residency programs across
   Canada: (1) current GWH teaching and support, (2) the importance of GWH
   to residents and program directors, and (3) the level of interest in a
   national postgraduate GWH curriculum.
   METHODS: We conducted an online survey across Canada of obstetrics and
   gynaecology residency program directors and senior obstetrics and
   gynaecology residents.
   RESULTS: Of 297 residents, 101 (34.0%) responded to the survey and 76
   (26%) completed the full survey. Eleven of 16 program directors (68.8%)
   responded and 10/16 (62.5%) provided complete responses. Four of 11
   programs (36.4%) had a GWH curriculum, 2/11 (18.2%) had a GWH budget,
   and 4/11 (36.4%) had a GWH chairperson. Nine of 10 program directors
   (90%) and 68/79 residents (86.1%) felt that an understanding of GWH
   issues is important for all Canadian obstetrics and gynaecology
   trainees. Only 1/10 program directors (10%) and 11/79 residents (13.9%)
   felt that their program offered sufficient education in these issues. Of
   residents in programs with a GWH curriculum, 12/19 (63.2%) felt that
   residents in their program who did not undertake an international
   elective would still learn about GWH, versus only 9/50 residents (18.0%)
   in programs without a curriculum (P < 0.001).
   CONCLUSION: Obstetrics and gynaecology residents and program directors
   feel that GWH education is important for all trainees and is currently
   insufficient. There is a high level of interest in a national
   postgraduate GWH educational module.
AB Objective: Pour devenir des praticiens competents sur le plan culturel
   etant en mesure de prodiguer des soins aux populations vulnerables et de
   defendre leur cause, les residents doivent recevoir une formation
   abordant les priorites de la sante a lechelle mondiale. Dans le domaine
   de lobstetrique-gynecologie, nous ne disposons que de peu de
   renseignements au sujet de la formation en sante des femmes a lechelle
   mondiale (SFEM) quoffrent les programmes de residence et de linteret
   envers ce type de formation que lon y constate. Nous souhaitions
   determiner ce qui suit en ce qui concerne les programmes canadiens de
   residence en obstetrique-gynecologie: (1) la situation actuelle pour ce
   qui est de lenseignement de la SFEM et du soutien disponible a cet
   egard; (2) limportance de la SFEM pour les residents et les directeurs
   de programme; et (3) le degre dinteret envers un curriculum national de
   cycle superieur dans le domaine de la SFEM. Methodes: Nous avons mene, a
   lechelle du Canada, un sondage en ligne aupres des directeurs des
   programmes de residence en obstetrique-gynecologie et des residents de
   derniere annee du domaine. Resultats : Parmi les 297residents
   sollicites, 101 (34,0%) ont repondu au sondage et 76 (26%) ont rempli le
   sondage en entier. Onze des 16 directeurs de programme sollicites
   (68,8%) ont repondu et 10/16 (62,5%) nous ont fourni des reponses
   completes. Quatre des 11programmes (36,4%) comptaient un curriculum de
   SFEM, 2/11 (18,2%) comptaient un budget de SFEM et 4/11 (36,4%)
   comptaient un president de la SFEM. Neuf directeurs de programme sur
   10(90%) et 68residents sur 79 (86,1%) etaient davis quune comprehension
   des questions de SFEM est importante pour tous les stagiaires canadiens
   en obstetrique-gynecologie. Seulement un directeur de programme sur 10
   (10%) et 11residents sur 79 (13,9%) etaient davis que leur programme
   offrait une formation suffisante sur ces questions. Parmi les residents
   des programmes comptant un curriculum de SFEM, 12/19 (63,2%) etaient
   davis que les residents de leur programme qui nentreprenaient pas un
   stage au choix international auraient tout de meme loccasion de se
   sensibiliser a la SFEM, par comparaison avec seulement neuf des
   50residents (18,0%) des programmes ne comptant pas un tel curriculum
   (P<0,001). Conclusion: Les residents et les directeurs de programme du
   domaine de lobstetrique-gynecologie estiment que la formation au sujet
   de la SFEM est importante pour tous les stagiaires et quelle est
   actuellement insuffisante. La mise sur pied dun module pedagogique
   national de cycle superieur en SFEM suscite un vif interet.
OI Scott, Heather/0000-0002-9632-5621
Z8 0
ZS 0
ZR 0
TC 7
ZB 2
ZA 0
Z9 7
U1 0
U2 0
SN 1701-2163
UT MEDLINE:26606711
PM 26606711
ER

PT J
AU Lavelle, Lisa P.
   Dunne, Ruth M.
   Carroll, Anne G.
   Malone, Dermot E.
TI Evidence-based Practice of Radiology
SO RADIOGRAPHICS
VL 35
IS 6
BP 1802
EP 1813
DI 10.1148/rg.2015150027
PD OCT 2015
PY 2015
AB Current health care reform in the United States is producing a shift in
   radiology practice from the traditional volume-based role of performing
   and interpreting a large number of examinations to providing a more
   affordable and higher-quality service centered on patient outcomes,
   which is described as a value-based approach to the provision of health
   care services. In the 1990s, evidence-based medicine was defined as the
   integration of current best evidence with clinical expertise and patient
   values. When these methods are applied outside internal medicine, the
   process is called evidence-based practice (EBP). EBP facilitates
   understanding, interpretation, and application of the best current
   evidence into radiology practice, which optimizes patient care. It has
   been incorporated into "Practice-based Learning and Improvement" and
   "Systems-based Practice," which are two of the six core resident
   competencies of the Accreditation Council for Graduate Medical Education
   and two of the 12 American Board of Radiology milestones for diagnostic
   radiology. Noninterpretive skills, such as systems-based practice, are
   also formally assessed in the "Quality and Safety" section of the
   American Board of Radiology Core and Certifying examinations. This
   article describes (a) the EBP framework, with particular focus on its
   relevance to the American Board of Radiology certification and
   maintenance of certification curricula; (b) how EBP can be integrated
   into a residency program; and (c) the current value and likely place of
   EBP in the radiology information technology infrastructure. Online
   supplemental material is available for this article. (C) RSNA, 2015.
OI Carroll, Anne/0000-0002-5927-9769
ZR 0
TC 16
Z8 1
ZS 1
ZA 0
ZB 1
Z9 17
U1 1
U2 4
SN 0271-5333
UT WOS:000364361800016
PM 26466187
ER

PT J
AU Zong, Jeff Y.
   Leese, Jenny
   Klemm, Alexandria
   Sayre, Eric C.
   Memetovic, Jasmina
   Esdaile, John M.
   Li, Linda C.
TI Rheumatologists' Views and Perceived Barriers to Using Patient Decision
   Aids in Clinical Practice
SO ARTHRITIS CARE & RESEARCH
VL 67
IS 10
BP 1463
EP 1470
DI 10.1002/acr.22605
PD OCT 2015
PY 2015
AB Objective. To explore rheumatologists' perceptions of patient decision
   aids (PtDAs) and identify barriers to using them in clinical practice.
   Methods. A cross-sectional online survey of all members of the Canadian
   Rheumatology Association (CRA; n=459) was conducted. We subsequently
   invited 10 respondents to participate in a 30-minute telephone interview
   to further explore their views on using PtDAs in clinical practice.
   Interview participants were purposefully sampled to achieve a balance in
   sex, years in clinical practice, and types of practice.
   Results. In August and September 2013, 153 CRA members responded to the
   survey (response rate 33.3%); of those, 113 completed the entire
   questionnaire. Sixty-three respondents (55.8%) were male, 54 (47.8%)
   were >= 50 years of age, and 55 (48.7%) practiced in a multidisciplinary
   setting. When asked about their intention to use PtDAs, participants
   rated mean +/- SD 5.7 +/- 2.9 (where 0=not likely and 10=very likely).
   Sixty-four (56.6%) believed that rheumatologists were unfamiliar with
   PtDAs, and 76 (67.3%) thought that PtDAs would disturb their workflow.
   In-depth interviews revealed the following: the perception that PtDAs
   were no different from any other patient education tools, the concern
   that PtDAs were of limited value in real life since they relied solely
   on data from randomized controlled trials, and the fear that PtDAs could
   impair doctor-patient communication.
   Conclusion. There was a sense of ambivalence among rheumatologists about
   PtDAs. Our interviews further revealed concerns regarding the utility
   and benefits of PtDAs in clinical practice. The results show a need to
   familiarize physicians with PtDAs and to develop strategies to support
   their integration in clinical practice.
RI Li, Linda C./P-8485-2015
OI Li, Linda C./0000-0001-6280-0511
ZB 2
Z8 1
ZA 0
ZS 0
TC 8
ZR 0
Z9 9
U1 0
U2 3
SN 2151-464X
EI 2151-4658
UT WOS:000362675300014
PM 25941019
ER

PT J
AU John, Ann M.
   John, Elizabeth S.
   Hansberry, David R.
   Thomas, Prashant J.
   Guo, Suqin
TI Analysis of online patient education materials in pediatric
   ophthalmology
SO JOURNAL OF AAPOS
VL 19
IS 5
BP 430
EP 434
DI 10.1016/j.jaapos.2015.07.286
PD OCT 2015
PY 2015
AB BACKGROUND Patients increasingly consult online resources for healthcare
   information. The American Medical Association (AMA) and National
   Institutes of Health (NIH) recommend that online education resources be
   written between a 3rd- and 7th-grade level. This study assesses whether
   online health information abides by these guidelines.
   METHODS Ten pediatric ophthalmology conditions were entered into a
   commonly used search engine, Google.com, and analyzed using 10 validated
   readability scales. Scientific articles and articles written on patient
   forums were excluded. The 10 conditions-amblyopia, cataract,
   conjunctivitis, corneal abrasion, nystagmus, retinoblastoma, retinopathy
   of prematurity, strabismus, stye, and glaucoma-were also searched and
   analyzed separately from widely used websites, including Wikipedia and
   WebMD, as well as those of professional societies, including the
   American Association for Pediatric Ophthalmology and Strabismus (AAPOS)
   and the American Optometric Association (AOA).
   RESULTS The Majority of articles were written above recommended
   guidelines. All scales showed that the 100 articles Were written at a
   mean grade-level of 11.75 +/- 2.72. Only 12% of articles were written
   below a 9th-grade level and only 3% met recommended criteria. The
   articles accrued separately from Wikipedia, WebMD, AAPOS, and AOA also
   had average, grade levels above the recommended guidelines.
   CONCLUSIONS The readability of online patient education material exceeds
   NIH and AMA guidelines. This disparity can adversely affect caregiver
   comprehension of such resources and contribute to poor decision making.
   Pediatric ophthalmology online articles are generally written at a level
   too high for average caregiver comprehension. Revision of articles can
   increase satisfaction, improve outcomes, and facilitate the
   patient-ophthalmologist relationship.
ZB 2
TC 13
ZR 0
Z8 0
ZS 1
ZA 0
Z9 13
U1 1
U2 9
SN 1091-8531
EI 1528-3933
UT WOS:000363709000009
PM 26486024
ER

PT J
AU Wang, Catharine
   Bickmore, Timothy
   Bowen, Deborah J.
   Norkunas, Tricia
   Campion, MaryAnn
   Cabral, Howard
   Winter, Michael
   Paasche-Orlow, Michael
TI Acceptability and feasibility of a virtual counselor (VICKY) to collect
   family health histories
SO GENETICS IN MEDICINE
VL 17
IS 10
BP 822
EP 830
DI 10.1038/gim.2014.198
PD OCT 2015
PY 2015
AB Purpose: To overcome literacy-related barriers in the collection of
   electronic family health histories, we developed an animated Virtual
   Counselor for Knowing your Family History, or VICKY. This study examined
   the acceptability and accuracy of using VICKY to collect family
   histories from underserved patients as compared with My Family Health
   Portrait (MFHP).
   Methods: Participants were recruited from a patient registry at a safety
   net hospital and randomized to use either VICKY or MFHP. Accuracy was
   determined by comparing tool-collected histories with those obtained by
   a genetic counselor.
   Results: A total of 70 participants completed this study. Participants
   rated VICKY as easy to use (91%) and easy to follow (92%), would
   recommend VICKY to others (83%), and were highly -satisfied (77%). VICKY
   identified 86% of first-degree relatives and 42% of seconddegree
   relatives; combined accuracy was 55%. As compared with MFHP, VICKY
   identified a greater number of health conditions overall (49% with VICKY
   vs. 31% with MFHP; incidence rate ratio (IRR): 1.59; 95% confidence
   interval (95% CI): 1.13-2.25; P = 0.008), in particular, hypertension
   (47 vs. 15%; IRR: 3.18; 95% CI: 1.66-6.10; P = 0.001) and type 2
   diabetes (54 vs. 22%; IRR: 2.47; 95% CI: 1.33-4.60; P = 0.004).
   Conclusion: These results demonstrate that technological support for
   documenting family history risks can be highly accepted, feasible, and
   effective.
RI Paasche-Orlow, Michael/ABF-7919-2020; Wang, Catharine/AHB-4212-2022; Campion, MaryAnn/; Bickmore, Timothy/; Wang, Catharine/
OI Paasche-Orlow, Michael/0000-0002-9276-7190; Campion,
   MaryAnn/0000-0002-8627-7048; Bickmore, Timothy/0000-0002-2676-9788;
   Wang, Catharine/0000-0001-8584-2781
Z8 0
ZS 0
ZR 0
ZB 6
TC 34
ZA 0
Z9 34
U1 0
U2 4
SN 1098-3600
EI 1530-0366
UT WOS:000362441900011
PM 25590980
ER

PT J
AU van Pelt, Philomine A.
   Drossaert, Constance H. C.
   Kruize, Aike A.
   Huisman, Jaap
   Dolhain, Radboud J. E. M.
   Wulffraat, Nico M.
TI Use and perceived relevance of health-related Internet sites and online
   contact with peers among young people with juvenile idiopathic arthritis
SO RHEUMATOLOGY
VL 54
IS 10
BP 1833
EP 1841
DI 10.1093/rheumatology/kev193
PD OCT 2015
PY 2015
AB Objective. To evaluate the frequency of use and relevance of
   health-related Internet (HRI) sites and online peer support groups and
   their association with demographic, disease-related and psychosocial
   variables in young people with JIA.
   Methods. In a cross-sectional study, 176 young people (10-27 years of
   age) with JIA were asked to complete a questionnaire. The frequency of
   using HRI sites (regarding information, medication use and aspects of
   JIA relating to social life), online peer contact and perceived
   relevance of HRI sites and online peer communication were determined.
   Associations with demographic variables, disease activity, medication,
   emotional behaviour and coping were also examined.
   Results. Seventy-one per cent of the 142 respondents had used the
   Internet to search for general information on JIA, but specific topics,
   such as medication, were searched for less often. Twenty-five per cent
   of respondents had visited a forum or had contacted peers online. The
   perceived relevance of HRI sites and online peer contact was rated low
   (median 2.0 and 1.0, respectively; scale 0-10). Apart from female gender
   (P<0.01), none of the demographic and disease-related factors were
   associated with HRI site use. Coping styles, confrontation and
   reassuring thoughts were associated with increased HRI site use, but
   only in males. Internalizing and externalizing problem behaviour were
   not significantly associated.
   Conclusion. The frequency of HRI site use among young people with JIA
   was less than expected and was considered of low relevance. HRI sites in
   their present form cannot replace traditional information as an
   additional source to increase knowledge.
RI Wulffraat, Nico M/AAE-8929-2020; Drossaert, Constance/
OI Wulffraat, Nico M/0000-0001-9548-5562; Drossaert,
   Constance/0000-0002-7083-3169
TC 9
ZS 1
ZR 0
ZA 0
ZB 2
Z8 0
Z9 9
U1 1
U2 16
SN 1462-0324
EI 1462-0332
UT WOS:000362849200011
PM 25998449
ER

PT J
AU Lewis, Mark A.
   Dicker, Adam P.
TI Social Media and Oncology: The Past, Present, and Future of Electronic
   Communication Between Physician and Patient
SO SEMINARS IN ONCOLOGY
VL 42
IS 5
BP 764
EP 771
DI 10.1053/j.seminoncol.2015.07.005
PD OCT 2015
PY 2015
AB The relationship between patient and physician is in flux with the
   advent of electronic media that are advancing and enhancing
   communication. We perform a retrospective, current, and forward-looking
   examination of the technologies by which information is exchanged within
   the healthcare community. The evolution from e-mail and listservs to
   blogs and the modern social networks is described, with emphasis on the
   advantages and pitfalls of each medium, especially in regard to
   maintaining the standards of privacy and professionalism to which
   doctors are held accountable. We support the use of contemporary
   platforms like Twitter and Facebook for physicians to establish
   themselves as trustworthy online sources of medical knowledge, and
   anticipate ongoing collaboration between researchers, patients, and
   their advocates in trial design and accrual. (C) 2015 Elsevier Inc. All
   rights reserved.
Z8 0
TC 32
ZS 0
ZA 0
ZB 7
ZR 1
Z9 33
U1 0
U2 22
SN 0093-7754
EI 1532-8708
UT WOS:000362802200010
PM 26433557
ER

PT J
AU Tranchart, H.
   Auregan, J. C.
   Gaillard, M.
   Giocanti-Auregan, A.
TI Evaluation of surgical skills of French ophthalmology, orthopedic and
   gastrointestinal surgery residents: Current status and perspectives
SO JOURNAL FRANCAIS D OPHTALMOLOGIE
VL 38
IS 8
BP 679
EP 688
DI 10.1016/j.jfo.2015.03.008
PD OCT 2015
PY 2015
AB The purpose of this study was to evaluate the need for nationwide
   assessment of surgical skills during residency, and to define ideal
   methods for assessment in three surgical disciplines: ophthalmology,
   orthopedics and gastrointestinal surgery. Three online questionnaires
   were sent by e-mail to 784 residents, fellows and hospital
   practitioners, and 119 university hospital physican-professors.
   Questionnaires focused on current assessment methods at the regional
   level, the roles of the surveyed population in these evaluations,
   potential obstacles to their development and the most relevant methods
   for practical evaluations. Nine hundred and three questionnaires were
   sent; 355 participants replied (response rate: 39%). The establishment
   of systematic assessment seemed necessary to over 90% of the survey
   population, and this opinion was equitably distributed among all three
   specialties. Over 60% of respondents felt that current assessment
   procedures were not satisfactory. In all three specialties, the ideal
   evaluation method proposed was a real patient procedure. This "in vivo"
   evaluation was considered applicable in 80% of cases, potential barriers
   to its development being the resident's anxiety, medical-legal reasons
   and the lack of objective criteria. The ideal timing of these
   assessments was bi-annual. Implementation of surgical skills assessment
   during residency seems necessary. The survey population appears
   dissatisfied with current arrangements. A step-by-step evaluation
   combining surgical simulations, animal training and live patient
   procedures may be appropriate. (C) 2015 Elsevier Masson SAS. All rights
   reserved.
OI Auregan, Jean-Charles/0000-0001-6545-153X
TC 2
ZR 0
ZA 0
ZB 1
Z8 0
ZS 0
Z9 2
U1 0
U2 3
SN 0181-5512
EI 1773-0597
UT WOS:000362963800008
PM 26343276
ER

PT J
AU Peltan, Ithan D.
   Shiga, Takashi
   Gordon, James A.
   Currier, Paul F.
TI Simulation Improves Procedural Protocol Adherence During Central Venous
   Catheter Placement A Randomized Controlled Trial
SO SIMULATION IN HEALTHCARE-JOURNAL OF THE SOCIETY FOR SIMULATION IN
   HEALTHCARE
VL 10
IS 5
BP 270
EP 276
DI 10.1097/SIH.0000000000000096
PD OCT 2015
PY 2015
AB Background Simulation training may improve proficiency at and reduce
   complications from central venous catheter (CVC) placement, but the
   scope of simulation's effect remains unclear. This randomized controlled
   trial evaluated the effects of a pragmatic CVC simulation program on
   procedural protocol adherence, technical skill, and patient outcomes.
   Methods Internal medicine interns were randomized to standard training
   for CVC insertion or standard training plus simulation-based mastery
   training. Standard training involved a lecture, a video-based online
   module, and instruction by the supervising physician during actual CVC
   insertions. Intervention-group subjects additionally underwent
   supervised training on a venous access simulator until they demonstrated
   procedural competence. Raters evaluated interns' performance during
   internal jugular CVC placement on actual patients in the medical
   intensive care unit. Generalized estimating equations were used to
   account for outcome clustering within trainees.
   Results We observed 52 interns placing 87 CVCs. Simulation-trained
   interns exhibited better adherence to prescribed procedural technique
   than interns who received only standard training (P = 0.024). There were
   no significant differences detected in first-attempt or overall
   cannulation success rates, mean needle passes, global assessment scores,
   or complication rates.
   Conclusions Simulation training added to standard training improved
   protocol adherence during CVC insertion by novice practitioners. This
   study may have been too small to detect meaningful differences in venous
   cannulation proficiency and other clinical outcomes, highlighting the
   difficulty of patient-centered simulation research in settings where
   poor outcomes are rare. For high-performing systems, where protocol
   deviations may provide an important proxy for rare procedural
   complications, simulation may improve CVC insertion quality and safety.
RI Peltan, Ithan/J-1853-2019
OI Peltan, Ithan/0000-0003-1730-234X
ZA 0
ZB 3
TC 27
ZR 0
ZS 0
Z8 0
Z9 27
U1 2
U2 11
SN 1559-2332
EI 1559-713X
UT WOS:000362720100003
PM 26154250
ER

PT J
AU Kumar, Saravana
   Osborne, Kate
   Lehmann, Tanya
TI Clinical supervision of allied health professionals in country South
   Australia: A mixed methods pilot study
SO AUSTRALIAN JOURNAL OF RURAL HEALTH
VL 23
IS 5
BP 265
EP 271
DI 10.1111/ajr.12231
PD OCT 2015
PY 2015
AB IntroductionRecent times have witnessed dramatic changes in health care
   with overt recognition for quality and safety to underpin health care
   service delivery. In addition to systems-wide focus, the importance of
   supporting and mentoring people delivering the care has also been
   recognised. This can be achieved through quality clinical supervision.
   In 2010, Country Health South Australia Local Health Network developed a
   holistic allied health clinical governance structure, which was
   implemented in 2011.
   ObjectiveThis research reports on emergent findings from the evaluation
   of the clinical governance structure, which included mandating clinical
   supervision for all allied health staff.
   MethodsA mixed method approach was chosen with evaluation of the impact
   of clinical supervision undertaken by a psychometrically sound
   instrument (Manchester Clinical Supervision Scale 26-item version),
   collected through an anonymous online survey and qualitative data
   collected through semistructured interviews and focus groups.
   ResultsOverall, 189 allied health professionals responded to the survey.
   Survey responses indicated allied health professionals recognised the
   importance of and valued receiving clinical supervision (normative
   domain), had levels of trust and rapport with, and were supported by
   supervisors (restorative domain) and positively affected their delivery
   of care and improvement in skills (formative domain). Qualitative data
   identified enablers such as profession specific gains, improved
   opportunities and consistency for clinical supervision and barriers such
   as persistent organisational issues, lack of clarity (delineation of
   roles) and communication issues.
   ConclusionThe findings from this research highlight that while clinical
   supervision has an important role to play, it is not a panacea for all
   the ills of the health care system.
RI Kumar, Saravana/B-8876-2009
OI Kumar, Saravana/0000-0002-4003-4411
Z8 0
ZS 0
ZR 0
ZB 1
ZA 0
TC 10
Z9 10
U1 1
U2 7
SN 1038-5282
EI 1440-1584
UT WOS:000362527900003
PM 26311285
ER

PT J
AU Lane, N.
   Lahham, S.
   Joseph, L.
   Bahner, D. P.
   Fox, J. C.
TI Ultrasound in medical education: listening to the echoes of the past to
   shape a vision for the future
SO EUROPEAN JOURNAL OF TRAUMA AND EMERGENCY SURGERY
VL 41
IS 5
BP 461
EP 467
DI 10.1007/s00068-015-0535-7
PD OCT 2015
PY 2015
AB Ultrasound in medical education has seen a tremendous growth over the
   last 10-20 years but ultrasound technology has been around for hundreds
   of years and sound has an even longer scientific history. The
   development of using sound and ultrasound to understand our body and our
   surroundings has been a rich part of human history. From the development
   of materials to produce piezoelectric conductors, ultrasound has been
   used and improved in many industries and medical specialties.
   As diagnostic medical ultrasound has improved its resolution and become
   more portable, various specialties from radiology, cardiology,
   obstetrics and more recently emergency, critical care and proceduralists
   have found the added benefits of using ultrasound to safely help
   patients. The past advancements in technology have established the
   scaffold for the possibilities of diagnostic ultrasound's use in the
   present and future.
   A few medical educators have integrated ultrasound into medical school
   while a wealth of content exists online for learning ultrasound.
   Twenty-first century learners prefer blended learning where material can
   be reviewed online and personalize the education on their own time
   frame. This material combined with hands-on experience and mentorship
   can be used to develop learners' aptitude in ultrasound.
   As educators embrace this ultrasound technology and integrate it
   throughout the medical education journey, collaboration across
   specialties will synthesize a clear path forward when needs and
   resources are paired with vision and a strategic plan.
Z8 1
ZS 0
ZR 0
TC 14
ZB 1
ZA 0
Z9 15
U1 2
U2 16
SN 1863-9933
EI 1863-9941
UT WOS:000362517500002
PM 26038053
ER

PT J
AU Ahn, Justin S.
   French, Andrew J.
   Thiessen, Molly E. W.
   Browne, Vaughn
   Deutchman, Mark
   Guiton, Gretchen
   Madigosky, Wendy
   Kendall, John L.
TI Using Ultrasound to Enhance Medical Students' Femoral Vascular Physical
   Examination Skills
SO JOURNAL OF ULTRASOUND IN MEDICINE
VL 34
IS 10
BP 1771
EP 1776
DI 10.7863/ultra.15.14.11014
PD OCT 2015
PY 2015
AB Objectives-To determine whether the addition of ultrasound to
   traditional physical examination instruction improves junior medical
   students' abilities to locate the femoral pulse.
   Methods-Initially, 150 second-year medical students were taught the
   femoral pulse examination using traditional bedside teaching on
   standardized patients and online didactic videos. Students were then
   randomized into 2 groups: group 1 received ultrasound training first and
   then completed the standardized examination; and group 2 performed the
   standardized examination first and then received ultrasound training. On
   the standardized patients, the femoral artery was marked with invisible
   ink before the sessions using ultrasound. Compared to these markers,
   students were then evaluated on the accuracy of femoral artery pulse
   palpation and the estimated location of the femoral vein. All students
   completed a self-assessment survey after the ultrasound sessions.
   Results-Ultrasound training improved the students' ability to palpate
   the femoral pulse (P =.02). However, ultrasound did not facilitate
   correct estimation of the femoral vein's anatomic location (P =.09).
   Confidence levels in localizing the femoral artery and vein were equal
   between groups at baseline, and both increased after the ultrasound
   sessions.
   Conclusions-The addition of ultrasound teaching to traditional physical
   examination instruction enhanced medical student competency and
   confidence with the femoral vascular examination. However, understanding
   of anatomy may require emphasis on precourse didactic material, but
   further study is required.
ZA 0
Z8 0
ZB 2
ZR 0
ZS 0
TC 22
Z9 22
U1 0
U2 5
SN 0278-4297
EI 1550-9613
UT WOS:000362622800008
PM 26324754
ER

PT J
AU Leiter, L A
   Astrup, A
   Andrews, R C
   Cuevas, A
   Horn, D B
   Kunesova, M
   Wittert, G
   Finer, N
TI Identification of educational needs in the management of overweight and
   obesity: results of an international survey of attitudes and practice.
SO Clinical obesity
VL 5
IS 5
BP 245
EP 55
DI 10.1111/cob.12109
PD 2015-Oct
PY 2015
AB Despite the availability of a growing range of interventions to assist
   control of body weight for people with excess weight or obesity, only a
   small proportion of people achieve their weight loss goals and are able
   to maintain body weight reductions in the long term. Negative attitudes
   and beliefs are often found among physicians and others involved in
   treating obesity and may adversely impact the effectiveness of
   management. In this international study, healthcare professionals were
   invited to complete an online survey of their attitudes and practice in
   the management of excess body weight. A total of 335 clinicians
   completed the survey of whom approximately half were based in Europe. A
   key finding from the survey is that, while participants are generally
   confident in their ability to manage overweight and obesity effectively,
   they also report that most of their patients are not successful in
   achieving their weight loss goals. At the same time, participants tended
   to overestimate the effectiveness of current medical management in
   maintaining reductions in body weight. Educational initiatives
   addressing the real-life effectiveness of different weight control
   interventions may help to close the gap between clinicians' perceptions
   and reality in the management of excess body weight. 
RI wittert, gary/AAE-2398-2019; Leiter, Lawrence/AAG-4059-2020; Finer, Nicholas/B-9981-2009; Astrup, Arne/B-1407-2015; andrews, robert/
OI Finer, Nicholas/0000-0003-2468-6804; Astrup, Arne/0000-0001-8968-8996;
   andrews, robert/0000-0003-4939-1738
ZA 0
TC 8
ZR 0
Z8 0
ZB 1
ZS 0
Z9 8
U1 0
U2 2
EI 1758-8111
UT MEDLINE:26238414
PM 26238414
ER

PT J
AU Patel, Salil B
   Mauro, Daniel
   Fenn, James
   Sharkey, Dermot R
   Jones, Conor
TI Is dissection the only way to learn anatomy? Thoughts from students at a
   non-dissecting based medical school.
SO Perspectives on medical education
VL 4
IS 5
BP 259
EP 60
DI 10.1007/s40037-015-0206-8
PD 2015-Oct
PY 2015
AB Anatomical teaching has been centred around dissection for centuries.
   Generations of doctors have been initiated into the medical profession
   by cutting into their first cadavers. With the number of donor cadavers
   available decreasing and medical student numbers increasing, the
   emphasis placed on dissection has changed dramatically over the past 15
   years. However, a solid appreciation of human anatomy is still a
   necessary part of understanding pathology and treatments. Therefore in
   light of these changes we ask, is dissection the only option? Or are
   there other options which students can undertake to develop anatomical
   knowledge? 
ZS 0
ZB 3
Z8 0
ZA 0
ZR 0
TC 32
Z9 32
U1 0
U2 1
SN 2212-2761
UT MEDLINE:26353886
PM 26353886
ER

PT J
AU Dawson, M. S.
TI State-of-the-art education in emergency ultrasound
SO NOTFALL & RETTUNGSMEDIZIN
VL 18
IS 6
BP 492
EP 496
DI 10.1007/s10049-015-0066-0
PD OCT 2015
PY 2015
AB There are many ways to learn emergency ultrasound, and now advances in
   technology can potentially allow emergency ultrasound to be learned more
   efficiently. The traditional method of learning emergency ultrasound was
   through direct mentorship, published hardcopy textbooks, and short
   educational courses. This is a completely valid approach, but it is one
   that does not work for many, and it can possibly be improved.
   Technology has allowed those without access to some of the above to
   learn, and even those who do have access will benefit from newer
   methods, which include electronic education such as podcasts, blogs,
   apps, and other Free Open Access Medical Education (FOAMED). Generally
   these resources are regularly updated in real time without the
   publication delays inherent in older media, and they are peer reviewed
   by thousands of individuals who can comment and discuss in real time.
   They can be combined with simulation and online mentoring for a much
   richer blended educational experience that is offered by technology.
   There is a fair amount of evidence showing how this combination of
   methods and newer technology can be leveraged to improve the educational
   experience. The right combination of methods will depend on the learner.
   The good news is that there are many options and there has never been a
   better time to learn emergency ultrasound regardless of the geographical
   location, access, or specific situation of the learner.
ZB 0
ZR 0
ZA 0
ZS 0
Z8 0
TC 2
Z9 2
U1 0
U2 2
SN 1434-6222
EI 1436-0578
UT WOS:000362005800007
ER

PT J
AU Trueger, N. Seth
   Murray, Heather
   Kobner, Scott
   Lin, Michelle
TI Global Emergency Medicine Journal Club: A Social Media Discussion About
   the Outpatient Management of Patients With Spontaneous Pneumothorax by
   Using Pigtail Catheters
SO ANNALS OF EMERGENCY MEDICINE
VL 66
IS 4
BP 409
EP 416
DI 10.1016/j.annemergmed.2015.05.002
PD OCT 2015
PY 2015
AB Annals of Emergency Medicine collaborated with an educational Web site,
   Academic Life in Emergency Medicine (ALiEM) to host a public discussion
   featuring the 2014 Annals article on the outpatient management of
   patients with a spontaneous pneumothorax by using pigtail catheters. The
   objective was to curate a 14-day (November 10 to 23, 2014) worldwide
   academic dialogue among clinicians about the article. Four online
   facilitators hosted the multimodal discussion on the ALiEM Web site,
   Twitter, and Google Hangout. Comments across the social media platforms
   were curated for this report, as framed by 4 preselected questions.
   Engagement was tracked through Web analytic tools. Blog comments,
   tweets, and video expert commentary involving the featured article are
   summarized and reported. The dialogue resulted in 1,023 page views from
   347 cities in 49 countries on the ALiEM Web site, 279,027 Twitter
   impressions, and 88 views of the video interview with experts. This
   Global Emergency Medicine Journal Club created a virtual community of
   practice from around the world and identified common themes around the
   management of spontaneous pneumothorax, which included substantial
   practice variation in regard to inpatient versus outpatient management,
   location of chest tube, the use of aspiration, and chest radiography
   after placement. Copyright (C) 2015 by the American College of Emergency
   Physicians.
RI Murray, Heather/GQY-8016-2022; Murray, Heather/; Trueger, N. Seth/
OI Murray, Heather/0000-0002-8448-2566; Trueger, N.
   Seth/0000-0001-8797-2192
Z8 0
ZB 0
TC 5
ZA 0
ZR 0
ZS 0
Z9 5
U1 0
U2 10
SN 0196-0644
UT WOS:000362311400014
PM 26059486
ER

PT J
AU Cameron, Linda D.
   Williams, Brian
TI Which Images and Features in Graphic Cigarette Warnings Predict Their
   Perceived Effectiveness? Findings from an Online Survey of Residents in
   the UK
SO ANNALS OF BEHAVIORAL MEDICINE
VL 49
IS 5
BP 639
EP 649
DI 10.1007/s12160-015-9693-4
PD OCT 2015
PY 2015
AB Background Many countries are implementing graphic warnings for
   cigarettes. Which graphic features influence their effectiveness remains
   unclear.
   Purpose To identify features of graphic warnings predicting their
   perceived effectiveness in discouraging smoking.
   Method Guided by the Common-Sense Model of responses to health threats,
   we content-analyzed 42 graphic warnings for attributes of illness risk
   representations and media features (e.g., photographs, metaphors). Using
   data from 15,536 survey participants, we conducted stratified logistic
   regressions testing which attributes predict participant selections of
   warnings as effective.
   Results Images of diseased body parts predicted greater perceived
   effectiveness; OR = 6.53-12.45 across smoking status (smoker, ex-smoker,
   young non-smoker) groups. Features increasing perceived effectiveness
   included images of dead or sick persons, children, and medical
   technology; focus on cancer; and photographs. Attributes decreasing
   perceived effectiveness included infertility/impotence, addictiveness,
   cigarette chemicals, cosmetic appearance, quitting self-efficacy, and
   metaphors.
   Conclusions These findings on representational and media attributes
   predicting perceived effectiveness can inform strategies for generating
   graphic warnings.
RI Williams, Brian/G-5736-2012; Williams, Brian/AAS-3714-2021
OI Williams, Brian/0000-0003-0000-4354; Williams, Brian/0000-0003-0000-4354
ZA 0
TC 19
Z8 0
ZS 0
ZR 0
ZB 2
Z9 19
U1 1
U2 13
SN 0883-6612
EI 1532-4796
UT WOS:000360829000001
PM 25697135
ER

PT J
AU Wong, Vincent
   Smith, Ariella J.
   Hawkins, Nicholas J.
   Kumar, Rakesh K.
   Young, Noel
   Kyaw, Merribel
   Velan, Gary M.
TI Adaptive Tutorials Versus Web-Based Resources in Radiology: A Mixed
   Methods Comparison of Efficacy and Student Engagement
SO ACADEMIC RADIOLOGY
VL 22
IS 10
BP 1299
EP 1307
DI 10.1016/j.acra.2015.07.002
PD OCT 2015
PY 2015
AB Rationale and Objectives: Diagnostic imaging is under-represented in
   medical curricula globally. Adaptive tutorials, online intelligent
   tutoring systems that provide a personalized learning experience, have
   the potential to bridge this gap. However, there is limited evidence of
   their effectiveness for learning about diagnostic imaging.
   Materials and Methods: We performed a randomized mixed methods crossover
   trial to determine the impact of adaptive tutorials on perceived
   engagement and understanding of the appropriate use and interpretation
   of common diagnostic imaging investigations. Although concurrently
   engaged in disparate blocks of study, 99 volunteer medical students
   (from years 1-4 of the 6-year program) were randomly allocated to one of
   two groups. In the first arm of the trial on chest X-rays, one group
   received access to an adaptive tutorial, whereas the other received
   links to an existing peer-reviewed Web resource. These two groups
   crossed over in the second arm of the trial, which focused on computed
   tomography scans of the head, chest, and abdomen. At the conclusion of
   each arm of the trial, both groups completed an examination-style
   assessment, comprising questions both related and unrelated to the
   topics covered by the relevant adaptive tutorial. Online questionnaires
   were used to evaluate student perceptions of both learning resources.
   Results: In both arms of the trial, the group using adaptive tutorials
   obtained significantly higher assessment scores than controls. This was
   because of higher assessment scores by senior students in the adaptive
   tutorial group when answering questions related to topics covered in
   those tutorials. Furthermore, students indicated significantly better
   engagement with adaptive tutorials than the Web resource and rated the
   tutorials as a significantly more valuable tool for learning.
   Conclusions: Medical students overwhelmingly accept adaptive tutorials
   for diagnostic imaging. The tutorials significantly improve the
   understanding of diagnostic imaging by senior students.
RI Kumar, Rakesh K/J-6124-2012; Hawkins, Nicholas J/A-8461-2008; Smith, Ariella/; Velan, Gary/; Wong, Vincent/
OI Kumar, Rakesh K/0000-0002-9531-8411; Hawkins, Nicholas
   J/0000-0002-2204-3189; Smith, Ariella/0000-0002-0479-9070; Velan,
   Gary/0000-0002-4535-6663; Wong, Vincent/0000-0003-2844-3789
ZA 0
TC 23
ZB 2
Z8 0
ZS 0
ZR 0
Z9 23
U1 0
U2 22
SN 1076-6332
EI 1878-4046
UT WOS:000361643400013
PM 26292916
ER

PT J
AU Palm, Hans-Georg
   van Uden, Christian
   Riesner, Hans-Joachim
   Lang, Patricia
   Friemert, Benedikt
TI Influence of Submaximal Exercise on Postural Control in Older Adults
SO AMERICAN JOURNAL OF PHYSICAL MEDICINE & REHABILITATION
VL 94
IS 10
BP 749
EP 757
DI 10.1097/PHM.0000000000000311
PD OCT 2015
PY 2015
AB Objective The authors conducted this cross-sectional study to assess the
   influence of submaximal exercise on postural stability as measured by
   computerized dynamic posturography (CDP) and compared this study's CDP
   results with clinical balance tests such as the Berg Balance Test and
   the Timed Up and Go test using a descriptive/explorative approach.
   Design Forty-three participants performed two exercise tasks (6-min walk
   test and stair climbing). CDP and established scores (Berg Balance Test
   and Timed Up and Go test) were used to assess postural instability.
   Results Despite significant pulse rate increases (approximately 20%, P <
   0.05), no clear differences in CDP results were found after completion
   of either exercise task. The overall stability index scores for all
   subjects remained unchanged (P = 0.98). A descriptive analysis showed
   that excellent Berg Balance Test and Timed Up and Go test results were
   associated with good CDP results.
   Conclusions Submaximal exercise did not adversely affect postural
   stability in these older adults.
   To Claim CME Credits: Complete the self-assessment activity and
   evaluation online at http://www.physiatry.org/JournalCME
   CME Objectives: After completion of this article, readers should be able
   to: (1) Appreciate the impact of falls on the health of the elderly; (2)
   Understand afferent input contributing to postural control; and (3)
   Appreciate the effects of submaximal exercise on postural stability in
   the elderly.
   Level: Advanced
   Accreditation: The Association of Academic Physiatrists is accredited by
   the Accreditation Council for Continuing Medical Education to provide
   continuing medical education for physicians. The Association of Academic
   Physiatrists designates this activity for a maximum of 1.5 AMA PRA
   Category 1 Credit(s). Physicians should only claim credit commensurate
   with the extent of their participation in the activity.
ZS 0
ZB 0
ZA 0
TC 1
ZR 0
Z8 0
Z9 1
U1 0
U2 7
SN 0894-9115
EI 1537-7385
UT WOS:000361450400001
PM 25888650
ER

PT J
AU Lunsky, Yona
   Paquette-Smith, Melissa
   Weiss, Jonathan A.
   Lee, Jacques
TI Predictors of emergency service use in adolescents and adults with
   autism spectrum disorder living with family
SO EMERGENCY MEDICINE JOURNAL
VL 32
IS 10
BP 787
EP 792
DI 10.1136/emermed-2014-204015
PD OCT 2015
PY 2015
AB Introduction The use of emergency services among adolescents and adults
   with autism spectrum disorder (ASD) transitioning into adult health
   services has not been well described.
   Objectives To describe emergency service use including emergency
   departments (EDs), paramedics, and police involvement among adolescents
   and adults with ASD and to examine predictors of using emergency
   services.
   Methods Caregivers of 396 adolescents and adults with ASD were recruited
   through autism advocacy agencies and support programmes in Ontario to
   complete a survey about their child's health service use. Surveys were
   completed online, by mail and over the phone between December 2010 and
   October 2012. Parents were asked to describe their child's emergency
   service use and provide information about potential predictive factors
   including predisposing, enabling and clinical need variables.
   Results According to parents, 13% of their children with ASD used at
   least one emergency service in a 2-month period. Sedation or restraints
   were used 23% of the time. A combination of need and enabling variables
   predicted emergency service use with previous ED use in the last year
   (OR 3.4, 95% CI 1.7 to 6.8), a history of hurting others (OR 2.3, 95%
   1.2 CI to 4.7) and having no structured daytime activities (OR 3.2, 95%
   CI 1.4 to 7.0) being the strongest multivariate predictors in the model.
   Conclusions Patients with ASD and their families are likely to engage
   with paramedics or police or visit the ED. Further education and support
   to families and emergency clinicians are needed to improve and, when
   possible, prevent such occurrences.
RI Lee, Jacques/CAF-4380-2022; Paquette-Smith, Melissa/AAP-7428-2020; Weiss, Jonathan/
OI Lee, Jacques/0000-0002-9143-6285; Weiss, Jonathan/0000-0002-5849-7334
TC 35
ZR 0
Z8 0
ZS 0
ZB 7
ZA 0
Z9 35
U1 0
U2 14
SN 1472-0205
EI 1472-0213
UT WOS:000361743100008
PM 25433045
ER

PT J
AU Johnston, Carolyn
   Mok, Jonathan
TI How medical students learn ethics: an online log of their learning
   experiences
SO JOURNAL OF MEDICAL ETHICS
VL 41
IS 10
BP 854
EP 858
DI 10.1136/medethics-2015-102716
PD OCT 2015
PY 2015
AB Medical students experience ethics learning in a wide variety of
   formats, delivered not just through the taught curriculum. An audit of
   ethics learning was carried out at a medical school through a secure
   website over one academic year to determine the quantity and range of
   medical ethics learning in the undergraduate curriculum and compare this
   with topics for teaching described by the Institute of Medical Ethics
   (IME) (2010) and the General Medical Council's (GMC) Tomorrow's Doctors
   (2009). The online audit captured the participants' reflections on their
   learning experiences and the impact on their future practice. Results
   illustrate the opportunistic nature of ethics learning, especially in
   the clinical years, and highlight the reality of the hidden curriculum
   for medical students. Overall, the ethics learning was a helpful and
   positive experience for the participants and fulfils the GMC and IME
   curriculum requirements.
OI Mok, Jonathan/0000-0002-0840-4750; Johnston, Carolyn/0000-0002-7910-5117
ZB 0
ZR 0
Z8 0
TC 7
ZA 0
ZS 2
Z9 8
U1 0
U2 11
SN 0306-6800
EI 1473-4257
UT WOS:000361842500015
PM 26179455
ER

PT J
AU Sherbino, Jonathan
   Arora, Vineet M.
   Van Melle, Elaine
   Rogers, Robert
   Frank, Jason R.
   Holmboe, Eric S.
TI Criteria for social media-based scholarship in health professions
   education
SO POSTGRADUATE MEDICAL JOURNAL
VL 91
IS 1080
BP 551
EP 555
DI 10.1136/postgradmedj-2015-133300
PD OCT 2015
PY 2015
AB Background Social media are increasingly used in health professions
   education. How can innovations and research that incorporate social
   media applications be adjudicated as scholarship?
   Objective To define the criteria for social media-based scholarship in
   health professions education.
   Method In 2014 the International Conference on Residency Education
   hosted a consensus conference of health professions educators with
   expertise in social media. An expert working group drafted consensus
   statements based on a literature review. Draft consensus statements were
   posted on an open interactive online platform 2 weeks prior to the
   conference. In-person and virtual (via Twitter) participants modified,
   added or deleted draft consensus statements in an iterative fashion
   during a facilitated 2 h session. Final consensus statements were
   unanimously endorsed.
   Results A review of the literature demonstrated no existing criteria for
   social media-based scholarship. The consensus of 52 health professions
   educators from 20 organisations in four countries defined four key
   features of social media-based scholarship. It must (1) be original; (2)
   advance the field of health professions education by building on theory,
   research or best practice; (3) be archived and disseminated; and (4)
   provide the health professions education community with the ability to
   comment on and provide feedback in a transparent fashion that informs
   wider discussion.
   Conclusions Not all social media activities meet the standard of
   education scholarship. This paper clarifies the criteria, championing
   social media-based scholarship as a legitimate academic activity in
   health professions education.
OI Frank, Jason/0000-0002-6076-0146; Arora, Vineet/0000-0002-4745-7599
ZA 0
ZB 0
ZR 0
ZS 0
TC 35
Z8 0
Z9 35
U1 0
U2 8
SN 0032-5473
EI 1469-0756
UT WOS:000361841600006
PM 26275426
ER

PT J
AU Pereira, Ian
   Cunningham, Anne Marie
   Moreau, Katherine
   Sherbino, Jonathan
   Jalali, Alireza
TI Thou shalt not tweet unprofessionally: an appreciative inquiry into the
   professional use of social media
SO POSTGRADUATE MEDICAL JOURNAL
VL 91
IS 1080
BP 561
EP 564
DI 10.1136/postgradmedj-2015-133353
PD OCT 2015
PY 2015
AB Background Social media may blur the line between socialisation and
   professional use. Traditional views on medical professionalism focus on
   limiting motives and behaviours to avoid situations that may compromise
   care. It is not surprising that social media are perceived as a threat
   to professionalism.
   Objective To develop evidence for the professional use of social media
   in medicine.
   Methods A qualitative framework was used based on an appreciative
   inquiry approach to gather perceptions and experiences of 31
   participants at the 2014 Social Media Summit.
   Results The main benefits of social media were the widening of networks,
   access to expertise from peers and other health professionals, the
   provision of emotional support and the ability to combat feelings of
   isolation.
   Conclusions Appreciative inquiry is a tool that can develop the positive
   practices of organisations and individuals. Our results provide evidence
   for the professional use of social media that may contribute to
   guidelines to help individuals realise benefits and avoid harms.
RI Jalali, Alireza/K-5254-2019
OI Jalali, Alireza/0000-0002-0709-9088
ZS 0
ZB 0
ZA 0
ZR 0
Z8 0
TC 12
Z9 12
U1 0
U2 15
SN 0032-5473
EI 1469-0756
UT WOS:000361841600008
PM 26294333
ER

PT J
AU Hammer, Mark M.
   Shetty, Anup S.
   Cizman, Ziga
   McWilliams, Sebastian R.
   Holt, Daniel K.
   Gould, Jennifer E.
   Evens, Ronald G.
TI Results of the 2015 Survey of the American Alliance of Academic Chief
   Residents in Radiology
SO ACADEMIC RADIOLOGY
VL 22
IS 10
BP 1308
EP 1316
DI 10.1016/j.acra.2015.07.007
PD OCT 2015
PY 2015
AB Rationale and Objectives: The American Alliance of Academic Chief
   Residents in Radiology conducts an annual survey of chief residents in
   Diagnostic Radiology programs in North America. The survey serves as a
   resource for observing trends and disseminating ideas among radiology
   training programs.
   Materials and Methods: An online survey was distributed to chief
   residents at 181 residency programs, with questions on a broad range of
   topics including resident benefits, program and call structure, American
   Board of Radiology Core exam preparation, fellowships, and the job
   market.
   Results: A total of 193 individual responses were received from 120
   programs, for a response rate of 66%. The responses were compared to
   data from prior years' surveys, principally from 2012 to 2014.
   Conclusions: Programs are shifting resident benefits spending toward
   Core exam preparation resources and away from lead aprons. In addition,
   24-hour attending coverage continues to spread among programs, and the
   fraction of programs providing face-to-face postcall readouts continues
   to decline. Finally, although resident perception of the job market is
   now improving, residents feel that the job market continues to
   discourage medical students from entering radiology, a fact borne out by
   the 2015 match results. How the upcoming change to a direct
   interventional radiology residency will affect medical student interest
   is as yet uncertain.
RI Shetty, Anup/H-9936-2019; Hammer, Mark/AAR-9625-2020; Cizman, Ziga/
OI Shetty, Anup/0000-0003-0333-9221; Hammer, Mark/0000-0002-1700-7984;
   Cizman, Ziga/0000-0001-8566-4508
ZB 2
ZS 0
TC 31
ZR 0
Z8 0
ZA 0
Z9 31
U1 0
U2 2
SN 1076-6332
EI 1878-4046
UT WOS:000361643400014
PM 26297641
ER

PT J
AU Hawkins, Amy
   Stanton, Andrew
   Forbes, Karen
TI An extended assistantship for final-year students.
SO The clinical teacher
VL 12
IS 5
BP 305
EP 9
DI 10.1111/tct.12351
PD 2015-Oct
PY 2015
AB BACKGROUND: Many students feel unprepared for clinical practice after
   completing their medical school training. There is evidence that a brief
   shadowing period improves student confidence and patient safety, but
   there is currently little evidence on the impact of a longer shadowing
   period. A 10-week student assistantship (SA) for final-year students was
   implemented for Year 5 undergraduates at the University of Bristol in
   2011. This study investigated the impact of the SA on student
   confidence.
   METHODS: All final-year medical students at the University of Bristol in
   the academic year 2012-13 (n=248) were contacted with an online
   questionnaire at the start of the SA. They were asked about confidence
   in a range of domains. Further questionnaires were sent at the end of
   the SA, and again once the students had qualified as foundation doctors.
   Descriptive statistical analysis was performed. Many students feel
   unprepared for clinical practice
   RESULTS: A total of 37 students responded to the pre-assistantship
   questionnaire, 62 to the post-assistantship questionnaire, and 13 to the
   questionnaire sent once students had qualified. Self-assessed confidence
   improved in all areas when the pre- and post-assistantship scores were
   compared, in particular prescribing, assessing and managing unwell
   patients, and aspects of death and dying.
   DISCUSSION: Our findings suggest that a prolonged assistantship period
   improves knowledge and skills in a range of domains relevant to becoming
   a junior doctor, and could be considered within medical schools as a way
   to address established areas of poor confidence in new graduates. Larger
   studies are needed to provide more robust evidence for these initial
   findings.
TC 11
ZS 0
Z8 0
ZA 0
ZB 0
ZR 0
Z9 11
U1 0
U2 1
EI 1743-498X
UT MEDLINE:26111827
PM 26111827
ER

PT J
AU Fullbrook, Alexander
   Ross, Michael
   Mellanby, Ed
   Wylde, Keith
   Jaap, Alan
   Cameron, Helen
TI Initial experiences of a student assistantship.
SO The clinical teacher
VL 12
IS 5
BP 310
EP 4
DI 10.1111/tct.12355
PD 2015-Oct
PY 2015
AB BACKGROUND: Evidence suggests that medical graduates are underprepared
   to work as junior doctors. To ease transition in the UK, the General
   Medical Council (GMC) recommended the introduction of a student
   'assistantship'. This is a period of training where final-year students
   take on duties of a foundation doctor under supervision. This study
   explored the experiences of the first cohort of students and junior
   doctors participating in the assistantship in one UK medical school in
   2012.
   METHODS: All 248 students and their supervisors were asked to complete
   an online feedback questionnaire. All students who went on to work
   locally were also invited to participate in focus groups as recent
   graduates. Evidence suggests that medical graduates are underprepared to
   work as junior doctors
   RESULTS: Questionnaire response rates were 49 per cent for students and
   43 per cent for supervisors. Fifteen new graduates participated in focus
   groups. Aspects of the assistantship considered important to
   participants frequently mapped to areas specified by the GMC and the
   locally identified learning outcomes. Additional themes identified
   included the importance of having meaningful responsibility for patient
   care, a placement in a general medical or surgical ward and receiving
   effective feedback.
   DISCUSSION: The assistantship seems to have been highly valued by
   students, but could be improved by ensuring that all students are given
   relevant placements and clinical responsibility.
OI Jaap, Alan/0000-0001-8289-704X
ZA 0
ZR 0
ZS 0
TC 8
ZB 0
Z8 0
Z9 8
U1 0
U2 1
EI 1743-498X
UT MEDLINE:26013311
PM 26013311
ER

PT J
AU Tan, Eunicia
   Brainard, Andrew
   Larkin, Gregory L.
TI Acceptability of the flipped classroom approach for in-house teaching in
   emergency medicine
SO EMERGENCY MEDICINE AUSTRALASIA
VL 27
IS 5
BP 444
EP 450
DI 10.1111/1742-6723.12454
PD OCT 2015
PY 2015
AB Objective: To evaluate the relative acceptability of the flipped
   classroom approach compared with traditional didactics for in-house
   teaching in emergency medicine.
   Methods: Our department changed its learning model from a 'standard'
   lecture-based model to a 'flipped classroom' model. The 'flipped
   classroom' included provided pre-session learning objectives and
   resources before each 2 h weekly session. In-session activities
   emphasised active learning strategies and knowledge application.
   Feedback was sought from all medical staff regarding the acceptability
   of the new approach using an online anonymous cross-sectional
   qualitative survey.
   Results: Feedback was received from 49/57 (86%) medical staff.
   Ninety-eight per cent (48/49) of respondents preferred the flipped
   classroom over the traditional approach. Aspects of the flipped
   classroom learners liked most included case-based discussion,
   interaction with peers, application of knowledge, self-directed learning
   and small-group learning. Barriers to presession learning include work
   commitments, 'life', perceived lack of time, family commitments, exam
   preparation and high volume of learning materials. Reported motivational
   factors promoting pre-session learning include formal assessment,
   participation requirements, more time, less material, more clinical
   relevance and/or more interesting material. Case studies and 'hands-on'
   activities were perceived to be the most useful in-session activities.
   Conclusion: The flipped classroom shows promise as an acceptable
   approach to in-house emergency medicine teaching.
RI Brainard, Andrew H/T-1643-2017; Tan, Eunicia/
OI Brainard, Andrew H/0000-0002-9620-8599; Tan, Eunicia/0000-0002-6296-3545
ZB 3
ZR 0
Z8 0
ZS 0
ZA 0
TC 41
Z9 42
U1 1
U2 13
SN 1742-6731
EI 1742-6723
UT WOS:000365402200010
PM 26235786
ER

PT J
AU Kemper, Kathi J
   Khirallah, Michael
TI Acute Effects of Online Mind-Body Skills Training on Resilience,
   Mindfulness, and Empathy.
SO Journal of evidence-based complementary & alternative medicine
VL 20
IS 4
BP 247
EP 53
DI 10.1177/2156587215575816
PD 2015-Oct
PY 2015
AB BACKGROUND: Some studies have begun to show benefits of brief in-person
   mind-body skills training. We evaluated the effects of 1-hour online
   elective mind-body skills training for health professionals on
   mindfulness, resilience, and empathy.
   METHODS: Between May and November, 2014, we described enrollees for the
   most popular 1-hour modules in a new online mind-body skills training
   program; compared enrollees' baseline stress and burnout to normative
   samples; and assessed acute changes in mindfulness, resilience, and
   empathy.
   RESULTS: The 513 enrollees included dietitians, nurses, physicians,
   social workers, clinical trainees, and health researchers; about 1/4
   were trainees. The most popular modules were the following: Introduction
   to Stress, Resilience, and the Relaxation Response (n = 261); Autogenic
   Training (n = 250); Guided Imagery and Hypnosis for Pain, Insomnia, and
   Changing Habits (n = 112); Introduction to Mindfulness (n = 112); and
   Mindfulness in Daily Life (n = 102). Initially, most enrollees met
   threshold criteria for burnout and reported moderate to high stress
   levels. Completing 1-hour modules was associated with significant acute
   improvements in stress (P < .001), mindfulness (P < .001), empathy (P =
   .01), and resilience (P < .01).
   CONCLUSION: Online mind-body skills training reaches diverse, stressed
   health professionals and is associated with acute improvements in
   stress, mindfulness, empathy, and resilience. Additional research is
   warranted to compare the long-term cost-effectiveness of different doses
   of online and in-person mind-body skills training for health
   professionals.
ZS 1
ZB 8
ZR 0
ZA 0
TC 66
Z8 0
Z9 66
U1 2
U2 31
EI 2156-5899
UT MEDLINE:25783980
PM 25783980
ER

PT J
AU Kemper, Kathi J
   Lynn, Joanne
   Mahan, John D
TI What Is the Impact of Online Training in Mind-Body Skills?
SO Journal of evidence-based complementary & alternative medicine
VL 20
IS 4
BP 275
EP 82
DI 10.1177/2156587215580882
PD 2015-Oct
PY 2015
AB BACKGROUND: Mind-body skills (MBS) training is popular, but in-person
   training can be inconvenient and costly. We assessed the impact of
   online MBS training on clinicians' and trainees' stress, mindfulness,
   and confidence in providing calm, compassionate care.
   METHODS: This was a prospective cohort trial. Trainees entering medical
   school; graduate programs in nursing, social work, and dietetics; and
   residencies in family medicine and pediatrics at a large Midwestern
   academic health center were invited to complete online surveys before
   and 12 weeks after enrolling in online elective integrative health
   courses on MBS training or not. The elective offered no course credit
   and had no mandated deadlines for completion.
   RESULTS: At baseline, the 60 who engaged in MBS training were similar to
   the 43 who did not in terms of profession, gender, perceived stress
   levels, mindfulness, resilience, and compassion. MBS participants
   engaged in a median of 3 of 12 available modules with a bimodal
   distribution peaking at 1 to 2 and 12 modules. Twelve weeks later, those
   who participated in MBS showed significantly greater improvements in
   measures of stress, mindfulness, and confidence in providing calm,
   compassionate care than those who did not.
   CONCLUSIONS: Online elective training offers a feasible strategy to
   improve mindfulness, stress, and confidence in providing calm,
   compassionate care. Additional studies are needed to determine the
   impact of required versus elective courses, the optimal dosage and
   content of training, and the costs and benefits of online versus
   in-person training.
ZS 0
TC 29
ZA 0
Z8 0
ZB 2
ZR 0
Z9 29
U1 1
U2 10
EI 2156-5899
UT MEDLINE:25962637
PM 25962637
ER

PT J
AU Cheng, Kevin
   Ingram, Nicola
   Keenan, Jan
   Choudhury, Robin P
TI Evidence of poor adherence to secondary prevention after acute coronary
   syndromes: possible remedies through the application of new
   technologies.
SO Open heart
VL 2
IS 1
BP e000166
EP e000166
DI 10.1136/openhrt-2014-000166
PD 2015
PY 2015
AB Adherence to secondary prevention medications following acute coronary
   syndrome (ACS) is disappointingly low, standing around 40-75% by various
   estimates. This is an inefficient use of the resources devoted to their
   development and implementation, and also puts patients at higher risk of
   poor outcomes post-ACS. Numerous factors contribute to low adherence
   including poor motivation, forgetfulness, lack of education about
   medications, complicated polypharmacy of ACS regimens, (fear of) adverse
   side effects and limited practical support. Using technology to improve
   adherence in ACS is an emerging strategy and has the potential to
   address many of the above factors-computer-based education and mobile
   phone reminders are among the interventions trialled and appear to
   improve adherence in patients with ACS. As we move into an increasingly
   technological future, there is potential to use devices such as
   smartphones and tablets to encourage patient responsibility for
   medications. These handheld technologies have great scope for allowing
   patients to view online medical records, education modules and reminder
   systems, and although research specific to ACS is limited, they have
   shown initial promise in terms of uptake and improved adherence among
   similar patient populations. Given the overwhelming enthusiasm for
   handheld technologies, it would seem timely to further investigate their
   role in improving ACS medication adherence.
ZR 1
ZS 0
TC 21
ZA 0
ZB 3
Z8 0
Z9 21
U1 0
U2 0
SN 2053-3624
UT MEDLINE:25713726
PM 25713726
ER

PT J
AU Engbers, Rik
   Fluit, Cornelia R. M. G.
   Bolhuis, Sanneke
   Sluiter, Roderick
   Stuyt, Paul M. J.
   Laan, Roland F. J. M.
TI Relations between policy for medical teaching and basic need
   satisfaction in teaching
SO ADVANCES IN HEALTH SCIENCES EDUCATION
VL 20
IS 4
BP 969
EP 980
DI 10.1007/s10459-014-9575-8
PD OCT 2015
PY 2015
AB Policy initiatives that aim to elevate the position of medical teaching
   to that of medical research could influence the satisfaction of three
   basic psychological needs related to motivation for medical teaching. To
   explore relations between the satisfaction of three basic psychological
   needs towards medical teaching and two policy initiatives for medical
   teaching: (Junior) Principal Lecturer positions [(J)PL positions] and
   Subsidized Innovation and Research Projects in Medical Education
   (SIRPMEs). An online questionnaire was used to collect data about
   medical teaching in the setting of a university hospital. We adapted the
   Work-related Basic Need Satisfaction scale (Van den Broeck et al. in J
   Occup Organ Psychol, 83(4):981-1002, 2010), in order to measure feelings
   of autonomy, competence, and relatedness in teaching. We examined the
   relations between (J)PL positions and SIRPMEs and the satisfaction of
   three basic psychological needs. A total of 767 medical teachers
   participated. The initiatives appear to be related to different
   beneficial outcomes in terms of feelings of autonomy, competence, and
   relatedness in medical teaching. Either a (J)PL position is obtained by
   teachers who feel competent and related towards medical teaching, or
   obtaining a (J)PL position makes teachers feel more competent and
   related towards teaching, or these relations could be interacting. Also,
   either a SIRPME is obtained by teachers who feel competent and
   autonomous towards medical teaching, or obtaining a SIRPME makes
   teachers feel more competent and autonomous towards teaching, or these
   relations could be interacting. Additional research needs to scrutinize
   the causal or interacting relations further and to determine optimal
   conditions for these policy initiatives more specifically. Implications
   for future research are discussed.
RI Sluiter, Roderick/C-9957-2012; Engbers, Rik/U-5713-2017; Fluit, Cornelia/AAF-6467-2019; Fluit, Cornelia/AAC-4924-2021; Laan, R.F.J.M./H-8064-2014
OI Engbers, Rik/0000-0002-9170-7671; Fluit, Cornelia/0000-0002-8714-9339; 
ZR 0
ZS 0
ZA 0
ZB 0
Z8 0
TC 11
Z9 11
U1 0
U2 20
SN 1382-4996
EI 1573-1677
UT WOS:000360998500010
PM 25503924
ER

PT J
AU Singler, Katrin
   Holm, Ellen Astrid
   Jackson, Thomas
   Robertson, Gillian
   Mueller-Eggenberger, Eva
   Roller, Regina Elisabeth
TI European postgraduate training in geriatric medicine: data of a
   systematic international survey
SO AGING CLINICAL AND EXPERIMENTAL RESEARCH
VL 27
IS 5
BP 741
EP 750
DI 10.1007/s40520-015-0416-2
PD OCT 2015
PY 2015
AB High-quality education and training standards in geriatric medicine are
   important to develop the profession of geriatric medicine. The objective
   of the study was to give a structured update on postgraduate specialty
   training in geriatric medicine throughout Europe to assess the need for
   further developments in postgraduate education.
   The study was performed as a cross-sectional structured quantitative
   online survey with qualitative comments. The survey content covered
   organization, content and educational aspects of specialty training in
   geriatric medicine in European countries. After piloting, the
   questionnaire was sent to experts in geriatric medicine with a special
   interest in postgraduate training who are members of one of the
   following organizations; European Union of Medical Specialists (UEMS),
   European Academy for the Medicine of Aging (EAMA), and European Union
   Geriatric Medicine Society (EUGMS).
   Respondents to the survey represented 31 European countries. Geriatric
   medicine is recognized as an independent postgraduate specialty in 61.3
   % (19/31) and as a subspecialty in 29.0 % (9/31) of the countries. In 5
   of the 31 countries geriatric medicine is not recognized at all. Nearly
   all countries offering postgraduate training in geriatric medicine have
   written, competence-based curricula covering different learning domains.
   20/31 countries (64.5 %) have some kind of specialist assessment.
   The survey tries to give an actual condensed picture of postgraduate
   specialty training in geriatric medicine across Europe. Results show a
   consistent improvement in the recognition of geriatric medicine as
   independent specialty over the last decade. Continuous development of
   specialty training in geriatric medicine is required to medical address
   the public health needs of an aging population. Competence-based
   educational models including adequate forms of assessment should be
   targeted throughout Europe. To emphasize the importance of postgraduate
   geriatric training, it should be a mission to harmonize training
   standards across Europe.
RI Jackson, Thomas/I-1216-2019; Holm, Ellen Astrid/
OI Jackson, Thomas/0000-0001-6320-9600; Holm, Ellen
   Astrid/0000-0002-7600-6025
ZR 0
TC 17
ZB 3
ZA 0
ZS 0
Z8 0
Z9 17
U1 1
U2 11
SN 1594-0667
EI 1720-8319
UT WOS:000360995000023
PM 26219515
ER

PT J
AU Lian, Olaug S.
   Nettleton, Sarah
TI "United We Stand": Framing Myalgic Encephalomyelitis in a Virtual
   Symbolic Community
SO QUALITATIVE HEALTH RESEARCH
VL 25
IS 10
SI SI
BP 1383
EP 1394
DI 10.1177/1049732314562893
PD OCT 2015
PY 2015
AB In this article, we report on a study that seeks to explore how the
   contested chronic condition myalgic encephalomyelitis (ME), one of the
   current medical diagnoses for medically unexplained long-term
   exhaustion, is negotiated within the context of Norwegian internet
   sites. From an analysis of discussions on 14 internet forums sustained
   by and for people living with ME, we seek to understand how their online
   activity sustains a virtual symbolic community (VSC). After exploring
   the content on these sites, we identified four discursive domains, or
   fields of conversation, that are demarcated by a discursive frame, or
   norms, values, and goals that define and reinforce the boundaries of the
   community. Interpreting discursive domains and their discursive frame
   provides insight not only to the culture of the ME VSC but also to its
   role in an international social health movement, including its potential
   for becoming politically influential.
RI Lian, Olaug S/ABE-2434-2020
OI Lian, Olaug S/0000-0002-5752-1486
ZA 0
ZB 1
ZR 0
Z8 0
TC 18
ZS 0
Z9 18
U1 1
U2 19
SN 1049-7323
EI 1552-7557
UT WOS:000361127100007
PM 25488934
ER

PT J
AU Porter, Laura S.
   Pollak, Kathryn I.
   Farrell, David
   Cooper, Meredith
   Arnold, Robert M.
   Jeffreys, Amy S.
   Tulsky, James A.
TI Development and implementation of an online program to improve how
   patients communicate emotional concerns to their oncology providers
SO SUPPORTIVE CARE IN CANCER
VL 23
IS 10
BP 2907
EP 2916
DI 10.1007/s00520-015-2656-2
PD OCT 2015
PY 2015
AB Patients often struggle to express their emotional concerns to their
   oncology providers and may therefore experience unmet needs. This paper
   describes the development and implementation of an online program that
   teaches patients how to communicate their emotions to their oncology
   providers.
   The intervention was developed by a multidisciplinary team consisting of
   palliative care physicians, psychologists, and an intervention software
   developer and included input from patients. It incorporated elements of
   Social Cognitive Theory and validated cognitive behavioral strategies
   for communication skills training. Strategies to increase intervention
   adherence were implemented midway through the study.
   The intervention consists of four interactive, online modules to teach
   patients strategies for expressing emotional concerns to their providers
   and asking for support. In addition to skill-building, the intervention
   was designed to raise patients' expectations that expressing emotional
   concerns to providers would be helpful, to enhance their self-efficacy
   for doing so, and to help them overcome barriers to having these
   conversations. After implementing strategies to improve adherence, usage
   rates increased from 47 to 64 %.
   This intervention addresses an unmet educational need for patients with
   advanced cancer. Strategies to increase adherence led to improvements in
   usage rates in this population of older patients. We are currently
   evaluating the intervention in a randomized clinical trial to determine
   its efficacy in increasing patient expression of emotional concerns and
   requests for support. If successful, this intervention could serve as a
   model for future online patient education programs.
ZA 0
Z8 1
ZB 0
ZS 0
TC 8
ZR 0
Z9 9
U1 0
U2 25
SN 0941-4355
EI 1433-7339
UT WOS:000360508600008
PM 25701437
ER

PT J
AU Keifenheim, Katharina E.
   Teufel, Martin
   Ip, Julianne
   Speiser, Natalie
   Leehr, Elisabeth J.
   Zipfel, Stephan
   Herrmann-Werner, Anne
TI Teaching history taking to medical students: a systematic review
SO BMC MEDICAL EDUCATION
VL 15
AR 159
DI 10.1186/s12909-015-0443-x
PD SEP 28 2015
PY 2015
AB Background: This paper is an up-to-date systematic review on educational
   interventions addressing history taking. The authors noted that despite
   the plethora of specialized training programs designed to enhance
   students` interviewing skills there had not been a review of the
   literature to assess the quality of each published method of teaching
   history taking in undergraduate medical education based on the evidence
   of the program's efficacy.
   Methods: The databases PubMed, PsycINFO, Google Scholar, opengrey,
   opendoar and SSRN were searched using key words related to medical
   education and history taking. Articles that described an educational
   intervention to improve medical students' history-taking skills were
   selected and reviewed. Included studies had to evaluate learning
   progress. Study quality was assessed using the Medical Education
   Research Study Quality Instrument (MERSQI).
   Results: Seventy-eight full-text articles were identified and reviewed;
   of these, 23 studies met the final inclusion criteria. Three studies
   applied an instructional approach using scripts, lectures,
   demonstrations and an online course. Seventeen studies applied a more
   experiential approach by implementing small group workshops including
   role-play, interviews with patients and feedback. Three studies applied
   a creative approach. Two of these studies made use of improvisational
   theatre and one introduced a simulation using Lego (R) building blocks.
   Twenty-two studies reported an improvement in students' history taking
   skills. Mean MERSQI score was 10.4 (range 6.5 to 14; SD = 2.65).
   Conclusions: These findings suggest that several different educational
   interventions are effective in teaching history taking skills to medical
   students. Small group workshops including role-play and interviews with
   real patients, followed by feedback and discussion, are widespread and
   best investigated. Feedback using videotape review was also reported as
   particularly instructive. Students in the early preclinical state might
   profit from approaches helping them to focus on interview skills and not
   being distracted by thinking about differential diagnoses or clinical
   management. The heterogeneity of outcome data and the varied ways of
   assessment strongly suggest the need for further research as many
   studies did not meet basic methodological criteria. Randomized
   controlled trials using external assessment methods, standardized
   measurement tools and reporting long-term data are recommended to
   evaluate the efficacy of courses on history taking.
OI Zipfel, Stephan/0000-0003-1659-4440; Herrmann-Werner,
   Anne/0000-0003-2413-7047
ZB 8
ZA 0
Z8 0
TC 61
ZR 0
ZS 0
Z9 61
U1 3
U2 54
EI 1472-6920
UT WOS:000361812900003
PM 26415941
ER

PT J
AU Macznik, Aleksandra K.
   Ribeiro, Daniel Cury
   Baxter, G. David
TI Online technology use in physiotherapy teaching and learning: a
   systematic review of effectiveness and users' perceptions
SO BMC MEDICAL EDUCATION
VL 15
AR 160
DI 10.1186/s12909-015-0429-8
PD SEP 28 2015
PY 2015
AB Background: The use of online technologies in health professionals'
   education, including physiotherapy, has been advocated as effective and
   well-accepted tools for enhancing student learning. The aim of this
   study was to critically review the effectiveness, and user perceptions
   of online technology for physiotherapy teaching and learning.
   Methods: Following databases were systematically searched on the 31st of
   August 2013 for articles describing implementation of online
   technologies into physiotherapy teaching and learning: ERIC, CINAHL, Web
   of Science, Academic search complete, ProQuest Nursing and Allied Health
   Source, Medline, Embase, and Scopus. No language, design or publishing
   date restrictions were imposed. Risk of bias was assessed using the 2011
   Mixed Methods Appraisal Tool checklist (MMAT).
   Results: A total of 4133 articles were retrieved; 22 articles met the
   inclusion criteria and were accepted for final analysis: 15 on the
   effectiveness of technology, and 14 on users' perceptions. Included
   studies used three designs: case study (14 articles), controlled trial
   (3), and randomized controlled trial (5). Studies investigated both
   pre-registration physiotherapy students (1523) and physiotherapy
   professionals (171). The quality of studies ranged from 67 to 100 % on
   the MMAT checklist which can be considered moderate to excellent. More
   than half of the studies (68 %) received scores greater than 80 %.
   Studies typically investigated websites and discussion boards. The
   websites are effective in enhancing practical skills performance, and
   discussion boards in knowledge acquisition, as well as in development of
   critical and reflective thinking. Students' perceptions of the use of
   websites were mostly positive, providing students with entertaining,
   easy accessible resources. Perceived barriers to the use of websites
   included difficulties with internet connection, insufficiently
   interactive material, or personal preference for paper-based materials.
   Discussion boards were perceived as deepening students' thinking and
   facilitating reflection, allowing for learning from multiple
   perspectives, and providing easy communication and support.
   Conclusions: The results of this review suggest that online technologies
   (i.e., websites and discussion boards) have many benefits to offer for
   physiotherapy teaching and learning; There was minimal evidence of
   barriers for the use of online technologies, however, addressing the
   identified ones could enhance adherence to use of online technologies in
   health professionals' education.
RI Baxter, David/C-4027-2009; Mącznik, Aleksandra/V-7649-2017
OI Baxter, David/0000-0003-2968-6950; Mącznik,
   Aleksandra/0000-0002-0209-5862
Z8 0
ZR 0
TC 32
ZA 1
ZS 0
ZB 1
Z9 33
U1 2
U2 53
EI 1472-6920
UT WOS:000361812900004
PM 26415677
ER

PT J
AU Back, David Alexander
   Behringer, Florian
   Harms, Tina
   Plener, Joachim
   Sostmann, Kai
   Peters, Harm
TI Survey of e-learning implementation and faculty support strategies in a
   cluster of mid-European medical schools
SO BMC MEDICAL EDUCATION
VL 15
AR 145
DI 10.1186/s12909-015-0420-4
PD SEP 3 2015
PY 2015
AB Background: The use of electronic learning formats (e-learning) in
   medical education is reported mainly from individual specialty
   perspectives. In this study, we analyzed the implementation level of
   e-learning formats and the institutional support structures and
   strategies at an institutional level in a cluster of mid-European
   medical schools.
   Methods: A 49-item online questionnaire was send to 48 medical schools
   in Austria, Germany and Switzerland using SurveyMonkey (R). Data were
   collected between February and September of 2013 and analyzed using
   quantities, statistical and qualitative means.
   Results: The response rate was 71 %. All schools had implemented
   e-learning, but mainly as an optional supplement to the curriculum.
   E-learning involved a wide range of formats across all disciplines.
   Online learning platforms were used by 97 % of the schools. Full-time
   e-learning staff was employed by 50 %, and these had a positive and
   significant effect on the presence of e-learning in the corresponding
   medical schools. In addition, 81 % offered training programs and
   qualifications for their teachers and 76 % awarded performance-oriented
   benefits, with 17 % giving these for e-learning tasks. Realization of
   e-learning offers was rewarded by 33 %, with 27 % recognizing this as
   part of the teaching load. 97 % would use curriculum-compatible
   e-learning tools produced by other faculties.
   Conclusions: While all participating medical schools used e-learning
   concepts, this survey revealed also a reasonable support by
   institutional infrastructure and the importance of staff for the
   implementation level of e-learning offerings. However, data showed some
   potential for increasing tangible incentives to motivate teachers to
   engage in further use of e-learning. Furthermore, the use of individual
   tools and the distribution of e-learning presentations in various
   disciplines were quite inhomogeneous. The willingness of the medical
   schools to cooperate should be capitalized for the future, especially
   concerning the provision of e-learning tools and concepts.
RI Peters, Harm/AAE-5643-2019; Peters, Harm/
OI Peters, Harm/0000-0003-1441-7512
ZS 1
ZR 0
ZA 0
ZB 2
Z8 0
TC 18
Z9 19
U1 0
U2 47
SN 1472-6920
UT WOS:000360676200001
PM 26337447
ER

PT J
AU Carnegie, Jacqueline
TI Use of Feedback-Oriented Online Exercises to Help Physiology Students
   Construct Well-Organized Answers to Short-Answer Questions
SO CBE-LIFE SCIENCES EDUCATION
VL 14
IS 3
AR ar25
DI 10.1187/cbe.14-08-0132
PD SEP 2 2015
PY 2015
AB Postsecondary education often requires students to use higher-order
   cognitive skills (HOCS) such as analysis, evaluation, and creation as
   they assess situations and apply what they have learned during lecture
   to the formulation of solutions. Summative assessment of these abilities
   is often accomplished using short-answer questions (SAQs). Quandary was
   used to create feedback-oriented interactive online exercises to help
   students strengthen certain HOCS as they actively constructed answers to
   questions concerning the regulation of 1) metabolic rate, 2) blood
   sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with
   a SAQ presenting an endocrine dysfunction or a physiological challenge;
   students were prompted to answer between six and eight multiple-choice
   questions while building their answer to the SAQ. Student outcomes on
   the SAQ sections of summative exams were compared before and after the
   introduction of the online tool and also between subgroups of students
   within the posttool-introduction population who demonstrated different
   levels of participation in the online exercises. While overall SAQ
   outcomes were not different before and after the introduction of the
   online exercises, once the SAQ tool had become available, those students
   who chose to use it had improved SAQ outcomes compared with those who
   did not.
ZR 0
ZS 0
ZA 0
ZB 0
Z8 0
TC 10
Z9 10
U1 0
U2 9
SN 1931-7913
UT WOS:000360890400004
PM 26113627
ER

PT J
AU Saberi, Parya
   Johnson, Mallory O.
TI Correlation of Internet Use for Health Care Engagement Purposes and HIV
   Clinical Outcomes Among HIV-Positive Individuals Using Online Social
   Media
SO JOURNAL OF HEALTH COMMUNICATION
VL 20
IS 9
BP 1026
EP 1032
DI 10.1080/10810730.2015.1018617
PD SEP 2 2015
PY 2015
AB The authors aimed to describe cell phone and Internet use and assess the
   correlation of Internet use for health care engagement purposes and HIV
   clinical outcomes among HIV-positive individuals. The authors conducted
   a national survey using online social media to examine cell phone and
   Internet use, self-reported HIV viral load (detectable vs.
   undetectable), and antiretroviral adherence rating (excellent vs. less
   than excellent). Participants (N=1,494) were asked about their Internet
   use for health care engagement purposes (including e-mailing health care
   providers, refilling medications online, and making medical appointments
   online). Approximately 95% of participants accessed the Internet nearly
   daily or daily in the past month (mean hours on Internet use per
   day=5.2) and 55.5% used the Internet for health care engagement
   purposes. Those who used the Internet for any health care engagement
   purposes had a 1.52-fold odds of reporting an undetectable viral load
   (p=.009) and a 1.49-fold odds of reporting excellent adherence (p=.001).
   Although Internet access and use were similar across racial/ethnic,
   educational, and socioeconomic groups, disparities existed with the use
   of the Internet for health care engagement purposes among racial/ethnic
   minorities, those with low to moderate financial stability, lower
   education, and history of incarceration. The authors' data reveal that
   among HIV-positive users of online social media, use of the Internet for
   health care engagement purposes is associated with better self-reported
   virologic and adherence outcomes.
Z8 2
ZB 1
ZA 0
ZS 0
TC 16
ZR 0
Z9 18
U1 1
U2 15
SN 1081-0730
EI 1087-0415
UT WOS:000360293900005
PM 26120890
ER

PT J
AU Gruner, Douglas
   Pottie, Kevin
   Archibald, Douglas
   Allison, Jill
   Sabourin, Vicki
   Belcaid, Imane
   McCarthy, Anne
   Brindamour, Mahli
   Polec, Lana Augustincic
   Duke, Pauline
TI Introducing global health into the undergraduate medical school
   curriculum using an e-learning program: a mixed method pilot study
SO BMC MEDICAL EDUCATION
VL 15
AR 142
DI 10.1186/s12909-015-0421-3
PD SEP 2 2015
PY 2015
AB Background: Physicians need global health competencies to provide
   effective care to culturally and linguistically diverse patients.
   Medical schools are seeking innovative approaches to support global
   health learning. This pilot study evaluated e-learning versus
   peer-reviewed articles to improve conceptual knowledge of global health.
   Methods: A mixed methods study using a randomized-controlled trial (RCT)
   and qualitative inquiry consisting of four post-intervention focus
   groups. Outcomes included pre/post knowledge quiz and self-assessment
   measures based on validated tools from a Global Health CanMEDS
   Competency Model. RCT results were analyzed using SPSS-21 and focus
   group transcripts coded using NVivo-9 and recoded using thematic
   analysis.
   Results: One hundred and sixty-one pre-clerkship medical students from
   three Canadian medical schools participated in 2012-2013: 59 completed
   all elements of the RCT, 24 participated in the focus groups. Overall,
   comparing pre to post results, both groups showed a significant increase
   in the mean knowledge (quiz) scores and for 5/7 self-assessed
   competencies (p < 0.05). These quantitative data were triangulated with
   the focus groups findings that revealed knowledge acquisition with both
   approaches. There was no statistically significant difference between
   the two approaches. Participants highlighted their preference for
   e-learning to introduce new global health knowledge and as a repository
   of resources. They also mentioned personal interest in global health,
   online convenience and integration into the curriculum as incentives to
   complete the e-learning. Beta version e-learning barriers included
   content overload and technical difficulties.
   Conclusions: Both the e-learning and the peer reviewed PDF articles
   improved global health conceptual knowledge. Many students however,
   preferred e-learning given its interactive, multi-media approach, access
   to links and reference materials and its capacity to engage and
   re-engage over long periods of time.
RI Pottie, Kevin/ABC-4385-2020; Archibald, Douglas/GRO-3416-2022; McCarthy, Anne/; Archibald, Douglas/
OI McCarthy, Anne/0000-0001-7195-6366; Archibald,
   Douglas/0000-0001-6751-9788
ZS 0
ZB 0
ZA 0
TC 15
Z8 0
ZR 0
Z9 15
U1 1
U2 33
EI 1472-6920
UT WOS:000360676000001
PM 26330059
ER

PT J
AU Dandu, Madhavi
   Baltzell, Kimberly
   Nelson, Karen
   Gulati, Shilpa
   Debas, Haile T.
   Ziegler, John L.
TI A New Master's Degree in Global Health: Reflections on a 5-year
   Experience
SO ANNALS OF GLOBAL HEALTH
VL 81
IS 5
BP 618
EP 626
DI 10.1016/j.aogh.2015.10.006
PD SEP-OCT 2015
PY 2015
AB BACKGROUND The University of California-San Francisco's (UCSF) Master of
   Science (MS) degree in global health sciences, a 1-year degree program
   started in 2008, is the first accredited master's degree in global
   health in the country.
   OBJECTIVE The aim of this study was to review the genesis and structure
   of the MS degree program, and describe its progress over its first 5
   years. METHODS We reviewed the program's teaching methods, academic
   curriculum, course evaluations, and backgrounds and outcomes of the
   first 127 graduates. Student opinions were gathered from anonymous
   course evaluations. Student outcome data and graduates' perspectives
   were gathered through a voluntary, anonymous, online survey. We reflect
   on student demand, program strengths and weaknesses, and future academic
   directions.
   FINDINGS The program's structure arose from three learning objectives
   identified by the Curriculum Committee: a multidisciplinary approach to
   the foundations of global health, an emphasis on research design and
   methods, and an application of theory to international fieldwork. The
   resulting broad curriculum has attracted students of diverse
   backgrounds, which has enriched classroom discussions. Over the first 5
   years, the program revised its fieldwork project criteria to allow more
   flexibility in design, leading to a higher rate of publication and
   enabling students to graduate with an academic portfolio. Students have
   reported that the high faculty-to-student ratio has fostered strong
   mentorship relationships; this is vital as 66% of graduates work in
   academics. Graduates have reflected that group work in the program
   appropriately prepared them for their work environment. The program's
   experience has guided its response to: pressure to focus on medical
   aspects of global health; students' needs for career skill-building;
   financial challenges; and trends toward online didactics.
   CONCLUSIONS The recent surge in interest in global health careers has
   created demand for academic programs. UCSF has designed the MS degree
   program to balance breadth and depth of learning in a multidisciplinary
   curriculum, and combine career preparation and theoretical learning in a
   one-year academic degree. The challenges of balancing breadth and depth
   of learning in a multidisciplinary program, and combining career
   preparation and theoretical learning in a one-year academic degree, have
   informed UCSF's MS program design.
TC 3
ZB 0
ZS 0
ZA 0
ZR 0
Z8 0
Z9 3
U1 1
U2 9
SN 2214-9996
UT WOS:000373193900006
PM 27036718
ER

PT J
AU Pearson, David
   Bond, Michael C
   Kegg, Jason
   Pillow, Tyson
   Hopson, Laura
   Cooney, Robert
   Garg, Manish
   Khadpe, Jay
   Runyon, Michael
   Patterson, Leigh
TI Evaluation of Social Media Use by Emergency Medicine Residents and
   Faculty.
SO The western journal of emergency medicine
VL 16
IS 5
BP 715
EP 20
DI 10.5811/westjem.2015.7.26128
PD 2015-Sep
PY 2015
AB INTRODUCTION: Clinicians and residency programs are increasing their use
   of social media (SM) websites for educational and promotional uses, yet
   little is known about the use of these sites by residents and faculty.
   The objective of the study is to assess patterns of SM use for personal
   and professional purposes among emergency medicine (EM) residents and
   faculty.
   METHODS: In this multi-site study, an 18-question survey was sent by
   e-mail to the residents and faculty in 14 EM programs and to the Council
   of Emergency Medicine Residency Directors (CORD) listserv via the online
   tool SurveyMonkey. We compiled descriptive statistics, including
   assessment with the chi-square test or Fisher's exact test. StatsDirect
   software (v 2.8.0, StatsDirect, Cheshire, UK) was used for all analyses.
   RESULTS: We received 1,314 responses: 63% of respondents were male, 40%
   were <30 years of age, 39% were between the ages 31 and 40, and 21% were
   older than 40. The study group consisted of 772 residents and 542
   faculty members (15% were program directors, 21% were assistant or
   associate PDs, 45% were core faculty, and 19% held other faculty
   positions. Forty-four percent of respondents completed residency more
   than 10 years ago. Residents used SM markedly more than faculty for
   social interactions with family and friends (83% vs 65% [p<0.0001]),
   entertainment (61% vs 47% [p<0.0001]), and videos (42% vs 23%
   [p=0.0006]). Residents used Facebook and YouTube more often than faculty
   (86% vs 67% [p<0.001]; 53% vs 46% [p=0.01]), whereas residents used
   Twitter (19% vs 26% [p=0.005]) and LinkedIn (15% vs 32% [p<0.0001]) less
   than faculty. Overall, residents used SM sites more than faculty,
   notably in daily use (30% vs 24% [p<0.001]). For professional use,
   residents were most interested in its use for open positions/hiring (30%
   vs 18% [p<0.0001]) and videos (33% vs 26% [p=0.005]) and less interested
   than faculty with award postings (22% vs 33% [p<0.0001]) or publications
   (30% vs 38% [p=0.0007]).
   CONCLUSION: EM residents and faculty have different patterns and
   interests in the personal and professional uses of social media.
   Awareness of these utilization patterns could benefit future educational
   endeavors.
RI Kegg, Jason/ABA-4216-2021; Runyon, Michael/GNP-7320-2022; Runyon, Michael/AAR-8899-2021; Cooney, Robert/U-5368-2019; Cooney, Robert/
OI Runyon, Michael/0000-0002-1703-4317; Cooney, Robert/0000-0003-0665-0154
ZS 0
ZA 0
TC 35
ZB 3
ZR 0
Z8 0
Z9 35
U1 0
U2 3
EI 1936-9018
UT MEDLINE:26587096
PM 26587096
ER

PT J
AU Gauthier, Andrea
   Corrin, Michael
   Jenkinson, Jodie
TI Exploring the influence of game design on learning and voluntary use in
   an online vascular anatomy study aid
SO COMPUTERS & EDUCATION
VL 87
BP 24
EP 34
DI 10.1016/j.compedu.2015.03.017
PD SEP 2015
PY 2015
AB This research explores the educational impact of an online study
   aid-game for studying human vascular anatomy (n = 24) versus a similar
   non-game study aid (n = 22) and how it relates to medical students'
   demographic traits and voluntary use over a 35-day period. Hierarchical
   linear regression models revealed that study aid success rate (a metric
   for assessing performance through the study aids) was a significant
   predictor of anatomy test improvement with the game (beta = 0.41, p =
   0.05), but not for the non-game (beta = 0.14, p = 0.56). Our analyses
   suggest that game mechanics encouraged more specific problem-solving
   strategies than did the control study aid, leading to greater
   predictability of learning outcomes. There was a non-significant trend
   among game treatment participants, who were more likely to complete
   study tasks than those assigned to the control treatment (p = 0.11). It
   would appear that students' studying habits had the greatest influence
   (though opposite in both tools) on level of engagement in study aid use.
   However, contrary to expectations, self-reported gaming habits did not
   impact participation. Overall, these findings support the integration of
   game design into undergraduate study aids as a means of increasing use
   of supplementary educational tools and assessing knowledge. (C) 2015 The
   Authors. Published by Elsevier Ltd.
OI Gauthier, Andrea/0000-0002-0059-8685; Jenkinson,
   Jodie/0000-0002-4066-9732
TC 32
ZS 1
Z8 0
ZA 0
ZR 0
ZB 1
Z9 33
U1 1
U2 30
SN 0360-1315
EI 1873-782X
UT WOS:000364253600003
ER

PT J
AU Shah, Neha H.
   Anspacher, Melanie
   Davis, Aisha
   Bhansali, Priti
TI Development of a Curriculum on the Child With Medical Complexity:
   Filling a Gap When Few Practice Guidelines Exist
SO JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS
VL 35
IS 4
BP 278
EP 283
DI 10.1097/CEH.0000000000000001
PD FAL 2015
PY 2015
AB Background: Pediatric hospitalists are increasingly involved in the
   clinical management of children with medical complexity (CMC),
   specifically those with neurologic impairment and technology dependence.
   Clinical care guidelines and educational resources on management of the
   diseases and devices prevalent in CMC are scarce. The objective of this
   study was to develop and evaluate a web-based curriculum on care of CMC
   for hospitalists at our institution using a novel approach to validate
   educational content.
   Methods: Junior faculty collaborated with senior hospitalist peer
   mentors to create multimedia learning modules on highly-desired topics
   as determined by needs assessment. Module authors were encouraged to
   work with subspecialty experts from within the institution and to submit
   their modules for external peer review. Pilot study participants were
   asked to complete all modules, associated knowledge tests, and
   evaluations over a 4-month period.
   Results: Sixteen of 33 eligible hospitalists completed the curriculum
   and associated assessments. High scores with respect to satisfaction
   were seen across all modules. There was a significant increase in
   posttest knowledge scores (P < 0.001) with sustained retention at 6
   months posttest (P < 0.013). Participants were most likely to make
   changes to their teaching and clinical practice based on participation
   in this curriculum.
   Conclusions: We used a novel approach for content development in this
   curriculum that incorporated consultation with experts and external peer
   review, resulting in improved knowledge, high satisfaction, and behavior
   change. Our approach may be a useful method to improve content validity
   for educational resources on topics that do not have established
   clinical care guidelines.
OI Shah, Neha/0000-0003-0348-7443
ZS 0
ZR 0
ZA 0
ZB 0
Z8 0
TC 4
Z9 4
U1 0
U2 8
SN 0894-1912
EI 1554-558X
UT WOS:000371587500007
PM 26953859
ER

PT J
AU Rothbauer, J.
   Driver, S.
   Callender, L.
TI DESCRIBING LYMPHEDEMA IN FEMALES WITH TURNER SYNDROME
SO LYMPHOLOGY
VL 48
IS 3
BP 139
EP 152
PD SEP 2015
PY 2015
AB Turner syndrome (TS) is a chromosomal condition affecting an estimated 1
   in 2,500 girls where the second X chromosome is missing, or partially
   formed. This abnormality affects multiple body systems and can lead to
   short stature, cardiac, neural, and renal abnormalities. Due to the
   chronic, non-life threatening nature of lymphedema in comparison to
   other symptoms of TS, it is often ignored by girls and women with TS and
   their physicians. Consequently, little is known about how lymphedema
   affects girls and women with TS across the lifespan. Therefore, the
   objective of the study was to deliver an online survey for females with
   TS and caregivers in the US, UK, and Canada to provide a worldwide
   perspective on their current experience with lymphedema within the
   spectrum of TS. There were 219 participants who completed the survey,
   and we were able to identify incidence and characteristics of lymphedema
   across the lifespan. In addition, we found that females with 45,X
   karyotyping were more likely to report lymphedema symptoms. Lymphedema
   is not the most significant concern of females with TS, but education,
   physician evaluation, and assistance with referrals for treatment and
   management would improve the ease of managing lymphedema in girls and
   women with TS.
OI driver, simon/0000-0003-2356-432X
ZA 0
ZB 4
TC 6
ZS 0
ZR 0
Z8 0
Z9 6
U1 0
U2 2
SN 0024-7766
UT WOS:000368949200004
PM 26939161
ER

PT J
AU Chen, Rossan Melissa
   Petterson, Stephen
   Bazemore, Andrew
   Grumbach, Kevin
TI Are Time-Limited Grants Likely to Stimulate Sustained Growth in Primary
   Care Residency Training? A Study of the Primary Care Residency Expansion
   Program
SO ACADEMIC MEDICINE
VL 90
IS 9
BP 1278
EP 1283
DI 10.1097/ACM.0000000000000805
PD SEP 2015
PY 2015
AB Purpose
   To examine the perceived likelihood of sustaining new residency
   positions funded by five-year (2010-2015) Primary Care Residency
   Expansion (PCRE) grants from the Health Resources and Services
   Administration, which aimed to increase training output to address
   primary care workforce issues.
   Method
   During September-December 2013, the authors administered an online or
   telephone survey to program directors whose residency programs received
   PCRE grants. The main outcome measure was perceived likelihood of
   sustaining the expanded residency positions beyond the expiration of the
   grant, in the outlying years of 2016 and 2017 (when the positions will
   be partially supported) and after 2017 (when the positions will be
   unsupported).
   Results
   Of 78 eligible program directors, 62 responded (response rate = 79.5%).
   Twenty-eight (45.1%; 95% CI 32.9%-57.9%) reported that their programs
   were unlikely to, very unlikely to, or not planning to continue the
   expanded positions after the PCRE grant expires. Overall, 14 (22.5%)
   reported having secured full funding to support the expanded positions
   beyond 2017. Family medicine and pediatrics program directors were
   significantly less likely than internal medicine program directors to
   report having secured funding for the outlying years (P = .02).
   Conclusions
   This study suggests that an approach to primary care residency training
   expansion that relies on time-limited grants is unlikely to produce
   sustainable growth of the primary care pipeline. Policy makers should
   instead implement systemic reform of graduate medical education (GME)
   financing and designate reliable sources of funding, such as Medicare
   and Medicaid GME funds, for new primary care residency positions.
RI Grumbach, Kevin/L-9222-2016; Bazemore, Andrew/
OI Bazemore, Andrew/0000-0002-6028-2279
ZR 0
ZS 0
ZB 0
ZA 0
Z8 0
TC 4
Z9 4
U1 0
U2 3
SN 1040-2446
EI 1938-808X
UT WOS:000369594900031
PM 26177524
ER

PT J
AU Weitzman, Elissa R.
   Ziemnik, Rosemary E.
   Huang, Quian
   Levy, Sharon
TI Alcohol and Marijuana Use and Treatment Nonadherence Among Medically
   Vulnerable Youth
SO PEDIATRICS
VL 136
IS 3
BP 450
EP 457
DI 10.1542/peds.2015-0722
PD SEP 2015
PY 2015
AB BACKGROUND AND OBJECTIVE: Adolescents face peak risks for onset and
   intensification of alcohol and marijuana use. However, we know little
   about these behaviors and their associations with knowledge or treatment
   adherence among chronically ill youth, a medically vulnerable group.
   METHODS: Cross-sectional assessment of consented youth ages 9 to 18
   years receiving care for asthma/cystic fibrosis, type 1 diabetes,
   arthritis, or inflammatory bowel disease (IBD) by using a
   self-administered online tool. Prevalence and correlates of risk
   behaviors and associations with knowledge and treatment adherence were
   estimated using descriptive statistics and logistic regression,
   controlling for demographics, mental health, and the multiclinic
   sampling frame.
   RESULTS: Of 403 consented youth (75.8% response), 51.6% were girls,
   75.1% were white, and average age was 15.6 years. Of high school youth,
   36.5% and 12.7% reported past-year alcohol use and binge drinking,
   respectively; 20% reported past-year marijuana use. Among high school
   youth, 53.1% and 37.2% answered correctly that alcohol can interfere
   with their medications and laboratory tests; youth answering incorrectly
   were 8.53 and 4.46 times more likely to drink and binge drink,
   respectively (P values < .001). Thirty-two percent and 8.3% of high
   school youth reported regularly forgetting or skipping their medications
   in the past 30 days; compared with past-year nondrinking youth, drinkers
   were 1.79 and 1.61 times as likely to report regularly missing or
   skipping medications (P values < .05).
   CONCLUSIONS: Alcohol and marijuana use are common among youth with
   chronic medical conditions. Alcohol use is associated with treatment
   nonadherence. Education and preventive interventions are warranted to
   ameliorate risk.
ZB 21
Z8 1
ZS 0
ZA 0
ZR 0
TC 48
Z9 49
U1 0
U2 20
SN 0031-4005
EI 1098-4275
UT WOS:000360708100032
PM 26668849
ER

PT J
AU Juanes, Juan A.
   Ruisoto, Pablo
TI Computer Applications in Health Science Education
SO JOURNAL OF MEDICAL SYSTEMS
VL 39
IS 9
AR 97
DI 10.1007/s10916-015-0283-6
PD SEP 2015
PY 2015
AB In recent years, computer application development has experienced
   exponential growth, not only in the number of publications but also in
   the scope or contexts that have benefited from its use. In health
   science training, and medicine specifically, the gradual incorporation
   of technological developments has transformed the teaching and learning
   process, resulting in true "educational technology". The goal of this
   paper is to review the main features involved in these applications and
   highlight the main lines of research for the future. The results of peer
   reviewed literature published recently indicate the following features
   shared by the key technological developments in the field of health
   science education: first, development of simulation and visualization
   systems for a more complete and realistic representation of learning
   material over traditional paper format; second, portability and
   versatility of the applications, adapted for an increasing number of
   devices and operative systems; third, increasing focus on open source
   applications such as Massive Open Online Course (MOOC).
RI Ruisoto, Pablo/J-3170-2019; Juanes Méndez, Juan Antonio/D-8675-2018
OI Ruisoto, Pablo/0000-0003-1252-0479; Juanes Méndez, Juan
   Antonio/0000-0003-2749-3426
ZB 1
TC 11
Z8 0
ZS 2
ZR 0
ZA 0
Z9 13
U1 0
U2 40
SN 0148-5598
EI 1573-689X
UT WOS:000359410300015
PM 26254251
ER

PT J
AU Martin, Elizabeth
   Nugent, Chris
   Bond, Raymond
   Martin, Suzanne
TI Trainee Occupational Therapists Scoring the Barthel ADL
SO JOURNAL OF MEDICAL SYSTEMS
VL 39
IS 9
AR 93
DI 10.1007/s10916-015-0293-4
PD SEP 2015
PY 2015
AB Within medical applications there are two main types of information
   design; paper-based and digital information [1]. As technology is
   constantly changing, information within healthcare management and
   delivery is continually being transitioned from traditional paper
   documents to digital and online resources. Activity of Daily Living
   (ADL) charts are still predominantly paper based and are therefore prone
   to "human error" [2]. In light of this, an investigation has taken place
   into the design for reducing the amount of human error, between a paper
   based ADL, specifically the Barthel Index, and the same ADL created
   digitally. The digital ADL was developed as an online platform as this
   offers the best method of data capture for a large group of participants
   all together [3]. The aim of the study was to evaluate the usability of
   the Barthel Index ADL in paper format and then reproduce the same ADL
   digitally. This paper presents the findings of a study involving 26
   participants who were familiar with ADL charts, and used three scenarios
   requiring them to complete both a paper ADL and a digital ADL. An
   evaluation was undertaken to ascertain if there were any 'human errors'
   in completing the paper ADL and also to find similarities/differences
   through using the digital ADL. The results from the study indicated that
   22/26 participants agreed that the digital ADL was better, if not the
   same as a paper based ADL. Further results indicated that participants
   rate highly the added benefit of the digital ADL being easy to use and
   also that calculation of assessment scores were performed automatically.
   Statistically the digital BI offered a 100% correction rate in the total
   calculation, in comparison to the paper based BI where it is more common
   for users to make mathematical calculation errors. Therefore in order to
   minimise handwriting and calculation errors, the digital BI proved
   superior than the traditional paper based method.
OI Nugent, Chris/0000-0003-0882-7902; Bond, Raymond/0000-0002-1078-2232
ZB 0
ZS 0
ZA 0
ZR 0
Z8 1
TC 0
Z9 1
U1 0
U2 3
SN 0148-5598
EI 1573-689X
UT WOS:000359410300011
PM 26250757
ER

PT J
AU Pagel, Paul S.
   Hudetz, Judith A.
TI Scholarly Productivity and National Institutes of Health Funding of
   Foundation for Anesthesia Education and Research Grant Recipients
   Insights from a Bibliometric Analysis
SO ANESTHESIOLOGY
VL 123
IS 3
BP 683
EP 691
DI 10.1097/ALN.0000000000000737
PD SEP 2015
PY 2015
AB Background: The Foundation for Anesthesia Education and Research (FAER)
   grant program provides fellows and junior faculty members with grant
   support to stimulate their careers. The authors conducted a bibliometric
   analysis of recipients of FAER grants since 1987.
   Methods: Recipients were identified in the FAER alumni database. Each
   recipient's affiliation was identified using an Internet search (keyword
   anesthesiology). The duration of activity, publications, publication
   rate, citations, citation rate, h-index, and National Institutes of
   Health (NIH) funding for each recipient were obtained using the
   Scopus((R)) (Elsevier, USA) and NIH Research Portfolio Online Reporting
   Tools((R)) (National Institutes of Health, USA) databases.
   Results: Three hundred ninety-seven individuals who received 430 FAER
   grants were analyzed, 79.1% of whom currently hold full-time academic
   appointments. Recipients published 19,647 papers with 548,563 citations
   and received 391 NIH grants totaling $448.44 million. Publications,
   citations, h-index, the number of NIH grants, and amount of support were
   dependent on academic rank and years of activity (P < 0.0001).
   Recipients who acquired NIH grants (40.3%) had greater scholarly output
   than those who did not. Recipients with more publications were also more
   likely to secure NIH grants. Women had fewer publications and lower
   h-index than men, but there were no gender-based differences in NIH
   funding. Scholarly output was similar in recipients with MD and PhD
   degrees versus those with MD degrees alone, but recipients with MD and
   PhD degrees were more likely to receive NIH funding than those with MDs
   alone.
   Conclusion: Most FAER alumni remain in academic anesthesiology and have
   established a consistent record of scholarly output that appears to
   exceed reported productivity for average faculty members identified in
   previous studies.
ZB 12
Z8 0
ZS 0
TC 43
ZA 0
ZR 2
Z9 45
U1 1
U2 24
SN 0003-3022
EI 1528-1175
UT WOS:000363536900023
PM 26114414
ER

PT J
AU Kim, Jason
   Coolen, Jillian
TI A Prospective Cohort Study Using e-Learning Modules as a Supplemental
   Teaching Resource for Obstetrics and Gynaecology Clerkship Students.
SO Journal of obstetrics and gynaecology Canada : JOGC = Journal
   d'obstetrique et gynecologie du Canada : JOGC
VL 37
IS 9
BP 819
EP 823
DI 10.1016/S1701-2163(15)30154-7
PD 2015-Sep
PY 2015
AB OBJECTIVE: Increasing enrolment in medical schools in Canada has
   necessitated the development of distributed clinical learning sites to
   provide appropriate clinical experience. The Faculty of Medicine at
   Dalhousie University has clinical clerkship sites distributed across
   Nova Scotia, New Brunswick, and Prince Edward Island, with diverse
   educational exposures. This study was designed to examine the influence
   of online learning modules, developed to standardize learning across
   education sites during the clinical clerkship, on the acquisition of
   knowledge by medical students during their obstetrics and gynaecology
   clerkship rotation.
   METHODS: The third year medical school class was divided into two
   natural cohorts for the purposes of this study. Group 1 had their
   obstetrics and gynaecology rotation from September 2012 to March 2013 (n
   = 54), and Group 2 had their rotation from April to September 2013 (n =
   60). All students were given the opportunity to complete an online
   formative examination before their summative multiple choice
   examination; only Group 2 students had access to six obstetrics and
   gynaecology e-learning modules, upon which the formative examination was
   based.
   RESULTS: Forty-seven students in Group 1 (87%) and 45 students in Group
   2 (75%) completed the formative examination, with an overall
   participation rate of 81%. There was no difference in median scores
   between Group 1 (score 9, IQR 8 to 10) and Group 2 (score 9, IQR 8 to
   11, P = 0.08).
   CONCLUSION: Having access to six e-learning modules did not improve the
   third year medical students' scores on a formative examination completed
   before their summative multiple choice examination.
AB Objectif: Laccroissement du nombre des inscriptions aux facultes de
   medecine canadiennes a rendu necessaire la mise sur pied de sites
   satellites dapprentissage clinique pour offrir une experience clinique
   adequate. La faculte de medecine de lUniversite Dalhousie compte des
   sites de stage clinique qui sont distribues dun bout a lautre de la
   Nouvelle-Ecosse, du Nouveau-Brunswick et de lIle-du-Prince-Edouard,
   lesquels offrent une diversite dexpositions pedagogiques. Cette etude
   avait pour but dexaminer linfluence des modules dapprentissage en ligne
   (elabores en vue de standardiser lapprentissage dun site de stage
   clinique a lautre) sur lacquisition des connaissances par les etudiants
   de medecine au cours de leur rotation en obstetrique-gynecologie.
   Methodes: Les etudiants de troisieme annee de medecine ont ete repartis
   en deux cohortes naturelles aux fins de cette etude. La rotation en
   obstetrique-gynecologie des etudiants du groupe 1 sest deroulee entre
   septembre 2012 et mars 2013 (n=54) et celle des etudiants du groupe 2
   sest deroulee entre avril et septembre 2013 (n=60). Tous les etudiants
   se sont vu offrir loccasion de passer un examen formatif en ligne avant
   leur examen sommatif a choix multiples; seuls les etudiants du groupe 2
   ont eu acces a six modules dapprentissage en ligne en
   obstetrique-gynecologie (sur lesquels lexamen formatif a ete fonde).
   Resultats: Quarante-sept etudiants du groupe 1 (87%) et 45etudiants du
   groupe 2 (75%) ont passe lexamen formatif (taux global de participation:
   81%). Aucune difference na ete constatee en matiere de scores medians
   entre le groupe 1 (score 9, ecart interquartile de 8 a 10) et le groupe
   2 (score 9, ecart interquartile de 8 a 11, P=0,08). Conclusion: Lacces a
   six modules dapprentissage en ligne na pas donne lieu a une amelioration
   des scores des etudiants de troisieme annee de medecine dans le cadre
   dun examen formatif passe avant lexamen sommatif a choix multiples.
OI Coolen, Jillian/0000-0001-9376-2773
ZS 0
ZR 0
ZA 0
TC 3
Z8 0
ZB 0
Z9 3
U1 0
U2 1
SN 1701-2163
UT MEDLINE:26605453
PM 26605453
ER

PT J
AU Chen, Lei-Shih
   Goodson, Patricia
   Jung, Eunju
   Popoola, Olufemi
   Kwok, Oi-Man
   Muenzenberger, Amber
TI A Survey of Texas Health Educators' Family Health History-based Practice
SO AMERICAN JOURNAL OF HEALTH BEHAVIOR
VL 39
IS 5
BP 632
EP 639
DI 10.5993/AJHB.39.5.5
PD SEP 2015
PY 2015
AB Objectives: To examine Texas health educators' practice of providing
   family health history (FHH)-based services, alongside factors shaping
   their practice. Methods: A theoretical model of factors influencing
   health educators' FHH-based practice was developed and tested through
   structural equation modeling. (Master) Certified Health Education
   Specialists (N = 228; 40.93%) in Texas completed a baseline survey
   immediately before online or workshop FHH training. Results:
   Participants incorporated FHH into their practice at low rates (on
   average=37.10%). Our model fit the data adequately based on the overall
   model chi-square test and model-fit-indices (ie, chi(2) [df = 21]=27.20;
   p = .16; RMSEA=0.04; SRMR=0.05; CFI=0.97). Intention, self-efficacy,
   attitudes, and knowledge were associated with practice. Conclusions:
   Training health educators to incorporate FHH into their practice is
   needed. Our theoretical model suggests intervention points for future
   training.
OI Kwok, Oiman/0000-0002-4617-4562
TC 5
ZA 0
ZR 0
ZB 0
ZS 0
Z8 0
Z9 5
U1 0
U2 1
SN 1945-7359
UT WOS:000364326100005
PM 26248173
ER

PT J
AU Minen, Mia T.
   Monteith, Tesha
   Strauss, Lauren D.
   Starling, Amaal
TI New Investigator and Trainee Task Force Survey on the Recruitment and
   Retention of Headache Specialists
SO HEADACHE
VL 55
IS 8
BP 1092
EP 1101
DI 10.1111/head.12623
PD SEP 2015
PY 2015
AB Objectives.-We sought to survey the New Investigators and Trainees
   Section (NITS) members of the American Headache Society (AHS) to better
   understand their exposure to headache medicine during training and to
   determine their perceptions and attitudes about the field and the future
   of headache medicine.
   Background.-Despite the high prevalence of headache disorders in the
   general population, only about 2% of neurology residents pursue headache
   medicine fellowships. Furthermore, there is a paucity of United Council
   of Neurologic Subspecialties headache specialists in the country to meet
   the population demands. Thus, there needs to be a focus on how to
   recruit and retain more headache specialists.
   Methods.-A survey was distributed via SurveyMonkey to the NITS listserv.
   It remained online for 60 days, during which reminder emails were sent
   to members of the listserv. In addition, the survey was available on
   laptops at NITS-related events at an annual AHS meeting. Descriptive
   analyses were then conducted using SurveyMonkey and Excel.
   Results.-Of the 93 members of NITS, 64 of the 96 (68.8%) clicked to
   initiate the survey and 52.7% successfully completed it. Attendings made
   up the majority of respondents (62.5%), followed by fellows (10.9%), and
   residents (7.8%). Key highlights of the survey included the following:
   just under 10% reported no exposure to a headache center during any time
   in their training (medical school, residency, or fellowship); less than
   2% had exposure to a headache center during medical school; less than
   half of participants reported exposure to a headache center in residency
   (45.3%) and during fellowship (43.4%). Having a mentor in the field,
   liking the patient population, and working in a headache center, 64.7%,
   52.9%, and 41.2%, respectively, were the top ways in which participants
   became interested in headache. The journal Headache (56.9%), attendings
   (56.3%), and the AHS/American Academy of Neurology guidelines for
   migraine management (52.0%) are the resources cited as being used
   all/most of the time. About 82.4% strongly agree that there needs to be
   improved headache education for physicians of all specialties (primary
   care, emergency department, psychiatry); 84.4% feel that they are
   appreciated by their patients; 68.6% feel that there is strong support
   in their departments for headache; 56.9% believe that their work
   schedule leaves enough time for personal and family life; and 60.8%
   agreed that their professional life will improve in years to come.
   Participants agreed/strongly agreed that they like to treat the
   following diseases/symptoms: migraine headache (98.0%), cluster headache
   (92%), chronic daily headache (84%), and post-concussive syndrome
   (71.4%). Participants disagreed/strongly disagreed that they like to
   treat the following comorbid conditions/symptoms: low back pain (66.6%),
   dizziness (42.9%), sleep apnea (36.7%), depression (32.0%), and anxiety
   (32.0%).
   Conclusions.-In this detailed survey on the recruitment and retention of
   headache specialists, the following themes emerged: mentorship and
   exposure to a headache center are key foundations in the young
   investigator/trainee experience. Young headache specialists appear
   positive about their field of medicine. These specialists like to treat
   various headache types but not necessarily some of the related
   comorbidities (sleep disorders, depression, anxiety, back pain, and
   dizziness). Finally, there was strong agreement that there needs to be
   improved headache education for physicians of other medical specialties.
RI Starling, Amaal/AGO-2311-2022; Monteith, Teshamae/GQR-1032-2022
OI Monteith, Teshamae/0000-0001-8912-252X
ZA 0
ZS 0
TC 11
ZB 7
ZR 0
Z8 0
Z9 11
U1 0
U2 5
SN 0017-8748
EI 1526-4610
UT WOS:000363062400003
PM 26234315
ER

PT J
AU Anbarasi, M.
   Rajkumar, G.
   Krishnakumar, S.
   Rajendran, P.
   Venkatesan, R.
   Dinesh, T.
   Mohan, J.
   Venkidusamy, S.
TI Learning style-based teaching harvests a superior comprehension of
   respiratory physiology
SO ADVANCES IN PHYSIOLOGY EDUCATION
VL 39
IS 3
BP 214
EP 217
DI 10.1152/advan.00157.2014
PD SEP 1 2015
PY 2015
AB Students entering medical college generally show vast diversity in their
   school education. It becomes the responsibility of teachers to motivate
   students and meet the needs of all diversities. One such measure is
   teaching students in their own preferred learning style. The present
   study was aimed to incorporate a learning style-based teaching-learning
   program for medical students and to reveal its significance and utility.
   Learning styles of students were assessed online using the
   visual-auditory-kinesthetic (VAK) learning style self-assessment
   questionnaire. When respiratory physiology was taught, students were
   divided into three groups, namely, visual (n = 34), auditory (n = 44),
   and kinesthetic (n = 28), based on their learning style. A fourth group
   (the traditional group; n = 40) was formed by choosing students randomly
   from the above three groups. Visual, auditory, and kinesthetic groups
   were taught following the appropriate teaching-learning strategies. The
   traditional group was taught via the routine didactic lecture method.
   The effectiveness of this intervention was evaluated by a pretest and
   two posttests, posttest 1 immediately after the intervention and
   posttest 2 after a month. In posttest 1, one-way ANOVA showed a
   significant statistical difference (P = 0.005). Post hoc analysis showed
   significance between the kinesthetic group and traditional group (P =
   0.002). One-way ANOVA showed a significant difference in posttest 2
   scores (P < 0.0001). Post hoc analysis showed significance between the
   three learning style-based groups compared with the traditional group
   [visual vs. traditional groups (p = 0.002), auditory vs. traditional
   groups (p = 0.03), and Kinesthetic vs. traditional groups (p = 0.001)].
   This study emphasizes that teaching methods tailored to students' style
   of learning definitely improve their understanding, performance, and
   retrieval of the subject.
OI Muthusamy, Anbarasi/0000-0002-9884-0459
TC 14
ZR 0
ZB 2
ZA 0
Z8 0
ZS 1
Z9 15
U1 1
U2 19
SN 1043-4046
EI 1522-1229
UT WOS:000361763400013
PM 26330041
ER

PT J
AU Gandhi, Maulik J.
   Anderton, Michael J.
   Funk, Lennard
TI Arthroscopic Skills Acquisition Tools: An Online Simulator for
   Arthroscopy Training
SO ARTHROSCOPY-THE JOURNAL OF ARTHROSCOPIC AND RELATED SURGERY
VL 31
IS 9
BP 1671
EP 1679
DI 10.1016/j.arthro.2015.03.019
PD SEP 2015
PY 2015
AB Purpose: To evaluate correlations between objective performances
   measured by a new online arthroscopic skills acquisition tool (ASAT, in
   which "shape match" with inverted controls requires lifting shapes and
   releasing them into their corresponding silhouettes) and a validated
   virtual reality (VR) shoulder arthroscopy simulator (Insight Arthro VR;
   GMV, Madrid, Spain). Methods: Forty-nine medical students familiarized
   themselves with 5 ASATs. They were then assessed using a sixth ASAT
   (shape match with inverted controls) and 4 VR tasks (operating room,
   visualize, locate and palpate, and pendulum) on the VR simulator.
   Correlations were assessed between 11 ASAT measures and 15 VR measures
   using Pearson correlation coefficients. Results: Time taken and delta
   distance (actual distance minus minimum distance traveled) were the most
   frequent and correlated ASAT measures. Time taken correlated with the VR
   locate-and-palpate time (r = 0.596, P < .001), visualize time (r =
   0.381, P = .007), and pendulum time (r = 0.646, P < .001), whereas delta
   distance correlated with the locate-and-palpate camera distance (r =
   0.667, P < .001), instrument distance (r = 0.664, P < .001), visualize
   distance (r = 0.4, P = .004), pendulum camera distance (r = 0.538, P <
   .001), and instrument distance (r = 0.539, P < .001). Conclusions: There
   were significant correlations between performance measures on the ASAT
   and a validated arthroscopic VR simulator. Clinical Relevance:
   Arthroscopic simulators are available but are limited by their high cost
   and availability. ASATs may overcome these limitations by using widely
   available Internet-based software and basic input devices.
ZR 0
TC 10
ZS 0
ZA 0
Z8 0
ZB 3
Z9 10
U1 0
U2 22
SN 0749-8063
EI 1526-3231
UT WOS:000362379600006
PM 26070927
ER

PT J
AU Naslund, John A.
   Aschbrenner, Kelly A.
   Marsch, Lisa A.
   McHugo, Gregory J.
   Bartels, Stephen J.
TI Crowdsourcing for conducting randomized trials of internet delivered
   interventions in people with serious mental illness: A systematic review
SO CONTEMPORARY CLINICAL TRIALS
VL 44
BP 77
EP 88
DI 10.1016/j.cct.2015.07.012
PD SEP 2015
PY 2015
AB Objective: Online crowdsourcing refers to the process of obtaining
   needed services, ideas, or content by soliciting contributions from a
   large group of people over the Internet. We examined the potential for
   using online crowdsourcing methods for conducting behavioral health
   intervention research among people with serious mental illness (SMI).
   Methods: Systematic review of randomized trials using online
   crowdsourcing methods for recruitment, intervention delivery, and data
   collection in people with SMI, including schizophrenia spectrum
   disorders and mood disorders. Included studies were completed entirely
   over the Internet without any face-to-face contact between participants
   and researchers.
   Databases and sources: Medline, Cochrane Library, Web of Science,
   CINAHL, Scopus, PsychINFO, Google Scholar, and reference lists of
   relevant articles.
   Results: We identified 7 randomized trials that enrolled N = 1214
   participants (range: 39 to 419) with SMI. Participants were mostly
   female (72%) and had mood disorders (94%). Attrition ranged from 14% to
   81%. Three studies had attrition rates below 25%. Most interventions
   were adapted from existing evidence-based programs, and consisted of
   self-directed education, psychoeducation, self-help, and illness
   self-management. Six studies collected self-reported mental health
   symptoms, quality of life, and illness severity. Three studies supported
   intervention effectiveness and two studies showed improvements in the
   intervention and comparison conditions over time. Peer support emerged
   as an important component of several interventions. Overall, studies
   were of medium to high methodological quality.
   Conclusion: Online crowdsourcing methods appear feasible for conducting
   intervention research in people with SMI. Future efforts are needed to
   improve retention rates, collect objective outcome measures, and reach a
   broader demographic. (C) 2015 Elsevier Inc. All rights reserved.
OI Marsch, Lisa/0000-0001-6429-0965; Naslund, John/0000-0001-6777-0104
ZB 4
TC 13
ZR 0
ZS 0
Z8 0
ZA 0
Z9 13
U1 1
U2 26
SN 1551-7144
EI 1559-2030
UT WOS:000362616300012
PM 26188164
ER

PT J
AU Marcus, Bess H.
   Hartman, Sheri J.
   Pekmezi, Dori
   Dunsiger, Shira I.
   Linke, Sarah E.
   Marquez, Becky
   Gans, Kim M.
   Bock, Beth C.
   Larsen, Britta A.
   Rojas, Carlos
TI Using interactive Internet technology to promote physical activity in
   Latinas: Rationale, design, and baseline findings of Pasos Hacia La
   Salud
SO CONTEMPORARY CLINICAL TRIALS
VL 44
BP 149
EP 158
DI 10.1016/j.cct.2015.08.004
PD SEP 2015
PY 2015
AB Internet-based interventions show promise as an effective channel for
   promoting physical activity. However, a paucity of research has been
   conducted among underserved groups despite recent increases in Internet
   access and physical activity-related health disparities in these
   communities. Thus, the current randomized controlled trial will test the
   efficacy of an individually tailored, Internet-based physical activity
   intervention for Latinas. This program was culturally and linguistically
   adapted for the target population through extensive formative research.
   Two hundred eighteen sedentary Latinas were randomly assigned to the
   Tailored Physical Activity Internet Intervention or the Wellness Contact
   Control Internet Group. The Physical Activity Internet Intervention,
   based on Social Cognitive Theory and the Transtheoretical Model,
   utilizes a website with features including self-monitoring, goal
   setting, discussion forum, links to online resources, individually
   tailored and motivation-atched physical activity feedback reports, and
   exercise tip sheets. Participants receive regular emails over the first
   6 months with a tapered dose during the second 6 months (maintenance
   phase) to alert them to new content on the website. The main outcome is
   differences in minutes/week of moderate to vigorous physical activity at
   six months as measured by the 7-Day Physical Activity Recall and
   accelerometer data. High reach, low cost, culturally relevant
   Internet-based interventions that encourage physical activity among
   Latinas could help reduce health disparities and thus have a substantial
   positive impact on public health. (C) 2015 Elsevier Inc. All rights
   reserved.
OI Gans, Kim/0000-0003-3623-7790; LINKE, SARAH/0000-0002-7129-3416
ZS 0
ZA 0
Z8 0
ZR 0
TC 22
ZB 3
Z9 22
U1 0
U2 12
SN 1551-7144
EI 1559-2030
UT WOS:000362616300021
PM 26255237
ER

PT J
AU O'Regan, A.
   Schaffalitzky, E.
   Cullen, W.
TI Educational interventions: equipping general practice for youth mental
   health and substance abuse. A discussion paper
SO IRISH JOURNAL OF MEDICAL SCIENCE
VL 184
IS 3
BP 577
EP 582
DI 10.1007/s11845-015-1285-6
PD SEP 2015
PY 2015
AB Background Youth mental health issues and substance abuse are important
   causes of morbidity and mortality in Ireland. General practice is a
   frequent point of contact for young people, however, reluctance amongst
   this population group to disclose mental health issues and a lack of
   confidence amongst GPs in dealing with them have been reported. Focussed
   training interventions with formal evaluation of their acceptability and
   effectiveness in achieving learning, behavioural change and impact on
   clinical practice are needed.
   Aims This paper aims to examine the literature on general practice in
   youth mental health, specifically, factors for an educational
   intervention for those working with young people in the community.
   Methods This review paper was carried out by an online search of PubMed
   on the recent literature on mental health and on educational
   interventions for health care workers in primary care.
   Results A number of papers describing educational interventions for GPs
   and primary care workers were found and analysed. Key areas to be
   addressed when identifying and treating mental health problems were
   prevention, assessment, treatment, interaction with other services and
   ongoing support. Important elements of an educational intervention were
   identified.
   Discussion Several barriers exist that prevent the identification and
   treatment of these problems in primary care. An educational intervention
   should help GPs address these issues. Any intervention should be
   rigorously evaluated.
   Conclusion With the shift in services to the community in Irish health
   policy, the GP with appropriate training could take the lead in early
   intervention in youth mental health and addiction.
RI Cullen, Walter/AAD-4327-2019; O'Regan, Andrew/; Cullen, Walter/
OI O'Regan, Andrew/0000-0001-8470-2736; Cullen, Walter/0000-0003-1838-5052
TC 0
ZA 0
ZR 0
ZB 0
Z8 0
ZS 0
Z9 0
U1 0
U2 6
SN 0021-1265
EI 1863-4362
UT WOS:000363248800011
PM 25876751
ER

PT J
AU Shannon, C. Ken
   Jackson, Jodie
TI Validity of Medical Student Questionnaire Data in Prediction of Rural
   Practice Choice and Its Association With Service Orientation
SO JOURNAL OF RURAL HEALTH
VL 31
IS 4
BP 373
EP 381
DI 10.1111/jrh.12123
PD FAL 2015
PY 2015
AB PurposeThe validity of medical student projection of, and predictors
   for, rural practice and the association of a measure of service
   orientation, projected practice accessibility to the indigent, were
   investigated.
   MethodsWest Virginia (WV) medical student online pre- and postrural
   rotation questionnaire data were collected during the time period
   2001-2009. Of the 1,517 respondent students, submissions by 1,271 met
   the time interval criterion for inclusion in analyses. Subsequent WV
   licensing data were available for 461 in 2013. These 2 databases were
   used to assess for validity of projection of rural practice, for
   predictors of rural practice, and for student projected accessibility of
   the future practice to indigent patients.
   FindingsThere were statistically significant associations between both
   pre- and postrotation projections of rural practice and subsequent rural
   practice. The most significant independent predictors of rural practice
   were student rural background, reported primary care intent, prediction
   of rural practice and projection of greater accessibility of the future
   practice to indigent patients. For scoring of practice access, there
   were trends for higher scoring by rural students and rural
   practitioners, with greater pre-post increases for those with urban
   hometowns.
   ConclusionsThis study demonstrates the utility of medical student
   questionnaires for projections of numbers of future rural physicians. It
   suggests that students with a rural background, rural practice intent,
   or greater service orientation are more likely to enter rural practice.
   It also suggests that students, particularly those with urban hometowns,
   are influenced by rural rotation experiences in forecasting greater
   practice accessibility and in entering rural practice.
ZA 0
ZB 1
TC 9
Z8 0
ZR 0
ZS 0
Z9 9
U1 1
U2 9
SN 0890-765X
EI 1748-0361
UT WOS:000362430200005
PM 26032782
ER

PT J
AU Baschera, D.
   Westermann, L.
   Isenegger, P.
   Zellweger, R.
TI Study Satisfaction and Lifestyle of Medical Students in the german
   speaking Areas
SO DEUTSCHE MEDIZINISCHE WOCHENSCHRIFT
VL 140
IS 18
BP E176
EP E185
DI 10.1055/s-0041-103166
PD SEP 2015
PY 2015
AB Zusammenfassung
   Hintergrund | Unser Ziel war es, im deutschen Sprachraum Gemeinsamkeiten
   und Unterschiede bezogen auf Studienzufriedenheit und verschiedene
   Lifestyle-Faktoren unter Medizinstudierenden international zu
   untersuchen.
   Methoden | Wir haben die Daten im Zeitraum Februar-Juni 2010 mittels
   Internet Umfrage gesammelt, welche mit dem im Internet frei erhaltlichen
   Programm Limesurvey (Version 1.85 RC3) erstellt worden ist.
   Ergebnisse | 1179 Antworten von Medizinstudierenden im vierten bis
   sechsten Studienjahr sind eingegangen (798 Deutschland [D], 265
   osterreich [A], 116 Schweiz [CH]). Das durchschnittliche Alter der
   Medizinstudierenden war mit 25,0-25,3 etwa gleich in allen 3 Landern
   (p=0,14). Die osterreichischen Medizinstudenten rauchten mit 17,4%
   signifikant (p=0,002) mehr als die Schweizer (12,1%) und die Deutschen
   (10%). Sowohl die wochentlichen Stunden, welche fur das Studium
   aufgebracht werden, als auch die geplante wochentliche Arbeitszeit im
   spateren Berufsleben unterschieden sich signifikant zwischen den
   Landern. Die Wunscharbeitszeit betrug durchschnittlich in allen Landern
   42h. Die Studierenden fuhlten sich eher weniger gut auf die spatere
   praktische Tatigkeit vorbereitet, mit Durchschnittswerten unter 5 auf
   einer Skala von 1-10.
   Diskussion | Konsumverhalten, Arbeitseinsatz, sportliche Aktivitat sowie
   gewunschte Arbeitszeit unterscheidet sich kaum von den
   durchschnittlichen statistischen Werten der Gesamtbevolkerung im
   jeweiligen Land. Die Wunscharbeitszeit zeigt eine deutliche Diskrepanz
   zur Realitat in arztlichen Berufen. Mogliches Verbesserungspotenzial der
   medizinischen Ausbildung bietet sich in der Vorbereitung auf die
   Assistenzzeit.
   Abstract
   Background: The aim was to examine potential differences in various
   aspects of life as well as study satisfaction amongst medical students
   of three German speaking countries.
   Method: Data was collected between February and June 2010 using an
   online survey with the open source survey tool Limesurvey (Version 1.85
   RC3).
   Results: 1179 medical students in year 4-6 completed the online
   questionnaire (798 in Germany (Ger), 265 in Austria (A) and 116 in
   Switzerland (CH)). Mean age was similar (25.0-25.3) for the countries
   (p=0.14). Respondents from Austria were significantly more often (17.4%)
   smoking than Swiss (12.1%) or German (10%) medical students (p=0.002).
   The average number of hours spent studying per week and desired weekly
   work hours varied significantly between countries. The average desired
   working week post-graduation was 42 hours. The perceived ability to work
   as junior doctor post-graduation was below 5 on a visual analogue scale
   of 1-10.
   Conclusion: Results of consumption, work life balance and activity were
   similar to statistics of the population of each country. With regard to
   the desired work time after graduation this is in clear contrast to the
   reality as a doctor. Improvement of medical courses can be achieved with
   better preparation for the internship.
RI Dominik, Baschera/AAI-1953-2021; Westermann, Leonard/
OI Dominik, Baschera/0000-0002-9634-9922; Westermann,
   Leonard/0000-0001-6471-6719
ZS 0
ZR 0
ZA 0
ZB 0
TC 1
Z8 0
Z9 1
U1 1
U2 25
SN 0012-0472
EI 1439-4413
UT WOS:000361539400001
PM 26360955
ER

PT J
AU Plevinsky, J. M.
   Gumidyala, A. P.
   Fishman, L. N.
TI Transition experience of young adults with inflammatory bowel diseases
   (IBD): a mixed methods study
SO CHILD CARE HEALTH AND DEVELOPMENT
VL 41
IS 5
BP 755
EP 761
DI 10.1111/cch.12213
PD SEP 2015
PY 2015
AB Background Outcomes following transition can be poor; many young adults
   are ill prepared to take responsibility for their health care, older
   adolescents report incomplete understanding of medications, and parents
   remain largely responsible for their care. Good patient-provider
   relationships are associated with better adherence; however, the role of
   the relationship between post-transition patients and their providers
   has not been explored. The current study aimed to understand transition
   of young adults with inflammatory bowel diseases (IBD), the impact of
   the paediatric patient-provider relationship and what determines the
   adult patient-provider relationship.
   Methods This study examined the experience of young adults with Crohn's
   disease or ulcerative colitis (aged 18-30) after transition. Twenty-nine
   patients completed a 31-item online survey of their transition
   experience from paediatric to adult care. Responses were coded
   quantitatively and qualitatively, and qualitative responses were
   analysed by two independent raters.
   Results Positive themes regarding adult providers included independence,
   autonomy and trust, while negative themes included initial discomfort
   and confusing logistics. Five of six patients who reported 'terrifying'
   first visit experiences with their adult providers reported overall
   positive relationships. The earlier the diagnosis age, the less involved
   in medical decisions they were as an adult (r = 0.41, P = .03). Those
   who had a more positive experience with their paediatric providers were
   more likely to bring up confusion with their adult providers (r = .45, P
   = .04), and those who had a more positive experience with their adult
   providers were more likely to endorse collaborative medical
   decision-making (r = .57, P < .001).
   Conclusions Patients diagnosed with IBD at a young age may need extra
   education and self-management strategies, as they were less likely to
   exhibit behaviours indicative of a successful transition to adult care.
   Additionally, transition programme development may benefit from the
   post-transition perspective across chronic illness populations.
RI Plevinsky, Jill Mara/H-8152-2019; Fishman, Laurie/
OI Plevinsky, Jill Mara/0000-0001-5228-8315; Fishman,
   Laurie/0000-0003-4612-890X
TC 26
ZS 0
ZR 0
ZB 4
Z8 0
ZA 0
Z9 26
U1 2
U2 19
SN 0305-1862
EI 1365-2214
UT WOS:000362193200012
PM 25376979
ER

PT J
AU Skovrlj, Branko
   Silvestre, Jason
   Ibeh, Chinwe
   Abbatematteo, Joseph M.
   Mocco, J.
TI Neurosurgery Residency Websites: A Critical Evaluation
SO WORLD NEUROSURGERY
VL 84
IS 3
DI 10.1016/j.wneu.2015.04.051
PD SEP 2015
PY 2015
AB OBJECTIVE: To evaluate the accessibility of educational and recruitment
   content of Neurosurgery Residency Websites (NRWs).
   METHODS: Program lists from the Fellowship and Residency Electronic
   Interactive Database (FREIDA), Electronic Residency Application Service
   (ERAS), and the American Association of Neurological Surgeons (AANS)
   were accessed for the 2015 Match. These databases were assessed for
   accessibility of information and responsive program contacts. Presence
   of online recruitment and education variables was assessed, and
   correlations between program characteristics and website
   comprehensiveness were made.
   RESULTS: All 103 neurosurgery residency programs had an NRW. The AANS
   database provided the most number of viable website links with 65 (63%).
   No links existed for 5 (5%) programs. A minority of programs contacts
   responded via e-mail (46%). A minority of recruitment (46%) and
   educational (49%) variables were available on the NRWs. Larger programs,
   as defined by the number of yearly residency spots and clinical faculty,
   maintained greater online content than smaller programs. Similar trends
   were seen with programs affiliated with a ranked medical school and
   hospital.
   CONCLUSIONS: Multiple prior studies have demonstrated that medical
   students applying to neurosurgery rely heavily on residency program
   websites. As such, the paucity of content on NRWs allows for future
   opportunity to optimize online resources for neurosurgery training.
   Making sure that individual programs provide relevant content, make the
   content easier to find and adhere to established web design principles
   could increase the usability of NRWs.
OI Ibeh, Chinwe Akunna/0000-0002-8701-8953
Z8 1
ZR 0
ZB 7
TC 34
ZA 0
ZS 0
Z9 35
U1 0
U2 5
SN 1878-8750
EI 1878-8769
UT WOS:000361010700030
PM 25940210
ER

PT J
AU Roberts, John K.
   Hargett, Charles W.
   Nagler, Alisa
   Jakoi, Emma
   Lehrich, Ruediger W.
TI Exploring student preferences with a Q-sort: the development of an
   individualized renal physiology curriculum
SO ADVANCES IN PHYSIOLOGY EDUCATION
VL 39
IS 3
BP 149
EP 157
DI 10.1152/advan.00028.2015
PD SEP 1 2015
PY 2015
AB Medical education reform is underway, but the optimal course for change
   has yet to be seen. While planning for the redesign of a renal
   physiology course at the Duke School of Medicine, the authors used a
   Q-sort survey to assess students' attitudes and learning preferences to
   inform curricular change. The authors invited first-year medical
   students at the Duke School of Medicine to take a Q-sort survey on the
   first day of renal physiology. Students prioritized statements related
   to their understanding of renal physiology, learning preferences,
   preferred course characteristics, perceived clinical relevance of renal
   physiology, and interest in nephrology as a career. By-person factor
   analysis was performed using the centroid method. Three dominant factors
   were strongly defined by learning preferences: "readers" prefer using
   notes, a textbook, and avoid lectures; "social-auditory learners" prefer
   attending lectures, interactivity, and working with peers; and "visual
   learners" prefer studying images, diagrams, and viewing materials
   online. A smaller, fourth factor represented a small group of students
   with a strong predisposition against renal physiology and nephrology. In
   conclusion, the Q-sort survey identified and then described in detail
   the dominant viewpoints of our students. Learning style preferences
   better classified first-year students rather than any of the other
   domains. A more individualized curriculum would simultaneously cater to
   the different types of learners in the classroom.
OI Hargett, Charles/0000-0002-9846-8837
ZR 0
ZB 2
ZA 0
TC 8
ZS 0
Z8 0
Z9 8
U1 0
U2 9
SN 1043-4046
EI 1522-1229
UT WOS:000361763400002
PM 26330030
ER

PT J
AU St, D. A.
   Horton, D.
   Yool, A.
   Elliott, A.
TI A progressive assessment strategy improves student learning and
   perceived course quality in undergraduate physiology
SO ADVANCES IN PHYSIOLOGY EDUCATION
VL 39
IS 3
BP 218
EP 222
DI 10.1152/advan.00004.2015
PD SEP 1 2015
PY 2015
AB In 2010, second-year physiology (n = 165) had a traditional single 3-h
   end-of-semester exam. To provide diagnostic feedback earlier, for
   students enrolled in 2011 (n = 128), we incorporated an in-class exam at
   3 wk in addition to the final exam. Based on initial analysis and
   positive student comments, for the 2012 cohort (n = 148), we expanded
   this to incorporate four 1-h in-class exams every 3 wk plus a short
   final integrative exam. Average scores from exams and questionnaires
   (student evaluations of learning and teaching, 10 questions) were
   compared among 2010, 2011, and 2012 cohorts. We also compared scores in
   the practical component of the course, which had a constant format for
   all cohorts. Data are given as means +/- SD; statistical analyses were
   done with unpaired two-way Students t-tests. From 2010 to 2012, there
   was a significant improvement in total exam scores (59.7 +/- 15.8 vs.
   68.6 +/- 14.2, P < 0.001) but no significant change in total practical
   scores (72.3 +/- 9.0 vs. 74.4 +/- 10.2, P = 0.05), indicating that the
   rise in exam score was not due to higher academic abilities of the 2012
   cohort. Overall mean student evaluation of learning and teaching
   responses (4.9 +/- 0.4 vs. 5.3 +/- 0.3, P = 0.015) and overall percent
   broad agreement (66.0 +/- 8.0 vs. 79.2 +/- 7.5, P = 0.003) indicated a
   significant improvement in student satisfaction. In conclusion, both
   learning outcome and perceived course quality were enhanced by the
   increased frequency of examinations, possibly by promoting consistent
   student study habits.
RI Yool, Andrea/AAK-9907-2020; Elliott, Adrian D./AAL-1047-2021
OI Yool, Andrea/0000-0003-1283-585X; Elliott, Adrian D./0000-0002-5951-4239
ZS 0
Z8 0
ZB 0
TC 4
ZA 0
ZR 0
Z9 4
U1 0
U2 21
SN 1043-4046
EI 1522-1229
UT WOS:000361763400014
PM 26330042
ER

PT J
AU Alpert, Jordan M.
TI Evaluating the Content of Family Physician Websites in the United States
SO JOURNAL FOR HEALTHCARE QUALITY
VL 37
IS 5
BP 311
EP 318
PD SEP-OCT 2015
PY 2015
AB The Internet provides easier access to health information and has become
   a powerful resource for managing one's health. In addition to websites
   that provide general health information, physicians create personalized
   websites to give patients an overview of their practice. The purpose of
   this study was to evaluate characteristics of family physician websites
   to determine the type of content provided. Over 900 family physicians
   from the US News & World Reports' best doctors list were reviewed to
   determine if a website existed. Then, each website was measured against
   seven main categories: information about the practice, medical
   information provided, communication, functionality, links,
   advertisements, and advanced tools. Although the majority provided basic
   information, only 21.4% had a website and most failed to provide
   additional information such as medical education, staff details, and
   accepted insurance. Furthermore, most physician websites were devoid of
   web 2.0 applications, despite the popularity of more tech-savvy services
   such as booking online appointments, social networking platforms, and
   patient portals. Because patients are becoming more consumer-centric
   about their health, physicians must keep up with technology in order to
   match patient expectations and preferences. Doing so will help attract
   new patients and has the ability to enhance the patient-provider
   relationship.
TC 7
ZA 0
ZB 0
Z8 0
ZR 0
ZS 0
Z9 7
U1 2
U2 13
SN 1062-2551
EI 1945-1474
UT WOS:000361537000005
PM 24417564
ER

PT J
AU Raupach, Tobias
   Grefe, Clemens
   Brown, Jamie
   Meyer, Katharina
   Schuelper, Nikolai
   Anders, Sven
TI Moving Knowledge Acquisition From the Lecture Hall to the Student Home:
   A Prospective Intervention Study
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 9
AR e223
DI 10.2196/jmir.3814
PD SEP 2015
PY 2015
AB Background: Podcasts are popular with medical students, but the impact
   of podcast use on learning outcomes in undergraduate medical education
   has not been studied in detail.
   Objective: Our aim was to assess the impact of podcasts accompanied by
   quiz questions and lecture attendance on short- and medium-term
   knowledge retention.
   Methods: Students enrolled for a cardio-respiratory teaching module were
   asked to prepare for 10 specific lectures by watching podcasts and
   submitting answers to related quiz questions before attending live
   lectures. Performance on the same questions was assessed in a surprise
   test and a retention test.
   Results: Watching podcasts and submitting answers to quiz questions
   (versus no podcast/quiz use) was associated with significantly better
   test performance in all items in the surprise test and 7 items in the
   retention test. Lecture attendance (versus no attendance) was associated
   with higher test performance in 3 items and 1 item, respectively. In a
   linear regression analysis adjusted for age, gender, and overall
   performance levels, both podcast/quiz use and lecture attendance were
   significant predictors of student performance. However, the variance
   explained by podcast/quiz use was greater than the variance explained by
   lecture attendance in the surprise test (38.7% vs 2.2%) and retention
   test (19.1% vs 4.0%).
   Conclusions: When used in conjunction with quiz questions, podcasts have
   the potential to foster knowledge acquisition and retention over and
   above the effect of live lectures.
RI Brown, Jamie/F-4413-2011; Anders, Sven/D-7670-2014; Schuelper, Nikolai/
OI Brown, Jamie/0000-0002-2797-5428; Schuelper, Nikolai/0000-0001-9712-9780
ZA 0
Z8 0
ZB 3
ZR 0
ZS 0
TC 21
Z9 21
U1 6
U2 19
SN 1438-8871
UT WOS:000361810200003
PM 26416467
ER

PT J
AU Moody, Lisa
   Galvez, Michael G.
   Chang, James
TI Reconstruction of First Web Space Contractures
SO JOURNAL OF HAND SURGERY-AMERICAN VOLUME
VL 40
IS 9
BP 1892
EP 1896
DI 10.1016/j.jhsa.2015.06.113
PD SEP 2015
PY 2015
AB The Review Section of JHS will contain at least 2 clinically relevant
   articles selected by the editor to be offered for (ME in each issue. For
   (ME credit, the participant must read the articles in print or online
   and correctly answer all related questions through an online
   examination. The questions on the test are designed to Make the reader
   think and will occasionally require the reader to go back and scrutinize
   the article for details.
   The JHS (ME Activity fee of $15.00-includes the exam
   questions/answers-only and does not include access to the JHS articles
   referenced.
   Statement of Need: This (ME activity was developed by the JHS review
   section editors and review article authors as a convenient education
   tool to help,increase or affirm,readers knowledge. The overall goal of
   the activity is for participants to evaluate the appropriateness of
   clinical data and apply it to their practice and the provision of
   patient care.
   Accreditation: The ASSH is accredited by the Accreditation Council for
   Continuing Medical Education to provide continuing medical education for
   physicians.
   AMA PRA Credit Designation: The American Society for Surgery of the Hand
   designates this Journal-Based (ME activity for a maximum of 1:00 AMA PRA
   Category 1 Credits (TM). Physicians should-claim only the credit
   commensurate with the extent of their participation in the activity.
   ASSH Disclaimer: The material presented in this (ME activity is made
   available by the ASSH for educational purposes only. This material is
   not intended to represent the only methods Or the best procedures
   appropriate for the medical situation(s) discussed; but rather it is
   intended to present an approach, view, statement, or opinion of the
   authors that may be helpful, or of interest, to other practitioners.
   Examinees agree to participate in this-medical education activity,
   sprmsored by the ASSH, with full knowledge and awareness that they waive
   any claim they may have against the ASSH for reliance on any information
   presented. The approval of the US Food and Drug Administration is
   required for procedures and drugs that are considered experimental.
   Instrumentation systems discussed or reviewed during this educational
   activity may not yet have received FDA approval.
   Provider Information can be found at
   http://www.assh.org/Pages/ContactUs.aspx.
   Technical Requirements for the Online Examination can be found at
   http://jhandsurg. org/cme/home.
   Privacy Policy can be found at
   http://www.assh.org/pages/ASSHPrivacyPolicy.aspx.
   ASSH Disclosure Policy: As a provider accredited by the ACCME, the ASSH
   must ensure balance, independence, objectivity, and scientific rigor in
   all its activities.
   Disclosures for this Article
   Editors
   Dawn M. LaPorte, MD, has no relevant conflicts of interest to disclose.
   Authors
   All authors of this journal-based (ME activity have no relevant
   conflicts of interest to disclose. In the printed or PDF version of this
   article, author affiliations can be found at the bottom of the first
   page.
   Planners
   Ghazi M. Rayon, MD, has no relevant conflicts of interest to disclose.
   The editorial and education staff involved with this journal-based CME
   activity has no relevant conflicts of interest to disclose.
   Learning Objectives
   Discuss the etiology of the first web space contracture.
   Appraise the methods of the clinical evaluation of the first web space
   contracture.
   Assess the pathophysiology and structures contributing to a first web
   space contracture.
   Review the surgical management of different types of first web space
   contractures.
   Detail the surgical techniques used for different types of first web
   space contractures.
   Deadline: Each examination purchased in 2015 must be Completed by
   January 31, 2016, to be eligible for (ME. A certificate will be issued
   upon completion of the activity. Estimated time to complete each JHS (ME
   activity is up to one hour. Copyright (C) 2015 by the American Society
   for Surgery of the Hand. All rights reserved.
Z8 0
ZR 0
ZS 0
ZA 0
TC 7
ZB 0
Z9 7
U1 0
U2 4
SN 0363-5023
EI 1531-6564
UT WOS:000361271000028
PM 26253602
ER

PT J
AU Elwyn, Glyn
   Quinlan, Casey
   Mulley, Albert
   Agoritsas, Thomas
   Vandvik, Per Olav
   Guyatt, Gordon
TI Trustworthy guidelines - excellent; customized care tools - even better
SO BMC MEDICINE
VL 13
DI 10.1186/s12916-015-0436-y
PD SEP 1 2015
PY 2015
AB Background: The ability to do online searches for health information has
   led to concerns that patients find the results confusing and that they
   often lead to expectations for treatments that have little supportive
   evidence. At the same time, the science of summarizing research evidence
   has advanced to the point where it is increasingly possible to quantify
   treatment tradeoffs and to describe the balance between harms and
   benefits for individual patients.
   Discussion: Trustworthy clinical practice guidelines provide
   evidence-based recommendations to health care practitioners based on
   assessments of study-level averages. In an effort to customize the use
   of evidence and ensure that choices are consistent with their personal
   preferences, tools for patients have been developed. Gradually, there is
   recognition that the audience for high quality evidence is much wider
   than merely health care professionals - and that there is a case to be
   made for creating tools that translate existing evidence into tools to
   help patients and clinicians work together to decide next steps.
   Summary: We observe two processes occurring: first, is the recognition
   that decision making in healthcare requires collaboration and
   deliberation, and second, to achieve this, we need tools designed to
   customize care at the level of individuals.
RI Elwyn, G./L-4292-2015; Agoritsas, Thomas/F-4321-2014; Elwyn, Glyn/B-4798-2009
OI Agoritsas, Thomas/0000-0002-6182-9969; Elwyn, Glyn/0000-0002-0917-6286
ZA 0
Z8 0
ZS 0
ZR 0
ZB 4
TC 27
Z9 27
U1 1
U2 7
SN 1741-7015
UT WOS:000360522200001
PM 26324120
ER

PT J
AU Bourke, Liam
   Boorjian, Stephen A.
   Briganti, Alberto
   Klotz, Laurence
   Mucci, Lorelei
   Resnick, Matthew J.
   Rosario, Derek J.
   Skolarus, Ted A.
   Penson, David F.
TI Survivorship and Improving Quality of Life in Men with Prostate Cancer
SO EUROPEAN UROLOGY
VL 68
IS 3
BP 374
EP 383
DI 10.1016/j.eururo.2015.04.023
PD SEP 2015
PY 2015
AB Context: Long-term survival following a diagnosis of cancer is improving
   in developed nations. However, living longer does not necessarily equate
   to living well.
   Objective: To search systematically and synthesise narratively the
   evidence from randomised controlled trials (RCTs) of supportive
   interventions designed to improve prostate cancer (PCa)-specific quality
   of life (QoL).
   Evidence acquisition: A systematic search of Medline and Embase was
   carried out from inception to July 2014 to identify interventions
   targeting PCa QoL outcomes. We did not include nonrandomised studies or
   trials of mixed cancer groups. In addition to database searches,
   citations from included papers were hand-searched for any potentially
   eligible trials.
   Evidence synthesis: A total of 2654 PCa survivors from 20 eligible RCTs
   were identified from our database searches and reference checks.
   Disease-specific QoL was assessed most frequently by the Functional
   Assessment of Cancer Therapy-Prostate questionnaire. Included studies
   involved men across all stages of disease. Supportive interventions that
   featured individually tailored approaches and supportive interaction
   with dedicated staff produced the most convincing evidence of a benefit
   for PCa-specific QoL. Much of these data come from lifestyle
   interventions. Our review found little supportive evidence for simple
   literature provision (either in booklets or via online platforms) or
   cognitive behavioural approaches.
   Conclusions: Physical and psychological health problems can have a
   serious negative impact on QoL in PCa survivors. Individually tailored
   supportive interventions such as exercise prescription/referral should
   be considered by multidisciplinary clinical teams where available.
   Cost-effectiveness data and an understanding of how to sustain benefits
   over the long term are important areas for future research.
   Patient summary: This review of supportive interventions for improving
   quality of life in prostate cancer survivors found that supervised and
   individually tailored patient-centred interventions such as lifestyle
   programmes are of benefit. (C) 2015 European Association of Urology.
   Published by Elsevier B.V. All rights reserved.
RI Briganti, Alberto/AAN-1965-2020; Rosario, Derek/C-2028-2017; Penson, David/
OI Rosario, Derek/0000-0002-9086-3592; Penson, David/0000-0002-2580-2697
ZB 19
Z8 0
ZA 0
ZS 0
ZR 0
TC 69
Z9 69
U1 1
U2 20
SN 0302-2838
EI 1873-7560
UT WOS:000360572300015
PM 25941049
ER

PT J
AU Riem, Philine
   Karenberg, Axel
TI MS in prose, poems and drama
SO MULTIPLE SCLEROSIS JOURNAL
VL 21
IS 10
BP 1298
EP 1311
DI 10.1177/1352458514560929
PD SEP 2015
PY 2015
AB Background and objective: Presentations of MS in fictional literature
   have not been previously researched. This paper surveys and analyses
   these portrayals of the disease for the first time.
   Material and methods: Relevant works in English and German were
   identified by means of keyword searches in online public access
   catalogues and search engines as well as old-fashioned research. The
   neurological and literary evaluation of these 7000 pages of text
   combines qualitative and quantitative methods.
   Results: Between 1954 and 2012 at least 55 literary works appeared with
   an MS motif (35 novels, 18 poems, one novella and one drama). The
   authors were predominantly female and a third of them suffered from the
   disease. Patients in the novels largely reflect real epidemiology as
   regards symptoms and disease progression, while diagnostic and
   therapeutic options play a secondary role. From a literary point of
   view, entwicklungsromane', relationship novels' and young adult books'
   can be discerned. MS is often portrayed in metaphoric language as the
   enemy: a demon, an animalistic being, prison or an abyss.
   Conclusion: The MS motif evidences a medicalization of the literature as
   well as a literary portrayal of anthropological experiences.
   Well-written novels can contribute to the de-stigmatization of MS and
   impart basic medical knowledge.
TC 2
Z8 0
ZS 0
ZR 0
ZA 0
ZB 1
Z9 2
U1 1
U2 10
SN 1352-4585
EI 1477-0970
UT WOS:000360806700012
PM 25583840
ER

PT J
AU Fischbein, Rebecca
   Saling, Julia R.
   Marty, Paige
   Kropp, Denise
   Meeker, James
   Amerine, Jenna
   Chyatte, Michelle Renee
TI Patient-reported Chiari malformation type I symptoms and diagnostic
   experiences: a report from the national Conquer Chiari Patient Registry
   database
SO NEUROLOGICAL SCIENCES
VL 36
IS 9
BP 1617
EP 1624
DI 10.1007/s10072-015-2219-9
PD SEP 2015
PY 2015
AB Chiari malformation (CM) is a condition in which cerebellar tonsillar
   ectopia may manifest with various clinical presentations. This study
   reports from the only national, online patient registry available, the
   symptoms, comorbid neurocognitive and psychological conditions, and
   diagnostic experiences of patients living with CM type I (CM I). The
   current research is one component of a large investigation designed to
   collect information from individuals with CM through the online Conquer
   Chiari Patient Registry questionnaire. Analyses included descriptive
   statistics to study body system impact and patient diagnostic
   experiences. Participants were 768 individuals with CM I and were
   predominantly female (86.8 %) and Caucasian (93.8 %) with an average age
   of 35 years. Pain was the most frequently reported symptom (76.69 %)
   experienced prior to diagnosis with headaches implicated most often
   (73.44 %). Neurocognitive comorbidities included memory difficulties
   (43.88 %) and aphasia (43.75 %) and psychological disorders such as
   depression (31.77 %) and anxiety disorders (19.92 %) were reported.
   Average time to diagnosis from first physician visit to diagnosis was
   3.43 years, and only 8.46 % of patients had previous awareness of CM. CM
   I diagnosis was found incidentally for 24.87 % of participants. Common
   misdiagnoses were classified as psychological (19.26 %) and neurological
   (19.26 %). Fear was the most frequent emotion elicited at the time of
   correct diagnosis (42.19 %). CM I can be a challenging condition for
   patients and physicians, during both the search for diagnosis and
   management of symptoms. Patient and physician education about CM I may
   permit early intervention and the prevention of further deterioration
   and patient suffering.
RI Fischbein, Rebecca/AAH-7838-2019; Fischbein, Rebecca L/X-1024-2018
OI Fischbein, Rebecca/0000-0002-4373-2039; Fischbein, Rebecca
   L/0000-0002-4373-2039
TC 45
ZS 1
ZA 0
Z8 0
ZB 19
ZR 1
Z9 47
U1 0
U2 7
SN 1590-1874
EI 1590-3478
UT WOS:000360292200011
PM 25972139
ER

PT J
AU Lachowsky, N. J.
   Dewey, C. E.
   Dickson, N. P.
   Saxton, P. J. W.
   Hughes, A. J.
   Milhausen, R. R.
   Summerlee, A. J. S.
TI Habitual condom use across partner type and sexual position among
   younger gay and bisexual men: findings from New Zealand HIV behavioural
   surveillance 2006-2011
SO SEXUALLY TRANSMITTED INFECTIONS
VL 91
IS 6
BP 445
EP 450
DI 10.1136/sextrans-2014-051759
PD SEP 2015
PY 2015
AB Objectives Our objectives were to investigate demographic and
   behavioural factors associated with condom use and to examine how
   habitual condom use was across partner types and sexual positions among
   younger men who have sex with men (YMSM), aged 16-29, surveyed in New
   Zealand.
   Methods We analysed the 2006-2011 national HIV behavioural surveillance
   data from YMSM who reported anal intercourse in four scenarios of
   partner type and sexual position: casual insertive, casual receptive,
   regular insertive and regular receptive. For each, respondents' condom
   use was classified as frequent (always/almost always) or otherwise, with
   associated factors identified with multivariate mixed-effect logistic
   regression. Habitual condom use across scenarios was examined using a
   latent variable technique that estimated the intraclass correlation
   coefficient (ICC).
   Results Frequent condom use was reported for 63.6% of 5153 scenarios
   reported from 2412 YMSM. Frequent use increased from boyfriend to
   fuckbuddy to casual partners. Infrequent use was associated with online
   recruitment, Pacific ethnicity, less education, HIV positivity, sex with
   women, having >= 20 sexual partners versus 1 and reporting insertive and
   receptive sexual positions. Frequent condom use was associated with
   having two to five sexual partners versus one and shorter regular
   partnerships. The ICC=0.865 indicated highly habitual patterns of use;
   habitual infrequent condom use was most prevalent with regular partners
   (53.3%) and habitual frequent condom use was most prevalent with casual
   partners (70.2%) and for either sexual position (50.5% and 49.1%).
   Conclusions Habitual condom use among YMSM highlights the value of
   early, engaging and sustained condom promotion. Public health should
   provide better and more compelling condom education, training and
   promotion for YMSM.
OI Lachowsky, Nathan/0000-0002-6336-8780
ZR 0
ZA 0
ZS 0
ZB 7
Z8 0
TC 18
Z9 18
U1 0
U2 3
SN 1368-4973
EI 1472-3263
UT WOS:000360190000015
PM 25605969
ER

PT J
AU Alushi, Ledia
   Hammond, John A.
   Wood, Julia H.
TI Evaluation of dementia education programs for pre-registration
   healthcare students A review of the literature
SO NURSE EDUCATION TODAY
VL 35
IS 9
BP 992
EP 998
DI 10.1016/j.nedt.2015.04.006
PD SEP 2015
PY 2015
AB Objectives: In an aging society, the number of people living with
   dementia is rapidly increasing. Health care students receive little
   input on dementia during their pre-registration education, hence there
   is a requirement to improve education to work with this client group.
   The review aimed to focus on education on working with people with
   dementia for pre-registration healthcare students.
   Design: A comprehensive review of the literature.
   Data Sources: Online databases Medline, Psychlnfo, CINAHL, Science
   Direct and PubMed were used.
   Review Methods: The studies were selected according to the following
   criteria: main focus on education and training on working with people
   with dementia in pre-registration healthcare programs. Reports that
   described a training program but did not include evaluation were
   excluded. For inclusion, studies had to be published in English between
   January 2007 and March 2014. Identified papers were screened and
   reviewed by the three authors.
   Results: Nine studies met the inclusion criteria. Most studies were
   based in North America, predominantly in nursing and medical education.
   Educational interventions chiefly aimed to improve students' knowledge,
   comfort level and attitudes toward people with dementia. It was shown
   that theoretical input alone did not give students the necessary skills
   to workwith people with dementia, Educational interventions were most
   effective when a practice based experience was preceded by theoretical
   preparation.
   Conclusion: Most of the findings were positive, demonstrating the
   potential to improve students' knowledge, attitude and comfort level,
   however methods and evaluation were not always sufficiently reported,
   making them difficult to use or replicate. This review highlights the
   need for studies with rigorous methods to determine evidence based best
   practice for all those working with people with dementia in order to
   provide effective care and improve their quality of life. (C) 2015
   Elsevier Ltd. All rights reserved.
OI Alushi, Ledia/0000-0002-9853-3141
ZS 0
ZR 0
ZB 4
Z8 0
ZA 0
TC 35
Z9 35
U1 0
U2 17
SN 0260-6917
EI 1532-2793
UT WOS:000360868300007
PM 25981137
ER

PT J
AU Azzi, Alain J.
   Ramnanan, Christopher J.
   Smith, Jennifer
   Dionne, Eric
   Jalali, Alireza
TI To quiz or not to quiz: Formative tests help detect students at risk of
   failing the clinical anatomy course
SO ANATOMICAL SCIENCES EDUCATION
VL 8
IS 5
BP 413
EP 420
DI 10.1002/ase.1488
PD SEP-OCT 2015
PY 2015
AB Through a modified team-based learning (TBL) in the anatomy
   pre-clerkship curriculum, formative evaluations are utilized in the
   University of Ottawa Faculty of Medicine to assess and predict students'
   outcomes on summative examinations. The purpose of this study was to
   determine the efficiency of formative assessments to predict student's
   performance on summative examinations, during the first two semesters of
   medical school. Formative assessments included multiple-choice quizzes
   (MCQ) for each laboratory session and a practical midterm examination
   (MIDTERM), while the summative assessment corresponded to the final
   practical examination (FINAL). A moderate correlation between MCQs and
   FINAL (r=0.353 and 0.301, respectively), and strong correlation between
   MIDTERM and FINAL assessments (r=0.688 and 0.610, respectively) were
   found in the first two semesters. The MIDTERM-FINAL correlations were
   enhanced for students who scored under 61% in the MIDTERM (r=0.887 and
   0.717, respectively). Despite limitations, mostly related to
   particularities of the used tests, the analysis revealed an efficient
   method to identify students at risk of failing the FINAL in a TBL-based
   anatomy program. Future developments include the elaboration of
   strategies to predict and support those underperforming students. Anat
   Sci Educ 8: 413-420. (c) 2014 American Association of Anatomists.
RI Ramnanan, Christopher Jerome/I-4552-2019; Jalali, Alireza/K-5254-2019
OI Ramnanan, Christopher Jerome/0000-0002-9140-9439; Jalali,
   Alireza/0000-0002-0709-9088
ZS 0
ZB 1
ZR 0
Z8 0
ZA 0
TC 15
Z9 15
U1 0
U2 25
SN 1935-9772
EI 1935-9780
UT WOS:000360824700003
PM 25227111
ER

PT J
AU Saunders, Kathleen W.
   Shortreed, Susan
   Thielke, Stephen
   Turner, Judith A.
   LeResche, Linda
   Beck, Randi
   Von Korff, Michael
TI Evaluation of Health Plan Interventions to Influence Chronic Opioid
   Therapy Prescribing
SO CLINICAL JOURNAL OF PAIN
VL 31
IS 9
BP 820
EP 829
DI 10.1097/AJP.0000000000000159
PD SEP 2015
PY 2015
AB Objectives:Evaluate health plan interventions targeting physician
   chronic opioid therapy (COT) prescribing.Materials and Methods:In 2006,
   Group Health's (GH) Integrated Group Practice (IGP) initiated diverse
   interventions targeting COT prescriber norms and practices. In 2010, the
   IGP implemented a COT guideline, including a mandated online course for
   physicians managing COT. These interventions were not implemented in
   GH's network practices. We compared trends in GH-IGP and network
   practices for 2006 to 2012 in the percent of patients receiving COT and
   their opioid dose. We compared physician beliefs before versus after the
   mandated course and precourse to postcourse changes in COT dosing for
   IGP physicians who took the course.Results:From 2006 to 2012, mean (SE)
   daily opioid dose among IGP COT patients (intervention setting) declined
   from 74.1 mg (1.9 mg) morphine equivalent dose (MED) to 48.3 mg (1.0 mg)
   MED. Dose changes among GH network COT patients (control setting) were
   modest88.2 mg (5.0 mg) MED in 2006 to 75.7 mg (2.3 mg) MED in 2012.
   Among physicians taking the mandated course in 2011, we observed
   precourse to postcourse changes toward more conservative opioid
   prescribing beliefs. However, COT dosing trends did not change precourse
   to postcourse.Discussion:Following initiatives implemented to alter
   physician prescribing practices and norms, mean opioid dose prescribed
   to COT patients declined more in intervention than control practices.
   Physicians reported more conservative beliefs regarding opioid
   prescribing immediately after completing an online course in 2011, but
   the course was not associated with additional reductions in mean daily
   opioid dose prescribed by physicians completing the course.
OI VonKorff, Michael/0000-0001-5386-8477
TC 15
ZA 0
ZS 0
ZR 0
Z8 0
ZB 4
Z9 15
U1 0
U2 8
SN 0749-8047
EI 1536-5409
UT WOS:000360346600009
PM 25621426
ER

PT J
AU Hauser, Joshua M.
   Preodor, Michael
   Roman, Elisa
   Jarvis, Derek M.
   Emanuel, Linda
TI The Evolution and Dissemination of the Education in Palliative and
   End-of-Life Care Program
SO JOURNAL OF PALLIATIVE MEDICINE
VL 18
IS 9
BP 765
EP 770
DI 10.1089/jpm.2014.0396
PD SEP 1 2015
PY 2015
AB Background: Even with growing numbers of fellowship-trained palliative
   care providers, primary palliative care knowledge and skills are needed
   to meet the national demands for palliative care. The Education in
   Palliative and End-of-Life Care (EPEC) Program has been one model of
   training clinicians in primary palliative care skills. In our second 5
   years of development and dissemination, we have focused on adapting EPEC
   to different specialties. Objective: Our aim was to describe the
   development of EPEC adaptations and document the dissemination of our
   curriculum. Methods: The study design was a survey of EPEC trainers and
   documentation of other dissemination efforts via literature and Internet
   searches. Our subjects were all EPEC trainers and end-learners of our
   curriculum. We measured dissemination and teaching efforts by our
   trainers and evidence of EPEC use via literature and EPEC's searches.
   Results: In Internet second 5 years of active development, teaching, and
   dissemination, we have created five major adaptations (EPEC-Oncology,
   EPEC-Oncology-Canada, EPEC-Emergency Medicine, EPEC-India, and EPEC for
   Veterans) and trained more than 1000 trainers. Through the efforts of
   these Trainers and our online dissemination, more than 74,000 reported
   end-learners have been taught parts of the EPEC curriculum. In addition,
   we discovered multiple medical school courses, continuing medical
   education (CME), courses and specialty guidelines that have incorporated
   material from EPEC. Conclusions: In its second 5 years, EPEC remains a
   robust platform for adaptation to new specialties and for dissemination
   of primary palliative care knowledge.
ZR 0
ZS 0
ZA 0
Z8 0
ZB 2
TC 19
Z9 19
U1 1
U2 9
SN 1096-6218
EI 1557-7740
UT WOS:000360358400009
PM 26302426
ER

PT J
AU Jones, Jessica
   McQueen, Meg
   Lowe, Samantha
   Minnes, Patricia
   Rischke, Alexis
TI Interprofessional Education in Canada: Addressing Knowledge, Skills, and
   Attitudes Concerning Intellectual Disability for Future Healthcare
   Professionals
SO JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES
VL 12
IS 3
BP 172
EP 180
DI 10.1111/jppi.12112
PD SEP 2015
PY 2015
AB With the deinstitutionalization movement in Canada, healthcare
   professionals are caring for a greater number of individuals with
   intellectual disability (ID) in their practices, and inevitably require
   additional training to provide this care. Queen's University has
   responded to this need and developed an innovative educational course
   promoting interprofessional education (IPE) and interprofessional
   practice (IPC) as it relates to ID curriculum and healthcare provision.
   This study measured healthcare students' change in knowledge, skills,
   and attitudes toward individuals with ID and how it affected their
   readiness for interprofessional care. Subjects were graduate students
   from the fields of medicine, nursing, clinical psychology, occupational
   therapy, and physiotherapy. Course curriculum developed used a blended
   teaching approach with a combination of online learning, lectures,
   team-based problem solving, and client interviews. Evaluation was
   completed on 247 students, utilizing a pre-post course questionnaire
   addressing content areas of knowledge, skills, and attitude, and by
   analyzing individual professional differences. Significant differences
   were found, indicating improvements in student knowledge and skills for
   the majority of disciplines after course participation. A positive trend
   was found in outcome responses for student attitudinal change, ranging
   from neutral to positive attributions about individuals with ID. Authors
   note improvements in student learning and positive attitudinal change
   following an educational course concerning optimal healthcare and
   collaborative practice in ID. They propose that an interprofessional
   blended training curriculum for future healthcare professionals can
   foster best practice and quality service for this currently underserved
   population.
OI McQueen, Meg/0000-0003-4221-0594
Z8 0
ZB 1
TC 12
ZS 0
ZR 0
ZA 0
Z9 12
U1 1
U2 31
SN 1741-1122
EI 1741-1130
UT WOS:000360765400003
ER

PT J
AU Johnson, Meredith A. J.
   Javalkar, Karina
   van Tilburg, Miranda
   Haberman, Cara
   Rak, Eniko
   Ferris, Maria E.
TI The Relationship of Transition Readiness, Self-Efficacy, and Adherence
   to Preferred Health Learning Method by Youths with Chronic Conditions
SO JOURNAL OF PEDIATRIC NURSING-NURSING CARE OF CHILDREN & FAMILIES
VL 30
IS 5
SI SI
BP E83
EP E90
DI 10.1016/j.pedn.2015.05.014
PD SEP-OCT 2015
PY 2015
AB Background Health care transition preparation, medication adherence, and
   self-efficacy are important skills to achieve optimal health outcomes.
   It is unclear how pediatric patients with chronic conditions obtain
   health information that may impact the acquisition of these skills.
   Methods: In this cross-sectional study, we determined the preferred
   sources/methods for health information among youths with chronic
   conditions and their relationship to health care transition readiness
   (STARx Questionnaire), self-efficacy (Iannotti's Diabetes Management
   Self-efficacy Scale), and medication adherence (Morisky Medication
   Adherence Scale). Youths with various chronic health conditions
   attending Victory Junction, a therapeutic camp, were invited to complete
   these online surveys.
   Results: A total of 160 youths with different chronic conditions from
   multiple institutions, ages 6 to 16 years participated. Most commonly
   preferred sources of medical information were family/parents (n = 122,
   76.3%) and health care providers (n = 88, 55.0%). Youths who favored
   family/parents had the highest medication adherence rates. In turn,
   youths who favored health care providers over other sources, scored
   highest on self-efficacy and transition readiness of all groups.
   Conclusion: Our novel findings represent important areas of intervention
   to improve transition readiness, self-efficacy, and medication
   adherence. Ascertaining the patients' preferred method of learning about
   the disease and its management is important in order to customize and
   enhance health care transition readiness, self-efficacy, and medication
   adherence. (C) 2015 Elsevier Inc. All rights reserved.
RI Maria, Ferris E/A-5143-2012; van tilburg, miranda/
OI Maria, Ferris E/0000-0003-1694-886X; van tilburg,
   miranda/0000-0002-0504-9829
TC 22
Z8 0
ZS 1
ZA 0
ZB 4
ZR 0
Z9 22
U1 0
U2 27
SN 0882-5963
UT WOS:000360980800010
PM 26138374
ER

PT J
AU Hall, Jennifer
   Cohen, Deborah J.
   Davis, Melinda
   Gunn, Rose
   Blount, Alexander
   Pollack, David A.
   Miller, William L.
   Smith, Corey
   Valentine, Nancy
   Miller, Benjamin F.
TI Preparing the Workforce for Behavioral Health and Primary Care
   Integration
SO JOURNAL OF THE AMERICAN BOARD OF FAMILY MEDICINE
VL 28
BP S27
EP S37
DI 10.3122/jabfm.2015.S1.150054
SU 1
PD SEP-OCT 2015
PY 2015
AB Purpose: To identify how organizations prepare clinicians to work
   together to integrate behavioral health and primary care.
   Methods: Observational cross-case comparison study of 19 U.S. practices,
   11 participating in Advancing Care Together, and 8 from the Integration
   Workforce Study. Practices varied in size, ownership, geographic
   location, and experience delivering integrated care. Multidisciplinary
   teams collected data (field notes from direct practice observations,
   semistructured interviews, and online diaries as reported by practice
   leaders) and then analyzed the data using a grounded theory approach.
   Results: Organizations had difficulty finding clinicians possessing the
   skills and experience necessary for working in an integrated practice.
   Practices newer to integration underestimated the time and resources
   needed to train and organizationally socialize (onboard) new clinicians.
   Through trial and error, practices learned that clinicians needed
   relevant training to work effectively as integrated care teams. Training
   efforts exclusively targeting behavioral health clinicians (BHCs) and
   new employees were incomplete if primary care clinicians (PCCs) and
   others in the practice also lacked experience working with BHCs and
   delivering integrated care. Organizations' methods for addressing
   employees' need for additional preparation included hiring a consultant
   to provide training, sending employees to external training programs,
   hosting residency or practicum training programs, or creating their own
   internal training program. Onboarding new employees through the
   development of training manuals; extensive shadowing processes; and
   protecting time for ongoing education, mentoring, and support
   opportunities for new and established clinicians and staff were featured
   in these internal training programs.
   Conclusion: Insufficient training capacity and practical experience
   opportunities continue to be major barriers to supplying the workforce
   needed for effective behavioral health and primary care integration.
   Until the training capacity grows to meet the demand, practices must put
   forth considerable effort and resources to train their own employees.
OI Gunn, Rose/0000-0002-2673-0699; Davis, Melinda/0000-0002-3293-5113
ZB 4
ZA 0
ZS 0
Z8 0
ZR 0
TC 57
Z9 57
U1 2
U2 4
SN 1557-2625
EI 1558-7118
UT WOS:000365608800004
PM 26359471
ER

PT J
AU Ali, Huma
   Kircher, Janeva
   Meyers, Christine
   MacLellan, Joseph
   Ali, Samina
TI Canadian Emergency Medicine Residents' Perspectives on Pediatric Pain
   Management
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 5
BP 507
EP 515
DI 10.1017/cem.2015.2
PD SEP 2015
PY 2015
AB Background: Under-treatment of children's pain in the emergency
   department (ED) can have many detrimental effects. Emergency medicine
   (EM) residents often manage pediatric pain, but their educational needs
   and perspectives have not been studied.
   Methods: A novel online survey was administered from May to June 2013 to
   122 EM residents at three Canadian universities using a modified Dillman
   methodology. The survey instrument captured information on training
   received in pediatric acute pain management, approach to common painful
   presentations, level of comfort, perceived facilitators, and barriers
   and attitudes towards pediatric pain.
   Results: 56 residents participated (46%), 25 of whom (45%) indicated
   they had not received any training in pediatric pain assessment. All
   levels of residents reported they were uncomfortable with pain
   assessment in 0-2 year olds (p=0.07); level of comfort with assessment
   increased with years of training for patients aged 2-12 years (p=0.02).
   When assessing children with disabilities, 83% of respondents (45/54)
   indicated they were extremely' or somewhat' uncomfortable. Sixty-nine
   percent (38/55) had received training on how to treat pediatric pain.
   All residents reported they were more comfortable using pain medication
   for a 9 year old, as compared to a 1 year old (oral oxycodone p<0.001,
   oral morphine p<0.001, IV morphine p=0.004). The preferred methods to
   learn about children's pain management were role-modeling (61%) and
   lectures (57%). The top challenges in pain management were with
   non-verbal, younger, or developmentally delayed patients.
   Conclusion: Canadian EM residents report receiving inadequate training
   in pediatric pain management, and are particularly uneasy with younger
   or developmentally disabled children. Post-graduate curricula should be
   adjusted to correct these self-identified weaknesses in children's pain
   management.
ZB 0
ZA 0
ZS 0
ZR 0
Z8 0
TC 4
Z9 4
U1 0
U2 6
SN 1481-8035
EI 1481-8043
UT WOS:000360444800005
PM 25824966
ER

PT J
AU Pezzoli, L.
   Keramarou, M.
   Ladbury, G.
   Jaramillo-Gutierrez, G.
   Williams, C. J.
   Le Menach, A.
TI Time, place, and people: composition of the EPIET Alumni Network and its
   contribution to the European public health resource in 2013
SO EPIDEMIOLOGY AND INFECTION
VL 143
IS 12
BP 2539
EP 2546
DI 10.1017/S0950268814003392
PD SEP 2015
PY 2015
AB The EPIET Alumni Network (EAN) is an association of professionals who
   have completed field epidemiology or public health microbiology training
   programmes in the European Union. In 2013, we conducted a survey of EAN
   members to investigate this network's role within European public
   health. We distributed an online questionnaire to members registered at
   the time, collecting data on demographics, professional background, and
   attitudes towards EAN. Out of 362 registered members, 189 (52%)
   responded; 97% were from Europe; 65% were female. Their mean age was 39
   years. The highest academic qualification was PhD for 44% and Master's
   degree for 55%. The majority (60%) worked in public health institutes.
   They were especially satisfied with having access to job offers and
   professional networking via EAN, but requested more learning
   opportunities and knowledge-sharing between members. EAN is a unique
   platform where highly skilled professionals can connect to control
   infectious diseases locally and internationally. Having a network of
   professionals that know each other, speak the same language', and can
   easily access each other's expertise, represents an important resource
   for European and global public health, which should be nurtured by
   encouraging more collaborations devoted to professional development.
RI Pezzoli, Lorenzo/AAA-9894-2019; Williams, Christopher/
OI Williams, Christopher/0000-0002-5092-4987
ZB 0
ZA 0
ZS 0
Z8 0
TC 0
ZR 0
Z9 0
U1 0
U2 13
SN 0950-2688
EI 1469-4409
UT WOS:000358844800008
PM 25521307
ER

PT J
AU Van Nuland, Sonya E.
   Roach, Victoria A.
   Wilson, Timothy D.
   Belliveau, Daniel J.
TI Head to head: The role of academic competition in undergraduate
   anatomical education
SO ANATOMICAL SCIENCES EDUCATION
VL 8
IS 5
BP 404
EP 412
DI 10.1002/ase.1498
PD SEP-OCT 2015
PY 2015
AB Competition is a key element in many educational games and is often
   adopted by educators in an effort to motivate and excite their students.
   Yet, the use of academic competition in educational institutions remains
   the subject of much debate. Opponents argue that academic competition
   causes an increase in student anxiety and divides their attention.
   However, if the contexts of academic competition are defined, could the
   inclusion of a game-like competition in a university course be a viable
   and beneficial method of engaging students? Students (n=67) were
   recruited from an undergraduate human anatomy course at Western
   University. Using a crossover design, students were exposed to a
   competitive tournament either at the time of their first term test or
   second term test. The anatomical knowledge of participating students was
   assessed prior to the start of the study using a baseline anatomy test.
   Following treatment with an online competitive anatomy tournament,
   student's term test grades and final course grades were analyzed. Both
   the second term test scores (F(2,64)=3.743, P=0.029) and overall course
   grades (F(2,64)=3.356, P=0.041) were found to be significantly different
   (P<0.05) for individuals in the competitive group when compared to their
   non-competing peers. As suggested by the literature where organized
   competition in the classroom correlates to improved academic
   performance, this study uncovered significant results pertaining to
   increased academic performance resulting from participating in
   tournament-based competition. In light of these positive results,
   further exploration of the effects of academic competition on student
   performance across age brackets and disciplines is warranted. Anat Sci
   Educ 8: 404-412. (c) 2014 American Association of Anatomists.
RI Wilson, Timothy D./F-4980-2015; Van Nuland, Sonya/; Roach, Victoria/
OI Wilson, Timothy D./0000-0001-7102-2491; Van Nuland,
   Sonya/0000-0001-6307-3539; Roach, Victoria/0000-0003-4020-2224
ZR 0
ZB 6
Z8 0
TC 30
ZA 1
ZS 0
Z9 32
U1 3
U2 46
SN 1935-9772
EI 1935-9780
UT WOS:000360824700002
PM 25319077
ER

PT J
AU Schmidt-Weitmann, Sabine
   Buser, Jacqueline
   Baumann, Doris
   Schmidt, Christian
   Brockes, Christiane
TI ["Doc2Patient" -16 years' experience of the Medical Online Consultation
   Service at the University Hospital Zurich].
FT "Doc2Patient" - 16 Jahre Erfahrung in Medizinischer Onlineberatung am
   Universitatsspital Zurich.
SO Therapeutische Umschau. Revue therapeutique
VL 72
IS 9
BP 549
EP 52
DI 10.1024/0040-5930/a000716
PD 2015-Sep
PY 2015
AB The increasing availability of telemedicine services and the transition
   to an information society allow the increased use of telemedicine in
   everyday medical practice. This requires acceptance of telemedicine as a
   powerful, additional pillar in the overall architecture of the health
   system. The implementation is still between the poles of the large
   variety of telemedicine applications and their realization. The
   University Hospital of Zurich looks back on 16 years of experience in
   the field of online medical advice. The quality of advice is
   continuously monitored and evaluated. Scientific evaluations analyze the
   profile of the questioner and their requests in order to optimize the
   services. Medical online advice conducted ethically correct can improve
   health literacy and increase the autonomy of medica/laypersons.
OI Schmidt-Weitmann, Sabine/0000-0002-0709-7971
Z8 0
ZB 1
TC 1
ZS 0
ZR 0
ZA 0
Z9 1
U1 0
U2 6
SN 0040-5930
UT MEDLINE:26323952
PM 26323952
ER

PT J
AU Ferreira Padilla, Guillermo
   Ferrandez Anton, Teresa
   Baleriola Julvez, Jose
   Almeida Cabrera, Rut
TI Communication skills in the curriculum of Medical students from Spain
   (1990-2014): From the Primary Health Care to the Bologna Plan. A
   descriptive study
SO ATENCION PRIMARIA
VL 47
IS 7
BP 399
EP 410
DI 10.1016/j.aprim.2014.09.007
PD SEP 2015
PY 2015
AB Objectives: Analyse the currently situation of teaching in communication
   skills in the Spanish Medical Schools (MS) and the grade of
   implementation from the recommended by the National Agency of Evaluation
   of the Quality and Accreditation.
   Design: Descriptive-comparative, transversal and
   quantitative-qualitative study.
   Situation: University teaching field.
   Sample: The whole population of MS in Spain. Inclusion criteria:
   teaching during the academic year 2013-2014 the Degree in Medicine
   homologated by the National Agency of Evaluation of the Quality and
   Accreditation and offering information of their educational plans and
   teaching guides (online, telephonic or e-mail).
   Variables: 1) Existence of courses about communication skills; 2) type
   of teaching; 3) format of the course; 4) credits; 5) length, and 6)
   grade. They were analysed with descriptive parameters and the Cohen's
   coefficient (d).
   Results: Forty-two MS: 10 privates and 32 publics. Thirty MS (71.43%)
   presented at least one course of communication skills. The 78.12% of the
   public.MS contained this kind of teaching as an entire course versus the
   50.00% of the private MS. The national average by MS was 2.77 (sigma =
   2.41), lower than the 5.0 credits recommended by the the National Agency
   of Evaluation of the Quality and Accreditation (relevant difference: d =
   >> 1.63 0,8). The 63.63% contained this teaching over the second cycle
   (mode: second degree).
   Conclusions: The course loads in terms of credits destined to this
   skills has increased considerably from 1990 to 2014 (d = 1,43 >> 0,8).
   However, it has not been completely established yet the recommendations
   about this aspect in most of the Spanish MS. The public universities
   seem to be more aware of this teaching. Furthermore, it would be
   interesting strengthen this skills in the sixth grade. (C) 2014 Elsevier
   Espana, S.L.U.
OI Ferreira-Padilla, Guillermo/0000-0003-1096-3348
ZA 0
ZS 1
ZB 2
TC 4
ZR 0
Z8 0
Z9 5
U1 0
U2 8
SN 0212-6567
EI 1578-1275
UT WOS:000359959300003
PM 25435473
ER

PT J
AU Warner, Susanne G.
   Alseidi, Adnan A.
   Hong, Johnny
   Pawlik, Timothy M.
   Minter, Rebecca M.
TI What to expect when you're expecting a hepatopancreatobiliary surgeon:
   self-reported experiences of HPB surgeons from different training
   pathways
SO HPB
VL 17
IS 9
BP 785
EP 790
DI 10.1111/hpb.12430
PD SEP 2015
PY 2015
AB BackgroundHepatopancreatobiliary (HPB) surgery fellowship training has
   multiple paths. Prospective trainees and employers must understand the
   differences between training pathways. This study examines self-reported
   fellowship experiences and current scope of practice across three
   pathways.
   MethodsAn online survey was disseminated to 654 surgeons. These included
   active Americas Hepato-Pancreato-Biliary Association (AHPBA) members and
   recent graduates of HPB, transplant-HPB and HPB-heavy surgical oncology
   fellowships.
   ResultsA total of 416 (64%) surgeons responded. Most respondents were
   male (89%) and most were practising in an academic setting (83%). 290
   (70%) respondents underwent formal fellowship training. Although
   fellowship experiences varied, current practice was largely similar.
   Minimally invasive surgery (MIS) and ultrasound were the most commonly
   identified areas of training deficiencies and were, respectively, cited
   as such by 47% and 34% of HPB-, 49% and 50% of transplant-, and 52% and
   25% of surgical oncology-trained respondents. Non-HPB cases performed in
   current practice included gastrointestinal (GI) and general surgery
   cases (56% and 49%, respectively) for HPB-trained respondents,
   transplant and general surgery cases (87% and 21%, respectively) for
   transplant-trained respondents, and GI surgery and non-HPB surgical
   oncology cases (70% and 28%, respectively) for surgical oncology-trained
   respondents.
   ConclusionsFellowship training in HPB surgery varies by training
   pathway. Training in MIS and ultrasound is deficient in each pathway.
   The ultimate scope of non-transplant HPB practice appears similar across
   training pathways. Thus, training pathway choice is best guided by the
   training experience desired and non-HPB components of anticipated
   practice.
RI Hong, Johnny C./AEN-8362-2022; Pawlik, Timothy/AAO-9335-2020; alseidi, adnan/
OI Hong, Johnny C./0000-0001-9629-4565; alseidi, adnan/0000-0002-0365-1955
ZR 0
ZA 0
TC 14
ZB 0
Z8 0
ZS 0
Z9 14
U1 0
U2 1
SN 1365-182X
EI 1477-2574
UT WOS:000359853800007
PM 26222978
ER

PT J
AU Kelly, Dympna M.
   London, Daniel A.
   Siperstein, Allan
   Fung, John J.
   Walsh, Matthew R.
TI A Structured Educational Curriculum including Online Training Positively
   Impacts American Board of Surgery In-Training Examination Scores
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 811
EP 817
DI 10.1016/j.jsurg.2015.04.015
PD SEP-OCT 2015
PY 2015
AB OBJECTIVE: To assess the effect of a structured postgraduate year 1
   educational curriculum, including online surgical training, on American
   Board of Surgery In-Training Examination (ABSITE) scores.
   DESIGN: This was a retrospective cohort study.
   SETTING: The study was performed in an academic surgical residency
   program in a tertiary care hospital, Cleveland Clinic Foundation,
   Cleveland, Ohio.
   PARTICIPANTS: The participants were 140 surgical postgraduate year 1
   residents from 2000 to 2009. Interns from 2000 to 2004 were grouped
   together and completed a self-directed learning curriculum. Interns from
   2005 to 2009 participated in a structured educational curriculum that
   included lectures and the use of an online program. Lectures were based
   on the American College of Surgeons curriculum. The online program
   consisted of 8 to 12 hours of assigned tutorials and quizzes that
   corresponded to the lectures and 3 multiple-choice (MC) examinations.
   RESULTS: Use of a structured educational curriculum led to improved
   ABSITE scores (66 +/- 9%) compared with that of those who had no
   curriculum (55 +/- 10%, p < 0.001). Several variables positively
   correlated with the ABSITE score: United States Medical Licensing
   Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003),
   average MC examination scores (p = 0.005), lecture attendance (p =
   0.02), and time spent online (p = 0.04). Multivariable analysis
   demonstrated that the step 1 United States Medical Licensing Examination
   score, time spent online, and MC examination score are predictive of
   total the ABSITE score. When ABSITE subscores (basic science and
   clinical science) were compared, the online curriculum had a greater
   effect on basic science subscores, whereas lectures had a greater effect
   on clinical science subscores.
   CONCLUSIONS: Providing surgery residents a structured curriculum with
   lectures and an online component positively impacts ABSITE scores. (C)
   2015 Association of Program Directors in Surgery. Published by Elsevier
   Inc. All rights reserved.
RI London, Daniel/ABG-4009-2020; FUNG, John Julian/A-2679-2012; Siperstein, Allan/; London, Daniel/
OI FUNG, John Julian/0000-0002-3038-0441; Siperstein,
   Allan/0000-0003-4691-1080; London, Daniel/0000-0002-1711-0762
ZS 0
Z8 0
TC 12
ZB 0
ZA 0
ZR 0
Z9 12
U1 0
U2 3
SN 1931-7204
EI 1878-7452
UT WOS:000359890300008
PM 26160131
ER

PT J
AU Clancy, Aisling A.
   Posner, Glenn
TI Attitudes Toward Research During Residency: A Survey of Canadian
   Residents in Obstetrics and Gynecology
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 836
EP 843
DI 10.1016/j.jsurg.2015.02.007
PD SEP-OCT 2015
PY 2015
AB OBJECTIVES: Obstetrics and Gynecology (Ob/Gyn) residency programs in
   Canada mandate participation in scholarly research activity, yet there
   remains a lack of literature on trainees' opinions regarding its value,
   feasibility, and perceived effect on future practice. An understanding
   of resident attitudes toward research during residency is essential in
   effectively engaging trainees and fostering a robust research community
   in the field. We sought to identify factors reported to influence
   involvement in resident research, including perceived barriers.
   DESIGN: Anonymous data were collected via an online survey distributed
   to all residents enrolled in accredited Ob/Gyn residency programs
   throughout Canada. The 10-minute, previously piloted questionnaire
   covered questions related to demographic information, research
   experience, career goals, current research activities, opinions on
   research environment, and opinions regarding the effect of research on
   future practice. Descriptive statistics were used to describe
   demographics, research background, and current research activities.
   Categorical variables were compared using the chi-square analysis and
   continuous variables were compared using the Mann-Whitney rank sum
   tests.
   RESULTS: A total of 175 residents completed the survey; 61%
   agreed/strongly agreed that they participate in research solely because
   it is mandated by their program, 22% felt that their training
   environment did not promote research, 19% disagreed/strongly disagreed
   that research is a positive experience, while 70% agreecUstrongly agreed
   that they would prefer to complete another educational activity other
   than a research. project. Time constraints owing to residency duties,
   time constraints owing to personal reasons, and lack of statistical
   knowledge were reported as barriers to research involvement by 97%, 90%,
   and 74% of trainees, respectively. Residents with graduate degrees were
   less likely to report lack of training on research design as a
   moderate/extreme barrier (7% vs 32%, p = 0.007).
   CONCLUSIONS: There exists considerable disparity in enthusiasm for
   scholarly research activity among Ob/Gyn residents. Curricular
   development should focus on addressing resident-reported barriers,
   including the provision of protected time for research and access to
   statistical support and education, particularly for residents without
   graduate degrees. (C) 2015 Association of Program Directors in Surgery.
   Published by Elsevier Inc. All rights reserved.
RI Clancy, Aisling A/A-2152-2013; Clancy, Aisling/
OI Clancy, Aisling/0000-0003-0892-004X
TC 13
ZA 0
Z8 0
ZR 0
ZS 2
ZB 2
Z9 15
U1 0
U2 4
SN 1931-7204
EI 1878-7452
UT WOS:000359890300012
PM 25921189
ER

PT J
AU Zundel, Sabine
   Blumenstock, Gunnar
   Zipfel, Stephan
   Herrmann-Werner, Anne
   Holderried, Friederike
TI Portfolios Enhance Clinical Activity in Surgical Clerks
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 927
EP 935
DI 10.1016/j.jsurg.2015.03.014
PD SEP-OCT 2015
PY 2015
AB OBJECTIVES: A change in German licensing legislation imposed a portfolio
   for surgical clerks. We aimed to analyze whether the implementation of
   the portfolio changed the amount of clinical exposure and activities
   during surgical clerkships.
   DESIGN: The study was conducted with a modified pre-post design at the
   University Hospital of Tuebingen, Germany. Before and after the
   implementation of the portfolio on April 1, 2013, final-year students (n
   = 557) who had just finished their surgical clerkship were interviewed
   with an online questionnaire. A total of 21 basic surgical skills were
   evaluated.
   RESULTS: Overall, 230 questionnaires were returned and analyzed; 51%
   were preintervention. Overall clinical activity for the whole study
   cohort varied for different activities between 98% and 32%. For 16 of 21
   parameters, there was more clinical activity in the postintervention
   (portfolio) group. This difference was statistically significant for the
   following 7 activities: discharge, analgesia, local infiltration,
   patient positioning, drain in, blood transfusion, and emergency
   diagnostics.,
   CONCLUSION: The implementation of the portfolio did enhance clinical
   activity for surgical clerks in the study cohort. Nevertheless, overall
   exposure is still unsatisfactory low for some activities. Additional
   changes and studies are necessary to further improve surgical education.
   (C) 2015 Association of Program Directors in Surgery. Published by
   Elsevier Inc. All rights reserved.
OI Holderried, Friederike/0000-0003-1828-0920; Herrmann-Werner,
   Anne/0000-0003-2413-7047; Zipfel, Stephan/0000-0003-1659-4440
ZR 0
TC 6
ZA 0
Z8 0
ZB 1
ZS 0
Z9 6
U1 0
U2 4
SN 1931-7204
EI 1878-7452
UT WOS:000359890300025
PM 26002535
ER

PT J
AU Anderson, Matthew L.
   Ogunwale, Abayomi
   Clark, Brian A.
   Kilpatrick, Charlie C.
   Mach, Claire M.
TI Preferences and Outcomes for Chemotherapy Teaching in a Postgraduate
   Obstetrics and Gynecology Training Program
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 936
EP 941
DI 10.1016/j.jsurg.2015.04.008
PD SEP-OCT 2015
PY 2015
AB PURPOSE: To determine whether chemotherapy teaching is a desired
   component of postgraduate training programs in obstetrics and gynecology
   and assess its effect on practicing clinicians.
   METHOD: After obtaining institutional review board approval, 99
   individuals who completed postgraduate training at a single academic
   medical center between 2005 and 2013 were invited to complete an online
   survey. Descriptive statistics were used to summarize responses.
   RESULTS: Of the 99 individuals, 68 (68%) completed the survey.
   Respondents included physicians currently practicing in both academic
   medicine (n = 36, 52.9%) and private practice (n = 24, 35.2%). Most
   respondents (n = 60, 88.2%) indicated that chemotherapy teaching was a
   desired feature of their training and expressed a preference for both
   formal didactics and direct clinical involvement (n = 55, 80.2%).
   Benefits identified by respondents included improved insight into the
   management of symptoms commonly associated with chemotherapy (n = 55,
   82.1%) and an enhanced ability to counsel patients referred for oncology
   care (n = 48, 70.5%). All respondents who pursued training in
   gynecologic oncology following residency (n = 6) indicated that
   chemotherapy teaching favorably affected their fellowship experience. Of
   the 6 gynecologic oncologists, 3 (50%) who responded also indicated that
   chemotherapy teaching during residency improved their performance in
   fellowship interviews.
   CONCLUSION: Chemotherapy teaching was a desired feature of postgraduate
   training in general obstetrics and gynecology at the institution
   studied. Consideration should be given to creating curricula that
   incorporate the principles and practice of chemotherapy and address the
   needs of obstetrics and gynecology trainees who intend to pursue both
   general and subspecialty practice. (C) 2015 Association of Program
   Directors in Surgery. Published by Elsevier Inc. All rights reserved.
RI Anderson, Matthew/C-4755-2019; Ogunwale, Abayomi/
OI Anderson, Matthew/0000-0002-2081-4672; Ogunwale,
   Abayomi/0000-0002-4053-3608
ZB 1
Z8 0
ZR 0
ZA 0
ZS 0
TC 2
Z9 2
U1 0
U2 1
SN 1931-7204
EI 1878-7452
UT WOS:000359890300026
PM 26119096
ER

PT J
AU Driessen, Sara R. C.
   Janse, Julienne A.
   Schreuder, Henk W. R.
   Jansen, Frank Willem
TI Proficiency for Advanced Laparoscopic Procedures in Gynecologic
   Residency Program: Do all Residents Need to be Trained?
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 942
EP 948
DI 10.1016/j.jsurg.2015.03.008
PD SEP-OCT 2015
PY 2015
AB OBJECTIVES: To assess the current state of laparoscopic gynecologic
   surgery in the Dutch residency program, the level of competence among
   graduated residents, and whether they still perform these procedures.
   Furthermore, their current attitudes toward the implementation of
   minimally invasive surgery into residency training were assessed.
   DESIGN: An online survey (Canadian Task Force Classification III)
   regarding the level of competence, performance, training, and interest
   for gynecologic laparoscopic procedures.
   PARTICIPANTS/SETTING: Gynecologists who finished residency training
   between 2008 and 2013 in the Netherlands.
   RESULTS: Response rate was 73% (171/235). The scores for all basic and
   intermediate laparoscopic procedures performed immediately after
   residency showed the highest competence level (median 5, of scale 1-5).
   The competence level for advanced laparoscopic procedures was less at 3,
   indicating that the graduated residents are not able to perform these
   procedures without supervision. Overall, 56% of the gynecologists no
   longer perform any level 3 advanced procedures, and 86% do not perform
   level 4 advanced procedures. Gynecologists who still perform the
   inquired laparoscopic procedures scored a significantly higher
   competence level immediately after residency training for most of
   procedures compared with the gynecologists who do not perform these
   procedures.
   CONCLUSION: Residents are sufficiently trained for basic and
   intermediate laparoscopic procedures during residency training. However,
   they are not sufficiently equipped to perform advanced laparoscopic
   procedures without supervision. We should consider training advanced
   procedures especially to a selected group of residents because most
   gynecologists do not perform these procedures after residency. The
   learning curve for advanced procedures continues to rise after finishing
   residency for those who keep on performing these procedures, therefore
   an additional fellowship is recommended for this group. (C) 2015
   Association of Program Directors in Surgery. Published by Elsevier Inc.
   All rights reserved.
RI Schreuder, Henk/AAG-4737-2020; /
OI /0000-0001-9564-0622
ZA 0
ZS 0
TC 7
ZR 0
Z8 0
ZB 0
Z9 7
U1 0
U2 4
SN 1931-7204
EI 1878-7452
UT WOS:000359890300027
PM 25921187
ER

PT J
AU Counihan, Timothy C.
   Nye, David
   Wu, Jacqueline J.
TI Surgeons' Experiences With Patients' Concerns Regarding Trainees
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 974
EP 978
DI 10.1016/j.jsurg.2015.03.007
PD SEP-OCT 2015
PY 2015
AB OBJECTIVE: Little is known about surgeons' attitudes toward patients'
   concerns about the role of trainees in their care. The nature of the
   discussion between surgeons and their patients about trainees and the
   effect on how patients are cared for is an important part of
   patient-centered care. We aim to elucidate surgeons' attitude toward
   patients' concerns regarding trainee involvement in their care.
   DESIGN: An electronic, web-based 15-question survey (SurveyMonkey) was
   used.
   SEWING: Surveys were sent to 528 e-mail accounts of the members of the
   Massachusetts Chapter of the American College of Surgeons. Surgeon
   demographics, the frequency and nature of patients' concerns about
   trainees, and the reactions to these concerns by surgeons were explored.
   PARTICIPANTS: Of the 528 surgeons surveyed, 109 completed the online
   survey. Most specialties of surgery were represented.
   RESULTS: We analyzed 109 responses (21% response rate). Most surgeons
   from a variety of specialties were involved with teaching medical
   students and residents. Half the respondents trained fellows as well.
   Patients' concerns are raised more often in the community setting where
   surgeons are more likely to alter their practice.
   CONCLUSIONS: Although patients' concerns about trainee involvement are
   infrequent, they arise enough to deserve specific attention in the
   current patient-centric environment. Surgeons successfully negotiate to
   have trainee involvement in the vast majority of cases. Specific
   guidelines should be developed and adopted to ensure that patients
   consent to trainee involvement and understand the role of trainees and
   their supervision. (C) 2015 Association of Program Directors in Surgery.
   Published by Elsevier Inc. All rights reserved.
ZB 2
ZS 0
Z8 0
ZR 0
TC 15
ZA 0
Z9 15
U1 0
U2 0
SN 1931-7204
EI 1878-7452
UT WOS:000359890300032
PM 25890789
ER

PT J
AU Rowse, Phillip G.
   Ruparel, Raaj K.
   Aljamal, Yazan N.
   Abdelsattar, Jad M.
   Farley, David R.
TI Video Skills Curricula and Simulation: A Synergistic Way to Teach
   2-Layered, Hand-Sewn Small Bowel Anastomosis
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 5
BP 1057
EP 1063
DI 10.1016/j.jsurg.2015.04.009
PD SEP-OCT 2015
PY 2015
AB BACKGROUND: We sought to determine if general surgery (GS) interns could
   learn a side-to-side, 2-layered, hand-sewn small bowel anastomosis
   (HSBA) using an online instructional video and low-fidelity simulation
   model.
   METHODS: A 3-hour HSBA technical skills training session was held among
   GS interns. Participants were asked to write down the steps for
   performing a side-to-side, 2-layered HSBA (pretest). An online 13-minute
   instructional video on HSBA was then viewed. Low-fidelity bowel
   simulators were then provided for deliberate practice under staff
   supervision. A posttest (identical to pretest) concluded the session.
   The maximum test score was 20 points. At 4 months later, a retention
   test was administered. Trainees were anonymously surveyed to determine
   the session's educational value. Pretest, posttest, and retention test
   scores were compared.
   RESULTS: Participants were 25 GS interns. The mean pretest score was 5
   (range: 0-11). Posttest scores improved (mean = 15; range: 11-19, p =
   0.016), whereas retention test scores were stable (mean = 14; range:
   8-18). Of those who participated in retention testing (24/25), 7 had now
   performed a 2-layered HSBA, 11 had witnessed HSBA, and 6 had neither
   performed nor witnessed an HSBA since the educational session. Retention
   test scores were higher among those who had performed HSBA (mean = 16;
   range: 13-18) vs those who had not performed nor witnessed an HSBA (mean
   = 14; range: 8-18, p = 0.04). Mean Likert scores supported the
   educational value of the session.
   CONCLUSION: Initial intern performance of HSBA was abysmal. A
   contemporary online video skills curriculum coupled with low-fidelity
   bowel simulators improved trainee knowledge of how to perform a
   2-layered HSBA. This effect remained stable over 4 months. (C) 2015
   Published by Elsevier Inc. on behalf of the Association of Program
   Directors in Surgery
OI AlJamal, Yazan/0000-0002-0056-2711
ZA 0
Z8 0
ZS 0
TC 10
ZB 1
ZR 0
Z9 10
U1 0
U2 0
SN 1931-7204
EI 1878-7452
UT WOS:000359890300044
PM 26002534
ER

PT J
AU de Almeida, Valerie Saint-Dizier
   Agnoletti, Marie-France
TI Impact of online training on delivering a difficult medical diagnosis:
   Acquiring communication skills
SO APPLIED ERGONOMICS
VL 50
BP 242
EP 250
DI 10.1016/j.apergo.2015.03.020
PD SEP 2015
PY 2015
AB This paper deals with developing and assessing the training of
   physicians to deliver a difficult diagnosis to patients. The training is
   provided by a web-based self-training package. This online training
   emphasizes the structural, functional and relational dimensions of
   interviews delivering a serious diagnosis, and a logical set of
   recommendations for behavior towards the patient. The content is
   illustrated by numerous delivery interview sequences that are described
   and for which commentary is provided. This online package was expected
   to enable physicians to acquire new skills and change their mental
   picture of diagnosis delivery. Here we discuss the assessment of
   training in managing the delivery of a serious diagnosis. The approach
   taken and the methods used to measure knowledge and skills are
   presented. (C) 2015 Elsevier Ltd and The Ergonomics Society. All rights
   reserved.
Z8 0
ZR 0
TC 2
ZS 0
ZB 0
ZA 0
Z9 2
U1 0
U2 12
SN 0003-6870
EI 1872-9126
UT WOS:000355775200029
PM 25959340
ER

PT J
AU Calder, Lisa A.
   Abu-Laban, Riyad B.
   Artz, Jennifer D.
   McLeod, Shelley
   Blackie, Barbara
   Das, Bijon
   Woods, Robert
   Perry, Jeffrey J.
   Vaillancourt, Christian
   Stiell, Ian G.
   Frank, Jason R.
TI CAEP 2014 Academic Symposium: "How to make research succeed in your
   department: Promoting excellence in Canadian emergency medicine resident
   research"
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 5
BP 591
EP 599
DI 10.1017/cem.2015.90
PD SEP 2015
PY 2015
AB Objectives: To characterize the current state of Canadian emergency
   medicine (EM) resident research and develop recommendations to promote
   excellence in this area.
   Methods: We performed a systematic review of MEDLINE, Embase, and ERIC
   using search terms relevant to EM resident research. We conducted an
   online survey of EM residency program directors from the Royal College
   of Physicians and Surgeons of Canada (RCPSC) and College of Family
   Physicians of Canada (CFPC). An expert panel reviewed these data,
   presented recommendations at the Canadian Association of Emergency
   Physicians 2014 Academic Symposium, and refined them based on feedback
   received.
   Results: Of 654 potentially relevant citations, 35 articles were
   included. These were categorized into four themes: 1) expectations and
   requirements, 2) training and assessment, 3) infrastructure and support,
   and 4) dissemination. We received 31 responses from all 31 RCPSC-EM and
   CFPC-EM programs. The majority of EM programs reported requiring a
   resident scholarly project; however, we found wide-ranging expectations
   for the type of resident research performed and how results were
   disseminated, as well as the degree of completion expected. Although 93%
   of RCPSC-EM programs reported providing formal training on how to
   conduct research, only 53% of CFPC-EM programs reported doing so. Almost
   all programs (94%) reported having infrastructure in place to support
   resident research, but the nature of support was highly variable.
   Finally, there was marked variability regarding the number of
   resident-published abstracts and manuscripts.
   Conclusions: Based on the literature, our national survey, and
   discussions with stakeholders, we offer 14 recommendations encompassing
   goals, expectations, training, assessment, infrastructure, and
   dissemination in order to improve Canadian EM resident research.
RI McLeod, Shelley/AAE-9636-2019; Frank, Jason/; Perry, Jeffrey/; Artz, Jennifer/G-5515-2014
OI McLeod, Shelley/0000-0003-2686-6307; Frank, Jason/0000-0002-6076-0146;
   Perry, Jeffrey/0000-0003-2134-9597; Artz, Jennifer/0000-0003-0500-6156
ZA 0
Z8 0
ZS 0
ZR 0
ZB 0
TC 12
Z9 12
U1 0
U2 2
SN 1481-8035
EI 1481-8043
UT WOS:000360444800019
PM 26299996
ER

PT J
AU Van Es, Simone L.
   Kumar, Rakesh K.
   Pryor, Wendy M.
   Salisbury, Elizabeth L.
   Velan, Gary M.
TI Cytopathology whole slide images and adaptive tutorials for postgraduate
   pathology trainees: a randomized crossover tirial
SO HUMAN PATHOLOGY
VL 46
IS 9
BP 1297
EP 1305
DI 10.1016/j.humpath.2015.05.009
PD SEP 2015
PY 2015
AB To determine whether cytopathology whole slide images and virtual
   microscopy adaptive tutorials aid learning by postgraduate trainees, we
   designed a randomized crossover trial to evaluate the quantitative and
   qualitative impact of whole slide images and virtual microscopy adaptive
   tutorials compared with traditional glass slide and textbook methods of
   learning cytopathology. Forty-three anatomical pathology registrars were
   recruited from Australia, New Zealand, and Malaysia. Online assessments
   were used to determine efficacy, whereas user experience and perceptions
   of efficiency were evaluated using online Likert scales and open-ended
   questions. Outcomes of online assessments indicated that, with respect
   to performance, learning with whole slide images and virtual microscopy
   adaptive tutorials was equivalent to using traditional methods.
   High-impact learning, efficiency, and equity of learning from virtual
   microscopy adaptive tutorials were strong themes identified in
   open-ended responses. Participants raised concern about the lack of
   z-axis capability in the cytopathology whole slide images, suggesting
   that delivery of z-stacked whole slide images online may be important
   for future educational development. In this trial, learning
   cytopathology with whole slide images and virtual microscopy adaptive
   tutorials was found to be as effective as and perceived as more
   efficient than learning from glass slides and textbooks. The use of
   whole slide images and virtual microscopy adaptive tutorials has the
   potential to provide equitable access to effective learning from
   teaching material of consistently high quality. It also has broader
   implications for continuing professional development and maintenance of
   competence and quality assurance in specialist practice. (C) 2015
   Elsevier Inc. All rights reserved.
RI Kumar, Rakesh K/J-6124-2012; Velan, Gary/
OI Kumar, Rakesh K/0000-0002-9531-8411; Velan, Gary/0000-0002-4535-6663
ZR 0
Z8 0
TC 20
ZA 0
ZS 0
ZB 5
Z9 20
U1 1
U2 3
SN 0046-8177
EI 1532-8392
UT WOS:000360779200007
PM 26093936
ER

PT J
AU Feuz, Carina
   Rosewall, Tara
   Willis, Susan
TI Radiation Therapy Students' Knowledge, Attitudes, and Beliefs about
   Palliative and End-of-Life Care for Cancer Patients.
SO Journal of medical imaging and radiation sciences
VL 46
IS 3
BP 271
EP 279
DI 10.1016/j.jmir.2015.06.001
PD 2015-Sep
PY 2015
AB BACKGROUND AND PURPOSE: Although radiation therapy students are highly
   interested in providing palliative and end-of-life care (PEOLC),
   students often lack understanding of what palliative care is and express
   a lack of confidence when interacting with palliative patients. This
   study examined radiation therapy students' existing knowledge,
   attitudes, and beliefs toward PEOLC for cancer patients and how
   professional and personal experiences influenced those factors.
   METHODS: This study used a cross-sectional online questionnaire. After
   informed consent, data were collected from a sample of students in an
   undergraduate radiation therapy program in Canada. Questions were both
   quantitative and qualitative in nature. Responses were comprised of
   Likert scales and true or false responses, a case study-based vignette
   and several short open-ended questions.
   RESULTS: Sixty-one students completed the questionnaire; the response
   rate was 42%. Responses indicate students had an incomplete
   understanding of PEOLC principles despite reporting positive views and
   interest in the topic. Professional and personal experiences improved
   students' knowledge regarding the role of PEOLC and attitudes and
   beliefs became more positive with increased real-life experiences.
   CONCLUSIONS: Experiential learning influences students' knowledge,
   attitudes, and beliefs about PEOLC. To better prepare students for their
   future professional roles, it is necessary for radiation therapy
   undergraduate programs to include PEOLC educational initiatives in its
   curricula. These initiatives should emphasize holistic care to prepare
   students to be competent radiation therapists who can address patients'
   complex PEOLC needs.
OI Rosewall, Tara/0000-0002-2901-3767; Feuz, Carina/0000-0001-7909-7578
ZR 0
Z8 0
ZB 0
ZA 0
ZS 1
TC 8
Z9 8
U1 0
U2 0
EI 1876-7982
UT MEDLINE:31052133
PM 31052133
ER

PT J
AU Kuijpers, Wilma
   Groen, Wim G.
   Loos, Romy
   Oldenburg, Hester S. A.
   Wouters, Michel W. J. M.
   Aaronson, Neil K.
   van Harten, Wim H.
TI An interactive portal to empower cancer survivors: a qualitative study
   on user expectations
SO SUPPORTIVE CARE IN CANCER
VL 23
IS 9
BP 2535
EP 2542
DI 10.1007/s00520-015-2605-0
PD SEP 2015
PY 2015
AB Portals are increasingly used to improve patient empowerment, but are
   still uncommon in oncology. In this study, we explored cancer survivors'
   and health professionals' expectations of possible features of an
   interactive portal.
   We conducted three focus groups with breast cancer survivors (n = 21),
   two with lung cancer survivors (n = 14), and four with health
   professionals (n = 31). Drafts of possible features of an interactive
   portal were presented as static screenshots: survivorship care plan
   (SCP), access to electronic medical record (EMR), appointments,
   e-consultation, online patient community, patient reported outcomes
   (PROs) plus feedback, telemonitoring service, online rehabilitation
   program, and online psychosocial self-management program. This
   presentation was followed by an open discussion. Focus groups were
   audiotaped, transcribed verbatim, and data were analyzed using content
   analysis.
   Important themes included fulfillment of information needs,
   communication, motivation, quality of feedback, and supervision. Cancer
   survivors were primarily interested in features that could fulfill their
   information needs: SCP, access to their EMR, and an overview of
   appointments. Health professionals considered PROs and telemonitoring as
   most useful features, as these provide relevant information about
   survivors' health status. We recommend to minimally include these
   features in an interactive portal for cancer survivors.
   This is the first study that evaluated the expectations of cancer
   survivors and health professionals concerning an interactive portal.
   Both groups were positive about the introduction of such a portal,
   although their preferences for the various features differed. These
   findings reflect their unique perspective and emphasize the importance
   of involving multiple stakeholders in the actual design process.
RI Aaronson, Neil K/AAV-8194-2021; Van Harten, Wim H/AAE-8671-2020; van+Harten, Wim/AAE-8517-2020; Wouters, Michel/B-5882-2019
OI van+Harten, Wim/0000-0001-9580-0489; Wouters, Michel/0000-0001-6173-0662
ZB 2
ZR 0
TC 31
Z8 0
ZA 0
ZS 0
Z9 31
U1 0
U2 23
SN 0941-4355
EI 1433-7339
UT WOS:000358677600005
PM 25876157
ER

PT J
AU Ludwig, Allison B.
   Burton, William
   Weingarten, Jacqueline
   Milan, Felise
   Myers, Daniel C.
   Kligler, Benjamin
TI Depression and stress amongst undergraduate medical students
SO BMC MEDICAL EDUCATION
VL 15
AR 141
DI 10.1186/s12909-015-0425-z
PD AUG 27 2015
PY 2015
AB Background: The demands placed on medical trainees pose a challenge to
   personal wellbeing, leading to burnout and erosion of empathy. However,
   it is unclear at what point in medical education this decline begins.
   Although many schools have begun to design and implement wellness
   programs for their students, the medical education community's
   experience in evaluating their impact is limited.
   Methods: The authors designed a wellness needs assessment of all medical
   students at the Albert Einstein College of Medicine in order to assess
   students' health behaviors, stress and depressive symptoms. The online
   survey was administered to all medical students from the classes of 2014
   and 2015 at the beginning of their first year of medical school and
   again at the end of their third year. Chi-square and T-tests were run
   comparing the survey responses of the two classes.
   Results: There was a significant increase in perceived stress from an
   average of 5.51 in the first year to 6.49 in the third year (p = .0001).
   The number of students at risk for depression, defined as a CES-D score
   greater than 16, was 94 (28.4 %) in the first year and 131 (39.0 %) in
   their third year (p =.004).
   Conclusions: This study demonstrates a significant increase in the
   proportion of students at risk for depression in their third year as
   compared to the first year as well as an increase in perceived stress.
   In response to these findings, the authors took a multi-disciplinary
   approach in the development of a comprehensive program to address
   student wellness, including efforts to address issues specific to the
   clinical clerkships. This program is unique in that its design,
   inception and ongoing evaluation have taken the needs of an entire
   medical school class into account.
ZB 16
ZS 5
TC 98
Z8 1
ZR 2
ZA 0
Z9 105
U1 2
U2 46
SN 1472-6920
UT WOS:000360195900001
PM 26311538
ER

PT J
AU Bechini, Angela
   Falla, Abby
   Ahmad, Amena
   Veldhuijzen, Irene
   Boccalini, Sara
   Porchia, Barbara
   Levi, Miriam
TI Identification of hepatitis B and C screening and patient management
   guidelines and availability of training for chronic viral hepatitis
   among health professionals in six European countries: results of a
   semi-quantitative survey
SO BMC INFECTIOUS DISEASES
VL 15
AR 353
DI 10.1186/s12879-015-1104-8
PD AUG 19 2015
PY 2015
AB Background: As part of the EU funded project "HEPscreen", the aim of
   this study is to identify hepatitis B and C screening and patient
   management guidelines, to assess the awareness of these among health
   professionals (HPs) and to explore the availability of hepatitis B/C
   training programmes for HPs in Germany, Italy, the Netherlands, the UK,
   Spain and Hungary.
   Methods: A comprehensive literature search through the main scientific
   databases was performed to retrieve guidelines, following which an
   online survey was developed and sent to HPs in six areas of health care,
   including public health, to verify whether HPs are aware of these
   guidelines, to retrieve additional guidelines and to find out whether
   specific professional training is available.
   Results: Twelve national guidelines were identified through the
   literature search. Of the 268 respondents, 80 % were aware of hepatitis
   B guidelines and 73 % were aware of hepatitis C guidelines in their
   country. The national guidelines identified through the literature
   search were mentioned by 1/3 of HPs in the UK and Germany, 13 % of HPs
   in the Netherlands, 14 % in Italy and 4 % in Spain. An additional 41
   hepatitis B/C related guidance documents were retrieved through the
   online survey: 15 in the UK, seven in Hungary, six in Italy, five in the
   Netherlands, four in Germany and four in Spain. Availability of training
   programmes to improve skills and knowledge in viral hepatitis was most
   often reported in the Netherlands, with 82 % indicating availability and
   just 10 % indicating no availability, and least commonly in Italy, with
   42 % indicating yes but 40 % indicating no. Availability was also
   reported by the majority in the UK, Hungary and Spain, while in Germany
   the majority selected unsure.
   Conclusions: Results suggest that the scientific databases are not the
   most important information source of best clinical practice for many
   HPs. Implementation of best practices requires that guidelines are
   specifically designed and actively promoted among those who are to
   follow them. Training can disseminate these best practice
   recommendations and raise awareness of guidelines. It is therefore
   encouraging that diverse training about hepatitis B/C is available to
   the different professional groups.
RI Levi, Miriam/AAR-8512-2020; Bechini, Angela/AAR-1895-2020; Veldhuijzen, Irene/
OI Levi, Miriam/0000-0002-0086-3952; Veldhuijzen, Irene/0000-0002-3132-4070
Z8 0
TC 3
ZS 1
ZB 2
ZR 0
ZA 0
Z9 3
U1 0
U2 3
EI 1471-2334
UT WOS:000359689400012
PM 26286525
ER

PT J
AU Kahvedzic, Amila
   Mcfadden, Regina
   Cummins, Gerry
   Carr, David
   O'Neill, Desmond
TI Impact of New Guidelines and Educational Program on Awareness of Medical
   Fitness to Drive Among General Practitioners in Ireland
SO TRAFFIC INJURY PREVENTION
VL 16
IS 6
BP 593
EP 598
DI 10.1080/15389588.2014.979408
PD AUG 18 2015
PY 2015
AB Objective: To investigate changes in attitudes, resources, and practices
   of general practitioners (GPs) toward evaluating medical fitness to
   drive (MFTD) following the publication of national guidelines and an
   extensive educational programme in traffic medicine.
   Method: Postal questionnaire survey to GPs (n = 1,000) in November 2013.
   Results: The final response rate was 46%. GPs are confident (57%) or
   very confident (14%) in assessing MFTD. There is a high awareness of the
   new Irish guidelines, with 86% of GPs using them for assistance in
   assessing MFTD. GPs are divided as to whether GPs (49%) or practitioners
   specially trained to assess MFTD (44%) should be primarily responsible
   for assessing MFTD. GPs expressed interest in traffic medicine
   educational programs, most notably a resource pack for continuous
   medical education (CME) Small Group learning (87%), MFTD software (71%),
   and an online moodle (68%). Many (68%) remain concerned about their
   liability in regard to MFTD assessments.
   Conclusion: Irish GPs are confident in assessing MFTD and show a high
   level of awareness of the new guidelines. There is a clear interest
   among GPs in further educational supports and training in traffic
   medicine, particularly MFTD assessments.
RI O'Neill, Desmond/D-1486-2013
OI O'Neill, Desmond/0000-0002-5542-9897
ZS 0
Z8 0
ZB 1
ZA 0
TC 4
ZR 0
Z9 4
U1 0
U2 22
SN 1538-9588
EI 1538-957X
UT WOS:000351764400010
PM 25357143
ER

PT J
AU Browne, Alexander
TI A lack of anaesthetic clinical attachments for emergency medicine
   advanced trainees in New Zealand: perceptions of directors of emergency
   medicine training.
SO The New Zealand medical journal
VL 128
IS 1419
BP 45
EP 9
PD 2015 Aug 07
PY 2015
AB AIMS: Anaesthetic skills are a core competency for emergency physicians.
   Anecdotally, there are limited anaesthetic attachments specifically
   available for Emergency Medicine Advanced Trainees (ATs). This study had
   several aims: Firstly, to quantify anaesthetic terms set aside for ATs;
   secondly, to gauge the opinions of Directors of Emergency Medicine
   Training (DEMTs) regarding the importance and difficulty in securing and
   maintaining anaesthetic training terms for ATs in their institutions;
   thirdly, to outline strategies that DEMTs used to get or maintain these
   posts and their opinions about what institutions should do to provide
   anaesthetic training for ATs.
   METHODS: An online qualitative survey was emailed to all DEMTs of
   hospitals accredited for vocational ED training within New Zealand.
   Registered Medical Officer (RMO) units at accredited hospitals were
   asked to provide numbers of anaesthetic places available specifically
   for ATs.
   RESULTS: Annually there are 15 anaesthetic training posts set aside for
   145 ATs. Most DEMTs thought that an anaesthetic term was important for
   progression of vocational training, and a majority thought that term
   availability was a significant barrier to progression of training. A
   number of DEMTs felt that procuring and maintaining anaesthetic posts
   was difficult, some citing a lack of collegiality from anaesthetic
   departments. Some DEMTs and ATs used novel approaches to procure
   anaesthetic attachments.
   CONCLUSIONS: Anaesthetic skills are an essential component of emergency
   medicine vocational training. It is in the best interests of hospitals
   to provide anaesthetic training positions for ATs. There are few
   training positions currently available.
ZS 0
TC 2
ZB 1
ZA 0
ZR 0
Z8 0
Z9 2
U1 0
U2 0
EI 1175-8716
UT MEDLINE:26365845
PM 26365845
ER

PT J
AU Baker, Justin N.
   Levine, Deena R.
   Hinds, Pamela S.
   Weaver, Meaghann S.
   Cunningham, Melody J.
   Johnson, Liza
   Anghelescu, Doralina
   Mandrell, Belinda
   Gibson, Deborah V.
   Jones, Barbara
   Wolfe, Joanne
   Feudtner, Chris
   Friebert, Sarah
   Carter, Brian
   Kane, Javier R.
TI Research Priorities in Pediatric Palliative Care
SO JOURNAL OF PEDIATRICS
VL 167
IS 2
BP 467
EP +
DI 10.1016/j.jpeds.2015.05.002
PD AUG 2015
PY 2015
AB Objective To synthesize the perspectives of a broad range of pediatric
   palliative care (PPC) clinicians and parents, to formulate a consensus
   on prioritization of the PPC research agenda.
   Study design A 4-round modified Delphi online survey was administered to
   PPC experts and to parents of children who had received PPC. In round 1,
   research priorities were generated spontaneously. Rounds 2 and 3 then
   served as convergence rounds to synthesize priorities. In round 4,
   participants were asked to rank the research priorities that had reached
   at least 80% consensus.
   Results A total of 3093 concepts were spontaneously generated by 170
   experts and 72 parents in round 1 (65.8% response rate [RR]). These
   concepts were thematically organized into 78 priorities and recirculated
   for round 2 ratings (n = 130; 53.7% RR). Round 3 achieved response
   stability, with 31 consensus priorities oscillating within 10% of the
   mode (n = 98; 75.4% RR). Round 4 resulted in consensus recognition of 20
   research priorities, which were thematically grouped as decision making,
   care coordination, symptom management, quality improvement, and
   education.
   Conclusions This modified Delphi survey used professional and parental
   consensus to identify preeminent PPC research priorities. Attentiveness
   to these priorities may help direct resources and efforts toward
   building a formative evidence base. Investigating PPC implementation
   approaches and outcomes can help improve the quality of care services
   for children and families.
RI Mandrell, Belinda N/N-8066-2018; Baker, Justin/N-8117-2018; Anghelescu, Doralina L./N-8082-2018; Johnson, Liza-Marie/N-8127-2018; Feudtner, Chris/AAI-1126-2019; Hinds, Pamela/W-8115-2019; Harding, Richard/G-9729-2012; Carter, Brian/
OI Mandrell, Belinda N/0000-0002-6041-7559; Baker,
   Justin/0000-0002-6584-6483; Anghelescu, Doralina L./0000-0002-8521-2744;
   Johnson, Liza-Marie/0000-0002-7124-979X; Feudtner,
   Chris/0000-0002-5879-0434; Carter, Brian/0000-0003-0539-9164
ZS 0
TC 61
ZR 0
Z8 0
ZA 0
ZB 16
Z9 60
U1 0
U2 10
SN 0022-3476
EI 1097-6833
UT WOS:000362455300049
PM 26028284
ER

PT J
AU Wanka, Anna
   Kolland, Franz
   Psihoda, Sophie
TI Job strain and coping among ageing baby boomers
SO ZEITSCHRIFT FUR GERONTOLOGIE UND GERIATRIE
VL 48
IS 6
BP 511
EP 516
DI 10.1007/s00391-015-0929-5
PD AUG 2015
PY 2015
AB Research indicates that the so-called baby boomer generation (the
   population born after World War II) exhibits worrying health trends.
   Taking age-cohort effects into account, it is still unclear how the
   mechanisms concerning stress and health function and how the
   distribution of stressors, stress mediators and stress effects on health
   differ between generations.
   The article approaches stress from a generational perspective asking:
   which are the stressors the baby boomer generation is facing? Under
   which conditions and with which resources is exposure to stressors
   harmful to health? Is there an accumulation of stress in later working
   life?
   In the course of the project "Wellbeing", a quantitative online survey
   was carried out in selected commercial enterprises and public
   institutions in four project partner countries. The results for Austrian
   participants are presented in this article.
   Employees of the baby boomer generation are exposed to both time-related
   and social stressors at the workplace and a high percentage of
   respondents expressed symptoms of physical and psychological stress.
   Stress mediators, such as agency-based coping strategies and social
   resources at the workplace could buffer these stressors; however,
   stressors and stress mediators are significantly correlated creating a
   "triple whammy" effect (i.e. exposure to stressors, lack of social
   resources and restricted coping), which particularly affects older male
   baby boomers.
   Social support buffers the negative effects of a limited health and
   lower education for female baby boomers, which supports the buffering
   hypothesis of social convoy theory, whereas male baby boomers lack the
   resources to effectively cope with work stress.
OI Kolland, Franz/0000-0002-4383-7156
TC 2
ZA 0
ZB 0
ZR 0
Z8 0
ZS 0
Z9 2
U1 0
U2 9
SN 0948-6704
EI 1435-1269
UT WOS:000359746600003
PM 26260588
ER

PT J
AU van Kruijssen, Valerie
   van Staa, AnneLoes
   Dwarswaard, Jolanda
   'tVeen, Johannes C. C. M.
   Mennema, Bianka
   Adams, Samantha A.
TI Use of Online Self-Management Diaries in Asthma and COPD: A Qualitative
   Study of Subjects' and Professionals' Perceptions and Behaviors
SO RESPIRATORY CARE
VL 60
IS 8
BP 1146
EP 1156
DI 10.4187/respcare.03795
PD AUG 2015
PY 2015
AB BACKGROUND: Online self-management diaries are used to support patients'
   self-management skills and facilitate associated behavioral changes.
   Although web-based diaries are well-known as a potential self-management
   tool, reasons that patients use (or do not use) self-management diaries,
   as well as perceptions and behaviors related to diary use, remain
   largely unknown. METHODS: Semistructured interviews (n = 30) were
   conducted with health-care professionals and subjects to understand
   perceptions and behaviors related to self-management diary use for
   asthma and COPD in 2 hospitals in Rotterdam, The Netherlands. RESULTS:
   Subjects in this study used self-management diaries to improve their
   knowledge of the disease, cope more consciously with their disease, feel
   in control, and discuss outcomes from the self-management diaries with
   their health-care professionals. Two subjects reported that they used
   the self-management diary to cope more effectively with their disease
   and recognized an exacerbation and acted by adjusting their medications.
   Both health-care professionals and subjects experienced practical
   barriers in integrating self-management diaries into their regular
   practices. Subjects' reasons for nonuse were related to the
   intervention, the disease, and subject-provider contact. CONCLUSIONS:
   Health-care professionals should help patients use self-management
   diaries by collaboratively developing an individual treatment plan and
   by showing patients how to use the diaries to recognize and act on an
   exacerbation. Together with the suggestions made for improving the
   self-management diaries, this will aid in the integration of
   self-management diaries into regular health-care practice and enhance
   patients' self-management of their disease. (C) 2015 Daedalus
   Enterprises
OI van Staa, AnneLoes/0000-0003-4496-3207
ZB 0
ZR 0
ZA 0
ZS 0
Z8 0
TC 14
Z9 14
U1 1
U2 17
SN 0020-1324
EI 1943-3654
UT WOS:000362267100015
PM 25922542
ER

PT J
AU Farokhzadian, Jamileh
   Khajouei, Reza
   Ahmadian, Leila
TI Information seeking and retrieval skills of nurses: Nurses readiness for
   evidence based practice in hospitals of a medical university in Iran
SO INTERNATIONAL JOURNAL OF MEDICAL INFORMATICS
VL 84
IS 8
BP 570
EP 577
DI 10.1016/j.ijmedinf.2015.03.008
PD AUG 2015
PY 2015
AB Background: With the explosion of medical information, and emergence of
   evidence-based practice (EBP) in healthcare system, searching,
   retrieving and selecting information for clinical decision-making are
   becoming required skills for nurses.
   Aims: The aims of this study were to examine the use of different
   medical information resources by nurses and their information searching
   and retrieving skills in the context of EBP.
   Method: A descriptive, cross-sectional study was conducted in four
   teaching hospitals in Iran. Data were collected from 182 nurses using a
   questionnaire in 2014.
   Results: The nurses indicated that they use more human and printed
   resources than electronic resources to seek information (mean =2.83, SD
   = 1.5; mean = 2.77, SD = 1.07; and mean = 2.13, SD = 0.88,
   respectively). To search online resources, the nurses use quick/basic
   search features more frequently (mean = 2.45, SD = 1.15) than other
   search features such as advanced search, index browsing and MeSH term
   searching. (1.74 <= mean <= 2.30, SD = 1.01). At least 80% of the nurses
   were not aware of the purpose or function of search operators such as
   Boolean and proximity operators. In response to the question measuring
   skills of the nurses in developing an effective search statement by
   using Boolean operators, only 20% of them selected the more appropriate
   statement, using some synonyms of the concepts in a given subject.
   Conclusion: The study showed that the information seeking and retrieval
   skills of the nurses were poor and there were clear deficits in the use
   of updated information resources. To compensate their EBP incompetency,
   nurses may resort to human resources. In order to use the latest up to
   date evidence independently, nurses need to improve their information
   literacy. To reach this goal, clinical librarians, health information
   specialists, nursing faculties, and clinical nurse educators and mentors
   can play key roles by providing educational programs. Providing access
   to online resources in clinical wards can also encourage nurses to learn
   and use these resources. (C) 2015 Elsevier Ireland Ltd. All rights
   reserved.
RI Khajouei, Reza/M-9994-2016; Ahmadian, Leila/B-7851-2019; Farokhzadian, Jamileh/C-4409-2019
OI Khajouei, Reza/0000-0001-6094-5127; Ahmadian, Leila/0000-0002-6487-2209;
   Farokhzadian, Jamileh/0000-0002-9621-3486
ZB 6
ZA 0
ZR 0
ZS 0
TC 31
Z8 1
Z9 33
U1 0
U2 54
SN 1386-5056
EI 1872-8243
UT WOS:000355796900004
PM 25936728
ER

PT J
AU Vacca, Raffaele
   McCarty, Christopher
   Conlon, Michael
   Nelson, David R.
TI Designing a CTSA-Based Social Network Intervention to Foster
   Cross-Disciplinary Team Science
SO CTS-CLINICAL AND TRANSLATIONAL SCIENCE
VL 8
IS 4
BP 281
EP 289
DI 10.1111/cts.12267
PD AUG 2015
PY 2015
AB This paper explores the application of network intervention strategies
   to the problem of assembling cross-disciplinary scientific teams in
   academic institutions. In a project supported by the University of
   Florida (UF) Clinical and Translational Science Institute, we used VIVO,
   a semantic-web research networking system, to extract the social network
   of scientific collaborations on publications and awarded grants across
   all UF colleges and departments. Drawing on the notion of network
   interventions, we designed an alteration program to add specific edges
   to the collaboration network, that is, to create specific collaborations
   between previously unconnected investigators. The missing collaborative
   links were identified by a number of network criteria to enhance
   desirable structural properties of individual positions or the network
   as a whole. We subsequently implemented an online survey (N = 103) that
   introduced the potential collaborators to each other through their VIVO
   profiles, and investigated their attitudes toward starting a project
   together. We discuss the design of the intervention program, the network
   criteria adopted, and preliminary survey results. The results provide
   insight into the feasibility of intervention programs on scientific
   collaboration networks, as well as suggestions on the implementation of
   such programs to assemble cross-disciplinary scientific teams in CTSA
   institutions.
RI Vacca, Raffaele/AAP-5528-2020; McCarty, Christopher/
OI Vacca, Raffaele/0000-0001-9908-3747; McCarty,
   Christopher/0000-0002-2917-8318
ZS 0
ZA 0
TC 17
ZB 4
Z8 0
ZR 0
Z9 17
U1 1
U2 20
SN 1752-8054
EI 1752-8062
UT WOS:000360585200008
PM 25788258
ER

PT J
AU Hayden, Mary H.
   Cavanaugh, Jamie L.
   Tittel, Christopher
   Butterworth, Melinda
   Haenchen, Steven
   Dickinson, Katherine
   Monaghan, Andrew J.
   Ernst, Kacey C.
TI Post Outbreak Review: Dengue Preparedness and Response in Key West,
   Florida
SO AMERICAN JOURNAL OF TROPICAL MEDICINE AND HYGIENE
VL 93
IS 2
BP 397
EP 400
DI 10.4269/ajtmh.15-0128
PD AUG 2015
PY 2015
AB Dengue is the most prevalent mosquito-borne viral infection. Recent
   outbreaks in the southern United States illustrate the risk of
   reemergence. The first autochthonous cases since 1934 in Key West, FL,
   occurred in 2009-2010. We conducted a survey in 2012 with decision
   makers instrumental to the control of the outbreak to 1) determine their
   awareness of the multiple strategies used to control the outbreak and 2)
   assess their perceptions of the relative effectiveness of these
   strategies. An online survey was delivered to a predefined list of
   decision makers from multiple sectors to better understand dengue
   preparedness and response. Thirty-six out of 45 surveys were returned
   for an 80% response rate. Results indicate the need to focus prevention
   strategies on educational campaigns designed to increase population
   awareness of transmission risk. Respondents remain concerned about
   future dengue transmission risk in Key West and lack of resources to
   respond.
RI Dickinson, Katherine/AGV-2829-2022; DICKINSON, KATHERINE L./ABB-7962-2020; Monaghan, Andrew/
OI DICKINSON, KATHERINE L./0000-0001-6390-200X; Monaghan,
   Andrew/0000-0002-8170-2359
Z8 0
ZA 0
ZR 0
ZS 0
ZB 8
TC 9
Z9 9
U1 0
U2 7
SN 0002-9637
EI 1476-1645
UT WOS:000359327400038
PM 26078319
ER

PT J
AU Kratz, Molly M.
   Weiss, Don
   Ridpath, Alison
   Zucker, Jane R.
   Geevarughese, Anita
   Rakeman, Jennifer
   Varma, Jay K.
TI Community-Based Outbreak of Neisseria meningitidis Serogroup C Infection
   in Men who Have Sex with Men, New York City, New York, USA, 2010-2013
SO EMERGING INFECTIOUS DISEASES
VL 21
IS 8
BP 1379
EP 1386
DI 10.3201/eid2108.141837
PD AUG 2015
PY 2015
AB In September 2012, the New York City Department of Health and Mental
   Hygiene identified an outbreak of Neisseria meningitidis serogroup C
   invasive meningococcal disease among men who have sex with men (MSM).
   Twenty-two case-patients and 7 deaths were identified during August
   2010-February 2013. During this period, 7 cases in non-MSM were
   diagnosed. The slow-moving outbreak was linked to the use of websites
   and mobile phone applications that connect men with male sexual
   partners, which complicated the epidemiologic investigation and
   prevention efforts. We describe the outbreak and, steps taken to
   interrupt transmission, including an innovative and wide-ranging
   outreach campaign that involved direct, internet-based, and media-based
   communications; free vaccination events; and engagement of community and
   government partners. We conclude by discussing the challenges of
   managing an outbreak affecting a discrete community of MSM and the
   benefits of using social networking technology to reach this at-risk
   population.
TC 36
ZS 1
Z8 0
ZA 0
ZB 21
ZR 1
Z9 38
U1 0
U2 3
SN 1080-6040
EI 1080-6059
UT WOS:000358458300013
PM 26197087
ER

PT J
AU Patel, Mitesh
   Bhullar, Jasneet S.
   Subhas, Gokulakkrishna
   Mittal, Vijay
TI Present Status of Autonomy in Surgical Residency-a Program Director's
   Perspective
SO AMERICAN SURGEON
VL 81
IS 8
BP 786
EP 790
PD AUG 2015
PY 2015
AB As surgery residents graduate and begin their careers as junior
   attending surgeons, the question of whether a surgeon can complete a
   case alone still lingers. Allowing autonomy during residency answers
   this question. The purpose of this study was to gather input from
   general surgery residency program directors on how they achieve autonomy
   for residents in their programs. An online survey of 18 questions was
   sent to all general surgery residency program directors in the United
   States between April and June of 2013 via e-mail. Questions were asked
   regarding classification of autonomy, percentage of case completed by
   the resident independently, and in what area a resident worked with
   minimal supervision. Of the 202 delivered, 85 program directors were
   responded (42%). Seventy-eight per cent of programs classified a
   resident as surgeon junior whether the resident completed more than 50
   per cent of the case. Most classified autonomy as either the resident
   completing > 75 per cent of a case (41%) or completing the critical
   steps of a surgery (41%). Eighty-eight per cent stated that chief
   residents completed the majority of cases under supervision, whereas
   only 12 per cent stated the chief had autonomy in the operating room and
   also acted as teaching assistant. While, 60 per cent stated their chief
   residents did not work in any area of the hospital independently.
   Despite differences in how autonomy is defined among programs, most
   program directors feel that their chief residents do not achieve
   complete autonomy. Programs should allow their residents to work in a
   progressive responsibility as they progress into their fourth and fifth
   years of residency to achieve autonomy.
CT Annual Scientific Meeting of the Southeastern-Surgical-Congress
CY FEB 21-24, 2015
CL Chattanooga, TN
SP SE Surg Congress
ZS 0
ZA 0
Z8 0
ZR 0
ZB 5
TC 18
Z9 18
U1 0
U2 0
SN 0003-1348
EI 1555-9823
UT WOS:000360561900016
PM 26215240
ER

PT J
AU Finley, John P.
   Caissie, Rachel
   Nicol, Pam
   Hoyt, Brian
TI International trial of online auditory training programme for
   distinguishing innocent and pathological murmurs
SO JOURNAL OF PAEDIATRICS AND CHILD HEALTH
VL 51
IS 8
BP 815
EP 819
DI 10.1111/jpc.12839
PD AUG 2015
PY 2015
AB Aim: Recognition of normal and abnormal heart sounds and murmurs is an
   important but declining clinical skill among practitioners. Current
   teaching methods are often ineffective. This may result from inadequate
   repetition and normal-abnormal comparisons needed for auditory
   recognition. This paper describes a rapid new method of teaching murmur
   recognition using principles of auditory training.
   Methods: Participants were 120 Australian and 42 Canadian medical
   students. The medical students were randomised to intervention and
   control (no intervention) groups. The 1-h online programme structured
   like a computer game used auditory training methodology to teach
   students to distinguish between innocent and pathological murmurs.
   Participants underwent pre- and post-testing on 20 paediatric murmurs.
   Post-testing occurred immediately following training and after 2 months.
   Twenty-two Canadian medical students were retested 1 year later with a
   brief mastery-style reinforcement programme.
   Results: Median pre- and post-test scores improved in about 1 h from
   75-95% (P < 0.001) for Australian students and 85-95% (P = 0.004) for
   Canadian students. Two-month post-test scores declined for Australian
   students to 85% (P = 0.001), and for Canadian students to 85% (P =
   0.02). Australian controls had no significant change during the study
   period, whereas Canadian controls improved slightly. The group receiving
   reinforcement after 1 year had a median final score of 90%.
   Conclusions: This auditory training programme rapidly teaches students
   to distinguish innocent and pathological murmurs with at least 90%
   accuracy. The skill declines within 2 months but can be restored with
   brief mastery reinforcement 1 year later.
ZR 0
Z8 0
ZS 0
ZB 1
TC 8
ZA 0
Z9 8
U1 0
U2 0
SN 1034-4810
EI 1440-1754
UT WOS:000360644700014
PM 25643859
ER

PT J
AU Gutt, S.
   Bergelt, C.
   Faller, H.
   Krischak, G.
   Spyra, K.
   Uhlmann, A.
   Mau, W.
TI Development of a Set of Rehabilitation Related Multiple-choice-questions
   in Medical Education
SO REHABILITATION
VL 54
IS 4
BP 259
EP 265
DI 10.1055/s-0035-1545362
PD AUG 2015
PY 2015
AB Zusammenfassung Im Medizinstudium sind Multiple-Choice-(MC)-Prufungen
   auch in der rehabilitationsbezogenen Lehre die haufigste Form des
   Leistungsnachweises. Im Gegensatz zu lange etablierten Fachern stehen
   fur diesen Bereich nur relativ wenige MC-Fragen zur Verfugung. Deshalb
   wurde ein internetbasierter Prufungspool Rehabilitation (PpR)
   entwickelt, um Lehrende durch die Bereitstellung, Konstruktion und
   Organisation von qualitativ hochwertigen, rehabilitationsbezogenen
   Prufungsfragen zu unterstutzen. Insgesamt sind der Projektarbeitsgruppe
   502 bereits vorhandene MC-Fragen aus 12 Medizinischen Fakultaten
   ubersandt worden. Der Fragenpool wurde um 59 formal und inhaltlich nicht
   geeignete MC-Fragen bereinigt, sodass insgesamt 443 MC-Fragen den
   beteiligten 6 Reviewern zur 3-fachen Begutachtung vorgelegt werden
   konnten (insgesamt 1329 Einzelgutachten). 335 Fragen (67% von 502)
   wurden in den finalen Fragenpool aufgenommen, einschliealich short cases
   mit 46 Fallbeispielen. Die Fragen beziehen sich auf folgende Lernziele:
   Grundlagen der Rehabilitation (40%), rehabilitative Leistungs- und
   Angebotsformen (20%), Diagnostik, Indikationsstellung und Begutachtung
   (18%), Einleitung und Steuerung des Reha-Prozesses (12%) und
   Methoden/Qualitatssicherung rehabilitativer Interventionen (10%). Auf
   der fur Lehrende kostenfreien Online-Plattform sind Module zur
   Verwendung aller Fragen (Zusammenstellung und Ausgabe von individuellen
   Klausuren, statistische Auswertung der Trennscharfe und Schwierigkeit)
   sowie weitere prufungsbezogene Materialien verfugbar. Der
   Prufungsfragenpool wirkt dem derzeitigen Mangel an qualitatsgesicherten
   rehabilitationsbezogenen MC-Fragen entgegen und tragt dazu bei,
   gemeinsame Standards fur die Fakultaten in Bezug auf
   rehabilitationsbezogene Prufungen zu setzen.
   Abstract In the rehabilitation related teaching as in other subjects of
   the medical training multiple choice (MC) examinations are the most
   frequent type of examinations. Compared to other subjects only a few MC
   questions are available for the interdisciplinary subject
   Rehabilitation. Therefore an internet-based online platform Pool of
   rehabilitation related MC questions was developed to assist teachers
   regarding the provision, design and organization of high-quality
   rehabilitation related MC questions. A total of 502 existing MC
   questions were collected from 12 German Medical Faculties. After removal
   of 59 questions not suitable for formal and content reasons a total of
   443 questions were presented to 6 reviewers for triple reviews (a total
   of 1329 expert reviews received). Of the 502 questions 335 (67%) were
   included in the final pool including short cases with 46 case studies.
   The questions refer to the following learning objectives: principles of
   rehabilitation (40%), rehabilitative interventions (20%), diagnosis and
   assessment (18%), initiation and control of the rehabilitation process
   (12%) and methods/quality of rehabilitative interventions (10%). The use
   of the online platform modules resp. the questions are for free for
   lecturers. This includes the compilation and output of complete
   examinations, the statistical evaluation, and other audit-related
   materials. This examination pool counteracts the current lack of
   quality-assured rehabilitation-related MC questions and contributes to
   set common standards for the Medical Faculties to rehabilitation related
   examinations.
OI Bergelt, Corinna/0000-0003-1413-1872; Spyra, Karla/0000-0002-9134-5834
Z8 0
ZA 0
TC 6
ZS 0
ZB 0
ZR 0
Z9 6
U1 0
U2 7
SN 0034-3536
EI 1439-1309
UT WOS:000360634400008
PM 26080058
ER

PT J
AU Jamal, Amr
   Khan, Samina A.
   AlHumud, Ahmed
   Al-Duhyyim, Abdulaziz
   Alrashed, Mohammed
   Bin Shabr, Faisal
   Alteraif, Alwalid
   Almuziri, Abdullah
   Househ, Mowafa
   Qureshi, Riaz
TI Association of Online Health Information-Seeking Behavior and Self-Care
   Activities Among Type 2 Diabetic Patients in Saudi Arabia
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 8
AR e196
DI 10.2196/jmir.4312
PD AUG 2015
PY 2015
AB Background: Health information obtained from the Internet has an impact
   on patient health care outcomes. There is a growing concern over the
   quality of online health information sources used by diabetic patients
   because little is known about their health information-seeking behavior
   and the impact this behavior has on their diabetes-related self-care, in
   particular in the Middle East setting.
   Objective: The aim of this study was to determine the online
   health-related information-seeking behavior among adult type 2 diabetic
   patients in the Middle East and the impact of their online
   health-related information-seeking behavior on their self-care
   activities.
   Methods: A cross-sectional survey was conducted on 344 patients with
   type 2 diabetes attending inpatient and outpatient primary health care
   clinics at 2 teaching hospitals in Riyadh, Saudi Arabia. The main
   outcome measures included the ability of patients to access the
   Internet, their ability to use the Internet to search for health-related
   information, and their responses to Internet searches in relation to
   their self-care activities. Further analysis of differences based on
   age, gender, sociodemographic, and diabetes-related self-care activities
   among online health-related information seekers and nononline
   health-related information seekers was conducted.
   Results: Among the 344 patients, 74.1% (255/344) were male with a mean
   age of 53.5 (SD 13.8) years. Only 39.0% (134/344) were Internet users;
   71.6% (96/134) of them used the Internet for seeking health-related
   information. Most participants reported that their primary source of
   health-related information was their physician (216/344, 62.8%) followed
   by television (155/344, 45.1%), family (113/344, 32.8%), newspapers
   (100/344, 29.1%), and the Internet (96/344, 27.9%). Primary topics
   participants searched for were therapeutic diet for diabetes (55/96,
   57%) and symptoms of diabetes (52/96, 54%) followed by diabetes
   treatment (50/96, 52%). Long history of diabetes, familial history of
   the disease, unemployment, and not seeking diabetes education were the
   most common barriers for online health-related information-seeking
   behavior. Younger age, female, marital status, higher education, higher
   income, and longer duration of Internet usage were associated with more
   online health-related information-seeking behaviors. Most (89/96, 93%)
   online health-related information seekers reported positive change in
   their behaviors after seeking online health information. Overall odds
   ratio (OR 1.56, 95% CI 0.63-3.28) for all self-care responses
   demonstrated that there was no statistically significant difference
   between those seeking health-related information online and
   non-health-related information seekers. However, health-related
   information seekers were better in testing their blood glucose
   regularly, taking proper action for hyperglycemia, and adopting
   nonpharmacological management.
   Conclusions: Physicians and television are still the primary sources of
   health-related information for adult diabetic patients in Saudi Arabia
   whether they seek health-related information online or not. This study
   demonstrates that participants seeking online health-related information
   are more conscious about their diabetes self-care compared to
   non-health-related information seekers in some aspects more than the
   others.
RI Jamal, Amr/AAG-3828-2020; Househ, Mowafa/GPX-8430-2022; Jamal, Amr A/B-9495-2009; KHAN, SAMINA A./Q-1109-2018; Househ, Mowafa/GPX-8317-2022
OI Jamal, Amr A/0000-0002-4051-6592; KHAN, SAMINA A./0000-0001-8611-1614;
   Househ, Mowafa/0000-0002-3648-6271
ZB 4
ZS 0
ZA 0
TC 58
Z8 1
ZR 0
Z9 59
U1 2
U2 53
SN 1438-8871
UT WOS:000360306300005
PM 26268425
ER

PT J
AU Jheeta, Jatinder S.
   Narayan, Omendra
   Krasemann, Thomas
TI Accuracy in interpreting the paediatric ECG: a UK-wide study and the
   need for improvement
SO POSTGRADUATE MEDICAL JOURNAL
VL 91
IS 1078
BP 436
EP 438
DI 10.1136/postgradmedj-2013-305788rep
PD AUG 2015
PY 2015
AB Background Paediatric ECG interpretation is significant for informed
   treatment of several conditions. Formal training in paediatric ECG is
   rarely undertaken.
   Methods A prospective survey based study module of UK-wide
   paediatricians registered with the UK Royal College of Paediatricians
   and Child Health (RCPCH) was conducted. 10 common clinical conditions
   seen in paediatrics for which there are recognisable ECGs had to be
   interpreted. After provision of an educational page, 10 further ECGs
   were presented.
   Findings 8450 RCPCH members were emailed a link to the online
   survey-study module, of whom 764 participated. Of these, 493 interpreted
   the first 10 ECGs, and 385 interpreted both sets of ECGs. The accuracy
   for the first ECGs was 61.5% (63.5% for those who participated in the
   whole survey), and after use of the educational page increased to 73.3%.
   This was independent from previous ECG training.
   Conclusions The use of an easily accessible online educational page
   improved the accuracy of paediatric ECG interpretation significantly.
   Internet based education can improve the accuracy of paediatric ECG
   interpretation and should be developed further.
RI Narayan, Omendra/AAO-9946-2021
ZA 0
Z8 0
ZB 2
ZR 0
TC 5
ZS 0
Z9 5
U1 0
U2 3
SN 0032-5473
EI 1469-0756
UT WOS:000360371500005
PM 26304985
ER

PT J
AU Waeschle, R. M.
   Russo, S. G.
   Sliwa, B.
   Bleeker, F.
   Russo, M.
   Bauer, M.
   Braeuer, A.
TI Perioperative thermal management in Germany varies depending on the
   hospital size
SO ANAESTHESIST
VL 64
IS 8
BP 612
EP +
DI 10.1007/s00101-015-0057-z
PD AUG 2015
PY 2015
AB Improvement of quality of care and patient safety while decreasing costs
   are major challenges in healthcare systems. This challenge includes the
   avoidance of perioperative hypothermia to reduce the associated adverse
   effects, length of stay and treatment costs. Due to the medical and
   economic relevance the national S3 guidelines for the prevention of
   perioperative hypothermia were recently published.
   This study presents and analyses the reality of utilization of thermal
   management in German hospitals depending on the size of the hospital,
   which is based on the number of beds.
   Based on the data of an online survey among all members of the German
   Society of Anesthesiology and Intensive Care Medicine about
   perioperative thermal management, a subgroup analysis differentiating
   between the size of hospitals was performed. The survey included
   questions about the structural and organizational conditions, the
   practical implementation of temperature measurement and warming therapy
   and the developmental status of clinical standard operating procedures
   (SOP) and educational training.
   Comparing the structural quality, major differences were found with
   respect to the availability of core body temperature measurement and the
   provision of warming devices especially at different peripheral
   anesthesia workplaces as well as the existence of SOPs and educational
   training. The availability increased with hospital size. With respect to
   process quality, the frequency of prewarming increased with hospital
   size as well as the frequency of intraoperative temperature measurements
   during different anesthesia procedures.
   Major differences were found in several aspects of perioperative thermal
   management depending on the hospital size. The main potential for
   improvement was found in smaller hospitals. Developmental needs
   primarily exist in the configuration of peripheral anesthesia
   workplaces, educational training, implementation of SOPs and prewarming
   of patients.
OI Waeschle, Reiner/0000-0003-3140-3630
TC 5
Z8 0
ZA 0
ZS 0
ZB 1
ZR 0
Z9 5
U1 0
U2 7
SN 0003-2417
EI 1432-055X
UT WOS:000359808400009
PM 26194652
ER

PT J
AU Warriner, Amy H.
   Outman, Ryan C.
   Allison, Jeroan J.
   Curtis, Jeffrey R.
   Markward, Nathan J.
   Redden, David T.
   Safford, Monika M.
   Stanek, Eric J.
   Steinkellner, Amy R.
   Saag, Kenneth G.
TI An Internet-based Controlled Trial Aimed to Improve Osteoporosis
   Prevention among Chronic Glucocorticoid Users
SO JOURNAL OF RHEUMATOLOGY
VL 42
IS 8
BP 1478
EP 1483
DI 10.3899/jrheum.141238
PD AUG 2015
PY 2015
AB Objective. To address the low prevention and treatment rates for those
   at risk of glucocorticoid-induced osteoporosis (GIOP), we evaluated the
   influence of a direct-to-patient, Internet-based educational video
   intervention using "storytelling" on rates of antiosteoporosis
   medication use among chronic glucocorticoid users who were members of an
   online pharmacy refill service.
   Methods. We identified members who refilled >= 5 mg/day of prednisone
   (or equivalent) for 90 contiguous days and had no GIOP therapy for >= 12
   months. Using patient stories, we developed an online video addressing
   risk factors and treatment options, and delivered it to members
   refilling a glucocorticoid prescription. The intervention consisted of
   two 45-day "Video ON" periods, during which the video automatically
   appeared at the time of refill, and two 45-day "Video OFF" periods,
   during which there was no video. Members could also "self-initiate"
   watching the video by going to the video link. We used an interrupted
   time series design to evaluate the effectiveness of this intervention on
   GIOP prescription therapies over 6 months.
   Results. Among 3017 members (64.8%) exposed to the intervention, 59% had
   measurable video viewing time, of which 3% "self-initiated" the video.
   The GIOP prescription rate in the "Video ON" group was 2.9% versus 2.7%
   for the "Video OFF" group. There was a nonsignificant trend toward
   greater GIOP prescription in members who self-initiated the video versus
   automated viewing (5.7% vs 2.9%, p = 0.1).
   Conclusion. Among adults at high risk of GIOP, prescription rates were
   not significantly affected by an online educational video presented at
   the time of glucocorticoid refill.
Z8 1
ZB 2
ZA 0
TC 6
ZR 0
ZS 0
Z9 7
U1 0
U2 7
SN 0315-162X
EI 1499-2752
UT WOS:000358868000021
PM 26136484
ER

PT J
AU Holland, Jennifer E.
   DeMaso, David R.
   Rosoklija, Ilina
   Johnson, Kathryn L.
   Manning, Diane
   Bellows, Alexandra L.
   Bauer, Stuart B.
TI Self-cathing experience journal: Enhancing the patient and family
   experience in clean intermittent catheterization
SO JOURNAL OF PEDIATRIC UROLOGY
VL 11
IS 4
DI 10.1016/j.jpurol.2015.03.011
PD AUG 2015
PY 2015
AB Objective
   This pilot study evaluated the safety, feasibility, and usefulness of
   the Self-Cathing Experience Journal (SC-EJ), an online resource for
   patients and families to address issues and stigma surrounding clean
   intermittent catheterization (CIC). Modeled after previous assessments
   of the Cardiac and Depression Experience Journals (EJs), this project
   uniquely included patients and caregivers. We explored whether patients
   and caregivers would find the SCEJ helpful in increasing their
   understanding of CIC, accepting the medical benefits of
   self-catheterization, improving hopefulness, and diminishing social
   isolation.
   Methods
   Patients seen in a tertiary urology clinic were asked to view the SC-EJ
   for 30 min and rate its safety and efficacy. The cross-sectional sample
   included 25 families: 17 surveys were completed by the patient and their
   caregiver, five by the patient only, and three by the caregiver only.
   Mean patient age was 15.7 +/- 5.8 years (range 7-29 years). The patients
   were 64% female, and 72% used CIC due to neurological diagnoses.
   Results
   Mean overall patient satisfaction with the SC-EJ was moderately high
   (mean = 5, out of a 7-point Likert scale from 1 = not at all to 7 =
   extremely). Mean overall caregiver satisfaction was high (mean = 5.55)
   and was similar to caregiver satisfaction scores recorded in caregivers
   with children with congenital heart disease and depression (mean = 5.7
   and mean = 5.75, respectively). No significant differences were noted in
   satisfaction between CIC patients and CIC caregivers or among caregivers
   of the three populations surveyed (CIC, Cardiac, and Depression). CIC
   patients and caregivers reported that SC-EJ viewing gave them a strong
   sense that others are facing similar issues (patient mean = 6.15,
   caregiver mean = 6.21) and that it was helpful to read about other
   families' CIC experiences (patient mean = 6, caregiver mean = 5.89).
   Discussion
   The SC-EJ appears to be safe, feasible, and useful to patients and
   families using CIC. Ratings from caregivers of CIC patients were similar
   to other cohorts of caregivers facing chronic childhood conditions.
   Despite beliefs that the EJ format best targets adults, high
   satisfaction ratings among patients suggest that the SC-EJ is acceptable
   and beneficial to children and adolescents. This web-based intervention
   can be a helpful clinical supplement in promoting healthy coping skills
   and a decreased sense of isolation among patients and families facing
   CIC. The unique integration of real patient and family experiences with
   accurate and vetted medical knowledge has the potential to enhance
   resiliency among viewers who use CIC.
ZS 1
ZR 0
TC 8
ZA 0
ZB 0
Z8 0
Z9 8
U1 0
U2 9
SN 1477-5131
EI 1873-4898
UT WOS:000359739000015
PM 26028181
ER

PT J
AU Liu, Dennis B.
   Palmer, Blake
   Herndon, C. D. Anthony
   Maizels, Max
TI Teaching of the Society for Fetal Urology grading system for pediatric
   hydronephrosis is improved by e-Learning using Computer Enhanced Visual
   Learning (CEVL): A multi-institutional trial
SO JOURNAL OF PEDIATRIC UROLOGY
VL 11
IS 4
DI 10.1016/j.jpurol.2015.05.008
PD AUG 2015
PY 2015
AB Introduction
   It is unclear how clinicians learn to grade pediatric hydronephrosis
   (HN) and how effective their training has been. We sought to:
   1. Assess how clinicians learn to grade HN and their confidence in their
   training and abilities and
   2. To assess Computer Enhanced Visual Learning (CEVL) e-Learning to
   learn the Society for Fetal Urology (SFU) grading system for pediatric
   HN.
   Methods and materials
   A multi-institutional online survey was distributed to pediatric
   urologists, nephrologists, and radiologists. Respondents used a 6-point
   Likert scale (0 = not confident to 5 = very confident) to assess their
   confidence in knowledge of the criteria, indications, and ability to
   grade HN, and how they learned to grade. Participants assigned SFU
   grades to 15 neonatal ultrasounds (US). A CEVL module on the SFU grading
   system was accessed and a post-CEVL survey completed. Changes in
   confidence and accuracy of grading were compared before and after CEVL
   e-Learning.
   Results
   The most common method of learning was "casually during training"
   (44.5%). Significant increases in confidence in knowledge of criteria,
   indications, and ability to grade, as well as the accuracy of grading
   were seen following CEVL e-Learning (Figure A and B).
   Discussion
   Although the SFU grading system is considered the predominant grading
   system for HN, its application in clinical practice has been
   inconsistent. While this may be due to the grading system itself, it is
   possible that deficient training and confidence are the root causes. Our
   data supports this by demonstrating that most clinicians receive only
   casual training and accordingly, report low confidence in their
   knowledge and ability to grade HN. Therefore, we conclude that there
   exists a strong need to improve the teaching of the SFU grading system.
   e-Learning has been shown to be effective in teaching difficult topics
   and skills. We demonstrate that e-Learning with CEVL is effective in
   increasing both the confidence and accuracy of SFU grading of pediatric
   HN.
   Limitations of our study include a small sample size, low response rate,
   and discrepant participation. Furthermore, we did not assess the extent
   to which the CEVL module was used or include a control group learning
   through traditional means. Therefore, we were unable to evaluate the
   efficiency of learning or be certain that the improvements seen were
   derived exclusively from CEVL.
   Conclusion
   Current training in SFU grading of HN is mostly unstructured and
   inaccurate grading is common. Learners who use CEVL show improvements in
   their confidence and ability to SFU grade HN.
OI Liu, Dennis/0000-0003-4814-5797
ZA 0
Z8 0
ZB 0
TC 1
ZR 0
ZS 0
Z9 1
U1 0
U2 1
SN 1477-5131
EI 1873-4898
UT WOS:000359739000012
PM 26129964
ER

PT J
AU Devine, Luke A.
   Donkers, Jeroen
   Brydges, Ryan
   Perelman, Vsevolod
   Cavalcanti, Rodrigo B.
   Issenberg, S. Barry
TI An Equivalence Trial Comparing Instructor-Regulated With Directed
   Self-Regulated Mastery Learning of Advanced Cardiac Life Support Skills
SO SIMULATION IN HEALTHCARE-JOURNAL OF THE SOCIETY FOR SIMULATION IN
   HEALTHCARE
VL 10
IS 4
BP 202
EP 209
DI 10.1097/SIH.0000000000000095
PD AUG 2015
PY 2015
AB Introduction
   Instructor-led simulation-based mastery learning of advanced cardiac
   life support (ACLS) skills is an effective and focused approach to
   competency-based education. Directed self-regulated learning (DSRL) may
   be an effective and less resource-intensive way to teach ACLS skills.
   Methods
   Forty first-year internal medicine residents were randomized to either
   simulation-based DSRL or simulation-based instructor-regulated learning
   (IRL) of ACLS skills using a mastery learning model. Residents in each
   intervention completed pretest, posttest, and retention test of their
   performance in leading an ACLS response to a simulated scenario.
   Performance tests were assessed using a standardized checklist.
   Residents in the DSRL intervention were provided assessment instruments,
   a debriefing guide, and scenario-specific teaching points, and they were
   permitted to access relevant online resources. Residents in the IRL
   intervention had access to the same materials; however, the teaching and
   debriefing were instructor led.
   Results
   Skills of both the IRL and DSRL interventions showed significant
   improvement after the intervention, with an average improvement on the
   posttest of 21.7%. After controlling for pretest score, there was no
   difference between intervention arms on the posttest [F(1,37) = 0.02, P
   = 0.94] and retention tests [F(1,17) = 1.43, P = 0.25]. Cost savings
   were realized in the DSRL intervention after the fourth group (16
   residents) had completed each intervention, with an ongoing savings of
   $80 per resident.
   Conclusions
   Using a simulation-based mastery learning model, we observed equivalence
   in learning of ACLS skills for the DSRL and IRL conditions, whereas DSRL
   was more cost effective.
RI Perelman, Vsevolod/ABB-6964-2020; Cavalcanti, Rodrigo B/; Donkers, Jeroen/; Brydges, Ryan/; Issenberg, Saul/
OI Cavalcanti, Rodrigo B/0000-0001-8980-159X; Donkers,
   Jeroen/0000-0002-6769-0355; Brydges, Ryan/0000-0001-5203-7049;
   Issenberg, Saul/0000-0002-2524-4736
ZS 0
ZR 0
TC 18
ZA 0
ZB 3
Z8 1
Z9 19
U1 0
U2 9
SN 1559-2332
EI 1559-713X
UT WOS:000359603300002
PM 26154249
ER

PT J
AU Boespflug, Amelie
   Guerra, Jose
   Dalle, Stephane
   Thomas, Luc
TI Enhancement of Customary Dermoscopy Education With Spaced Education
   e-Learning A Prospective Controlled Trial
SO JAMA DERMATOLOGY
VL 151
IS 8
BP 847
EP 853
DI 10.1001/jamadermatol.2015.0214
PD AUG 2015
PY 2015
AB IMPORTANCE Dermoscopy permits the detection of early-stage melanomas but
   is difficult to learn. It is important to develop effective teaching
   methods. Spaced education is a methodology within the field of adaptive
   learning that uses online tools to reinforce long-term retention.
   OBJECTIVES To determine whether a spaced education dermoscopy module
   improved dermoscopy skills in the continuing medical education setting
   and to evaluate participant satisfaction.
   DESIGN, SETTING, AND PARTICIPANTS We designed a prospective controlled
   study with 2 sequential cohorts of participants enrolled between
   September 2010 and September 2013, in the continuing medical education
   dermoscopy program of the Claude Bernard-Lyon 1 University in Lyon,
   France. Participants enrolled in this program were either certified
   dermatologists or senior dermatology residents. The control group (n =
   95) comprised all participants enrolled during the 2 first years of the
   study (49 participants in the class of 2010, 46 in the class of 2011).
   The intervention group (n = 96) comprised all participants enrolled
   during the third and fourth years of the study (46 in the class of 2012;
   50 in the class of 2013).
   INTERVENTIONS All participants attended a 3-day lecture followed by
   small-group tutorials 4 months later. Each participant also attended a
   day of consultation with a dermoscopy specialist. In addition,
   participants in the intervention group were enrolled in an e-learning
   spaced education dermoscopy program.
   MAIN OUTCOMES AND MEASURES The main outcome measure was mean participant
   scores at the posttest evaluation, which was conducted 4 months after
   course enrollment.
   RESULTS The intervention group had better results at the posttest, with
   a mean (SD) score (out of a possible 160.0 points) of 148.1 (5.8) (n =
   82 participants) vs 145.7 (7.7) (n = 90 participants) in the control
   group (P = .02). Ninety-two percent of the participants (80 of 87) were
   extremely or very satisfied with the e-learning module. Participant
   engagement was high, with an average of 85% of participants (80 of 94)
   "on track" at any given time of the year.
   CONCLUSIONS AND RELEVANCE Our study shows that, in the context of
   continuing medical education, a spaced education Internet dermoscopy
   module combined with in-class training increases participant
   performances in dermoscopy. It is easy to use and adaptable to
   professional working schedules.
RI Dalle, Stephane/E-4552-2018; Boespflug, Amelie/A-5457-2017; Guerra, Jose/
OI Dalle, Stephane/0000-0002-3423-4548; Boespflug,
   Amelie/0000-0002-2656-5144; Guerra, Jose/0000-0002-4943-2723
TC 16
ZA 0
Z8 0
ZR 0
ZB 3
ZS 0
Z9 16
U1 0
U2 5
SN 2168-6068
EI 2168-6084
UT WOS:000359791300008
PM 25902339
ER

PT J
AU Breimer, Gerben E.
   Haji, Faizal A.
   Hoving, Eelco W.
   Drake, James M.
TI Development and content validation of performance assessments for
   endoscopic third ventriculostomy
SO CHILDS NERVOUS SYSTEM
VL 31
IS 8
BP 1247
EP 1259
DI 10.1007/s00381-015-2716-4
PD AUG 2015
PY 2015
AB This study aims to develop and establish the content validity of
   multiple expert rating instruments to assess performance in endoscopic
   third ventriculostomy (ETV), collectively called the Neuro-Endoscopic
   Ventriculostomy Assessment Tool (NEVAT).
   The important aspects of ETV were identified through a review of current
   literature, ETV videos, and discussion with neurosurgeons, fellows, and
   residents. Three assessment measures were subsequently developed: a
   procedure-specific checklist (CL), a CL of surgical errors, and a global
   rating scale (GRS). Neurosurgeons from various countries, all identified
   as experts in ETV, were then invited to participate in a modified Delphi
   survey to establish the content validity of these instruments. In each
   Delphi round, experts rated their agreement including each procedural
   step, error, and GRS item in the respective instruments on a 5-point
   Likert scale.
   Seventeen experts agreed to participate in the study and completed all
   Delphi rounds. After item generation, a total of 27 procedural CL items,
   26 error CL items, and 9 GRS items were posed to Delphi panelists for
   rating. An additional 17 procedural CL items, 12 error CL items, and 1
   GRS item were added by panelists. After three rounds, strong consensus
   (> 80 % agreement) was achieved on 35 procedural CL items, 29 error CL
   items, and 10 GRS items. Moderate consensus (50-80 % agreement) was
   achieved on an additional 7 procedural CL items and 1 error CL item. The
   final procedural and error checklist contained 42 and 30 items,
   respectively (divided into setup, exposure, navigation, ventriculostomy,
   and closure). The final GRS contained 10 items.
   We have established the content validity of three ETV assessment
   measures by iterative consensus of an international expert panel. Each
   measure provides unique assessment information and thus can be used
   individually or in combination, depending on the characteristics of the
   learner and the purpose of the assessment. These instruments must now be
   evaluated in both the simulated and operative settings, to determine
   their construct validity and reliability. Ultimately, the measures
   contained in the NEVAT may prove suitable for formative assessment
   during ETV training and potentially as summative assessment measures
   during certification.
RI Haji, Faizal Aminmohamed/U-5309-2019; Breimer, Gerben/AAA-8114-2021; Haji, Faizal/
OI Breimer, Gerben/0000-0003-0365-3667; Haji, Faizal/0000-0002-5342-1840
Z8 0
ZA 0
ZR 0
TC 8
ZB 0
ZS 0
Z9 8
U1 0
U2 4
SN 0256-7040
EI 1433-0350
UT WOS:000358382400010
PM 25930722
ER

PT J
AU Chopra, Anubhav
   Woolley, Torres
   Gunnarsson, Ronny
TI Barriers and enablers of James Cook University Bachelor of Medicine,
   Bachelor of Surgery graduates pursuing a research career
SO AUSTRALIAN JOURNAL OF RURAL HEALTH
VL 23
IS 4
BP 221
EP 226
DI 10.1111/ajr.12166
PD AUG 2015
PY 2015
AB ObjectiveThe period 2000-2011 has seen a decline in medical graduates
   participating in research. However, significant change has taken place
   in recent years at the James Cook University (JCU), with a sharp
   increase in medical graduates enrolling in the Honours course. Our study
   aims to explore the involvement of JCU medical graduates in research,
   including barriers' and enablers' of this involvement.
   DesignCross-sectional questionnaire to the first six cohorts of JCU
   medical graduates.
   SettingSurvey distributed online via SurveyMonkey to graduates who had
   previously consented to be contacted for future studies.
   ParticipantsThree hundred thirty-eight early-career doctors from PGY
   (postgraduate year) 4 to PGY9 (n=185, response rate=55%).
   Main outcome measuresCurrent research participation.
   ResultsFifty-six (30%) of the responding 185 JCU medical graduates were
   currently undertaking research. Graduates who completed an Honours
   degree by research (P=0.001) and students who received some form of
   research training and mentoring during their undergraduate
   studies(P=0.024) were statistically more likely to be currently involved
   in research. Vocational training requirements were both a significant
   barrier and enabler to research participation.
   ConclusionsParticipation in the Honours program and receiving training
   and mentoring during undergraduate studies predict future research
   involvement by JCU medical graduates. However, many postgraduate
   barriers for involvement in research exist. This study highlights
   potential areas for improving medical graduate involvement in research,
   including medical schools promoting student research training and
   mentoring in their curriculum, and specialty colleges incorporating a
   research component in their selection or training requirements.
RI Gunnarsson, Ronny Kent K/B-1338-2010; Gunnarsson, Ronny/AAH-4811-2019; Woolley, Torres/Q-1750-2019
OI Gunnarsson, Ronny Kent K/0000-0001-9183-3072; Gunnarsson,
   Ronny/0000-0001-9183-3072; Woolley, Torres/0000-0002-8892-1941
TC 1
ZR 0
Z8 0
ZA 0
ZB 0
ZS 0
Z9 1
U1 1
U2 7
SN 1038-5282
EI 1440-1584
UT WOS:000358538500006
PM 26131611
ER

PT J
AU Furness, Linda
   Kaltner, Melissa
TI Facilitating student education and support using videoconference
SO AUSTRALIAN JOURNAL OF RURAL HEALTH
VL 23
IS 4
BP 249
EP 253
DI 10.1111/ajr.12148
PD AUG 2015
PY 2015
OI Furness, Linda/0000-0002-3507-6430; Kaltner, Melissa/0000-0002-4004-3035
Z8 0
ZR 0
ZB 0
ZS 0
ZA 0
TC 4
Z9 4
U1 0
U2 7
SN 1038-5282
EI 1440-1584
UT WOS:000358538500011
PM 26122604
ER

PT J
AU Dixit, Avika
   Feldman-Winter, Lori
   Szucs, Kinga A.
TI Parental Leave Policies and Pediatric Trainees in the United States
SO JOURNAL OF HUMAN LACTATION
VL 31
IS 3
BP 434
EP 439
DI 10.1177/0890334415585309
PD AUG 2015
PY 2015
AB Background: The American Academy of Pediatrics (AAP) states that each
   residency program should have a clearly delineated, written policy for
   parental leave. Parental leave has important implications for trainees'
   ability to achieve their breastfeeding goals.
   Objective: This study aimed to measure the knowledge and awareness among
   members of the AAP Section on Medical Students, Residents, and
   Fellowship Trainees (SOMSRFT) regarding parental leave.
   Methods: An online survey was emailed to SOMSRFT members in June 2013.
   Quantitative data are presented as percentage of respondents. Awareness
   of leave policies was analyzed based on having children and the sex of
   respondents.
   Results: Nine hundred twenty-seven members responded to the survey.
   Among those with children, 40% needed to extend the duration of their
   training in order to have longer maternity leave, 44% of whom did so in
   order to breastfeed longer. Thirty percent of respondents did not know
   if their program had a written, accessible policy for parental leave.
   Trainees without children and men were more unaware of specific aspects
   of parental leave such as eligibility for the Family Medical Leave Act
   as compared to women and those with children.
   Conclusion: Despite the fact that United States national policies
   support parental leave during pediatrics training, and a majority of
   programs comply, trainees' awareness regarding these policies needs
   improvement.
RI Feldman-Winter, Lori/AAL-9399-2020; Dixit, Avika/; Feldman-Winter, Lori/
OI Dixit, Avika/0000-0002-8381-3298; Feldman-Winter,
   Lori/0000-0002-1049-6068
ZA 0
ZR 0
ZS 0
ZB 5
Z8 0
TC 15
Z9 15
U1 0
U2 9
SN 0890-3344
EI 1552-5732
UT WOS:000358070300017
PM 25948576
ER

PT J
AU Park, Adrian E.
   Zahiri, Hamid Reza
   Pugh, Carla M.
   Vassiliou, Melina
   Voeller, Guy
TI Raising the quality of hernia care: Is there a need?
SO SURGICAL ENDOSCOPY AND OTHER INTERVENTIONAL TECHNIQUES
VL 29
IS 8
BP 2061
EP 2071
DI 10.1007/s00464-015-4309-4
PD AUG 2015
PY 2015
AB With a focus on raising the quality of hernia care through creation of
   educational programs, SAGES formed the Hernia Task Force (HTF). This
   study used needs assessment survey to target opportunities for improving
   surgical training and thus patient outcomes and experience.
   This qualitative study included structured interviews and online surveys
   of key stakeholders: HTF members, surgeons, nurses, patients, hospital
   administrators, healthcare payers and medical suppliers. Questions
   included perceptions of recurrence and complication rates, their
   etiologies, perceived deficits in current hernia care and the most
   effective and training modalities.
   A total of 841 participants included 665 surgeons, 66 patient care team
   members, 12 hospital administrators and 14 medical supply providers.
   Assessment of technical approach revealed that nearly 26 % of surgeons
   apply the same, limited range of techniques to all patients without
   evaluation of patient-specific factors. The majority (71 %) of surgeon
   respondents related hernia recurrence rates nearing 25 % or more. HTF
   members implicated surgeon factors (deficits in knowledge/technique,
   etc.) as primary determinants of recurrences, whereas nurses, medical
   supply providers and hospital administrators implicated patient health
   factors. Surgeons preferred attending conferences (82 %), reading
   periodicals/publications (71 %), watching videos (59 %) and
   communicating with peers (57 %) for learning and skill improvement.
   Topics of the greatest interest were advanced techniques for hernia
   repairs (71 %), preoperative and intraoperative decision making (56 %)
   and patient outcomes (64 %). Eighty-six percent of nurses felt that
   there was room for improvement in hernia patient safety and teamwork in
   the OR. Only 24 % believed that the patients had adequate preoperative
   education.
   Major reported deficits in hernia care include: lack of standardization
   in training and care, "one size fits all" technical approach and
   inadequate patient follow-up/outcome measures. There is a need for a
   comprehensive, flexible and tailored educational program to equip
   surgeons and their teams to raise the quality of hernia care and bring
   greater value to their patients.
CT Annual Meeting of the
   Society-of-American-Gastrointestinal-and-Endoscopic-Surgeons (SAGES)
CY APR 15-18, 2015
CL Nashville, TN
SP Soc Amer Gastrointestinal & Endoscop Surg
ZB 0
ZR 0
ZA 0
ZS 0
TC 6
Z8 0
Z9 6
U1 0
U2 9
SN 0930-2794
EI 1432-2218
UT WOS:000358043100001
PM 26123329
ER

PT J
AU Broaddus, V. Courtney
   Grippi, Michael A.
TI Medical Subspecialty Textbooks in the 21st Century Essential or Headed
   for Extinction?
SO ANNALS OF THE AMERICAN THORACIC SOCIETY
VL 12
IS 8
BP 1113
EP 1115
DI 10.1513/AnnalsATS.201506-335OI
PD AUG 2015
PY 2015
AB In recent years, the role ofmedical subspecialty textbooks as sources of
   information for students, trainees, and practicing clinicians has been
   challenged. Although the structure of textbooks continues to evolve from
   standard, printed versions to digital formats, including e-books and
   online texts, we maintain that the authoritative compilation of clinical
   and scientific material by experts in the field (i.e., a modern-day
   textbook) remains central to the education, training, and practice of
   subspecialists. Regardless of format, an effective medical subspecialty
   textbook is authoritative, comprehensive, and integrated in its coverage
   of the subject. Textbook content represents a unique synthesis of
   clinical and scientific material of real educational and clinical value.
   Incorporation of illustrations, including figures, tables, videos, and
   audios, bolsters the presentation and further solidifies the reader's
   understanding of the subject. The textbook, both printed and digital,
   reinforces the many widely available online resources and serves as a
   platform from which to evaluate other sources of information and to
   launch additional scientific and clinical inquiry.
TC 3
ZA 0
Z8 0
ZS 0
ZR 0
ZB 0
Z9 3
U1 0
U2 1
SN 1546-3222
EI 2325-6621
UT WOS:000437242300001
PM 26177458
ER

PT J
AU Raine, Todd
   Thoma, Brent
   Chan, Teresa M.
   Lin, Michelle
TI FOAMSearch.net: A custom search engine for emergency medicine and
   critical care
SO EMERGENCY MEDICINE AUSTRALASIA
VL 27
IS 4
BP 363
EP 365
DI 10.1111/1742-6723.12404
PD AUG 2015
PY 2015
AB The number of online resources read by and pertinent to clinicians has
   increased dramatically. However, most healthcare professionals still use
   mainstream search engines as their primary port of entry to the
   resources on the Internet. These search engines use algorithms that do
   not make it easy to find clinician-oriented resources. FOAMSearch, a
   custom search engine (CSE), was developed to find relevant, high-quality
   online resources for emergency medicine and critical care (EMCC)
   clinicians. Using Google(TM) algorithms, it searches a vetted list of
   >300 blogs, podcasts, wikis, knowledge translation tools, clinical
   decision support tools and medical journals. Utilisation has increased
   progressively to >3000 users/month since its launch in 2011. Further
   study of the role of CSEs to find medical resources is needed, and it
   might be possible to develop similar CSEs for other areas of medicine.
RI Thoma, Brent/ABI-2642-2020; Chan, Teresa/T-6676-2017; Thoma, Brent/AAS-8775-2020
OI Chan, Teresa/0000-0001-6104-462X; Thoma, Brent/0000-0003-1124-5786
ZR 0
Z8 0
ZS 0
ZB 0
ZA 0
TC 7
Z9 7
U1 1
U2 5
SN 1742-6731
EI 1742-6723
UT WOS:000358331000017
PM 25939364
ER

PT J
AU Pusic, Martin V.
   Chiaramonte, Robert
   Gladding, Sophia
   Andrews, John S.
   Pecaric, Martin R.
   Boutis, Kathy
TI Accuracy of self-monitoring during learning of radiograph interpretation
SO MEDICAL EDUCATION
VL 49
IS 8
BP 838
EP 846
DI 10.1111/medu.12774
PD AUG 2015
PY 2015
AB ContextDespite calls for the improvement of self-assessment as a basis
   for self-directed learning, instructional designs that include
   reflection in practice are uncommon. Using data from a screen-based
   simulation for learning radiograph interpretation, we present validity
   evidence for a simple self-monitoring measure and examine how it can
   complement skill assessment.
   MethodsMedical students learning ankle radiograph interpretation were
   given an online learning set of 50 cases which they were asked to
   classify as abnormal' (fractured) or normal' and to indicate the degree
   to which they felt certain about their response (Definitely or
   Probably). They received immediate feedback on each case. All students
   subsequently completed two 20-case post-tests: an immediate post-test
   (IPT), and a delayed post-test (DPT) administered 2weeks later. We
   determined the degree to which certainty (Definitely versus Probably)
   correlated with accuracy of interpretation and how this relationship
   changed between the tests.
   ResultsOf 988 students approached, 115 completed both tests. MeanSD
   accuracy scores decreased from 5917% at the IPT to 53 +/- 16% at the DPT
   (95% confidence interval [CI] for the difference: -2% to -10%). Mean
   self-assessed certainty did not decrease (rates of Definitely: IPT,
   17.6%; DPT, 19.5%; 95% CI for difference: +7.2% to -3.4%). Regression
   modelling showed that accuracy was positively associated with choosing
   Definitely over Probably (odds ratio [OR] 1.63, 95% CI 1.27-2.09) and
   indicated a statistically significant interaction between test timing
   and certainty (OR 0.72, 95% CI 0.52-0.99); thus, the accuracy of
   self-monitoring decayed over the retention interval, leaving students
   relatively overconfident in their abilities.
   ConclusionsThis study shows that, in medical students learning
   radiograph interpretation, the development of self-monitoring skills can
   be measured and should not be assumed to necessarily vary in the same
   way as the underlying clinical skill.
   Discuss ideas arising from the article at discuss.
OI Andrews, John/0000-0002-2008-2686; Pusic, Martin/0000-0001-5236-6598
TC 16
Z8 0
ZS 0
ZR 0
ZA 0
ZB 0
Z9 16
U1 0
U2 3
SN 0308-0110
EI 1365-2923
UT WOS:000357818100014
PM 26152495
ER

PT J
AU Beyer-Berjot, Laura
   Patel, Vishal
   Ziprin, Paul
   Taylor, Dave
   Berdah, Stephane
   Darzi, Ara
   Aggarwal, Rajesh
TI Enhanced recovery simulation in colorectal surgery: design of virtual
   online patients
SO SURGICAL ENDOSCOPY AND OTHER INTERVENTIONAL TECHNIQUES
VL 29
IS 8
BP 2270
EP 2277
DI 10.1007/s00464-014-3941-8
PD AUG 2015
PY 2015
AB The aim of the present study was to design virtual patients (VP)
   involving enhanced recovery programs (ERP) in colorectal surgery, in
   order to train surgical residents in peri-operative care. Indeed, ERP
   have changed perioperative care and improved patients outcomes in
   colorectal surgery. Training, using online VP with different pre- and
   post-operative cases, may increase implementation of ERP.
   Pre- and post-operative cases were built in the virtual world of Second
   Life (TM) according to a linear string design method. All pre- and
   post-operative cases were storyboarded by a colorectal surgeon in
   accordance with guidelines in both ERP and colorectal surgery, and
   reviewed by an expert in colorectal surgery.
   Four pre-operative and five post-operative cases of VP undergoing
   colorectal surgery were designed, including both simple and complex
   cases. Comments were provided through case progression to allow
   autonomic practice (such as "prescribed", "this is not useful" or "the
   consultant does not agree with your decision"). Pre-operative cases
   involved knowledge in colorectal diseases and ERP such as pre-operative
   counseling, medical review, absence of bowel preparation in colonic
   surgery, absence of fasting, minimal length incision, and discharge
   plan. Post-operative cases involved uneventful and complicated outcomes
   in order to train in both simple implementation of ERP (absence of
   nasogastric tube, epidural analgesia, early use of oral analgesia,
   perioperative nutrition, early mobilization) and decision making for
   more complex cases.
   Virtual colorectal patients have been developed to train in ERP through
   pre- and post-operative cases. Such patients could be included in a
   whole pathway care training involving technical and non-technical
   skills.
RI Beyer-Berjot, Laura/AAN-2921-2021; Taylor, Dave/AAD-5830-2021
OI Beyer-Berjot, Laura/0000-0002-6594-6935; Taylor,
   Dave/0000-0003-0864-9966
ZB 0
ZR 0
Z8 0
ZA 0
TC 3
ZS 0
Z9 3
U1 1
U2 5
SN 0930-2794
EI 1432-2218
UT WOS:000358043100027
PM 25398195
ER

PT J
AU Robinson, Robert
TI Spectrum of tablet computer use by medical students and residents at an
   academic medical center
SO PEERJ
VL 3
AR e1133
DI 10.7717/peerj.1133
PD JUL 30 2015
PY 2015
AB Introduction. The value of tablet computer use in medical education is
   an area of considerable interest, with preliminary investigations
   showing that the majority of medical trainees feel that tablet computers
   added value to the curriculum. This study investigated potential
   differences in tablet computer use between medical students and resident
   physicians.
   Materials & Methods. Data collection for this survey was accomplished
   with an anonymous online questionnaire shared with the medical students
   and residents at Southern Illinois University School of Medicine
   (SIU-SOM) in July and August of 2012.
   Results. There were 76 medical student responses (26% response rate) and
   66 resident/fellow responses to this survey (21% response rate).
   Residents/fellows were more likely to use tablet computers several times
   daily than medical students (32% vs. 20%, p = 0.035). The most common
   reported uses were for accessing medical reference applications (46%),
   e-Books (45%), and board study (32%). Residents were more likely than
   students to use a tablet computer to access an electronic medical record
   (41% vs. 21%, p = 0.010), review radiology images (27% vs. 12%, p =
   0.019), and enter patient care orders (26% vs. 3%, p < 0.001).
   Discussion. This study shows a high prevalence and frequency of tablet
   computer use among physicians in training at this academic medical
   center. Most residents and students use tablet computers to access
   medical references, e-Books, and to study for board exams. Residents
   were more likely to use tablet computers to complete clinical tasks.
   Conclusions. Tablet computer use among medical students and resident
   physicians was common in this survey. All learners used tablet computers
   for point of care references and board study. Resident physicians were
   more likely to use tablet computers to access the EMR, enter patient
   care orders, and review radiology studies. This difference is likely due
   to the differing educational and professional demands placed on resident
   physicians. Further study is needed better understand how tablet
   computers and other mobile devices may assist in medical education and
   patient care.
RI Robinson, Robert/G-1598-2013
OI Robinson, Robert/0000-0002-6059-650X
Z8 0
TC 15
ZS 0
ZR 0
ZA 0
ZB 1
Z9 15
U1 0
U2 9
SN 2167-8359
UT WOS:000360842300005
PM 26246973
ER

PT J
AU Miles, Susan
   Kellett, Joanne
   Leinster, Sam J.
TI Foundation doctors' induction experiences
SO BMC MEDICAL EDUCATION
VL 15
AR 118
DI 10.1186/s12909-015-0395-1
PD JUL 24 2015
PY 2015
AB Background: It is well established that trainee doctors struggle with
   the transition from medical school to starting work and feel unprepared
   for many aspects of their new role. There is evidence that suitable
   induction experiences improve competence and confidence, but available
   data indicate that trainee doctors on the UK Foundation Programme are
   commonly not experiencing useful inductions. The aim of the reported
   research was to explore trainee doctors' experiences with induction
   during their first year of the Foundation Programme to identify the most
   useful characteristics.
   Methods: A questionnaire was designed to explore trainee doctors'
   experiences with induction at two points during their first Foundation
   year, during the first and third of three rotations, to enable all
   induction experiences on offer during the year to be surveyed. Data were
   collected using an anonymous questionnaire distributed during a teaching
   session, with an online version available for those trainees not
   present. Questions gathered information about characteristics of the
   inductions, usefulness of components of the inductions and what gaps
   exist.
   Results: 192 Foundation trainee doctors completed the questionnaire
   during Rotation 1 and 165 during Rotation 3. The findings indicated that
   induction experiences at the beginning of the year, including the local
   Preparation for Professional Practice week, were more useful than those
   received for later rotations. Longer inductions were more useful than
   shorter. Departmental inductions were generally only moderately helpful
   and they missed many important characteristics. Gaps in their inductions
   identified by many trainees matched those aspects judged to be most
   useful by those trainees who had experienced these characteristics.
   Conclusions: Many Foundation trainee doctors are experiencing inadequate
   inductions, notably at the department level. Trainees are starting
   rotations in new departments without rudimentary knowledge about their
   role and responsibilities in that department, where to find equipment
   and documentation, who to contact and how to contact them, local
   preferences, policies and procedures. Unsurprisingly, trainees who do
   receive such information in their inductions regard it as highly useful.
   Action is urgently needed to improve departmental inductions so that all
   trainees have the information they require to work confidently and
   competently in each new department they rotate into.
Z8 0
ZA 0
ZR 0
ZS 0
TC 6
ZB 0
Z9 6
U1 0
U2 3
SN 1472-6920
UT WOS:000358357100002
PM 26206239
ER

PT J
AU De Oliveira, Gildasio S., Jr.
   McCarthy, Robert J.
   Wolf, Michael S.
   Holl, Jane
TI The impact of health literacy in the care of surgical patients: a
   qualitative systematic review
SO BMC SURGERY
VL 15
AR 86
DI 10.1186/s12893-015-0073-6
PD JUL 17 2015
PY 2015
AB Background: Inadequate health literacy affects more than 90 million
   Americans and it has been associated with adverse outcomes in the
   medicine field including increased hospitalization rates and greater
   mortality. Since surgical patients are often required to make complex
   decisions and adhere to complex instructions, health literacy may have a
   profound impact in the surgical practice. The main objective of the
   current study was to systematically evaluate the role of health literacy
   in surgical patients.
   Methods: A systematic search was performed to identify studies that
   evaluated the role of health literacy in the perioperative setting
   following the PRISMA guidelines. Only studies that examined health
   literacy using a validated instrument in the perioperative setting were
   included.
   Results: Ten studies including data on 1147 patients were included. The
   median (IQR) number of patients in the included studies was 101 (30 to
   152). The majority of studies used the Short Test of Functional Literacy
   in adults (STOFHLA) to evaluate patients' health literacy. Five studies
   evaluated the patients preoperatively, four studies evaluated patients
   in the postoperative period and in one study the time of evaluation in
   relation to the surgical procedure was not defined. The lowest
   prevalence of inadequate health literacy was detected in kidney
   transplant patients, 6 out of 124 (5 %), while the highest prevalence of
   inadequate health literacy was detected in orthopedic patients having
   total joint replacement, 86 out of 126 (60 %). Inadequate health
   literacy in the preoperative period was associated with poor medical
   information comprehension and it may adversely affect adherence to
   preoperative medications and even modulate surgical disparities.
   Inadequate health literacy in the postoperative period was associated
   with poor comprehension of discharge instructions and worse kidney
   function in transplant recipients.
   Conclusions: Health literacy seems to have a very significant impact in
   the care of surgical patients. More studies to establish the impact of
   poor health literacy on perioperative outcomes are needed.
RI Wolf, Michael/V-3351-2018; McCarthy, Robert J/J-9113-2018
OI Wolf, Michael/0000-0002-4342-6517; McCarthy, Robert
   J/0000-0002-0966-5311
TC 77
ZR 0
Z8 0
ZA 0
ZS 0
ZB 12
Z9 77
U1 0
U2 17
EI 1471-2482
UT WOS:000358031100003
PM 26182987
ER

PT J
AU Lim, Christine C.
   Schulhofer-Wohl, Sam
   Kustritz, Margaret V. Root
   Molgaard, Laura K.
   Lee, David
TI Financial expectations of first-year veterinary students
SO JAVMA-JOURNAL OF THE AMERICAN VETERINARY MEDICAL ASSOCIATION
VL 247
IS 2
BP 196
EP 203
DI 10.2460/javma.247.2.196
PD JUL 15 2015
PY 2015
AB Objective-To assess student awareness of the financial costs of pursuing
   a veterinary education, to determine student expectations for financial
   returns of a veterinary career, and to identify associations between
   student debt and factors such as future career plans or personality
   type.
   Design-Survey.
   Sample-First-year veterinary students at the University of Minnesota
   College of Veterinary Medicine.
   Procedures-In 2013, prior to the first day of class, all incoming
   first-year students received an email invitation to complete an online
   survey. The survey contained questions about demographics, current
   financial situation, current debt, expected debt at graduation, expected
   annual income following graduation, intent to pursue specialty training,
   and Myers-Briggs personality type.
   Results-72 of 102 (71%) students completed the survey; 65 respondents
   answered all relevant questions and provided usable data. Student
   responses for expected debt at graduation were comparable to national
   averages for veterinary college graduates; responses for expected annual
   income following graduation were lower than averages for University of
   Minnesota veterinary college graduates and national averages. However,
   students predicted even lower annual income if they did not attend
   veterinary college. Expected debt and expected annual income were not
   correlated with factors such as personality type or future career plans.
   Conclusions and Clinical Relevance-Results indicated that first-year
   veterinary students were aware of the financial costs of their
   veterinary education and had realistic expectations for future salaries.
   For typical veterinary students, attending veterinary college appeared
   to be financially worthwhile, given lower expected earnings otherwise.
OI Root Kustritz, Margaret/0000-0003-3380-6257
ZB 2
ZS 0
ZA 0
Z8 0
ZR 0
TC 7
Z9 7
U1 1
U2 24
SN 0003-1488
EI 1943-569X
UT WOS:000359851400027
PM 26133220
ER

PT J
AU Combet, E.
   Bouga, M.
   Pan, B.
   Lean, M. E. J.
   Christopher, C. O.
TI Iodine and pregnancy - a UK cross-sectional survey of dietary intake,
   knowledge and awareness
SO BRITISH JOURNAL OF NUTRITION
VL 114
IS 1
BP 108
EP 117
DI 10.1017/S0007114515001464
PD JUL 14 2015
PY 2015
AB Iodine is a key component of the thyroid hormones, which are critical
   for healthy growth, development and metabolism. The UK population is now
   classified as mildly iodine-insufficient. Adequate levels of iodine
   during pregnancy are essential for fetal neuro-development, and mild
   iodine deficiency is linked to developmental impairments. In the absence
   of prophylaxis in the UK, awareness of nutritional recommendations
   during pregnancy would empower mothers to make the right dietary choices
   leading to adequate iodine intake. The present study aimed to: estimate
   mothers' dietary iodine intake in pregnancy (using a FFQ); assess
   awareness of the importance of iodine in pregnancy with an understanding
   of existing pregnancy dietary and lifestyle recommendations with
   relevance for iodine; examine the level of confidence in meeting
   adequate iodine intake. A cross-sectional survey was conducted and
   questionnaires were distributed between August 2011 and February 2012 on
   local (Glasgow) and national levels (online electronic questionnaire);
   1026 women, UK-resident and pregnant or mother to a child aged up to 36
   months participated in the study. While self-reported awareness about
   general nutritional recommendations during pregnancy was high (96 %),
   awareness of iodine-specific recommendations was very low (12 %), as
   well as the level of confidence of how to achieve adequate iodine intake
   (28 %). Median pregnancy iodine intake, without supplements, calculated
   from the FFQ, was 190 mu g/d (interquartile range 144-256 mu g/d), which
   was lower than that of the WHO's recommended intake for pregnant women
   (250 mu g/d). Current dietary recommendations in pregnancy, and their
   dissemination, are found not to equip women to meet the requirements for
   iodine intake.
OI Bouga, Maria/0000-0002-2920-0482; Combet, Emilie/0000-0002-9302-8971
ZA 0
TC 42
Z8 0
ZR 1
ZB 20
ZS 0
Z9 43
U1 0
U2 25
SN 0007-1145
EI 1475-2662
UT WOS:000358288600012
PM 26005740
ER

PT J
AU Semigran, Hannah L.
   Linder, Jeffrey A.
   Gidengil, Courtney
   Mehrotra, Ateev
TI Evaluation of symptom checkers for self diagnosis and triage: audit
   study
SO BMJ-BRITISH MEDICAL JOURNAL
VL 351
AR h3480
DI 10.1136/bmj.h3480
PD JUL 8 2015
PY 2015
AB OBJECTIVE
   To determine the diagnostic and triage accuracy of online symptom
   checkers (tools that use computer algorithms to help patients with self
   diagnosis or self triage).
   DESIGN
   Audit study.
   SETTING
   Publicly available, free symptom checkers.
   PARTICIPANTS
   23 symptom checkers that were in English and provided advice across a
   range of conditions. 45 standardized patient vignettes were compiled and
   equally divided into three categories of triage urgency: emergent care
   required (for example, pulmonary embolism), non-emergent care reasonable
   (for example, otitis media), and self care reasonable (for example,
   viral upper respiratory tract infection).
   MAIN OUTCOME MEASURES
   For symptom checkers that provided a diagnosis, our main outcomes were
   whether the symptom checker listed the correct diagnosis first or within
   the first 20 potential diagnoses (n= 770 standardized patient
   evaluations). For symptom checkers that provided a triage
   recommendation, our main outcomes were whether the symptom checker
   correctly recommended emergent care, non-emergent care, or self care (n=
   532 standardized patient evaluations).
   RESULTS
   The 23 symptom checkers provided the correct diagnosis first in 34% (95%
   confidence interval 31% to 37%) of standardized patient evaluations,
   listed the correct diagnosis within the top 20 diagnoses given in 58%
   (55% to 62%) of standardized patient evaluations, and provided the
   appropriate triage advice in 57% (52% to 61%) of standardized patient
   evaluations. Triage performance varied by urgency of condition, with
   appropriate triage advice provided in 80% (95% confidence interval 75%
   to 86%) of emergent cases, 55% (47% to 63%) of non-emergent cases, and
   33% (26% to 40%) of self care cases (P<0.001). Performance on
   appropriate triage advice across the 23 individual symptom checkers
   ranged from 33% (95% confidence interval 19% to 48%) to 78% (64% to 91%)
   of standardized patient evaluations.
   CONCLUSIONS
   Symptom checkers had deficits in both triage and diagnosis. Triage
   advice from symptom checkers is generally risk averse, encouraging users
   to seek care for conditions where self care is reasonable.
RI Mehrotra, Ateev/AAO-8454-2021; Linder, Jeffrey/AAF-3424-2021
OI Mehrotra, Ateev/0000-0003-2223-1582; Linder, Jeffrey/0000-0003-2217-184X
ZS 0
ZA 0
ZR 1
ZB 29
Z8 0
TC 191
Z9 195
U1 0
U2 24
SN 1756-1833
UT WOS:000357955800007
PM 26157077
ER

PT J
AU Krakower, Douglas S.
   Oldenburg, Catherine E.
   Mitty, Jennifer A.
   Wilson, Ira B.
   Kurth, Ann E.
   Maloney, Kevin M.
   Gallagher, Donna
   Mayer, Kenneth H.
TI Knowledge, Beliefs and Practices Regarding Antiretroviral Medications
   for HIV Prevention: Results from a Survey of Healthcare Providers in New
   England
SO PLOS ONE
VL 10
IS 7
AR e0132398
DI 10.1371/journal.pone.0132398
PD JUL 6 2015
PY 2015
AB Background
   Antiretroviral treatment for HIV-infection before immunologic decline
   (early ART) and pre-exposure chemoprophylaxis (PrEP) can prevent HIV
   transmission, but routine adoption of these practices by clinicians has
   been limited.
   Methods
   Between September and December 2013, healthcare practitioners affiliated
   with a regional AIDS Education and Training Center in New England were
   invited to complete online surveys assessing knowledge, beliefs and
   practices regarding early ART and PrEP. Multivariable models were
   utilized to determine characteristics associated with prescribing
   intentions and practices.
   Results
   Surveys were completed by 184 practitioners. Respondent median age was
   44 years, 58% were female, and 82% were white. Among ART-prescribing
   clinicians (61% of the entire sample), 64% were aware that HIV treatment
   guidelines from the Department of Health and Human Services recommended
   early ART, and 69% indicated they would prescribe ART to all
   HIV-infected patients irrespective of immunologic status. However, 77%
   of ART-prescribing clinicians would defer ART for patients not ready to
   initiate treatment. Three-fourths of all respondents were aware of
   guidance from the U.S. Centers for Disease Control and Prevention
   recommending PrEP provision, 19% had prescribed PrEP, and 58% of
   clinicians who had not prescribed PrEP anticipated future prescribing.
   Practitioners expressed theoretical concerns and perceived practical
   barriers to prescribing early ART and PrEP. Clinicians with higher
   percentages of HIV-infected patients (aOR 1.16 per 10% increase in
   proportion of patients with HIV-infection, 95% CI 1.01-1.34) and
   infectious diseases specialists (versus primary care physicians; aOR
   3.32, 95% CI 0.98-11.2) were more likely to report intentions to
   prescribe early ART. Higher percentage of HIV-infected patients was also
   associated with having prescribed PrEP (aOR 1.19, 95% CI 1.06-1.34),
   whereas female gender (aOR 0.26, 95% CI 0.10-0.71) was associated with
   having not prescribed PrEP.
   Conclusions
   These findings suggest many clinicians have shifted towards routinely
   recommending early ART, but not PrEP, so interventions to facilitate
   PrEP provision are needed.
RI Wilson, Ira/F-9190-2016
OI Wilson, Ira/0000-0002-0246-738X
ZS 0
ZB 28
TC 73
Z8 0
ZA 0
ZR 0
Z9 73
U1 0
U2 14
SN 1932-6203
UT WOS:000358157600257
PM 26146824
ER

PT J
AU Nicastro, Emanuele
   Lo Vecchio, Andrea
   Liguoro, Ilaria
   Chmielewska, Anna
   De Bruyn, Caroline
   Dolinsek, Jernej
   Doroshina, Elena
   Fessatou, Smaragdi
   Pop, Tudor Lucian
   Prell, Christine
   Tabbers, Merit Monique
   Tavares, Marta
   Urenden-Elicin, Pinar
   Bruzzese, Dario
   Zakharova, Irina
   Sandhu, Bhupinder
   Guarino, Alfredo
TI The Impact of E-Learning on Adherence to Guidelines for Acute
   Gastroenteritis: A Single-Arm Intervention Study
SO PLOS ONE
VL 10
IS 7
AR e0132213
DI 10.1371/journal.pone.0132213
PD JUL 6 2015
PY 2015
AB Objective
   E-learning is a candidate tool for clinical practice guidelines (CPG)
   implementation due to its versatility, universal access and low costs.
   We aimed to assess the impact of a five-module e-learning course about
   CPG for acute gastroenteritis (AGE) on physicians' knowledge and
   clinical practice.
   Study design
   This work was conceived as a pre/post single-arm intervention study.
   Physicians from 11 European countries registered for the online course.
   Personal data, pre- and post-course questionnaires and clinical data
   about 3 to 5 children with AGE managed by each physician before and
   after the course were collected. Primary outcome measures included the
   proportion of participants fully adherent to CPG and number of patients
   managed with full adherence.
   Results
   Among the 149 physicians who signed up for the e-learning course, 59
   took the course and reported on their case management of 519 children <5
   years of age who were referred to their practice because of AGE (281 and
   264 children seen before and after the course, respectively). The course
   improved knowledge scores (pre-course 8.6 +/- 2.7 versus post-course
   12.8 +/- 2.1, P < 0.001), average adherence (from 87.0 +/- 7.7% to 90.6
   +/- 7.1%, P = 0.001) and the number of patients managed in full
   adherence with the guidelines (from 33.6 +/- 31.7% to 43.9 +/- 36.1%, P
   = 0.037).
   Conclusions
   E-learning is effective in increasing knowledge and improving clinical
   practice in paediatric AGE and is an effective tool for implementing
   clinical practice guidelines.
RI Liguoro, Ilaria/AAW-1038-2021; Pop, Tudor Lucian/I-4155-2015; Guarino, Alfredo/AAC-4812-2022; Vecchio, Andrea Lo/AAC-6042-2022; Nicastro, Emanuele/K-1260-2018; Dolinsek, Jernej/ABB-4843-2021; Nicastro, Emanuele/AAJ-2274-2020; Fessatou, Smaragdi/AAH-1592-2021; Lo Vecchio, Andrea/; Tabbers, Merit/; Bruzzese, Dario/; Liguoro, Ilaria/
OI Pop, Tudor Lucian/0000-0002-4931-1219; Guarino,
   Alfredo/0000-0003-0199-0336; Nicastro, Emanuele/0000-0002-4518-9375; Lo
   Vecchio, Andrea/0000-0003-4181-6842; Tabbers, Merit/0000-0001-9744-7308;
   Bruzzese, Dario/0000-0001-9911-4646; Liguoro, Ilaria/0000-0002-9177-0400
ZS 0
ZA 0
ZR 0
ZB 8
TC 22
Z8 0
Z9 22
U1 4
U2 12
SN 1932-6203
UT WOS:000358157600220
PM 26148301
ER

PT J
AU Morrato, Elaine H.
   Rabin, Borsika
   Proctor, Jeff
   Cicutto, Lisa C.
   Battaglia, Catherine T.
   Lambert-Kerzner, Anne
   Leeman-Castillo, Bonnie
   Prahl-Wretling, Michelle
   Nuechterlein, Bridget
   Glasgow, Russell E.
   Kempe, Allison
TI Bringing it home: expanding the local reach of dissemination and
   implementation training via a university-based workshop
SO IMPLEMENTATION SCIENCE
VL 10
AR 94
DI 10.1186/s13012-015-0281-6
PD JUL 4 2015
PY 2015
AB Background: Currently, national training programs do not have the
   capacity to meet the growing demand for dissemination and implementation
   (D&I) workforce education and development. The Colorado Research in
   Implementation Science Program (CRISP) developed and delivered an
   introductory D&I workshop adapted from national programs to extend
   training reach and foster a local learning community for D&I.
   Methods: To gauge interest and assess learning needs, a pre-registration
   survey was administered. Based on feedback, a 1.5-day workshop was
   designed. Day 1 introduced D&I frameworks, strategies, and evaluation
   principles. Local and national D&I experts provided ignite-style talks
   on key lessons followed by panel discussion. Breakout sessions discussed
   community engagement and applying for D&I grants. A workbook was
   developed to enhance the training and provided exercises for application
   to an individual's projects. Day 2 offered expert-led mentoring sessions
   with selected participants who desired advanced instruction. Two
   follow-up surveys (immediate post-workshop, 6 months) assessed knowledge
   gained from participation and utilization of workshop content.
   Results: Ninety-three workshop registrants completed an assessment
   survey to inform workshop objectives and curriculum design; 43 % were
   new and 54 % reported a basic understanding of the D&I field.
   Pre-registrants intended to use the training to "apply for a D&I grant"
   (73 %); "incorporate D&I into existing projects" (76 %), and for quality
   improvement (51 %). Sixty-eight individuals attended Day 1; 11 also
   attended Day 2 mentoring sessions. In the 1-week post-workshop survey (n
   = 34), 100 % strongly agreed they were satisfied with the training; 97 %
   strongly agreed the workshop workbook was a valuable resource. All Day 2
   participants strongly agreed that working closely with faculty and
   experts increased their overall confidence. In the 6-month follow-up
   evaluation (n = 23), evidence of new D&I-related manuscripts and grant
   proposals was found. Training materials were published online
   (www.ucdenver.edu/implementation/workshops) and disseminated via the
   National Institutes of Health (NIH) Clinical and Translational Science
   Awards Consortium. To sustain reach, CRISP adapted the materials into an
   interactive e-book (www.CRISPebooks.org) and launched a new graduate
   course.
   Conclusions: Local D&I training workshops can extend the reach of
   national training programs.
ZB 2
ZS 0
ZA 0
Z8 0
ZR 0
TC 21
Z9 21
U1 0
U2 16
SN 1748-5908
UT WOS:000357314500001
PM 26141909
ER

PT J
AU Altman, Myra
   Wilfley, Denise E.
TI Evidence Update on the Treatment of Overweight and Obesity in Children
   and Adolescents
SO JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY
VL 44
IS 4
BP 521
EP 537
DI 10.1080/15374416.2014.963854
PD JUL 4 2015
PY 2015
AB Childhood obesity is associated with increased medical and psychosocial
   consequences and mortality and effective interventions are urgently
   needed. Effective interventions are urgently needed. This article
   reviews the evidence for psychological treatments of overweight and
   obesity in child and adolescent populations. Studies were identified
   through searches of online databases and reference sections of relevant
   review articles and meta-analyses. Treatment efficacy was assessed using
   established criteria, and treatments were categorized as
   well-established, probably efficacious, possibly efficacious,
   experimental, or of questionable efficacy. Well-established treatments
   included family-based behavioral treatment (FBT) and Parent-Only
   Behavioral Treatment for children. Possibly efficacious treatments
   include Parent-Only Behavioral Treatment for adolescents, FBT-Guided
   Self-Help for children, and Behavioral Weight Loss treatment with family
   involvement for toddlers, children, and adolescents. Appetite awareness
   training and regulation of cues treatments are considered experimental.
   No treatments are considered probably efficacious, or of questionable
   efficacy. All treatments considered efficacious are multicomponent
   interventions that include dietary and physical activity modifications
   and utilize behavioral strategies. Treatment is optimized if family
   members are specifically targeted in treatment. Research supports the
   use of multicomponent lifestyle interventions, with FBT and Parent-Only
   Behavioral Treatment being the most widely supported treatment types.
   Additional research is needed to test a stepped care model for treatment
   and to establish the ideal dosage (i.e., number and length of sessions),
   duration, and intensity of treatments for long-term sustainability of
   healthy weight management. To improve access to care, the optimal
   methods to enhance the scalability and implementability of treatments
   into community and clinical settings need to be established.
RI Robles-Sardin, Alma E/M-7714-2015
OI Robles-Sardin, Alma E/0000-0003-2044-7793
TC 103
ZS 2
ZR 0
Z8 0
ZA 0
ZB 21
Z9 103
U1 2
U2 97
SN 1537-4416
EI 1537-4424
UT WOS:000354120800001
PM 25496471
ER

PT J
AU White, William
   Brenman, Stephanie
   Paradis, Elise
   Goldsmith, Elizabeth S.
   Lunn, Mitchell R.
   Obedin-Maliver, Juno
   Stewart, Leslie
   Tran, Eric
   Wells, Maggie
   Chamberlain, Lisa J.
   Fetterman, David M.
   Garcia, Gabriel
TI Lesbian, Gay, Bisexual, and Transgender Patient Care: Medical Students'
   Preparedness and Comfort
SO TEACHING AND LEARNING IN MEDICINE
VL 27
IS 3
BP 254
EP 263
DI 10.1080/10401334.2015.1044656
PD JUL 3 2015
PY 2015
AB Phenomenon: Lesbian, gay, bisexual, and transgender (LGBT) individuals
   face significant barriers in accessing appropriate and comprehensive
   medical care. Medical students' level of preparedness and comfort caring
   for LGBT patients is unknown. Approach: An online questionnaire
   (2009-2010) was distributed to students (n = 9,522) at 176 allopathic
   and osteopathic medical schools in Canada and the United States,
   followed by focus groups (2010) with students (n = 35) at five medical
   schools. The objective of this study was to characterize LGBT-related
   medical curricula, to determine medical students' assessments of their
   institutions' LGBT-related curricular content, and to evaluate their
   comfort and preparedness in caring for LGBT patients. Findings: Of 9,522
   survey respondents, 4,262 from 170 schools were included in the final
   analysis. Most medical students (2,866/4,262; 67.3%) evaluated their
   LGBT-related curriculum as "fair" or worse. Students most often felt
   prepared addressing human immunodeficiency virus (HIV; 3,254/4,147;
   78.5%) and non-HIV sexually transmitted infections (2,851/4,136; 68.9%).
   They felt least prepared discussing sex reassignment surgery
   (1,061/4,070; 26.1%) and gender transitioning (1,141/4,068; 28.0%).
   Medical education helped 62.6% (2,669/4,262) of students feel "more
   prepared" and 46.3% (1,972/4,262) of students feel "more comfortable" to
   care for LGBT patients. Four focus group sessions with 29 students were
   transcribed and analyzed. Qualitative analysis suggested students have
   significant concerns in addressing certain aspects of LGBT health,
   specifically with transgender patients. Insights: Medical students
   thought LGBT-specific curricula could be improved, consistent with the
   findings from a survey of deans of medical education. They felt
   comfortable, but not fully prepared, to care for LGBT patients.
   Increasing curricular coverage of LGBT-related topics is indicated with
   emphasis on exposing students to LGBT patients in clinical settings.
OI Lunn, Mitchell/0000-0002-0068-0814; Paradis, Elise/0000-0001-9103-4721
ZA 0
ZS 4
Z8 0
ZR 0
ZB 12
TC 130
Z9 133
U1 0
U2 35
SN 1040-1334
EI 1532-8015
UT WOS:000357653400004
PM 26158327
ER

PT J
AU Pearson, David
   Cooney, Robert
   Bond, Michael C
TI Recommendations from the Council of Residency Directors (CORD) Social
   Media Committee on the Role of Social Media in Residency Education and
   Strategies on Implementation.
SO The western journal of emergency medicine
VL 16
IS 4
BP 510
EP 5
DI 10.5811/westjem.2015.5.25478
PD 2015-Jul
PY 2015
AB Social media (SM) is a form of electronic communication through which
   users create online communities and interactive platforms to exchange
   information, ideas, messages, podcasts, videos, and other user-generated
   content. Emergency medicine (EM) has embraced the healthcare
   applications of SM at a rapid pace and continues to explore the
   potential benefit for education. Free Open Access Meducation has emerged
   from the ever-expanding collection of SM interactions and now represents
   a virtual platform for sharing educational media. This guidance document
   constitutes an expert consensus opinion for best practices in the use of
   SM in EM residency education. The goals are the following: 1) Recommend
   adoption of SM as a valuable graduate medical education (GME) tool, 2)
   Provide advocacy and support for SM as a GME tool, and 3) Recommend best
   practices of educational deliverables using SM. These guidelines are
   intended for EM educators and residency programs for the development and
   use of a program-specific SM presence for residency education, taking
   into account appropriate SM stewardship that adheres to
   institution-specific guidelines, content management, Accreditation
   Council for GME milestone requirements, and integration of SM in EM
   residency curriculum to enhance the learner's experience. Additionally,
   potential obstacles to the uptake of SM as an educational modality are
   discussed with proposed solutions.
RI Husain, Abbas/AAB-8871-2019; Cooney, Robert/U-5368-2019; Husain, Abbas/; Cooney, Robert/; Cabrera, Daniel/
OI Husain, Abbas/0000-0001-8750-2473; Cooney, Robert/0000-0003-0665-0154;
   Cabrera, Daniel/0000-0002-5891-0459
ZB 1
ZA 0
ZR 0
ZS 0
Z8 0
TC 16
Z9 16
U1 0
U2 6
EI 1936-9018
UT MEDLINE:26265962
PM 26265962
ER

PT J
AU Woodworth, Glenn E.
   Carney, Patricia A.
   Cohen, Joshua M.
   Kopp, Sandy L.
   Vokach-Brodsky, Lindsey E.
   Horn, Jean-Louis E.
   Missair, Andres
   Banks, Shawn E.
   Dieckmann, Nathan F.
   Maniker, Robert B.
TI Development and Validation of an Assessment of Regional Anesthesia
   Ultrasound Interpretation Skills
SO REGIONAL ANESTHESIA AND PAIN MEDICINE
VL 40
IS 4
BP 306
EP 314
DI 10.1097/AAP.0000000000000236
PD JUL-AUG 2015
PY 2015
AB Background: Interpretation of ultrasound images and knowledge of anatomy
   are essential skills for ultrasound-guided peripheral nerve blocks.
   Competency-based educationalmodels promoted by the Accreditation Council
   for Graduate Medical Education require the development of assessment
   tools for the achievement of different competency milestones to
   demonstrate the longitudinal development of skills that occur during
   training.
   Methods: A rigorous study guided by psychometric principles was
   undertaken to identify and validate the domains and items in an
   assessment of ultrasound interpretation skills for regional anesthesia.
   A survey of residents, academic faculty, and community
   anesthesiologists, as well as video recordings of experts teaching
   ultrasound-guided peripheral nerve blocks, was used to develop short
   video clips with accompanying multiple choice-style questions. Four
   rounds of pilot testing produced a 50-question assessment that was
   subsequently administered online to residents, fellows, and faculty from
   multiple institutions.
   Results: Test results from 90 participants were analyzed with Item
   Response Theory model fitting indicating that a 47-item subset of the
   test fits the model well (P = 0.11). There was a significant linear
   relation between expected and predicted item difficulty (P < 0.001).
   Overall test scores increased linearly with higher levels of formal
   anesthesia training, regional anesthesia training, number of
   ultrasound-guided blocks performed per year, and a self-rating of
   regional anesthesia skill (all P < 0.001).
   Conclusions: This study provides evidence for the reliability, content
   validity, and construct validity of a 47-item multiple choice-style
   online test of ultrasound interpretation skills for regional anesthesia,
   which can be used as an assessment of competency milestone achievement
   in anesthesiology training.
OI Cohen, Joshua/0000-0002-7550-3791; Dieckmann,
   Nathan/0000-0001-5061-9889; Kopp, Sandra/0000-0003-2997-5445; Horn,
   Jean-Louis/0000-0003-0631-7562; Maniker, Robert/0000-0003-4129-4095
Z8 0
ZR 0
TC 12
ZS 0
ZB 3
ZA 0
Z9 12
U1 0
U2 6
SN 1098-7339
EI 1532-8651
UT WOS:000369617500003
PM 26017720
ER

PT J
AU Kamel Boulos, M.N.
   Ifeachor, E.
   Escudero, J.
   Peng Zhao
   Carroll, C.
   Costa, P.
   Doppler, G.
   Carrasco Marin, L.
   Spiru, L.
   Gumundsdotti, K.H.
   Kosem, M.
TI LiveWell - promoting healthy living and wellbeing for Parkinson patients
   through social network and ICT training: lessons learnt and best
   practices
SO International Journal of Healthcare Information Systems and Informatics
VL 10
IS 3
BP 24
EP 41
DI 10.4018/IJHISI.2015070102
PD July-Sept. 2015
PY 2015
AB About 1.2 million people in Europe have Parkinson's disease (PD). PD
   patients often suffer from social exclusion and depression due to
   progressive lack of control over the disease. Eventually, most require
   constant care, leading to huge socioeconomic burdens. To partially
   tackle this issue, 7 partners in 7 countries participated in LiveWell
   (EU-funded project, 2012-14) to develop an innovative Web-based
   education, training and social community platform targeting PD patients,
   carers and clinicians. This paper describes LiveWell from conception to
   completion, presents lessons learnt over the course of the project, and
   highlights some identified main areas of best practice. The Project
   Consortium might not have had the chance to implement everything learnt
   in the current outputs, but these lessons and guidelines can be later
   used to improve LiveWell, and can also be generalised to benefit similar
   e-health services. The combination of appropriate online education and
   social communities could help patients and carers cope positively with
   PD, promoting social inclusion and better outcomes.
RI Escudero, Javier/B-4185-2008; Boulos, Maged N. Kamel/B-3728-2013; Carroll, Camille/
OI Escudero, Javier/0000-0002-2105-8725; Boulos, Maged N.
   Kamel/0000-0003-2400-6303; Carroll, Camille/0000-0001-7472-953X
ZA 0
ZR 0
Z8 0
TC 1
ZB 0
ZS 0
Z9 1
U1 0
U2 5
SN 1555-3396
UT INSPEC:15750920
ER

PT J
AU Dukic, Darko
   Striskovic, Jelena
TI Croatian university students' use and perception of electronic resources
SO LIBRARY & INFORMATION SCIENCE RESEARCH
VL 37
IS 3
BP 244
EP 253
DI 10.1016/j.lisr.2015.04.004
PD JUL 2015
PY 2015
AB Electronic resources are increasingly becoming essential in students'
   learning primarily due to their availability and ease of access over the
   Internet. Higher education institutions have to understand the Internet
   information-seeking behaviors of students and how they perceive
   electronic resources in order to effectively fulfill their mission of
   equipping students with relevant and contemporary knowledge and skills.
   The influence of four background variables (gender, level of study,
   enrollment status, and field of study) was examined in the analysis of
   data from 900 students at one Croatian university. The results show that
   students mostly use Wikipedia and similar online resources, as well as
   university websites, including websites of university libraries. The
   level and field of study are strong predictors of differences in the
   frequency of use of certain Internet sources. Factor analysis revealed
   four factors: tendency to use, advantages of using, incentives and
   reasons for using, and prerequisites for using electronic resources.
   These factors represent the underlying constructs by which students'
   perceptions of electronic resources can be classified. The findings
   further indicate that students only slightly prefer electronic over
   printed resources, although they highly value the benefits of the use of
   electronic formats. In addition, it has been revealed that students
   believe that they are well equipped and possess competencies for the
   effective use of electronic resources. Differences based on the factors
   have been largely confirmed with regard to gender and field of study,
   but not to the level of study and enrollment status. This study extends
   findings from previous research by placing emphasis on examining the
   differences, especially at the latent level, between certain groups of
   students. (C) 2015 Elsevier Inc All rights reserved.
RI Dukić, Darko/GSI-6572-2022; Dukić, Darko/AAF-7456-2021; Strišković, Jelena/P-9798-2019
OI Dukić, Darko/0000-0002-9131-232X; Dukić, Darko/0000-0002-9131-232X;
   Strišković, Jelena/0000-0003-2902-5044
ZS 1
ZA 0
TC 16
ZB 0
Z8 0
ZR 0
Z9 16
U1 2
U2 55
SN 0740-8188
EI 1873-1848
UT WOS:000361781200009
ER

PT J
AU Terbonssen, Tobias
   Settmacher, Utz
   Wurst, Christine
   Dirsch, Olaf
   Dahmen, Uta
TI Effectiveness of Organ Donation Information Campaigns in Germany: A
   Facebook Based Online Survey.
SO Interactive journal of medical research
VL 4
IS 3
BP e16
EP e16
DI 10.2196/ijmr.4287
PD 2015 Jul 28
PY 2015
AB BACKGROUND: The German transplantation system is in a crisis due to a
   lack of donor organs. Information campaigns are one of the main
   approaches to increase organ donation rates. Since 2012, German health
   insurance funds are obliged by law to inform their members about organ
   donation. We raised the hypothesis: The willingness to sign a donor card
   rises due to the subsequent increase of specific knowledge by receiving
   the information material of the health insurance funds.
   OBJECTIVE: The objective of the study was to assess the influence of
   information campaigns on the specific knowledge and the willingness to
   donate organs.
   METHODS: We conducted an online survey based on recruitment via Facebook
   groups, advertisements using the snowball effect, and on mailing lists
   of medical faculties in Germany. Besides the demographic data, the
   willingness to hold an organ donor card was investigated. Specific
   knowledge regarding transplantation was explored using five factual
   questions resulting in a specific knowledge score.
   RESULTS: We recruited a total of 2484 participants, of which 32.7%
   (300/917) had received information material. Mean age was 29.9 (SD 11.0,
   median 26.0). There were 65.81% (1594/2422) of the participants that
   were female. The mean knowledge score was 3.28 of a possible 5.00 (SD
   1.1, median 3.0). Holding a donor card was associated with specific
   knowledge (P<.001), but not with the general education level (P=.155).
   Receiving information material was related to holding a donor card
   (P<.001), but not to a relevant increase in specific knowledge
   (difference in mean knowledge score 3.20 to 3.48, P=.006). The specific
   knowledge score and the percentage of organ donor card holders showed a
   linear association (P<.001).
   CONCLUSIONS: The information campaign was not associated with a relevant
   increase in specific knowledge, but with an increased rate in organ
   donor card holders. This effect is most likely related to the feeling of
   being informed, together with an easy access to the organ donor card.
OI Dirsch, Olaf/0000-0003-2791-2061
ZB 1
TC 4
Z8 0
ZA 0
ZR 0
ZS 1
Z9 4
U1 0
U2 5
SN 1929-073X
UT MEDLINE:26220442
PM 26220442
ER

PT J
AU van Dijk, Frank J.
   Bubas, Marija
   Smits, Paul B.
TI Evaluation Studies on Education in Occupational Safety and Health:
   Inspiration for Developing Economies
SO ANNALS OF GLOBAL HEALTH
VL 81
IS 4
BP 548
EP 560
DI 10.1016/j.aogh.2015.08.023
PD JUL-AUG 2015
PY 2015
AB BACKGROUND Education and training of students, workers, and
   professionals are essential for occupational safety and health (OSH). We
   noticed a lack of debate on how to advance coverage and quality of OSH
   education given high shortages in developing economies.
   OBJECTIVES International discussion on future options might be
   stimulated by an overview of recent studies.
   METHODS We employed a search of the Cochrane Library and PubMed/MEDLINE
   databases for articles from the last decade on evaluation of OSH
   education.
   FINDINGS We selected 121 relevant studies and 6 Cochrane reviews. Most
   studies came from the United States, Western Europe, and Asia. Studies
   from low-income countries were scarce. From a global perspective, the
   number of evaluation studies found was disappointingly low and the
   quality needs improvement. Most commonly workers' education was
   evaluated, less often education of students, supervisors, and OSH
   professionals. Interactive e-cases and e-learning modules, video
   conferences, and distance discussion boards are inspiring educational
   methods, but also participatory workshops and educational plays. Ways to
   find access to underserved populations were presented and evaluated,
   such as educational campaigns, farm safety days, and OSH
   expert-supported initiatives of industrial branch organizations,
   schools, and primary, community, or hospital-based health care. Newly
   educated groups were immigrant workers training colleagues, workers with
   a disease, managers, and family physicians.
   CONCLUSIONS Developing economies can take advantage of a variety of
   online facilities improving coverage and quality of education. Blended
   education including face-to-face contacts and a participatory approach
   might be preferred. For workers, minor isolated educational efforts are
   less effective than enhanced education or education as part of
   multifaceted preventive programs. Collaboration of OSH experts with
   other organizations offers opportunities to reach underserved worker
   populations. Increasing international collaboration is a promise for the
   future. National legislation and government support is necessary,
   placing OSH education high on the national agenda, with special
   attention for most needed professionals and for underserved workers in
   high-risk jobs such as in the informal sector. International support can
   be boosted by a high-level international task force on education and
   training, funded programming, and a global online platform. (C) 2015 The
   Authors. Published by Elsevier Inc. on behalf of Icahn School of
   Medicine at Mount Sinai. This is an open access article under the CC
   BY-NC-ND license.
ZA 0
Z8 0
ZB 2
ZR 0
TC 16
ZS 0
Z9 16
U1 2
U2 31
SN 2214-9996
UT WOS:000367089700012
PM 26709287
ER

PT J
AU Mortensen, C. J.
   Nicholson, A. M.
TI The flipped classroom stimulates greater learning and is a modern 21st
   century approach to teaching today's undergraduates
SO JOURNAL OF ANIMAL SCIENCE
VL 93
IS 7
BP 3722
EP 3731
DI 10.2527/jas.2015-9087
PD JUL 2015
PY 2015
AB Many classrooms in higher education still rely on a transformative
   approach to teaching where students attend lectures and earn course
   grades through examination. In the modern age, traditional lectures are
   argued by some as obsolete and do not address the learning needs of
   today's students. An emerging pedagogical approach is the concept of the
   flipped classroom. The flipped classroom can simply be described as
   students viewing asynchronous video lectures on their own and then
   engaging in active learning during scheduled class times. In this study,
   we examined the flipped classroom teaching environment on student
   learning gains in an Introduction to Equine Science course. Students (n
   = 130) were asked to view 7.5 h of recorded lectures divided into 8
   learning modules, take online quizzes to enforce lecture viewing, take 3
   in-class exams, and prepare to participate in active learning during
   scheduled class times. Active learning approaches included individual
   activities, paired activities, informal small groups, and large group
   activities. When compared to students in the traditional lecture format
   in earlier years, students in the flipped format scored higher on all 3
   exams (P < 0.05), with both formats taught by the same instructor.
   Analysis of ACT scores demonstrated no intellectual capacity differences
   between the student populations. To evaluate any gains in critical
   thinking, flipped format students were asked to take the Cornell
   Critical Thinking Exam (version X). Scores improved from the pretest
   (50.8 +/- 0.57) to the posttest (54.4 +/- 0.58; P < 0.01). In the
   flipped course, no correlations were found with student performance and
   interactions with online content. Students were asked in class to
   evaluate their experiences based on a 5-point Likert scale: 1 (strongly
   disagree) to 5 (strongly agree). The flipped classroom was ranked as an
   enjoyable learning experience with a mean of 4.4 +/- 0.10, while
   students responded positively to other pointed questions. In formal
   course evaluations, flipped format students ranked the following higher
   (P < 0.05): instructor availability to assist students; encouragement of
   independent, creative, and critical thinking; and amount learned.
   Overall, the flipped classroom proved to be a positive learning
   experience for students. As the classroom continues to modernize,
   pedagogical approaches such as the flipped classroom should be
   considered for many lecture-style courses taught in the animal sciences.
RI Mortensen, Chris J/A-4084-2011
ZR 0
ZA 0
ZS 1
TC 70
Z8 0
ZB 4
Z9 71
U1 1
U2 100
SN 0021-8812
EI 1525-3163
UT WOS:000365170500049
PM 26440038
ER

PT J
AU Edwards, S. L.
   Da Silva, Al Sergio
   Rapport, F. L.
   McKimm, J.
   Williams, R.
TI Recruitment of doctors to work in 'our hinterland': first results from
   the Swansea Graduate Entry Programme in Medicine
SO RURAL AND REMOTE HEALTH
VL 15
IS 3
AR 3187
PD JUL-SEP 2015
PY 2015
AB Introduction: Recruitment and retention of doctors to rural and remote
   areas is a well-known problem to which very few countries are immune.
   Planning effective interventions to enable appropriate recruitment to
   rural areas requires an understanding of the specificities of each
   country and region, understanding 'what works' and 'why' in each
   specific context and then consideration of what that might mean in the
   context of neighbouring countries. In order to inform local policy
   makers and stakeholders, this study aimed to investigate 'how and why
   students elect to study in Wales, UK' and, more importantly, 'what
   influences students' choices about either staying, or leaving Wales,
   after graduation'. 'Our hinterland', in the title of this article,
   refers to the more rural parts of the country.
   Methods: Two cohorts of medical graduates at different stages of their
   training (one cohort approaching the first year and the other
   approaching the third year of postgraduate training) were recruited as
   participants. A mixed-method, sequential study was conducted by means of
   an online questionnaire (phase 1) followed up by semi-structured
   telephone interviews (phase 2). Phase 1 results informed the interview
   schedule for phase 2. A thematic analysis of the interview transcripts
   was conducted using QSR NVivo v10.
   Results: The results show that students elect to study in Wales (Swansea
   in this case) for a variety of reasons that include liking key features
   of the course, the attractive location and being able to pursue and
   maintain ties with family and others. Despite some identified challenges
   for long-term career prospects, early exposure to clinical placements in
   rural areas seems to be regarded as a rich, enjoyable learning
   opportunity that can constitute valuable preparation for future practice
   as a doctor. Participants also revealed how their choices were made as a
   result of balancing career aspirations, perceived opportunities and
   personal factors or circumstances. All seem to be determinants for
   medical career decision-making and reveal the complexities underlying
   these life choices.
   Conclusions: Despite the many positive aspects of studying in Wales and
   of having placements in rural areas emphasised by study participants,
   the prospect of entering postgraduate training in those regions is, for
   some, inhibited by feelings of social isolation and lack of
   opportunities. Some students still perceive rural locations as a
   backward step in the natural progression of their work and career.
   Graduates are concerned about discontinuity with family ties (for
   example stemming from the unpredictability of job allocation) and tend
   to gravitate to where family members, including life partners, reside.
   In line with international concerns and local efforts about these
   issues, the Swansea Graduate Entry Programme in Medicine will continue
   to monitor students' opinions and attitudes towards career pathways and
   training locations to maximise the likelihood of high-quality healthcare
   provision to rural communities.
OI McKimm, Judy/0000-0002-8949-5067
ZR 0
ZB 0
ZA 0
Z8 0
TC 1
ZS 0
Z9 1
U1 2
U2 15
SN 1445-6354
UT WOS:000365601800017
PM 26387776
ER

PT J
AU Finch, William
   Masood, Junaid
   Buchholz, Noor
   Turney, Benjamin W.
   Smith, Daron
   Wiseman, Oliver
TI Would You Want to Be the Patient? "Live Surgical Broadcast" or "As-Live
   Unedited Surgical Broadcast"
SO JOURNAL OF ENDOUROLOGY
VL 29
IS 7
BP 821
EP 829
DI 10.1089/end.2014.0580
PD JUL 1 2015
PY 2015
AB Objective: To evaluate patient safety, educational value, and ethical
   issues surrounding Live surgical broadcast (LSB) and As-live surgical
   broadcast (ALB) using data obtained from urologic delegates attending
   two recent endourology meetings in the United Kingdom. Subjects and
   Methods: Two hundred twelve delegates at the UK section meeting of the
   Societe Internationale d'Urologie (SIU) were invited to complete an
   online survey using SurveyMonkey((R)) to compare their previous
   perceptions of LSB and ALB, and to compare their current experience of
   ALB to previous experience of LSB. One hundred three delegates at the
   British Association of Urological Surgeons (BAUS) Endourology meeting
   used live voting keypads to compare their experience of LSB and ALB
   simultaneously, as well as comparing their current experience of ALB to
   previous experience of LSB. Responses were recorded using a Likert
   scale. Results: One hundred sixty-five responses were analyzed from the
   meetings. Most delegates were in specialist practice as a consultant or
   trainee (89.1%). LSB had been witnessed more than ALB (87.1% vs 66.6%,
   p=0.049). Based on previous experiences, the educational value of both
   formats was felt similar, but delegates felt there were significant
   patient safety benefits with ALB over LSB. Delegates were significantly
   less likely to recommend a friend or family, or volunteer themselves to
   be a patient in an LSB setting. On-the-day comparison of LSB and ALB
   shows a similar educational value to both formats, but with
   significantly less concern for the surgeon and patient's outcome with
   ALB. Conclusion: ALB offers similar educational opportunities to
   delegates when compared with LSB, while appearing to offer significant
   welfare benefits to both surgeon and patient. Further studies are
   required to objectively quantify these subjective observations.
OI Smith, Daron/0000-0001-8314-4795
ZR 0
TC 14
ZA 0
ZS 0
Z8 0
ZB 6
Z9 14
U1 0
U2 1
SN 0892-7790
EI 1557-900X
UT WOS:000362081600013
PM 25603409
ER

PT J
AU Janssen, Anna
   Shaw, Tim
   Goodyear, Peter
TI Using Video Games to Enhance Motivation States in Online Education:
   Protocol for a Team-Based Digital Game.
SO JMIR research protocols
VL 4
IS 3
BP e114
EP e114
DI 10.2196/resprot.4016
PD 2015 Sep 28
PY 2015
AB BACKGROUND: Video and computer games for education have been of interest
   to researchers for several decades. Over the last half decade,
   researchers in the health sector have also begun exploring the value of
   this medium. However, there are still many gaps in the literature
   regarding the effective use of video and computer games in medical
   education, particularly in relation to how learners interact with the
   platform, and how the games can be used to enhance collaboration.
   OBJECTIVE: The objective of the study is to evaluate a team-based
   digital game as an educational tool for engaging learners and supporting
   knowledge consolidation in postgraduate medical education.
   METHODS: A mixed methodology will be used in order to establish efficacy
   and level of motivation provided by a team-based digital game.
   Second-year medical students will be recruited as participants to
   complete 3 matches of the game at spaced intervals, in 2 evenly
   distributed teams. Prior to playing the game, participants will complete
   an Internet survey to establish baseline data. After playing the game,
   participants will voluntarily complete a semistructured interview to
   establish motivation and player engagement. Additionally, metrics
   collected from the game platform will be analyzed to determine efficacy.
   RESULTS: The research is in the preliminary stages, but thus far a total
   of 54 participants have been recruited into the study. Additionally, a
   content development group has been convened to develop appropriate
   content for the platform.
   CONCLUSIONS: Video and computer games have been demonstrated to have
   value for educational purposes. Significantly less research has
   addressed how the medium can be effectively utilized in the health
   sector. Preliminary data from this study would suggest there is an
   interest in games for learning in the medical student body. As such, it
   is beneficial to undertake further research into how these games teach
   and engage learners in order to evaluate their role in tertiary and
   postgraduate medical education in the future.
RI Janssen, Anna/AAE-6751-2019; Goodyear, Peter/B-5091-2014
OI Janssen, Anna/0000-0001-6611-9651; Goodyear, Peter/0000-0001-9903-737X
ZS 0
TC 4
ZB 0
ZA 0
Z8 0
ZR 0
Z9 4
U1 0
U2 21
SN 1929-0748
UT MEDLINE:26416522
PM 26416522
ER

PT J
AU de Ziegler, Dominique
   de Ziegler, Cpt Nathalie
   Sean, Sokteang
   Bajouh, Osama
   Meldrum, David R.
TI Training in reproductive endocrinology and infertility and assisted
   reproductive technologies: options and worldwide needs
SO FERTILITY AND STERILITY
VL 104
IS 1
BP 16
EP 23
DI 10.1016/j.fertnstert.2015.04.031
PD JUL 2015
PY 2015
AB Standardized, high-quality training in reproductive endocrinology,
   infertility, and assisted reproductive technologies (REI-ART) faces
   challenges owing to the high-tech nature of ART and the important
   country-to-country differences in clinical practice and regulations
   overseeing training. Moreover, while the training capacity of the
   classical by-fellowship training platforms is shrinking, an increasing
   demand for REI-ART specialists is coming from emerging countries. To
   meet this expanding need for REI-ART specialists, we propose a novel
   by-network model linking a reference training center to satellite
   practical training sites. Simulation should be used more extensively to
   achieve competency before initiating live clinical experience, analogous
   to the highly effective training systems that have been used in aviation
   for decades. Large ART databases that exist because of obligations to
   report ART activity and results constitute unique yet so far untapped
   sources for developing by-scenario simulation training models. Online
   training materials incorporating these state-of-the-art information
   technology tools could be developed as a means of fulfilling training
   needs worldwide. (C)2015 by American Society for Reproductive Medicine.
ZS 0
ZB 2
TC 7
ZA 0
ZR 0
Z8 0
Z9 7
U1 0
U2 9
SN 0015-0282
EI 1556-5653
UT WOS:000361844700006
PM 25999260
ER

PT J
AU Cooper, Darren
   Higgins, Steve
TI The effectiveness of online instructional videos in the acquisition and
   demonstration of cognitive, affective and psychomotor rehabilitation
   skills
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
VL 46
IS 4
BP 768
EP 779
DI 10.1111/bjet.12166
PD JUL 2015
PY 2015
AB The use of instructional videos to teach clinical skills is an ever
   growing area of e-learning based upon observational learning that is
   cited as one of the most basic yet powerful learning strategies. The aim
   of the current study is to evaluate the effectiveness of online
   instructional videos for the acquisition and demonstration of cognitive,
   affective and psychomotor skills among undergraduate students,
   throughout formative assessments with two different durations of
   instructional videos. The research suggests that the use of videos to
   support traditional learning should be encouraged. While a conclusive
   evidencebase for their usage has not yet been established they are a
   medium which is likely to benefit a proportion of a cohort, and it is
   very unlikely that they will be harmful to students' learning.
RI Higgins, Steven Edward/D-2525-2010; Cooper, Darren/
OI Higgins, Steven Edward/0000-0003-0314-4846; Cooper,
   Darren/0000-0003-3336-1964
ZR 0
ZS 0
ZA 0
TC 20
Z8 0
ZB 1
Z9 20
U1 2
U2 38
SN 0007-1013
EI 1467-8535
UT WOS:000355854600013
ER

PT J
AU Patel, S. G.
   Keswani, R.
   Elta, G.
   Saini, S.
   Menard-Katcher, P.
   Del Valle, J.
   Hosford, L.
   Myers, A.
   Ahnen, D.
   Schoenfeld, P.
   Wani, S.
TI Status of Competency-Based Medical Education in Endoscopy Training: A
   Nationwide Survey of US ACGME-Accredited Gastroenterology Training
   Programs
SO AMERICAN JOURNAL OF GASTROENTEROLOGY
VL 110
IS 7
BP 956
EP 962
DI 10.1038/ajg.2015.24
PD JUL 2015
PY 2015
AB OBJECTIVES: The Accreditation Council for Graduate Medical Education
   (ACGME) emphasizes the importance of medical trainees meeting specific
   performance benchmarks and demonstrating readiness for unsupervised
   practice. The aim of this study was to examine the readiness of
   Gastroenterology (GI) fellowship programs for competency-based
   evaluation in endoscopic procedural training.
   METHODS: ACGME-accredited GI program directors (PDs) and GI trainees
   nationwide completed an online survey of domains relevant to endoscopy
   training and competency assessment. Participants were queried about
   current methods and perceived quality of endoscopy training and
   assessment of competence. Participants were also queried about factors
   deemed important in endoscopy competence assessment. Five-point Likert
   items were analyzed as continuous variables by an independent t-test and
   chi(2)-test was used for comparison of proportions.
   RESULTS: Survey response rate was 64% (94/148) for PDs and 47%
   (546/1,167) for trainees. Twenty-three percent of surveyed PDs reported
   that they do not have a formal endoscopy curriculum. PDs placed less
   importance (1-very important to 5-very unimportant) on endoscopy volume
   (1.57 vs. 1.18, P<0.001), adenoma detection rate (2.00 vs. 1.53,
   P<0.001), and withdrawal times (1.96 vs. 1.68, P=0.009) in determining
   endoscopy competence compared with trainees. A majority of PDs report
   that competence is assessed by procedure volume (85%) and teaching
   attending evaluations (96%). Only a minority of programs use skills
   assessment tools (30%) or specific quality metrics (28%). Specific
   competencies are mostly assessed by individual teaching attending
   feedback as opposed to official documentation or feedback from a PD. PDs
   rate the overall quality of their endoscopy training and assessment of
   competence as better than overall ratings by trainees.
   CONCLUSIONS: Although the majority of PDs and trainees nationwide
   believe that measuring specific metrics is important in determining
   endoscopy competence, most programs still rely on procedure volume and
   subjective attending evaluations to determine overall competence. As
   medical training transitions from an apprenticeship model to
   competency-based education, there is a need for improved endoscopy
   curricula which are better suited to demonstrate readiness for
   unsupervised practice.
OI Patel, Swati/0000-0002-1035-4924
ZS 1
ZR 0
TC 51
ZB 16
Z8 3
ZA 0
Z9 53
U1 0
U2 8
SN 0002-9270
EI 1572-0241
UT WOS:000360200100002
PM 25803401
ER

PT J
AU Pinheiro Sa, Ana
   Teixeira-Pinto, Cristina
   Verissimo, Rafaela
   Vilas-Boas, Andreia
   Firmino-Machado, Joao
TI Looking for the Perfect Mentor
SO ACTA MEDICA PORTUGUESA
VL 28
IS 4
BP 486
EP 493
DI 10.20344/amp.6164
PD JUL-AUG 2015
PY 2015
AB Introduction: The authors established the profile of the Internal
   Medicine clinical teachers in Portugal aiming to define a future
   interventional strategy plan as adequate as possible to the target group
   and to the problems identified by the residents.
   Material and Methods: Observational, transversal, analytic study. An
   online anonymous questionnaire was defined, evaluating the demographic
   characteristics of the clinical teachers, their path in Internal
   Medicine and their involvement in the residents learning process.
   Results: We collected 213 valid questionnaires, making for an estimated
   response rate of 28.4%. Median global satisfaction with the clinical
   teacher was 4.52 (+/- 1.33 points) and the classification of the
   relationship between resident and clinical teacher was 4.86 +/- 1.04
   points. The perfect clinical teacher is defined by high standards of
   dedication and responsibility (4.9 +/- 1.37 points), practical (4.8 +/-
   1.12 points) and theoretical skills (4.8 +/- 1.07 points). The multiple
   linear regression model allowed to determine predictors of the
   resident's satisfaction with their clinical teacher, justifying 82,5% of
   the variation of satisfaction with the clinical teacher (R-2 = 0.83;
   R-a(2) = 0.82).
   Discussion: Postgraduate medical education consists of an interaction
   between several areas of knowledge and intervening variables in the
   learning process having the clinical teacher in the central role.
   Overall, the pedagogical abilities were the most valued by the Internal
   Medicine residents regarding their clinical teacher, as determinants of
   a quality residentship.
   Conclusion: This study demonstrates the critical relevance of the
   clinical teacher in the satisfaction of residents with their
   residentship. The established multiple linear regression model
   highlights the impact of the clinical and pedagogical relantionship with
   the clinical teacher in a relevant increase in the satisfaction with the
   latter.
RI Veríssimo, Ramiro/L-8043-2013; Firmino-Machado, Joao/; Vilas-Boas, Andreia/
OI Firmino-Machado, Joao/0000-0001-9410-633X; Vilas-Boas,
   Andreia/0000-0003-0733-9106
Z8 0
ZR 0
ZB 0
TC 2
ZS 0
ZA 0
Z9 2
U1 0
U2 9
SN 1646-0758
UT WOS:000360974300013
PM 26574985
ER

PT J
AU Smith, Samuel G.
   O'Conor, Rachel
   Aitken, William
   Curtis, Laura M.
   Wolf, Michael S.
   Goel, Mita Sanghavi
TI Disparities in registration and use of an online patient portal among
   older adults: findings from the LitCog cohort
SO JOURNAL OF THE AMERICAN MEDICAL INFORMATICS ASSOCIATION
VL 22
IS 4
BP 888
EP 895
DI 10.1093/jamia/ocv025
PD JUL 2015
PY 2015
AB Objective To document disparities in registration and use of an online
   patient portal among older adults.
   Materials and methods Data from 534 older adults were linked with
   information from the Northwestern Medicine Electronic Data Warehouse on
   patient portal registration and use of functions (secure messaging,
   prescription reauthorizations, checking test results, and monitoring
   vital statistics). Age, gender, race, education, self-reported chronic
   conditions, and the Newest Vital Sign health literacy measure were
   available from cohort data.
   Results Most patients (93.4%) had a patient portal access code generated
   for them, and among these 57.5% registered their accounts. In
   multivariable analyses, White patients (P<.001) and college graduates
   were more likely to have registered their patient portal (P=.015).
   Patients with marginal (P=.034) or adequate (P<.001) health literacy
   were also more likely to have registered their patient portal. Among
   those registering their accounts, most had messaged their physician
   (90%), checked a test result (96%), and ordered a reauthorization (55%),
   but few monitored their vital statistics (11%). Adequate health literacy
   patients were more likely to have used the messaging function (P=.003)
   and White patients were more likely to have accessed test results
   (P=.004). Higher education was consistently associated with prescription
   reauthorization requests (all P<.05).
   Discussion Among older American adults, there are stark health literacy,
   educational, and racial disparities in the registration, and subsequent
   use of an online patient portal. These population sub-group differences
   may exacerbate existing health disparities.
   Conclusions If patient portals are implemented, intervention strategies
   are needed to monitor and reduce disparities in their use.
RI Wolf, Michael/V-3351-2018; Aitken, William/; Smith, Samuel/
OI Wolf, Michael/0000-0002-4342-6517; Aitken, William/0000-0002-9377-881X;
   Smith, Samuel/0000-0003-1983-4470
Z8 1
ZA 0
TC 92
ZS 0
ZR 0
ZB 11
Z9 93
U1 1
U2 37
SN 1067-5027
EI 1527-974X
UT WOS:000361282200018
PM 25914099
ER

PT J
AU Bourhy, Herve
   Troupin, Cecile
   Faye, Ousmane
   Meslin, Francois-Xavier
   Abela-Ridder, Bernadette
   Sall, Amadou Alpha
   Kraehenbuhl, Jean-Pierre
TI Customized online and onsite training for rabies-control officers
SO BULLETIN OF THE WORLD HEALTH ORGANIZATION
VL 93
IS 7
BP 503
EP 506
DI 10.2471/BLT.14.149849
PD JUL 2015
PY 2015
AB Problem It is difficult to deliver adequate training for people working
   in rabies control in low and middle-income countries. Popular e-learning
   systems for low-income settings are not well suited to developing and
   testing practical skills, including laboratory methods.
   Approach We customized training in rabies control methods for African
   professionals and students from different disciplines. Trainees
   participated in preparatory online sessions, evaluations and exercises
   before and after a 12,clay workshop. Trainees and Mentors continued to
   interact through an online forum up to one year after the workshop.
   Local setting In Africa, 15 000 deaths from rabies occur each year due
   to a lack of awareness, inaccessibility of post-exposure prophylaxis,
   inadequate or absent canine rabies-control programmes and lack of
   governmental financial support.
   Relevant changes Thirty two trainees working in health departments,
   hospitals, veterinary stations and research institutes were selected to
   participate; 28 completed the course and passed the final evaluation.
   Pilot rabies investigation programmes were developed, and two
   manuscripts submitted for publication. An online forum facilitated
   further progress for a year after the workshop.
   Lessons learnt A combination of customized online and onsite training is
   suitable for teaching disease-control personnel in low-income countries.
   Participation in this course enabled trainees to advocate for the
   development of national disease-control strategies. Mentoring is needed
   to develop a strong network of experts in similar settings.
RI faye, Ousmane/GMW-6500-2022; Troupin, Cécile/AAE-9428-2021
ZB 5
TC 7
ZR 0
ZA 0
ZS 0
Z8 0
Z9 7
U1 0
U2 15
SN 0042-9686
EI 1564-0604
UT WOS:000358888100018
PM 26170509
ER

PT J
AU Moy, Marilyn L.
   Collins, Riley J.
   Martinez, Carlos H.
   Kadri, Reema
   Roman, Pia
   Holleman, Robert G.
   Kim, Hyungjin Myra
   Nguyen, Huong Q.
   Cohen, Miriam D.
   Goodrich, David E.
   Giardino, Nicholas D.
   Richardson, Caroline R.
TI An Internet-Mediated Pedometer-Based Program Improves Health-Related
   Quality-of-Life Domains and Daily Step Counts in COPD A Randomized
   Controlled Trial
SO CHEST
VL 148
IS 1
BP 128
EP 137
DI 10.1378/chest.14-1466
PD JUL 2015
PY 2015
AB BACKGROUND: Low levels of physical activity (PA) are associated with
   poor outcomes in people with COPD. Interventions to increase PA could
   improve outcomes.
   METHODS: We tested the efficacy of a novel Internet-mediated,
   pedometer-based exercise intervention. Veterans with COPD (N = 239) were
   randomized in a 2:1 ratio to the (1) intervention group (Omron HJ-720
   ITC pedometer and Internet-mediated program) or (2) wait-list control
   group (pedometer). The primary outcome was health-related quality of
   life (HRQL), assessed by the St. George's Respiratory Questionnaire
   (SGRQ), at 4 months. We examined the SGRQ total score (SGRQ-TS) and
   three domain scores: Symptoms, Activities, and Impact. The secondary
   outcome was daily step counts. Linear regression models assessed the
   effect of intervention on outcomes.
   RESULTS: Participants had a mean age of 67 +/- 9 years, and 94% were
   men. There was no significant between-group difference in mean 4-month
   SGRQ-TS (2.3 units, P = .14). Nevertheless, a significantly greater
   proportion of intervention participants than control subjects had at
   least a 4-unit improvement in SGRQ-TS, the minimum clinically important
   difference (53% vs 39%, respectively, P = .05). For domain scores, the
   intervention group had a lower (reflecting better HRQL) mean than the
   control group by 4.6 units for Symptoms (P = .046) and by 3.3 units for
   Impact (P = .049). There was no significant difference in Activities
   score between the two groups. Compared with the control subjects,
   intervention participants walked 779 more steps per day at 4 months (P -
   .005).
   CONCLUSIONS: An Internet-mediated, pedometer-based walking program can
   improve domains of HRQL and daily step counts at 4 months in people with
   COPD.
RI Nguyen, HQ/AAI-7800-2020; Collins, Rachel/; Richardson, Caroline/; Goodrich, David/
OI Collins, Rachel/0000-0002-1559-8135; Richardson,
   Caroline/0000-0002-1945-6046; Goodrich, David/0000-0003-3232-2189
ZR 0
ZS 1
TC 90
ZA 0
ZB 20
Z8 1
Z9 92
U1 0
U2 24
SN 0012-3692
UT WOS:000359003000034
PM 25811395
ER

PT J
AU Kotb, Magd A.
   Elmahdy, Hesham Nabeh
   Khalifa, Nour El Deen Mahmoud
   El-Deen, Mohamed Hamed Nasr
   Lotfi, Mohamed Amr N.
TI Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective
   Enjoyable Undergraduate Medical Teaching Tool A SQUIRE Compliant Study
SO MEDICINE
VL 94
IS 29
AR e1178
DI 10.1097/MD.0000000000001178
PD JUL 2015
PY 2015
AB Evidence-based medicine (EBM) is delivered through a didactic, blended
   learning, and mixed models. Students are supposed to construct an
   answerable question in PICO (patient, intervention, comparison, and
   outcome) framework, acquire evidence through search of literature,
   appraise evidence, apply it to the clinical case scenario, and assess
   the evidence in relation to clinical context.
   Yet these teaching models have limitations especially those related to
   group work, for example, handling uncooperative students, students who
   fail to contribute, students who domineer, students who have personal
   conflict, their impact upon progress of their groups, and inconsistent
   individual acquisition of required skills.
   At Pediatrics Department, Faculty of Medicine, Cairo University, we
   designed a novel undergraduate pediatric EBM assignment online system to
   overcome shortcomings of previous didactic method and aimed to assess
   its effectiveness by prospective follow-up during academic years 2012 to
   2013 and 2013 to 2014.
   The novel web-based online interactive system was tailored to provide
   sequential single and group assignments for each student. Single
   assignment addressed a specific case scenario question, while group
   assignment was teamwork that addressed different questions of same case
   scenario. Assignment comprised scholar content and skills.
   We objectively analyzed students' performance by criterion-based
   assessment and subjectively by anonymous student questionnaire.
   A total of 2879 were enrolled in 5th year Pediatrics Course
   consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted
   their work. They were randomly assigned to 292 groups. A total of 2277
   (89.15%) achieved >= 80% of total mark (4/5), of them 717 (28.1%)
   achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made
   evidence-based conclusions and recommendations in single and group
   assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered
   student questionnaire, of them 898 (81.48%) found e-educational
   experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not
   decide. A total of 964 (87.47%) found single assignment educational, 913
   (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it.
   Web-based online interactive undergraduate EBM assignment was found
   effective in teaching medical students and assured individual student
   acquisition of concepts and skills of pediatric EMB. It was effective in
   mass education, data collection, and storage essential for system and
   student assessment.
RI Khalifa, Nour Eldeen/J-6441-2015; Elmahdy, Hesham N/ABG-8704-2021; Taha, Mohamed Hamed N./H-9470-2015; Kotb, Magd/
OI Khalifa, Nour Eldeen/0000-0001-8614-9057; Taha, Mohamed Hamed
   N./0000-0003-0200-2918; Kotb, Magd/0000-0003-2118-3793
ZR 0
ZA 0
Z8 0
ZS 0
TC 1
ZB 0
Z9 1
U1 0
U2 8
SN 0025-7974
EI 1536-5964
UT WOS:000359921300001
PM 26200621
ER

PT J
AU Drouin, Michelle
   Miller, Daniel A.
TI Why do people record and post illegal material? Excessive social media
   use, psychological disorder, or both?
SO COMPUTERS IN HUMAN BEHAVIOR
VL 48
BP 608
EP 614
DI 10.1016/j.chb.2015.02.030
PD JUL 2015
PY 2015
AB In this study, we examined the prevalence of recording and posting
   illegal material among 442 young adult undergraduates (aged 18-27) and
   the relationship between the frequency of this behavior, social media
   use, antisocial personality disorder (ASPD), and borderline personality
   disorder (BPD). Overall, 13% of the sample had posted illegal activity
   (underage drinking, lewd behavior, or other illegal activity) and 28%
   had recorded (or been present when someone else recorded) lewd or other
   illegal activity. Prevalence rates were higher among those who used
   social media excessively and those who met criteria for ASPD or BPD.
   However, in logistic regression analyses, only social media use and ASPD
   emerged as unique predictors of posting and recording illegal material.
   Thus, there appear to be at least two separate routes to recording
   and/or posting illegal material. One fairly innocuous route is the
   excessive use of social media, which may desensitize individuals and
   hinder their ability to apply appropriate filters. Another more ominous
   route is a pervasive psychological disorder (ASPD), which is associated
   with lifelong recklessness, impulsivity, and lack of empathy. For either
   route, education on the lifelong ramifications of digital media is
   imperative. (C) 2015 Elsevier Ltd. All rights reserved.
ZS 0
TC 7
Z8 0
ZB 0
ZA 0
ZR 0
Z9 7
U1 1
U2 28
SN 0747-5632
EI 1873-7692
UT WOS:000353730000066
ER

PT J
AU Widmer, R. Jay
   Allison, Thomas G.
   Lerman, Lilach O.
   Lerman, Amir
TI Digital Health Intervention as an Adjunct to Cardiac Rehabilitation
   Reduces Cardiovascular Risk Factors and Rehospitalizations
SO JOURNAL OF CARDIOVASCULAR TRANSLATIONAL RESEARCH
VL 8
IS 5
BP 283
EP 292
DI 10.1007/s12265-015-9629-1
PD JUL 2015
PY 2015
AB Cardiac rehabilitation (CR) following myocardial infarction is vastly
   underused. As such, the aim of this study was to test a digital health
   intervention (DHI) as an adjunct to CR. Patients undergoing standard
   Mayo Clinic CR were recruited prior to CR (n = 25) or after 3 months CR
   (n = 17). Changes in risk factors and rehospitalizations plus emergency
   department (ED) visits were assessed after 3 months. Patients assigned
   to DHI during CR had significant reductions in weight (-4.0 +/- 5.2 kg,
   P = .001), blood pressure (-10.8 +/- 13.5 mmHg, P = .0009), and the
   group using DHI after 3 months of CR had significant reductions in
   weight (-2.5 +/- 3.8 kg, P = .04) and systolic BP (-12.6 +/- 12.4 mmHg,
   P = .001) compared to the control groups. Both DHI groups also displayed
   significant reductions in rehospitalizations/ED visits (-37.9 %, P =
   0.01 and -28 %, P = .04, respectively). This study suggests that a
   guideline-driven DHI CR program can augment secondary prevention
   strategies during usual CR by improving risk factors for repeat events.
RI Lerman, Lilach/M-4962-2017
ZB 8
TC 46
ZA 0
Z8 3
ZR 1
ZS 0
Z9 50
U1 0
U2 14
SN 1937-5387
EI 1937-5395
UT WOS:000358541800003
PM 25946990
ER

PT J
AU Kammerer, Yvonne
   Amann, Dorena G.
   Gerjets, Peter
TI When adults without university education search the Internet for health
   information: The roles of Internet-specific epistemic beliefs and a
   source evaluation intervention
SO COMPUTERS IN HUMAN BEHAVIOR
VL 48
BP 297
EP 309
DI 10.1016/j.chb.2015.01.045
PD JUL 2015
PY 2015
AB In the present research, N = 48 adults without university education were
   tasked to conduct two web searches on unfamiliar health-related issues.
   Three research objectives were examined: the predictive value of
   individuals' Internet-specific epistemic beliefs for their navigation
   behavior and post-search decisions in Web Search Task 1; the effects of
   a short source evaluation intervention on individuals' navigation
   behavior and post-search decisions in Web Search Task 2; and the effects
   of the source evaluation intervention on individuals' Internet-specific
   epistemic beliefs. Results showed that beliefs concerning the
   justification by multiple sources were positively related to the time
   spent on reliable objective web pages and to the likelihood to make a
   post-search decision that was in accordance with the objective pages.
   Beliefs that the Internet is a reliable knowledge resource were also
   positively related to the time spent on objective pages as well as to
   greater certainty in the post-search decision. Second, in Web Search
   Task 2, the intervention group spent more time on objective web pages,
   was more likely to make a decision that was in accordance with these
   pages, and was more certain of their decision than the control group.
   Third, one week after the intervention, individuals possessed stronger
   beliefs concerning the justification by multiple sources than before. In
   conclusion, the present research indicates that both adaptive
   Internet-specific beliefs and a short source evaluation intervention
   have positive effects on non-university educated adults' online health
   information seeking and that their Internet-specific epistemic beliefs
   can be fostered through such an intervention. (C) 2015 Elsevier Ltd. All
   rights reserved.
RI Gerjets, Peter/AAD-2017-2020
Z8 0
ZS 0
ZR 0
ZA 0
ZB 3
TC 51
Z9 52
U1 1
U2 60
SN 0747-5632
EI 1873-7692
UT WOS:000353730000034
ER

PT J
AU Ng, Pamela
   Murray, Suzanne
   Hayes, Sean M.
TI Clinical decision-making in multiple sclerosis: Challenges reported
   internationally with emerging treatment complexity
SO MULTIPLE SCLEROSIS AND RELATED DISORDERS
VL 4
IS 4
BP 320
EP 328
DI 10.1016/j.msard.2015.05.008
PD JUL 2015
PY 2015
AB Introduction: The introduction of several new disease-modifying
   therapies (DMTs) to the field of Multiple Sclerosis (MS) treatment
   requires that MS healthcare providers have a comprehensive understanding
   of the implications of each new treatment option in order to select the
   treatment that best suits their patient. An international study was
   conducted in 6 countries to obtain a better understanding of the issues
   and challenges experienced by Neurologists and Nurses in the treatment
   and management of their patients with MS. The goal of this research was
   to obtain evidence to inform future Continuing Medical Education (CME)
   initiatives and health policies that promote knowledge translation to
   clinical practice. This article focuses on challenges reported in
   relation to the use of newly approved therapies, in light of the risks
   of these new treatments, as well as screening and monitoring precautions
   that must be taken.
   Materials and methods: An exploratory study and literature review
   informed the design of an IRB-approved online survey deployed to MS
   Neurologists and Nurses practicing in 6 countries (Germany, France,
   Italy, Spain, UK, USA).
   Results: The sample consisted of actively practicing Neurologists
   (n=156) and Nurses (n=153). Substantive challenges were reported in
   participants knowledge of and confidence in three categories: i) safety
   profile of newly approved therapies, ii) screening patients for
   treatment with newly approved therapies, and iii) monitoring for serious
   adverse events.
   Discussion and conclusion: Findings indicate that, internationally,
   healthcare providers report substantive challenges integrating newly
   approved therapies into their clinical decision-making. This study
   highlights potential factors underlying the challenges, and identifies
   important targets for CME interventions and policymakers to enhance
   clinical decision-making amongst MS providers. (C) 2015 Elsevier B.V.
   All rights reserved.
ZR 0
ZS 0
Z8 0
ZA 0
TC 10
ZB 0
Z9 10
U1 0
U2 5
SN 2211-0348
EI 2211-0356
UT WOS:000359331400007
PM 26195050
ER

PT J
AU Bosmans, H.
   Bliznakova, K.
   Padovani, R.
   Christofides, S.
   Van Peteghem, N.
   Tsapaki, V.
   Caruana, C. J.
   Vassileva, J.
TI EUTEMPE-RX, AN EC SUPPORTED FP7 PROJECT FOR THE TRAINING AND EDUCATION
   OF MEDICAL PHYSICS EXPERTS IN RADIOLOGY
SO RADIATION PROTECTION DOSIMETRY
VL 165
IS 1-4
BP 518
EP 522
DI 10.1093/rpd/ncv306
PD JUL 2015
PY 2015
AB The core activity of the medical physics expert (MPE) is to ensure
   optimal use of ionising radiation in healthcare. It is essential that
   these healthcare professionals are trained to the highest level, defined
   as European Qualifications Framework for Lifelong Learning (EQF) level 8
   by the European Commission's Radiation Protection Report 174 'Guidelines
   on the MPE'. The main objective of the EUTEMPE-RX project is to provide
   a model training scheme that allows the medical physicist in diagnostic
   and interventional radiology (D&IR) to reach this high level. A European
   network of partners was brought together in this FP7 EC project to
   ensure sufficient expertise in all aspects of the subject and to create
   a harmonised course programme. Targeted participants are medical
   physicists in D&IR in hospitals, engineers and scientists in medical
   device industries and officers working in regulatory authorities. Twelve
   course modules will be developed at EQF level 8, with radiation safety
   and diagnostic effectiveness being prevalent subjects. The modules will
   combine online with face-to-face teaching using a blended learning
   approach.
RI Bliznakova, Kristina/AAM-8790-2021; Bliznakova, Kristina/C-9684-2013; tsapaki, Virginia/Q-1402-2019; Bliznakova, Kristina/W-4947-2017; Tsapaki, Virginia/; Vassileva, Jenia/; Bosmans, Hilde/
OI Bliznakova, Kristina/0000-0002-3630-5936; Bliznakova,
   Kristina/0000-0002-3630-5936; Tsapaki, Virginia/0000-0003-0275-4650;
   Vassileva, Jenia/0000-0002-1788-4186; Bosmans, Hilde/0000-0002-9694-510X
ZR 0
ZS 0
Z8 0
TC 4
ZA 0
ZB 0
Z9 4
U1 0
U2 6
SN 0144-8420
EI 1742-3406
UT WOS:000358449300114
PM 25969526
ER

PT J
AU Gan, H. N.
   Goh, Y. G. K.
   Tiah, L.
TI Resident as teacher: general needs assessment in emergency medicine
SO HONG KONG JOURNAL OF EMERGENCY MEDICINE
VL 22
IS 4
BP 226
EP 234
DI 10.1177/102490791502200404
PD JUL 2015
PY 2015
AB Introduction: Increasingly, residents are involved in the education of
   medical students, their peers and other health professionals. This study
   focused on the general needs assessment of the emergency medicine (EM)
   residents in developing a resident-as-teacher curriculum. Methods: An
   anonymous and voluntary survey, which consisted of multiple choice and
   free text questions, was sent to all emergency physicians (EPs) working
   in the 7 restructured hospitals in Singapore. Results: A total of 68
   (60%) EPs completed the online survey. Overall, 19 (28%) EPs have
   undergone formal training in teaching. Majority of the EPs felt that it
   was important for the residents to acquire competent teaching skills at
   the end of their residency training. All of the EPs were in consensus
   that there should be formal instruction to the residents on how to
   teach. The four themes which emerged from the barriers to developing
   teaching skills in residents were time constraints, lack of faculty
   development, attitudes of both faculty and residents and a non-conducive
   work environment with high service requirements. Conclusions: To develop
   the resident as an all rounded Emergency Physician, structured training
   and formal instruction for the developing of teaching and feedback
   skills must be included in the residency training. However in order for
   the new curriculum to be successful and achieve its primary objective of
   developing the residents' competencies in teaching, barriers hindering
   both the faculty and residents have to be addressed. Finally, faculty
   development needs to be done to equip the faculty with the appropriate
   teaching and feedback tools.
ZB 0
TC 0
ZS 0
ZA 0
Z8 0
ZR 0
Z9 0
U1 0
U2 6
SN 1024-9079
UT WOS:000358821400004
ER

PT J
AU Steensma, David P.
TI Myelodysplastic Syndromes: Diagnosis and Treatment
SO MAYO CLINIC PROCEEDINGS
VL 90
IS 7
BP 969
EP 983
DI 10.1016/j.mayocp.2015.04.001
PD JUL 2015
PY 2015
AB In the past few years, new biological insights into the myelodysplastic
   syndromes (MDS) resulting from molecular genetic analysis have improved
   pathologic understanding, but treatment advances have not kept pace.
   More than 40 genes are now known to be recurrently mutated in MDS.
   However, because most of these genes encode spliceosome components,
   chromatic remodeling factors, epigenetic pattern modulators, or
   transcription factors rather than more easily inhibited activated
   tyrosine kinases, there are as of yet few narrowly targeted therapies
   available for MDS. Three drugs-azacitidine, decitabine, and
   lenalidomide-were approved by the US Food and Drug Administration for
   MDS indications a decade ago, and these agents can improve
   hematopoiesis, delay disease progression, and improve survival and
   quality of life for a subset of patients. However, only a few patients
   with MDS respond to these agents, and their benefit is temporary. The
   only potentially curative therapy for MDS is allogeneic hematopoietic
   stem cell transplant, but owing to the advanced age of many patients
   with MDS and the frequency of serious comorbid conditions, less than 10%
   of patients currently undergo stem cell transplant. This narrative
   review summarizes the current understanding of MDS and treatment options
   for these challenging disorders. (C) 2015 Mayo Foundation for Medical
   Education and Research
TC 56
ZB 39
ZA 0
ZR 0
Z8 5
ZS 1
Z9 66
U1 0
U2 10
SN 0025-6196
EI 1942-5546
UT WOS:000357525000017
PM 26141335
ER

PT J
AU Maloney, Stephen
   Nicklen, Peter
   Rivers, George
   Foo, Jonathan
   Ooi, Ying Ying
   Reeves, Scott
   Walsh, Kieran
   Ilic, Dragan
TI A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of
   Evidence-Based Medicine to Medical Students
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 7
AR e182
DI 10.2196/jmir.4346
PD JUL 2015
PY 2015
AB Background: Blended learning describes a combination of teaching
   methods, often utilizing digital technologies. Research suggests that
   learner outcomes can be improved through some blended learning formats.
   However, the cost-effectiveness of delivering blended learning is
   unclear.
   Objective: This study aimed to determine the cost-effectiveness of a
   face-to-face learning and blended learning approach for evidence-based
   medicine training within a medical program.
   Methods: The economic evaluation was conducted as part of a randomized
   controlled trial (RCT) comparing the evidence-based medicine (EBM)
   competency of medical students who participated in two different modes
   of education delivery. In the traditional face-to-face method, students
   received ten 2-hour classes. In the blended learning approach, students
   received the same total face-to-face hours but with different activities
   and additional online and mobile learning. Online activities utilized
   YouTube and a library guide indexing electronic databases, guides, and
   books. Mobile learning involved self-directed interactions with patients
   in their regular clinical placements. The attribution and
   differentiation of costs between the interventions within the RCT was
   measured in conjunction with measured outcomes of effectiveness. An
   incremental cost-effectiveness ratio was calculated comparing the
   ongoing operation costs of each method with the level of EBM proficiency
   achieved. Present value analysis was used to calculate the break-even
   point considering the transition cost and the difference in ongoing
   operation cost.
   Results: The incremental cost-effectiveness ratio indicated that it
   costs 24% less to educate a student to the same level of EBM competency
   via the blended learning approach used in the study, when excluding
   transition costs. The sunk cost of approximately AUD $40,000 to
   transition to the blended model exceeds any savings from using the
   approach within the first year of its implementation; however, a
   break-even point is achieved within its third iteration and relative
   savings in the subsequent years. The sensitivity analysis indicates that
   approaches with higher transition costs, or staffing requirements over
   that of a traditional method, are likely to result in negative value
   propositions.
   Conclusions: Under the study conditions, a blended learning approach was
   more cost-effective to operate and resulted in improved value for the
   institution after the third year iteration, when compared to the
   traditional face-to-face model. The wider applicability of the findings
   are dependent on the type of blended learning utilized, staffing
   expertise, and educational context.
RI Foo, Jon/AAJ-9589-2020; Ilic, Dragan/I-2437-2014; Reeves, Scott/; Maloney, Stephen/
OI Foo, Jon/0000-0003-4533-8307; Ilic, Dragan/0000-0001-5127-9185; Reeves,
   Scott/0000-0002-0573-0622; Maloney, Stephen/0000-0003-2612-5162
ZB 7
ZA 0
TC 57
Z8 1
ZS 0
ZR 0
Z9 58
U1 1
U2 40
SN 1438-8871
UT WOS:000358262700003
PM 26197801
ER

PT J
AU Courteau, Brigitte C.
   Knox, Aaron D. C.
   Vassiliou, Melina C.
   Warren, Richard J.
   Gilardino, Mirko S.
TI The Development of Assessment Tools for Plastic Surgery Competencies
SO AESTHETIC SURGERY JOURNAL
VL 35
IS 5
BP 611
EP 617
DI 10.1093/asj/sju068
PD JUL 2015
PY 2015
AB Objective tools to assess procedural skills in plastic surgery residency
   training are currently lacking. There is an increasing need to address
   this deficit in order to meet today's training standards in North
   America.
   The purpose of this pilot study was to establish a methodology for
   determining the essential procedural steps for two plastic surgery
   procedures to assist resident training and assessment.
   Following a literature review and needs assessment of resident training,
   the authors purposefully selected two procedures lacking robust
   assessment metrics (breast augmentation and facelift) and used a
   consensus process to complete a list of procedural steps for each. Using
   an online survey, plastic surgery Program Directors, Division Chiefs,
   and the Royal College Specialty Training Committee members in Canada
   were asked to indicate whether each step was considered essential or
   non-essential when assessing competence among graduating plastic surgery
   trainees. The Delphi methodology was used to obtain consensus among the
   panel. Panelist reliability was measured using Cronbach's alpha.
   A total of 17 steps for breast augmentation and 24 steps for facelift
   were deemed essential by consensus (Cronbach's alpha 0.87 and 0.85,
   respectively).
   Using the aforementioned technique, the essential procedural steps for
   two plastic surgery procedures were determined. Further work is required
   to develop assessment instruments based on these steps and to gather
   validity evidence in support of their use in surgical education.
ZA 0
ZS 1
ZB 0
ZR 0
TC 7
Z8 0
Z9 8
U1 0
U2 5
SN 1090-820X
EI 1527-330X
UT WOS:000357424700031
PM 25818305
ER

PT J
AU Pan, Brian S.
   Vu, Anthony T.
   Yakuboff, Kevin P.
TI Management of the Acutely Burned Hand
SO JOURNAL OF HAND SURGERY-AMERICAN VOLUME
VL 40
IS 7
BP 1477
EP 1484
DI 10.1016/j.jhsa.2015.02.033
PD JUL 2015
PY 2015
AB The Review Section of JHS will contain at least 2 clinically relevant
   articles selected by the editor to be offered for (ME in each issue. For
   (ME credit, the participant must read the articles in print or online
   and correctly answer all related questions through an online
   examination. The questions on the test are designed to make the reader
   think and will occasionally require the reader to go back and scrutinize
   the article for details.
   The JHS CME Activity fee of $15.00 includes the exam questions/answers
   only and does not include access to the JHS articles referenced.
   Statement of Need: This CME activity was developed by the JHS review
   section editors and review article authors as a convenient education
   tool to help increase or affirm reader's knowledge. The overall goal of
   the activity is for participants to evaluate the appropriateness of
   clinical data and apply it to their practice and the provision of
   patient care.
   Accreditation: The ASSH is accredited by the Accreditation Council for
   Continuing Medical Education to provide continuing medical education for
   physicians.
   AMA PRA Credit Designation: The American Society for Surgery of the Hand
   designates this Journal-Based CME activity for a maximum of 1.00 "AMA
   PRA Category 1 Credits (TM)". Physicians should claim only the credit
   commensurate with the extent of their participation in the activity.
   ASSH Disclaimer: The material presented in this (ME activity is made
   available by the ASSH for educational purposes only. This material is
   not intended to represent the only methods or the best procedures
   appropriate for the medical situation(s) discussed, but rather it is
   intended to present an approach, view, statement, or opinion of the
   authors that may be helpful, or of interest, to other practitioners.
   Examinees agree to participate in this medical education activity,
   sponsored by the ASSH, with full knowledge and awareness that they waive
   any claim they may have against the ASSH for reliance on any information
   presented. The approval of the US Food and Drug Administration is
   required for procedures and drugs that are considered experimental.
   Instrumentation systems discussed or reviewed during this educational
   activity may not yet have received FDA approval.
   Provider Information can be found at
   http://www.assh.org/Pages/ContactUs.aspx.
   Technical Requirements for the Online Examination can be found at
   http://jhandsurg. org/cme/home.
   Privacy Policy can be found at
   http://www.assh.org/pages/ASSHPrivacyPolicy.aspx.
   ASSH Disclosure Policy: As a provider accredited by the ACCME, the ASSH
   must ensure balance, independence, objectivity, and scientific rigor in
   all its activities.
   Disclosures for this Artide
   Editors
   Ghazi M. Rayan, MD, has no relevant conflicts of interest to disclose.
   Authors
   All authors of this journal-based CME activity have no relevant
   conflicts of interest to disclose. In the printed or PDF version of this
   article, author affiliations can be found at the bottom of the first
   page.
   Planners
   Ghazi M. Rayan, MD, has no relevant conflicts of interest to disclose.
   The editorial and education staff involved with this journal-based CME
   activity has no relevant conflicts of interest to disclose.
   Learning Objectives
   Review the epidemiology of an acutely bumed hand.
   Detail clinical features including degrees of thermal hand burns.
   Describe topical agents used in nonsurgical treatment of the burned
   hand.
   Assess surgical options for acute hand bums.
   Highlight late complications of an acutely burned hand.
   Deadline: Each examination purchased in 2015 must be completed by
   January 31, 2016, to be eligible for CME. A certificate will be issued
   upon completion of the activity. Estimated time to complete each JHS CME
   activity is up to one hour. Copyright (C) 2015 by the American Society
   for Surgery of the Hand. All rights reserved.
Z8 2
ZB 4
TC 18
ZS 0
ZR 0
ZA 0
Z9 20
U1 0
U2 11
SN 0363-5023
EI 1531-6564
UT WOS:000357911500033
PM 26043803
ER

PT J
AU Shah, Nidhi A.
   Van Meurs, Krisa P.
   Davis, Alexis S.
TI Amplitude-Integrated Electroencephalography: A Survey of Practices in
   the United States
SO AMERICAN JOURNAL OF PERINATOLOGY
VL 32
IS 8
BP 755
EP 759
DI 10.1055/s-0034-1395483
PD JUL 2015
PY 2015
AB Objective Amplitude-integrated electroencephalography (aEEG) is a
   simplified method for continuous monitoring of brain activity in the
   neonatal intensive care unit (NICU). Our objective was to describe
   current aEEG use in the United States.
   Study Design An online survey was distributed to the American Academy of
   Pediatrics Section on Perinatal Pediatrics' list serve.
   Result A total of 654 surveys were received; 55% of respondents reported
   using aEEG. aEEG was utilized more often in academic and levels III and
   IV NICUs; hypoxic-ischemic encephalopathy and suspected seizures were
   the most common indications for use. aEEG was primarily interpreted by
   neonatologists (87%), with approximately half reporting either
   self-teaching or hospital-based training for interpretation. For those
   not using aEEG, uncertain clinical benefit (40%) and cost (17%) were
   reported as barriers to use.
   Conclusion More than half of neonatologists utilize a EEG, with practice
   variation by NICU setting. Barriers to wider adoption include education
   regarding potential benefit, training, and cost.
ZB 6
TC 18
Z8 1
ZR 0
ZS 1
ZA 0
Z9 19
U1 0
U2 6
SN 0735-1631
EI 1098-8785
UT WOS:000356992300006
PM 25519200
ER

PT J
AU Uribe-Leitz, Tarsicio
   Barmak, Lisa Allee
   Park, Angela
   Howland, Jonathan
   Lee, Vonne
   Lodato, Emma
   Driscoll, Cassandra
   Dechert, Tracey
   Burke, Peter A.
TI Evaluating three methods to encourage mentally competent older adults to
   assess their driving behavior
SO JOURNAL OF TRAUMA AND ACUTE CARE SURGERY
VL 79
IS 1
BP 125
EP 131
DI 10.1097/TA.0000000000000695
PD JUL 2015
PY 2015
AB BACKGROUND Fourteen percent (43.1 million) of the population in the
   United States was 65 years and older in 2012. This population is
   projected to reach 20% (88.5 million) by 2050. Older adults accounted
   for 17% of all traffic fatalities and 9% of all vehicle occupant
   injuries in 2012. We explored the effectiveness of three interventions
   to help older adults assess their current driving behaviors at a Level 1
   trauma center.
   METHODS During 2010 to 2012, 1,216 inpatients 70 years and older
   admitted for surgical and medical services were screened for
   eligibility, and 120 were enrolled. Participants completed a driving
   assessment and preintervention questionnaires and were subsequently
   randomized to one of the following interventions: (1) brief negotiated
   interview plus an educational kit by the American Automobile Association
   about older driving plus an accompanying list of Web-based resources for
   older adult drivers; (2) American Automobile Association document and a
   list of Web-based resources; (3) online referral sheet of the list of
   Web-based resources only. A 3-month postintervention follow-up
   questionnaire was administered over the telephone to measure changes in
   (1) driving-related knowledge, attitudes, and beliefs as well as (2)
   driving-related behaviors and intended behaviors.
   RESULTS A total of 113 randomized patients were included in the
   analysis. The mean (SD) age was 76.8 (5.23) years; majority of patients
   were white (64%), followed by black African American (33%); and 51% were
   males and 49% were females. Multivariate analysis showed that older
   adults' driving knowledge, attitudes, and beliefs (p < 0.0001, R-2 =
   0.37) as well as behaviors and intentions (p < 0.0001, R-2 = 0.27)
   toward driving were positively correlated, controlling for other
   predictors in the model. Intervention assignment did not affect changes
   in outcomes, although outcomes improved across experimental conditions.
   CONCLUSION Our pilot study suggests that older adults are likely to make
   changes in their driving behavior on the basis of minimal hospital-based
   intervention.
CT 28th Annual Scientific Assembly of the
   Eastern-Association-for-the-Surgery-of-Trauma
CY JAN 13-17, 2015
CL Lake Buena Vista, FL
SP Eastern Assoc Surg Trauma
Z8 0
ZB 1
TC 2
ZR 0
ZA 0
ZS 0
Z9 2
U1 0
U2 5
SN 2163-0755
EI 2163-0763
UT WOS:000357153700019
PM 26091325
ER

PT J
AU Doughty, Cara B.
   Kessler, David O.
   Zuckerbraun, Noel S.
   Stone, Kimberly P.
   Reid, Jennifer R.
   Kennedy, Christopher S.
   Nypaver, Michele M.
   Auerbach, Marc A.
TI Simulation in Pediatric Emergency Medicine Fellowships
SO PEDIATRICS
VL 136
IS 1
BP E152
EP E158
DI 10.1542/peds.2014-4158
PD JUL 2015
PY 2015
AB BACKGROUND AND OBJECTIVES: Graduate medical education faces challenges
   as programs transition to the next accreditation system. Evidence
   supports the effectiveness of simulation for training and assessment.
   This study aims to describe the current use of simulation and barriers
   to its implementation in pediatric emergency medicine (PEM) fellowship
   programs.
   METHODS: A survey was developed by consensus methods and distributed to
   PEM program directors via an anonymous online survey.
   RESULTS: Sixty-nine (95%) fellowship programs responded.
   Simulation-based training is provided by 97% of PEM fellowship programs;
   the remainder plan to within 2 years. Thirty-seven percent incorporate
   >20 simulation hours per year. Barriers include the following: lack of
   faculty time (49%) and faculty simulation experience (39%); limited
   support for learner attendance (35%); and lack of established curricula
   (32%). Of those with written simulation curricula, most focus on
   resuscitation (71%), procedures (63%), and teamwork/communication (38%).
   Thirty-seven percent use simulation to evaluate procedural competency
   and resuscitation management. PEM fellows use simulation to teach (77%)
   and have conducted simulation-based research (33%). Thirty percent
   participate in a fellows' "boot camp"; however, finances (27%) and
   availability (15%) limit attendance. Programs receive simulation funding
   from hospitals (47%), academic institutions (22%), and PEM revenue
   (17%), with 22% reporting no direct simulation funding.
   CONCLUSIONS: PEM fellowships have rapidly integrated simulation into
   their curricula over the past 5 years. Current limitations primarily
   involve faculty and funding, with equipment and dedicated space less
   significant than previously reported. Shared curricula and assessment
   tools, increased faculty and financial support, and regionalization
   could ameliorate barriers to incorporating simulation into PEM
   fellowships.
ZR 0
Z8 0
ZA 0
ZB 5
TC 24
ZS 0
Z9 24
U1 0
U2 4
SN 0031-4005
EI 1098-4275
UT WOS:000357296000018
PM 26055850
ER

PT J
AU Kucukdurmaz, Fatih
   Gomez, Miguel M
   Secrist, Eric
   Parvizi, Javad
TI Reliability, Readability and Quality of Online Information about
   Femoracetabular Impingement.
SO The archives of bone and joint surgery
VL 3
IS 3
BP 163
EP 8
PD 2015-Jul
PY 2015
AB BACKGROUND: The Internet has become the most widely-used source for
   patients seeking information more about their health and many sites
   geared towards this audience have gained widespread use in recent years.
   Additionally, many healthcare institutions publish their own
   patient-education web sites with information regarding common
   conditions. Little is known about how these resources impact patient
   health, though, as they have the potential both to inform and to
   misinform patients regarding their prognosis and possible treatments. In
   this study we investigated the reliability, readability and quality of
   information about femoracetabular impingement, a condition which
   commonly affects young patients.
   METHODS: The terms "hip impingement" and "femoracetabular impingement"
   were searched in Google in November 2013 and the first 30 results were
   analyzed. The LIDA scale was used to assess website accessibility,
   usability and reliability. The DISCERN scale was used to assess
   reliability and quality of information. The FRE score was used to assess
   readability.
   RESULTS: The patient-oriented sites performed significantly worse in
   LIDA reliability, and DISCERN reliability. However, the FRE score was
   significantly higher in patient-oriented sites.
   CONCLUSION: According to our results, the websites intended to attract
   patients searching for information regarding femoroacetabular
   impingement are providing a highly accessible, readable information
   source, but do not appear to apply a comparable amount of rigor to
   scientific literature or healthcare practitioner websites in regard to
   matters such as citing sources for information, supplying methodology
   and including a publication date. This indicates that while these
   resources are easily accessed by patients, there is potential for them
   to be a source of misinformation.
RI Kucukdurmaz, Fatih/GLT-7855-2022; Secrist, Eric/
OI Kucukdurmaz, Fatih/0000-0002-5557-8542; Secrist,
   Eric/0000-0001-8516-5696
ZS 0
TC 13
ZA 0
Z8 0
ZB 2
ZR 0
Z9 13
U1 0
U2 4
SN 2345-4644
UT MEDLINE:26213699
PM 26213699
ER

PT J
AU Jonas, Jennifer A.
   Davies, Eleanor L.
   Keddem, Shimrit
   Barg, Frances K.
   Fieldston, Evan S.
TI Free listing on Costs and Value in Health Care by Pediatric Attending
   Physicians
SO ACADEMIC PEDIATRICS
VL 15
IS 4
BP 461
EP 466
DI 10.1016/j.acap.2015.02.003
PD JUL-AUG 2015
PY 2015
AB OBJECTIVE: In preparation for the development of a curriculum on health
   care costs and value for pediatricians, the goal of this study was to
   assess pediatricians' baseline perceptions about the concepts of "cost"
   and "value" in health care, and topics that should be included in a
   curriculum that teaches about costs and value in pediatrics.
   METHODS: Physicians in the Department of Pediatrics at The Children's
   Hospital of Philadelphia received an online freelisting survey asking
   them to generate lists of words that come to mind when thinking about
   "costs" in health care, "value" in health care, and topics to include in
   a curriculum on costs and value in pediatrics. AnthroPac software
   generated salience scores, indicating the relative importance of each
   term.
   RESULTS: A total of 207 surveys were completed for a 40% response rate.
   For the "cost" prompt, the most salient responses were "excessive,"
   "waste," and "insurance." For the "value" prompt, the most salient
   responses were "outcomes" and "quality." For elements to include in a
   curriculum, the most salient responses were "insurance" and "costs."
   Analyzing responses based on years in practice, percentage clinical
   time, and division resulted in slightly different lists and salience
   scores.
   CONCLUSIONS: In this freelisting exercise, there was general agreement
   that health care costs are "excessive," that "outcomes" and "quality"
   are integral to value, and that there is a need for education in these
   areas, especially around "insurance." Differences based on years in
   practice, percentage clinical time, or division can inform the
   development of targeted curricula that consider the needs, knowledge,
   and interests of these groups.
RI Jonas, Jennifer A/AAF-4251-2021; Barg, Frances K/E-1703-2017
OI Barg, Frances K/0000-0003-3328-1980
ZB 0
Z8 0
TC 7
ZR 0
ZA 0
ZS 0
Z9 7
U1 0
U2 6
SN 1876-2859
EI 1876-2867
UT WOS:000357363400015
PM 25864808
ER

PT J
AU Archambault, Patrick M.
   Thanh, Jasmine
   Blouin, Danielle
   Gagnon, Susie
   Poitras, Julien
   Fountain, Renee-Marie
   Fleet, Richard
   Bilodeau, Andrea
   de Belt, Tom H. van
   Legare, France
TI Emergency medicine residents' beliefs about contributing to an online
   collaborative slideshow
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 4
BP 374
EP 386
DI 10.1017/cem.2014.49
PD JUL 2015
PY 2015
AB Objective: Collaborative writing applications (CWAs), such as the Google
   Docs (TM) platform, can improve skill acquisition, knowledge retention,
   and collaboration in medical education. Using CWAs to support the
   training of residents offers many advantages, but stimulating them to
   contribute remains challenging. The purpose of this study was to
   identify emergency medicine (EM) residents' beliefs about their
   intention to contribute summaries of landmark articles to a Google Docs
   (TM) slideshow while studying for their Royal College of Physicians and
   Surgeons of Canada (RCPSC) certification exam.
   Method: Using the Theory of Planned Behavior, the authors interviewed
   graduating RCPSC EM residents about contributing to a slideshow.
   Residents were asked about behavioral beliefs
   (advantages/disadvantages), normative beliefs (positive/ negative
   referents), and control beliefs (barriers/facilitators). Two reviewers
   independently performed qualitative content analysis of interview
   transcripts to identify salient beliefs in relation to the defined
   behaviors.
   Results: Of 150 eligible EM residents, 25 participated. The main
   reported advantage of contributing to the online slideshow was learning
   consolidation (n = 15); the main reported disadvantage was information
   overload (n = 3). The most frequently reported favorable referents were
   graduating EM residents writing the certification exam (n = 16). Few
   participants (n = 3) perceived any negative referents. The most
   frequently reported facilitator was peerreviewed high-quality scientific
   information (n = 9); and the most frequently reported barrier was time
   constraints (n = 22).
   Conclusion: Salient beliefs exist regarding EM residents' intention to
   contribute content to an online collaborative writing project using a
   Google Docs (TM) slideshow. Overall, participants perceived more
   advantages than disadvantages to contributing and believed that this
   initiative would receive wide support. However, participants reported
   several barriers that need to be addressed to increase contributions.
   Our intention is for the beliefs identified in this study to contribute
   to the design of a theory-based questionnaire to explore determinants of
   residents' intentions to contribute to an online collaborative writing
   project. This will help develop implementation strategies for increasing
   contributions to other CWAs in medical education.
RI van de Belt, Tom H/AAN-4345-2020; van de Belt, Tom H/Q-1677-2015; Blouin, Danielle/AAF-9083-2019; Legare, France/
OI van de Belt, Tom H/0000-0002-5401-8973; van de Belt, Tom
   H/0000-0002-5401-8973; Legare, France/0000-0002-2296-6696
TC 8
ZR 0
Z8 0
ZA 0
ZS 0
ZB 1
Z9 8
U1 0
U2 13
SN 1481-8035
EI 1481-8043
UT WOS:000357332400005
PM 26134054
ER

PT J
AU Eisen, Daniel B.
   Schupp, Clayton W.
   Isseroff, Rivkah R.
   Ibrahimi, Omar A.
   Ledo, Lynda
   Armstrong, April W.
TI Does class attendance matter? Results from a second-year medical school
   dermatology cohort study
SO INTERNATIONAL JOURNAL OF DERMATOLOGY
VL 54
IS 7
BP 807
EP 816
DI 10.1111/ijd.12816
PD JUL 2015
PY 2015
AB BackgroundLittle is known about the impacts of class attendance and
   learning preferences on academic performance in dermatology.
   ObjectivesThis study was designed to examine the effects of medical
   student class attendance and learning preferences on students' academic
   performance in an introductory dermatology course.
   MethodsA total of 101 second-year medical students enrolled in a
   required introductory dermatology course were surveyed regarding their
   learning preferences. Records of class attendance and scores on the
   final examination were reviewed.
   ResultsThe most frequently cited reason for attending classes was social
   expectation (96%), whereas the least cited was learning well in a
   classroom-type setting (65%). The top reasons cited by students for not
   attending classes were availability of lectures online (35%), preference
   for individual study outside the classroom setting (26%), and the
   inconvenience of traveling to class (24%). Multivariate analysis found
   no statistically significant relationship between class attendance and
   performance on the final examination (estimate -0.074, standard error
   0.12; P=0.54) after adjusting for sex, age, Medical College Admission
   Test (MCAT) score, having children at home, and reason for attending
   class. Those who prefer to learn by watching online videos scored
   significantly higher on the final examination (prefer online videos:
   875.5; neutral: 86 +/- 5.9; do not prefer online videos: 82 +/- 2.6
   [P=0.049]).
   ConclusionsClass attendance was not associated with improved academic
   performance in a dermatology course. Those who preferred to learn by
   watching online videos demonstrated a higher level of performance than
   those who did not prefer to learn this way.
RI Isseroff, Roslyn Rivkah/AAD-8478-2021; Eisen, Daniel/AAG-9323-2019; Eisen, Daniel/
OI Isseroff, Roslyn Rivkah/0000-0001-7813-0858; Eisen,
   Daniel/0000-0001-6741-3182
TC 41
ZB 1
Z8 0
ZS 0
ZA 0
ZR 0
Z9 41
U1 4
U2 24
SN 0011-9059
EI 1365-4632
UT WOS:000356877000023
PM 26108264
ER

PT J
AU Ring, Kari L.
   Ramirez, Pedro T.
   Conrad, Lesley B.
   Burke, William
   Naumann, R. Wendel
   Munsell, Mark F.
   Frumovitz, Michael
TI Make New Friends But Keep the Old Minimally Invasive Surgery Training in
   Gynecologic Oncology Fellowship Programs
SO INTERNATIONAL JOURNAL OF GYNECOLOGICAL CANCER
VL 25
IS 6
BP 1115
EP 1120
DI 10.1097/IGC.0000000000000466
PD JUL 2015
PY 2015
AB Objectives To evaluate the role of minimally invasive surgery (MIS) in
   gynecologic oncology fellowship training and fellows' predictions of
   their use of MIS in their future practice.
   Methods All fellows-in-training in American Board of Obstetrics and
   Gynecology-approved training programs were surveyed in 2012 through an
   online or mailed-paper survey. Data were analyzed and compared to
   results of a similar 2007 survey.
   Results Of 172 fellows, 69 (40%) responded. Ninety-nine percent of
   respondents (n = 68) indicated that MIS was either very important or
   important in gynecologic oncology, a proportion essentially unchanged
   from 2007 (100%). Compared to 2007, greater proportions of fellows
   considered laparoscopic radical hysterectomy and node dissection for
   cervical cancer (87% vs 54%; P < 0.0001) and trachelectomy and staging
   for cervical cancer (83% vs 32%; P < 0.0001) appropriate for MIS. Of the
   respondents, 92% believed that maximum or some emphasis should be placed
   on robotic-assisted surgery and 89% on traditional laparoscopy during
   fellowship training. Ten percent rated their fellowship training in
   laparoendoscopic single-site surgery as very poor; 44% said that the
   question was not applicable. Most respondents (60%) in 2012 performed at
   least 11 procedures per month, whereas most respondents (45%) in 2007
   performed 6 to 10 procedures per month (P = 0.005). All respondents at
   institutions where robotic surgery was used were allowed to operate at
   the robotic console, and 63% of respondents reported that in
   robotic-assisted surgery cases when a fellow sat at the robot, the
   fellow performed more than 50% of the case at the console.
   Conclusions These findings indicate that MIS in gynecologic oncology is
   here to stay. Fellowship programs should develop a systematic approach
   to training in MIS and in individual MIS platforms as they become more
   prevalent. Fellowship programs should also develop and apply an
   objective assessment of minimum proficiency in MIS to ensure that
   programs are adequately preparing trainees.
ZA 0
ZS 0
ZB 1
TC 6
Z8 0
ZR 0
Z9 6
U1 0
U2 5
SN 1048-891X
EI 1525-1438
UT WOS:000357286900026
PM 26067857
ER

PT J
AU Bush, Peggy A.
   Hueckel, Remi M.
   Robinson, Dana
   Seelinger, Terry A.
   Molloy, Margory A.
TI Cultivating a Culture of Medication Safety in Prelicensure Nursing
   Students
SO NURSE EDUCATOR
VL 40
IS 4
BP 169
EP 173
DI 10.1097/NNE.0000000000000148
PD JUL-AUG 2015
PY 2015
AB Safety education in nursing has traditionally focused at the level of
   individual nurse-patient interactions. Students and novice clinicians
   lack clinical experience to create context and understand the complexity
   of the health care system and safety science. Using the Quality and
   Safety Education for Nurses quality and safety competency as a
   framework, the objective of this education project was to design
   comprehensive, engaging, learner-centered, online modules that increase
   knowledge, skills, and attitudes about medication safety.
RI Molloy, Margory/U-7246-2019; Bush, Margaret/
OI Molloy, Margory/0000-0003-4820-8137; Bush, Margaret/0000-0003-1937-2640
ZB 0
ZS 0
ZA 0
ZR 0
TC 11
Z8 1
Z9 12
U1 1
U2 10
SN 0363-3624
EI 1538-9855
UT WOS:000357277500005
PM 25719569
ER

PT J
AU Wong, Evan G.
   Razek, Tarek
   Elsharkawi, Hossam
   Wren, Sherry M.
   Kushner, Adam L.
   Giannou, Christos
   Khwaja, Kosar A.
   Beckett, Andrew
   Deckelbaum, Dan L.
TI Promoting quality of care in disaster response: A survey of core
   surgical competencies
SO SURGERY
VL 158
IS 1
BP 78
EP 84
DI 10.1016/j.surg.2015.02.011
PD JUL 2015
PY 2015
AB Background. Recent humanitarian crises have led to a call for
   professionalization of the humanitarian field, but core competencies for
   the delivery of surgical care have yet to be established. The objective
   of this study was to survey surgeons with experience in disaster
   response to identify surgical competencies required to be effective in
   these settings.
   Methods. An online survey elucidating demographic information, scope of
   practice, and previous experience in global health and disaster response
   was transmitted to surgeons from a variety of surgical societies and
   nongovernmental organizations. Participants were provided with a list of
   111 operative procedures and were asked to identify those deemed
   essential to the toolset of a frontline surgeon in disaster response via
   a Likert scale. Responses from personnel with experience in disaster
   response were contrasted with those from nonexperienced participants.
   Results. A total of 147 surgeons completed the survey. Participants held
   citizenship in 22 countries, were licensed in 30 countries, and
   practiced in >20 countries. Most respondents (56%) had previous
   experience in humanitarian response. The majority agreed or strongly
   agreed that formal training (54%), past humanitarian response (94%), and
   past global health experiences (80%) provided adequate preparation. The
   most commonly deemed important procedures included control of
   intra-abdominal hemorrhage (99%), abdominal packing for trauma (99%),
   and wound debridement (99%). Procedures deemed important by experienced
   personnel spanned multiple specialties.
   Conclusion. This study addressed specifically surgical competencies in
   disaster response. We provide a list of operative procedures that should
   set the stage for further structured education programs.
OI Wren, Sherry/0000-0002-5723-8226; Kushner, Adam/0000-0002-7797-4837;
   Wong, Evan G./0000-0002-9699-6070
ZS 0
Z8 0
ZB 1
TC 8
ZR 0
ZA 0
Z9 8
U1 0
U2 8
SN 0039-6060
UT WOS:000356320400012
PM 25843337
ER

PT J
AU Angarita, Fernando A.
   Dueck, Andrew D.
   Azouz, Solomon M.
TI Postoperative electrolyte management: Current practice patterns of
   surgeons and residents
SO SURGERY
VL 158
IS 1
BP 289
EP 299
DI 10.1016/j.surg.2015.02.014
PD JUL 2015
PY 2015
AB Background. Managing postoperative electrolyte imbalances often is
   driven fry dogma. To identify areas of improvement, we assessed the
   practice pattern of postoperative electrolyte management among surgeons
   and residents.
   Study design. An online survey was distributed among attending surgeons
   and surgical residents at the University of Toronto. The survey was
   designed according to a systematic approach for formulating
   self-administered questionnaires. Questions addressed workload, decision
   making in hypothetical clinical scenarios, and improvement strategies.
   Results. Of 232 surveys distributed, 156 were completed (response rate:
   67%). The majority stated that junior residents were responsible for
   managing electrolytes at 13 University of Toronto-affiliated hospitals.
   Supervision was carried out predominately by senior residents (75 %).
   Thirteen percent reported management went unsupervised. Approximately
   59% of residents were unaware how often attending surgeons assessed
   patients' electrolytes. Despite the majority of residents (53.7%)
   reporting they were never given tools or trained in electrolyte
   replacement, they considered themselves moderately or extremely
   confident. The management of hypothetical clinical scenarios differed
   between residents and attending surgeons. The majority (50.5 %) of
   respondents considered that an electrolyte replacement protocol is the
   most appropriate improvement strategy.
   Conclusion. Electrolyte replacement represents an important component of
   surgeons' workload. Despite reporting that formal training in
   electrolyte management is limited, residents consider themselves
   competent; however, their practice is highly variable and often differs
   from pharmacologic-directed recommendations. Optimizing how
   postoperative electrolytes are managed in surgical wards requires
   building a framework that improves knowledge, training, and limits
   unnecessary interventions.
RI Angarita, Fernando A./AAI-9245-2020
OI Angarita, Fernando A./0000-0002-8546-7309
Z8 0
TC 3
ZR 0
ZB 0
ZA 0
ZS 0
Z9 3
U1 0
U2 5
SN 0039-6060
UT WOS:000356320400034
PM 25869650
ER

PT J
AU Shofler, David
TI Selecting Residents in Podiatric Medicine and Surgery
SO JOURNAL OF FOOT & ANKLE SURGERY
VL 54
IS 4
BP 565
EP 576
DI 10.1053/j.jfas.2014.09.044
PD JUL-AUG 2015
PY 2015
AB Limited information exists to guide students of podiatric medicine and
   residency directors through the resident selection process. The present
   study aimed to evaluate the podiatric medicine and surgery resident
   selection process using an online survey. Residency directors of
   podiatric medicine and surgery programs across the United States and
   fourth-year students across all 9 colleges of podiatric medicine were
   contacted for participation. Two separate surveys were created, one for
   the directors and one for the students. The directors and students were
   asked the relative importance of 21 items considered in resident
   selection on a 7-point importance scale. Subsequent questions covered an
   array of related topics. The directors, compared with the students,
   identified the following items as more important (p < .05): previous
   disciplinary actions against the student, number of classes failed
   during school, undergraduate experiences and activities, number of Part
   I board attempts, class rank, involvement in research, and grade point
   average during podiatric medical school. The manual dexterity portion of
   the residency interview was considered significantly more important by
   the students than the directors. The directors more satisfied with their
   residents placed greater importance on the following items (p < .05):
   opinions of current residents, opinions of other attending physicians,
   and letters of recommendation. Additional trends and differences were
   also discovered. The results of the present study provide baseline data
   on the selection of podiatric medicine and surgery residents. (C) 2015
   by the American College of Foot and Ankle Surgeons. All rights reserved.
ZB 0
ZA 0
TC 2
ZR 0
ZS 0
Z8 0
Z9 2
U1 0
U2 4
SN 1067-2516
EI 1542-2224
UT WOS:000356836600012
PM 25459090
ER

PT J
AU Aho, Johnathon M.
   Ruparel, Raaj K.
   Graham, Elaina
   Zendejas-Mummert, Benjamin
   Heller, Stephanie F.
   Farley, David R.
   Bingener, Juliane
TI Mentor-Guided Self-Directed Learning Affects Resident Practice
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 4
BP 674
EP 679
DI 10.1016/j.jsurg.2015.01.008
PD JUL-AUG 2015
PY 2015
AB OBJECTIVE: Self-directed learning (SDL) can be as effective as
   instructor-led training. It employs less instructional resources and is
   potentially a more efficient educational approach. Although SDL is
   encouraged among residents in our surgical training program via 24-hour
   access to surgical task trainers and online modules, residents report
   that they seldom practice. We hypothesized that a mentor-guided SDL
   approach would improve practice habits among our residents.
   DESIGN: From 2011 to 2013, 12 postgraduate year (PGY)-2 general surgery
   residents participated in a 6-week minimally invasive surgery (MIS)
   rotation. At the start of the rotation, residents were asked to practice
   laparoscopic skills until they reached peak performance in at least 3
   consecutive attempts at a task (individual proficiency).
   SETTING: Trainees met with the staff surgeon at weeks 3 and 6 to
   evaluate progress and review a graph of their individual learning curve.
   All trainees subsequently completed a survey addressing their practice
   habits and suggestions for improvement of the curriculum.
   RESULTS: By the end of the rotation, 100% of participants improved in
   all practiced tasks (p < 0.05), and each reported that they practiced
   more in this rotation than during rotations without mentor-guided SDL.
   Additionally, 6 (50%) residents reported that their skill level had
   improved relative to their peers. Some residents (n = 3) felt that the
   curriculum could be improved by including task-specific goals and
   additional practice sessions with the staff surgeon.
   CONCLUSIONS: Mentor-guided SDL stimulated surgical residents to practice
   with greater frequency. This repeated deliberate practice led to
   significantly improved MIS skills without significantly increasing the
   need for faculty-led instruction. Some residents preferred more discrete
   goal setting and increased mentor guidance. (C) 2015 Association of
   Program Directors in Surgery. Published by Elsevier Inc. All rights
   reserved.)
OI Zendejas, Benjamin/0000-0002-1231-5283
ZR 0
ZB 2
TC 14
ZA 0
Z8 0
ZS 0
Z9 14
U1 1
U2 21
SN 1931-7204
EI 1878-7452
UT WOS:000356841700020
PM 25817011
ER

PT J
AU Sillah, Nyama M.
   Ibrahim, Ahmed M. S.
   Lau, Frank H.
   Shah, Jinesh
   Medin, Caroline
   Lee, Bernard T.
   Lin, Samuel J.
TI The New Accreditation Council for Graduate Medical Education Next
   Accreditation System Milestones Evaluation System: What Is Expected and
   How Are Plastic Surgery Residency Programs Preparing?
SO PLASTIC AND RECONSTRUCTIVE SURGERY
VL 136
IS 1
BP 181
EP 187
DI 10.1097/PRS.0000000000001368
PD JUL 2015
PY 2015
AB Background: The Accreditation Council for Graduate Medical Education
   Next Accreditation System milestones were implemented for plastic
   surgery programs in July of 2014. Forward progress through the
   milestones is an indicator of trainee-appropriate development, whereas
   regression or stalling may indicate the need for concentrated, targeted
   training.
   Methods: Online software at www.surveymonkey.com was used to create a
   survey about the program's approaches to milestones and was distributed
   to program directors and administrators of 96 Accreditation Council for
   Graduate Medical Education-approved plastic surgery programs.
   Results: The authors had a 63.5 percent response rate (61 of 96 plastic
   surgery programs). Most programs report some level of readiness, only 22
   percent feel completely prepared for the Next Accreditation System
   milestones, and only 23 percent are completely satisfied with their
   planned approach for compliance. Seventy-five percent of programs claim
   to be using some form of electronic tracking system. Programs plan to
   use multiple tools to capture and report milestone data. Most programs
   (44.4 percent) plan to administer evaluations at the end of each
   rotation. Over 70 percent of respondents believe that the milestones
   approach would improve the quality of resident training. However,
   programs were less than confident that their current compliance systems
   would live up to their full potential.
   Conclusions: The Next Accreditation System has been implemented
   nationwide for plastic surgery training programs. Milestone-based
   resident training is a new paradigm for residency training evaluation;
   programs are in the process of making this transition to find ways to
   make milestone data meaningful for faculty and residents.
RI Lee, Bernard T./K-1106-2016; Chen, Austin D/N-3879-2017; Lin, Samuel/P-6158-2019
OI Lee, Bernard T./0000-0002-5533-3166; 
ZB 0
ZA 0
Z8 0
ZR 0
ZS 1
TC 16
Z9 17
U1 0
U2 5
SN 0032-1052
EI 1529-4242
UT WOS:000357097000001
PM 25829159
ER

PT J
AU Atashroo, David A.
   Luan, Anna
   Vyas, Krishna S.
   Zielins, Elizabeth R.
   Maan, Zeshaan
   Duscher, Dominik
   Walmsley, Graham G.
   Lynch, Michael P.
   Davenport, Daniel L.
   Wan, Derrick C.
   Longaker, Michael T.
   Vasconez, Henry C.
TI What Makes a Plastic Surgery Residency Program Attractive? An
   Applicant's Perspective
SO PLASTIC AND RECONSTRUCTIVE SURGERY
VL 136
IS 1
BP 189
EP 196
DI 10.1097/PRS.0000000000001365
PD JUL 2015
PY 2015
AB Background: Plastic surgery is among the most competitive specialties in
   medicine, but little is known about the attributes of programs that are
   most attractive to successful applicants. This study aimed to understand
   and provide insights regarding program characteristics that are most
   influential to students when ranking plastic surgery programs.
   Methods: An anonymous online survey was conducted with newly matched
   plastic surgery residents for the integrated and combined Match in 2012
   and 2013. Subjects were queried regarding their demographics,
   qualifications, application experiences, and motivations for residency
   program selection.
   Results: A total of 92 of 245 matched plastic surgery residents (38
   percent) responded to the survey. The perception of resident happiness
   was the most positive factor influencing program ranking, followed by
   high operative volume, faculty mentorship, and strong research
   infrastructure. Perception of a program as malignant was the most
   negative attribute. Applicants with Step 1 scores greater than 245
   received significantly more interviews (p =0.001) and considered
   resident benefits less important (p < 0.05), but geographic location
   more important (p =0.005). Applicants who published more than two
   articles also received more interviews (p =0.001) and ranked a strong
   research infrastructure and program reputation as significantly more
   important (p < 0.05). Forty-two percent of applicants completed an away
   rotation at the program with which they matched, and these applicants
   were more likely to match at their number one ranked program (p =
   0.001).
   Conclusions: Plastic surgery applicants have differing preferences
   regarding the ideal training program, but some attributes resonate.
   These trends can guide programs for improvement in attracting the best
   applicants.
RI Duscher, Dominik/AAH-5330-2020; Wan, Derrick/; Maan, Zeshaan/
OI Wan, Derrick/0000-0003-4666-1683; Maan, Zeshaan/0000-0002-7683-1914
ZB 4
ZS 1
ZR 0
TC 35
Z8 0
ZA 0
Z9 37
U1 0
U2 5
SN 0032-1052
EI 1529-4242
UT WOS:000357097900001
PM 26111321
ER

PT J
AU Patel, Chirag R.
   Sanghvi, Saurin
   Cherla, Deepa V.
   Baredes, Soly
   Eloy, Jean Anderson
TI Readability Assessment of Internet-Based Patient Education Materials
   Related to Parathyroid Surgery
SO ANNALS OF OTOLOGY RHINOLOGY AND LARYNGOLOGY
VL 124
IS 7
BP 523
EP 527
DI 10.1177/0003489414567938
PD JUL 2015
PY 2015
AB Objectives: Patient education is critical in obtaining informed consent
   and reducing preoperative anxiety. Written patient education material
   (PEM) can supplement verbal communication to improve understanding and
   satisfaction. Published guidelines recommend that health information be
   presented at or below a sixth-grade reading level to facilitate
   comprehension. We investigate the grade level of online PEMs regarding
   parathyroid surgery.
   Methods: A popular internet search engine was used to identify PEM
   discussing parathyroid surgery. Four formulas were used to calculate
   readability scores: Flesch Reading Ease (FRE), Flesch-Kincaid Grade
   Level (FKGL), Gunning Frequency of Gobbledygook (GFOG), and Simple
   Measure of Gobbledygook (SMOG).
   Results: Thirty web-based articles discussing parathyroid surgery were
   identified. The average FRE score was 42.8 ( 1 standard deviation [SD]
   16.3; 95% confidence interval [CI], 36.6-48.8; range, 6.1-71.3). The
   average FKGL score was 11.7 (+/- 1 SD 3.3; 95% CI, 10.5-12.9; range,
   6.1-19.0). The SMOG scores averaged 14.2 (+/- 1 SD 2.6; 95% CI,
   13.2-15.2; range, 10.7-21.9), and the GFOG scores averaged 15.0 (+/- 1
   SD 3.5; 95% CI, 13.7-16.3; range, 10.6-24.8).
   Conclusion: Online PEM on parathyroid surgery is written above the
   recommended sixth-grade reading level. Improving readability of PEM may
   promote better health education and compliance.
RI Patel, Chirag/I-1306-2019
OI Patel, Chirag/0000-0002-4101-5757
ZR 0
ZA 0
TC 18
ZB 1
Z8 0
ZS 0
Z9 18
U1 0
U2 8
SN 0003-4894
EI 1943-572X
UT WOS:000355791600003
PM 25593212
ER

PT J
AU Rej, Soham
   Laliberte, Vincent
   Rapoport, Mark J.
   Seitz, Dallas
   Andrew, Melissa
   Davidson, Marla
TI What Makes Residents Interested in Geriatric Psychiatry? A Pan-Canadian
   Online Survey of Psychiatry Residents
SO AMERICAN JOURNAL OF GERIATRIC PSYCHIATRY
VL 23
IS 7
BP 735
EP 743
DI 10.1016/j.jagp.2014.08.015
PD JUL 2015
PY 2015
AB Objectives: In spite of a rapidly increasing need, there remains a
   shortage of geriatric psychiatrists in North America. The factors
   associated with psychiatric residents' interest in geriatric psychiatry
   have not yet been examined in a nationally representative sample.
   Design: Cross-sectional study. Setting: Web-based online survey of
   Canadian psychiatry residents. Participants: 207 psychiatry residents
   (24.3% response rate). Measurements: The main outcome was interest in
   becoming a geriatric psychiatrist. Bivariate and multivariate analyses
   were performed to better understand what demographic, educational, and
   vocational variables were associated with interest in becoming a
   geriatric psychiatrist. Results: A number of respondents had an interest
   in becoming a geriatric psychiatrist (29.0%, N = 60); in doing a
   geriatric psychiatry fellowship (20.3%, N = 42); or an interest in doing
   geriatric psychiatry as a part of the clinical practice (60.0%, N =
   124). Demographic characteristics (age, gender, ethnicity) did not
   correlate with interest in geriatric psychiatry. The variables most
   robustly associated with interest in geriatric psychiatry were: 1)
   completion of geriatric psychiatry rotation(s) before the third year of
   residency (OR: 5.13, 95% CI: 1.23-21.4); 2) comfort working with
   geriatric patients and their families (OR: 18.6, 95% CI: 2.09-165.3); 3)
   positive experiences caring for older adults prior to medical school
   (OR: 12.4, 95% CI: 1.07-144.5); and 4) the presence of annual
   conferences in the resident's field of interest (OR: 4.50, 95% CI:
   1.12-18.2). Conclusion: Exposing medical students and junior psychiatry
   residents to clinical geriatric psychiatry rotations that increase
   comfort in working with older adults may be potential future strategies
   to improve recruitment of geriatric psychiatrists.
RI Rapoport, Mark/AAD-8581-2020; Laliberté, Vincent/AAC-7998-2021
ZR 0
ZA 0
ZB 0
TC 14
Z8 0
ZS 0
Z9 14
U1 0
U2 6
SN 1064-7481
EI 1545-7214
UT WOS:000355926200009
PM 25441054
ER

PT J
AU Seigerman, Daniel A.
   Matzon, Jonas L.
TI Common Anomalous Muscles Encountered During Upper Extremity Surgery
SO JOURNAL OF HAND SURGERY-AMERICAN VOLUME
VL 40
IS 7
BP 1473
EP 1475
DI 10.1016/j.jhsa.2015.03.028
PD JUL 2015
PY 2015
AB The Review Section of JHS will contain at least 2 clinically relevant
   articles selected by the editor to be offered for (ME in each issue. For
   (ME credit, the participant must read the articles in print or online
   and correctly answer all related questions through an online
   examination. The questions on the test are designed to make the reader
   think and will occasionally require the reader to go back and scrutinize
   the article for details.
   The JHS (ME Activity fee of $15.00 includes the exam questions/answers
   only and does not include access to the INS articles referenced.
   Statement of Need: This (ME activity was developed by the JHS review
   section editors and review article authors as a convenient education
   tool to help increase or affirm reader's knowledge. The overall goal of
   the activity is for participants to evaluate the appropriateness of
   clinical data and apply it to their practice and the provision of
   patient care.
   Accreditation: The ASSH is accredited by the Accreditation Council for
   Continuing Medical Education to provide continuing medical education for
   physicians.
   AMA PRA Credit Designation: The American Society for Surgery of the Hand
   designates this Journal-Based (ME activity for a maximum of 1.00 "AMA
   PRA Category 1 Credits (TM). Physicians should claim only the credit
   commensurate with the extent of their participation in the activity.
   ASSN Disclaimer: The material presented in this (ME activity is made
   available by the ASSH for educational purposes only. This material is
   not intended to represent the only methods or the best procedures
   appropriate for the medical situation(s) discussed, but rather it is
   intended to present an approach, view, statement or opinion of the
   authors that may be helpful, or of interest, to other practitioners.
   Examinees agree to participate in this medical education activity,
   sponsored by the ASSH, with full knowledge and awareness that they waive
   any claim they may have against the ASSH for reliance on any information
   presented. The approval of the US Food and Drug Administration is
   required for procedures and drugs that are considered experimental.
   Instrumentation systems discussed or reviewed during this educational
   activity may not yet have received FDA approval.
   Provider Information can be found at
   http://www.assh.org/Pages/ContactUs.aspx.
   Technical Requirements for the Online Examination can be found at
   http://jhandsurg. org/cme/home.
   Privacy Policy can be found at
   http://www.assh.org/pages/ASSHPrivacyPolicy.aspx.
   ASSH Disclosure Policy: As a provider accredited by the ACCME, the ASSH
   must ensure balance, independence, objectivity, and scientific rigor in
   all its activities.
   Disclosures for this Article
   Editors
   Dawn M. LaPorte, MD, has no relevant conflicts of interest to disclose.
   Authors All authors of this journal-based (ME activity have no relevant
   conflicts of interest to disclose. In the printed or PDF version of this
   article, author affiliations can be found at the bottom of the first
   page.
   Planners Ghazi M. Rayan, MD, has no relevant conflicts of interest to
   disclose. The editorial and education staff involved with this
   journal-based (ME activity has no relevant conflicts of interest to
   disclose.
   Learning Objectives
   Confer the importance of recognizing anomalous muscles in the upper
   extremity.
   Help prevent complications during surgery when encountering anomalous
   muscles.
   Discuss the epidemiology, abnormal anatomy, diagnosis, and treatment of
   the anconeus muscle.
   Discuss the epidemiology, abnormal anatomy, diagnosis, and treatment of
   the Gantzer muscle.
   Discuss the epidemiology, abnormal anatomy, diagnosis, and treatment of
   the extensor digitorum brevis muscle.
   Deadline: Each examination purchased in 2015 must be completed by
   January 31, 2016, to be eligible for CME. A certificate will be issued
   upon completion of the activity. Estimated time to complete each JHS CME
   activity is up to one hour. Copyright (C) 2015 by the American Society
   for Surgery of the Hand. All rights reserved.
TC 0
ZB 0
ZS 0
Z8 0
ZA 0
ZR 0
Z9 0
U1 0
U2 1
SN 0363-5023
EI 1531-6564
UT WOS:000357911500032
PM 25960039
ER

PT J
AU Mahler, Donald A.
   Petrone, Richard A.
   Krocker, Daniel B.
   Cerasoli, Frank
TI A Perspective on Web-based Information for Patients with Chronic Lung
   Disease
SO ANNALS OF THE AMERICAN THORACIC SOCIETY
VL 12
IS 7
BP 961
EP 965
DI 10.1513/AnnalsATS.201502-104PS
PD JUL 2015
PY 2015
AB Although the majority of patients with a chronic disease obtain
   information about their condition from a health care professional,
   medical appointments may not allow sufficient time for educating
   patients and addressing questions. Internet resources can fill
   educational gaps and promote knowledge transformation. In a 2010 Pew
   Research Center report, the presence of a chronic disease increased the
   likelihood that a person would search online for health information. To
   provide the best medical care, it is important that health care
   providers are knowledgeable about medical information on the internet.
   This Perspective summarizes the major websites that present
   patient-focused medical information about three common lung
   diseases-asthma, chronic obstructive pulmonary disease, and idiopathic
   pulmonary fibrosis. These websites can be categorized as those sponsored
   by pharmaceutical companies, for-profit and nonprofit professional
   organizations, the National Heart, Lung, and Blood Institute, health
   care organizations, and patient support groups. In addition, three novel
   websites about chronic obstructive pulmonary disease are described with
   the ostensible goal of providing user-friendly information with a focus
   on individual patients. One was developed as a public university-private
   partnership, whereas the other two were developed by individuals with
   interest and experience in respiratory diseases-a respiratory therapist
   and a pulmonologist. The websites described in this perspective, along
   with numerous other sources, provide medical information for patients
   with respiratory diseases that offer a marketplace for viewing. Health
   care professionals can recommend specific websites to patients to
   complement discussions during the office visit.
TC 5
ZS 0
ZA 0
Z8 0
ZR 0
ZB 1
Z9 5
U1 1
U2 3
SN 1546-3222
EI 2325-6621
UT WOS:000437241100002
PM 25923358
ER

PT J
AU Ruiz, Jeanette B.
   Barnett, George A.
TI Exploring the presentation of HPV information online: A semantic network
   analysis of websites
SO VACCINE
VL 33
IS 29
BP 3354
EP 3359
DI 10.1016/j.vaccine.2015.05.017
PD JUN 26 2015
PY 2015
AB Context: Negative vaccination-related information online leads some to
   opt out of recommended vaccinations.
   Objective: To determine how HPV vaccine information is presented online
   and what concepts co-occur.
   Methods: A semantic network analysis of the words in first-page Google
   search results was conducted using three negative, three neutral, and
   three positive search terms for 10 base concepts such as HPV vaccine,
   and HPV immunizations. In total, 223 of the 300 websites retrieved met
   inclusion requirements. Website information was analyzed using network
   statistics to determine what words most frequently appear, which words
   co-occur, and the sentiment of the words.
   Results: High levels of word interconnectivity were found suggesting a
   rich set of semantic links and a very integrated set of concepts.
   Limited number of words held centrality indicating limited concept
   prominence. This dense network signifies concepts that are well
   connected. Negative words were most prevalent and were associated with
   describing the HPV vaccine's side-effects as well as the negative
   effects of HPV and cervical cancer. A smaller cluster focuses on
   reporting negative vaccine side-effects. Clustering shows the words
   women and girls closely located to the words sexually, virus, and
   infection.
   Discussion: Information about the HPV vaccine online centered on a
   limited number of concepts. HPV vaccine benefits as well as the risks of
   HPV, including severity and susceptibility, were centrally presented.
   Word cluster results imply that HPV vaccine information for women and
   girls is discussed in more sexual terms than for men and boys. (C) 2015
   Elsevier Ltd. All rights reserved.
RI Ruiz, Jeanette/AAV-6105-2020
TC 24
ZB 3
Z8 0
ZR 0
ZA 0
ZS 1
Z9 24
U1 1
U2 25
SN 0264-410X
EI 1873-2518
UT WOS:000357235800018
PM 26036946
ER

PT J
AU Gibbons, Raymond J.
   Thorsteinsson, Einar B.
   Loi, Natasha M.
TI Beliefs and attitudes towards mental illness: an examination of the sex
   differences in mental health literacy in a community sample
SO PEERJ
VL 3
AR e1004
DI 10.7717/peerj.1004
PD JUN 9 2015
PY 2015
AB Objectives. The current study investigated mental health literacy in an
   Australian sample to examine sex differences in the identification of
   and attitudes towards various aspects of mental illness.
   Method. An online questionnaire was completed by 373 participants (M =
   34.87 years). Participants were randomly assigned either a male or
   female version of a vignette depicting an individual exhibiting the
   symptoms of one of three types of mental illness (depression, anxiety,
   or psychosis) and asked to answer questions relating to aspects of
   mental health literacy.
   Results. Males exhibited poorer mental health literacy skills compared
   to females. Males were less likely to correctly identify the type of
   mental illness, more likely to rate symptoms as less serious, to
   perceive the individual as having greater personal control over such
   symptoms, and less likely to endorse the need for treatment for anxiety
   or psychosis.
   Conclusion. Generally, the sample was relatively proficient at correctly
   identifying mental illness but overall males displayed poorer mental
   health literacy skills than females.
RI Loi, Natasha/O-8441-2015; Thorsteinsson, Einar B./B-3182-2009; Gibbons, Raymond/
OI Loi, Natasha/0000-0002-3561-1974; Thorsteinsson, Einar
   B./0000-0003-2065-1989; Gibbons, Raymond/0000-0003-0704-1350
ZS 0
ZB 6
Z8 1
TC 33
ZA 0
ZR 0
Z9 34
U1 3
U2 18
SN 2167-8359
UT WOS:000356350000008
PM 26413429
ER

PT J
AU Gray, Michael P.
   Aldrighetti, Rino
   Fagan, Karen A.
TI Participant expectations in pulmonary hypertension-related research
   studies
SO PULMONARY CIRCULATION
VL 5
IS 2
BP 376
EP 381
DI 10.1086/681271
PD JUN 2015
PY 2015
AB The Pulmonary Hypertension Association (PHA) is a patient advocacy
   organization seeking to find ways to prevent, improve treatment for, and
   cure pulmonary hypertension (PH) and to provide hope for the PH
   community through support, education, research, advocacy, and awareness.
   Many patients involved with PHA are also involved in various PH-specific
   research studies; however, the patient expectations and priorities for
   PH-specific research are currently unknown or not well examined. Our
   objective was to identify the current modes of study entry, priorities
   within research, and expectations over the course of study involvement
   for patient constituents of PHA. A 29-question online survey was
   designed by PHA and disseminated to the PHA patient constituency on its
   Facebook page through a post on November 29, 2012. Responses were
   collected on SurveyMonkey through December 10, 2012. Respondents were
   divided into parallel survey tracks, depending on whether the respondent
   indicated previous participation in research studies. These two cohorts
   of individuals were analyzed and, where appropriate, compared with tests
   of association. A total of 234 respondents were included in the final
   data analysis, with 95 (40.6%) reporting previous participation in
   research studies. These respondents reported an overall positive
   experience in their research studies (64.9% very good, 21.3% good, 12.8%
   neutral, 1.1% bad). Of the respondents with previous research study
   participation, 91.1% indicated that receipt of the study outcome after
   participation would positively influence their decision to participate
   in future research; despite this, only 41.17% reported receiving
   information of this sort after their participation. Research
   participation is a strong interest of PHA patient constituents; clear
   and consistent communication from the research team is an expectation of
   many participants. Despite this expectation, 58.83% of respondents
   indicated they did not receive communication from the research team
   after participation. This offers an opportunity not only to improve
   participants' experiences but also to increase the likelihood of future
   study participation.
Z8 0
ZB 0
ZA 0
TC 1
ZS 0
ZR 0
Z9 1
U1 0
U2 1
SN 2045-8932
EI 2045-8940
UT WOS:000375224000019
PM 26064465
ER

PT J
AU van Gurp, Jelle
   Soyannwo, Olaitan
   Odebunmi, Kehinde
   Dania, Simpa
   van Selm, Martine
   van Leeuwen, Evert
   Vissers, Kris
   Hasselaar, Jeroen
TI Telemedicine's Potential to Support Good Dying in Nigeria: A Qualitative
   Study
SO PLOS ONE
VL 10
IS 6
AR e0126820
DI 10.1371/journal.pone.0126820
PD JUN 1 2015
PY 2015
AB Objectives
   This qualitative study explores Nigerian health care professionals'
   concepts of good dying/a good death and how telemedicine technologies
   and services would fit the current Nigerian palliative care practice.
   Materials and Methods
   Supported by the Centre for Palliative Care Nigeria (CPCN) and the
   University College Hospital (UCH) in Ibadan, Nigeria, the authors
   organized three focus groups with Nigerian health care professionals
   interested in palliative care, unstructured interviews with key role
   players for palliative care and representatives of telecom companies,
   and field visits to primary, secondary and tertiary healthcare clinics
   that provided palliative care. Data analysis consisted of open coding,
   constant comparison, diagramming of categorizations and relations, and
   extensive member checks.
   Results
   The focus group participants classified good dying into 2 domains: a
   feeling of completion of the individual life and dying within the
   community. Reported barriers to palliative care provision were
   socio-economic consequences of being seriously ill, taboos on dying and
   being ill, restricted access to adequate medical-technical care,
   equation of religion with medicine, and the faulty implementation of
   palliative care policy by government. The addition of telemedicine to
   Nigeria's palliative care practice appears problematic, due to irregular
   bandwidth, poor network coverage, and unstable power supply obstructing
   interactivity and access to information. However, a tele-education
   'lite' scenario seemed viable in Nigeria, wherein low-tech educational
   networks are central that build on non-synchronous online communication.
   Discussion
   Nigerian health care professionals' concepts on good dying/a good death
   and barriers and opportunities for palliative care provision were, for
   the greater part, similar to prior findings from other studies in
   Africa. Information for and education of patient, family, and community
   are essential to further improve palliative care in Africa. Telemedicine
   can only help if low-tech solutions are applied that work around network
   coverage problems by focusing on non-synchronous online communication.
RI van Gurp, Jelle/P-6169-2015; van Gurp, Jelle/AAW-9371-2021; Leeuwen, E./H-8068-2014; Vissers, Kris C.P./D-3569-2009; van Selm, Martine/AAY-3721-2021; Vissers, Kris/H-8110-2014; Hasselaar, Jeroen/C-9446-2011
OI van Gurp, Jelle/0000-0002-9904-2571; van Gurp,
   Jelle/0000-0002-9904-2571; Leeuwen, E./0000-0001-6356-3917; Vissers,
   Kris C.P./0000-0002-2919-6356; van Selm, Martine/0000-0001-9188-4021;
   Vissers, Kris/0000-0002-2919-6356; 
ZA 0
ZB 0
ZS 0
TC 11
ZR 0
Z8 0
Z9 11
U1 0
U2 11
SN 1932-6203
UT WOS:000356630900033
PM 26030154
ER

PT J
AU Murray, G.
   Leitan, N. D.
   Berk, M.
   Thomas, N.
   Michalak, E.
   Berk, L.
   Johnson, S. L.
   Jones, S.
   Perich, T.
   Allen, N. B.
   Kyrios, Michael
TI Online mindfulness-based intervention for late-stage bipolar disorder:
   pilot evidence for feasibility and effectiveness
SO JOURNAL OF AFFECTIVE DISORDERS
VL 178
BP 46
EP 51
DI 10.1016/j.jad.2015.02.024
PD JUN 1 2015
PY 2015
AB Objectives: People in the late stage of bipolar disorder (BD) experience
   elevated relapse rates and poorer quality of life (QoL) compared with
   those in the early stages. Existing psychological interventions also
   appear less effective in this group. To address this need, we developed
   a new online mindfulness-based intervention targeting quality of life
   (QoL) in late stage BD. Here, we report on an open pilot trial of ORBIT
   (online, recovery-focused, bipolar individual therapy).
   Methods: Inclusion criteria were: self-reported primary diagnosis of BD,
   six or more episodes of BD, under the care of a medical practitioner,
   access to the internet, proficient in English, 18-65 years of age.
   Primary outcome was change (baseline - post-treatment) on the Brief
   QoL.BD (Michalak and Mutt Secondary outcomes were depression, anxiety,
   and stress measured on the DASS scales (Lavibond and Loydrond, 1993),
   Results.: Twenty-six people consented to participate (Age M=46.6 years,
   SD= 12.9, and 75% female). Ten participants were lost to follow-up
   (38.5% attrition). Statistically significant improvement in QoL was
   found for the completers, t(15)=2.88, 95% CI:.89-5.98, p =.011, (Cohen's
   d(z)=.72, partial eta(2)=.36), and the intent-to-treat sample
   t(25)=2.65, 95% CI:47-3.76, (Cohen's d(z)=.52; partial eta(2)=.22). A
   non-significant trend towards improvement was found on the DASS anxiety
   scale (p=.06) in both completer and intent-to-treat samples, but change
   on depression and stress did not approach significance.
   Limitations: This was an open trial with no comparison group, so
   measured improvements may not be due to specific elements of the
   intervention. Structured diagnostic assessments were not conducted, and
   interpretation of effectiveness was limited by substantial attrition.
   Conclusion: Online delivery of mindfulness-based psychological therapy
   for late stage BD appears feasible and effective, and ORBIT warrants
   full development. Modifications suggested by the pilot study include
   increasing the 3 weeks duration of the intervention, adding cautions
   about the impact of extended meditations, and addition of coaching
   support/monitoring to optimise engagement. (C) 2015 Elsevier B.V. All
   rights reserved.
RI Thomas, Neil/H-6268-2016; Berk, Michael/M-7891-2013; Johnson, Sheri/D-8712-2014; Perich, Tania/L-9151-2019; Kyrios, MIchael/R-8210-2019; Berk, Michael/M-3585-2019; Murray, Greg/N-8933-2017; Berk, Lesley/; Perich, Tania/; Jones, Steven/; Kyrios, Michael/
OI Thomas, Neil/0000-0001-7006-6361; Berk, Michael/0000-0002-5554-6946;
   Johnson, Sheri/0000-0002-9945-4816; Berk, Michael/0000-0002-5554-6946;
   Murray, Greg/0000-0001-7208-5603; Berk, Lesley/0000-0002-3677-7503;
   Perich, Tania/0000-0003-2843-8939; Jones, Steven/0000-0002-8801-5113;
   Kyrios, Michael/0000-0001-9438-9616
ZB 8
ZR 0
TC 47
ZA 0
ZS 1
Z8 0
Z9 47
U1 0
U2 69
SN 0165-0327
EI 1573-2517
UT WOS:000352716600008
PM 25795535
ER

PT J
AU Nelson, Joseph T
   Jones, Richard E
   Runstrom, Michael
   Hardy, Jolene
TI Disc Golf, a Growing Sport: Description and Epidemiology of Injuries.
SO Orthopaedic journal of sports medicine
VL 3
IS 6
BP 2325967115589076
EP 2325967115589076
DI 10.1177/2325967115589076
PD 2015-Jun
PY 2015
AB BACKGROUND: Disc golf is a sport played much like traditional golf, but
   rather than using a ball and club, players throw flying discs with
   various throwing motions. It has been played by an estimated 8 to 12
   million people in the United States. Like all sports, injuries sustained
   while playing disc golf are not uncommon. Although formalized in the
   1970s, it has grown at a rapid pace; however, disc golf-related injuries
   have yet to be described in the medical literature.
   PURPOSE: To describe the most common injuries incurred by disc golf
   players while comparing the different types of throwing styles.
   STUDY DESIGN: Descriptive epidemiology study.
   METHODS: The data in this study were collected from 883 disc golf
   players who responded to an online survey collected over a 1-month
   period. Respondents answered 49 questions related to demographics,
   experience, style of play, and injury details. Using a chi-square
   analysis, common injuries sustained in players using backhand and
   forehand throwing styles were compared.
   RESULTS: More than 81% of respondents stated that they had sustained an
   injury playing disc golf, including injuries to the elbow (n = 325),
   shoulder (n = 305), back (n = 218), and knee (n = 199). The injuries
   were most commonly described as a muscle strain (n = 241), sprain (n =
   162), and tendinitis (n = 145). The type of throw primarily used by
   players varied, with 86.2% using backhand, 12.7% using forehand, and
   1.1% using an overhead throw. Players using a forehand throw were more
   likely to sustain an elbow injury (P = .014). Many players (n = 115)
   stated they had undergone surgery due to a disc golf-related injury,
   with the most common surgeries including meniscal, shoulder, spine, and
   foot/ankle surgeries.
   CONCLUSION: The majority of surveyed disc golfers sustained at least 1
   injury while playing disc golf, with many requiring surgery. The types
   of injuries sustained by players varied by the types of throw primarily
   used. As the sport of disc golf continues to expand, health
   professionals should be aware of injuries sustained, with future studies
   focusing on injury prevention and education strategies.
RI Jones, Richard/K-1853-2016; Tajudin, Muhd/
OI Jones, Richard/0000-0002-5755-3971; Tajudin, Muhd/0000-0001-7026-4173
Z8 0
ZR 0
TC 5
ZA 0
ZS 0
ZB 0
Z9 5
U1 1
U2 9
SN 2325-9671
UT MEDLINE:26665099
PM 26665099
ER

PT J
AU Bridge, Pete
   Trapp, Jamie V.
   Kastanis, Lazaros
   Pack, Darren
   Parker, Jacqui C.
TI A virtual environment for medical radiation collaborative learning
SO AUSTRALASIAN PHYSICAL & ENGINEERING SCIENCES IN MEDICINE
VL 38
IS 2
BP 369
EP 374
DI 10.1007/s13246-015-0348-3
PD JUN 2015
PY 2015
AB A software-based environment was developed to provide practical training
   in medical radiation principles and safety. The Virtual Radiation
   Laboratory application allowed students to conduct virtual experiments
   using simulated diagnostic and radiotherapy X-ray generators. The
   experiments were designed to teach students about the inverse square
   law, half value layer and radiation protection measures and utilised
   genuine clinical and experimental data. Evaluation of the application
   was conducted in order to ascertain the impact of the software on
   students' understanding, satisfaction and collaborative learning skills
   and also to determine potential further improvements to the software and
   guidelines for its continued use. Feedback was gathered via an anonymous
   online survey consisting of a mixture of Likert-style questions and
   short answer open questions. Student feedback was highly positive with
   80 % of students reporting increased understanding of radiation
   protection principles. Furthermore 72 % enjoyed using the software and
   87 % of students felt that the project facilitated collaboration within
   small groups. The main themes arising in the qualitative feedback
   comments related to efficiency and effectiveness of teaching, safety of
   environment, collaboration and realism. Staff and students both report
   gains in efficiency and effectiveness associated with the virtual
   experiments. In addition students particularly value the visualisation
   of "invisible" physical principles and increased opportunity for
   experimentation and collaborative problem-based learning. Similar
   ventures will benefit from adopting an approach that allows for
   individual experimentation while visualizing challenging concepts.
RI Trapp, Jamie/I-9846-2012; Bridge, Pete/
OI Trapp, Jamie/0000-0001-5254-0728; Bridge, Pete/0000-0001-7704-9812
Z8 0
TC 2
ZS 0
ZB 0
ZR 0
ZA 0
Z9 2
U1 3
U2 25
SN 0158-9938
EI 1879-5447
UT WOS:000357101900018
PM 25999124
ER

PT J
AU Pettersson, F.
   Olofsson, A.D.
TI Implementing distance teaching at a large scale in medical education: a
   struggle between dominant and non-dominant teaching activities
SO Education and Information Technologies
VL 20
IS 2
BP 359
EP 80
DI 10.1007/s10639-013-9289-1
PD June 2015
PY 2015
AB This paper examines possibilities and challenges when implementing
   distance teaching of theoretical content in a regionalized medical
   program (RMP). It will be argued that Cultural-Historical Activity
   Theory (CHAT) and the concepts of dominant and non-dominant activities,
   including conflicts and transitional actions, can lead to an
   understanding of the distance teaching implementation process. The
   concepts further provide a theoretical lens through which one can
   understand the complex relationship between the established and
   historically rooted, face-to-face teaching activity and the new
   non-dominant distance teaching activity introduced in the educational
   setting. Data in the study was collected through an online survey, log
   data, observations, and in-depth interviews. During the analysis,
   conflicts between the dominant face-to-face teaching and non-dominant
   distance teaching activity were identified, and they partly inhibited
   medical teachers at the program from adopting and developing distance
   teaching. By illustrating transitional actions as small, innovative
   bottom-up solutions, further analysis revealed how medical teachers
   tried to overcome those conflicts to facilitate the adoption and
   development of distance teaching. The non-dominant distance teaching
   activity, even if not fully adopted, actually influenced and facilitated
   change in educational practice. The discussion argues that understanding
   the implementation of a non-dominant teaching activity in medical
   education in terms of mere success or failure is not fruitful. Instead,
   we should strive for sensitivity by closely analyzing the implementation
   process as interplay between dominant and non-dominant teaching
   activities. Such sensitivity will make it possible to cultivate future
   educational development and change.
RI Olofsson, Anders D./ABE-7072-2020
TC 14
ZA 0
Z8 0
ZR 0
ZB 0
ZS 0
Z9 14
U1 0
U2 3
SN 1360-2357
UT INSPEC:15563707
ER

PT J
AU Dubos, Francois
   Nicolini, Giangiacomo
   Bielicki, Julia
   Sharland, Mike
TI Qualitative Review of Web-Based Professional Education on Antibiotic
   Prescribing for Children: 10 Million Hits, but Only 10 Good Web Sites
SO JOURNAL OF THE PEDIATRIC INFECTIOUS DISEASES SOCIETY
VL 4
IS 2
BP 159
EP 162
DI 10.1093/jpids/pit063
PD JUN 2015
PY 2015
AB A structured Web-based search was performed to identify online
   educational programs on the optimal use of antibiotics in children.
   Identified Web sites of interest were classified using predefined
   quality criteria for educational Web resources. Of 10 Web sites
   identified, only 2 met all the quality criteria: APUA and Getsmart.
RI Dubos, Francois/AGD-5638-2022; Nicolini, Giangiacomo/AHA-0955-2022; sharland, mike/
OI Nicolini, Giangiacomo/0000-0003-4259-4540; sharland,
   mike/0000-0001-8626-8291
TC 1
ZS 0
ZB 0
ZR 0
ZA 0
Z8 0
Z9 1
U1 0
U2 1
SN 2048-7193
EI 2048-7207
UT WOS:000218917100017
PM 26407417
ER

PT J
AU Khalili, Joshua
   Leung, Lucinda B.
   Diamant, Allison L.
TI Finding the Perfect Doctor: Identifying Lesbian, Gay, Bisexual, and
   Transgender-Competent Physicians
SO AMERICAN JOURNAL OF PUBLIC HEALTH
VL 105
IS 6
BP 1114
EP 1119
DI 10.2105/AJPH.2014.302448
PD JUN 2015
PY 2015
AB Objectives. We assessed the existence of procedures and policies for
   identifying lesbian, gay, bisexual, and transgender (LGBT)-competent
   physicians at US academic faculty practices, and sought to identify
   physician training programs that enhance LGBT competency.
   Methods. We invited all 138 Liaison Committee on Medical
   Education-accredited US academic faculty practices to participate in a
   survey in 2012. We systematically assessed their procedures and policies
   to identify LGBT-competent physicians and their LGBT-competency
   training. We also assessed geographic region, funding source, and an
   LGBT health center in the same state. We performed univariate,
   bivariate, and multivariate logistic regression analyses.
   Results. The response rate was 50%. Few participants had existing
   procedures (9%) or policies (4%) to identify LGBT-competent physicians.
   Procedures included online directories with self-identified
   LGBT-competent physicians available to the public. Sixteen percent of
   participants reported having comprehensive LGBT-competency training, and
   52% reported having no training. Of note, 80% of participants indicated
   interest to do more to address these issues.
   Conclusions. There exist both need and interest for US academic faculty
   practices to develop procedures, policies, and programs that improve
   access to LGBT-competent physicians and to train physicians to become
   LGBT-competent.
ZA 0
Z8 0
TC 87
ZR 0
ZS 2
ZB 7
Z9 87
U1 0
U2 25
SN 0090-0036
EI 1541-0048
UT WOS:000360466800025
PM 25880937
ER

PT J
AU Walsh, K.
TI Point of View: Online assessment in medical education-current trends and
   future directions
SO MALAWI MEDICAL JOURNAL
VL 27
IS 2
BP 71
EP 72
DI 10.4314/mmj.v27i2.8
PD JUN 2015
PY 2015
Z8 0
ZR 0
ZB 0
ZA 0
ZS 0
TC 16
Z9 16
U1 0
U2 4
SN 1995-7262
EI 1995-7270
UT WOS:000359951800008
PM 26405516
ER

PT J
AU Duke, Pamela
   Grosseman, Suely
   Novack, Dennis H.
   Rosenzweig, Steven
TI Preserving third year medical students' empathy and enhancing
   self-reflection using small group "virtual hangout'' technology
SO MEDICAL TEACHER
VL 37
IS 6
BP 566
EP 571
DI 10.3109/0142159X.2014.956057
PD JUN 2015
PY 2015
AB Background: Medical student professionalism education is challenging in
   scope, purpose, and delivery, particularly in the clinical years when
   students in large universities are dispersed across multiple clinical
   sites. We initiated a faculty-facilitated, peer small group course for
   our third year students, creating virtual classrooms using social
   networking and online learning management system technologies. The
   course emphasized narrative self-reflection, group inquiry, and peer
   support.
   Methods: We conducted this study to analyze the effects of a
   professionalism course on third year medical students' empathy and
   self-reflection (two elements of professionalism) and their perceptions
   about the course. Students completed the Groningen Reflection Ability
   Scale (GRAS) and the Jefferson Scale of Empathy (JSE) before and after
   the course and provided anonymous online feedback.
   Results: The results of the JSE before and after the course demonstrated
   preservation of empathy rather than its decline. In addition, there was
   a statistically significant increase in GRAS scores (p<0.001),
   suggesting that the sharing of personal narratives may foster reflective
   ability and reflective practice among third year students.
   Conclusion: This study supports previous findings showing that students
   benefit from peer groups and discussion in a safe environment, which may
   include the use of a virtual group video platform.
RI Grosseman, Suely/K-2886-2014
OI Grosseman, Suely/0000-0002-2039-9827
ZS 0
ZA 0
TC 24
ZR 0
Z8 0
ZB 1
Z9 24
U1 3
U2 29
SN 0142-159X
EI 1466-187X
UT WOS:000358085000009
PM 25189277
ER

PT J
AU Kwon, Kyungbin
   Saparova, Dinara
   Hoffman, Kimberly
TI Online lecture capturing system: Expected and actual effects of
   implementation in a problem-based learning medical curriculum
SO MEDICAL TEACHER
VL 37
IS 6
BP 578
EP 584
DI 10.3109/0142159X.2014.956060
PD JUN 2015
PY 2015
AB Context: An online lecture capturing system (OLCS) was implemented in a
   medical school integrating problem-based learning curriculum. An
   academic investigation examining how medical students used OLCS and what
   were its educational effects were required.
   Aims: This study examined medical students' perceptions of OLCS, actual
   usage of OLCS, and the effects on learning.
   Methods: An online questionnaire asking about the perceptions of OLCS
   was distributed to first and second year medical students. Individual
   student's OLCS usage was analyzed descriptively. Cluster analysis was
   conducted based on the OLCS usage and students' prior academic
   performance to reveal the academic effects of OLCS.
   Results: Most students (82 out of 106) perceived OLCS as an effective
   educational tool. Their actual use of OLCS, however, was low and quite
   variable depending on their needs and preferences. Reviewing the
   captured lectures did not affect students' performance on exams of
   knowledge.
   Conclusions: This study calls for follow-up studies investigating
   personalized use of OLCS and student attributes in PBL.
RI Kwon, Kyungbin/AHB-4626-2022; Kwon, Kyungbin/AAD-6959-2019
OI Kwon, Kyungbin/0000-0001-8646-0144
Z8 0
ZR 0
ZS 0
ZA 0
ZB 0
TC 2
Z9 2
U1 0
U2 18
SN 0142-159X
EI 1466-187X
UT WOS:000358085000011
PM 25315255
ER

PT J
AU Laneuville, O.
   Sikora, D.
TI Quantitative Analysis of the Usage of a Pedagogical Tool Combining
   Questions Listed as Learning Objectives and Answers Provided as Online
   Videos
SO Future Internet
VL 7
IS 2
BP 140
EP 51
DI 10.3390/fi7020140
PD June 2015
PY 2015
AB To improve the learning of basic concepts in molecular biology of an
   undergraduate science class, a pedagogical tool was developed,
   consisting of learning objectives listed at the end of each lecture and
   answers to those objectives made available as videos online. The aim of
   this study was to determine if the pedagogical tool was used by students
   as instructed, and to explore students' perception of its usefulness. A
   combination of quantitative survey data and measures of online viewing
   was used to evaluate the usage of the pedagogical practice. A total of
   77 short videos linked to 11 lectures were made available to 71
   students, and 64 completed the survey. Using online tracking tools, a
   total of 7046 views were recorded. Survey data indicated that most
   students (73.4%) accessed all videos, and the majority (98.4%) found the
   videos to be useful in assisting their learning. Interestingly,
   approximately half of the students (53.1%) always or most of the time
   used the pedagogical tool as recommended, and consistently answered the
   learning objectives before watching the videos. While the proposed
   pedagogical tool was used by the majority of students outside the
   classroom, only half used it as recommended limiting the impact on
   students' involvement in the learning of the material presented in
   class.
ZS 0
Z8 0
TC 2
ZR 0
ZA 0
ZB 1
Z9 2
U1 0
U2 2
SN 1999-5903
UT INSPEC:15296607
ER

PT J
AU Messaoudi, T.
   Bodin, F.
   Diaz, J. J. Hidalgo
   Ichihara, S.
   Fikry, T.
   Lacreuse, I.
   Liverneaux, P.
   Facca, S.
TI Evaluation of a new eLeaming platform for distance teaching of
   microsurgery
SO CHIRURGIE DE LA MAIN
VL 34
IS 3
BP 109
EP 112
DI 10.1016/j.main.2015.02.002
PD JUN 2015
PY 2015
AB Online learning (or eLearning) is in constant evolution in medicine. An
   analytical survey of the websites of eight academic societies and
   medical schools was carried out. These sites were evaluated against
   parameters that define the quality of an eLearning website, as well as
   the shareable content object reference model (SCORM) technical
   standards. All studied platforms were maintained by a webmaster and
   regularly updated. Only two platforms had teleconference opportunities,
   five had courses in PDF format, and four allowed online testing. Based
   on SCORM standards, only four platforms allowed direct access without a
   password. The content of all platforms was adaptable, interoperable and
   reusable. But their sustainability was difficult to assess. In parallel,
   we developed the first eLeaming platform to be used as part of a
   university diploma in microsurgery in France. The platform was evaluated
   by students enrolled this diploma program. A satisfaction survey and
   platform evaluation showed that students were generally satisfied and
   had used the platform for microsurgery education, especially the seven
   students living abroad. ELearning for microsurgery allows the content to
   be continuously updated, makes for fewer classroom visits, provides easy
   remote access, and especially better training time management and cost
   savings in terms of travel and accommodations. (C) 2015 Elsevier Masson
   SAS. All rights reserved.
ZA 0
ZS 0
Z8 0
TC 18
ZB 3
ZR 0
Z9 18
U1 0
U2 19
SN 1297-3203
EI 1769-6666
UT WOS:000358092600002
PM 25964220
ER

PT J
AU Murgitroyd, Ellen
   Madurska, Marta
   Gonzalez, Jasmina
   Watson, Angus
TI 3D digital anatomy modelling - Practical or pretty?
SO SURGEON-JOURNAL OF THE ROYAL COLLEGES OF SURGEONS OF EDINBURGH AND
   IRELAND
VL 13
IS 3
BP 177
EP 180
DI 10.1016/j.surge.2014.10.007
PD JUN 2015
PY 2015
AB Background: With an increasing move towards digitalisation of medical
   records and medical teaching, such as online exams and webinars, one of
   the questions that persists asks 'is there a place for digital anatomy
   teaching and can it effectively replace the traditional teaching methods
   such as cadaveric dissection?'
   Cadaveric dissection has a number of benefits as a teaching method but
   it also has its limitations. Although these can be partially addressed
   by prosections and new more "life-like" fixatives, it does not address
   the lack of resources and the increasing pressure to be able to study
   and learn at home.
   Methods: This paper reviews the literature with regards to the
   suitability of digital models for teaching and the wider uses a 3D
   digital anatomy model could have, such as postgraduate teaching, patient
   education and surgical planning. It also looks briefly at the learning
   model that anatomy as art contributes.
   Results: The literature has scattered examples of digital models used
   for teaching at both undergraduate and postgraduate level, which
   demonstrate a number of positive outcomes, mostly surrounding user
   satisfaction and convenience. 3D modelling for patient education and
   operation planning has less exploration, and these papers generate a
   number of discussion points, mostly surrounding the practicality of
   digital models, which can be more time consuming and require the
   technology to be widely available and reliable.
   Conclusions: 3D digital anatomy is a useful adjunct to teaching and its
   use in patient education and operation planning have interesting
   possibilities still to be fully explored. (C) 2014 Royal College of
   Surgeons of Edinburgh (Scottish charity number SC005317) and Royal
   College of Surgeons in Ireland. Published by Elsevier Ltd. All rights
   reserved.
ZS 1
Z8 3
TC 37
ZB 8
ZR 0
ZA 0
Z9 40
U1 1
U2 10
SN 1479-666X
UT WOS:000356195500010
PM 25593105
ER

PT J
AU Misrai, V.
   Castagnola, C.
   Descotes, J. -L.
   Roupret, M.
TI Use of social media by French urologists: Results from a study of the
   National French Urological Association
SO PROGRES EN UROLOGIE
VL 25
IS 7
BP 428
EP 434
DI 10.1016/j.purol.2015.03.008
PD JUN 2015
PY 2015
AB Purpose. Social Media (SoMe) have changed the face of modern medicine.
   Our purpose was to make an inventory on the use of SoMe within
   urologists members of the French Urological Association (AFU).
   Material and methods. A 15 questions-survey was sent by email 2 months
   to urologists AFU members before the 108th French Congress of Urology
   (#CFU2014). At the same time, the activity of urologists using Twitter
   was analyzed over the period of the national conference with the symplur
   software (www.symplur.com).
   Results. Overall, 270 (17.3%) surveys were completed. Only 50% of
   responders had an online SoMe account. The most commonly used social
   media platforms were: Facebook (36.1%) followed by Linkedln (28.2%),
   Google+ (19.6%), YouTube (18.7%) and Twitter (17.4%). The use of SoMe
   was higher in the age groups 30-40 and 40-50 years than in older age
   groups (83% versus 36%). Only 38.7% of respondents reported using SoMe
   in a professional field. At the congress #CFU2014, there were over 1000
   tweets generated by 173 different contributors.
   Conclusion. Only a minority of French urologists have reported to be
   connected to SoMe and a predominantly personal use. The emergence of
   Twitter in French urological conferences is very new but seems
   promising. Further studies are needed, especially within the members of
   the residents French urological association to better characterize the
   true impact of SoMe in (C) 2015 Elsevier Masson SAS. All rights
   reserved.
RI Misrai, Vincent/M-1979-2019
OI Misrai, Vincent/0000-0003-2029-0650
TC 8
Z8 0
ZB 0
ZR 0
ZA 0
ZS 0
Z9 8
U1 0
U2 3
SN 1166-7087
EI 2405-5131
UT WOS:000357842300010
PM 25921610
ER

PT J
AU Scadding, Glenis K.
TI Optimal management of allergic rhinitis
SO ARCHIVES OF DISEASE IN CHILDHOOD
VL 100
IS 6
BP 576
EP 582
DI 10.1136/archdischild-2014-306300
PD JUN 2015
PY 2015
AB Allergic rhinitis (AR), the most common chronic disease in childhood is
   often ignored, misdiagnosed and/or mistreated. Undertreated AR impairs
   quality of life, exacerbates asthma and is a major factor in asthma
   development. It can involve the nose itself, as well as the organs
   connected with the nose manifesting a variety of symptoms.
   Evidence-based guidelines for AR therapy improve disease control.
   Recently, paediatric AR guidelines have been published by the European
   Academy of Allergy and Clinical Immunology and are available online, as
   are a patient care pathway for children with AR and asthma from the
   Royal College of Paediatrics and Child Health. Management involves
   diagnosis, followed by avoidance of relevant allergens, with additional
   pharmacotherapy needed for most sufferers. This ranges, according to
   severity, from saline sprays, through non-sedating antihistamines, oral
   or topical, with minimally bioavailable intranasal corticosteroids for
   moderate/severe disease, possibly plus additional antihistamine or
   antileukotriene. The concept of rhinitis control is emerging, but there
   is no universally accepted definition. Where pharmacotherapy fails,
   allergen-specific immunotherapy, which is uniquely able to alter
   long-term disease outcomes, should be considered. The subcutaneous form
   (subcutaneous immunotherapy) in children has been underused because of
   concerns regarding safety and acceptability of injections. Sublingual
   immunotherapy is both efficacious and safe for grass pollen allergy.
   Further studies on other allergens in children are needed. Patient,
   carer and practitioner education into AR and its treatment are a vital
   part of management.
ZB 17
ZA 0
Z8 3
ZR 0
TC 51
ZS 0
Z9 53
U1 0
U2 19
SN 0003-9888
EI 1468-2044
UT WOS:000354619700019
PM 25838332
ER

PT J
AU Cordero Torres, Juan Antonio
   Caballero Oliver, Antonio
TI The Moodle platform: A useful tool for training in life support.
   Analysis of satisfaction questionnaires from students and instructors of
   the semFYC advanced life support courses
SO ATENCION PRIMARIA
VL 47
IS 6
BP 376
EP 384
DI 10.1016/j.aprim.2015.02.006
PD JUN-JUL 2015
PY 2015
AB Objective: The aim of this study is to assess the validity and use of a
   mixed method of training in Life support. The use of Moodle to implement
   an online pre-sessional phase prior to a "classic" classroom phase of
   teaching in this type of course is the main novelty.
   Design: Analysis of satisfaction questionnaires of students and
   instructors of a mixed course in the advanced life support program of
   SemFYC (ESVAP).
   Setting: Moodle platform. semFYC Virtual Classroom.
   Participants and/or contexts: Students and instructors participating in
   the semFYC advanced life support program, ESVAP.
   Method: Qualitative analysis.
   Results: The majority of students rate as very useful (50%) or useful
   (45.37%) the existence of an online pre-sessional phase, and consider
   that it has helped them very much (42.20%) or quite a lot (48.62%) to
   make the most of the face-to-face sessions. For instructors, they
   considered that the existence of an online pre-sessional phase was very
   useful (89%) or useful (11%) for the development of the face-to-face
   sessions.
   Discussion: The analysis of the results concluded that: 1) the students
   considered a prior non-face to face phase as very useful, and it helped
   them much/very much in the face to face phase, and 2) the instructors
   believe that the non-face to face phase had helped them a lot in the
   presentations and efficiency of the workshops in the face-to-face phase.
   (C) 2014 Elsevier Espana, S.L.U. This is an open access article under
   the CC BY-NC-ND license
   (http://creativecommons.org/licenses/by-nc-nd/4.0/).
RI Caballero-Oliver, Antonio/ABD-3588-2020
OI Caballero-Oliver, Antonio/0000-0002-5191-7017
ZR 0
Z8 0
ZB 0
ZS 3
ZA 0
TC 3
Z9 6
U1 0
U2 14
SN 0212-6567
EI 1578-1275
UT WOS:000357238800009
PM 25934346
ER

PT J
AU Glowa-Kollisch, Sarah
   Graves, Jasmine
   Dickey, Nathaniel
   MacDonald, Ross
   Rosner, Zachary
   Waters, Anthony
   Venters, Homer
TI Data-Driven Human Rights: Using Dual Loyalty Trainings to Promote the
   Care of Vulnerable Patients in Jail
SO HEALTH AND HUMAN RIGHTS
VL 17
IS 1
BP 124
EP 135
DI 10.2307/healhumarigh.17.1.124
PD JUN 2015
PY 2015
AB Dual loyalty is an omnipresent feature of correctional health. As part
   of a human rights quality improvement committee, and utilizing the
   unique advantage of a fully integrated electronic health record system,
   we undertook an assessment of dual loyalty in the New York City jail
   system. The evaluation revealed significant concerns about the extent to
   which the mental health service is involved in assessments that are part
   of the punishment process of the security apparatus. As a result, dual
   loyalty training was developed and delivered to all types of health
   staff in the jail system via anonymous survey. Six clinical scenarios
   were presented in this training and staff members were asked to indicate
   whether they had encountered similar circumstances and how they would
   respond. Staff responses to the survey raised concerns about the
   frequency with which they are pressured or asked to put aside their
   primary goal of patient care for the interests of the security mission.
   The online training and follow-up small group sessions have revealed
   widespread support for more training on dual loyalty.
ZA 0
ZR 0
ZB 2
ZS 0
TC 10
Z8 0
Z9 10
U1 0
U2 2
SN 1079-0969
EI 2150-4113
UT WOS:000357208700013
ER

PT J
AU Bejan, Anca
   Parker, David L.
   Brosseau, Lisa M.
   Xi, Min
   Skan, Maryellen
TI Two-Year Follow-up of the Collision Auto Repair Safety Study (CARSS)
SO ANNALS OF OCCUPATIONAL HYGIENE
VL 59
IS 5
BP 534
EP 546
DI 10.1093/annhyg/meu109
PD JUN 2015
PY 2015
AB This paper presents an evaluation of the sustainability of health and
   safety improvements in small auto collision shops 1 year after the
   implementation of a year-long targeted intervention. During the first
   year (active phase), owners received quarterly phone calls, written
   reminders, safety newsletters, and access to online services and
   in-person assistance with creating safety programs and respirator fit
   testing. During the second year (passive phase), owners received up to
   three postcard reminders regarding the availability of free health and
   safety resources. Forty-five shops received an evaluation at baseline
   and at the end of the first year (Y1). Of these, 33 were evaluated at
   the end of the second year (Y2), using the same 92-item assessment tool.
   At Y1, investigators found that between 70 and 81% of the evaluated
   items were adequate in each business (mean = 73% items, SD = 11%). At
   Y2, between 63 and 89% of items were deemed adequate (mean = 73% items,
   SD = 9.5%). Three safety areas demonstrated statistically significant (P
   < 0.05) changes: compressed gasses (8% improvement), personal protective
   equipment (7% improvement), and respiratory protection (6% decline). The
   number of postcard reminders sent to each business did not affect the
   degree to which shops maintained safety improvements made during the
   first year of the intervention. However, businesses that received more
   postcards were more likely to request assistance services than those
   receiving fewer.
OI Bejan, Anca/0000-0002-7702-0494; Brosseau, Lisa/0000-0002-6113-9060
ZR 0
ZB 0
Z8 0
ZA 0
TC 0
ZS 0
Z9 0
U1 0
U2 5
SN 0003-4878
EI 1475-3162
UT WOS:000356627300002
PM 25539646
ER

PT J
AU Wang, Xin
   Valdez, Tulio A.
   Bi, Jinbo
TI Detecting tympanostomy tubes from otoscopic images via offline and
   online training
SO COMPUTERS IN BIOLOGY AND MEDICINE
VL 61
BP 107
EP 118
DI 10.1016/j.compbiomed.2015.03.025
PD JUN 1 2015
PY 2015
AB Tympanostomy tube placement has been commonly used nowadays as a
   surgical treatment for otitis media. Following the placement, regular
   scheduled follow-ups for checking the status of the tympanostomy tubes
   are important during the treatment. The complexity of performing the
   follow up care mainly lies on identifying the presence and patency of
   the tympanostomy tube. An automated tube detection program will largely
   reduce the care costs and enhance the clinical efficiency of the ear
   nose and throat specialists and general practitioners. In this paper, we
   develop a computer vision system that is able to automatically detect a
   tympanostomy tube in an otoscopic image of the ear drum. The system
   comprises an offline classifier training process followed by a real-time
   refinement stage performed at the point of care. The offline training
   process constructs a three-layer cascaded classifier with each layer
   reflecting specific characteristics of the tube. The real-time
   refinement process enables the end users to interact and adjust the
   system over time based on their otoscopic images and patient care. The
   support vector machine (SVM) algorithm has been applied to train all of
   the classifiers. Empirical evaluation of the proposed system on both
   high quality hospital images and low quality internet images
   demonstrates the effectiveness of the system. The offline classifier
   trained using 215 images could achieve a 90% accuracy in terms of
   classifying otoscopic images with and without a tympanostomy tube, and
   then the real-time refinement process could improve the classification
   accuracy by 3-5% based on additional 20 images. (C) 2015 Elsevier Ltd.
   All rights reserved.
ZA 0
TC 8
ZB 1
ZR 0
ZS 0
Z8 0
Z9 9
U1 0
U2 8
SN 0010-4825
EI 1879-0534
UT WOS:000356108400011
PM 25889718
ER

PT J
AU Pagels, Patti
   Kindratt, Tiffany B.
   Reyna, Guadalupe
   Lam, Kenrick
   Silver, Mandy
   Gimpel, Nora E.
TI Establishing the Need for Family Medicine Training in Intimate Partner
   Violence Screening
SO JOURNAL OF COMMUNITY HEALTH
VL 40
IS 3
BP 508
EP 514
DI 10.1007/s10900-014-9964-1
PD JUN 2015
PY 2015
AB In 2012, the USPSTF updated its guidelines and now recommends that all
   women of childbearing age be screened for IPV and services provided for
   women who screen positive. Based on these recommendations, objectives of
   this study were to (1) evaluate IPV knowledge, attitudes, and practices
   of physicians from different specialties and (2) determine significant
   differences by medical specialty. We recruited (n = 183) Internal
   Medicine, Emergency Medicine, Family Medicine (FM) and
   Obstetrics/Gynecology (OB/GYN) residents and attending physicians to
   complete a 15-question online survey assessing knowledge, attitudes and
   current IPV screening practices. We evaluated associations between
   medical specialty and knowledge, attitudes and practice measures before
   and after controlling for covariates. Knowledge of how often IPV occurs
   in society, community resources, and screening tools were significantly
   different by specialty (all p's < 0.05). A majority of FM physicians (88
   %) reported that it is a physician's responsibility to find and treat
   IPV and 97 % reported that IPV should be included in their training.
   Compared to OB/GYN physicians in multivariate analyses, FM physicians
   were less likely to report they were comfortable discussing IPV with
   their patients in crude (OR = 0.35; 95 % CI = 0.13, 0.94) and adjusted
   models (OR = 0.20; 95 % CI = 0.06, 0.60). FM physicians were also less
   likely to report screening female patients for IPV before (OR = 0.25; 95
   % CI = 0.08, 0.86) and after adjusting for confounders (OR = 0.11; 95 %
   CI = 0.03, 0.47). Our results indicate that FM physicians have positive
   attitudes towards finding and treating IPV yet need enhanced training to
   improve their comfort level with screening for and discussing IPV with
   their patients.
RI Kindratt, Tiffany/GQZ-3218-2022; Kindratt, Tiffany/
OI Kindratt, Tiffany/0000-0003-3513-5290
Z8 0
ZA 0
TC 8
ZB 1
ZS 0
ZR 0
Z9 8
U1 0
U2 11
SN 0094-5145
EI 1573-3610
UT WOS:000354222400017
PM 25352415
ER

PT J
AU Morony, Suzanne
   Flynn, Michaela
   McCaffery, Kirsten J.
   Jansen, Jesse
   Webster, Angela C.
TI Readability of Written Materials for CKD Patients: A Systematic Review
SO AMERICAN JOURNAL OF KIDNEY DISEASES
VL 65
IS 6
BP 842
EP 850
DI 10.1053/j.ajkd.2014.11.025
PD JUN 2015
PY 2015
AB Background: The "average" patient has a literacy level of US grade 8
   (age 13-14 years), but this may be lower for people with chronic kidney
   disease (CKD). Current guidelines suggest that patient education
   materials should be pitched at a literacy level of around 5th grade (age
   10-11 years). This study aims to evaluate the readability of written
   materials targeted at patients with CKD.
   Study Design: Systematic review.
   Setting & Population: Patient information materials aimed at adults with
   CKD and written in English.
   Search Strategy & Sources: Patient education materials designed to be
   printed and read, sourced from practices in Australia and online at all
   known websites run by relevant international CKD organizations during
   March 2014.
   Analytical Approach: Quantitative analysis of readability using Lexile
   Analyzer and Flesch-Kincaid tools.
   Results: We analyzed 80 materials. Both Lexile Analyzer and
   Flesch-Kincaid analyses suggested that most materials required a minimum
   of grade 9 (age 14-15 years) schooling to read them. Only 5% of
   materials were pitched at the recommended level (grade 5).
   Limitations: Readability formulas have inherent limitations and do not
   account for visual information. We did not consider other media through
   which patients with CKD may access information. Although the study
   covered materials from the United States, United Kingdom, and Australia,
   all noninternet materials were sourced locally, and it is possible that
   some international paper-based materials were missed. Generalizability
   may be limited due to exclusion of non-English materials.
   Conclusions: These findings suggest that patient information materials
   aimed at patients with CKD are pitched above the average patient's
   literacy level. This issue is compounded by cognitive decline in
   patients with CKD, who may have lower literacy than the average patient.
   It suggests that information providers need to consider their audience
   more carefully when preparing patient information materials, including
   user testing with a low-literacy patient population. (C) 2015 by the
   National Kidney Foundation, Inc.
RI Webster, Angela/J-2186-2012; McCaffery, Kirsten/K-7945-2019; Morony, Suzanne/; Flynn, Michaela/
OI Webster, Angela/0000-0001-7509-0512; McCaffery,
   Kirsten/0000-0003-2696-5006; Morony, Suzanne/0000-0002-4534-0899; Flynn,
   Michaela/0000-0003-0208-1492
Z8 0
ZS 1
ZA 0
TC 67
ZB 12
ZR 0
Z9 68
U1 0
U2 19
SN 0272-6386
EI 1523-6838
UT WOS:000356728000008
PM 25661679
ER

PT J
AU Wolf, Joel A.
   Moreau, Jacqueline F.
   Patton, Timothy J.
   Winger, Daniel G.
   Ferris, Laura K.
TI Prevalence and Impact of Health-Related Internet and Smartphone Use
   Among Dermatology Patients
SO CUTIS
VL 95
IS 6
BP 323
EP 328
PD JUN 2015
PY 2015
AB Health information is increasingly accessible via the Internet and
   smartphone applications (apps), and patients may perceive these
   resources as tools for self-education and/or self-diagnosis. The
   objective of this study was to assess the characteristics of dermatology
   patients who use the Internet and/or smartphone apps to access health
   information and to evaluate the impact that these resources have on
   patients' health care seeking behavior and interactions with physicians.
   Online resources offer both opportunities and challenges for
   dermatologists. Because patients often consult online resources for
   information about dermatologic conditions and may rely on these
   resources instead of seeking the care of a dermatologist, it is
   important for dermatologists to be involved in the development of
   high-quality online content that educates the public while also
   emphasizing the need to seek in-person medical care.
OI Winger, Daniel/0000-0001-5310-6229
Z8 0
ZB 1
ZA 0
ZS 1
ZR 0
TC 12
Z9 12
U1 0
U2 15
SN 0011-4162
EI 2326-6929
UT WOS:000356469600006
PM 26125208
ER

PT J
AU Gidwani, Risha
   Zulman, Donna
TI Association Between Acute Medical Exacerbations and Consuming or
   Producing Web-Based Health Information: Analysis From Pew Survey Data
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 6
AR e145
DI 10.2196/jmir.3801
PD JUN 2015
PY 2015
AB Background: The Internet is an increasingly important resource for
   individuals who seek information from both health professionals and
   peers. While the demographic and health characteristics of persons who
   use health information technology has been well described, less is known
   about the relationship between these health characteristics and level of
   engagement with health information technology. Even less is known about
   whether persons who produce Web-based health information differ in
   health status from persons who consume such content.
   Objective: We explored the health characteristics of persons who engage
   with the Internet for the purposes of consuming or producing Web-based
   health information, and specifically, whether healthier versus sicker
   persons engage with health information technology in different ways.
   Methods: We analyzed data from the 2012 Pew Health survey, a landline
   and cell phone survey of 3104 adults in the United States. Using
   multiple logistic regression with sampling weights, we examined the
   association between sociodemographic and health characteristics and the
   consumption or production of Web-based health information.
   Sociodemographic variables included age, sex, race, and education.
   Health characteristics included self-reported health status, presence of
   chronic condition(s), and having an acute medical exacerbation. Acute
   medical exacerbations were defined as an emergency department visit,
   hospitalization, or other serious medical emergency in the last 12
   months.
   Results: The majority of the sample reported good or excellent health
   (79.7%), although 50.3% reported having at least one chronic condition.
   About a fifth (20.2%) of the sample experienced an acute medical
   exacerbation in the past year. Education was the sociodemographic
   characteristic most strongly associated with consuming Web-based health
   information. The strongest health-related predictors of consuming
   Web-based health information were an acute medical exacerbation (OR
   2.39, P<.001) and having a chronic condition (OR 1.54, P=.007). Having
   an acute medical exacerbation was the only predictor of producing
   Web-based health information (OR 1.97, P=.003). All participants,
   regardless of health status, were most interested in Web-based health
   information regarding diseases or medical problems. However, persons
   with acute medical exacerbations were more likely to seek Web-based
   health information regarding medical tests, procedures, and drugs
   compared to persons without acute medical exacerbations.
   Conclusions: Producers of Web-based health information differ from
   consumers of this information in important health characteristics that
   could skew the content of peer-generated Web-based health information
   and overrepresent the experiences of persons with acute medical
   exacerbations. Providers may have a role to play in directing patients
   towards high-quality, easy-to-understand online information, especially
   information regarding treatments and procedures.
Z8 0
ZB 1
TC 6
ZA 0
ZR 0
ZS 0
Z9 6
U1 0
U2 1
SN 1438-8871
UT WOS:000356819800012
PM 26104000
ER

PT J
AU Woodham, Luke A.
   Ellaway, Rachel H.
   Round, Jonathan
   Vaughan, Sophie
   Poulton, Terry
   Zary, Nabil
TI Medical Student and Tutor Perceptions of Video Versus Text in an
   Interactive Online Virtual Patient for Problem-Based Learning: A Pilot
   Study
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 6
AR e151
DI 10.2196/jmir.3922
PD JUN 2015
PY 2015
AB Background: The impact of the use of video resources in primarily
   paper-based problem-based learning (PBL) settings has been widely
   explored. Although it can provide many benefits, the use of video can
   also hamper the critical thinking of learners in contexts where learners
   are developing clinical reasoning. However, the use of video has not
   been explored in the context of interactive virtual patients for PBL.
   Objective: A pilot study was conducted to explore how undergraduate
   medical students interpreted and evaluated information from video-and
   text-based materials presented in the context of a branched interactive
   online virtual patient designed for PBL. The goal was to inform the
   development and use of virtual patients for PBL and to inform future
   research in this area.
   Methods: An existing virtual patient for PBL was adapted for use in
   video and provided as an intervention to students in the transition year
   of the undergraduate medicine course at St George's, University of
   London. Survey instruments were used to capture student and PBL tutor
   experiences and perceptions of the intervention, and a formative review
   meeting was run with PBL tutors. Descriptive statistics were generated
   for the structured responses and a thematic analysis was used to
   identify emergent themes in the unstructured responses.
   Results: Analysis of student responses (n=119) and tutor comments (n=18)
   yielded 8 distinct themes relating to the perceived educational efficacy
   of information presented in video and text formats in a PBL context.
   Although some students found some characteristics of the videos
   beneficial, when asked to express a preference for video or text the
   majority of those that responded to the question (65%, 65/100) expressed
   a preference for text. Student responses indicated that the use of video
   slowed the pace of PBL and impeded students' ability to review and
   critically appraise the presented information.
   Conclusions: Our findings suggest that text was perceived to be a better
   source of information than video in virtual patients for PBL. More
   specifically, the use of video was perceived as beneficial for providing
   details, visual information, and context where text was unable to do so.
   However, learner acceptance of text was higher in the context of PBL,
   particularly when targeting clinical reasoning skills. This pilot study
   has provided the foundation for further research into the effectiveness
   of different virtual patient designs for PBL.
RI Zary, Nabil/M-9432-2019; Woodham, Luke/AAY-7303-2020; Woodham, Luke/; Round, Jonathan/
OI Zary, Nabil/0000-0001-8999-6999; Woodham, Luke/0000-0003-4170-2925;
   Round, Jonathan/0000-0002-7404-2006
Z8 0
ZS 0
TC 28
ZB 5
ZR 0
ZA 0
Z9 28
U1 0
U2 32
SN 1438-8871
UT WOS:000356819800018
PM 26088435
ER

PT J
AU Duffin, Kristina Callis
   Mease, Philip J.
TI Psoriasis and Psoriatic Arthritis Educational Initiatives: An Update
   from the 2014 GRAPPA Annual Meeting
SO JOURNAL OF RHEUMATOLOGY
VL 42
IS 6
BP 1056
EP 1058
DI 10.3899/jrheum.150133
PD JUN 2015
PY 2015
AB At the 2014 annual meeting of the Group for Research and Assessment of
   Psoriasis and Psoriatic Arthritis (GRAPPA), members were updated on
   Internet-based and continuing education programs in psoriasis and
   psoriatic arthritis (PsA). The psoriasis and PsA GRAPPA video project,
   started in 2010, now comprises a set of 15 online videos that provide
   standardized psoriatic disease endpoint training and proficiency testing
   for clinicians and researchers. The GRAPPA Global Education Project,
   started in 2012, comprises several continuing medical education (CME)
   and non-CME initiatives to educate dermatologists, rheumatologists, and
   trainees about PsA and psoriasis.
Z8 0
TC 4
ZB 4
ZR 0
ZA 0
ZS 0
Z9 4
U1 0
U2 3
SN 0315-162X
EI 1499-2752
UT WOS:000355543300031
ER

PT J
AU Cabarrus, Miguel
   Naeger, David M.
   Rybkin, Alexander
   Qayyum, Aliya
TI Patients Prefer Results From the Ordering Provider and Access to Their
   Radiology Reports
SO JOURNAL OF THE AMERICAN COLLEGE OF RADIOLOGY
VL 12
IS 6
BP 556
EP 562
DI 10.1016/j.jacr.2014.12.009
PD JUN 2015
PY 2015
AB Purpose: Imaging results are generally communicated to patients by
   referring providers. Directly communicating results has been 1 suggested
   as a way for radiologists to add value, though few studies have
   investigated patients' preferences in this regard. The aim of this study
   was to determine patients' preferences for receiving their imaging
   results.
   Methods: In this institutional review board-approved study, adult
   outpatients undergoing CT or MRI at an academic medical center and an
   affiliated county hospital over a 4-week period (n = 2,483) were
   surveyed. The survey assessed patients' preferred delivery method for
   radiology results and their understanding of radiologists' education and
   role.
   Results: A total of 617 surveys (25% response rate) were completed, 475
   (77%) and 142 (23%) by academic medical center and county hospital
   patients, respectively. Among all respondents, the majority of patients
   (387 of 617 [63%]) preferred models of results delivery centered on the
   referring physician as opposed to the radiologist. Regardless of who
   verbally relayed the results, 64% of all respondents (398 of 617) wanted
   the option to receive a copy of the report, and 522 of 614 (85%) wanted
   to see their images. Among patients wanting copies of their reports,
   academic medical center patients expressed equal interest in mail,
   e-mail, and online portal options (33%, 31%, and 36%, respectively), and
   county hospital patients preferred mail (55%, 28%, and 17%,
   respectively) (P < .001).
   Conclusions: Patients prefer receiving their imaging results through
   their referring providers. Many patients would also like to view their
   images and receive copies of their reports, potential avenues through
   which radiologists could add value.
OI Naeger, David/0000-0002-1884-280X
TC 64
ZR 0
ZS 0
Z8 0
ZB 7
ZA 0
Z9 64
U1 0
U2 2
SN 1546-1440
UT WOS:000355961000008
PM 25892226
ER

PT J
AU Aberle, Sara J.
   Dennis, Andrew J.
   Landry, John M.
   Sztajnkrycer, Matthew D.
TI Hemorrhage Control by Law Enforcement Personnel: A Survey of Knowledge
   Translation From the Military Combat Experience
SO MILITARY MEDICINE
VL 180
IS 6
BP 615
EP 620
DI 10.7205/MILMED-D-14-00470
PD JUN 2015
PY 2015
AB Background: Military data demonstrate that exsanguinating hemorrhage is
   the leading cause of potentially preventable combat death. The purpose
   of this study was to evaluate attitudes and approaches of civilian law
   enforcement personnel in the management of acute hemorrhagic trauma.
   Methods: Anonymous survey administered via an online distribution
   mechanism. Results: 1,317 U.S. law enforcement personnel began the
   survey. 370 respondents (30.4%) reported their agencies issued
   tourniquets, whereas 48.8% indicated their agencies had provided
   specific training in tourniquet application. Pressure dressings were
   provided to 43.6% of respondents while hemostatic agents were available
   to 29.8%. Tourniquets were considered the intervention most likely to
   save a life, but were also deemed most likely to possibly cause harm or
   injury if used inappropriately. 43 respondents (0.036%) stated they were
   aware of circumstances within the past year in which an officer in their
   agency sustained injuries where a tourniquet could have been used, but
   was not. Conclusions: Hemorrhage control supplies are being issued to
   less than half of the responding officers. When used, these
   interventions were generally thought to be effective. Further study is
   needed to delineate specific medical interventions, and therefore
   training and equipment, needed by law enforcement personnel.
ZR 0
TC 9
ZA 0
ZS 0
ZB 2
Z8 0
Z9 9
U1 0
U2 8
SN 0026-4075
EI 1930-613X
UT WOS:000355563400011
PM 26032377
ER

PT J
AU Belfi, Lily M.
   Bartolotta, Roger J.
   Giambrone, Ashley E.
   Davi, Caryn
   Min, Robert J.
TI "Flipping" the Introductory Clerkship in Radiology: Impact on Medical
   Student Performance and Perceptions
SO ACADEMIC RADIOLOGY
VL 22
IS 6
BP 794
EP 801
DI 10.1016/j.acra.2014.11.003
PD JUN 2015
PY 2015
AB Rationale and Objectives: Among methods of "blended learning" (le,
   combining online modules with in-class instruction), the "flipped
   classroom" involves student preclass review of material while reserving
   class time for interactive knowledge application. We integrated blended
   learning methodology in a "flipped" introductory clerkship in radiology,
   and assessed the impact of this approach on the student educational
   experience (performance and perception).
   Materials and Methods: In preparation for the "flipped clerkship,"
   radiology faculty and residents created e-learning modules that were
   uploaded to an open-source website. The clerkship's 101 rising
   third-year medical students were exposed to different teaching methods
   during the course, such as blended learning, traditional lecture
   learning, and independent learning. Students completed precourse and
   postcourse knowledge assessments and surveys.
   Results: Student knowledge improved overall as a result of taking the
   course. Blended learning achieved greater pretest to post-test
   improvement of high statistical significance (P value,.0060) compared to
   lecture learning alone. Blended learning also achieved greater pretest
   to post-test improvement of borderline statistical significance (P
   value,.0855) in comparison to independent learning alone. The difference
   in effectiveness of independent learning versus lecture learning was not
   statistically significant (P value,.2730). Student perceptions of the
   online modules used in blended learning portions of the course were very
   positive. They specifically enjoyed the self-paced interactivity and the
   ability to return to the modules in the future.
   Conclusions: Blended learning can be successfully applied to the
   introductory clerkship in radiology. This teaching method offers
   educators an innovative and efficient approach to medical student
   education in radiology.
OI Bartolotta, Roger/0000-0001-9365-8773
ZS 1
TC 90
ZA 0
ZB 5
Z8 1
ZR 0
Z9 92
U1 3
U2 54
SN 1076-6332
EI 1878-4046
UT WOS:000355061100017
PM 25592027
ER

PT J
AU Smith, Gigi
   Wagner, Janelle L.
   Edwards, Jonathan C.
TI Epilepsy Update, Part 2: Nursing Care and Evidence-Based Treatment
SO AMERICAN JOURNAL OF NURSING
VL 115
IS 6
BP 34
EP 44
DI 10.1097/01.NAJ.0000466314.46508.00
PD JUN 2015
PY 2015
AB OVERVIEW: As new research has increased our understanding of epilepsy
   and the challenges patients with epilepsy face, the role of the nurse as
   an educator and advocate has grown. This article, the second in a
   two-part series, addresses the most important aspects of assessing and
   caring for patients with epilepsy-highlighting the seizure first-aid
   instructions that all family members of a patient with epilepsy should
   have; the teaching points to share with parents of young children with
   epilepsy; and online epilepsy resources for patients, family members,
   and health care professionals. The authors also discuss current medical,
   surgical, neurostimulatory, and dietary approaches to epilepsy
   treatment.
OI Smith, Gigi/0000-0002-0921-7498
ZS 2
ZA 0
TC 6
ZB 0
Z8 1
ZR 0
Z9 8
U1 0
U2 11
SN 0002-936X
EI 1538-7488
UT WOS:000355307700017
PM 25970630
ER

PT J
AU Bonevski, B.
   Magin, P.
   Horton, G.
   Bryant, J.
   Randell, M.
   Kimlin, M. G.
TI An internet based approach to improve general practitioners' knowledge
   and practices: The development and pilot testing of the "ABC's of
   vitamin D" program
SO INTERNATIONAL JOURNAL OF MEDICAL INFORMATICS
VL 84
IS 6
BP 413
EP 422
DI 10.1016/j.ijmedinf.2015.01.006
PD JUN 2015
PY 2015
AB Background: Online continuing medical education (CME) offers a number of
   advantages for physicians including flexibility with regards to location
   and timing of use. In order to effect physician practices and improve
   patient outcomes, it is important that the development of online CME is
   theory and evidence-based.
   Objectives: This paper aims to describe the development of an online CME
   program for practising general practitioners (GPs) on vitamin D and sun
   health called "The ABC's of Vitamin D for GPs" using elements of design
   principles for physician-education web sites as a framework. The paper
   will also report the program's usability and acceptability pilot test
   results.
   Methods: The ABC's of Vitamin D program was developed following nine
   principles: needs assessment; evidence-based content development;
   multimodal program and modularisation; clinical cases; tailoring and
   interactivity; audit and feedback; credibility of the web site host;
   patient education materials; ease of use and navigation. Among the 20
   GPs invited, acceptability and useability was tested with 12 GPs (60%)
   who agreed to participate and were interviewed following use of the
   program. The study was conducted between 2011 and 2013.
   Results: An online CME program consisting of eight modules was
   constructed. Of the 12 participating GPs, most (n = 11) reported that
   the program was clear and easy to understand, logical, easy to navigate,
   and took a reasonable amount of time (estimated between 1 and 3 h) to
   complete. Eleven of 12 participants said they would use the program as
   an accredited CME activity and all participants indicated that the
   program was 'very or somewhat' likely to lead to changes in the advice
   patients are given.
   Conclusion: This study found that a theory and evidence based approach
   for the development of an online CME program for GPs was acceptable to
   users. Further research is needed to examine whether the online CME
   program is effective at changing GP practices and improving patient
   outcomes. (C) 2015 Elsevier Ireland Ltd. All rights reserved.
RI HORTON, GRAEME/ABG-7139-2021; Bonevski, Billie/G-7298-2013; Bryant, Jamie/G-8000-2013; Kimlin, Michael/
OI HORTON, GRAEME/0000-0003-0189-1602; Bonevski,
   Billie/0000-0001-8505-622X; Bryant, Jamie/0000-0001-9378-5852; Kimlin,
   Michael/0000-0002-9536-8646
ZR 0
ZS 0
Z8 0
ZA 0
TC 5
ZB 1
Z9 5
U1 0
U2 6
SN 1386-5056
EI 1872-8243
UT WOS:000352805000004
PM 25795505
ER

PT J
AU Shaha, Maya
   Wuethrich, Erika
   Stauffer, Yvonne
   Herczeg, Franziska
   Fattinger, Karin
   Hirter, Kathrin
   Papalini, Marianne
   Herrmann, Luzia
TI Implementing evidence-based patient and family education on oral
   anticoagulation therapy: a community-based participatory project
SO JOURNAL OF CLINICAL NURSING
VL 24
IS 11-12
BP 1534
EP 1545
DI 10.1111/jocn.12743
PD JUN 2015
PY 2015
AB Aims and objectivesThis study aimed at developing and implementing
   evidence-based patient and family education on oral anticoagulation
   therapy.
   BackgroundThe number of persons with chronic diseases who live at home
   is increasing. They have to manage multiple diseases and complex
   treatments. One such treatment is oral anticoagulation therapy, a high
   risk variable dose medication. Adherence to oral anticoagulation therapy
   is jeopardised by limited information about the medications, their risk
   and complications, the impact of individual daily routine and the
   limited inclusion of family members in education. Hence, improved and
   tailored education is essential for patients and families to manage oral
   anticoagulation therapy at home.
   Design and methodsA community-based participatory research design
   combined with the Precede-Proceed model was used including a systematic
   literature review, posteducation analysis, an online nurse survey, a
   documentation analysis and patient/family interviews. The study was
   conducted between April 2010-December 2012 at a department of general
   internal medicine in a teaching hospital in Switzerland. Participants
   were the department's nursing and medical professionals including the
   patients and their families.
   ResultsThe evidence-based patient and family education on oral
   anticoagulation therapy emerged comprising a learning assessment,
   teaching units, clarification of responsibilities of nurse professionals
   and documentation guidelines.
   Conclusion and clinical relevanceThe inclusion of the whole department
   has contributed to the development and implementation of this
   evidence-based patient family education on oral anticoagulation therapy,
   which encompasses local characteristics and patient preferences. This
   education is now being used throughout the department.
RI Zumstein-Shaha, Maya/H-7670-2019
OI Zumstein-Shaha, Maya/0000-0003-4253-3123
ZR 0
Z8 0
TC 3
ZB 1
ZS 0
ZA 0
Z9 3
U1 0
U2 20
SN 0962-1067
EI 1365-2702
UT WOS:000355331300010
PM 25763658
ER

PT J
AU Tai, Hung-Cheng
   Pan, Mei-Yu
   Lee, Bih-O
TI Applying Technological Pedagogical and Content Knowledge (TPACK) model
   to develop an online English writing course for nursing students
SO NURSE EDUCATION TODAY
VL 35
IS 6
BP 782
EP 788
DI 10.1016/j.nedt.2015.02.016
PD JUN 2015
PY 2015
AB Background: Learning English as foreign language and computer technology
   are two crucial skills for nursing students not only for the use in the
   medical institutions but also for the communication needs following the
   trend of globalization. Among language skills, writing has long been
   ignored in the curriculums although it is a core element of language
   learning.
   Objectives: To apply the TRACK (Technological Pedagogical and Content
   Knowledge) model to design an online English writing course for nursing
   students, and to explore the effects of the course to the students'
   learning progress as well as their satisfactions and perceptions.
   Research Methods: A single-group experimental study, utilizing the CEEC
   (College Entrance Examination Center) writing grading criteria and a
   self-designed course satisfaction questionnaire, is used. Fifty one
   nursing students who were in their first/four semesters of the two year
   vocational pre-registration nursing course in a Taiwan university were
   selected using convenience sampling.
   Data Analysis Methods: Quantitative data were analyzed using descriptive
   statistics and repeated measure MANOVA. Qualitative data were analyzed
   by content analysis.
   Results: Students' writing competence had been improved significantly in
   every dimension after the instruction. Only half of the learners
   preferred online writing compared to the traditional way of writing by
   hand. Additionally, participants reported that they would prefer to
   receive feedback from the teacher than peers, yet they did not like the
   indirect feedback. The teacher perceived the course as meaningful but
   demanding for both learning and teaching sides. To implement the peer
   review activities and give feedback on time were two major challenges
   during the cycles.
   Conclusions: The TPACK model suggests a comprehensive and effective
   teaching approach that can help enhance nursing students' English
   writing performance. Teachers are advised to consider its implementation
   when designing their syllabus. (C) 2015 Elsevier Ltd. All rights
   reserved.
RI Lee, Bih-O/ABA-8451-2021; Tai, Hung Cheng/ABC-7044-2021
OI Lee, Bih-O/0000-0003-1903-8378; Tai, Hung Cheng/0000-0002-6635-6953
ZS 1
TC 15
ZR 0
ZB 0
ZA 1
Z8 0
Z9 17
U1 2
U2 127
SN 0260-6917
EI 1532-2793
UT WOS:000355710000011
PM 25753353
ER

PT J
AU Jenerette, Coretta M.
   Pierre-Louis, Bosny J.
   Matthie, Nadine
   Girardeau, Yasmeen
TI Nurses' Attitudes Toward Patients with Sickle Cell Disease: A Worksite
   Comparison
SO PAIN MANAGEMENT NURSING
VL 16
IS 3
BP 173
EP 181
DI 10.1016/j.pmn.2014.06.007
PD JUN 2015
PY 2015
AB Individuals with sickle cell disease (SCD) have reported being
   stigmatized when they seek care for pain. Nurse attitudes contribute to
   stigmatization and may affect patients' response to sickle cell cues,
   care-seeking, and ultimately patient outcomes. The purpose of this
   cross-sectional, descriptive, comparative design study was to determine
   whether there are significant differences in nurse attitudes toward
   patients with SCD by worksite-medical-surgical units compared with
   emergency departments/intensive care units (ED/ICU). The sample
   consisted of 77 nurses (36 nurses from the ED/ICU and 41 from
   medical-surgical units) who completed an anonymous online survey. No
   significant differences were noted in attitudes by worksite, with nurses
   from both sites demonstrating high levels of negative attitudes toward
   patients with SCD. Findings suggest that nurses from both worksites need
   additional education about SCD and care of this vulnerable, patient
   population. (C) 2015 by the American Society for Pain Management Nursing
RI Jenerette, Coretta/AFP-4070-2022; Jenerette, Coretta/
OI Jenerette, Coretta/0000-0002-9851-4768
Z8 0
ZS 0
ZB 3
ZA 0
TC 21
ZR 0
Z9 21
U1 0
U2 10
SN 1524-9042
EI 1532-8635
UT WOS:000355212500004
PM 26025791
ER

PT J
AU Ricci, Joseph A.
   Vargas, Christina R.
   Chuang, Danielle J.
   Lin, Samuel J.
   Lee, Bernard T.
TI Readability Assessment of Online Patient Resources for Breast
   Augmentation Surgery
SO PLASTIC AND RECONSTRUCTIVE SURGERY
VL 135
IS 6
BP 1573
EP 1579
DI 10.1097/PRS.0000000000001230
PD JUN 2015
PY 2015
AB Background: Patients increasingly rely on Internet resources for medical
   information. Well-informed patients are more likely to be active
   participants in their health care, contributing to higher satisfaction
   and better overall outcomes. Access to online patient material, however,
   can be limited by inadequate functional health literacy. The National
   Institutes of Health and the American Medical Association recommend that
   educational content be written at a sixth-grade reading level. This
   study aims to assess the readability of online patient resources for
   breast augmentation surgery.
   Methods: A Web search for "breast implant surgery" was performed using
   the largest public search engine. After sponsored results were excluded,
   the 12 most accessed sites were identified. Patient-directed information
   from all relevant articles immediately linked from the main site was
   downloaded and formatted into plain text. The readability of 110
   articles was evaluated using 10 established analyses, both overall and
   by Web site.
   Results: The overall average readability of the 12 most popular Internet
   resources for breast augmentation was at a thirteenth-grade reading
   level (Coleman- Liau, 13.4; Flesch-Kincaid, 12.7; FORCAST, 11.3; Fry,
   13; New Dale-Chall, 12.9; New Gunning Fog, 13.8; Raygor Estimate, 15;
   and Simple Mesaure of Gobbledygook Formula, 14.3). The Flesch Reading
   Ease index was 41, which falls into a "difficult" reading category. No
   individual article or Web site was at the recommended sixth-grade level.
   Conclusions: Online resources for breast augmentation are above
   recommended reading levels. This may potentially serve as a barrier to
   patients seeking this type of surgery. Plastic surgeons should be aware
   of potential gaps in understanding and direct patients toward more
   appropriate resources.
RI Lin, Samuel/P-6158-2019; Chen, Austin D/N-3879-2017; Lee, Bernard T./K-1106-2016; Vargas, Christina/
OI Lee, Bernard T./0000-0002-5533-3166; Vargas,
   Christina/0000-0003-2368-3425
ZB 2
ZR 0
TC 26
ZS 0
Z8 0
ZA 0
Z9 26
U1 0
U2 6
SN 0032-1052
EI 1529-4242
UT WOS:000355225000045
PM 26017593
ER

PT J
AU Cutler, Tessa L.
   Murphy, Kate
   Hopper, John L.
   Keogh, Louise A.
   Dai, Yun
   Craig, Jeffrey M.
TI Why Accurate Knowledge of Zygosity is Important to Twins
SO TWIN RESEARCH AND HUMAN GENETICS
VL 18
IS 3
BP 298
EP 305
DI 10.1017/thg.2015.15
PD JUN 2015
PY 2015
AB All same-sex dizygotic (DZ) twins and approximately one-third of
   monozygotic (MZ) twin pairs have separate placentas, making it
   impossible to use the number of placentas to determine zygosity.
   Zygosity determination is further complicated because incorrect
   assumptions are often made, such as that only DZ pairs have two
   placentas and that all MZ pairs are phenotypically identical. These
   assumptions, by twins, their families and health professionals, along
   with the lack of universal zygosity testing for same-sex twins, has led
   to confusion within the twin community, yet little research has been
   conducted with twins about their understanding and assumptions about
   zygosity. We aimed to explore and quantify understanding and assumptions
   about zygosity using twins attending an Australian twin festival. We
   recruited 91 twin pairs younger than 18 years of age and their parents,
   and 30 adult twin pairs who were all uncertain of their zygosity, to
   complete one pen and paper questionnaire and one online questionnaire
   about their assumed zygosity, reasons for their assumptions and the
   importance of accurate zygosity knowledge. Responses were compared with
   their true zygosity measured using a genetic test. We found a
   substantial proportion of parents and twins had been misinformed by
   their own parents or medical professionals, and that knowledge of their
   true zygosity status provided peace of mind and positive emotional
   responses. For these reasons we propose universal zygosity testing of
   same-sex twins as early in life as possible and an increase in education
   of medical professionals, twins and families of twins about zygosity
   issues.
RI Craig, Jeffrey M/B-3484-2012; keogh, louise/D-4667-2015
OI Craig, Jeffrey M/0000-0003-3979-7849; keogh, louise/0000-0003-2963-6451
ZB 4
TC 13
ZR 0
ZA 0
ZS 0
Z8 0
Z9 13
U1 0
U2 6
SN 1832-4274
EI 1839-2628
UT WOS:000355288200009
PM 25851727
ER

PT J
AU Grinzaid, Karen Arnovitz
   Page, Patricia Zartman
   Denton, Jessica Johnson
   Ginsberg, Jessica
TI Creation of a National, At-home Model for Ashkenazi Jewish Carrier
   Screening
SO JOURNAL OF GENETIC COUNSELING
VL 24
IS 3
BP 381
EP 387
DI 10.1007/s10897-014-9800-x
PD JUN 2015
PY 2015
AB Ethnicity-based carrier screening for the Ashkenazi Jewish population
   has been available and encouraged by advocacy and community groups since
   the early 1970's. Both the American College of Medical Genetics and the
   American Congress of Obstetricians and Gynecologists recommend carrier
   screening for this population (Obstetrics and Gynecology, 114(4),
   950-953, 2009; Genetics in Medicine, 10(1), 55-56, 2008). While many
   physicians inquire about ethnic background and offer appropriate carrier
   screening, studies show that a gap remains in implementing
   recommendations (Genetic testing and molecular biomarkers, 2011). In
   addition, education and outreach efforts targeting Jewish communities
   have had limited success in reaching this at-risk population. Despite
   efforts by the medical and Jewish communities, many Jews of reproductive
   age are not aware of screening, and remain at risk for having children
   with preventable diseases. Reaching this population, preferably
   pre-conception, and facilitating access to screening is critically
   important. To address this need, genetic counselors at Emory University
   developed JScreen, a national Jewish genetic disease screening program.
   The program includes a national marketing and PR campaign, online
   education, at-home saliva-based screening, post-test genetic counseling
   via telephone or secure video conferencing, and referrals for
   face-to-face genetic counseling as needed. Our goals are to create a
   successful education and screening program for this population and to
   develop a model that could potentially be used for other at-risk
   populations.
OI Denton, Jessica/0000-0002-4229-839X
ZA 0
TC 15
Z8 0
ZR 0
ZB 8
ZS 0
Z9 15
U1 0
U2 11
SN 1059-7700
EI 1573-3599
UT WOS:000354633500002
PM 25502003
ER

PT J
AU O'Brien, Aileen
   Ashby, G. Alice
   White, Sarah
   Crame, Jordan
TI What do general psychiatrists do? A question posed to medical students
   and the general population
SO JOURNAL OF MENTAL HEALTH
VL 24
IS 3
BP 126
EP 128
DI 10.3109/09638237.2014.971149
PD JUN 2015
PY 2015
AB Background: Misconceptions about the role of a psychiatrist are
   anecdotally widespread but have been under researched.
   Aims: This study aimed to establish views on training and working in
   psychiatry amongst preclinical medical students at a South London
   Medical School and amongst a general public sample.
   Methods: A semi-structured online questionnaire was used to survey
   medical students, with a similar paper questionnaire being used to
   survey members of the public in a general practice waiting room using a
   convenience sampling method.
   Results: Strikingly, the majority of the public thought that
   psychiatrists did not need a medical degree (54%) or postgraduate
   training (56%). There were significant misconceptions about treatments
   used in mental health, for example 16% of the public sample thought
   psychiatrists never use medication and 31% of medical students (and 14%
   of the public) thought psychiatrists never use electroconvulsive therapy
   (ECT). In response to "do you believe a psychiatrist is able to know
   what people are thinking?", 45% of students and 57% of the public
   answered "sometimes".
   Conclusion: The results have important implications for public
   education, as lack of awareness about psychiatry may inhibit help
   seeking for mental illness, and have a negative impact on recruitment to
   psychiatry amongst medical students.
OI White, Sarah/0000-0003-2468-6193
ZS 0
ZA 0
TC 5
Z8 0
ZB 0
ZR 0
Z9 5
U1 0
U2 6
SN 0963-8237
EI 1360-0567
UT WOS:000354952100002
PM 25525965
ER

PT J
AU Watson, Carey
   King, Alice
   Mitra, Shaheel
   Shaaban, Aimen F.
   Goldstein, Allan M.
   Morowitz, Michael J.
   Warner, Brad W.
   Crombleholme, Timothy M.
   Keswani, Sundeep G.
TI What Does It Take To Be A Successful Pediatric Surgeon-Scientist?
SO JOURNAL OF PEDIATRIC SURGERY
VL 50
IS 6
BP 1049
EP 1052
DI 10.1016/j.jpedsurg.2015.03.037
PD JUN 2015
PY 2015
AB Background: The factors that contribute to success as a pediatric
   surgeon-scientist are not well defined. The purpose of this study is to
   define a group of NIH-funded pediatric surgeons, assess their academic
   productivity, and elucidate factors that have contributed to their
   success. Methods: Pediatric surgeons were queried in the NIH report
   database to determine NIH funding awarded. Academic productivity was
   then assessed. An online survey was then targeted to NIH-funded
   pediatric surgeons. Results: Since 1988, 83 pediatric
   surgeon-investigators have received major NIH funding. Currently, there
   are 37 pediatric surgeons with 43 NIH-sponsored awards. The mean h-index
   of this group of pediatric surgeons was 18 +/- 1.1, mean number of
   publications (since 2001) was 21 +/- 2.1, and both increase commensurate
   with academic rank. In response to the survey, 81% engaged in research
   during their surgical residency, and 48% were mentored by a pediatric
   surgeon-scientist. More than 60% of respondents had significant
   protected time and financial support. Factors felt to be most
   significant for academic success included mentorship, perseverance, and
   protected time. Conclusions: Mentorship, perseverance, institutional
   commitment to protected research time, and financial support are
   considered to be important to facilitate the successes of pediatric
   surgeon-scientists. These results will be useful to aspiring pediatric
   surgeon-scientists and departments wishing to develop a robust research
   program. (C) 2015 Elsevier Inc. All rights reserved.
CT 66th Annual Meeting of the Section on Surgery -
   American-Academy-of-Pediatrics
CY OCT 10-12, 2014
CL San Diego, CA
SP Amer Acad Pediat
RI Crombleholme, Timothy/Y-1477-2019; Shaaban, Aimen/
OI Shaaban, Aimen/0000-0002-9459-107X
Z8 1
TC 11
ZB 2
ZS 0
ZR 0
ZA 0
Z9 12
U1 0
U2 4
SN 0022-3468
EI 1531-5037
UT WOS:000354551700035
PM 25840603
ER

PT J
AU Keen, Misbah
   Cawse-Lucas, Jeanne
   Carline, Jan
   Mauksch, Larry
TI Using the patient centered observation form: Evaluation of an online
   training program
SO PATIENT EDUCATION AND COUNSELING
VL 98
IS 6
BP 753
EP 761
DI 10.1016/j.pec.2015.03.005
PD JUN 2015
PY 2015
AB Objective: The Patient Centered Observation Form (PCOF) helps trainees
   identify and describe specific communication skills and enhance
   self-awareness about skill use. We studied the effectiveness and ease of
   use of the Improving Communication Assessment Program (ICAP), an online
   module that prepares trainees to use the PCOF.
   Methods: Students, residents and medical educators viewed two videos
   (common and better skill use) of the same interaction and rated each
   video using the PCOF. Video sequence was randomized. We assessed
   agreement with experts, ease of use, concepts learned, and areas of
   confusion.
   Results: Trainees (211) achieved strong agreement (.83) with experts and
   were highly satisfied (mean 4.18 out of 5). Viewing the common video
   first produced higher agreement (.87 vs.79; ES =.4) with experts and
   greater satisfaction (4.36 vs 4.02, ES.4) than viewing the better video
   first. Trainees reported diverse areas of learning and minimal
   confusion.
   Conclusion: ICAP training to use the PCOF may facilitate teaching and
   assessment of communication skills and enrich training through peer
   observation and feedback. We offer several educational strategies.
   Practice implications: Learning to use the PCOF via the ICAP module may
   accelerate communication training for medical students, residents,
   medical educators and practicing clinicians. (C) 2015 Elsevier Ireland
   Ltd. All rights reserved.
ZA 0
ZB 0
Z8 0
ZS 1
ZR 0
TC 14
Z9 15
U1 0
U2 8
SN 0738-3991
UT WOS:000355022700011
PM 25817424
ER

PT J
AU Rosenfeld, Peri
   Glassman, Kimberly
   Capobianco, Elizabeth
TI Evaluating the Short- and Long-term Outcomes of a Post-BSN Residency
   Program Findings of a Retrospective Study of Nurse Residents, 2005-2012
SO JOURNAL OF NURSING ADMINISTRATION
VL 45
IS 6
BP 331
EP 338
DI 10.1097/NNA.0000000000000211
PD JUN 2015
PY 2015
AB OBJECTIVE: This retrospective study evaluates short- and long-term
   outcomes of the nurse residency program (NRP) at NYU Langone Medical
   Center from the perspective of former residents.
   BACKGROUND: Studies of NRPs focus primarily on retention rates. Little
   is known about the careers of former residents beyond completion of the
   program or their perceptions of the value of the NRP on their careers.
   METHODS: An online survey to 671 former residents from 2005 to 2012, who
   remain employed at NYU Langone Medical Center, was conducted in fall
   2013 to assess their current employment and professional characteristics
   and assessment of program components.
   RESULTS: Findings from the 425 respondents (65.8%) revealed significant
   variations among the cohorts over time, suggesting that the perceived
   value of some program components emerge long after completion of NRP.
   CONCLUSION: The experiences and assessments of former residents
   demonstrate that certain program outcomes require longer time to emerge.
OI Glassman, Kimberly/0000-0002-6782-9169
Z8 1
ZR 0
ZA 0
ZS 0
ZB 0
TC 10
Z9 11
U1 0
U2 9
SN 0002-0443
EI 1539-0721
UT WOS:000355229500010
PM 26010283
ER

PT J
AU Chan, Teresa M.
   Thoma, Brent
   Lin, Michelle
TI Creating, Curating, and Sharing Online Faculty Development Resources:
   The Medical Education in Cases Series Experience
SO ACADEMIC MEDICINE
VL 90
IS 6
BP 785
EP 789
DI 10.1097/ACM.0000000000000692
PD JUN 2015
PY 2015
AB Problem
   It is difficult to engage clinicians in continuing medical education
   that does not focus on clinical expertise. Evolving online technologies
   (e.g., massive open online courses [MOOCs]) are disrupting and
   transforming medical education, but few online nonclinical professional
   development resources exist.
   Approach
   In August 2013, the Academic Life in Emergency Medicine Web site
   launched the Medical Education in Cases (MEdIC) series to engage
   clinicians in an online professional development exercise. Each month, a
   complex, realistic scenario featuring a nonclinical medical education
   dilemma is published with accompanying discussion questions. A weeklong
   discussion is moderated on Twitter and the Web site. This discussion is
   curated to create a community commentary, which is published alongside
   presolicited expert responses. Case resources are available for
   download.
   Outcomes
   The first six MEdIC cases (published August 2013-January 2014)
   emphasized different CanMEDS and/or Accreditation Council on Graduate
   Medical Education competencies. Median reader engagement metrics
   (interquartile range 25%-75%) in the first week following publication
   were 861 (634-1,114) pageviews, 767 (518-953) unique visitors from 326
   (218-405) cities in 45 (32-50) countries, 30 (24-39) comments, 52
   (40-56) tweets, 17 (13-30) Facebook Likes, and 5 (5-7) Google Plus + 1s.
   Next Steps
   The MEdIC series is proof of concept that online activities can engage
   clinicians in nonclinical professional development. The early experience
   suggests the connectivist nature of MEdIC allows for crowdsourcing
   solutions to ill-defined problems via the wisdom of readers. This
   methodology may also be effective for other nonclinical and medical
   education topics.
RI Chan, Teresa/T-6676-2017; Thoma, Brent/AAS-8775-2020; Thoma, Brent/ABI-2642-2020
OI Chan, Teresa/0000-0001-6104-462X; Thoma, Brent/0000-0003-1124-5786; 
ZR 0
TC 27
ZA 0
ZB 0
ZS 0
Z8 0
Z9 27
U1 0
U2 23
SN 1040-2446
EI 1938-808X
UT WOS:000355237700025
PM 25785678
ER

PT J
AU Morgan, Helen
   McLean, Karen
   Chapman, Chris
   Fitzgerald, James
   Yousuf, Aisha
   Hammoud, Maya
TI The flipped classroom for medical students.
SO The clinical teacher
VL 12
IS 3
BP 155
EP 60
DI 10.1111/tct.12328
PD 2015-Jun
PY 2015
AB BACKGROUND: The objectives of this curricular innovation project were to
   implement a flipped classroom curriculum for the gynaecologic oncology
   topics of the obstetrics and gynaecology medical student clerkship, and
   to evaluate student satisfaction with the change.
   METHODS: Four short online videos on the topics of endometrial
   hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and
   ovarian cancer were created, and students were instructed to view them
   prior to a class-time active learning session. The Learning Activity
   Management System (lams) open-source online platform was used to create
   an active learning class-time activity that consisted of a coached
   discussion of cases. Student satisfaction with the two aspects of the
   flipped curriculum was obtained. In addition, lecture assessment for the
   gynaecologic oncology topics and aggregate student performance on the
   gynaecological oncology questions of the US National Board of Medical
   Examiners (NBME) Subject Examination were compared before and after
   implementation of the curriculum.
   RESULTS: Eighty-nine students rotated on the clerkship during the pilot
   period of analysis. Seventy-one students (80%) viewed the videos prior
   to the class session, and 84 (94%) attended the session. Student
   satisfaction was very high for both parts of the curriculum. There was
   no significant difference in aggregate student performance on the
   gynaecological oncology questions of the NBME Subject Examination. The
   flipped classroom curriculum demonstrates a promising platform for using
   technology to make better use of students' time
   DISCUSSION: Our implementation of the flipped classroom curriculum for
   the gynaecologic oncology topics successfully demonstrates a promising
   platform for using technology to make better use of our students' time,
   and for increasing their satisfaction with the necessary didactic
   learning of the clerkship.
ZS 4
ZA 1
ZR 0
ZB 7
Z8 2
TC 71
Z9 78
U1 0
U2 21
EI 1743-498X
UT MEDLINE:26009948
PM 26009948
ER

PT J
AU Cabello-Benavente, R.
   Gonzalez-Enguita, C.
TI Residency in urology and training in kidney transplantation. Results of
   a national survey
SO ACTAS UROLOGICAS ESPANOLAS
VL 39
IS 5
BP 303
EP 309
DI 10.1016/j.acuro.2014.09.002
PD JUN 2015
PY 2015
AB Objectives: To determine the current state of kidney transplantation
   (KT) training in a country that is leader in organ donation and
   transplantation. Material and methods: We conducted an online survey by
   e-mail to 138 urology residents. The survey contained 5 sections:
   affiliation, training in KT, interest in KT, residents of transplant
   centers and residents of nontransplant centers.
   Results: Sixty-five residents responded, 47.1% of the urologists in
   training surveyed, representing 28 cities and 15 provinces.
   Fifty-five percent (n = 36) of the respondents deemed the KT training
   offered during their residency as insufficient, and 85% (n = 55)
   demanded more resources. More than half were not confident in their
   abilities to perform transplantation surgery over the course of their
   residency (n = 35). Nineteen percent of the residents considered KT an
   important discipline in their residency, with a mean score of 56.2
   (1-100).
   Among the residents of the transplant centers (69.2%, n = 45), 73% (n =
   33) considered KT when choosing a center for their residency. Of the
   surveyed residents from nontransplant centers (30.7%, n = 20), 45% (n =
   9) do not perform an external rotation in KT. Conclusions: The surveyed
   residents demand more training in KT. The most common situation is to
   end a residency without having performed a complete KT.
   KT is considered an asset when selecting a resident medical intern
   position and commonly they are part of the transplantation team. The
   majority of residents are trained in centers with less than 75
   transplants/year. External rotations in KT are not the rule in centers
   where transplantation is not performed. (C) 2014 AEU. Published by
   Elsevier Espana, S.L.U. All rights reserved.
RI Gonzalez Enguita, Carmen/GWQ-3941-2022; Gonzalez Enguita, Maria Del Carmen/N-7830-2018; Cabello, Ramiro/
OI Gonzalez Enguita, Maria Del Carmen/0000-0002-5881-6614; Cabello,
   Ramiro/0000-0003-3611-4651
ZB 3
ZR 0
TC 7
ZA 0
ZS 0
Z8 0
Z9 7
U1 0
U2 1
SN 0210-4806
EI 1699-7980
UT WOS:000355239500006
PM 25449295
ER

PT J
AU McClurg, Caitlin
   Powelson, Susan
   Lang, Eddy
   Aghajafari, Fariba
   Edworthy, Steven
TI Evaluating effectiveness of small group information literacy instruction
   for Undergraduate Medical Education students using a pre- and
   post-survey study design
SO HEALTH INFORMATION AND LIBRARIES JOURNAL
VL 32
IS 2
BP 120
EP 130
DI 10.1111/hir.12098
PD JUN 2015
PY 2015
AB BackgroundThe Undergraduate Medical Education (UME) programme at the
   University of Calgary is a three-year programme with a strong emphasis
   on small group learning.
   ObjectiveThe purpose of our study was to determine whether librarian led
   small group information literacy instruction, closely integrated with
   course content and faculty participation, but without a hands on
   component, was an effective means to convey EBM literacy skills.
   MethodFive 15-minute EBM information literacy sessions were delivered by
   three librarians to 12 practicing physician led small groups of 15
   students. Students were asked to complete an online survey before and
   after the sessions. Data analysis was performed through simple
   descriptive statistics.
   ResultsA total of 144 of 160 students responded to the pre-survey, and
   112 students answered the post-survey. Instruction in a small group
   environment without a mandatory hands on component had a positive impact
   on student's evidence-based information literacy skills. Students were
   more likely to consult a librarian and had increased confidence in their
   abilities to search and find relevant information.
   ConclusionOur study demonstrates that student engagement and faculty
   involvement are effective tools for delivering information literacy
   skills when working with students in a small group setting outside of a
   computer classroom.
RI Powelson, Susan/D-7038-2012; Lang, Eddy/AAS-2080-2020; McClurg, Caitlin/AAC-9467-2019; Lang, Eddy/I-4759-2014
OI Powelson, Susan/0000-0001-7948-6434; McClurg,
   Caitlin/0000-0002-5706-4086; Lang, Eddy/0000-0003-0850-4337
ZS 0
ZR 0
TC 21
ZA 1
Z8 0
ZB 3
Z9 24
U1 2
U2 67
SN 1471-1834
EI 1471-1842
UT WOS:000354206000005
PM 25809567
ER

PT J
AU Davis, N. F.
   Mooney, R. O. C.
   O'Brien, M. F.
   Walsh, M. T.
TI Attitudes among junior doctors towards improving the transurethral
   catheterisation process
SO IRISH JOURNAL OF MEDICAL SCIENCE
VL 184
IS 2
BP 365
EP 367
DI 10.1007/s11845-014-1120-5
PD JUN 2015
PY 2015
AB To evaluate the subjective opinions of junior doctors on their adequacy
   of training and confidence levels for performing transurethral
   catheterisation (TUC) and to investigate their subjective interest in a
   'safety mechanism' that would eliminate the potential for urethral
   trauma during TUC.
   An anonymous online survey was emailed to all interns that had a
   documented email address on the Royal College of Surgeons Ireland
   registry (2012-2013). The survey consisted of eight questions pertaining
   to TUC of male patients.
   The survey was delivered to 252 email addresses and the response rate
   was 52 % (130/252). The vast majority (99 %; n = 128) of interns felt
   confident inserting a transurethral catheter independently and 73 % (n =
   95) subjectively received appropriate training for catheterising male
   patients. The incidence of trauma after mistakenly inflating the
   catheter's anchoring balloon in the urethra was 3 % (n = 4). The
   majority (90 %; n = 116) of respondents were interested in a safety
   mechanism for preventing urethral trauma and 71 % (n = 92) felt that a
   safety mechanism for urethral trauma prevention should be compulsory for
   all transurethral catheterisation among male patients.
   Despite pre-emptive training programmes, it appears that iatrogenic
   urethral trauma secondary to TUC remains a persistent morbidity in
   healthcare settings. Designing a safer transurethral catheter may be
   necessary to eliminate the risk of unnecessary urethral trauma in
   patients.
RI Walsh, Michael T/C-1405-2010; Walsh, Michael T/
OI Walsh, Michael T/0000-0002-1672-8106
Z8 0
ZB 6
ZA 0
ZR 0
TC 9
ZS 0
Z9 9
U1 0
U2 3
SN 0021-1265
EI 1863-4362
UT WOS:000353160800018
PM 24729023
ER

PT J
AU Odlaug, Brian L.
   Lust, Katherine
   Wimmelmann, Cathrine L.
   Chamberlain, Samuel R.
   Mortensen, Erik L.
   Derbyshire, Katherine
   Christenson, Gary
   Grant, Jon E.
TI Prevalence and correlates of being overweight or obese in college
SO PSYCHIATRY RESEARCH
VL 227
IS 1
BP 58
EP 64
DI 10.1016/j.psychres.2015.01.029
PD MAY 30 2015
PY 2015
AB Recent statistics indicate that over one-third of college students are
   currently overweight or obese, however, the impact of weight in this
   population from academic and psychiatric perspectives is not fully
   understood. This study sought to examine the prevalence of overweight
   and obesity in college students and its association with stress, mental
   health disorders and academic achievement. A total of 1765 students
   completed the College Student Computer User Survey (CSCUS) online at a
   large Midwestern United States University. Responders were classified by
   weight as normal, overweight or obese based on body mass index. Data
   were stratified by sex, with cross-tabulation and t-tests, one-way
   analysis of variance, and logistic regression for analysis. A total of
   492 (21.9%) students were overweight (20.2%; range 25.01-29.98) or obese
   (7.7%; range 30.04-71.26). Overweight and obesity were associated with
   significantly lower overall academic achievement, more depressive
   symptoms, and using diet pills for weight loss. Obese males had
   significantly higher rates of lifetime trichotillomania while overweight
   and obese females reported higher rates of panic disorder. Higher
   educational institutions should be aware of the significant burden
   associated with overweight and obesity in students, and of the differing
   demographic and clinical associations between overweight or obesity in
   men and women. (C) 2015 Elsevier Ireland Ltd. All rights reserved.
RI Chamberlain, Samuel R/A-7839-2008; Odlaug, Brian/C-5586-2013
OI Chamberlain, Samuel R/0000-0001-7014-8121; Odlaug,
   Brian/0000-0001-5407-0686
ZA 0
ZR 0
TC 26
ZB 5
ZS 0
Z8 0
Z9 26
U1 0
U2 43
SN 0165-1781
UT WOS:000355037400009
PM 25770354
ER

PT J
AU Sauvaget, Anne
   Jimenez-Murcia, Susana
   Fernandez-Aranda, Fernando
   Fagundo, Ana B.
   Moragas, Laura
   Wolz, Ines
   Veciana De Las Heras, Misericordia
   Granero, Roser
   del Pino-Gutierrez, Amparo
   Bano, Marta
   Real, Eva
   Aymami, Maria N.
   Grall-Bronnec, Marie
   Menchon, Jose M.
TI Unexpected online gambling disorder in late-life: a case report
SO FRONTIERS IN PSYCHOLOGY
VL 6
AR 655
DI 10.3389/fpsyg.2015.00655
PD MAY 27 2015
PY 2015
AB Background: The lifetime prevalence of problem or Gambling disorder (GD)
   in the elderly (i.e., those over 60 years old) is reported to range from
   0.01 to 10.9%. Research has identified several specific risk factors and
   vulnerabilities in the elderly. Since the late 1990s, an increase in
   online GD has been observed in the youth population, whereas casinos,
   slot machines, and bingo seem to be the activities of choice among the
   elderly. Interestingly, online GD has not been described in the elderly
   to date.
   Case Description: We report an 83-year-old man who started online casino
   gambling from the age of 80 years, leading to debts that exceeded
   30,000. He underwent a full clinical and neuropsychological assessment,
   without any evidence of cognitive impairment or any associated
   neurodegenerative disease. However, he had risk factors for GD,
   including adjustment disorder, stressful life events, previous of line
   casino GD when 50 years old, and dysfunctional personality traits. The
   change to online GD may have been due to his isolation, movement
   difficulties, and his high level of education, which facilitated his
   access to the Internet. Care management focused on individual
   cognitive-behavioral therapy.
   Conclusion: The prevalence of online GD may be underestimated among the
   elderly, and may increase among isolated old people with movement
   difficulties and ready access to the Internet. However, late-life GD
   should be considered a diagnosis of elimination, requiring a full
   medical, psychiatric (including suicide risk), and cognitive assessment.
   Specific therapeutic approaches need to be proposed and developed.
RI Grall-Bronnec, Marie/L-9036-2015; Moragas Rimblas, Laura/AGZ-5892-2022; del Pino-Gutiérrez, Amparo/L-5347-2014; FERNANDEZ-ARANDA, FERNANDO/AGY-1597-2022; Granero, Roser/S-3529-2019; Fernandez-Aranda, Fernando/L-9762-2014; Granero, Roser/F-9492-2016; JIMENEZ-MURCIA, SUSANA/L-9786-2014; Menchon, Jose/A-5242-2009; Wolz, Ines/; grall-bronnec, marie/; Fagundo, Ana Beatriz/; Veciana de las Heras, Misericordia/
OI Moragas Rimblas, Laura/0000-0001-5235-7026; del Pino-Gutiérrez,
   Amparo/0000-0002-2854-9850; FERNANDEZ-ARANDA,
   FERNANDO/0000-0002-2968-9898; Fernandez-Aranda,
   Fernando/0000-0002-2968-9898; Granero, Roser/0000-0001-6308-3198;
   JIMENEZ-MURCIA, SUSANA/0000-0002-3596-8033; Menchon,
   Jose/0000-0002-6231-6524; Wolz, Ines/0000-0001-8338-3948; grall-bronnec,
   marie/0000-0003-0722-7243; Fagundo, Ana Beatriz/0000-0003-1703-9457;
   Veciana de las Heras, Misericordia/0000-0002-1878-8663
TC 13
ZA 0
ZS 0
ZB 2
ZR 0
Z8 0
Z9 13
U1 3
U2 31
SN 1664-1078
UT WOS:000355490600001
PM 26074835
ER

PT J
AU Viguier, Manuelle
   Rist, Stephanie
   Aubin, Franois
   Leccia, Marie-Therese
   Richard, Marie-Aleth
   Esposito-Farese, Marina
   Gaudin, Philippe
   Thao Pham
   Richette, Pascal
   Wendling, Daniel
   Sibilia, Jean
   Tubach, Florence
CA Club Rhumatismes & Inflammation
TI Online Training on Skin Cancer Diagnosis in Rheumatologists: Results
   from a Nationwide Randomized Web-Based Survey
SO PLOS ONE
VL 10
IS 5
AR e0127564
DI 10.1371/journal.pone.0127564
PD MAY 21 2015
PY 2015
AB Patients with inflammatory rheumatisms, such as rheumatoid arthritis,
   are more prone to develop skin cancers than the general population, with
   an additional increased incidence when receiving TNF blockers. There is
   therefore a need that physicians treating patients affected with
   inflammatory rheumatisms with TNF blockers recognize malignant skin
   lesions, requiring an urgent referral to the dermatologist and a
   potential withdrawal or modification of the immunomodulatory treatment.
   We aimed to demonstrate that an online training dedicated to skin tumors
   increase the abilities of rheumatologists to discriminate skin cancers
   from benign skin tumors. A nationwide randomized web-based survey
   involving 141 French rheumatologists was conducted. The baseline
   evaluation included short cases with skin lesion pictures and multiple
   choice questions assessing basic knowledge on skin cancers. For each
   case, rheumatologists had to indicate the nature of skin lesion (benign;
   premalignant/ malignant), their level of confidence in this diagnosis
   (10-points Likert scale), and the precise dermatological diagnosis among
   5 propositions. Different scores were established. After randomization,
   only one group had access to the online formation consisting in 4
   elearning modules on skin tumors, of 15 minutes each (online training
   group). After reevaluation, the trained and the non-trained group
   (control group) were compared. The primary end-point was the number of
   adequate diagnoses of the nature of the skin lesions. The mean number of
   adequate diagnosis for the benign versus premalignant/malignant nature
   of the lesions was higher in the online training group (13.4 vs. 11.2
   points; p value <0.0001). While the other knowledge scores were also
   significantly higher, no statistical difference was observed on the
   level of self-confidence between the 2 groups. In conclusion, the online
   formation was effective to improve the rheumatologists' ability to
   diagnose skin cancer.
RI Aubin, François/AAB-5824-2022; Aubin, François/ABE-1236-2021; Leccia, M.Therese/; Sempe, Christine/; Richette, Pascal/; Sibilia, Jean/; durez, patrick/
OI Aubin, François/0000-0002-1421-4996; Aubin,
   François/0000-0002-1421-4996; Leccia, M.Therese/0000-0003-1222-0396;
   Sempe, Christine/0000-0001-6903-1575; Richette,
   Pascal/0000-0003-2132-4074; Sibilia, Jean/0000-0002-1601-4795; durez,
   patrick/0000-0002-7156-2356
ZA 0
ZB 3
Z8 0
ZR 0
ZS 0
TC 7
Z9 7
U1 0
U2 6
SN 1932-6203
UT WOS:000356444000075
PM 25996152
ER

PT J
AU Yamini, T. R.
   Nichter, Mark
   Nichter, Mimi
   Sairu, P.
   Aswathy, S.
   Leelamoni, K.
   Unnikrishnan, B.
   Mithra, Prasanna P.
   Thapar, Rekha
   Basha, S. R.
   Jayasree, A. K.
   Mayamol, T. R.
   Muramoto, Myra
   Mini, G. K.
   Thankappan, K. R.
TI Developing a fully integrated tobacco curriculum in medical colleges in
   India
SO BMC MEDICAL EDUCATION
VL 15
AR 90
DI 10.1186/s12909-015-0369-3
PD MAY 20 2015
PY 2015
AB Background: This paper describes a pioneering effort to introduce
   tobacco cessation into India's undergraduate medical college curriculum.
   This is the first ever attempt to fully integrate tobacco control across
   all years of medical college in any low and middle income country. The
   development, pretesting, and piloting of an innovative modular tobacco
   curriculum are discussed as well as challenges that face implementation
   and steps taken to address them and to advocate for adoption by the
   Medical Council of India.
   Methods: In-depth interviews were conducted with administrators and
   faculty in five medical colleges to determine interest in and
   willingness to fully integrate smoking cessation into the college
   curriculum. Current curriculum was reviewed for present exposure to
   information about tobacco and cessation skill training. A modular
   tobacco curriculum was developed, pretested, modified, piloted, and
   evaluated by faculty and students. Qualitative research was conducted to
   identify challenges to future curriculum implementation.
   Results: Fifteen modules were successfully developed focusing on the
   public health importance of tobacco control, the relationship between
   tobacco and specific organ systems, diseases related to smoking and
   chewing tobacco, and the impact of tobacco on medication effectiveness.
   Culturally sensitive illness specific cessation training videos were
   developed. Faculty and students positively evaluated the curriculum as
   increasing their competency to support cessation during illness as a
   teachable moment. Students conducted illness centered cessation
   interviews with patients as a mandated part of their coursework.
   Systemic challenges to implementing the curriculum were identified and
   addressed.
   Conclusions: A fully integrated tobacco curriculum for medical colleges
   was piloted in 5 colleges and is now freely available online. The
   curriculum has been adopted by the state of Kerala as a first step to
   gaining Medical Council of India review and possible recognition.
RI Thapar, Rekha/A-7098-2016; Prasanna Mithra, MBBS/J-9621-2018; Unnikrishnan, Bhaskaran/O-1025-2015; Mini, GK/GMX-3520-2022; Thankappan, Kr/ABC-9551-2021; Muramoto, Myra/; , KR/
OI Thapar, Rekha/0000-0003-2278-1445; Prasanna Mithra,
   MBBS/0000-0002-7153-411X; Unnikrishnan, Bhaskaran/0000-0003-0892-8551;
   Mini, GK/0000-0003-2775-629X; Muramoto, Myra/0000-0001-8307-0642; ,
   KR/0000-0002-4536-2684
ZS 0
ZA 0
ZB 1
TC 5
Z8 0
ZR 0
Z9 5
U1 0
U2 6
EI 1472-6920
UT WOS:000355989700001
PM 25990861
ER

PT J
AU Larenas Linnemann, Desiree E. S.
   Medina Avalos, Miguel Alejandro
   Lozano Saenz, Jose
TI How an online survey on the treatment of allergic rhinitis and its
   impact on asthma (ARIA) detected specialty-specific knowledge-gaps
SO WORLD ALLERGY ORGANIZATION JOURNAL
VL 8
AR 18
DI 10.1186/s40413-015-0064-1
PD MAY 19 2015
PY 2015
AB Background: To enhance the dissemination of the ARIA document (Allergic
   rhinitis (AR) and its impact on asthma) in Mexico, a Working Group
   composed of 35 specialists of 8 professional medical societies developed
   a transculturized ARIA Mexico 2014 guideline. The ARIA guidelines use
   the GRADE system, which builds recommendations and suggestions around
   clinical questions (CQ).
   Methods: As part of the dissemination strategy and to detect the
   physicians' view and knowledge-gaps concerning the treatment of AR an
   online survey was sent out to members of participating societies
   containing the CQ of ARIA Mexico. Replies were analyzed per specialty
   against the ARIA Mexico 2014 experts' recommendations/suggestions;
   differences between specialties were analyzed with Pearson's
   Chi-squares.
   Results: 807 surveys were returned, 657 completed (81%). We analyze
   replies from 158 alergists, 188 ENTs, 64 pulmonologists, 220
   pediatricians and 177 GPs/family doctors. More than half of the surveyed
   physicians of all specialties would give an allergen reduced diet to
   pregnant/lactating women and avoid pets at home, which is against ARIA
   experts' suggestions. ARIA experts suggest intranasal antihistamines can
   be part of the AR treatment: 46-63% of the ENTs, pulmonologists and
   pediatricians disagree; and experts prefer oral H1-antihistamines over
   leukotriene receptor antagonists (LTRA) for the treatment of AR: 52-36%
   of the pulmonologists, pediatricians and GPs prefer LTRAs. Concerning
   glucocorticosteroids (GCS): GPs are more reluctant to use intranasal GCS
   (p < 0.001) and 47% prefers oral H1-antihistamines. As for the treatment
   of recalcitrant AR ARIA experts suggest the use of oral, but not
   intramuscular, GCS: a quarter of pulmonologists, pediatricians and GPs
   considers they should not be used. Contrarily, 40% of ENTs favors
   intramuscular GCS. In patients with AR and comorbid asthma several
   physicians of all specialties -except pulmonologists-erroneously
   considers antihistamines, intranasal GCS and LTRAs useful for the
   treatment of asthma, while first-line recommended asthma treatment is
   inhaled GCS.
   Conclusion: On certain issues in the treatment of AR the physicians'
   opinion diverges from the recommendations/suggestions of ARIA experts.
   Moreover, physicians' opinions depend on their specialty. As such, an
   online survey can help to detect knowledge-gaps and guide the
   development of more focused and specialty-specific postgraduate learning
   tools.
OI Larenas Linnemann, Desiree/0000-0002-5713-5331
ZS 0
Z8 0
ZR 0
TC 3
ZB 0
ZA 0
Z9 3
U1 0
U2 4
SN 1939-4551
UT WOS:000360243500001
PM 26023324
ER

PT J
AU Kayipmaz, Afsin Emre
   Kavalci, Cemil
   Gulalp, Betul
   Kocalar, Ummu Gulsum
   Giray, Tufan Akin
   Yesilagac, Hasan
   Ozel, Betul Akbuga
   Celikel, Elif
   Karagun, Ozlem
TI Investigation on Legal Problems Encountered by Emergency Medicine
   Physicians in Turkey
SO PLOS ONE
VL 10
IS 5
AR e0127206
DI 10.1371/journal.pone.0127206
PD MAY 18 2015
PY 2015
AB Background
   Medicine is a profession that carries certain risks. One risky area of
   practice is the emergency department. Emergency physicians diagnose and
   treat a high volume of patients, and are also responsible for preparing
   reports for forensic cases. In this study, we aim to investigate
   emergency physicians' legal-administrative problems and reveal their
   level of understanding on forensic cases.
   Methods
   An electronic questionnaire form was prepared after the approval of an
   ethical committee. This form was sent to the residents, specialists and
   academicians of emergency medicine by e-mail. The physicians were asked
   to fill out the form online. All the gathered data was analyzed.
   Descriptive statistics were presented as frequency percentages with mean
   and standard deviation. Chi-square tests were used to compare the
   groups. Correlation between number of complaint cases and age, sex,
   career, institution, and duration of service in emergency department
   were investigated. p<0.05 was considered statistically significant.
   Results
   294 physicians participated in the questionnaire. According to the
   questionnaire, 170 of the physicians were reported to the patient
   communication units due to medical malpractice. Mean number of compliant
   reports was 3.20 +/- 3.5. 29 of the physicians received administrative
   penalties. 42 of the physicians were judged in the court for medical
   malpractice. 1 physician was fined 5000 Turkish Liras as a result of
   these judgments.
   Conclusion
   We found that the number of complaint reports is negatively correlated
   with duration of service in emergency medicine and age. There was a
   significant difference between number of complaint reports and career
   (p<0.05). The physicians' level of awareness on forensic cases was found
   to be insufficient. Lack of legislation knowledge may be an important
   cause of complaint reports concerning emergency physicians, who have a
   high load of patients. Thus, we think that increasing the frequency of
   post-graduate education sessions and periodical reviews might be
   beneficial.
RI yesilagac, hasan/AAY-2668-2021; Gulalp, Betul/P-6931-2016; , cemil/AGG-1308-2022; Kayipmaz, Afsin Emre/AAC-2597-2020; karagun, ozlem/U-4084-2017; karagun, ozlem/AAX-9250-2021; Giray, Tufan Akın/AGQ-5015-2022; yesilagac, hasan/AAJ-6068-2021
OI Gulalp, Betul/0000-0002-2045-2771; , cemil/0000-0003-2529-2946; karagun,
   ozlem/0000-0003-0681-8375; Giray, Tufan Akın/0000-0003-4619-4034;
   yesilagac, hasan/0000-0002-1365-9256
ZS 0
ZB 0
ZA 0
ZR 0
Z8 0
TC 2
Z9 2
U1 0
U2 10
SN 1932-6203
UT WOS:000354917300101
PM 25992872
ER

PT J
AU Guadamuz, Thomas E.
   Cheung, Doug H.
   Wei, Chongyi
   Koe, Stuart
   Lim, Sin How
TI Young, Online and in the Dark: Scaling Up HIV Testing among MSM in ASEAN
SO PLOS ONE
VL 10
IS 5
AR e0126658
DI 10.1371/journal.pone.0126658
PD MAY 14 2015
PY 2015
AB Background
   Poor HIV testing uptake by MSM may be attributable to unique challenges
   that are localized in Southeast Asia.
   Objective
   To characterize MSM who never tested for HIV, to identify correlates of
   never testing, and to elucidate the perceived barriers to HIV testing.
   Methods
   The present study used data from the Asian Internet MSM Sex Survey
   (AIMSS) and restricted the analysis to 4,310 MSM from the ten member
   countries of the Association of South East Asian Nations (ASEAN).
   Results
   Among MSM participants from ASEAN in our sample, 1290 (29.9%) reported
   having never been tested for HIV, 471 (10.9%) tested for HIV more than 2
   years ago, and 2186 (50.7%) reported their last test date was between 6
   months and two years ago, with only 363 (8.4%) of these men having been
   tested in the past 6 months. In multivariable logistic regression,
   younger MSM (age 15-22 years old [AOR: 4.60, 95% CI: 3.04-6.96]), MSM
   with lower education (secondary school or lower [AOR: 1.37, 95% CI:
   1.03-1.83]), MSM who identify as bisexual or heterosexual (compared to
   gay-identified) (AOR: 1.94, 95% CI: 1.60-2.35), and MSM who had never
   used a condom with male partners (AOR: 1.61, 95% CI: 1.32-1.97) had
   higher odds of never been HIV tested. Main reason for not being tested
   was a low risk perception of HIV exposure (n = 390, 30.2%).
   Conclusion
   Current HIV prevention response must not leave MSM "in the dark," but
   instead meet them where they are by utilizing the Internet creatively
   through social media and smart phones. As ASEAN Economic Community (AEC)
   is quickly becoming a reality, so must there be an equally fast and
   united response to slowing down the HIV epidemics among MSM in ASEAN.
RI Ji, Kyungyang/J-9304-2013; Lim, Sin How/AAC-8004-2020; Koe, Stuart/
OI Ji, Kyungyang/0000-0002-8014-1342; Koe, Stuart/0000-0001-7577-8624
ZA 0
ZB 16
TC 35
ZS 0
ZR 0
Z8 0
Z9 35
U1 0
U2 10
SN 1932-6203
UT WOS:000354545600074
PM 25973907
ER

PT J
AU Stewart-Knox, Barbara
   Rankin, Audrey
   Kuznesof, Sharron
   Poinhos, Rui
   Vaz de Almeida, Maria Daniel
   Fischer, Arnout
   Frewer, Lynn J.
TI Promoting healthy dietary behaviour through personalised nutrition:
   technology push or technology pull?
SO PROCEEDINGS OF THE NUTRITION SOCIETY
VL 74
IS 2
BP 171
EP 176
DI 10.1017/S0029665114001529
PD MAY 2015
PY 2015
AB The notion of educating the public through generic healthy eating
   messages has pervaded dietary health promotion efforts over the years
   and continues to do so through various media, despite little evidence
   for any enduring impact upon eating behaviour. There is growing
   evidence, however, that tailored interventions such as those that could
   be delivered online can be effective in bringing about healthy dietary
   behaviour change. The present paper brings together evidence from
   qualitative and quantitative studies that have considered the public
   perspective of genomics, nutrigenomics and personalised nutrition,
   including those conducted as part of the EU-funded Food4Me project. Such
   studies have consistently indicated that although the public hold
   positive views about nutrigenomics and personalised nutrition, they have
   reservations about the service providers' ability to ensure the secure
   handling of health data. Technological innovation has driven the concept
   of personalised nutrition forward and now a further technological leap
   is required to ensure the privacy of online service delivery systems and
   to protect data gathered in the process of designing personalised
   nutrition therapies.
CT Meeting of the Nutrition-Society-Irish-Section / Conference on Changing
   Dietary Behaviour - Physiology Through to Practice / Symposium 4 on
   Changing Diet and Behaviour - Putting Theory into Practice
CY JUN 18-20, 2014
CL Univ Ulster, Coleraine, IRELAND
HO Univ Ulster
SP Nutr Soc, Irish Sect
RI RANKIN, AUDREY/E-5875-2018; Fischer, Arnout R.H/B-9589-2009; De+Almeida, Maria Daniel/AAE-3343-2022; Stewart-Knox, Barbara/; Poinhos, Rui/
OI RANKIN, AUDREY/0000-0002-3241-0536; Fischer, Arnout
   R.H/0000-0003-0474-5336; Stewart-Knox, Barbara/0000-0002-6741-3657;
   Poinhos, Rui/0000-0002-9177-6423
ZR 0
ZA 0
ZS 0
TC 16
ZB 9
Z8 0
Z9 16
U1 1
U2 30
SN 0029-6651
EI 1475-2719
UT WOS:000354119600010
PM 25342299
ER

PT J
AU Klas, Karla S.
   Smith, Sue Jane
   Matherly, Annette F.
   Dillard, B. Daniel
   Grant, Ernest J.
   Cusick-Jost, Janet
TI Multicenter Assessment of Burn Team Injury Prevention Knowledge
SO JOURNAL OF BURN CARE & RESEARCH
VL 36
IS 3
BP 434
EP 439
DI 10.1097/BCR.0000000000000130
PD MAY-JUN 2015
PY 2015
AB Engaging burn professionals to utilize "teachable moments" and provide
   accurate fire safety and burn prevention (FSBP) education is essential
   in reducing injury incidence. Minimal data is available regarding burn
   clinicians' evidence-based FSBP knowledge. A committee of prevention
   professionals developed, pilot-tested, and distributed a 52-question
   online survey assessing six major categories: demographical information
   (n = 7); FSBP knowledge (n = 24); home FSBP practices (n = 6); burn
   center FSBP education (n = 7); self -assessed competence and confidence
   in providing FSBP education (n = 2); and improving ABA reach (n = 6).
   Responses with <50% completion of FSBP knowledge section were excluded.
   Total group's (TG) mean FSBP score of 61.5% was used to define and
   compare underperformers (UP). After excluding 36 incomplete responses,
   test scores ranged: TG (n = 427) 21-88% and UP (n = 183) 21-58%. Ten
   FSBP knowledge questions covering seven topics were incorrectly answered
   by >50% of TG. ANOVA showed self -reported competence and confidence in
   providing FSBP education were not good predictors of FSBP scores, but
   staff with <2 years experience scored lower. Over 90% of TG wants FSBP
   fact sheets for patient education. Burn professionals have a
   responsibility to educate patients, families, and communities on FSBP.
   Team members report competence and confidence in their ability to
   provide FSBP education. However, this multicenter survey demonstrates
   the need for professional training on best practices in injury
   prevention, specifically targeting knowledge gaps on: smoke alarms,
   fire-safe cigarettes, children's sleepwear, burn/fire epidemiology,
   fireworks, bathing/scald injuries, and residential sprinklers. Based on
   these findings, FSBP educational materials will be created.
Z8 0
ZS 0
TC 2
ZR 2
ZB 1
ZA 0
Z9 4
U1 0
U2 3
SN 1559-047X
EI 1559-0488
UT WOS:000369707000026
PM 25094010
ER

PT J
AU Alvarez, Rebeca
   Serwint, Janet R.
   Levine, David M.
   Bertram, Amanda
   Sattari, Maryam
TI Lawyer Mothers: Infant-Feeding Intentions and Behavior
SO SOUTHERN MEDICAL JOURNAL
VL 108
IS 5
BP 262
EP 267
DI 10.14423/SMJ.0000000000000277
PD MAY 2015
PY 2015
AB Objectives: Maternal employment postpartum can have a powerful influence
   over infant-feeding behaviors. The objective of this cross-sectional
   online survey was to explore the infant-feeding intentions and behaviors
   of a convenience sample of lawyer mothers. We compared our findings with
   those for physician mothers.
   Methods: Lawyers participated in an anonymous online survey. To
   eliminate the influence of multiple births, only study subjects with one
   child were reviewed for inclusion in this analysis. We used SPSS for
   calculation of descriptive statistics, the Mann-Whitney test for
   comparisons, and the Spearman rank correlation test for testing
   correlations.
   Results: All mothers (29 lawyers and 47 physicians) included in the
   final analysis reported an intention to breast-feed, with 55% of lawyers
   wanting to breast-feed for at least 12 months. Physicians'
   breast-feeding rates were 98% at birth, 83% at 6 months, and 51% at 12
   months. Lawyers' breast-feeding rates were 100% at birth, 55% at 6
   months, and 17% at 12 months. Their duration of breast-feeding
   correlated with the support level at work and the sufficiency of time
   and availability of appropriate places at work to express milk.
   Conclusions: This study did not detect statistically significant
   differences in infant-feeding intentions and behaviors of lawyer mothers
   when compared with physician mothers. Although the majority of lawyer
   mothers intended to breast-feed for at least 12 months, only a minority
   achieved that goal. Our findings support the development of workplace
   strategies and programs to promote breast-feeding duration among lawyers
   returning to work after childbirth.
OI Sattari, Mandana/0000-0002-9409-070X
TC 12
ZS 1
ZA 0
Z8 0
ZB 2
ZR 0
Z9 12
U1 0
U2 6
SN 0038-4348
EI 1541-8243
UT WOS:000369640900006
PM 25972211
ER

PT J
AU Eason, Christianne M.
   Mazerolle, Stephanie M.
   Pitney, William A.
TI Athletic Trainers' Facilitators of Professional Commitment in the
   Collegiate Setting
SO JOURNAL OF ATHLETIC TRAINING
VL 50
IS 5
BP 516
EP 523
DI 10.4085/1062-6050-50.1.02
PD MAY 2015
PY 2015
AB Context: Professional responsibility, rewards and respect, and time for
   rejuvenation are factors supporting professional commitment for athletic
   trainers (ATs) in the high school setting. The inherent complexities of
   an occupational setting can mitigate perceptions of professional
   commitment. Thus far, evidence is lacking regarding professional
   commitment for ATs in other occupational settings.
   Objective: To extend the literature on professional commitment of the AT
   to the collegiate setting.
   Design: Qualitative study.
   Setting: Collegiate.
   Patients or Other Participants: Thirty-three Board of
   Certification-certified ATs employed in the collegiate setting (National
   Collegiate Athletic Association Division I = 11, Division II = 9,
   Division III = 13) with an average of 10 +/- 8 years of clinical
   experience volunteered. Data saturation guided the total number of
   participants.
   Data Collection and Analysis: Online journaling via Question-Pro was
   used to collect data from all participants. Two strategies,
   multiple-analyst triangulation and peer review, were completed to
   satisfy data credibility. Data were evaluated using a general inductive
   approach.
   Results: Likert-scale data revealed no differences regarding levels of
   professional commitment across divisions. Two themes emerged from the
   inductive-content analysis: (1) professional responsibility and (2)
   coworker support. The emergent theme of professional responsibility
   contained 4 subthemes: (1) dedication to advancing the athletic training
   profession, (2) ardor for job responsibilities, (3) dedication to the
   student-athlete, and (4) commitment to education. Our participants were
   able to better maintain their own professional commitment when they felt
   their coworkers were also committed to the profession.
   Conclusions: The collegiate ATs investigated in this study, regardless
   of division, demonstrated professional commitment propelled by their
   aspiration to advance the profession, as well as their dedication to
   student-athletes and athletic training students. Maintaining commitment
   was influenced by a strong sense of coworker support.
ZB 9
ZA 0
Z8 0
ZS 0
ZR 0
TC 14
Z9 14
U1 0
U2 8
SN 1062-6050
EI 1938-162X
UT WOS:000365182900008
PM 25761135
ER

PT J
AU Mazerolle, Stephanie M.
   Eason, Christianne M.
   Pitney, William A.
TI Athletic Trainers' Barriers to Maintaining Professional Commitment in
   the Collegiate Setting
SO JOURNAL OF ATHLETIC TRAINING
VL 50
IS 5
BP 524
EP 531
DI 10.4085/1062-6050-50.1.04
PD MAY 2015
PY 2015
AB Context: Professional commitment simply describes one's obligation to
   his or her work. For athletic trainers (ATs), the demanding work
   environment and job expectations may affect their characterization of
   professional commitment. Our breadth of knowledge regarding professional
   commitment within athletic training is narrow.
   Objective: To evaluate the professional commitment of ATs in the
   collegiate setting.
   Design: Qualitative study.
   Setting: Collegiate.
   Patients or Other Participants: Thirty-three Board of
   Certification-certified ATs employed in the collegiate setting (National
   Collegiate Athletic Association Division I = 11, Division II = 9,
   Division III = 13) with an average of 10 6 8 years of clinical
   experience volunteered. Data saturation guided the total number of
   participants.
   Data Collection and Analysis: Online journaling via QuestionPro was
   completed by all participants. Multiple-analyst triangulation and peer
   review were conducted for data credibility. Analysis followed a general
   inductive method.
   Results: Four themes speak to the factors that negatively affect ATs'
   professional enthusiasm and commitment: (1) life stage, (2) work
   overload, (3) organizational climate, and (4) human resources. The
   latter 3 speak to the effect the workplace can have on ATs' professional
   commitment, and the first speaks to the effect outside responsibilities
   can have.
   Conclusions: Our results suggest that several of the factors that
   negatively influence the professional commitment of collegiate ATs are
   modifiable organizational components. Developing resiliency strategies
   at the individual and organizational levels may help to facilitate
   improved professional commitment for the AT.
ZS 0
ZB 6
ZA 0
Z8 0
TC 13
ZR 0
Z9 13
U1 2
U2 7
SN 1062-6050
EI 1938-162X
UT WOS:000365182900009
PM 25761133
ER

PT J
AU Lazenby, Mark
   Ercolano, Elizabeth
   Grant, Marcia
   Holland, Jimmie C.
   Jacobsen, Paul B.
   McCorkle, Ruth
TI Supporting Commission on Cancer-Mandated Psychosocial Distress Screening
   With Implementation Strategies
SO JOURNAL OF ONCOLOGY PRACTICE
VL 11
IS 3
BP E413
EP E420
DI 10.1200/JOP.2014.002816
PD MAY 2015
PY 2015
AB Purpose: The American College of Surgeons Commission on Cancer (CoC) has
   set psychosocial distress screening as a new patient care standard to be
   met by 2015. The standard requires CoC-accredited cancer centers to
   integrate and monitor distress screening and, when needed, refer
   patients to psychosocial health care services. We describe the uptake of
   distress screening reported by applicants to a distress screening cancer
   education program and the degree of and barriers to implementation of
   distress screening programs reported by selected participants.
   Materials and Methods: This cross-sectional study collected quantitative
   data online from applicants to the program between August 1 and November
   15, 2013, described by frequencies, percentages, and measures of central
   tendency, and qualitative data in person from accepted participants on
   February 13, 2014, analyzed using an integrated approach to open-ended
   data.
   Results: Applications were received from 70 institutions, 29 of which
   had started distress screening. Seven of 18 selected applicant
   institutions had not begun screening patients for distress. Analysis of
   qualitative data showed that all participants needed to create buy-in
   among key cancer center staff, including oncologists; to decide how to
   conduct screening in their institution in a way that complied with the
   standard; and to pilot test screening before large-scale rollout.
   Conclusion: Fourteen months before the compliance deadline, fewer than
   half of applicant institutions had begun distress screening. Adding
   implementation strategies to mandated quality care standards may reduce
   uncertainty about how to comply. Support from key staff members such as
   oncologists may increase uptake of distress screening.
OI Jacobsen, Paul/0000-0002-4427-8800
ZA 0
ZS 0
ZR 0
TC 36
ZB 1
Z8 0
Z9 36
U1 0
U2 1
SN 1554-7477
EI 1935-469X
UT WOS:000366179600018
PM 25758447
ER

PT J
AU Verhoef, Willem A.
   Livas, Christos
   Delli, Konstantina
   Ren, Yijin
TI Assessing the standards of online oral hygiene instructions for patients
   with fixed orthodontic appliances
SO JOURNAL OF THE AMERICAN DENTAL ASSOCIATION
VL 146
IS 5
BP 310
EP 317
DI 10.1016/j.adaj.2015.01.004
PD MAY 2015
PY 2015
AB Background. The authors conducted this study to assess the quality of
   the information available on the Web about oral hygiene for patients
   with fixed orthodontic appliances.
   Methods. The authors entered the search terms "cleaning braces," "
   brushing braces," and "oral hygiene and braces" into Google, Yahoo, and
   Bing search engines. They analyzed Web sites satisfying the inclusion
   criteria from the first 20 hits of each search for accessibility,
   usability, and reliability by using the LIDA instrument; for readability
   by using the Flesch Reading Ease (FRE) score; and for the completeness
   of oral hygiene instructions.
   Results. Sixty-two Web sites met the inclusion criteria. The mean total
   LIDA score of 71.2 indicated the moderate quality of the design of the
   reviewed Web sites. The mean (standard deviation [SD]) values of LIDA
   scores for accessibility, usability, and reliability were 85.9 (7.0),
   63.4 (16.1), and 48.0 (10.4), respectively. The mean (SD) FRE Score of
   68.6 (9.7) applied to standard reading skills. The completeness of
   information (mean [SD] = 67.1 [27.8]) presented the highest variability.
   Conclusions. Overall, the authors found that the standards of online
   oral hygiene materials for orthodontic patients with fixed appliances
   exhibited modest scores. Readability appeared to be appropriate for
   young adolescents, whereas the comprehensiveness of the displayed
   information was highly variable. Further improvement of the
   infrastructure of electronic health information (that is, e-health) in
   orthodontics is necessary to meet patients' needs.
   Practical Implications. Given the moderate quality of oral hygiene
   instruction available on the Web for patients with fixed appliances,
   orthodontic patients and caregivers should be cautious when browsing the
   Internet for relevant information. Dental professionals should refer
   patients to valid Web-based educational materials.
RI Delli, Konstantina/AAF-2270-2019; Ren, Yijin/
OI Delli, Konstantina/0000-0003-3115-3977; Ren, Yijin/0000-0002-2374-1771
ZB 0
Z8 0
ZA 0
ZR 0
TC 14
ZS 0
Z9 14
U1 0
U2 8
SN 0002-8177
EI 1943-4723
UT WOS:000357678500017
PM 25925523
ER

PT J
AU Aykas, A.
   Uslu, A.
   Simsek, C.
TI Mass Media, Online Social Network, and Organ Donation: Old Mistakes and
   New Perspectives
SO TRANSPLANTATION PROCEEDINGS
VL 47
IS 4
BP 1070
EP 1072
DI 10.1016/j.transproceed.2014.09.182
PD MAY 2015
PY 2015
AB Introduction. Contrary to TV programs projecting awareness about organ
   donation in society, concrete evidence exists about adverse influence of
   negative broadcasts on organ donation rates. We sought to determine the
   effect of mass media on public opinion toward organ donation and the
   efficacy of public campaigns and novel social media attempts on donation
   rates.
   Methods. We conducted a systematic review of relevant literature and
   national campaign results.
   Results. Hoaxes about brain death and organ transplantation adversely
   affect organ donation rates in both Western and Eastern societies.
   Scientifically controversial and exaggerated press conferences and
   institutional advertisements create mistrust in doctors, thus reducing
   organ donation. The overall effect of public education campaigns in
   promoting organ donation is a temporary 5% gain. Increments in organ
   donation rates is expected with novel applications of social media
   (Facebook effect).
   Conclusion. Communication, based on mutual trust, must be established
   between medicine and the media. Continuing education programs with
   regard to public awareness on organ donation should be conducted over
   social media.
CT 13th Luso-Brazilian Transplantation Congress / 12th Portuguese
   Transplantation Congress / 1st Iberian Meeting of Transplantation
CY OCT 09-11, 2014
CL Lisbon, PORTUGAL
ZR 0
ZS 1
ZA 0
TC 15
ZB 2
Z8 0
Z9 15
U1 0
U2 33
SN 0041-1345
EI 1873-2623
UT WOS:000356184000048
PM 26036522
ER

PT J
AU McColl, Mary Ann
   Aiken, Alice
   Smith, Karen
   McColl, Alexander
   Green, Michael
   Godwin, Marshall
   Birtwhistle, Richard
   Norman, Kathleen
   Brankston, Gabrielle
   Schaub, Michael
TI Actionable Nuggets Knowledge translation tool for the needs of patients
   with spinal cord injury
SO CANADIAN FAMILY PHYSICIAN
VL 61
IS 5
BP E240
EP E248
PD MAY 2015
PY 2015
AB Objective To present the results of a pilot study of an innovative
   methodology for translating best evidence about spinal cord injury (SCI)
   for family practice.
   Design Review of Canadian and international peer-reviewed literature to
   develop SCI Actionable Nuggets, and a mixed qualitative-quantitative
   evaluation to determine Nuggets' effect on physician knowledge of and
   attitudes toward patients with SCI, as well as practice accessibility.
   Setting Ontario, Newfoundland, and Australia.
   Participants Forty-nine primary care physicians.
   Methods Twenty Actionable Nuggets (pertaining to key health issues
   associated with long-term SCI) were developed. Nugget postcards were
   mailed weekly for 20 weeks to participating physicians. Prior knowledge
   of SCI was self-rated by participants; they also completed an online
   posttest to assess the information they gained from the Nugget
   postcards. Participants' opinions about practice accessibility and
   accommodations for patients with SCI, as well as the acceptability and
   usefulness of Nuggets, were assessed in interviews.
   Main findings With Actionable Nuggets, participants' knowledge of the
   health needs of patients with SCI improved, as knowledge increased from
   a self-rating of fair (58%) to very good (75%) based on posttest quiz
   results. The mean overall score for accessibility and accommodations in
   physicians' practices was 72%. Participants' awareness of the need for
   screening and disease prevention among this population also increased.
   The usefulness and acceptability of SCI Nugget postcards were rated as
   excellent.
   Conclusion Actionable Nuggets are a knowledge translation tool designed
   to provide family physicians with concise, practical information about
   the most prevalent and pressing primary care needs of patients with SCI.
   This evidence-based resource has been shown to be an excellent fit with
   information consumption processes in primary care. They were updated and
   adapted for distribution by the Canadian Medical Association to
   approximately 50 000 primary care physicians in Canada, in both English
   and French.
RI Norman, Kathleen/J-6581-2019; Aiken, Alice/; Green, Michael/
OI Norman, Kathleen/0000-0001-7409-7704; Aiken, Alice/0000-0003-2469-9445;
   Green, Michael/0000-0002-5852-0143
ZR 0
TC 7
Z8 0
ZB 0
ZS 0
ZA 0
Z9 7
U1 0
U2 3
SN 0008-350X
EI 1715-5258
UT WOS:000355255300003
PM 26167564
ER

PT J
AU Kayssi, Ahmed
   Petrosoniak, Andrew
   Levenstadt, Jeremy
   Eisenberg, Naomi
   Jenkins, Sue
   Roche-Nagle, Graham
TI Rates of elastic compression stockings prescription following the
   diagnosis of deep venous thrombosis among Canadian emergency physicians
   and trainees
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 3
BP 248
EP 252
DI 10.1017/cem.2014.37
PD MAY 2015
PY 2015
AB Introduction: Postthrombotic syndrome (PTS) is a complication of deep
   vein thrombosis (DVT) characterized by chronic pain, swelling, and
   heaviness, and may result in ulceration. Elastic compression stockings
   (ECS) worn daily after DVT have been shown to reduce the incidence and
   severity of PTS. The aim of our study was to investigate practices and
   perceptions of physicians regarding adjunct therapies to anticoagulation
   in patients diagnosed with lower extremity DVT.
   Methods: A national online survey was conducted of Canadian emergency
   medicine staff physicians and residents (n = 471) to investigate their
   attitudes toward the prescription of ECS post-diagnosis of DVT. A paper
   survey of patients in a thrombosis clinic (n = 58) was also administered
   to better understand the patient experiences with ECS.
   Results: The majority of staff physician (62%) and resident (69%)
   respondents were unsure of whether ECS were effective in preventing PTS
   and managing venous symptoms. Only 6% of staff physicians and 7% of
   residents routinely prescribed ECS for above-knee DVTs. More than 78% of
   respondents were unsure about the optimal timing of initiation of ECS
   and duration of therapy. Although all patients noted symptomatic relief
   with ECS, only 50% were prescribed stockings by an emergency or family
   doctor, and 69% of those patients wore the stockings on a daily basis.
   Staff physicians most frequently identified poor fit as the reason for
   lack of patient compliance, whereas patients most frequently cited cost.
   Conclusions: Our findings suggest that there is variability in practice
   among Canadian emergency medicine physicians and trainees and a need for
   widespread education regarding the latest evidence of the benefit of ECS
   after DVT.
RI Eisenberg, Naomi/AAS-5592-2021
OI Eisenberg, Naomi/0000-0002-1237-9244
ZS 0
TC 2
Z8 0
ZR 0
ZA 0
ZB 0
Z9 2
U1 0
U2 13
SN 1481-8035
EI 1481-8043
UT WOS:000356060800006
PM 26034910
ER

PT J
AU Tullo, Ellen StClair
   Robinson, Lisa
   Newton, Julia
TI Comparing the perceptions of academics and members of the public about
   patient and public involvement in ageing research
SO AGE AND AGEING
VL 44
IS 3
BP 533
EP 536
DI 10.1093/ageing/afu193
PD MAY 2015
PY 2015
AB Background: public and patient involvement (PPI) in clinical research is
   increasingly advocated by funding and regulatory bodies. However, little
   is known about the views of either academics or members of the public
   about perceptions of the practical realities of PPI, particularly in
   relation to ageing research.
   Objective: to survey current levels of PPI in biomedical and clinical
   research relating to ageing at one institution. To compare and contrast
   the views of academics and the public about PPI relating to research
   about ageing.
   Design: electronic survey of senior academics, postgraduate students and
   members of a local user group for older people.
   Setting and participants: thirty-three academics (18 principal
   investigators and 15 PhD students) at a biomedical research institution.
   Fifty-four members of a local user group for older people.
   Results: thirty per cent (10/33) of projects described some PPI
   activity. Older adults were more positive about active involvement in
   research about ageing than academics. The perceived benefits of and
   barriers to involvement in research were similar among all groups,
   although older members of the public were more likely than academics to
   acknowledge potential barriers to involvement.
   Conclusion: academics and older people share some perceptions about PPI
   in ageing research, but members of the public are more optimistic about
   active involvement. Further correspondence between these groups may help
   to identify feasible involvement activities for older people and
   encourage collaborative research about ageing.
ZR 0
ZB 0
ZS 0
TC 3
Z8 0
ZA 0
Z9 3
U1 1
U2 6
SN 0002-0729
EI 1468-2834
UT WOS:000355623100034
PM 25527607
ER

PT J
AU Tabibian, Anilga
   Tabibian, James H.
   Beckman, Linda J.
   Raffals, Laura L.
   Papadakis, Konstantinos A.
   Kane, Sunanda V.
TI Predictors of Health-Related Quality of Life and Adherence in Crohn's
   Disease and Ulcerative Colitis: Implications for Clinical Management
SO DIGESTIVE DISEASES AND SCIENCES
VL 60
IS 5
BP 1366
EP 1374
DI 10.1007/s10620-014-3471-1
PD MAY 2015
PY 2015
AB Background and Aims Inflammatory bowel disease (IBD) is associated with
   impaired health-related quality of life (HRQOL) and adherence. Our aim
   was to identify demographic, clinical, and psychosocial predictors of
   impaired HRQOL and non-adherence to provider recommendations.
   Methods Adults with Crohn's disease (CD) or ulcerative colitis (UC)
   residing within the USA were recruited from online IBD support groups
   for participation in this cross-sectional study. Data were collected
   online through standardized instruments, including the Inflammatory
   Bowel Disease Questionnaire and the Medical Outcomes Study (MOS) general
   adherence scale. Bivariate analyses and multivariate linear regression
   were used to assess predictors of HRQOL and adherence.
   Results We recruited 136 individuals, among whom median age was 35 years
   (range 18-75), and 82 % were female. 57 % had CD, and 43 % had UC.
   Predictors of lower HRQOL among CD patients were perceived stress (p <
   0.0001), number of CD relapses (p < 0.0001), and female gender (p =
   0.0015), while among UC patients they were perceived stress (p < 0.0001)
   and number of UC relapses (p = 0.0017). Predictors of lower adherence to
   provider recommendations in CD were perceived stress (p = 0.0007) and
   older age (p = 0.041), while in UC, perceived stress was the only
   predictor of lower adherence (p = 0.022).
   Conclusions Among patients with IBD, a higher level of perceived stress
   is a strong predictor of lower HRQOL and lower adherence to provider
   recommendations. Additionally, females with CD and patients with higher
   number of IBD relapses may be at risk of lower HRQOL. Psychological
   interventions, including physician-facilitated conversations,
   psychological screeners, and a multidisciplinary approach, may help
   address impaired HRQOL and adherence and merit further study.
ZA 0
Z8 3
TC 60
ZR 0
ZS 1
ZB 18
Z9 62
U1 0
U2 12
SN 0163-2116
EI 1573-2568
UT WOS:000355570200034
PM 25559754
ER

PT J
AU Thomas, J. S.
   Gillard, D.
   Khor, M.
   Hakendorf, P.
   Thompson, C. H.
TI A comparison of educational interventions to improve prescribing by
   junior doctors
SO QJM-AN INTERNATIONAL JOURNAL OF MEDICINE
VL 108
IS 5
BP 369
EP 377
DI 10.1093/qjmed/hcu213
PD MAY 1 2015
PY 2015
AB Background: Prescribing is a complex task with potential for many types
   of error to occur. Despite the introduction of a standard national
   medication chart for Australian hospital inpatients in 2006, simple
   prescribing errors are common.
   Aim: To compare the effect of quality improvement initiatives on the
   rate of simple prescribing errors.
   Design: A prospective, multisite comparison of prescribing education
   interventions.
   Methods: Using three hospital sites, we compared site-specific changes
   in prescribing error rates following use of an online education module
   alone (low intensity) with prescribing error rates following a
   high-intensity intervention (comprising the same online education module
   plus nurse education and academic detailing of junior prescribers). The
   study period was 4 months between May and August 2011.
   Results: Full completion of the adverse drug reactions field did not
   improve after either intervention; however, there was better
   documentation of some elements following high-intensity intervention.
   Prescriber performance improved significantly for more elements in the
   regular prescription category than any other category of prescription.
   Legibility of medication name improved across all categories following
   interventions. Clarity of frequency, prescriber name and documentation
   of indication improved following both high- and low-intensity
   intervention.
   Conclusions: Improvements were seen in several prescription elements
   after the intervention but the majority of elements that improved were
   affected by both low- and high-intensity interventions. Despite targeted
   intervention, significant rates of prescribing breaches persisted. The
   prevalence of prescription breaches partially responds to an online
   education module. The nature of any additional intervention that would
   be effective is unclear.
RI Thompson, Campbell/E-2885-2010; Thomas, Josephine/
OI Thompson, Campbell/0000-0002-5164-3327; Thomas,
   Josephine/0000-0001-8124-5920
ZS 0
ZR 0
ZB 6
TC 10
ZA 0
Z8 0
Z9 11
U1 0
U2 7
SN 1460-2725
EI 1460-2393
UT WOS:000355312600004
PM 25322990
ER

PT J
AU Walther, A. L.
   Pohontsch, N. J.
   Deck, R.
TI Need for Information Concerning Medical Rehabilitation of the Federal
   German Pension Fund - Findings of an Online Survey of General
   Practitioners
SO GESUNDHEITSWESEN
VL 77
IS 5
BP 362
EP 367
DI 10.1055/s-0034-1377034
PD MAY 2015
PY 2015
AB Aim: General practitioners complain about information deficits,
   uncertainties and unclear requirements associated with medical
   rehabilitation. In this study General practitioners' specific
   information needs are identified and the preferred form for the
   presentation of information is determined.
   Methods: In a secondary analysis of several focus groups with different
   stakeholders, rehabilitation specific aspects were identified for which
   General practitioners could have further information needs. Those were
   transferred into an online-questionnaire. GPs in Schleswig-Holstein were
   invited to the online-survey via E-Mail by different medical
   associations.
   Results: A total of 194 questionnaires were available for analysis. In
   general, high information needs covering all rehabilitation topics in
   the questionnaire are evident. The highest information need is
   recognised for the following aspects: in which cases it makes sense to
   file an objection, which measures have to take place before it makes
   sense to file an objection and what the term ambulant measures have been
   exhausted exactly means. GPs clearly prefer a website as a means of
   informational source. Under the option of multiple replies 74.2% prefer
   a website, followed by the option of a brochure (44.8%) and further
   education (22.2%).
   Conclusion: General practitioners have high information needs regarding
   different aspects of rehabilitation which are not satisfied with
   existing sources of information. The development of a user-friendly
   website with comprehensible information on the required aspects seems
   necessary to increase the acceptance and understanding of medical
   rehabilitation among practitioners and therefore to optimise
   rehabilitation processes.
RI Pohontsch, Nadine/AAK-6573-2020; Pohontsch, Nadine/
OI Pohontsch, Nadine/0000-0002-0966-4087
ZS 0
TC 17
ZB 1
ZR 0
ZA 0
Z8 0
Z9 17
U1 0
U2 4
SN 0941-3790
EI 1439-4421
UT WOS:000355421700013
PM 25025292
ER

PT J
AU Fouad, Yousef A.
   Fahmy, Yara M.
   Hady, Sarah M. Abdel
   Elsabagh, Abdelrahman E.
TI Egyptian future physicians are packing to leave but may be willing to
   return
SO INTERNATIONAL HEALTH
VL 7
IS 3
BP 190
EP 194
DI 10.1093/inthealth/ihu072
PD MAY 2015
PY 2015
AB The migration of physicians from the developing to the developed world
   remains a controversial topic with many proposed negative effects.
   Although Egypt remains a major supplier of international medical
   graduates, no exploration of the root causes of the issue or the
   required policy changes was attempted before.
   An online questionnaire was used to survey 940 Egyptian undergraduates
   enrolled at the Faculty of Medicine, Ain Shams University exploring
   their intentions of mobility following graduation and the factors
   impacting such intentions.
   Of the responding students, 85.7% (n=806) intended to leave the country
   for training following graduation, mostly seeking better research
   opportunities (mean 4.74) and working conditions (mean 4.64). Of those,
   81.8% (659) reported their plan to eventually return after training,
   although at different intervals, principally driven by the feeling of
   belonging and desire to serve their country (mean 4.01).
   Due attention should be given to such an unnoticed country's issue with
   the adoption of evidence-based policy changes to minimize its negative
   effects. The affinity of the students to eventually return (driven by
   the desire to serve the country) could prove a valuable point to
   consider in policy-making.
RI Fahmy, Yara/AAV-9647-2020; Fouad, Yousef/AAJ-1730-2021
OI Fahmy, Yara/0000-0002-9883-5270; Fouad, Yousef/0000-0002-2954-2917
ZB 2
Z8 0
ZR 0
TC 7
ZA 0
ZS 0
Z9 7
U1 1
U2 10
SN 1876-3413
EI 1876-3405
UT WOS:000355670600008
PM 25256738
ER

PT J
AU Caverly, Tanner J.
   Prochazka, Allan V.
   Combs, Brandon P.
   Lucas, Brian P.
   Mueller, Shane R.
   Kutner, Jean S.
   Binswanger, Ingrid
   Fagerlin, Angela
   McCormick, Jacqueline
   Pfister, Shirley
   Matlock, Daniel D.
TI Doctors and Numbers: An Assessment of the Critical Risk Interpretation
   Test
SO MEDICAL DECISION MAKING
VL 35
IS 4
BP 512
EP 524
DI 10.1177/0272989X14558423
PD MAY 2015
PY 2015
AB Background. Risk interpretation affects decision making. Yet, there is
   no valid assessment of how clinicians interpret the risk data that they
   commonly encounter. Objective. To establish the reliability and validity
   of a 20-item test of clinicians' risk interpretation. Methods. The
   Critical Risk Interpretation Test (CRIT) measures clinicians' abilities
   to 1) modify the interpretation based on meaningful differences in the
   outcome (e.g., disease specific v. all-cause mortality) and time period
   (e.g., lifetime v. 10-year mortality), 2) maintain a stable
   interpretation for different risk framings (e.g., relative v. absolute
   risk), and 3) correctly interpret how diagnostic testing modifies risk.
   There were 658 clinicians and medical trainees who participated: 116
   nurse practitioners (NPs) at a national conference, 273 medical students
   at 1 institution, 148 residents in internal medicine at 2 institutions,
   and 121 internists at 1 institution. Participants completed a
   self-administered paper test during educational conferences. Seventeen
   evidence-based medicine experts took the test online and formally
   assessed content validity. Eighteen second-year medical students were
   recruited to take the test and a retest 3 weeks later to explore
   test-retest correlation. Results. Expert review supported test clarity
   and content validity. Factor analysis supported that the CRIT identifies
   at least 3 separable areas of clinician knowledge. Test-retest
   correlation was fair (intraclass correlation coefficient = 0.65;
   standard error = 0.15). Scores on our test correlated with other tests
   of related abilities. Mean test scores varied among groups, with
   differences in prior evidence-based medicine training and experience (93
   for NPs, 101 for medical students, 101 for residents, 103 for academic
   internists, and 110 for physician experts; P < 0.001). Conclusions. Our
   results provide supporting evidence for the reliability and validity of
   the CRIT as an index of critical risk interpretation abilities, which is
   acceptable and feasible to administer in an educational setting.
RI Binswanger, Ingrid/X-4496-2019; Matlock, Dan/
OI Binswanger, Ingrid/0000-0001-8862-8078; Matlock, Dan/0000-0001-9597-9642
Z8 0
ZS 0
ZA 0
ZR 0
ZB 0
TC 7
Z9 7
U1 1
U2 8
SN 0272-989X
EI 1552-681X
UT WOS:000354131500011
PM 25378297
ER

PT J
AU Warrington, Lorraine
   Absolom, Kate
   Velikova, Galina
TI Integrated care pathways for cancer survivors - a role for
   patient-reported outcome measures and health informatics
SO ACTA ONCOLOGICA
VL 54
IS 5
BP 600
EP 608
DI 10.3109/0284186X.2014.995778
PD MAY 2015
PY 2015
AB Modern cancer treatments have improved survival rates and changed the
   nature of cancer care. The acute and long-term physical and psychosocial
   comorbidities associated with treatment place increasing demands on
   healthcare services to provide suitable models of follow-up care for the
   survivor population.
   Aim. We discuss the value and challenges of incorporating
   patient-reported outcome measures (PROMs) and eHealth interventions into
   routine follow-up care. We draw on our 15 years' experience of
   developing electronic systems for capturing patient-reported data in
   oncology settings, with particular reference to eRAPID a new online
   symptom reporting system for cancer patients.
   The redesign of healthcare pathways. New stratified care pathways have
   been proposed for cancer survivors with an emphasis on supported
   self-management and shared care.
   The potential role of PROMs in survivorship care pathways. PROMs can be
   used to evaluate rehabilitation services, provide epidemiological 'Big
   Data' and screen patients for physical and psychological morbidities to
   determine the need for further support. In addition, electronic PROMs
   systems linked to electronic patient records (EPRs) have the capability
   to provide tailored self-management advice to individual patients.
   Integration of PROMs into clinical practice. The successful clinical
   utilisation of PROMs is dependent on a number of components including;
   choosing appropriate questionnaires, developing evidence-based scoring
   algorithms, the creation of robust electronic platforms for recording
   and transferring data into EPRs, and training staff and patients to
   engage effectively with PROMs.
   Discussion. There is increasingly positive evidence for using PROMs and
   eHealth approaches to support cancer patients' care during treatment.
   Much of what has been learnt can be applied to cancer survivorship.
   PROMs integrated into eHealth platforms and with EPR have the potential
   to play a valuable role in the development of appropriate and
   sustainable long-term follow-up models for cancer survivors.
OI Absolom, Kate/0000-0002-5477-6643
ZA 0
TC 43
ZR 0
ZB 9
ZS 0
Z8 2
Z9 45
U1 0
U2 45
SN 0284-186X
EI 1651-226X
UT WOS:000353917300006
PM 25751758
ER

PT J
AU Winkelman, William D.
   Missmer, Stacey A.
   Myers, Dale
   Ginsburg, Elizabeth S.
TI Public perspectives on the use of preimplantation genetic diagnosis
SO JOURNAL OF ASSISTED REPRODUCTION AND GENETICS
VL 32
IS 5
BP 665
EP 675
DI 10.1007/s10815-015-0456-8
PD MAY 2015
PY 2015
AB To study the perspectives of the United States population towards the
   use of preimplantation genetic diagnosis (PGD) in various clinical
   scenarios.
   Online cross-sectional population based questionnaire of a nationally
   representative sample according to age, gender, race/ethnicity, income,
   education and religion.
   A total of 1006 completed the questionnaire with an overall response
   rate of 94 %. A majority supported PGD for diseases fatal early in life
   or those causing lifelong disability (72.9 and 66.7 %, respectively);
   only 48.0 % supported PGD for diseases that manifest late in life.
   Respondents were more supportive of PGD for genetic diseases if they
   were aware of PGD prior to the survey (OR = 1.64; CI = 1.13-2.39).
   However, a small proportion were in favor of genetically-based trait
   selection: 21.1 % supported PGD for sex selection, 14.6 % for physical
   traits and 18.9 % for personality traits. Compared to women, men were
   nearly two- to three-fold more supportive of PGD for sex selection (OR =
   1.65; CI = 1.20-2.78), physical traits (OR = 2.38; CI = 1.60-3.48) and
   personality traits (OR = 2.31; CI = 1.64-3.26). Compared to Caucasians,
   Asians (OR = 3.87; CI = 1.71-8.78) and African Americans (OR = 1.61; CI
   = 1.04-2.74) were more supportive of PGD for sex selection.
   In a nationally representative sample, a majority supported PGD to
   identify early onset diseases. We noted significant variation in
   opinions by sex, race, and education. There was more support among those
   with prior knowledge of PGD suggesting that education about PGD may
   foster favorable opinions. This study identifies public knowledge and
   attitudes that may be used to shape future research hypotheses and
   clinical policies.
RI Winkelman, William/AAH-9359-2019
OI Winkelman, William/0000-0003-4445-6125
ZB 8
Z8 1
TC 20
ZA 0
ZS 0
ZR 0
Z9 21
U1 0
U2 19
SN 1058-0468
EI 1573-7330
UT WOS:000354484900002
PM 25758988
ER

PT J
AU Holst, Daniel
   Kowalewski, Timothy M.
   White, Lee W.
   Brand, Timothy C.
   Harper, Jonathan D.
   Sorenson, Mathew D.
   Kirsch, Sarah
   Lendvay, Thomas S.
TI Crowd-Sourced Assessment of Technical Skills: An Adjunct to Urology
   Resident Surgical Simulation Training
SO JOURNAL OF ENDOUROLOGY
VL 29
IS 5
BP 604
EP 609
DI 10.1089/end.2014.0616
PD MAY 1 2015
PY 2015
AB Background: Crowdsourcing is the practice of obtaining services from a
   large group of people, typically an online community. Validated methods
   of evaluating surgical video are time-intensive, expensive, and involve
   participation of multiple expert surgeons. We sought to obtain valid
   performance scores of urologic trainees and faculty on a dry-laboratory
   robotic surgery task module by using crowdsourcing through a web-based
   grading tool called Crowd Sourced Assessment of Technical Skill (CSATS).
   Methods: IRB approval was granted to test the technical skills grading
   accuracy of Amazon.com Mechanical Turk crowd-workers compared to three
   expert faculty surgeon graders. The two groups assessed dry-laboratory
   robotic surgical suturing performances of three urology residents
   (PGY-2, -4, -5) and two faculty using three performance domains from the
   validated Global Evaluative Assessment of Robotic Skills assessment
   tool. Results: After an average of 2 hours 50 minutes, each of the five
   videos received 50 crowd-worker assessments. The inter-rater reliability
   (IRR) between the surgeons and crowd was 0.91 using Cronbach's alpha
   statistic (confidence intervals=0.20-0.92), indicating an agreement
   level between the two groups of excellent. The crowds were able to
   discriminate the surgical level, and both the crowds and the expert
   faculty surgeon graders scored one senior trainee's performance above a
   faculty's performance. Conclusion: Surgery-naive crowd-workers can
   rapidly assess varying levels of surgical skill accurately relative to a
   panel of faculty raters. The crowds provided rapid feedback and were
   inexpensive. CSATS may be a valuable adjunct to surgical simulation
   training as requirements for more granular and iterative performance
   tracking of trainees become mandated and commonplace.
RI Kowalewski, Timothy/C-1391-2014
OI Kowalewski, Timothy/0000-0001-6596-3324
ZS 0
ZA 0
ZB 17
TC 60
Z8 0
ZR 0
Z9 60
U1 0
U2 3
SN 0892-7790
EI 1557-900X
UT WOS:000354037000020
PM 25356517
ER

PT J
AU Stevens, Melissa B.
   Hastings, Susan Nicole
   Powers, James
   Vandenberg, Ann E.
   Echt, Katharina V.
   Bryan, William E., III
   Peggs, Kiffany
   Markland, Alayne D.
   Hwang, Ula
   Hung, William W.
   Schmidt, Anita J.
   McGwin, Gerald
   Ikpe-Ekpo, Edidiong
   Clevenger, Carolyn
   Johnson, Theodore M., II
   Vaughan, Camille P.
TI Enhancing the Quality of Prescribing Practices for Older Veterans
   Discharged from the Emergency Department (EQUiPPED): Preliminary Results
   from Enhancing Quality of Prescribing Practices for Older Veterans
   Discharged from the Emergency Department, a Novel Multicomponent
   Interdisciplinary Quality Improvement Initiative
SO JOURNAL OF THE AMERICAN GERIATRICS SOCIETY
VL 63
IS 5
BP 1025
EP 1029
DI 10.1111/jgs.13404
PD MAY 2015
PY 2015
AB Suboptimal medication prescribing for older adults has been described in
   a number of emergency department (ED) studies. Despite this, few studies
   have examined ED-targeted interventions aimed at reducing the use of
   potentially inappropriate medications (PIMs). Enhancing Quality of
   Prescribing Practices for Older Veterans Discharged from the ED
   (EQUiPPED) is an ongoing multicomponent, interdisciplinary quality
   improvement initiative in eight Department of Veterans Affairs EDs. The
   project aims to decrease the use of PIMs, as identified by the Beers
   criteria, prescribed to veterans aged 65 and older at the time of ED
   discharge. Interventions include provider education; informatics-based
   clinical decision support with electronic medical record-embedded
   geriatric pharmacy order sets and links to online geriatric content; and
   individual provider education including academic detailing, audit and
   feedback, and peer benchmarking. Poisson regression was used to compare
   the number of PIMs that staffproviders prescribed to veteransaged 65 and
   older discharged from the ED before and after the initiation of the
   EQUiPPED intervention. Initial data from the first implementation site
   show that the average monthly proportion ofPIMs that staff providers
   prescribed was 9.4 +/- 1.5% before the intervention and 4.6 +/- 1.0%
   after the initiation ofEQUiPPED (relative risk=0.48, 95% confidence
   interval=0.40-0.59, P<.001). Preliminary evaluation demonstrated a
   significant and sustained reduction of ED-prescribed PIMs in older
   veterans after implementation of EQUiPPED. Longer follow-up and
   replication at collaborating sites would allow for an assessment of the
   effect on health outcomes and costs.
RI , Theodore M. Johnson/A-6374-2014; Markland, Alayne/; Echt, Katharina/; Hastings, Susan/
OI , Theodore M. Johnson/0000-0001-8332-5369; Markland,
   Alayne/0000-0002-6567-6744; Echt, Katharina/0000-0002-3805-5889;
   Hastings, Susan/0000-0002-5750-8820
TC 24
ZS 0
ZB 5
Z8 0
ZR 0
ZA 0
Z9 24
U1 0
U2 8
SN 0002-8614
EI 1532-5415
UT WOS:000354726400026
PM 25945692
ER

PT J
AU Laux, G.
   Sander, K.
   Artmann, S.
   Dreher, J.
   Lenz, J.
   Hauth, I.
TI Reality of treatment in psychotherapy. Results of a survey of German
   psychiatric hospitals
SO NERVENARZT
VL 86
IS 5
BP 579
EP 587
DI 10.1007/s00115-014-4193-5
PD MAY 2015
PY 2015
AB Since the introduction of the qualification as specialist for psychiatry
   and psychotherapy, in addition to psychopharmacotherapy psychotherapy is
   an integral component of the treatment of mentally ill people. A survey
   was carried out to evaluate the reality of clinical routine use of
   psychotherapy in German psychiatric hospitals.
   Between October 2011 and March 2012 German hospitals of psychiatry and
   psychotherapy were contacted by the head organization, the conference of
   national directors (Bundesdirektorenkonferenz), to participate in a
   survey regarding the application of psychotherapy in the real clinical
   world of daily treatment. With an anonymous questionnaire, data were
   requested as either a printed form or online version.
   Data from 25 psychiatric hospitals in the year 2010 could be analysed
   (average number of beds 300 of which 53 were for
   psychosomatic/psychotherapeutic patients) and a total of 87,000
   inpatients were treated whereby 34 % were diagnosed as F1 addictive
   disorders and 24 % as F3 affective disorders. More than 80 % of the
   hospitals applied group therapies of relaxation, cognitive behavior
   therapy, social competence training and specific techniques, such as
   dialectic-behavior therapy. As individual treatment methods, patients
   with depressive disorders were treated with cognitive behavior therapy,
   interpersonal psychotherapy or psychodynamic therapy in more than 50 %
   of the cases. Relaxation techniques were offered in most cases by the
   nursing staff, behavior therapy by psychologists and physicians and
   psychodynamic therapy mainly by psychiatrists.
ZS 0
ZB 0
ZA 0
ZR 0
TC 1
Z8 0
Z9 1
U1 0
U2 10
SN 0028-2804
EI 1433-0407
UT WOS:000354096400009
PM 25620735
ER

PT J
AU Centeno, Carlos
   Bolognesi, Deborah
   Biasco, Guido
TI Comparative Analysis of Specialization in Palliative Medicine Processes
   Within the World Health Organization European Region
SO JOURNAL OF PAIN AND SYMPTOM MANAGEMENT
VL 49
IS 5
BP 861
EP 870
DI 10.1016/j.jpainsymman.2014.10.019
PD MAY 2015
PY 2015
AB Context. Palliative medicine (PM), still in the development phase, is a
   new, growing specialty aimed at caring for both oncology and
   non-oncology patients. There is still confusion about the training
   offered in the various European PM certification programs.
   Objectives. To provide a detailed, comparative update and analysis of
   the PM certification process in Europe, including the different training
   approaches and their main features.
   Methods. Experts from each country completed an online survey addressing
   historical background, program name, training requirements, length of
   time in training, characteristic and content, official certifying
   institution, effectiveness of accreditation, and 2013 workforce
   capacity. We prepared a comparative analysis of the data provided.
   Results. In 2014, 18 of 53 European countries had official programs on
   specialization in PM (POSPM): Czech Republic, Denmark, Finland, France,
   Georgia, Germany, Hungary, Ireland, Israel, Italy, Latvia, Malta,
   Norway, Poland, Portugal, Romania, Slovakia, and the U.K. Ten of these
   programs were begun in the last five years. The PM is recognized as a
   "specialty," "subspecialty," or "special area of competence," with no
   substantial differences between the last two designations. The
   certification contains the term "palliative medicine" in most countries.
   Clinical training varies, with one to two years being the most frequent
   duration. There is a clear trend toward establishing the POSPM as a
   mandatory condition for obtaining a clinical PM position in countries'
   respective health systems.
   Conclusion. PM is growing as a specialization field in Europe. Processes
   leading to certification are generally long and require substantial
   clinical training. The POSPM education plans are heterogeneous. The
   European Association for Palliative Care should commit to establishing
   common learning standards, leading to additional European-based
   recognition of expertise in PM. (C) 2015 Published by Elsevier Inc. on
   behalf of American Academy of Hospice and Palliative Medicine.
RI Centeno, Carlos/H-3430-2013
OI Centeno, Carlos/0000-0003-3395-7039
TC 17
ZR 0
ZS 0
ZA 0
Z8 0
ZB 1
Z9 17
U1 0
U2 5
SN 0885-3924
EI 1873-6513
UT WOS:000354827500013
PM 25623924
ER

PT J
AU Trobec, Irena
   Starcic, Andreja Istenic
TI Developing nursing ethical competences online versus in the traditional
   classroom
SO NURSING ETHICS
VL 22
IS 3
BP 352
EP 366
DI 10.1177/0969733014533241
PD MAY 2015
PY 2015
AB Background: The development of society and science, especially medical
   science, gives rise to new moral and ethical challenges in healthcare.
   Research question/objectives/hypothesis: In order to respond to the
   contemporary challenges that require autonomous decision-making in
   different work contexts, a pedagogical experiment was conducted to
   identify the readiness and responsiveness of current organisation of
   nursing higher education in Slovenia. It compared the successfulness of
   active learning methods online (experimental group) and in the
   traditional classroom (control group) and their impact on the ethical
   competences of nursing students. The hypothesis set in the experiment,
   hypothesis 1 (the experimental group will be successful and will have
   good achievements in comprehension and application of ethical
   principles) was confirmed based on pre-tests and post-tests. The
   hypothesis tested by the questionnaire, hypothesis 2 (according to the
   students, the active learning methods online in the experimental group
   have a positive impact on the development of ethical competences) was
   confirmed.
   Research design: The pedagogical experiment was supported by a
   multiple-case study that enabled the in-depth analysis of the students'
   attitudes towards the active learning methods in both settings.
   Participants and research context: The study included Slovenian
   first-year nursing students (N = 211) of all the enrolled students (N =
   225) at the University of Ljubljana and University of Primorska in the
   academic year 2010/2011.
   Ethical considerations: Before the study ethical permission was obtained
   from the managements of both participating faculties. The students were
   given all the necessary information of the experiment before the
   tutorials.
   Findings: No significant difference was found between the two learning
   settings and both had a positive impact upon learning. The results of
   the content analysis show that the students' active engagement with the
   active learning methods in the group enables the development of ethical
   competences and the related communicative competences, interpersonal
   skills, collaboration and critical thinking.
   Discussion: Active learning methods in the settings compared, online and
   the traditional classroom, enabled the development of a higher level of
   knowledge defined by the ability of critical thinking and reflective
   response, the core of ethical competences. Students develop ethical
   competence through active engagement in a group work, role play and
   discussion, and there is no difference between online or traditional
   learning settings.
   Conclusion: In the healthcare, it is crucial for providers to be capable
   of making autonomous decisions and managing various communication
   situations and contexts in which the moral attitudes and ethical
   sensibility are essential.
OI Istenic, Andreja/0000-0003-0513-5054
ZB 0
ZS 1
ZA 0
ZR 0
TC 18
Z8 0
Z9 18
U1 0
U2 27
SN 0969-7330
EI 1477-0989
UT WOS:000354867900007
PM 24917269
ER

PT J
AU Roy, Vibin
   Hurley, Katelyn
   Plumb, Ellen
   Castellan, Christine
   McManus, Patrick
TI Urban Underserved Program: An Analysis of Factors Affecting Practice
   Outcomes
SO FAMILY MEDICINE
VL 47
IS 5
BP 373
EP 377
PD MAY 2015
PY 2015
AB BACKGROUND AND OBJECTIVES: Fewer medical students are choosing to work
   in primary care, and it is difficult to recruit and retain physicians to
   work in underserved communities. Positive exposures with underserved
   communities are known to increase a physician's likelihood of practicing
   in an underserved area. While a number of medical school programs are
   designed to address the rural physician workforce shortage, there are
   fewer medical school programs designed to specifically recruit and
   retain physicians to work in urban underserved areas. This article
   describes a multifaceted, longitudinal medical school curriculum at
   Jefferson Medical College known as the Urban Underserved Program (UUP)
   and a survey administered to UUP graduates exploring the association
   between program participation and practice outcomes.
   METHODS: A mixed methods analysis of an online survey was administered
   to UUP graduates.
   RESULTS: Results indicated that 75% of UUP graduates work in urban
   areas, 75% in an underserved or physician shortage area, and 61% in a
   primary care capacity. Additionally, results indicate that the UUP
   supports and encourages medical students to work with urban underserved
   populations by increasing knowledge of health disparities and empathy
   for underserved populations.
   CONCLUSIONS: Urban underserved communities have greater health
   disparities and less access to health care, and programs that promote
   and prepare students to enter practice in these communities can
   potentially impact the health of these populations.
ZA 0
ZR 0
ZS 0
ZB 0
TC 5
Z8 0
Z9 5
U1 3
U2 7
SN 0742-3225
EI 1938-3800
UT WOS:000354586100007
PM 25905880
ER

PT J
AU Seehusen, Dean A.
   Ledford, Christy J. W.
TI Program Directors' Use and Perceptions of the Online STFM Resource
   Library: A CERA Report
SO FAMILY MEDICINE
VL 47
IS 5
BP 393
EP 396
PD MAY 2015
PY 2015
AB BACKGROUND AND OBJECTIVES: The online STFM Resource Library (RL) was
   launched in 2005 by STFM with a grant from the National Library of
   Medicine. This study was conducted to assess the RL usage patterns and
   RL-related perceptions of family medicine program directors (PDs) to
   guide potential process improvement.
   METHODS: Questions about the RL were included in a larger omnibus survey
   conducted by the CAFM Educational Research Alliance (CERA). The sampling
   frame for the survey was all US family medicine PDs as identified by the
   Association of Family Medicine Residency Directors.
   RESULTS: The overall response rate was 50.9% (224/440). A total of 170
   (75.9%) had previously used the RL. PDs from university-affiliated
   programs were more likely to have used the RL (92.7% versus 73.7%).
   Forty percent of respondents reported the RL was easy to use, and 25.3%
   agreed that the RL is more valuable than other medical education web
   sites. Respondents who had been PD for less than 5 years reported a
   greater relative advantage of the RL (31.9% versus 17.9%). Women
   reported higher relative advantage for the RI than men (34.5% versus
   20.5%).
   CONCLUSIONS: PDs who have used the site report relatively low
   satisfaction with its ease of use and relative value. Most do not
   consider it to be more useful than other medical education web sites.
   Women PDs rate the resource higher than men. The RL is a widely used
   resource that could be updated to make it easier to use and more
   valuable to family medicine educators.
OI Seehusen, Dean/0000-0002-2139-6484
Z8 0
ZS 0
TC 0
ZA 0
ZR 0
ZB 0
Z9 0
U1 0
U2 3
SN 0742-3225
EI 1938-3800
UT WOS:000354586100011
PM 25905884
ER

PT J
AU El Tantawi, Maha M. A.
   Abdelsalam, Maha M.
   Mourady, Ahmed M.
   Elrifae, Ismail M. B.
TI e-Assessment in a Limited-Resources Dental School Using an Open-Source
   Learning Management System
SO JOURNAL OF DENTAL EDUCATION
VL 79
IS 5
BP 571
EP 583
PD MAY 2015
PY 2015
AB e-Assessment provides solutions to some problems encountered in dental
   students' evaluation. The aim of this study was to evaluate the
   experience of a limited-resources dental school with e-assessment
   provided through an open-source learning management system (LMS). Data
   about users' access and types of e-assessment activities at the Faculty
   of Dentistry, Alexandria University, Egypt, were obtained from the
   web-based LMS Moodle. A questionnaire developed to assess students'
   perceptions of the e-assessment was also sent to students registered in
   two courses (undergraduate and postgraduate) with the same instructor.
   The results showed that most e-courses at the school had one form of
   e-assessment (82%) and, of these, 16.7% had summative assessment
   activities. There were significant differences among departments in the
   number of e-courses with e-assessment. One-quarter of e-courses with
   e-assessment used Moodle quizzes. Of 285 students registered in the two
   courses that included the questionnaire, 170 responded (response
   rate=59.6%). The responding students positively perceived the impact of
   e-assessment on learning and its reliability and security, whereas
   technical issues and related stresses were negatively perceived. This
   study suggests that e-assessment can be used at minimal cost in dental
   schools with limited resources and large class sizes with the least
   demands on faculty members and teaching staff time. For these schools,
   an open-source LMS such as Moodle provides formative e-assessment not
   available otherwise and accommodates various question formats and
   varying levels of instructors' technical skills. These students seemed
   to have a positive impression of the e-assessment although technical
   problems and related stresses are issues that need to be addressed.
RI Abdelsalam, Maha/AAI-2332-2019; Tantawi, Maha El/K-4336-2014
OI Tantawi, Maha El/0000-0003-4989-6584
Z8 0
ZA 0
ZR 0
ZB 0
ZS 1
TC 15
Z9 16
U1 0
U2 12
SN 0022-0337
EI 1930-7837
UT WOS:000354585900014
PM 25941151
ER

PT J
AU O'Donovan, James
   Maruthappu, Mahiben
TI Distant peer-tutoring of clinical skills, using tablets with
   instructional videos and Skype: A pilot study in the UK and Malaysia
SO MEDICAL TEACHER
VL 37
IS 5
BP 463
EP 469
DI 10.3109/0142159X.2014.956063
PD MAY 2015
PY 2015
AB Objectives: To assess the feasibility and impact of using low-cost
   Android tablets to deliver video tutorials and remote online
   peer-tutoring for clinical skills between two countries.
   Methods: Nine junior medical students from Malaysia were paired with
   five senior medical students from the UK, who played the role of
   peer-tutors. Students from Malaysia were given a low-cost Android tablet
   from which they could access instructional video tutorials. At the end
   of each week, the peer-tutors would observe their peer-learners as they
   performed a clinical examination. Tutors would then provide individual
   feedback using a videoconferencing tool. Outcomes were assessed using
   Observed Structured Clinical Examination (OSCE) scores, post-study
   questionnaires and semi-structured interviews with participants.
   Results: Peer-learners reported an increased confidence in clinical
   examination of 8.4 (+/- 1.0) on a 10-point scale and all nine said they
   would recommend the scheme to their peers. Both peer-tutors and
   peer-learners were able to establish a strong rapport over video, rating
   it as 8.4 (+/- 0.6) and 8.4 (+/- 0.9), respectively. Peer-learners'
   rated the sound and video quality of the tablet as 7.0 (+/- 1.1) but
   were less satisfied with the screen resolution of the tablet, rating
   this as 4.0 (+/- 1.5).
   Conclusion: This preliminary pilot study presents an innovative, low
   cost approach to international medical education with significant
   potential for future development.
OI O'Donovan, James/0000-0002-7248-5436
ZA 0
Z8 0
TC 9
ZR 0
ZB 0
ZS 0
Z9 9
U1 0
U2 7
SN 0142-159X
EI 1466-187X
UT WOS:000354319200010
PM 25182187
ER

PT J
AU Niehaus, William
   Boimbo, Sandra
   Akuthota, Venu
TI Physical Medicine and Rehabilitation Resident Use of iPad Mini Mobile
   Devices
SO PM&R
VL 7
IS 5
BP 512
EP 518
DI 10.1016/j.pmrj.2015.01.017
PD MAY 2015
PY 2015
AB Background: Previous research on the use of tablet devices in residency
   programs has been undertaken in radiology and medicine or with
   standard-sized tablet devices. With new, smaller tablet devices, there
   is an opportunity to assess their effect on resident behavior. This
   prospective study attempts to evaluate resident behavior after receiving
   a smaller tablet device.
   Objective: To evaluate whether smaller tablet computers facilitate
   residents' daily tasks.
   Design: Prospective study that administered surveys to evaluate tablet
   computer use.
   Setting: Residency program.
   Participants: Thirteen physical medicine and rehabilitation residents.
   Methods: Residents were provided 16-GB iPad Minis and surveyed with
   Redcap to collect usage information at baseline, 3, and 6 months. Survey
   analysis was conducted using SAS (SAS, Cary, NC) for descriptive
   analysis.
   Main Outcome Measurements: To evaluate multiple areas of resident
   education, the following tasks were selected: accessing e-mail, logging
   duty hours, logging procedures, researching clinical information,
   accessing medical journals, reviewing didactic presentations, and
   completing evaluations. Then, measurements were taken of: (1) residents'
   response to how tablet computers made it easier to access the
   aforementioned tasks; and (2) residents' response to how tablet
   computers affected the frequency they performed the aforementioned
   tasks.
   Results: After being provided tablet computers, our physical medicine
   and rehabilitation residents reported significantly greater access to
   e-mail, medical journals, and didactic material. Also, receiving tablet
   computers was reported to increase the frequency that residents accessed
   e-mail, researched clinical information, accessed medical journals,
   reviewed didactic presentations, and completed evaluations. After
   receiving a tablet computer, residents reported an increase in the use
   of calendar programs, note-taking programs, PDF readers, online storage
   programs, and file organization programs.
   Conclusions: These physical medicine and rehabilitation residents
   reported tablet computers increased access to e-mail, presentation
   material, and medical journals. Tablet computers also were reported to
   increase the frequency residents were able to complete tasks associated
   with residency training.
OI Niehaus, MD, William/0000-0002-7845-1448
TC 8
Z8 0
ZS 0
ZB 1
ZA 0
ZR 0
Z9 8
U1 0
U2 5
SN 1934-1482
EI 1934-1563
UT WOS:000354578200008
PM 25661459
ER

PT J
AU Preston, S. A.
   Riggs, C. M.
   Singleton, M. D.
   Troedsson, M. H. T.
TI Descriptive analysis of longitudinal endoscopy for exercise-induced
   pulmonary haemorrhage in Thoroughbred racehorses training and racing at
   the Hong Kong Jockey Club
SO EQUINE VETERINARY JOURNAL
VL 47
IS 3
BP 366
EP 371
DI 10.1111/evj.12326
PD MAY 2015
PY 2015
AB Reasons for performing studyExercise-induced pulmonary haemorrhage
   (EIPH) is reported as a performance limiting condition in racehorses,
   yet few longitudinal studies characterising EIPH have been reported.
   ObjectivesTo characterise EIPH during training and racing in the absence
   of prophylactic medication with furosemide among horses imported to Hong
   Kong during 2007-2012.
   Study designRetrospective descriptive study of clinical endoscopy, EIPH
   status, and racing records.
   MethodsThoroughbred geldings (n = 822) imported from New Zealand between
   2007 and 2012 were retrospectively assigned to 4 groups: diagnosed with
   EIPH via endoscopy (EIPH+), graded using recognised criteria; observed
   with epistaxis (Epistaxis); free of EIPH on endoscopy (EIPH-); and those
   in which no endoscopy was performed.
   ResultsThe majority of horses (89%) were subjected to endoscopy once or
   more (median 15, interquartile range 3-18). Of those undergoing
   endoscopy, 55% of horses were diagnosed EIPH+ which varied in severity.
   Few (4%) experienced epistaxis. EIPH+ was diagnosed most frequently
   (63%) after racing. There was no significant difference in the
   proportion of EIPH+ and EIPH- horses that raced. Racing career longevity
   was longest for EIPH+ horses. The number of starts in Hong Kong for
   EIPH+ horses was not significantly different to EIPH- horses.
   [Correction added on 9 January 2015, after first online publication: The
   term lifetime starts' has been changed to starts in Hong Kong' in the
   preceding sentence.] Days to retirement were longer for EIPH+ horses.
   Horses with mild EIPH+ (grade <3) were more likely to be retired for
   other causes whereas severe grades (3) were more likely to be retired
   for EIPH.
   ConclusionsExercise-induced pulmonary haemorrhage is common and varies
   in severity between individuals and between episodes in the same
   individual. There is no difference in racing career longevity between
   EIPH+ and EIPH- horses trained and raced without furosemide. ; and
   ; and
OI Riggs, Christopher/0000-0002-9332-4789
ZR 0
ZA 0
ZS 0
TC 12
ZB 4
Z8 0
Z9 12
U1 1
U2 20
SN 0425-1644
EI 2042-3306
UT WOS:000353237800021
PM 25055713
ER

PT J
AU Mahr, Fauzia
   Farahmand, Pantea
   Bixler, Edward O.
   Domen, Ronald E.
   Moser, Eileen M.
   Nadeem, Tania
   Levine, Rachel L.
   Halmi, Katherine A.
TI A National Survey of Eating Disorder Training
SO INTERNATIONAL JOURNAL OF EATING DISORDERS
VL 48
IS 4
BP 443
EP 445
DI 10.1002/eat.22335
PD MAY 2015
PY 2015
AB ObjectiveEating disorders (EDs) result in the highest mortality rate of
   all psychiatric disorders, and in the United States, approximately one
   in twenty females suffers from an eating disorder. However, training
   provided within residency programs to address the needs of these
   patients is sparse. The objective of this study was to conduct a
   national survey that assesses the amount of EDs training for trainees
   across five ACGME accredited specialties: internal medicine, pediatrics,
   family medicine, psychiatry, and child and adolescent psychiatry. The
   results of the survey will be used to develop strategies to improve
   eating disorder education among residents.
   MethodEight hundred eighty training coordinators were contacted using
   information available on the ACGME website and asked to complete the
   survey.
   ResultsOf the 637 responding programs, 514 did not offer any scheduled
   or elective rotations for EDs. Of the 123 programs offering rotations,
   only 42 offered a formal, scheduled rotation. Child and adolescent
   psychiatry offered the most clinical experiences, and pediatric programs
   offered the greatest number of didactic hours on EDs.
   DiscussionTraining in EDs is limited. Simulated patient encounters,
   massive open online courses, web-based curricula, dedicated rotations
   and clinical experiences, didactic curricula, and brief-training
   programs may help to improve eating disorder diagnostic and treatment
   skills among trainees. (c) 2014 Wiley Periodicals, Inc. (Int J Eat
   Disord 2015; 48:443-445)
OI , Pantea/0000-0001-5356-3833
ZS 0
ZR 0
Z8 0
ZA 0
ZB 4
TC 22
Z9 21
U1 0
U2 8
SN 0276-3478
EI 1098-108X
UT WOS:000352862900013
PM 25047025
ER

PT J
AU Owens, Michelle A.
   Craig, Benjamin M.
   Egan, Kathleen M.
   Reed, Damon R.
TI Birth desires and intentions of women diagnosed with a meningioma
SO JOURNAL OF NEUROSURGERY
VL 122
IS 5
BP 1151
EP 1156
DI 10.3171/2014.11.JNS14522
PD MAY 2015
PY 2015
AB OBJECT To the authors' knowledge, no previous study has examined the
   impact of meningioma diagnosis on women's birth desires and intentions.
   In an exploratory study, the authors surveyed women affected by
   meningioma to determine their attitudes toward childbearing and the
   influences, including physician recommendations, on this major life
   decision and compared their responses to those of women in the general
   population.
   METHODS Meningioma survivors from the Meningioma Mommas online support
   group participated in an online survey that included questions on their
   birth desires and intentions, whether the risk of disease recurrence
   influenced their reproductive decisions, and risks communicated to them
   by their physicians. Using chi-square and rank-sum tests, the authors
   compared the survey participants' responses with those of the general
   population as assessed by the 2006-2010 National Survey of Family
   Growth. Logistic regression was used to adjust for differences in age,
   race, ethnicity, education, parity, pregnancy status, and infertility
   status in these populations.
   RESULTS Respondents with meningioma were more likely than those in the
   general population to report wanting a baby (70% vs 54%, respectively),
   intending to have a baby (27% vs 12%, respectively), and being very sure
   about this intention (10% vs 2%, respectively). More than half (32 of
   61) of the women of childbearing age reported being advised by a
   physician about potential risk factors for recurrence of the meningioma,
   and pregnancy was the most commonly cited risk factor (26 of 61). The
   most common factor influencing birth desires and intentions was risk of
   the meningioma returning and requiring more treatment, which was
   reported by nearly two-thirds of the women in their childbearing years.
   CONCLUSIONS A majority of the meningioma survivors of childbearing age
   who completed the survey reported a desire for children, although
   concern about the risk of meningioma recurrence was an important factor
   for these women when making reproductive decisions. Physicians are in a
   position to educate their patients on potential risk factors for
   recurrence and to provide contact information for services such as
   counseling and family planning.
RI Reed, Damon/R-8179-2019; Reed, Damon/
OI Reed, Damon/0000-0002-8238-2465
TC 7
ZR 0
Z8 0
ZS 0
ZB 1
ZA 0
Z9 7
U1 1
U2 4
SN 0022-3085
EI 1933-0693
UT WOS:000353369500022
PM 25623387
ER

PT J
AU Best, John
   Tang, Weiming
   Zhang, Ye
   Han, Larry
   Liu, Fengying
   Huang, Shujie
   Yang, Bin
   Wei, Chongyi
   Tucker, Joseph D.
TI Sexual Behaviors and HIV/Syphilis Testing Among Transgender Individuals
   in China: Implications for Expanding HIV Testing Services
SO SEXUALLY TRANSMITTED DISEASES
VL 42
IS 5
BP 281
EP 285
DI 10.1097/OLQ.0000000000000269
PD MAY 2015
PY 2015
AB Background: HIV and syphilis are disproportionately common among
   transgender individuals globally, yet few studies have investigated
   transgender HIV/syphilis risk and testing in low-and middle-income
   nations. We conducted an online survey of men who have sex with men
   (MSM) and transgender individuals to examine sexual behaviors and
   HIV/syphilis testing in China.
   Methods: We recruited MSM and transgender individuals from 2 major
   Chinese lesbian, gay, bisexual, and transgender Web platforms chi(2)
   Test and logistic regression were used to compare risk behaviors, HIV
   and syphilis testing history, and prevalence between transgender
   individuals and other MSM.
   Results: Among the 1320 participants, 52 (3.9%) self-identified as
   transgender. Demographics, including education, employment, and marital
   status, were similar between both groups, whereas transgender
   individuals were older. Condomless anal intercourse rate was comparable
   between the groups. Transgender individuals were less likely to report
   ever testing for HIV (34.6% vs. 62.0%) and syphilis (15.7% vs. 31.2%)
   with adjusted odds ratios of 0.36 (95% confidence interval, 0.20-0.65)
   and 0.42 (95% confidence interval, 0.20-0.91), respectively. We found a
   trend toward a higher HIV prevalence among transgender individuals
   (11.1% vs. 5.7%, P = 0.12).
   Conclusions: Transgender individuals have suboptimal HIVand syphilis
   testing rates in China. Given the substantial risk behaviors and burden
   of HIV/STI in the general Chinese MSM population and a lack of knowledge
   about transgender individuals, enhanced HIV/syphilis testing programs
   for transgender individuals in China are needed.
OI Han, Larry/0000-0002-0577-9661; Tang, Weiming/0000-0002-9026-707X;
   Tucker, Joseph/0000-0003-2804-1181; Zhang, Ye/0000-0001-6159-7427
TC 29
ZB 9
ZA 0
Z8 2
ZS 0
ZR 0
Z9 31
U1 2
U2 13
SN 0148-5717
EI 1537-4521
UT WOS:000353049700010
PM 25868142
ER

PT J
AU Down, Ian
   Ellard, Jeanne
   Triffitt, Kathy
   Brown, Graham
   Prestage, Garrett
TI Factors associated with recent previous HIV testing among a sample of
   recently HIV-diagnosed gay men in Australia: a cross-sectional study
SO SEXUALLY TRANSMITTED INFECTIONS
VL 91
IS 3
BP 189
EP +
DI 10.1136/sextrans-2014-051752
PD MAY 2015
PY 2015
AB Objective Timely HIV testing among recently HIV-infected gay men may
   enable earlier access to clinical care and changes in behaviour that
   will reduce onward transmission. We investigated the testing practices
   of men recently diagnosed with HIV to identify factors associated with
   recent testing.
   Methods In an online survey of men in Australia recently diagnosed with
   HIV, participants were asked about their HIV testing history, perceived
   impediments to testing prior to diagnosis, motivation for testing at the
   time of diagnosis and a range of demographic and behavioural
   characteristics. Descriptive statistics were used to compare those men
   who reported recent HIV testing with those men who had not tested for
   HIV in the 12 months before their diagnosis.
   Results Of 187 men who provided information about their testing history
   and social connectedness, 6.4% were previously untested for HIV, whereas
   65.8% had last tested within the 12 months prior to their diagnosis.
   Factors associated with having tested more recently were being more
   socially engaged with other gay men (OR 1.34; 95% CI 1.10 to 1.63;
   p=0.003) and having greater optimism about HIV health (OR 1.13; 95% CI
   1.00 to 1.27; p=0.047). In multivariate analysis, only level of social
   engagement with other gay men remained independently associated
   (adjusted OR 1.30; 95% CI 1.07 to 1.59; p=0.003).
   Conclusions Gay community plays a key role in the response to HIV in
   Australia. Building a sense of community through programmes that support
   social engagement between gay men may support earlier and more frequent
   testing.
OI Down, Ian/0000-0001-9275-8692; Prestage, Garrett/0000-0003-3917-8992
ZB 5
Z8 0
ZR 0
TC 12
ZS 0
ZA 0
Z9 12
U1 0
U2 3
SN 1368-4973
EI 1472-3263
UT WOS:000353166000013
PM 25371421
ER

PT J
AU Souza Barroso Vieira, Teresa Cristina
   de Souza, Eduardo
   da Silva, Ivaldo
   Torloni, Maria Regina
   Ribeiro, Meireluci Costa
   Nakamura, Mary Uchiyama
TI Dealing with Female Sexuality: Training, Attitude, and Practice of
   Obstetrics and Gynecology Residents from a Developing Country
SO JOURNAL OF SEXUAL MEDICINE
VL 12
IS 5
BP 1154
EP 1157
DI 10.1111/jsm.12875
PD MAY 2015
PY 2015
AB IntroductionThere is little research on how obstetrics and gynecology
   (Ob/Gyn) residents deal with female sexuality, especially during
   pregnancy.
   AimThe aim of this study was to assess the training, attitude, and
   practice of Ob/Gyn residents about sexuality.
   MethodsA cross-sectional survey of Brazilian Ob/Gyn residents enrolling
   in an online sexology course was conducted. A questionnaire assessed
   their training in sexuality during medical school and residency and
   their attitude and practice on sexual issues during pregnancy.
   Main Outcome MeasuresTraining, attitude, and practice of Ob/Gyn
   residents regarding sexuality were the main outcome measures.
   ResultsA total of 197 residents, from 21 different programs, answered
   the online questionnaire. Mean age was 27.92.2, most were female (87%),
   single (79%), and had graduated in the last 5 years (91%). Almost
   two-thirds (63%) stated that they did not receive any training at all
   and 28% reported having only up to 6 hours of training about sexuality
   in medical school. Approximately half of the respondents (49%) stated
   that they had received no formal training about sexuality during their
   residency up to that moment and 29% had received 6 hours of training.
   Over half (56%) never or rarely took a sexual history, 51% stated that
   they did not feel competent or confident to answer their pregnant
   patients' questions about sexuality, and 84% attributed their
   difficulties in dealing with sexual complaints to their lack of specific
   knowledge on the topic.
   ConclusionThe vast majority of Brazilian Ob/Gyn residents enrolling in a
   sexuality course had little previous formal training on this topic in
   medical school and during their residency programs. Most residents do
   not take sexual histories of pregnant patients, do not feel confident in
   answering questions about sexuality in pregnancy, and attribute these
   difficulties to lack of knowledge. These findings point to a clear need
   for additional training in sexuality among Brazilian Ob/Gyn residents.
   Vieira TCSB, de Souza E, da Silva I, Torloni MR, Ribeiro MC, and
   Nakamura MU. Dealing with female sexuality: Training, attitude, and
   practice of obstetrics and gynecology residents from a developing
   country. J Sex Med 2015;12:1154-1157.
RI Silva, Ivaldo/E-4143-2012; Ribeiro, Meireluci Costa/
OI Silva, Ivaldo/0000-0002-2370-943X; Ribeiro, Meireluci
   Costa/0000-0003-3326-2720
TC 10
ZA 0
Z8 0
ZS 2
ZR 0
ZB 2
Z9 11
U1 0
U2 10
SN 1743-6095
EI 1743-6109
UT WOS:000354531400010
PM 25855896
ER

PT J
AU Patel, Niyant
   Dittakasem, Kanlaya
   Fearon, Jeffrey A.
TI Craniofacial Fellowship Training: Where Are We Now?
SO PLASTIC AND RECONSTRUCTIVE SURGERY
VL 135
IS 5
BP 1454
EP 1460
DI 10.1097/PRS.0000000000001061
PD MAY 2015
PY 2015
AB Background: The authors sought to evaluate current craniofacial training
   in the United States to achieve perspective on changes over time and to
   gain insights into possible process improvements.
   Methods: Following a review of the San Francisco Match listings and an
   Internet search, an anonymous online survey invitation was sent to all
   fellows finishing in 2013.
   Results: Thirty-three fellows were identified in 29 listed programs and
   30 responded (91 percent). All had completed plastic surgery training. A
   mean caseload of 380 cases (95 percent CI, 307 to 452) was reported.
   Case analyses permitted subclassification of fellowships into five areas
   of relative strengths: cleft/intracranial/midface, 35 percent;
   cleft/general pediatrics, 20 percent; cleft/adult plastics, 20 percent;
   cleft/facial trauma, 15 percent; and adult plastics/facial trauma, 10
   percent of programs. Eighty-six percent were residency-type programs,
   whereas only 14 percent remained apprenticeships. Fellows cited
   confidence in any procedure following participation in more than 12
   cases, but 20 percent reported not feeling adequately trained following
   fellowship. Over half (52 percent) thought training could be improved by
   establishing core areas of exposure and case category minimums.
   Conclusions: Fellowships identified as "craniofacial" are actually
   fairly heterogeneous, offering diverse clinical experiences. Currently,
   only a minority emphasize traditional cleft, intracranial, and midfacial
   procedures, with the majority focused more on cleft care, general
   pediatric plastic surgery, and trauma. Concomitant with an increase in
   fellowship-trained surgeons has come a change in program structure from
   apprenticeships to residency-type models. Prospective fellows should
   consider matching their individual training goals with each program's
   unique clinical strengths.
RI Fearon, Jeffrey A./Z-5910-2019
OI Fearon, Jeffrey A./0000-0003-3308-600X
ZA 0
ZR 0
ZB 0
TC 12
ZS 1
Z8 0
Z9 13
U1 0
U2 0
SN 0032-1052
EI 1529-4242
UT WOS:000353647100056
PM 25919259
ER

PT J
AU de Casasola Sanchez, G. Garcia
   Gonzalez Peinado, D.
   Sanchez Gollarte, A.
   Munoz Aceituno, E.
   Pena Vazquez, I.
   Torres Macho, J.
TI Teaching of clinical ultrasonography to undergraduates: students as
   mentors
SO REVISTA CLINICA ESPANOLA
VL 215
IS 4
BP 211
EP 216
DI 10.1016/j.rce.2014.11.023
PD MAY 2015
PY 2015
AB Background: Ultrasonography is a highly useful diagnostic technique that
   supplements traditional physical examinations.
   Objective: To demonstrate that students previously trained in clinical
   ultrasonography are capable of instructing other students in a similar
   manner in a short period of time ("peer mentoring").
   Methodology: Five medical students in their 5th year, trained in
   abdominal and cardiac ultrasonography by physicians with experience,
   instructed 24 other students in the same procedure. The training
   consisted of an online theoretical course and practical training lasting
   about 12 hours, in which each student had to perform 6 basic abdominal
   planes and 4 basic cardiac planes on 20 healthy volunteers.
   Subsequently, the students underwent an objective assessment test on
   healthy models performed by expert physicians in clinical
   ultrasonography.
   Results: The students managed to correctly identify 90.2% of the basic
   abdominal planes, except for the left coronal (spleen and left kidney)
   and subcostal (gallbladder) planes, with slightly lower success rates of
   82.5% and 80%, respectively. Due to the greater difficulty of obtaining
   cardiac planes, the success rate was lower: 70.3%, in the subxiphoid,
   short parasternal and four chamber planes. The cardiac plane with the
   fewest errors in identification was the parasternal long plane (90%
   success). We observed no statistically significant differences between
   the results (teaching capacity) of the various mentors.
   Conclusion: Medical students are capable of instructing other colleagues
   (peer mentoring) on the basic aspects of abdominal and cardiac
   ultrasonography after a relatively short training period. (C) 2014
   Elsevier Espana, S.L.U. and Sociedad Espanola de Medicina Interna
   (SEMI). All rights reserved.
ZR 0
TC 23
Z8 0
ZA 0
ZB 2
ZS 0
Z9 23
U1 0
U2 10
SN 0014-2565
EI 1578-1860
UT WOS:000353669500003
PM 25583252
ER

PT J
AU Hayes, Bryan D.
   Kobner, Scott
   Trueger, N. Seth
   Yiu, Stella
   Lin, Michelle
TI Social Media in the Emergency Medicine Residency Curriculum: Social
   Media Responses to the Residents' Perspective Article
SO ANNALS OF EMERGENCY MEDICINE
VL 65
IS 5
BP 573
EP 583
DI 10.1016/j.annemergmed.2015.01.018
PD MAY 2015
PY 2015
AB In July to August 2014, Annals of Emergency Medicine continued a
   collaboration with an academic Web site, Academic Life in Emergency
   Medicine (ALiEM), to host an online discussion session featuring the
   2014 Annals Residents' Perspective article "Integration of Social Media
   in Emergency Medicine Residency Curriculum" by Scott et al. The
   objective was to describe a 14-day worldwide clinician dialogue about
   evidence, opinions, and early relevant innovations revolving around the
   featured article and made possible by the immediacy of social media
   technologies. Six online facilitators hosted the multimodal discussion
   on the ALiEM Web site, Twitter, and You Tube, which featured 3
   preselected questions. Engagement was tracked through various Web
   analytic tools, and themes were identified by content curation. The
   dialogue resulted in 1,222 unique page views from 325 cities in 32
   countries on the ALiEM Web site, 569,403 Twitter impressions, and 120
   views of the video interview with the authors. Five major themes we
   identified in the discussion included curriculum design, pedagogy, and
   learning theory; digital curation skills of the 21st-century emergency
   medicine practitioner; engagement challenges; proposed solutions; and
   best practice examples. The immediacy of social media technologies
   provides clinicians the unique opportunity to engage a worldwide
   audience within a relatively short time frame.
RI Hayes, Bryan D./E-6398-2013; Trueger, N. Seth/
OI Hayes, Bryan D./0000-0001-7349-6770; Trueger, N.
   Seth/0000-0001-8797-2192
ZB 1
Z8 0
ZS 0
ZR 0
TC 12
ZA 0
Z9 12
U1 0
U2 10
SN 0196-0644
UT WOS:000353927000021
PM 25725591
ER

PT J
AU Dixit, Avika
   Feldman-Winter, Lori
   Szucs, Kinga A.
TI "Frustrated," "Depressed," and "Devastated" Pediatric Trainees: US
   Academic Medical Centers Fail to Provide Adequate Workplace
   Breastfeeding Support
SO JOURNAL OF HUMAN LACTATION
VL 31
IS 2
BP 240
EP 248
DI 10.1177/0890334414568119
PD MAY 2015
PY 2015
AB Background: Exclusive breastfeeding (EBF) is recommended until about 6
   months of age. Pediatricians are at the forefront of encouraging mothers
   to achieve this goal, yet pediatricians who parent during their training
   may face substantial barriers in achieving their own breastfeeding
   goals.
   Objectives: This study aimed to assess breastfeeding support available
   to US pediatricians in training and the effect of trainees' personal
   experiences on their attitude toward breastfeeding.
   Methods: An online survey was emailed to American Academy of Pediatrics
   Section on Medical Students, Residents, and Fellowship Trainees members.
   Results: There were 927 respondents, of which 421 had children and 346
   breastfed their children. Almost 80% agreed that 6 months is the ideal
   duration for EBF. One in 4 did not have access to or were not aware of a
   private room to express milk or breastfeed. Forty percent needed to
   extend the duration of their training for a longer maternity leave, with
   breastfeeding a factor for longer leave among 44%. One in 4 did not meet
   their breastfeeding duration goal, and 1 in 3 did not meet their goal
   for EBF. Negative emotions were common among those not meeting goals.
   Ninety-two percent felt that their or their partner's experience with
   breastfeeding affected their clinical interaction with patients'
   mothers.
   Conclusion: A majority of respondents cited problems with breastfeeding
   support during training, and many failed to meet their intended goals.
   Not meeting personal breastfeeding goals was associated with negative
   emotions and influenced how they counsel about breastfeeding as a result
   of personal and often negative attitudes.
RI Feldman-Winter, Lori/AAL-9399-2020; Dixit, Avika/; Feldman-Winter, Lori/
OI Dixit, Avika/0000-0002-8381-3298; Feldman-Winter,
   Lori/0000-0002-1049-6068
ZR 0
Z8 0
ZB 5
ZS 2
TC 50
ZA 0
Z9 52
U1 1
U2 11
SN 0890-3344
EI 1552-5732
UT WOS:000352992600009
PM 25588382
ER

PT J
AU Gladstone, Tracy G.
   Marko-Holguin, Monika
   Rothberg, Phyllis
   Nidetz, Jennifer
   Diehl, Anne
   DeFrino, Daniela T.
   Harris, Mary
   Ching, Eumene
   Eder, Milton
   Canel, Jason
   Bell, Carl
   Beardslee, William R.
   Brown, C. Hendricks
   Griffiths, Kathleen
   Van Voorhees, Benjamin W.
TI An internet-based adolescent depression preventive intervention: study
   protocol for a randomized control trial
SO TRIALS
VL 16
AR 203
DI 10.1186/s13063-015-0705-2
PD MAY 1 2015
PY 2015
AB Background: The high prevalence of major depressive disorder in
   adolescents and the low rate of successful treatment highlight a
   pressing need for accessible, affordable adolescent depression
   prevention programs. The Internet offers opportunities to provide
   adolescents with high quality, evidence-based programs without burdening
   or creating new care delivery systems. Internet-based interventions hold
   promise, but further research is needed to explore the efficacy of these
   approaches and ways of integrating emerging technologies for behavioral
   health into the primary care system.
   Methods/Design: We developed a primary care Internet-based depression
   prevention intervention, Competent Adulthood Transition with Cognitive
   Behavioral Humanistic and Interpersonal Training (CATCH-IT), to evaluate
   a self-guided, online approach to depression prevention and are
   conducting a randomized clinical trial comparing CATCH-IT to a general
   health education Internet intervention. This article documents the
   research framework and randomized clinical trial design used to evaluate
   CATCH-IT for adolescents, in order to inform future work in
   Internet-based adolescent prevention programs. The rationale for this
   trial is introduced, the current status of the study is reviewed, and
   potential implications and future directions are discussed.
   Discussion: The current protocol represents the only current, systematic
   approach to connecting at-risk youth with self-directed depression
   prevention programs in a medical setting. This trial undertakes the
   complex public health task of identifying at-risk individuals through
   mass screening of the general primary care population, rather than
   solely relying on volunteers recruited over the Internet, and the trial
   design provides measures of both symptomatic and diagnostic clinical
   outcomes. At the present time, we have enrolled N = 234
   adolescents/expected 400 and N = 186 parents/expected 400 in this trial,
   from N = 6 major health systems. The protocol described here provides a
   model for a new generation of interventions that blend substantial
   computer-based instruction with human contact to intervene to prevent
   mental disorders such as depression. Because of the potential for broad
   generalizability of this model, the results of this study are important,
   as they will help develop the guidelines for preventive interventions
   with youth at-risk for the development of depressive and other mental
   disorders.
RI Eder, Milton/AAJ-2435-2020; Brown, C Hendricks/; Canel, Jason/
OI Eder, Milton/0000-0002-4036-6491; Brown, C
   Hendricks/0000-0002-0294-2419; Canel, Jason/0000-0003-0769-7739
ZB 3
ZS 0
TC 24
ZR 0
ZA 0
Z8 0
Z9 24
U1 2
U2 60
EI 1745-6215
UT WOS:000353773000001
PM 25927539
ER

PT J
AU Shariff, U.
   Kullar, N.
   Haray, P. N.
   Dorudi, S.
   Balasubramanian, S. P.
TI Multimedia educational tools for cognitive surgical skill acquisition in
   open and laparoscopic colorectal surgery: a randomized controlled trial
SO COLORECTAL DISEASE
VL 17
IS 5
BP 441
EP 450
DI 10.1111/codi.12863
PD MAY 2015
PY 2015
AB AimConventional teaching in surgical training programmes is constrained
   by time and cost, and has room for improvement. This study aimed to
   determine the effectiveness of a multimedia educational tool developed
   for an index colorectal surgical procedure (anterior resection) in
   teaching and assessment of cognitive skills and to evaluate its
   acceptability amongst general surgical trainees.
   MethodMultimedia educational tools in open and laparoscopic anterior
   resection were developed by filming multiple operations which were
   edited into procedural steps and substeps and then integrated onto
   interactive navigational platforms using Adobe (R) Flash (R)
   Professional CS5 10.1. A randomized controlled trial was conducted on
   general surgical trainees to evaluate the effectiveness of online
   multimedia in comparison with conventional study day' teaching for the
   acquisition of cognitive skills. All trainees were assessed before and
   after the study period. Trainees in the multimedia group evaluated the
   tools by completing a survey.
   ResultsFifty-nine trainees were randomized but 27% dropped out, leaving
   43 trainees randomized to the multimedia group (n=25) and study day
   group (n=18) who were available for analysis. Posttest scores improved
   significantly in both groups (P<0.01). The change in scores (meanSD) in
   the multimedia group was not significantly different from the study day
   group (6.02 +/- 5.12 and 5.31 +/- 3.42, respectively; P=0.61).
   Twenty-five trainees completed the evaluation survey and experienced an
   improvement in their decision making (67%) and in factual and anatomical
   knowledge (88%); 96% agreed that the multimedia tool was a useful
   additional educational resource.
   ConclusionMultimedia tools are effective for the acquisition of
   cognitive skills in colorectal surgery and are well accepted as an
   educational resource.
RI balasubramanian, saba prakash/H-2830-2019
OI balasubramanian, saba prakash/0000-0001-5953-2843
ZA 0
TC 11
Z8 0
ZR 0
ZB 0
ZS 2
Z9 13
U1 0
U2 3
SN 1462-8910
EI 1463-1318
UT WOS:000353565100018
PM 25495835
ER

PT J
AU Haglund, Michael M.
   Rudd, Mariah
   Nagler, Aliso
   Prose, Neil S.
TI Difficult Conversations: A National Course for Neurosurgery Residents in
   Physician-Patient Communication
SO Journal of Surgical Education
VL 72
IS 3
BP 394
EP 401
DI 10.1016/j.jsurg.2014.11.014
PD MAY-JUN 2015
PY 2015
AB OBJECTIVE: To describe the design, content, implementation, and
   evaluation of a national curriculum for teaching practical skills in
   empathic communication to residents in neurosurgery.
   DESIGN: Based on needs assessed through a national survey of
   neurosurgery program directors, videotaped scenarios using standardized
   patients illustrating good and bad communication skills were developed.
   Presurveys and post-surveys were conducted querying participants on
   their level of competence and the specific behaviors they would attempt
   to change following participation. A subgroup of residents was evaluated
   before and after the training based on videotaped role-play exercises.
   SETTING: A pilot study was conducted at the authors' institution and
   later implemented at National Neurosurgery Boot Camps.
   PARTICIPANTS: A total of 14 Duke graduate medical education neurosurgery
   residents agreed to participate in the pilot study. From across the
   country, 93 residents (representing 59 institutions) participated in the
   communication training as part of the Neurosurgery Boot camps, 11 of
   whom volunteered to participate in a role-playing session before and
   after the formal teaching session.
   RESULTS: Most of the neurosurgery program directors responding to the
   survey indicated that an interactive online communication-training
   module would be of value (77%). A total of 93 residents participated in
   communication training as part of the Neurosurgery Boot Camps.
   Approximately half of the residents reported having no formal
   physician-patient communication training. Presurvey and post-survey
   results showed significant improvement in several of the communication
   scenarios. Those who participated in role-play showed significant
   improvement in "asking open-ended questions," "listening," "fire warning
   shot," "allowing patient to absorb," and "explaining in clear language."
   CONCLUSIONS: Neurosurgeons frequently participate in difficult
   conversations. Both residents and faculty note that exposure to this
   content is suboptimal. A hybrid approach to teaching communication
   skills is well received and enhances graduate medical education training
   of surgical subspecialists. (C) 2015 Association of Program Directors in
   Surgery. Published by Elsevier Inc. All rights reserved.
ZB 1
Z8 0
ZS 0
ZA 0
TC 14
ZR 0
Z9 14
U1 0
U2 9
SN 1931-7204
EI 1878-7452
UT WOS:000353311400006
PM 25687955
ER

PT J
AU Yost, Michael J.
   Gardner, Jeffery
   Bell, Richard McMurtry
   Fann, Stephen A.
   Lisk, John R.
   Cheadle, William G.
   Goldman, Mitchell H.
   Rawn, Susan
   Weigelt, John A.
   Termuhlen, Paula M.
   Woods, RandyJ.
   Endean, Erick D.
   Kimbroughn, Joy
   Hulme, Michael
CA TriMetrix And Success Res Grp
TI Predicting Academic Performance in Surgical Training
SO Journal of Surgical Education
VL 72
IS 3
BP 491
EP 499
DI 10.1016/j.jsurg.2014.11.013
PD MAY-JUN 2015
PY 2015
AB INTRODUCTION: During surgical residency, trainees are expected to master
   all the 6 competencies specified by the ACGME. Surgical training
   programs are also evaluated, in part, by the residency review committee
   based on the percentage of graduates of the program who successfully
   complete the qualifying examination and the certification examination of
   the American Board of Surgery in the first attempt. Many program
   directors (PDs) use the American Board of Surgery In-Training
   Examination (ABSITE) as an indicator of future performance on the
   qualifying examination. Failure to meet an individual program's standard
   may result in remediation or a delay in promotion to the next level of
   training. Remediation is expensive in terms of not only dollars but also
   resources, faculty time, and potential program disruptions. We embarked
   on an exploratory study to determine if residents who might be at risk
   for substandard performance on the ABSITE could be identified based on
   the individual resident's behavior and motivational characteristics. If
   such were possible, then PDs would have the opportunity to be proactive
   in developing a curriculum tailored to an individual resident, providing
   a greater opportunity for success in meeting the program's standards.
   METHODS: Overall, 7 surgical training programs agreed to participate in
   this initial study and residents were recruited to voluntarily
   participate. Each participant completed an online assessment that
   characterizes an individual's behavioral style, motivators, and Acumen
   Index. Residents completed the assessment using a code name assigned by
   each individual PD or their designee. Assessments and the residents'
   2013 ABSITE scores were forwarded for analysis using only the code name,
   thus insuring anonymity. Residents were grouped into those who took the
   junior examination, senior examination, and pass/fail categories. A
   passing score of >= 70% correct was chosen a priori. Correlations were
   performed using logistic regression and data were also entered into a
   neural network (NN) to develop a model that would explain performance
   based on data obtained from the TriMetrix assessments.
   RESULTS: A total of 117 residents' TriMetrix and ABSITE scores were
   available for analysis. They were divided into 2 groups of 64 senior
   residents and 53 junior residents. For each group, the pass/fail
   criteria for the ABSITE were set at 70 and greater as passing and 69 and
   lower as failing. Multiple logistic regression analysis was complete for
   pass/fail vs the TriMetrix assessments. For the senior data group, it
   was found that the parameter Theoretical correlates with pass rate (p <
   0.043, B = -0.513, exp(B) = 0.599), which means increasing theoretical
   scores yields a decreasing likelihood of passing in the examination. For
   the junior data, the parameter Internal Role Awareness correlated with
   pass/fail rate (p < 0.004, B = 0.66, exp(B) = 1.935), which means that
   an increasing Internal Role Awareness score increases the likelihood of
   a passing score. The NN was able to be trained to predict ABSITE
   performance with surprising accuracy for both junior and senior
   residents.
   CONCLUSION: Behavioral, motivational, and acumen characteristics can be
   useful to identify residents "at risk" for substandard performance on
   the ABSITE. Armed with this information, PDs have the opportunity to
   intervene proactively to offer these residents a greater chance for
   success. The NN was capable of developing a model that explained
   performance on the examination for both the junior and the senior
   examinations. Subsequent testing is needed to determine if the NN is a
   good predictive tool for performance on this examination. (C) 2015
   Association of Program Directors in Surgery. Published by Elsevier Inc.
   All rights reserved.
OI Termuhlen, Paula/0000-0001-7418-8673
TC 14
Z8 0
ZR 0
ZS 0
ZA 0
ZB 1
Z9 14
U1 0
U2 7
SN 1931-7204
EI 1878-7452
UT WOS:000353311400018
PM 25600356
ER

PT J
AU Acton, Robert D.
   Chipman, Jeffrey G.
   Lunden, Michelle
   Schmitz, Connie C.
TI Unanticipated Teaching Demands Rise with Simulation Training: Strategies
   for Managing Faculty Workload
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 3
BP 522
EP 529
DI 10.1016/j.jsurg.2014.10.013
PD MAY-JUN 2015
PY 2015
AB INTRODUCTION: Using simulation to teach and assess learners represents a
   powerful approach to training, but one that comes with hidden costs in
   terms of faculty time, even if programs adopt existing curricula. Some
   simulators are built to be used independently by learners, but much of
   the surgical simulation curricula developed for cognitive and
   psychomotor tasks requires active faculty involvement and low
   learner-to-faculty teaching ratios to ensure sufficient practice with
   feedback. The authors hypothesize that the added teaching demands
   related to simulation have resulted in a significant financial burden to
   surgery training programs. To date, the effect of simulation-based
   training on faculty workload has not been estimated objectively and
   reported in the literature.
   METHODS: To test their hypothesis, the authors analyzed data from 2
   sources: (1) changes over time (2006-2014) in formal teaching hours and
   estimated faculty costs at the University of Minnesota, General Surgery
   Department and (2) a 2014 online survey of general surgery program
   directors on their use of simulation for teaching and assessment and
   their perceptions of workload effects.
   RESULTS: At the University of Minnesota, the total number of hours spent
   by department faculty in resident and student simulation events
   increased from 81 in annual year 2006 to 365 in annual year 2013.
   Estimated full-time equivalent faculty costs rose by 350% during the
   same period. Program directors (n = 48) of Association of Program
   Directors in Surgery reported either a slight (60%) or a significant
   (33%) increase in faculty workload with the advent of simulation, and
   moderate difficulty in finding enough instructors to meet this increase.
   Calling upon leadership for support, using diverse instructor types, and
   relying on "the dedicated few" represent the most common strategies.
   CONCLUSION: To avoid faculty burnout and successfully sustain faculty
   investment in simulation-based training over time, programs need to be
   creative in building, sustaining, and managing the instructor workforce.
   (C) 2015 Association of Program Directors in Surgery. Published by
   Elsevier Inc. All rights reserved.
OI Chipman, Jeffrey/0000-0002-0759-3705
Z8 0
TC 22
ZB 2
ZR 0
ZS 1
ZA 0
Z9 22
U1 0
U2 15
SN 1931-7204
EI 1878-7452
UT WOS:000353311400023
PM 25467731
ER

PT J
AU Petrucci, Andrea M.
   Kaneva, Pepa
   Lebedeva, Ekaterina
   Feldman, Liane S.
   Fried, Gerald M.
   Vassiliou, Melina C.
TI You Have a Message! Social Networking as a Motivator for FLS Training
SO JOURNAL OF SURGICAL EDUCATION
VL 72
IS 3
BP 542
EP 548
DI 10.1016/j.jsurg.2014.10.007
PD MAY-JUN 2015
PY 2015
AB OBJECTIVES: Despite evidence supporting the value of the Fundamentals of
   Laparoscopic Surgery (FLS) curriculum, surgical educators still find it
   challenging to motivate residents to practice. Wiggio is an online
   networking and collaboration tool that allows learners to track
   performance, see what their peers are doing, and send and receive
   updates. The purpose of this study was to assess whether using Wiggio
   increases practice and improves performance of the FLS manual skills.
   DESIGN: After baseline FLS testing, residents were randomized into
   control (C) and Wiggio (W) groups. The practice events, time spent
   practicing, and best scores were recorded. Residents in the W group
   interacted with each other via the Wiggio website. The website moderator
   sent motivational messages, calendar reminders, and FLSrelated articles.
   The best times and progress graphs for each resident were also posted
   online. After 4 weeks, all residents underwent final FLS testing and
   filled out a questionnaire.
   SETTING: The study was performed in a tertiary care center, at the
   Steinberg-Bernstein Centre for Minimally Invasive Surgery at the
   Montreal General Hospital.
   PARTICIPANTS: Postgraduate year-1 and postgraduate year-2 general
   surgery residents with no or minimal FLS simulator experience were
   included.
   RESULTS: Of the 15 eligible residents, 14 participated, with 7 residents
   in each group. The FLS scores were similar at baseline (C = 56.9 [+/-
   14.2], W = 57. 6 [+/- 14.7]; p = 0.93). During the study period, twice
   as many residents in the W group practiced compared with those in the C
   group (4 vs 2); W-group residents reported more practice events than the
   C-group residents did (14 vs 4) and spent more time practicing in the
   laboratory (1035 vs 480 minutes). These results did not reach
   statistical significance. During practice sessions, proficiency scores
   were achieved for 40% of the tasks in the W group compared with 8.6% in
   the C group; however, this difference was also not significant. There
   was no difference in the FLS scores in both groups at the end of the
   study. The moderator spent an average of 6.5 minutes per day sending
   messages and managing the Wiggio website.
   CONCLUSIONS: Participation in Wiggio seems to increase practice events
   and time spent training on FLS. Social networking may play a role in
   surgical education and learner motivation; however, the optimal use of
   Web 2.0 tools in resident education is not yet fully understood. (C)
   2015 Association of Program Directors in Surgery. Published by Elsevier
   Inc. All rights reserved.
OI Fried, Gerald/0000-0001-6434-0555
TC 8
ZB 0
Z8 0
ZA 0
ZR 0
ZS 0
Z9 8
U1 0
U2 8
SN 1931-7204
EI 1878-7452
UT WOS:000353311400026
PM 25496795
ER

PT J
AU Thite, Nilesh
   Jaggernath, Jyoti
   Chinanayi, Farai
   Bharadwaj, Shrikant
   Kunjeer, Gauri
TI Pattern of Optometry Practice and Range of Services in India
SO OPTOMETRY AND VISION SCIENCE
VL 92
IS 5
BP 615
EP 622
DI 10.1097/OPX.0000000000000587
PD MAY 2015
PY 2015
AB Purpose. This study was conducted to evaluate the range of services
   provided by optometrists in various modes of optometric practice in
   India.
   Methods. An online questionnaire was administered to 1674 optometrists
   to collect information on the range of optometric services offered. Data
   were analyzed based on variables including sex, educational
   qualification, and modes of practice. Two-sample Wilcoxon rank sum
   tests, chi(2) tests, and Fisher exact text were used to conduct
   inferential statistics.
   Results. A total of 563 valid and completed survey questionnaires were
   received from graduates of 41 optometry institutes working across 23
   states of India. Of these, 225 (40.0%) were female, 288 (51.2%) had
   completed postgraduate education, and 340 (60.5%) were involved in more
   than one mode of practice. The top three modes of practice were
   hospital-based practice (44.8%), academia (42.8%), and optical retail
   (33.0%). Of the 441, out of 563 (78.3%) respondents involved in patient
   care, the majority (98.4%) performed refraction and routine eye
   examination, 70.3% dispensed contact lenses, and 66.9% practiced optical
   dispensing. Lower involvement was seen in providing binocular-vision
   (45.1%) and low-vision services (30.2%). Higher education was associated
   with advanced level of practice (p < 0.05) except clinical investigative
   procedures. There was a significant association between postgraduate
   studies and involvement in academics and research (p < 0.01).
   Conclusions. Most optometrists are engaged in multiple modes of
   practice, with optical practice, hospital-based practice, and academia
   being the leading modes. Optometrists need to be more involved in
   providing the core optometric services of binocular vision and low
   vision. Higher education has an impact on the level of optometric
   practice.
RI Naidoo, Jyoti/AAC-6537-2022
OI Naidoo, Jyoti/0000-0002-6360-8158
ZA 0
Z8 0
ZB 1
TC 8
ZR 0
ZS 0
Z9 8
U1 0
U2 4
SN 1040-5488
EI 1538-9235
UT WOS:000353421500017
PM 25875681
ER

PT J
AU Bergman, Jonathan
   Lorenz, Karl A.
   Ballon-Landa, Eric
   Kwan, Lorna
   Lerman, Steven E.
   Saigal, Christopher S.
   Bennett, Carol J.
   Litwin, Mark S.
TI A Scalable Web-Based Module for Improving Surgical and Medical
   Practitioner Knowledge and Attitudes about Palliative and End-of-Life
   Care
SO JOURNAL OF PALLIATIVE MEDICINE
VL 18
IS 5
BP 415
EP 420
DI 10.1089/jpm.2014.0349
PD MAY 1 2015
PY 2015
AB Background: We built a web-based, interactive, self-directed learning
   module about end-of-life care.
   Objective: The study objective was to develop an online module about
   end-of-life care targeted at surgeons, and to assess the effect of the
   module on attitudes towards and knowledge about end-of-life care.
   Methods: Informed by a panel of experts in supportive care and
   educational assessment, we developed an instrument that required
   approximately 15 minutes to complete. The module targets surgeons, but
   is applicable to other practitioners as well. We recruited general
   surgeons, surgical subspecialists, and medical practitioners and
   subspecialists from UCLA and the GLA-VA (N=114). We compared pre- and
   post-intervention scores for attitude and knowledge, then used ANOVA to
   compare the pre- and postmodule means for each level of the covariate.
   We performed bivariable analyses to assess the association of subject
   characteristic and change in score over time. We ran separate analyses
   to assess baseline and change scores based on the covariates we had
   selected a priori.
   Results: Subjects improved meaningfully in all five domains of attitude
   and in each of the six knowledge items. Individuals younger than 30
   years of age had the greatest change in attitudes about addressing pain,
   addressing end-of-life goals, and being actively involved as death
   approached; they also had the most marked improvement in total knowledge
   score. Having a family member die of cancer within the last five years
   or a personal experience with palliative care or hospice were associated
   with higher change scores.
   Conclusions: A web-based education module improved surgical and medical
   provider attitudes and knowledge about end-of-life care.
OI Litwin, Mark/0000-0002-2318-344X
Z8 0
ZS 0
TC 12
ZA 0
ZB 2
ZR 0
Z9 12
U1 0
U2 1
SN 1096-6218
EI 1557-7740
UT WOS:000353710300007
PM 25748832
ER

PT J
AU Rezaie, Salim R.
   Swaminathan, Anand
   Chan, Teresa
   Shaikh, Sam
   Lin, Michelle
TI Global Emergency Medicine Journal Club: A Social Media Discussion About
   the Age-Adjusted D-Dimer Cutoff Levels to Rule Out Pulmonary Embolism
   Trial
SO ANNALS OF EMERGENCY MEDICINE
VL 65
IS 5
BP 604
EP 613
DI 10.1016/j.annemergmed.2015.02.024
PD MAY 2015
PY 2015
AB Study objective: Annals of Emergency Medicine collaborated with an
   educational Web site, Academic Life in Emergency Medicine (ALiEM), to
   host an online discussion session featuring the 2014 Journal of the
   American Medical Association publication on the Age-Adjusted D-Dimer
   Cutoff Levels to Rule Out Pulmonary Embolism (ADJUST-PE) trial by
   Righini et al. The objective is to describe a 14-day (August 25 to
   September 7, 2014) worldwide academic dialogue among clinicians in
   regard to 4 preselected questions about the age-adjusted D-dimer cutoff
   to detect pulmonary embolism.
   Methods: Five online facilitators hosted the multimodal discussion on
   the ALiEM Web site, Twitter, and Google Hangout. Comments across the
   social media platforms were curated for this report, as framed by the 4
   preselected questions, and engagement was tracked through various Web
   analytic tools.
   Results: Blog and Twitter comments, as well as video expert commentary
   involving the ADJUST-PE trial, are summarized. The dialogue resulted in
   1,169 page views from 391 cities in 52 countries on the ALiEM Web site,
   502,485 Twitter impressions, and 159 views of the video interview with
   experts. A postdiscussion summary on the Journal Jam podcast resulted in
   3,962 downloads in its first week of publication during September 16 to
   23, 2014.
   Conclusion: Common themes that arose in the multimodal discussions
   included the heterogeneity of practices, D-dimer assays, provider
   knowledge about these assays, and prevalence rates in different areas of
   the world. This educational approach using social media technologies
   demonstrates a free, asynchronous means to engage a worldwide audience
   in scholarly discourse.
RI Chan, Teresa/T-6676-2017
OI Chan, Teresa/0000-0001-6104-462X
ZA 0
ZB 0
TC 5
ZR 0
ZS 0
Z8 0
Z9 5
U1 0
U2 3
SN 0196-0644
UT WOS:000353927000026
PM 25840845
ER

PT J
AU Tricio, J.
   Woolford, M.
   Escudier, M.
TI Dental students' reflective habits: is there a relation with their
   academic achievements?
SO EUROPEAN JOURNAL OF DENTAL EDUCATION
VL 19
IS 2
BP 113
EP 121
DI 10.1111/eje.12111
PD MAY 2015
PY 2015
AB IntroductionReflection is regarded as an important and essential
   component of healthcare professionals' education and practice. This
   cross-sectional study aimed to explore the levels of reflection habits
   of dental students and clinical and PhD postgraduate trainees and to
   establish the relationship between students' reflection and their
   academic performance.
   Materials and MethodsA total of 324 subjects (208 females, 56% 23years
   of age) from King's College London Dental Institute, consisting of 281
   undergraduate and 43 postgraduate trainees, responded to the invitation
   to participate and completed an online self-reported Reflection
   Questionnaire; this assesses two levels of non-reflective actions
   (Habitual Action and Understanding) and two levels of reflective actions
   (Reflection and Critical Reflection). Reflection results were compared
   amongst different cohorts and correlated with students' academic
   performance.
   ResultsReflection Questionnaire mean scores were 10.7 for Habitual
   Action, 17.3 for Understanding, 17.0 for Reflection and 14.4 for
   Critical Reflection, with significant differences between cohorts of
   undergraduate students, clinical postgraduates and PhD trainees.
   Reflection and Critical Reflection mean scores were higher as students
   climbed courses. Further, those 24years of age and those with previous
   university degrees demonstrated higher reflective habits, whilst there
   was no gender difference. Additionally, the assessment programme methods
   correlated differently to the Reflection Questionnaire scores.
   DiscussionThe Reflection Questionnaire's internal reliability was
   acceptable. The most common approaches used by both students and
   trainees were Understanding and Reflection, whilst those with high
   Understanding scores also tended to have good Reflective scores.
   Further, multiple choice questions encouraged students to understand',
   whilst ill-defined problems, such as those from essays to clinical
   reasoning cases, increased this to the reflection scale.
   ConclusionTo foster reflective thinking, tutoring should primarily be
   focused on younger students (23years old) and those without a previous
   university degree. Further, a wide variety of assessment methods is
   suggested to stimulate different reflective constructs.
RI Tricio, Jorge/L-6498-2013
OI Tricio, Jorge/0000-0002-2364-9828
ZS 0
ZB 1
ZA 0
ZR 0
TC 17
Z8 0
Z9 17
U1 2
U2 24
SN 1396-5883
EI 1600-0579
UT WOS:000352789000007
PM 25041110
ER

PT J
AU Moss, Antony C.
   Albery, Ian P.
   Dyer, Kyle R.
   Frings, Daniel
   Humphreys, Karis
   Inkelaar, Thomas
   Harding, Emily
   Speller, Abbie
TI The effects of responsible drinking messages on attentional allocation
   and drinking behaviour
SO ADDICTIVE BEHAVIORS
VL 44
BP 94
EP 101
DI 10.1016/j.addbeh.2014.11.035
PD MAY 2015
PY 2015
AB Aims: Four experiments were conducted to assess the acute impact of
   context and exposure to responsible drinking messages (RDMs) on
   attentional allocation and drinking behaviour of younger drinkers and to
   explore the utility of lab-based methods for the evaluation of such
   materials.
   Methods: A simulated bar environment was used to examine the impact of
   context, RDM posters, and brief online responsible drinking advice on
   actual drinking behaviour. Experiments one (n = 50) and two (n = 35)
   comprised female non-problem drinkers, whilst Experiments three (n = 80)
   and 4 (n = 60) included a mixed-gender sample of non-problem drinkers,
   recruited from an undergraduate student cohort The Alcohol Use Disorders
   Identification Test (AUDIT) was used to assess drinking patterns.
   Alcohol intake was assessed through the use of a taste preference task.
   Results: Drinking in a simulated bar was significantly greater than in a
   laboratory setting in the first two studies, but not in the third. There
   was a significant increase in alcohol consumption as a result of being
   exposed to RDM posters. Provision of brief online RDM reduced the
   negative impact of these posters somewhat; however the lowest drinking
   rates were associated with being exposed to neither posters nor brief
   advice. Data from the final experiment demonstrated a low level of
   visual engagement with RDMs, and that exposure to posters was associated
   with increased drinking.
   Conclusions: Poster materials promoting responsible drinking were
   associated with increased consumption amongst undergraduate students,
   suggesting that poster campaigns to reduce alcohol harms may be having
   the opposite effect to that intended. Findings suggest that further
   research is required to refine appropriate methodologies for assessing
   drinking behaviour in simulated drinking environments, to ensure that
   future public health campaigns of this kind are having their intended
   effect (C) 2014 Elsevier Ltd. All rights reserved.
RI Moss, Alan/B-9192-2019; Frings, Daniel/; Dyer, Kyle/; Moss, Antony/; Albery, Ian/
OI Moss, Alan/0000-0003-0179-5477; Frings, Daniel/0000-0002-0183-9516;
   Dyer, Kyle/0000-0003-2566-0390; Moss, Antony/0000-0001-9045-2542;
   Albery, Ian/0000-0002-5626-8677
ZB 12
ZA 0
ZR 0
Z8 1
ZS 0
TC 28
Z9 29
U1 1
U2 34
SN 0306-4603
EI 1873-6327
UT WOS:000351645100015
PM 25577316
ER

PT J
AU Vetsch, Janine
   Rueegg, Corina S.
   Gianinazzi, Micol E.
   Bergstraesser, Eva
   von der Weid, Nicolas X.
   Michel, Gisela
CA Swiss Paediat Oncology Grp
TI Information Needs in Parents of Long-Term Childhood Cancer Survivors
SO PEDIATRIC BLOOD & CANCER
VL 62
IS 5
BP 859
EP 866
DI 10.1002/pbc.25418
PD MAY 2015
PY 2015
AB BackgroundParents' knowledge about cancer, treatment, potential late
   effects and necessary follow-up is important to reassure themselves and
   motivate their child to participate in regular follow-up. We aimed to
   describe (i) parents' perception of information received during and
   after treatment; (ii) parents' current needs for information today, and
   to investigate; and (iii) associations between information needs and
   socio-demographic and clinical characteristics.
   MethodsAs part of the Swiss Childhood Cancer Survivor Study, a follow-up
   questionnaire was sent to parents of survivors, diagnosed <16 years and
   after 1990, and aged 11-17 years at study. We assessed parents'
   perception of information received and information needs, concerns about
   consequences of the cancer and socio-demographic information.
   Information on clinical data was available from the Swiss Childhood
   Cancer Registry.
   ResultsOf 309 eligible parents, 189 responded (67%; mean time since
   diagnosis: 11.3 years, SD=2.5). Parents perceived to have received
   verbal information (on illness: verbal 91%, written 40%; treatment:
   verbal 88%, written 46%; follow-up: verbal 85% written 27%; late
   effects: verbal 75%, written 19%). Many parents reported current
   information needs, especially on late effects (71%). The preferred
   source was written general (28%) or verbal information (25%), less
   favored was online information (12%). Information needs were associated
   with migration background (P=0.039), greater concerns about consequences
   of cancer (P=0.024) and no information received (P=0.035).
   ConclusionParents reported that they received mainly verbal information.
   However, they still needed further information especially about possible
   late effects. Individual long-term follow-up plans, including a
   treatment summary, should be provided to each survivor, preferably in
   written format. Pediatr Blood Cancer 2015;62:859-866. (c) 2015 Wiley
   Periodicals, Inc.
RI Michel, Gisela/G-1081-2018; Rueegg, Corina Silvia/H-7128-2019; Kuehni, Claudia E./; Leibundgut, Kurt/
OI Michel, Gisela/0000-0002-9589-0928; Rueegg, Corina
   Silvia/0000-0003-3720-4659; Kuehni, Claudia E./0000-0001-8957-2002;
   Leibundgut, Kurt/0000-0003-2514-6041
ZA 0
ZR 0
ZS 1
ZB 12
TC 35
Z8 1
Z9 37
U1 0
U2 11
SN 1545-5009
EI 1545-5017
UT WOS:000351680400021
PM 25663499
ER

PT J
AU Corluka, Adrijana
   Hyder, Adnan A.
   Segura, Elsa
   Winch, Peter
   McLean, Robert K. D.
TI Survey of Argentine Health Researchers on the Use of Evidence in
   Policymaking
SO PLOS ONE
VL 10
IS 4
AR e0125711
DI 10.1371/journal.pone.0125711
PD APR 30 2015
PY 2015
AB Objective
   In this study, Argentine health researchers were surveyed regarding
   their perceptions of facilitators and barriers to evidence-based
   policymaking in Argentina, as well as their publication activities, and
   research environment satisfaction.
   Methods
   A self-administered online survey was sent to health researchers in
   Argentina. The survey questions were based on a preceding qualitative
   study of Argentine health researchers, as well as the scientific
   literature.
   Results
   Of the 647 researchers that were reached, 226 accessed the survey, for a
   response rate of 34.9%. Over 80% of researchers surveyed had never been
   involved in or contributed to decision- making, while over 90% of
   researchers indicated they would like to be involved in the
   decision-making process. Decision-maker self-interest was perceived to
   be the driving factor in the development of health and healthcare
   policies. Research conducted by a research leader was seen to be the
   most influential factor in influencing health policy, followed by policy
   relevance of the research. With respect to their occupational
   environment, researchers rated highest and most favourably the
   opportunities available to present, discuss and publish research results
   and their ability to further their education and training. Argentine
   researchers surveyed demonstrated a strong interest and willingness to
   contribute their work and expertise to inform Argentine health policy
   development.
   Conclusion
   Despite Argentina's long scientific tradition, there are relatively few
   institutionalized linkages between health research results and health
   policymaking. Based on the results of this study, the disconnect between
   political decision-making and the health research system, coupled with
   fewer opportunities for formalized or informal researcher/decision-maker
   interaction, contribute to the challenges in evidence informing health
   policymaking in Argentina. Improving personal contact and the building
   of relationships between researchers and policymakers in Argentina will
   require taking into account researcher perceptions of policymakers, as
   highlighted in this study.
RI Hyder, Adnan/AAT-9503-2021; Hyder, Adnan/
OI Hyder, Adnan/0000-0002-7292-577X
ZA 0
ZB 0
TC 5
Z8 0
ZR 0
ZS 0
Z9 5
U1 0
U2 8
SN 1932-6203
UT WOS:000353713100113
PM 25928292
ER

PT J
AU Xafis, Vicki
   Wilkinson, Dominic
   Sullivan, Jane
TI What information do parents need when facing end-of-life decisions for
   their child? A meta-synthesis of parental feedback
SO BMC PALLIATIVE CARE
VL 14
AR 19
DI 10.1186/s12904-015-0024-0
PD APR 30 2015
PY 2015
AB Background: The information needs of parents facing end-of-life
   decisions for their child are complex due to the wide-ranging dimensions
   within which such significant events unfold. While parents acknowledge
   that healthcare professionals are their main source of information, they
   also turn to a variety of additional sources of written information in
   an attempt to source facts, discover solutions, and find hope.
   Much has been written about the needs of parents faced with end-of-life
   decisions for their child but little is known about the written
   information needs such parents have. Research in the adult intensive
   care context has shown that written resources impact positively on the
   understanding of medical facts, including diagnoses and prognoses,
   communication between families and healthcare professionals, and the
   emotional wellbeing of families after their relative's death.
   Methods: A meta-synthesis of predominantly empirical research pertaining
   to features which assist or impede parental end-of-life decisions was
   undertaken to provide insight and guidance in our development of written
   resources (short print and online comprehensive version) for parents.
   Results: The most prominently cited needs in the literature related to
   numerous aspects of information provision; the quantity, quality,
   delivery, and timing of information and its provision impacted not only
   on parents' ability to make end-of-life decisions but also on their
   emotional wellbeing. The meta-synthesis supports the value of written
   materials, as these provide guidance for both parents and healthcare
   professionals in pertinent content areas.
   Conclusions: Further research is required to determine the impact that
   written resources have on parental end-of-life decision-making and on
   parents' wellbeing during and after their experience and time in the
   hospital environment.
RI Xafis, Vicki/AAN-9536-2020
OI Xafis, Vicki/0000-0002-5104-9686
ZR 0
ZS 0
ZB 6
Z8 0
TC 36
ZA 0
Z9 36
U1 0
U2 11
SN 1472-684X
UT WOS:000354362600003
PM 25924893
ER

PT J
AU Nguyen, Lan T.
   Maul, Timothy M.
   Hindes, Morgan
   Daniels, Curt J.
   Gurvitz, Michelle
   Cook, Stephen C.
TI Current and Future Status of Adult Congenital Training in North America
SO AMERICAN JOURNAL OF CARDIOLOGY
VL 115
IS 8
BP 1151
EP 1153
DI 10.1016/j.amjcard.2015.01.552
PD APR 15 2015
PY 2015
AB Adult congenital heart disease (ACHD) presents a unique and growing
   patient population, but there are no data to suggest there are
   sufficient training programs available to train specialists to meet the
   needs of this population. The objective of this national survey was to
   determine the current status of ACHD fellowship curricula and training.
   An online questionnaire was provided to adult and pediatric cardiology
   fellowship programs to determine program demographics, status, duration,
   faculty teaching responsibilities, volume or patient exposure, and
   institutional obstacles. Of the 225 programs surveyed, 81 responded
   (36%). Nearly all were university affiliated (93%) with <1/3 (29%)
   reporting an ACHD fellowship program. Most offered either a 1- (42%) or
   a 2-year (47%) fellowship ACHD fellowship funding was provided by
   hospital budget (68%). Half reported an increase in applicants to their
   fellowship. Applicants were more likely to have had previous training in
   adult cardiovascular medicine (56%). Respondents ranked "Volume of
   Outpatients/Year" and "Lack of Institutional Support" as the most
   important aspect of an ACHD program to applicants and greatest obstacle
   to ACRID training, respectively. After training, ACHD fellows obtained
   adult cardiology/ACHD positions (47%) and were within an academic center
   (88%). In conclusion, the results demonstrate a deficiency in the number
   of currently available ACHD fellowship programs. Measures should be
   taken to strengthen and standardize ACHD training to meet the increasing
   workforce requirements of this population. (C) 2015 Elsevier Inc. All
   rights reserved.
RI Maul, Timothy/B-1916-2010
OI Maul, Timothy/0000-0003-2722-7523
Z8 1
TC 6
ZS 1
ZR 0
ZB 3
ZA 0
Z9 7
U1 0
U2 1
SN 0002-9149
EI 1879-1913
UT WOS:000353077700023
PM 25711436
ER

PT J
AU Nyongesa, Henry
   Munguti, Cecilia
   Odok, Christopher
   Mokua, Winstar
TI Perceptions of medical students towards healthcare devolution: an online
   cross-sectional study.
SO The Pan African medical journal
VL 20
BP 355
EP 355
DI 10.11604/pamj.2015.20.355.4714
PD 2015
PY 2015
AB INTRODUCTION: There have been worries concerning the preparedness and
   capacity of the counties to take over health care services. As the
   current medical students are going into this new system, we sought their
   opinions on the issue of devolution. The objective is to assess beliefs
   and attitudes of medical students towards devolution of healthcare
   services.
   METHODS: A cross sectional survey was conducted at University of Nairobi
   medical school during the period of February-May 2014. Though a
   calculated random sample of 384 medical students was powerful enough to
   fulfill our objectives, all eligible medical students were invited by
   email to fill in a semi structured online questionnaire. Computed
   results from Google sheets were reported in frequencies and percentages.
   RESULTS: Data was collected from 191 respondents with majority of them
   in their clinical years (levels 3, 4 and 5) of study. More participants
   considered working in private/ mission health institution (40%) after
   graduating as compared to public or non health institution (30%). The
   media provided most of information concerning devolution (77%). Few
   respondents reported using government documents (36%) or public forums
   (24%) to get information on healthcare devolution. While most of the
   respondents were of the opinion that health information system (68%),
   health finance (63%), procurement of medical products (54%), leadership
   and governance (73) should be devolved, only 18% wanted health personnel
   to be devolved. Most of the opinions on healthcare devolution were not
   in agreement with the goal of devolution: more than 50% thought the
   process would not result in improved efficiency, resource allocation,
   disease control programs or maintenance of infrastructure.
   CONCLUSION: Despite the envisioned benefits of healthcare devolution,
   there is a low opinion among medical trainees concerning these reforms
   and their implementation. Nevertheless, it is early to speculate whether
   such viewpoints will be carried to the future once teething problems are
   dealt with.
ZA 0
ZB 0
ZR 0
ZS 0
TC 1
Z8 0
Z9 1
U1 0
U2 3
EI 1937-8688
UT MEDLINE:26185547
PM 26185547
ER

PT J
AU Wingo, Majken T.
   Thomas, Kris G.
   Thompson, Warren G.
   Cook, David A.
TI Enhancing motivation with the "virtual" supervisory role: a randomized
   trial
SO BMC MEDICAL EDUCATION
VL 15
AR 76
DI 10.1186/s12909-015-0348-8
PD APR 14 2015
PY 2015
AB Background: We aimed to explore the influence of a
   motivationally-enhanced instructional design on motivation to learn and
   knowledge, hypothesizing that outcomes would be higher for the enhanced
   instructional format.
   Methods: Medicine residents completed four online learning modules on
   primary care topics. Using a crossover design, learners were randomized
   to receive two standard and two motivationally-enhanced learning
   modules. Both formats had self-assessment questions, but the enhanced
   format questions were framed to place learners in a supervisory/teaching
   role. Learners received a baseline motivation questionnaire, a short
   motivation survey before and after each module, and a knowledge
   posttest.
   Results: One hundred twenty seven residents were randomized. 123
   residents (97%) completed at least one knowledge posttest and 119 (94%)
   completed all four posttests. Across all modules, a one-point increase
   in the pretest short motivation survey was associated with a 2.1-point
   increase in posttest knowledge. The change in motivation was
   significantly higher for the motivationally enhanced format (standard
   mean change -0.01, enhanced mean change +0.09, difference = 0.10, CI
   0.001 to 0.19; p = 0.048). Mean posttest knowledge score was similar
   (standard mean 72.8, enhanced mean 73.0, difference = 0.2, CI -1.9 to
   2.1; p = 0.90).
   Conclusions: The motivationally enhanced instructional format improved
   motivation more than the standard format, but impact on knowledge scores
   was small and not statistically significant. Learners with higher
   pre-intervention motivation scored better on post-intervention knowledge
   tests, suggesting that motivation may prove a viable target for future
   instructional enhancements.
Z8 0
ZS 0
TC 2
ZA 0
ZR 0
ZB 0
Z9 2
U1 0
U2 8
EI 1472-6920
UT WOS:000353632700001
PM 25889758
ER

PT J
AU Gutmann, Joanna
   Kuehbeck, Felizian
   Berberat, Pascal O.
   Fischer, Martin R.
   Engelhardt, Stefan
   Sarikas, Antonio
TI Use of Learning Media by Undergraduate Medical Students in Pharmacology:
   A Prospective Cohort Study
SO PLOS ONE
VL 10
IS 4
AR e0122624
DI 10.1371/journal.pone.0122624
PD APR 7 2015
PY 2015
AB The ubiquity of the internet and computer-based technologies has an
   increasing impact on higher education and the way students access
   information for learning. Moreover, there is a paucity of information
   about the quantitative and qualitative use of learning media by the
   current student generation. In this study we systematically analyzed the
   use of digital and non-digital learning resources by undergraduate
   medical students. Daily online surveys and semi-structured interviews
   were conducted with a cohort of 338 third year medical students enrolled
   in a general pharmacology course. Our data demonstrate a predominant use
   of digital over non-digital learning resources (69 +/- 7% vs. 31 +/- 7%;
   p < 0.01) by students. Most used media for learning were lecture slides
   (26.8 +/- 3.0%), apps (22.0 +/- 3.7%) and personal notes (15.5 +/-
   2.7%), followed by textbooks (> 300 pages) (10.6 +/- 3.3%), internet
   search (7.9 +/- 1.6%) and e-learning cases (7.6 +/- 3.0%). When
   comparing learning media use of teaching vs. pre-exam self-study
   periods, textbooks were used significantly less during self-study (-55%;
   p < 0.01), while exam questions (+334%; p < 0.01) and e-learning cases
   (+176%; p < 0.01) were utilized more. Taken together, our study revealed
   a high prevalence and acceptance of digital learning resources by
   undergraduate medical students, in particular mobile applications.
RI Engelhardt, Stefan/AAA-9329-2019
OI Engelhardt, Stefan/0000-0001-5378-8661
Z8 0
ZB 2
ZR 0
ZA 0
ZS 0
TC 32
Z9 32
U1 0
U2 30
SN 1932-6203
UT WOS:000352477800149
PM 25849565
ER

PT J
AU Harris, Benjamin H. L.
   Walsh, Jason L.
   Tayyaba, Saadia
   Harris, David A.
   Wilson, David J.
   Smith, Phil E.
TI A Novel Student-Led Approach to Multiple-Choice Question Generation and
   Online Database Creation, With Targeted Clinician Input
SO TEACHING AND LEARNING IN MEDICINE
VL 27
IS 2
BP 182
EP 188
DI 10.1080/10401334.2015.1011651
PD APR 3 2015
PY 2015
AB Problem: Multiple-choice questions (MCQs) are the main method of
   assessing medical student knowledge. As a result there is a high demand
   from medical students for formative MCQs. However, teaching staff rarely
   have the time or incentive to develop high-quality formative questions,
   focusing instead on material for high-stakes assessments. Intervention:
   We have developed a novel student-led approach involving an interactive
   online question database, created by medical students for medical
   students. We adopted a staged approach to create an online bank of
   formative MCQ questions. First, students write MCQs following a
   standardized format. Questions are then peer-reviewed by other students,
   discussing relevant clinical topics, guidelines, and journals to improve
   question quality. The questions are then scrutinized by specialist
   doctors and academics. Next, questions are piloted online. Finally,
   question performance is evaluated statistically. This 5-stage
   student-led process produced a bank of more than 200 MCQs in
   threemonths. Context: This intervention was carried out by two
   final-year medical student leads at Cardiff University School of
   Medicine, UK. Final-year students were recruited to write and
   peer-review questions, and senior content specialists were recruited
   from the department. After piloting and evaluation of the questions, the
   question bank was made available as a learning resource to all medical
   students at Cardiff University. Outcome: Objective analysis of the
   created MCQs (discrimination indices and distractor analysis) indicated
   that the random sample of questions piloted were of high quality. When
   the questions were made available as online tests to approximately
   600students, usage data revealed that 2,800tests were taken over a
   3-month period, indicating that the resource was popular. In addition,
   subjective feedback from students question writers/reviewers was
   gathered via free text feedback forms and was invariably positive. We
   plan to continue the question generation process in Cardiff and would
   encourage other medical schools to adopt this approach. Lessons Learned:
   Our 5-stage approach can generate a large volume of high-quality MCQs,
   addressing the demand from students for formative MCQ questions, with
   minimal teaching staff input. The project's benefits go beyond the
   creation of the resource, as involving students in the writing, review,
   and presentation of questions itself is useful pedagogically.
ZA 0
ZB 1
ZR 0
ZS 1
Z8 1
TC 15
Z9 17
U1 0
U2 15
SN 1040-1334
EI 1532-8015
UT WOS:000353417900009
PM 25893940
ER

PT J
AU Sokal-Gutierrez, Karen
   Ivey, Susan L.
   Garcia, Roxanna M.
   Azzam, Amin
TI Evaluation of the Program in Medical Education for the Urban Underserved
   (PRIME-US) at the UC Berkeley-UCSF Joint Medical Program (JMP): The
   First 4 Years
SO TEACHING AND LEARNING IN MEDICINE
VL 27
IS 2
BP 189
EP 196
DI 10.1080/10401334.2015.1011650
PD APR 3 2015
PY 2015
AB Problem: Medical educators, clinicians, and health policy experts widely
   acknowledge the need to increase the diversity of our healthcare
   workforce and build our capacity to care for medically underserved
   populations and reduce health disparities. Intervention: The Program in
   Medical Education for the Urban Underserved (PRIME-US) is part of a
   family of programs across the University of California (UC) medical
   schools aiming to recruit and train physicians to care for underserved
   populations, expand the healthcare workforce to serve diverse
   populations, and promote health equity. PRIME-US selects medical
   students from diverse backgrounds who are committed to caring for
   underserved populations and provides a 5-year curriculum including a
   summer orientation, a longitudinal seminar series with community
   engagement and leadership-development activities, preclerkship clinical
   immersion in an underserved setting, a master's degree, and a capstone
   rotation in the final year of medical school. Context: This is a
   mixed-methods evaluation of the first 4years of the PRIME-US at the UC
   Berkeley-UC San Francisco Joint Medical Program (JMP). From 2006 to
   2010, focus groups were conducted each year with classes of JMP PRIME-US
   students, for a total of 11 focus groups; major themes were identified
   using content analysis. In addition, 4 yearly anonymous, online surveys
   of all JMP students, faculty and staff were conducted and analyzed.
   Outcome: Most PRIME-US students came from socioeconomically
   disadvantaged backgrounds and ethnic backgrounds underrepresented in
   medicine, and all were committed to caring for underserved populations.
   The PRIME-US students experienced many program benefits including peer
   support, professional role models and mentorship, and curricular
   enrichment activities that developed their knowledge, skills, and
   sustained commitment to care for underserved populations. Non-PRIME
   students, faculty, and staff also benefited from participating in
   PRIME-sponsored seminars and community-based activities. Challenges
   noted by PRIME-US students and non-PRIME students, faculty, and staff
   included the stress of additional workload, perceived inequities in
   student educational opportunities, and some negative comments from
   physicians in other specialties regarding primary care careers. Lessons
   Learned: Over the first 4years of the program, PRIME-US students and
   non-PRIME students, faculty, and staff experienced educational benefits
   consistent with the intended program goals. Long-term evaluation is
   needed to examine the participants' medical careers and impacts on
   California's healthcare workforce and patient outcomes. Attention should
   also be paid to the challenges of implementing new medical education
   enrichment programs.
RI Azzam, Amin/N-5166-2019; Sokal-Gutierrez, Karen/; Garcia, Roxanna/
OI Azzam, Amin/0000-0002-7024-7450; Sokal-Gutierrez,
   Karen/0000-0001-7341-2266; Garcia, Roxanna/0000-0002-4083-9893
ZS 0
ZB 0
ZA 0
ZR 0
Z8 0
TC 7
Z9 7
U1 1
U2 18
SN 1040-1334
EI 1532-8015
UT WOS:000353417900010
PM 25893941
ER

PT J
AU Brisson, Gregory E.
   Fisher, Matthew J.
   LaBelle, Mark W.
   Kozmic, Sarah E.
TI Defining a Mismatch: Differences in Usage of Social Networking Sites
   Between Medical Students and the Faculty Who Teach Them
SO TEACHING AND LEARNING IN MEDICINE
VL 27
IS 2
BP 208
EP 214
DI 10.1080/10401334.2015.1011648
PD APR 3 2015
PY 2015
AB Background:
   Use of social networking sites (SNS) by medical students is increasing,
   and some students lack awareness of pitfalls arising from the
   intersection of social networking and medicine. Many institutions have
   developed guidelines on using SNS, but they are insufficient for
   students. Educators need new methods to train students on the
   appropriate use of this technology, but more information is needed
   before implementing change. Purposes: Differences in SNS usage between
   students and faculty were examined. The goal was to evaluate four
   content areas: SNS usage patterns, attitudes regarding activity on SNS,
   experience with patient interactions online, and awareness of
   institutional guidelines on use of SNS. Methods: A cross-sectional
   survey took place at Feinberg School of Medicine, Northwestern
   University, in 2012. Participants included all students and a cohort of
   faculty who teach them in a class on professionalism. Results: The
   response rate was 42% by students (300/711) and 78% by faculty (31/40).
   Of the students, 94% use SNS, compared to 48% of faculty. Students were
   more likely than faculty to display content they would not want patients
   to see (57% vs. 27%), report seeing inappropriate content on colleagues'
   SNS profiles (64% vs. 42%), and ignore harmful postings by colleagues
   (25% vs. 7%). Faculty were more likely than students to have been
   approached by patients on SNS (53% vs. 3%). Most participants were
   unlikely to conduct Internet searches on patients. Conclusions: Students
   are more likely than faculty to use SNS and use it very differently than
   faculty. Students would benefit from training on appropriate use of SNS.
   Topics that should be addressed include editing one's online presence,
   managing friend requests from patients, dealing with colleagues who post
   harmful content, conducting Internet searches on patients, and
   discussion of boundaries to identify potential harms associated with SNS
   usage. Differences in usage between students and faculty raise questions
   if faculty are well suited to provide this training.
OI Brisson, Gregory/0000-0003-4452-2428
TC 18
ZA 0
Z8 0
ZS 1
ZB 1
ZR 0
Z9 18
U1 1
U2 13
SN 1040-1334
EI 1532-8015
UT WOS:000353417900014
PM 25893945
ER

PT J
AU Houwink, Elisa J. F.
   Muijtjens, Arno M. M.
   van Teeffelen, Sarah R.
   Henneman, Lidewij
   Rethans, Jan Joost
   Jacobi, Florijn
   van der Jagt, Liesbeth
   Stirbu, Irina
   van Luijk, Scheltus J.
   Stumpel, Connie T. R. M.
   Meijers-Heijboer, Hanne E.
   van der Vleuten, Cees
   Cornel, Martina C.
   Dinant, Geert Jan
TI Effect of Comprehensive Oncogenetics Training Interventions for General
   Practitioners, Evaluated at Multiple Performance Levels
SO PLOS ONE
VL 10
IS 4
AR e0122648
DI 10.1371/journal.pone.0122648
PD APR 2 2015
PY 2015
AB General practitioners (GPs) are increasingly called upon to identify
   patients at risk for hereditary cancers, and their genetic competencies
   need to be enhanced. This article gives an overview of a research
   project on how to build effective educational modules on genetics,
   assessed by randomized controlled trials (RCTs), reflecting the
   prioritized educational needs of primary care physicians. It also
   reports on an ongoing study to investigate long-term increase in genetic
   consultation skills (1-year follow-up) and interest in and satisfaction
   with a supportive website on genetics among GPs. Three oncogenetics
   modules were developed: an online Continuing Professional Development
   (G-eCPD) module, a live genetic CPD module, and a "GP and genetics"
   website (huisartsengenetica.nl) providing further genetics information
   applicable in daily practice. Three assessments to evaluate the
   effectiveness (1-year follow-up) of the oncogenetic modules were
   designed: 1.An online questionnaire on self-reported genetic
   competencies and changes in referral behaviour, 2. Referral rates from
   GPs to clinical genetics centres and 3. Satisfaction questionnaire and
   visitor count analytics of supportive genetics website. The setting was
   Primary care in the Netherlands and three groups of study participants
   were included in the reported studies:. Assessment 1.168 GPs responded
   to an email invitation and were randomly assigned to an intervention or
   control group, evaluating the G-eCPD module (n = 80) or the live module
   (n = 88). Assessment 2. Referral rates by GPs were requested from the
   clinical genetics centres, in the northern and southern parts of the
   Netherlands (Amsterdam and Maastricht), for the two years before (2010
   [n = 2510] and 2011 [n = 2940]) and the year after (2012 [n = 2875])
   launch of the oncogenetics CPD modules and the website. Assessment 3.
   Participants of the website evaluation were all recruited online. When
   they visited the website during the month of February 2013, a pop-up
   invitation came up. Of the 1350 unique visitors that month, only 38
   completed the online questionnaire. Main outcomes measure showed
   long-term (self-reported) genetic consultation skills (i.e. increased
   genetics awareness and referrals to clinical genetics centres) among GPs
   who participated in the oncogenetic training course, and interest in and
   satisfaction with the supportive website. 42 GPs (52%) who previously
   participated in the G-eCPD evaluation study and 50 GPs (57%) who
   participated in the live training programme responded to the online
   questionnaire on long-term effects of educational outcome. Previous RCTs
   showed that the genetics CPD modules achieved sustained improvement of
   oncogenetic knowledge and consultation skills (3-months follow-up).
   Participants of these RCTs reported being more aware of genetic problems
   long term; this was reported by 29 GPs (69%) and 46 GPs (92%)
   participating in the G-eCPD and live module evaluation studies,
   respectively (Chisquare test, p<0.005). One year later, 68% of the
   respondents attending the live training reported that they more
   frequently referred patients to the clinical genetics centres, compared
   to 29% of those who attended the online oncogenetics training (Chisquare
   test, p<0.0005). However, the clinical genetics centres reported no
   significant change in referral numbers one year after the training.
   Website visitor numbers increased, as did satisfaction, reflected in a
   7.7 and 8.1 (out of 10) global rating of the website (by G-eCPD and live
   module participants, respectively).
   The page most often consulted was "family tree drawing". Self-perceived
   genetic consultation skills increased long-term and GPs were interested
   in and satisfied with the supportive website. Further studies are
   necessary to see whether the oncogenetics CPD modules result in more
   efficient referral. The results presented suggest we have provided a
   flexible and effective framework to meet the need for effective
   educational programmes for non-geneticist healthcare providers, enabling
   improvement of genetic medical care.
RI Cornel, Martina/AAE-8955-2020; Henneman, Lidewij/; van der Vleuten, Cees/; Cornel, Martina/; Houwink, Isa/
OI Henneman, Lidewij/0000-0003-3531-0597; van der Vleuten,
   Cees/0000-0001-6802-3119; Cornel, Martina/0000-0002-5397-5544; Houwink,
   Isa/0000-0002-9927-7266
ZR 0
TC 21
Z8 0
ZB 7
ZS 0
ZA 0
Z9 21
U1 0
U2 12
SN 1932-6203
UT WOS:000352139000104
PM 25837634
ER

PT J
AU Qi, Jinlei
   Zhang, Dapeng
   Fu, Xiaojing
   Li, Chengmei
   Meng, Sining
   Dai, Min
   Liu, Hui
   Sun, Jiangping
TI High Risks of HIV Transmission for Men Who Have Sex with Men - A
   Comparison of Risk Factors of HIV Infection among MSM Associated with
   Recruitment Channels in 15 Cities of China
SO PLOS ONE
VL 10
IS 4
AR e0121267
DI 10.1371/journal.pone.0121267
PD APR 2 2015
PY 2015
AB Objective
   While the HIV epidemic varies greatly by region and population group
   throughout China, the HIV incidence among men who have sex with men
   (MSM) continues to rise at an alarmingly fast pace. We seek to analyze
   the risk factors associated with HIV infection among MSM recruited from
   different channels in large urban centers across China, in an attempt to
   shed light on the design of future targeted intervention strategies.
   Methods
   A total of 33,684 MSM from 14 cities and one province were recruited
   from July to December 2011. Demographic (e.g. age, marital status,
   education) and behavioral (e.g. condom use, HIV testing history) data
   were collected using information collection cards. Blood samples were
   also collected to test for HIV and Syphilis.
   Results
   Participants were recruited from five different channels, and all
   demonstrated distinct characteristics. The overall rate of positive HIV
   screening was 6.27% and the rate of syphilis infection was 6.50%.
   Participants recruited from bathhouses had the highest HIV (11.80%) and
   syphilis infection rates (11.20%). Participants who were infected with
   syphilis had the highest HIV-positive screening rate (13.75%; 95% CI OR,
   2.33-3.06). living in the southwest region of the country (11.64%;
   OR=2.76, 95% CI OR 2.19-3.47), Being >20 years of age (P<0.001), living
   in the southwest region of the country (OR=2.76, 95% CI 2.19-3.47), not
   having sex with female over the previous 3 months (OR=1.27, 95% CI
   1.09-1.48), no condom use during the last anal intercourse (OR=1.54, 95%
   CI 1.39-1.70) and other factors were all associated with a higher
   probability of having an HIV-positive test result.
   Conclusion
   Depending on the way they are recruited, more targeted interventions are
   required to prevent the spread of HIV/AIDS among MSM with different
   characteristics and behaviors. Results from this study could provide
   evidence for researchers to conduct further studies and policy-makers to
   establish more effective and strategic interventions for MSM in China.
RI DAI, M/GPS-8291-2022
TC 22
ZS 0
ZB 9
ZA 0
ZR 0
Z8 2
Z9 24
U1 0
U2 17
SN 1932-6203
UT WOS:000352139000044
PM 25837667
ER

PT J
AU Walsh, Anne M.
   Hamilton, Kyra
   White, Katherine M.
   Hyde, Melissa K.
TI Use of online health information to manage children's health care: a
   prospective study investigating parental decisions
SO BMC HEALTH SERVICES RESEARCH
VL 15
AR 131
DI 10.1186/s12913-015-0793-4
PD APR 2 2015
PY 2015
AB Background: The use of the internet to access information is rapidly
   increasing; however, the quality of health information provided on
   various online sites is questionable. We aimed to examine the underlying
   factors that guide parents' decisions to use online information to
   manage their child's health care, a behaviour which has not yet been
   explored systematically.
   Methods: Parents (N = 391) completed a questionnaire assessing the
   standard theory of planned behaviour (TPB) measures of attitude,
   subjective norm, perceived behavioural control (PBC), and intention as
   well as the underlying TPB belief-based items (i.e., behavioural,
   normative, and control beliefs) in addition to a measure of perceived
   risk and demographic variables. Two months later, consenting parents
   completed a follow-up telephone questionnaire which assessed the
   decisions they had made regarding their use of online information to
   manage their child's health care during the previous 2 months.
   Results: We found support for the TPB constructs of attitude, subjective
   norm, and PBC as well as the additional construct of perceived risk in
   predicting parents' intentions to use online information to manage their
   child's health care, with further support found for intentions, but not
   PBC, in predicting parents' behaviour. The results of the TPB
   belief-based analyses also revealed important information about the
   critical beliefs that guide parents' decisions to engage in this child
   health management behaviour.
   Conclusions: This theory-based investigation to understand parents'
   motivations and online information-seeking behaviour is key to
   developing recommendations and policies to guide more appropriate
   help-seeking actions among parents.
RI Hyde, Melissa K/H-6785-2012; Hamilton, Kyra/; Walsh, Anne/; White, Katherine/
OI Hyde, Melissa K/0000-0001-9616-2028; Hamilton, Kyra/0000-0001-9975-685X;
   Walsh, Anne/0000-0002-3064-6350; White, Katherine/0000-0002-0345-4724
ZB 2
TC 43
Z8 0
ZS 1
ZA 0
ZR 0
Z9 43
U1 2
U2 39
SN 1472-6963
UT WOS:000352605600001
PM 25889493
ER

PT J
AU Stefan, Melanie I.
   Gutlerner, Johanna L.
   Born, Richard T.
   Springer, Michael
TI The Quantitative Methods Boot Camp: Teaching Quantitative Thinking and
   Computing Skills to Graduate Students in the Life Sciences
SO PLOS COMPUTATIONAL BIOLOGY
VL 11
IS 4
AR e1004208
DI 10.1371/journal.pcbi.1004208
PD APR 2015
PY 2015
AB The past decade has seen a rapid increase in the ability of biologists
   to collect large amounts of data. It is therefore vital that research
   biologists acquire the necessary skills during their training to
   visualize, analyze, and interpret such data. To begin to meet this need,
   we have developed a "boot camp" in quantitative methods for biology
   graduate students at Harvard Medical School. The goal of this short,
   intensive course is to enable students to use computational tools to
   visualize and analyze data, to strengthen their computational thinking
   skills, and to simulate and thus extend their intuition about the
   behavior of complex biological systems. The boot camp teaches basic
   programming using biological examples from statistics, image processing,
   and data analysis. This integrative approach to teaching programming and
   quantitative reasoning motivates students' engagement by demonstrating
   the relevance of these skills to their work in life science
   laboratories. Students also have the opportunity to analyze their own
   data or explore a topic of interest in more detail. The class is taught
   with a mixture of short lectures, Socratic discussion, and in-class
   exercises. Students spend approximately 40% of their class time working
   through both short and long problems. A high instructor-to-student ratio
   allows students to get assistance or additional challenges when needed,
   thus enhancing the experience for students at all levels of mastery.
   Data collected from end-of-course surveys from the last five offerings
   of the course (between 2012 and 2014) show that students report high
   learning gains and feel that the course prepares them for solving
   quantitative and computational problems they will encounter in their
   research. We outline our course here which, together with the course
   materials freely available online under a Creative Commons License,
   should help to facilitate similar efforts by others.
OI Stefan, Melanie/0000-0002-6086-7357; Gutlerner,
   Johanna/0000-0002-6817-6147; Born, Richard/0000-0003-4360-427X
TC 17
ZS 0
ZA 0
ZR 0
Z8 0
ZB 10
Z9 17
U1 3
U2 36
EI 1553-7358
UT WOS:000354517600051
PM 25880064
ER

PT J
AU Bowman, Thomas G.
   Mazerolle, Stephanie M.
   Goodman, Ashley
TI Career Commitment of Postprofessional Athletic Training Program
   Graduates
SO JOURNAL OF ATHLETIC TRAINING
VL 50
IS 4
BP 426
EP 431
DI 10.4085/1062-6050-49.3.69
PD APR 2015
PY 2015
AB Context: Choosing to pursue an advanced degree in athletic training
   appears to indicate professional commitment and passion for the
   profession. Currently, there is a paucity of information regarding why
   some athletic trainers pursue enrollment in a postprofessional athletic
   training program (PPATP), indicating commitment to the profession, but
   later depart for another primary role outside of athletic training.
   Objective: To understand why athletic trainers invested in advanced
   training via a PPATP but then decided to leave the profession.
   Design: Qualitative study.
   Setting: Online data collection.
   Patients or Other Participants: Twelve graduates (8 women [67%], 4 men
   [33%], age = 31.58 +/- 3.06 years) from PPATPs who no longer had primary
   employment as an athletic trainer.
   Data Collection and Analysis: Recruits responded to an email invitation
   to participate by completing a confidential online questionnaire. We
   analyzed data using a general inductive approach and secured
   trustworthiness using multiple-analyst triangulation, peer review, and
   member checks.
   Results: Two higher-order themes emerged regarding the career commitment
   of former athletic trainers who were PPATP graduates: (1) departure from
   an athletic training career and (2) partial continuance in athletic
   training. Two second-order themes emerged from the reasons for
   departure: (1) decreased recognition of value and (2) work-life
   imbalance. Finally, we identified 2 third-order themes from the
   participants' reasons for departure because of a perceived lack of
   value: (1) low salary and (2) long, inconsistent hours worked.
   Conclusions: Most of our participants intended to stay in the profession
   when they chose to attend a PPATP. However, during role inductance in
   either the clinical experience of the PPATP they attended or early in
   their careers, they began to have thoughts of leaving mainly because of
   inadequate financial compensation, challenging work schedules, or both.
RI Bowman, Thomas/AAA-3036-2020
OI Bowman, Thomas/0000-0002-0034-2946
ZA 0
Z8 0
ZS 0
TC 5
ZB 3
ZR 0
Z9 5
U1 0
U2 7
SN 1062-6050
EI 1938-162X
UT WOS:000365182400012
PM 25343531
ER

PT J
AU Spiers, M. C.
   Harris, M.
TI Challenges to student transition in allied health undergraduate
   education in the Australian rural and remote context: a synthesis of
   barriers and enablers
SO RURAL AND REMOTE HEALTH
VL 15
IS 2
AR 3069
PD APR-JUN 2015
PY 2015
AB Introduction: The optimum supply of an allied health workforce in rural
   and remote communities is a persistent challenge. Despite previous
   indicative research and government investment, the primary focus for
   rural and remote recruitment has been on the medical profession. The
   consequent shortage of allied health professionals leaves these
   communities less able to receive appropriate health care. This
   comprehensive review incorporates a literature analysis while
   articulating policy and further research implications.
   Methods: The objective was to identify drivers to recruitment and
   retention of an allied health workforce in rural and remote communities.
   This issue was observed in two parts: identification of barriers and
   enablers for students accessing allied health undergraduate tertiary
   education, and barriers and enablers to clinical placement experience in
   rural and remote communities. A search of empirical literature was
   conducted together with review of theoretical publications, including
   public health strategies and policy documents. Database searches of
   CINAHL, Medline, ERIC, PsychInfo and Scopus were performed. Selection
   criteria included Australian research in English, full text online,
   keywords in title or abstract, year of publication 1990 to 2012 and
   research inclusive of rural and remote context by application of the
   Australian Standard Geographical Classication (ASGC) Remoteness
   Structure. Theoretical publications, or grey literature, were identified
   by broad Google searches utilising a variety of search terms relevant to
   the review objective. Allied health professions were defined as
   including audiology, dietetics, occupational therapy, optometry,
   orthoptics, orthotics and prosthetics, pharmacy, physiotherapy,
   podiatry, psychology, radiography, social work, speech pathology and
   Aboriginal and Torres Strait Islander Health Workers.
   Results: A total of 28 empirical publications met the selection criteria
   with a further 22 grey literature texts identified with relevance to the
   research objective. Patterns of barriers and enablers for rural and
   remote student transition in the allied health professions were
   identified in the literature. Recruitment pathways to allied health
   tertiary studies in rural and remote communities are vague and often
   interrupted, and the return of graduates is haphazard. Students from
   rural and remote communities face an assembly of barriers. They often
   experience secondary education disadvantage with inadequate subject
   choices, pathways and opportunities. Programs designed to facilitate
   transition to tertiary study are often limited in their capacity to
   address cumulative concerns. Students also face financial imposts and
   are confronted by daunting social isolation, and separation from
   families and support systems. In regard to clinical placement, the
   disincentives weigh heavily. The financial burdens of a rural placement
   offer little inducement. Social isolation associated with a placement
   far from home is more acutely felt by students when there is inadequate
   administrative support and consequent disillusionment. Students also
   lack a frame of reference to pursue a rural placement option, and are
   often discouraged by the cumulative commitments involved.
   Conclusions: Clear and accessible pathways to allied health training for
   students from rural and remote communities are pivotal to a stronger
   representation of this cohort among graduates. Similarly, greater
   representation of rural and remote clinical placements for allied health
   undergraduate students is an important facilitator. Despite regional
   coordination and strategies designed to promote a broader range of
   placement opportunities, the problems remain. This review has
   consequences for policy and program development for growth of the rural
   allied health workforce in Australia, as well as identifying knowledge
   deficits to guide future research endeavours.
ZR 0
ZA 0
Z8 0
TC 29
ZB 0
ZS 0
Z9 29
U1 1
U2 37
SN 1445-6354
UT WOS:000365313200010
PM 25916254
ER

PT J
AU Lal, Shalini
   Dell'Elce, Jennifer
   Tucci, Natasha
   Fuhrer, Rebecca
   Tamblyn, Robyn
   Malla, Ashok
TI Preferences of Young Adults With First-Episode Psychosis for Receiving
   Specialized Mental Health Services Using Technology: A Survey Study.
SO JMIR mental health
VL 2
IS 2
BP e18
EP e18
DI 10.2196/mental.4400
PD 2015 Apr-Jun
PY 2015
AB BACKGROUND: Despite the potential and interest of using technology for
   delivering specialized psychiatric services to young adults,
   surprisingly limited attention has been paid to systematically assess
   their perspectives in this regard. For example, limited knowledge exists
   on the extent to which young people receiving specialized services for a
   first-episode psychosis (FEP) are receptive to using new technologies as
   part of mental health care, and to which types of technology-enabled
   mental health interventions they are amenable to.
   OBJECTIVE: The purpose of this study is to assess the interest of young
   adults with FEP in using technology to receive mental health
   information, services, and supports.
   METHODS: This study uses a cross-sectional, descriptive survey design. A
   convenience sample of 67 participants between the ages of 18 and 35 were
   recruited from two specialized early intervention programs for
   psychosis. Interviewer-administered surveys were conducted between
   December 2013 and October 2014. Descriptive statistics are reported.
   RESULTS: Among the 67 respondents who completed the survey, the majority
   (85%, 57/67) agreed or strongly agreed with YouTube as a platform for
   mental health-related services and supports. The top five
   technology-enabled services that participants were amenable to were (1)
   information on medication (96%, 64/67); (2) information on education,
   career, and employment (93%, 62/67); (3) decision-making tools
   pertaining to treatment and recovery (93%, 62/67); (4) reminders for
   appointments via text messaging (93%, 62/67); and (5) information about
   mental health, psychosis, and recovery in general (91%, 61/67). The top
   self-reported barriers to seeking mental health information online were
   lack of knowledge on how to perform an Internet search (31%, 21/67) and
   the way information is presented online (27%, 18/67). Two thirds (67%;
   45/67) reported being comfortable in online settings, and almost half
   (48%; 32/67) reported a preference for mixed formats when viewing mental
   health information online (eg, text, video, visual graphics).
   CONCLUSIONS: Young people diagnosed with FEP express interest in using
   the Internet, social media, and mobile technologies for receiving mental
   health-related services. Increasing the awareness of young people in
   relation to various forms of technology-enabled mental health care
   warrants further attention. A consideration for future research is to
   obtain more in-depth knowledge on young people's perspectives, which can
   help improve the design, development, and implementation of integrated
   technological health innovations within the delivery of specialized
   mental health care.
OI Lal, Shalini/0000-0002-7501-5018
Z8 0
TC 65
ZR 0
ZB 7
ZS 0
ZA 0
Z9 65
U1 0
U2 11
SN 2368-7959
UT MEDLINE:26543922
PM 26543922
ER

PT J
AU Subramaniam, Mega
   St Jean, Beth
   Taylor, Natalie Greene
   Kodama, Christie
   Follman, Rebecca
   Casciotti, Dana
TI Bit by bit: using design-based research to improve the health literacy
   of adolescents.
SO JMIR research protocols
VL 4
IS 2
BP e62
EP e62
DI 10.2196/resprot.4058
PD 2015 May 29
PY 2015
AB BACKGROUND: Although a low health literacy level has been found to be
   among the most powerful predictors of poor health outcomes, there is
   very little research focused on assessing and improving the health
   literacy skills of adolescents, particularly those from
   socioeconomically disadvantaged backgrounds. The vast majority of
   existing research focuses solely on reading comprehension, despite the
   fact that health literacy is actually a multifaceted concept, which
   entails many different types of skills.
   OBJECTIVE: The aim of this paper is to first mine existing literature to
   identify the many different skills that have been posited to constitute
   health literacy, and then, using this collection of skills as an
   overarching structure, to highlight the challenges that disadvantaged
   youth participating in our HackHealth after-school program encounter as
   they identify and articulate their health-related information needs,
   search for health-related information online, assess the relevance and
   credibility of this information, and manage and make use of it.
   METHODS: We utilized the design-based research method to design,
   implement, and revise our HackHealth program. To collect data regarding
   HackHealth participants' health literacy skills and associated
   challenges, we used a variety of methods, including participant
   observation, surveys, interviews, focus groups, and logging of Web
   browser activities. We also collected data through specialized
   instructional activities and data collection forms that we developed for
   this purpose. Quantitative and qualitative techniques were used to
   analyze this data, as well as all of the artifacts that each student
   produced, including their final projects.
   RESULTS: We identified the various challenges that the 30 HackHealth
   participants faced in completing various health-related information
   activities during the course of the program. Based on these findings, we
   describe important implications for working with youth from
   socioeconomically disadvantaged backgrounds, how to assess and improve
   their health literacy skills, and offer specific recommendations for
   health literacy instruction aimed at this population.
   CONCLUSIONS: With an increased societal focus on health and a shift from
   viewing patients as passive recipients of medical care to viewing them
   as active arbiters of their own health, today's youth need to possess an
   array of health literacy skills to ensure that they can live long and
   healthy lives. Working with adolescents to help them develop and
   practice these skills will also help to break the cycle between poor
   health literacy and poor health outcomes, thereby reducing health
   disparities and improving the long-term outlook for the health of our
   nation.
OI Taylor, Natalie/0000-0002-4748-516X; St. Jean, Beth/0000-0002-9856-2874
TC 29
ZS 0
ZR 0
ZA 0
ZB 1
Z8 0
Z9 29
U1 1
U2 27
SN 1929-0748
UT MEDLINE:26025101
PM 26025101
ER

PT J
AU Franke, Stefan
   Meixensberger, Juergen
   Neumuth, Thomas
TI Multi-perspective workflow modeling for online surgical situation models
SO JOURNAL OF BIOMEDICAL INFORMATICS
VL 54
BP 158
EP 166
DI 10.1016/j.jbi.2015.02.005
PD APR 2015
PY 2015
AB Introduction: Surgical workflow management is expected to enable
   situation-aware adaptation and intelligent systems behavior in an
   integrated operating room (OR). The overall aim is to unburden the
   surgeon and OR staff from both manual maintenance and information
   seeking tasks. A major step toward intelligent systems behavior is a
   stable classification of the surgical situation from multiple
   perspectives based on performed low-level tasks.
   Material and methods: The present work proposes a method for the
   classification of surgical situations based on multi-perspective
   workflow modeling. A model network that interconnects different types of
   surgical process models is described. Various aspects of a surgical
   situation description were considered: low-level tasks, high-level
   tasks, patient status, and the use of medical devices. A study with
   sixty neurosurgical interventions was conducted to evaluate the
   performance of our approach and its robustness against incomplete
   workflow recognition input.
   Results: A correct classification rate of over 90% was measured for
   high-level tasks and patient status. The device usage models for
   navigation and neurophysiology classified over 95% of the situations
   correctly, whereas the ultrasound usage was more difficult to predict.
   Overall, the classification rate decreased with an increasing level of
   input distortion.
   Discussion: Autonomous adaptation of medical devices and intelligent
   systems behavior do not currently depend solely on low-level tasks.
   Instead, they require a more general type of understanding of the
   surgical condition. The integration of various surgical process models
   in a network provided a comprehensive representation of the
   interventions and allowed for the generation of extensive situation
   descriptions.
   Conclusion: Multi-perspective surgical workflow modeling and online
   situation models will be a significant pre-requisite for reliable and
   intelligent systems behavior. Hence, they will contribute to a
   cooperative OR environment. (C) 2015 Elsevier Inc. All rights reserved.
OI Neumuth, Thomas/0000-0001-6999-5024
Z8 0
ZS 0
ZB 2
TC 21
ZR 1
ZA 0
Z9 21
U1 0
U2 9
SN 1532-0464
EI 1532-0480
UT WOS:000353932500015
PM 25752728
ER

PT J
AU Jones, Jeffery A.
   Banks, Lois
   Plotkin, Ilya
   Chanthavongsa, Sunny
   Walker, Nathan
TI Profile of the Public Health Workforce: Registered TRAIN Learners in the
   United States
SO AMERICAN JOURNAL OF PUBLIC HEALTH
VL 105
BP E30
EP E36
DI 10.2105/AJPH.2014.302513
SU 2
PD APR 2015
PY 2015
AB Objectives: We analyzed data from the TrainingFinder Real-time Affiliate
   Integrated Network (TRAIN), the most widely used public health workforce
   training system in the United States, to describe the public health
   workforce and characteristics of individual public health workers.
   Methods: We extracted self-reported demographic data of 405 095 learners
   registered in the TRAIN online system in 2012.
   Results: Mirroring the results of other public health workforce studies,
   TRAIN learners are disproportionately women, college educated, and White
   compared with the populations they serve. TRAIN learners live in every
   state and half of all zip codes, with a concentration in states whose
   public health departments are TRAIN affiliates. TRAIN learners' median
   age is 46 years, and one third of TRAIN learners will reach retirement
   age in the next 10 years.
   Conclusions: TRAIN data provide a limited but useful profile of public
   health workers and highlight the utility and limitations of using TRAIN
   for future research.
RI Jones, Jeff/AAF-1899-2019
OI Jones, Jeff/0000-0002-0882-6996
Z8 0
TC 8
ZB 1
ZA 0
ZS 0
ZR 0
Z9 8
U1 0
U2 0
SN 0090-0036
EI 1541-0048
UT WOS:000358293300005
PM 25689192
ER

PT J
AU Jalali, Sara
   Levy, Matthew J.
   Tang, Nelson
TI Prehospital Emergency Care Training Practices Regarding Lesbian, Gay,
   Bisexual, and Transgender Patients in Maryland (USA)
SO PREHOSPITAL AND DISASTER MEDICINE
VL 30
IS 2
BP 163
EP 166
DI 10.1017/S1049023X15000151
PD APR 2015
PY 2015
AB Introduction: Prehospital Emergency Medical Services (EMS) providers are
   expected to treat all patients the same, regardless of race, gender
   identity, sexual orientation, or religion. Some EMS personnel who are
   poorly trained in working with lesbian, gay, bisexual, and transgender
   (LGBT) patients are at risk for managing such patients incompletely and
   possibly incorrectly. During emergency situations, such mistreatment has
   meant the difference between life and death.
   Methods: An anonymous survey was electronically distributed to EMS
   educational program directors in Maryland (USA). The survey asked
   participants if their program included training cultural sensitivity,
   and if so, by what modalities. Specific questions then focused on
   information about LGBT education, as well as related topics, that they,
   as program directors, would want included in an online training module.
   Results: A total of 20 programs met inclusion criteria for the study,
   and 16 (80%) of these programs completed the survey. All but one program
   (15, 94%) included cultural sensitivity training. One-third (6, 38%) of
   the programs reported already teaching LGBT-related issues specifically.
   Three-quarters of the programs that responded (12, 75%) were willing to
   include LGBT-related material into their curriculum. All programs (16,
   100%) identified specific aspects of LGBT-related emergency health
   issues they would be interested in having included in an educational
   module.
   Conclusion: Most EMS educational program directors in Maryland are
   receptive to including LGBT-specific education into their curricula. The
   information gathered in this survey may help guide the development of a
   short, self-contained, open-access module for EMS educational programs.
   Further research, on a broader scale and with greater geographic
   sampling, is needed to assess the practices of EMS educators on a
   national level.
RI Levy, Matthew/AAH-8135-2021
OI Levy, Matthew/0000-0001-8144-3281
TC 3
ZS 0
ZR 0
Z8 0
ZA 0
ZB 1
Z9 3
U1 0
U2 6
SN 1049-023X
EI 1945-1938
UT WOS:000358409100009
PM 25723881
ER

PT J
AU Mayer, Benjamin
   Ring, Christina
   Muche, Rainer
   Rothenbacher, Dietrich
   Schmidt-Strassburger, Uta
TI Creating a blended learning module in an online master study programme
   in oncology.
SO Education for health (Abingdon, England)
VL 28
IS 1
BP 101
EP 5
DI 10.4103/1357-6283.161951
PD 2015 Jan-Apr
PY 2015
AB BACKGROUND: The medical faculty of Ulm University has launched the
   postgraduate master online study programme Advanced Oncology (AO) in
   2010. We describe the challenges in developing an e-learning module
   using the example of a medical biometry course, focusing the
   implementation of the course material and our single-loop learning
   experience after the first students have finished and evaluated the
   lecture.
   METHODS: Programme participants are qualified medical doctors and
   researchers in biomedical areas related to the field of oncology. The
   study programme provides the majority of lectures online via didactic
   videos accompanied by one-week attendance seminars. Supplementary
   learning materials include review articles, supportive reading material,
   multiple choice questions, and exercises for each unit. Lecture
   evaluations based on specific questions concerning learning environment
   and information learned, each measured on a five-point Likert scale.
   RESULTS: Lecture videos were implemented following the classical triad
   of the didactic process, using oncological examples from practice to
   teach. The online tutorial support offered to students was hardly used,
   thus we enhanced faculty presence during the face-to-face seminars.
   Lecture evaluations improved after revising the learning material on the
   basis of the first AO student cohort's comments.
   DISCUSSION: Developing and implementing an online study programme is
   challenging with respect of maximizing the information students learn
   due to limited opportunities for personal contact between lecturers and
   students. A more direct interaction of lecturers and students in a
   blended learning setting outperforms a mere web-based contact in terms
   of learning advantage and students' satisfaction, especially for complex
   methodological content.
OI Rothenbacher, Dietrich/0000-0002-3563-2791; Schmidt-Strassburger,
   Uta/0000-0003-1777-3010
ZS 0
TC 7
ZR 0
Z8 0
ZA 0
ZB 0
Z9 7
U1 0
U2 5
EI 1469-5804
UT MEDLINE:26261125
PM 26261125
ER

PT J
AU Hu, Chunling
   Kung, Simon
   Rummans, Teresa A.
   Clark, Matthew M.
   Lapid, Maria I.
TI Reducing caregiver stress with internet-based interventions: a
   systematic review of open-label and randomized controlled trials
SO JOURNAL OF THE AMERICAN MEDICAL INFORMATICS ASSOCIATION
VL 22
IS E1
BP E194
EP E209
DI 10.1136/amiajnl-2014-002817
PD APR 2015
PY 2015
AB Objective The high level of stress associated with caring for others
   with medical conditions has been recognized for some time. Reducing
   caregiver stress can improve caregiver quality of life as well as
   improve the care they provide to loved ones. This systematic review
   assesses the effectiveness of internet-based interventions to decrease
   caregiver stress.
   Materials and methods A comprehensive literature search of Ovid MEDLINE
   (1946-2013), Embase (1988-2013), PsycINFO (1987-2013), and CINAHL was
   conducted using terms related to caregiver and internet-based
   interventions. Internet-based interventions involving informal
   caregivers in an open-label or randomized controlled trial setting were
   included. A pair of raters independently reviewed all published
   abstracts. Data regarding participants, interventions, and outcomes were
   extracted and, for randomized trials, methodology quality was also
   reviewed.
   Results Eight open-label trials met the review criteria: three showed
   positive benefit in reducing caregiver stress, four were partially
   positive (some outcomes positive, others negative), and one was a
   negative study. Sixteen randomized trials met the review criteria: six
   showed positive benefit, five were partially positive, and five were
   negative. There were no clear patterns as to the variables (such as
   study duration and complexity of intervention) associated with better
   outcomes, although earlier studies typically had more negative outcomes.
   Discussion Internet-based interventions were mostly effective in
   reducing aspects of caregiver stress and improving their well-being.
   Further studies to assess outcomes for caregivers and their recipients'
   health, different technology delivery methods, and the cost of such
   interventions are needed.
RI Janson, Patrick/AAC-7581-2022; Hu, Chunling/
OI Hu, Chunling/0000-0002-6814-4639
ZS 1
ZB 4
TC 54
Z8 0
ZA 0
ZR 0
Z9 54
U1 1
U2 51
SN 1067-5027
EI 1527-974X
UT WOS:000356719000022
PM 25125686
ER

PT J
AU Soukoulis, Victor
   Sullivan, Amy
TI An interactive web-based module to teach physician assistants about
   venous thromboembolism
SO ACTA CARDIOLOGICA
VL 70
IS 2
BP 163
EP 168
DI 10.1080/AC.70.2.3073507
PD APR 2015
PY 2015
AB Objective Questions about venous thromboembolism (VTE) management result
   in a high number of cardiovascular consults at one large teaching
   hospital. However, many of these consults are deemed "inappropriate" by
   the receiving consultants. This combination presented an opportunity to
   examine the efficacy of interprofessional education through an
   interactive web-based module to teach physician assistants (PAs) about
   VIE management.
   Methods and results A web-based module and survey with interactive cases
   encompassing key VIE management decisions was distributed to 41
   inpatient oncology PAs. Usability, satisfaction, and efficacy were
   evaluated using knowledge and Likert-scale items. Participating PAs
   improved their VIE knowledge with a pre-module assessment score of 31.7%
   correct and post-module score of 63.3% (P=0.0016). There was an increase
   in self-reported comfort for managing VTE (mean 3.92 vs 3.07; P=0.004)
   and calling cardiovascular consults (4.08 vs 2.50; P<0.0001). The PAs
   would highly recommend the module and use it in their practice with
   76.9% of them ranking it as their most preferred learning method.
   Conclusion A brief, interactive web-based module increased knowledge and
   comfort level with VIE management among PAs. This module design can
   serve as a template for a wide range of cardiovascular learning tools.
OI Sullivan, Amy/0000-0003-1020-3197
ZS 0
ZR 0
ZB 0
ZA 0
TC 0
Z8 0
Z9 0
U1 0
U2 0
SN 0001-5385
EI 1784-973X
UT WOS:000353671100006
PM 26148376
ER

PT J
AU Seddon, Johanna M.
   Silver, Rachel E.
   Kwong, Manlik
   Rosner, Bernard
TI Risk Prediction for Progression of Macular Degeneration: 10 Common and
   Rare Genetic Variants, Demographic, Environmental, and Macular
   Covariates
SO INVESTIGATIVE OPHTHALMOLOGY & VISUAL SCIENCE
VL 56
IS 4
BP 2192
EP 2202
DI 10.1167/iovs.14-15841
PD APR 2015
PY 2015
AB PURPOSE. To determine the association between genetic variants and
   transition to advanced age-related macular degeneration (AMD), and to
   develop a predictive model and online application to assist in clinical
   decision making.
   METHODS. Among 2951 subjects in the Age-Related Eye Disease Study, 834
   progressed from no AMD, early AMD, or intermediate AMD to advanced
   disease. Survival analysis was used to assess which genetic,
   demographic, environmental, and macular covariates were independently
   associated with progression. Attributable risk, area under the curve
   statistics (AUCs), and reclassification odds ratios (ORs) were
   calculated. Split-sample validation was performed. An online risk
   calculator was developed and is available in the public domain at
   www.seddonamdriskscore.org.
   RESULTS. Ten genetic loci were independently associated with
   progression, including newly identified rare variant C3 K155Q (hazard
   ratio: 1.7, 95% confidence interval: 1.2-2.5, P = 0.002), three variants
   in CFH, and six variants in ARMS2/HTRA1, CFB, C3, C2, COL8A1, and
   RAD51B. Attributable risk calculations revealed that 80% of incident AMD
   is attributable to genetic factors, adjusting for demographic covariates
   and baseline macular phenotypes. In a model including 10 genetic loci,
   age, sex, education, body mass index, smoking, and baseline AMD status,
   the AUC for progression to advanced AMD over 10 years was 0.911.
   Split-sample validation showed a similar AUC (0.907). Reclassification
   analyses indicated that subjects were categorized into a more accurate
   risk category if genetic information was included (OR 3.2, P < 0.0001).
   CONCLUSIONS. Rare variant C3 K155Q was independently associated with AMD
   progression. The comprehensive model may be useful for identifying and
   monitoring high-risk patients, selecting appropriate therapies, and
   designing clinical trials.
Z8 2
ZA 0
ZB 48
ZR 0
ZS 0
TC 67
Z9 70
U1 0
U2 6
SN 0146-0404
EI 1552-5783
UT WOS:000355250700009
PM 25655794
ER

PT J
AU Huang, Grace
   Fang, Christina H.
   Agarwal, Nitin
   Bhagat, Neelakshi
   Eloy, Jean Anderson
   Langer, Paul D.
TI Assessment of Online Patient Education Materials From Major
   Ophthalmologic Associations
SO JAMA OPHTHALMOLOGY
VL 133
IS 4
BP 449
EP 454
DI 10.1001/jamaophthalmol.2014.6104
PD APR 2015
PY 2015
AB IMPORTANCE Patients are increasingly using the Internet to supplement
   finding medical information, which can be complex and requires a high
   level of reading comprehension. Online ophthalmologic materials from
   major ophthalmologic associations should be written at an appropriate
   reading level.
   OBJECTIVES To assess ophthalmologic online patient education materials
   (PEMs) on ophthalmologic association websites and to determine whether
   they are above the reading level recommended by the American Medical
   Association and National Institutes of Health.
   DESIGN, SETTING, AND PARTICIPANTS Descriptive and correlational design.
   Patient education materials from major ophthalmology websites were
   downloaded from June 1, 2014, through June 30, 2014, and assessed for
   level of readability using 10 scales. The Flesch Reading Ease test,
   Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook test,
   Coleman-Liau Index, Gunning Fog Index, New Fog Count, New Dale-Chall
   Readability Formula, FORCAST scale, Raygor Readability Estimate Graph,
   and Fry Readability Graph were used. Text from each article was pasted
   into Microsoft Word and analyzed using the software Readability Studio
   professional edition version 2012.1 for Windows.
   MAIN OUTCOMES AND MEASURES Flesch Reading Ease score, Flesch-Kincaid
   Grade Level, Simple Measure of Gobbledygook grade, Coleman-Liau Index
   score, Gunning Fog Index score, New Fog Count, New Dale-Chall
   Readability Formula score, FORCAST score, Raygor Readability Estimate
   Graph score, and Fry Readability Graph score.
   RESULTS Three hundred thirty-nine online PEMs were assessed. The mean
   Flesch Reading Ease score was 40.7 (range, 17.0-51.0), which correlates
   with a difficult level of reading. The mean readability grade levels
   ranged as follows: 10.4 to 12.6 for the Flesch-Kincaid Grade Level; 12.9
   to 17.7 for the Simple Measure of Gobbledygook test; 11.4 to 15.8 for
   the Coleman-Liau Index; 12.4 to 18.7 for the Gunning Fog Index; 8.2 to
   16.0 for the New Fog Count; 11.2 to 16.0 for the New Dale-Chall
   Readability Formula; 10.9 to 12.5 for the FORCAST scale; 11.0 to 17.0
   for the Raygor Readability Estimate Graph; and 12.0 to 17.0 for the Fry
   Readability Graph. Analysis of variance demonstrated a significant
   difference (P<.001) between the websites for each reading scale.
   CONCLUSIONS AND RELEVANCE Online PEMs on major ophthalmologic
   association websites are written well above the recommended reading
   level. Consideration should be given to revision of these materials to
   allow greater comprehension among a wider audience.
TC 56
ZB 12
ZS 1
ZR 0
Z8 0
ZA 0
Z9 56
U1 0
U2 8
SN 2168-6165
EI 2168-6173
UT WOS:000354995100023
PM 25654639
ER

PT J
AU McKean, Mark R.
   Slater, Gary
   Oprescu, Florin
   Burkett, Brendan J.
TI Do the Nutrition Qualifications and Professional Practices of Registered
   Exercise Professionals Align?
SO INTERNATIONAL JOURNAL OF SPORT NUTRITION AND EXERCISE METABOLISM
VL 25
IS 2
BP 154
EP 162
DI 10.1123/ijsnem.2014-0051
PD APR 2015
PY 2015
AB Australia has approximately 26,000 registered exercise professionals
   (REP), in comparison with 3,379 accredited practicing dietitians (APD).
   The REP workforce has the potential to reach more than 10% of the
   Australian population but there is limited data on their educational
   background and professional behaviors with regards to nutritional
   counseling of clients. The purpose of this research was to determine if
   REPs are working within their scope of practice and if their
   qualifications align with their practice, specifically as it relates to
   nutrition advice. Using a cross sectional descriptive study design, a
   self-administered online survey of REPs was conducted over 5 months.
   REPs were recruited through electronic and social media using a
   snowballing technique. The study focused on education, nutrition advice,
   and sources of information. A total of 286 respondents completed the
   survey, including 13 with tertiary dietetic qualifications i.e., APDs.
   The nationally recognized industry Certificate III/IV in Fitness was the
   most common qualification. The majority of REPs responding (88%) were
   working outside of their professional scope of practice, offering
   individual nutrition advice to clients across fitness and medical
   issues. This was despite 40% of REPs undertaking no further training in
   nutrition since graduating, and primarily basing advice on use of
   readily accessible sources of nutrition information. It is recommended
   the nutrition advice provided to REPs during training be limited to
   general nonmedical nutrition information in accordance with nationally
   endorsed evidence based guidelines and that issues pertaining to scope
   of practice be addressed with onward referral to other health
   professionals be advocated.
RI Slater, Gary/AAX-1232-2021; Burkett, Brendan/; Oprescu, Florin/C-4908-2011; Slater, Gary/
OI Burkett, Brendan/0000-0002-1974-673X; Oprescu,
   Florin/0000-0003-1342-3566; Slater, Gary/0000-0003-2753-7847
TC 20
ZS 0
ZA 0
ZB 1
ZR 0
Z8 0
Z9 20
U1 0
U2 10
SN 1526-484X
EI 1543-2742
UT WOS:000353432900007
PM 25203622
ER

PT J
AU Maloney, Erin K.
   D'Agostino, Thomas A.
   Heerdt, Alexandra
   Dickler, Maura
   Li, Yuelin
   Ostroff, Jamie S.
   Bylund, Carma L.
TI Sources and types of online information that breast cancer patients read
   and discuss with their doctors
SO PALLIATIVE & SUPPORTIVE CARE
VL 13
IS 2
BP 107
EP 114
DI 10.1017/S1478951513000862
PD APR 2015
PY 2015
AB Objectives: Most research examining the impact of patients seeking
   online health information treats internet information homogenously,
   rather than recognizing that there are multiple types and sources of
   available information. The present research was conducted to
   differentiate among sources and types of internet information that
   patients search for, intend to discuss with their doctors, and recall
   discussing with their doctors, and to determine how accurate and hopeful
   patients rate this information.
   Methods: We surveyed 70 breast cancer patients recruited from the
   waiting rooms of breast medical oncology and surgery clinics. The main
   variables in the study were as follows: (1) the sources and types of
   online information patients have read, intended to discuss, and actually
   discussed with their doctors, and (2) how accurately and hopefully they
   rated this information to be.
   Results: Patients read information most frequently from the websites of
   cancer organizations, and most often about side effects. Patients
   planned to discuss fewer types of information with their doctors than
   they had read about. They most often intended to discuss information
   from cancer organization websites or WebMD, and the material was most
   often about alternative therapies, side effects, and proven or
   traditional treatments. Some 76.8% of total participants rated the
   information they had read as very or somewhat accurate, and 61% rated
   the information they had read as very or somewhat hopeful.
   Significance of Results: Internet information varies widely by source
   and type. Differentiating among sources and types of information is
   essential to explore the ways in which online health information impacts
   patients' experiences.
OI D'Agostino, Thomas/0000-0002-1681-1188; Ostroff,
   Jamie/0000-0003-2671-5680; Heerdt, Alexandra/0000-0002-3722-5743; Li,
   Yuelin/0000-0001-6571-3587
ZA 0
ZB 5
TC 27
ZS 0
Z8 0
ZR 0
Z9 27
U1 0
U2 16
SN 1478-9515
EI 1478-9523
UT WOS:000355111400002
PM 24182945
ER

PT J
AU Gimelli, Alessia
   Neglia, Danilo
   Schindler, Thomas H.
   Cosyns, Bernard
   Lancellotti, Patrizio
   Kitsiou, Anastasia
TI Nuclear Cardiology Core Syllabus of the European Association of
   Cardiovascular Imaging (EACVI)
SO EUROPEAN HEART JOURNAL-CARDIOVASCULAR IMAGING
VL 16
IS 4
BP 349
EP 350
DI 10.1093/ehjci/jeu297
PD APR 2015
PY 2015
AB The European Association of Cardiovascular Imaging (EACVI) Core Syllabus
   for Nuclear Cardiology is now available online. The syllabus lists key
   elements of knowledge in nuclear cardiology. It represents a framework
   for the development of training curricula and provides expected
   knowledge-based learning outcomes to the nuclear cardiology trainees.
RI Gimelli, Alessia/G-4168-2018; Neglia, Danilo/AAR-6384-2020; Neglia, Danilo/; Schindler, Thomas Hellmut/
OI Gimelli, Alessia/0000-0003-3378-1723; Neglia,
   Danilo/0000-0003-0016-9538; Schindler, Thomas
   Hellmut/0000-0002-2141-7716
TC 5
ZA 0
ZR 0
Z8 0
ZB 0
ZS 0
Z9 5
U1 1
U2 1
SN 2047-2404
EI 2047-2412
UT WOS:000354716900001
PM 25617030
ER

PT J
AU Nieman, Koen
   Achenbach, Stephan
   Pugliese, Francesca
   Cosyns, Bernard
   Lancellotti, Patrizio
   Kitsiou, Anastasia
TI Cardiac computed tomography core syllabus of the European Association of
   Cardiovascular Imaging (EACVI)
SO EUROPEAN HEART JOURNAL-CARDIOVASCULAR IMAGING
VL 16
IS 4
BP 351
EP 352
DI 10.1093/ehjci/jeu298
PD APR 2015
PY 2015
AB The European Association of Cardiovascular Imaging (EACVI) Core Syllabus
   for Cardiac Computed Tomography (CT) is now available online. The
   syllabus lists key elements of knowledge in Cardiac CT. It represents a
   framework for the development of training curricula and provides
   expected knowledge-based learning outcomes to the Cardiac CT trainees.
TC 12
Z8 0
ZS 0
ZA 0
ZB 0
ZR 0
Z9 12
U1 0
U2 1
SN 2047-2404
EI 2047-2412
UT WOS:000354716900002
PM 25680383
ER

PT J
AU Ewing, Altovise T.
   Erby, Lori A. H.
   Bollinger, Juli
   Tetteyfio, Eva
   Ricks-Santi, Luisel J.
   Kaufman, David
TI Demographic Differences in Willingness to Provide Broad and Narrow
   Consent for Biobank Research
SO BIOPRESERVATION AND BIOBANKING
VL 13
IS 2
BP 98
EP 106
DI 10.1089/bio.2014.0032
PD APR 1 2015
PY 2015
AB Purpose: This study examined acceptability of two biobank consent models
   and evaluated the impact of beliefs about privacy and genetic safeguards
   on acceptance.
   Methods: U.S. adults surveyed online in English and Spanish were
   randomly assigned to one of two scenarios examining acceptance of broad
   consent (n=1528), or narrow consent (n=1533).
   Results: Overall, willingness to provide broad (76%) and narrow (74%)
   consents were similar. African Americans were as likely as white
   non-Hispanics to accept narrow consent (72% vs. 77%, p=0.35) but
   significantly less likely to accept broad consent (69% vs. 81%,
   p=0.004). Education, insurance, and blood donation history were also
   related to acceptance. Adjusting for beliefs about privacy and policy
   protections (Genetic Information Nondiscrimination Act, GINA), the
   effects of the variables were reduced. Respondents who drew comfort from
   GINA were more likely to support both consent (both p<0.001); those who
   believed it is impossible to maintain privacy were less likely to find
   both broad (p=0.04) and narrow models acceptable (p=0.02).
   Conclusions: Choice of consent model matters when engaging diverse
   populations in biobank research. Beliefs underlying concerns about
   privacy and genetic protections should be considered when constructing
   biobank protocols.
ZR 0
ZA 0
TC 31
ZS 0
ZB 17
Z8 0
Z9 31
U1 0
U2 20
SN 1947-5535
EI 1947-5543
UT WOS:000353012400006
PM 25825819
ER

PT J
AU Chretien, Katherine C.
   Tuck, Matthew G.
TI Online professionalism: A synthetic review
SO INTERNATIONAL REVIEW OF PSYCHIATRY
VL 27
IS 2
BP 106
EP 117
DI 10.3109/09540261.2015.1004305
PD APR 2015
PY 2015
AB The rise of social media has increased connectivity and blurred personal
   and professional boundaries, bringing new challenges for medical
   professionalism. Whether traditional professionalism principles apply to
   the online social media space remains unknown. The purpose of this
   synthetic literature review was to characterize the original
   peer-reviewed research studies published between 1 January 2000-1
   November 2014 on online professionalism, to assess methodologies and
   approaches used, and to provide insights to guide future studies in this
   area. The investigators searched three databases and performed manual
   searches of bibliographies to identify the 32 studies included. Most
   studies originated in the USA. Cross-sectional surveys and analyses of
   publicly available online content were the most common methodologies
   employed. Studies covered the general areas of use and privacy,
   assessment of unprofessional online behaviours, consensus-gathering of
   what constitutes unprofessional or inappropriate online behaviours, and
   education and policies. Studies were of variable quality; only around
   half of survey studies had response rates of 50% or greater. Medical
   trainees were the most common population studied. Future directions for
   research include public perspectives of online professionalism, impact
   on patient trust, and how to use social media productively as medical
   professionals.
OI Tuck, Matthew/0000-0002-5991-0709
ZB 0
Z8 0
ZR 0
ZS 3
ZA 0
TC 25
Z9 28
U1 0
U2 27
SN 0954-0261
EI 1369-1627
UT WOS:000353525000004
PM 25804627
ER

PT J
AU Kind, Terry
   Evans, Yolanda
TI Social media for lifelong learning
SO INTERNATIONAL REVIEW OF PSYCHIATRY
VL 27
IS 2
BP 124
EP 132
DI 10.3109/09540261.2014.990421
PD APR 2015
PY 2015
AB Learning is ongoing, and can be considered a social activity. In this
   paper we aim to provide a review of the use of social media for lifelong
   learning. We start by defining lifelong learning, drawing upon
   principles of continuous professional development and adult learning
   theory. We searched Embase and MEDLINE from 2004 - 2014 for search terms
   relevant to social media and learning. We describe examples of lifelong
   learners using social media in medical education and healthcare that
   have been reported in the peer-reviewed literature. Medical or other
   health professions students may have qualities consistent with being a
   lifelong learner, yet once individuals move beyond structured learning
   environments they will need to recognize their own gaps in knowledge and
   skills over time and be motivated to fill them, thereby incorporating
   lifelong learning principles into their day-to-day practice. Engagement
   with social media can parallel engagement in the learning process over
   time, to the extent that online social networking fosters feedback and
   collaboration. The use of social media and online networking platforms
   are a key way to continuously learn in today's information sharing
   society. Additional research is needed, particularly rigorous studies
   that extend beyond learner satisfaction to knowledge, behaviour change,
   and outcomes.
OI Kind, Terry/0000-0002-3017-5683
Z8 0
ZR 0
ZA 0
TC 32
ZB 3
ZS 0
Z9 32
U1 2
U2 61
SN 0954-0261
EI 1369-1627
UT WOS:000353525000006
PM 25906988
ER

PT J
AU Weiner, John
TI A personal reflection on social media in medicine: I stand, no wiser
   than before
SO INTERNATIONAL REVIEW OF PSYCHIATRY
VL 27
IS 2
BP 155
EP 160
DI 10.3109/09540261.2015.1015503
PD APR 2015
PY 2015
AB Social media has enabled information, communication and reach for health
   professionals. There are clear benefits to patients and consumers when
   health information is broadcast. But there are unanswered questions on
   professionalism, education, and the complex mentoring relationship
   between doctor and student. This personal perspective raises a number of
   questions: What is online medical professionalism? Can online medical
   professionalism be taught? Can online medical professionalism be
   enforced? Is an online presence necessary to achieve the highest level
   of clinical excellence? Is there evidence that social media is superior
   to traditional methods of teaching in medical education? Does social
   media encourage multitasking and impairment of the learning process? Are
   there downsides to the perfunctory laconic nature of social media? Does
   social media waste time that is better spent attaining clinical skills?
ZR 0
ZS 0
Z8 0
TC 6
ZA 0
ZB 0
Z9 6
U1 0
U2 11
SN 0954-0261
EI 1369-1627
UT WOS:000353525000010
PM 25847332
ER

PT J
AU Thoma, Brent
TI Personal reflections on exploring social media in medicine
SO INTERNATIONAL REVIEW OF PSYCHIATRY
VL 27
IS 2
BP 161
EP 166
DI 10.3109/09540261.2015.1005058
PD APR 2015
PY 2015
AB Social media is difficult to explain to a physician who has never used
   it. The medical literature on its pitfalls and abuses has overshadowed
   its positive applications and made many physicians wary of it. While I
   was initially reluctant to develop my own presence on social media,
   since embracing it as a tool for teaching and learning I have developed
   a different perspective. I see it as a tool that can be used positively
   or negatively. Much like a megaphone, it can amplify our voice so that
   the impact of our work can extend beyond the borders of our institutions
   and countries. Aided by the guidance and support of mentors who used
   social media before and alongside me, it has helped me to become a more
   competent, professional, engaged, and impactful physician. Within this
   article I will share my story to illustrate the many ways that social
   media can be used to enhance the profession of medicine.
RI Thoma, Brent/ABI-2642-2020; Thoma, Brent/AAS-8775-2020
OI Thoma, Brent/0000-0003-1124-5786
ZB 0
ZS 0
Z8 0
TC 3
ZA 0
ZR 0
Z9 3
U1 1
U2 9
SN 0954-0261
EI 1369-1627
UT WOS:000353525000011
PM 25750994
ER

PT J
AU Daviss, Steve
   Hanson, Annette
   Miller, Dinah
TI My three shrinks: Personal stories of social media exploration
SO INTERNATIONAL REVIEW OF PSYCHIATRY
VL 27
IS 2
BP 167
EP 173
DI 10.3109/09540261.2015.1027672
PD APR 2015
PY 2015
AB Three psychiatrist authors illustrate the impact of social media on
   their professional lives by reflecting on personal stories about their
   experiences with social media. They reflect on their experiences with
   listservs, chat rooms, online forums, blogs, podcasts, and other
   interactive media, while recounting actual stories involving those
   media. The impact of social media on professional advocacy across broad
   populations is addressed. In addition, the use of social media in
   educating psychiatric trainees and informing forensic evaluations is
   discussed. Finally, social media as a tool for enhancing consumer
   advocacy and addressing controversial patient safety procedures in
   emergency settings is discussed.
ZB 0
Z8 0
ZR 0
TC 6
ZA 0
ZS 0
Z9 6
U1 0
U2 4
SN 0954-0261
EI 1369-1627
UT WOS:000353525000012
PM 25906990
ER

PT J
AU Chen, Pei
   Dowal, Sarah
   Schmitt, Eva
   Habtemariam, Daniel
   Hshieh, Tammy T.
   Victor, Ryan
   Boockvar, Kenneth S.
   Inouye, Sharon K.
TI Hospital Elder Life Program in the Real World: The Many Uses of the
   Hospital Elder Life Program Website
SO JOURNAL OF THE AMERICAN GERIATRICS SOCIETY
VL 63
IS 4
BP 797
EP 803
DI 10.1111/jgs.13343
PD APR 2015
PY 2015
AB The Hospital Elder Life Program (HELP) can prevent delirium, a common
   condition in older hospitalized adults associated with substantial
   morbidity, mortality, and healthcare costs. In 2011, HELP transitioned
   to a web-based dissemination model to provide accessible resources,
   including implementation materials; information for healthcare
   professionals, patients, and families; and a searchable reference
   database. It was hypothesized that, although intended to assist sites to
   establish HELP, the resources that the HELP website offer might have
   broader applications. An e-mail was sent to all HELP website registrants
   from September 10, 2012, to March 15, 2013, requesting participation in
   an online survey to examine uses of the resources on the website and to
   evaluate knowledge diffusion related to these resources. Of 102
   responding sites, 73 (72%) completed the survey. Thirty-nine (53%) had
   implemented and maintained an active HELP model. Twenty-six (35%) sites
   had used the HELP website resources to plan for implementation of the
   HELP model and 35 (50%) sites to implement and support the program
   during and after launch. Sites also used the resources for the
   development of non-HELP delirium prevention programs and guidelines.
   Forty-five sites (61%) used the website resources for educational
   purposes, targeting healthcare professionals, patients, families, or
   volunteers. The results demonstrated that HELP resources were used for
   implementation of HELP and other delirium prevention programs and were
   also disseminated broadly in innovative educational efforts across the
   professional and lay communities.
RI Inouye, Sharon/R-7216-2019; Boockvar, Kenneth S./H-9259-2019; Boockvar, Kenneth/
OI Boockvar, Kenneth/0000-0003-1165-5558
ZB 2
Z8 0
ZS 0
TC 9
ZA 0
ZR 0
Z9 9
U1 0
U2 10
SN 0002-8614
EI 1532-5415
UT WOS:000353234900025
PM 25877747
ER

PT J
AU Neville, P.
   Waylen, A.
TI Social media and dentistry: some reflections on e-professionalism
SO BRITISH DENTAL JOURNAL
VL 218
IS 8
BP 475
EP 478
DI 10.1038/sj.bdj.2015.294
PD APR 2015
PY 2015
AB The proliferation of digital technology is impacting on the training and
   development of healthcare professionals. Research on the online
   behaviour of medical and pharmacy students indicates that social media
   poses a number of risks to the professional practice of healthcare
   professionals. General Dental Council guidelines on the use of social
   media also suggest that it has the potential to expose dental
   professionals to a variety of breaches of professional conduct. This
   paper explores the various ways social media can help, as well as
   hinder, the practice of dental professionalism. However, the lack of
   primary research on the social media behaviour of dental students and
   qualified dental practitioners alike acts as a barrier to increasing
   social media awareness within dentistry. The paper concludes by calling
   for more research-led discussion on the role social media plays in
   shaping our understanding of dental professionalism in the twenty-first
   century.
RI Neville, Patricia/AAX-9851-2021; Waylen, Andrea/
OI Neville, Patricia/0000-0003-0260-4871; Waylen,
   Andrea/0000-0002-3004-8211
ZR 1
ZA 0
ZB 2
ZS 1
Z8 0
TC 35
Z9 37
U1 0
U2 26
SN 0007-0610
EI 1476-5373
UT WOS:000353625600018
PM 25908363
ER

PT J
AU Bol, Nadine
   van Weert, Julia C. M.
   de Haes, Hanneke C. J. M.
   Loos, Eugene F.
   Smets, Ellen M. A.
TI The Effect of Modality and Narration Style on Recall of Online Health
   Information: Results From a Web-Based Experiment
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 4
AR e104
DI 10.2196/jmir.4164
PD APR 2015
PY 2015
AB Background: Older adults are increasingly using the Internet for health
   information; however, they are often not able to correctly recall
   Web-based information (eHealth information). Recall of information is
   crucial for optimal health outcomes, such as adequate disease management
   and adherence to medical regimes. Combining effective message strategies
   may help to improve recall of eHealth information among older adults.
   Presenting information in an audiovisual format using conversational
   narration style is expected to optimize recall of information compared
   to other combinations of modality and narration style.
   Objective: The aim of this paper is to investigate the effect of
   modality and narration style on recall of health information, and
   whether there are differences between younger and older adults.
   Methods: We conducted a Web-based experiment using a 2 (modality:
   written vs audiovisual information) by 2 (narration style: formal vs
   conversational style) between-subjects design (N=440). Age was assessed
   in the questionnaire and included as a factor: younger (<65 years)
   versus older (>= 65 years) age. Participants were randomly assigned to
   one of four experimental webpages where information about lung cancer
   treatment was presented. A Web-based questionnaire assessed recall of
   eHealth information.
   Results: Audiovisual modality (vs written modality) was found to
   increase recall of information in both younger and older adults (P=.04).
   Although conversational narration style (vs formal narration style) did
   not increase recall of information (P=.17), a synergistic effect between
   modality and narration style was revealed: combining audiovisual
   information with conversational style outperformed combining written
   information with formal style (P=.01), as well as written information
   with conversational style (P=.045). This finding suggests that
   conversational style especially increases recall of information when
   presented audiovisually. This combination of modality and narration
   style improved recall of information among both younger and older
   adults.
   Conclusions: We conclude that combining audiovisual information with
   conversational style is the best way to present eHealth information to
   younger and older adults. Even though older adults did not
   proportionally recall more when audiovisual information was combined
   with conversational style than younger adults, this study reveals
   interesting implications for improving eHealth information that is
   effective for both younger and older adults.
RI Loos, Eugene/AAE-8976-2019; Bol, Nadine/; Smets, Ellen/
OI Bol, Nadine/0000-0002-6895-9512; Smets, Ellen/0000-0002-8145-8595
ZA 0
ZR 0
ZB 0
TC 26
Z8 0
ZS 0
Z9 26
U1 2
U2 24
SN 1438-8871
UT WOS:000354287100002
PM 25910416
ER

PT J
AU Cabrini, Luca
   Esquinas, Antonio
   Pasin, Laura
   Nardelli, Pasquale
   Frati, Elena
   Pintaudi, Margherita
   Matos, Paulo
   Landoni, Giovanni
   Zangrillo, Alberto
TI An International Survey on Noninvasive Ventilation Use for Acute
   Respiratory Failure in General Non-Monitored Wards
SO RESPIRATORY CARE
VL 60
IS 4
BP 586
EP 592
DI 10.4187/respcare.03593
PD APR 2015
PY 2015
AB BACKGROUND: Use of noninvasive ventilation (NIV) for the treatment of
   patients with acute respiratory failure (ARF) has greatly increased in
   the last decades. In contrast, the increasing knowledge of its
   effectiveness and physician confidence in managing this technique have
   been accompanied by a declining number of available ICU beds. As a
   consequence, the application of NIV outside the ICU has been reported as
   a growing phenomenon. Previously published surveys highlighted a great
   heterogeneity in NIV use, clinical indications, settings, and efficacy.
   Moreover, they revealed a marked heterogeneity with regard to staff
   training and technical and organizational aspects. We performed the
   first worldwide web-based survey focused on NIV use in general wards for
   ARF. METHODS: A questionnaire to obtain data regarding hospital and ICU
   characteristics, settings and modalities of NIV application and
   monitoring, estimated outcomes, technical and organizational aspects,
   and observed complications was developed. The multiple-choice anonymous
   questionnaire to be filled out online was distributed worldwide by mail,
   LinkedIn, and Facebook professional groups. RESULTS: One-hundred
   fifty-seven questionnaires were filled out and analyzed. Respondents
   were from 51 countries from all 5 continents. NIV application in general
   wards was reported by 66% of respondents. Treatments were reported as
   increasing in 57% of cases. Limited training and human resources were
   the most common reasons for not using NIV in general wards. Overall,
   most respondents perceived that NIV avoids tracheal intubation in most
   cases; worsening of ARF, intolerance, and inability to manage secretions
   were the most commonly reported causes of NIV failure. CONCLUSIONS: Use
   of NIV in general wards was reported as effective, common, and gradually
   increasing. Improvement in staff training and introduction of protocols
   could help to make this technique safer and more common when applied in
   general wards setting.
RI Giovanni, Landoni/AAH-1881-2019; Pasin, Laura/AAA-8188-2020; Zangrillo, Alberto/AAH-2037-2019; Nardelli, Pasquale/; Pasin, Laura/
OI Giovanni, Landoni/0000-0002-8594-5980; Zangrillo,
   Alberto/0000-0002-7687-7648; Nardelli, Pasquale/0000-0003-0407-9871;
   Pasin, Laura/0000-0001-5757-4791
TC 36
ZR 0
Z8 0
ZA 0
ZB 6
ZS 0
Z9 36
U1 0
U2 2
SN 0020-1324
EI 1943-3654
UT WOS:000354191000024
PM 25406347
ER

PT J
AU Selby, Peter
   Goncharenko, Karina
   Barker, Megan
   Fahim, Myra
   Timothy, Valerie
   Dragonetti, Rosa
   Kemper, Katherine
   Herie, Marilyn
   Hays, J. Taylor
TI Review and Evaluation of Online Tobacco Dependence Treatment Training
   Programs for Health Care Practitioners
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 4
AR e97
DI 10.2196/jmir.3284
PD APR 2015
PY 2015
AB Background: Training health care professionals is associated with
   increased capacity to deliver evidence-based smoking cessation
   interventions and increased quit rates among their patients. Online
   training programs hold promise to provide training but questions remain
   regarding the quality and usability of available programs.
   Objective: The aim was to assess the quality of English-language online
   courses in tobacco dependence treatment using a validated instrument.
   Methods: An environmental scan was conducted using the Google search
   engine to identify available online tobacco dependence treatment
   courses. The identified courses were then evaluated using the Peer
   Review Rubric for Online Learning, which was selected based on its
   ability to evaluate instructional design. It also has clear and concise
   criteria descriptions to ensure uniformity of evaluations by trained
   experts.
   Results: A total of 39 courses were identified, of which 24 unique
   courses were assessed based on their accessibility and functionality
   during the period of evaluation. Overall, the course ratings indicated
   that 17 of 24 courses evaluated failed to meet minimal quality standards
   and none of the courses evaluated could be ranked as superior. However,
   many excelled in providing effective navigation, course rationale, and
   content. Many were weak in the use of instructional design elements,
   such as teaching effectiveness, learning strategies, instructor's role,
   and assessment and evaluation. Evaluation results and suggestions for
   improvement were shared with course administrators.
   Conclusions: Based on the courses evaluated in this review, course
   developers are encouraged to employ best practices in instructional
   design, such as cohesiveness of material, linearity of design, practice
   exercises, problem solving, and ongoing evaluation to improve existing
   courses and in the design of new online learning opportunities.
Z8 0
ZR 0
ZS 1
ZB 0
ZA 0
TC 13
Z9 13
U1 0
U2 10
SN 1438-8871
UT WOS:000353928600003
PM 25887187
ER

PT J
AU Sorita, Atsushi
   Raslau, David
   Murad, Mohammad Hassan
   Steffen, Mark W.
TI Teaching Quality Improvement in Occupational Medicine Improving the
   Efficiency of Medical Evaluation for Commercial Drivers
SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE
VL 57
IS 4
BP 453
EP 458
DI 10.1097/JOM.0000000000000394
PD APR 2015
PY 2015
AB Objective: To describe a successful, resident-led quality improvement
   (QI) project that improved the efficiency of the Department of
   Transportation (DOT) medical examination process. Methods: After
   learning QI principles through didactics, workshops, and online modules,
   residents led a QI project to streamline the process of the DOT
   examination. An interdisciplinary group of key stakeholders collaborated
   to analyze the process and to design and implement interventions.
   Results: Following the Model for Improvement and Lean concepts,
   residents ran seven Plan-Do-Study-Act cycles over a 4-month period with
   multiple iteration and testing changes. Compared with the baseline, the
   team successfully reduced the total visit time (from check-in to
   check-out) by 28 minutes (102 minutes vs. 130 minutes; P < 0.001). The
   accuracy of certificate issuance, as proxy for quality of the
   examinations, improved after the interventions. Conclusions: Residents
   successfully improved the efficiency of the DOT examination process.
RI Murad, M. Hassan/AAW-4367-2020; Murad, Mohammad Hassan/
OI Murad, Mohammad Hassan/0000-0001-5502-5975
ZR 0
ZA 0
TC 2
Z8 0
ZS 0
ZB 0
Z9 2
U1 0
U2 1
SN 1076-2752
EI 1536-5948
UT WOS:000352507700020
PM 25658918
ER

PT J
AU Hakeem, Abdul R.
   Dave, Rajiv
   Prasad, K. Raj
   Menon, Krishna V.
   Lewington, Andrew
   Fernando, Bimbi
   Sanfey, Hilary
   Ahmad, Niaz
TI An Imperative Need to Change Organ Donation and Transplant Curriculum
   Results of a Nationwide United Kingdom Junior Doctor Survey
SO TRANSPLANTATION
VL 99
IS 4
BP 771
EP 785
DI 10.1097/TP.0000000000000423
PD APR 2015
PY 2015
AB Background. Awareness among the medical students and junior doctors
   about organ donation and transplantation (ODT) may play an important
   role in increasing organ donor pool. This study surveys the knowledge,
   perceptions, and attitudes of ODT among the U.K. junior doctors and
   attempts to identify their educational needs. To our knowledge, this is
   first such study in the United Kingdom. Methods. A cross-sectional
   online survey was conducted among 1,696 junior doctors (809 foundation
   and 887 core trainees). A 36-point questionnaire explored the junior
   doctor's knowledge, perceptions, and attitudes toward ODT. Results.
   There were 523 respondents (30.8%). Majority were foundation trainees
   (58.9%). Only 29.6% had previous exposure to transplantation, which
   reflected in their poor knowledge on the basics of ODT. Only 47.0% of
   the respondents were aware that consent from next of kin or family is
   sought for all deceased organ donation. Those registered as organ donor
   (69.8%) had better knowledge, perceptions, and attitudes in comparison
   to those not registered. Majority (84.1%) felt that they were
   inadequately exposed to ODT, and 96.8% stated that ODT should be part of
   undergraduate curriculum. Conclusion. Junior doctors in the United
   Kingdom have limited knowledge about ODT. Although subjected to
   investigators bias, the results demonstrate that junior doctors'
   perceptions and attitudes toward ODT were favorable. Majority felt that
   their ODT knowledge was inadequate and suggested the need for a change
   in undergraduate ODT curriculum. Increasing knowledge and awareness
   among junior doctors may help to improve the continuing organ shortage
   for transplantation.
ZR 0
ZS 1
TC 14
ZA 0
ZB 8
Z8 0
Z9 14
U1 1
U2 10
SN 0041-1337
EI 1534-6080
UT WOS:000352155400028
PM 25250646
ER

PT J
AU Cabrera-Muffly, Cristina
   Bryson, Paul C.
   Sykes, Kevin J.
   Shnayder, Yelizaveta
TI Free Online Otolaryngology Educational Modules A Pilot Study
SO JAMA OTOLARYNGOLOGY-HEAD & NECK SURGERY
VL 141
IS 4
BP 324
EP 328
DI 10.1001/jamaoto.2015.41
PD APR 2015
PY 2015
AB IMPORTANCE Otolaryngology residents need concise, easily accessible
   modules to expand educational opportunities between surgical cases.
   These modules should be inexpensive to create and improve learning
   outcomes.
   OBJECTIVE The purpose of this pilot study was to assess whether
   otolaryngology residents at multiple institutions used online video
   modules to supplement their studying for the Otolaryngology Training
   Exam, whether the modules had any effect on their Otolaryngology
   Training Examination Scores, and to obtain survey feedback about the
   modules.
   DESIGN, SETTING, AND PARTICIPANTS This randomized trial was conducted in
   3 academic departments of otolaryngology in the United States among 37
   residents enrolled in 3 otolaryngology residency programs.
   INTERVENTIONS Residents were randomized into 2 groups, one with access
   to the educational modules and the other with no access.
   MAIN OUTCOMES AND MEASURES Otolaryngology training examination scores
   were obtained from the year prior to the intervention (2012) and the
   year following module access (2013). Residents with access to the
   modules were also surveyed to assess use and obtain feedback about the
   modules.
   RESULTS Otolaryngology training examination scores improved
   significantly from 2012 to 2013 among both residents who had access to
   the modules and those who did not in the sections of head and neck,
   laryngology, and sleep medicine. However, scores in the sections of
   pediatric otolaryngology (8% increase, P = .03), otology (7% increase, P
   = .02), and facial plastic surgery (10% increase, P = .02) improved from
   2012 to 2013 only among residents with access to the modules. All
   respondents rated the videos as very helpful, with a rating of 4 of 5 on
   a Likert scale.
   CONCLUSIONS AND RELEVANCE Online otolaryngology educational modules are
   an inexpensive way to expand resident learning opportunities. Despite
   the lack of quantifiable improvement in otolaryngology training
   examination scores in this study, use of online modules sends amessage
   to otolaryngology residents that their education is a priority;
   self-study outside the hospital and clinics is necessary and expected;
   and that instructors are willing to try more nontraditional or
   progressive forms of education to increase resident knowledge.
RI KJ, Sykes/D-5897-2013; Shnayder, Yelizaveta/; Cabrera-Muffly, Cristina/
OI KJ, Sykes/0000-0001-9379-3406; Shnayder, Yelizaveta/0000-0001-8972-175X;
   Cabrera-Muffly, Cristina/0000-0001-7697-8871
ZS 0
ZA 0
ZR 0
ZB 2
Z8 0
TC 16
Z9 16
U1 0
U2 9
SN 2168-6181
EI 2168-619X
UT WOS:000353148800005
PM 25695900
ER

PT J
AU Marshall, Brenda L.
   Sabbagh, Lia
TI Effects of Perceived Educational Support on Usage of an Internet Nursing
   Reference Center
SO JOURNAL OF CONTINUING EDUCATION IN NURSING
VL 46
IS 4
BP 161
EP 168
DI 10.3928/00220124-20150320-01
PD APR 2015
PY 2015
AB Background: The need for evidence-based practice in nursing is well
   established; however, the efficacy of providing online research
   resources to nurses delivering care at the bedside has yet to undergo
   empirical testing. This study evaluated the impact of minimal
   educational support by a nurse researcher on nurses' usage of a
   hospital-based online nursing reference center.
   Method: This randomized, comparison group design feasibility study was
   conducted at a suburban medical center. Real-time RN usage of an online
   nursing reference center was collected over 10 months (August to May),
   with the comparative intervention occurring for seven of the 10 months
   (September to March).
   Results: Independent samples t tests and analysis of variance
   demonstrated that nurses receiving weekly or biweekly visits from an
   educator had significantly higher usage of the reference center.
   Conclusions: Nurses who received minimal educational support through
   weekly and biweekly brief, verbally supportive visits from a nurse
   researcher were significantly higher users of the online nurse reference
   center than those receiving in-services only.
ZR 0
TC 0
ZS 0
Z8 0
ZB 0
ZA 0
Z9 0
U1 1
U2 4
SN 0022-0124
EI 1938-2472
UT WOS:000353351400006
PM 25856450
ER

PT J
AU Delaney, Margaret M.
   Friedman, M. Isabel
   Dolansky, Mary A.
   Fitzpatrick, Joyce J.
TI Impact of a Sepsis Educational Program on Nurse Competence
SO JOURNAL OF CONTINUING EDUCATION IN NURSING
VL 46
IS 4
BP 179
EP 186
DI 10.3928/00220124-20150320-03
PD APR 2015
PY 2015
AB Sepsis is an emerging life-threatening entity and a worldwide epidemic.
   Nurses are in key positions to identify patients with sepsis, mobilize
   the medical team, and implement interventions. A study of self-assessed
   nurse competence was conducted to determine the influence of a specially
   designed sepsis education program on nurses' perceived ability to
   identify early, intervene, and care for patients with sepsis. The
   program was a multimodal design incorporating online interactive
   didactic presentations, video vignettes, pre- and postknowledge tests,
   and high-fidelity medical simulation scenarios. A sample of 82 critical
   care and emergency department nurses in a 1-year critical care nurse
   training program was used for this study. Pretest and posttest module
   knowledge scores and self-assessed competence data were collected and
   analyzed. No improvement in the overall self-assessed competence scores
   was found; however, self-perceived frequency of use of competence
   behaviors improved. Participants felt more competent on three
   sepsis-targeted statements, and posttest knowledge scores showed
   significant improvement.
ZB 1
TC 20
Z8 2
ZS 1
ZR 0
ZA 1
Z9 24
U1 1
U2 13
SN 0022-0124
EI 1938-2472
UT WOS:000353351400008
PM 25856453
ER

PT J
AU Burns, Katharina Kovacs
   Gramlich, Leah
   Bistritz, Lana
   McCargar, Linda
   Olson, Karin
   Avdagovska, Melita
TI Piloting online WellnessRx learning modules: Demonstration of
   developmental evaluation
SO EVALUATION AND PROGRAM PLANNING
VL 49
BP 76
EP 85
DI 10.1016/j.evalprogplan.2014.11.009
PD APR 2015
PY 2015
AB WellnessRx is a health initiative focusing on healthy living through
   education, knowledge translation, and community engagement. Stakeholders
   of WellnessRx identified web-based education learning modules on
   nutrition and physical education as a priority to be integrated into
   existing health sciences curricula, as well as adapted for use by health
   professionals. Five learning modules were created with essential
   knowledge, skills, attitudes and resources or tools for health
   professional students and practitioners. As part of the 'developmental
   evaluation framework' for WellnessRx, two of these modules were piloted
   within two health professional student programs. This paper describes
   the pilot-evaluation experience involving student surveys, focus groups
   and interviews, and faculty perspectives. For both modules, student
   pre-post knowledge assessments indicated some improvements in
   post-module knowledge. Post module evaluations by students indicated
   benefits with the online delivery being flexible for access,
   self-health, case-based assessments and useful nutrition and physical
   activity guides. Challenges for students included their time to do the
   modules and the activity expectations. Instructors felt each module
   could be better targeted to different years within an undergraduate
   program. Through developmental evaluation, the pilot results along with
   recommendations and lessons learned provided the direction needed to
   further develop the WellnessRx logic model and proposed learning
   modules. (C) 2014 Elsevier Ltd. All rights reserved.
RI Kovacs Burns, Katharina/AAA-5993-2022
OI Kovacs Burns, Katharina/0000-0002-6322-0778
ZA 0
TC 5
ZR 0
Z8 0
ZS 0
ZB 1
Z9 5
U1 0
U2 10
SN 0149-7189
EI 1873-7870
UT WOS:000352663700009
PM 25736183
ER

PT J
AU Lee, Amy L.
   Mader, Emily M.
   Morley, Christopher P.
TI Teaching Cross-Cultural Communication Skills Online: A Multi-Method
   Evaluation
SO FAMILY MEDICINE
VL 47
IS 4
BP 302
EP 308
PD APR 2015
PY 2015
AB BACKGROUND AND OBJECTIVES: Cultural competency education is an important
   and required part of undergraduate medical education. The objective of
   this study was to evaluate whether an online cross-cultural
   communication module could increase student use of cross-cultural
   communication questions that assess the patient's definition of the
   problem, the way the problem affects their life, their concerns about
   the problem, and what the treatment should be (PACT).
   METHODS: We used multi-method assessment of students assigned to family
   medicine clerkship blocks that were randomized to receive online
   cultural competency and PACT training added to their standard curriculum
   or to a control group receiving the standard curriculum only. Outcomes
   included comparison, via analysis of variance, of number of PACT
   questions used during an observed Standardized Patient Exercise,
   end-of-year OSCE scores, and qualitative analysis of student narratives.
   RESULTS: Students (n=119) who participated in the online module (n=60)
   demonstrated increased use of cross-cultural communication PACT
   questions compared to the control group (n=59) and generally had
   positive themes emerge from their reflective writing. The module had the
   biggest impact on students who later went on to match in high
   communication specialties.
   CONCLUSIONS: Online teaching of cross-cultural communication skills can
   be effective at changing medical student behavior.
RI Morley, Christopher P./W-5037-2019; Lee, Amy/U-2746-2019; Morley, Christopher P./K-1907-2014; Lee, Amy/
OI Morley, Christopher P./0000-0003-0185-7148; Morley, Christopher
   P./0000-0003-0185-7148; Lee, Amy/0000-0001-7956-4746
ZA 0
Z8 0
TC 14
ZB 4
ZR 0
ZS 1
Z9 15
U1 0
U2 16
SN 0742-3225
EI 1938-3800
UT WOS:000352673700009
PM 25853602
ER

PT J
AU Byars, Lynn A.
   Stephens, Mark B.
   Durning, Steven J.
   Denton, Gerald D.
TI A Curricular Addition Using Art to Enhance Reflection on Professional
   Values
SO MILITARY MEDICINE
VL 180
IS 4
BP 88
EP 91
DI 10.7205/MILMED-D-14-00571
SU S
PD APR 2015
PY 2015
AB Background: Art and humanities can enhance undergraduate medical
   education curricular objectives. Most commonly, art is used to help
   students learn observational skills, such as medical interviewing and
   physical diagnosis. Educators concurrently struggle to find ways to
   meaningfully teach professional values within crowded curricula. Aim:
   This curriculum aimed to combine art and reflection to actively convey
   tenets of medical professionalism. Setting: Internal medicine clerkship
   at a single institution. Participants: Third-year students. Program
   description: Students reviewed an online module describing attributes of
   medical professionalism before completing a 4-step written exercise
   stimulated by viewing a work of art and based on a critical incident
   from their own experiences. A faculty member reviewed the essays and
   facilitated small group discussion to normalize the students' emotional
   responses and generalize their observations to others. Program
   evaluation: The curriculum was acceptable to students and
   enthusiastically received by faculty. Efforts to assess the effects and
   durability of the exercise on student behavior are ongoing. Discussion:
   Artwork can enhance student reflection on professional values. This
   model efficiently and creatively meets curricular professionalism
   objectives.
RI Denton, Gerald/J-8562-2012; , Mark/
OI , Mark/0000-0003-0156-1638
ZS 0
Z8 0
ZB 1
ZA 0
TC 6
ZR 0
Z9 6
U1 1
U2 7
SN 0026-4075
EI 1930-613X
UT WOS:000352692900015
PM 25850133
ER

PT J
AU Roy, Brita
   Willett, Lisa L.
   Bates, Carol
   Duffy, Briar
   Dunn, Kathel
   Karani, Reena
   Chheda, Shobhina G.
TI For the General Internist: A Review of Relevant 2013 Innovations in
   Medical Education
SO JOURNAL OF GENERAL INTERNAL MEDICINE
VL 30
IS 4
BP 496
EP 502
DI 10.1007/s11606-015-3197-6
PD APR 2015
PY 2015
AB We conducted a review of articles published in 2013 to identify
   high-quality research in medical education that was relevant to general
   medicine education practice. Our review team consisted of six general
   internists with expertise in medical education of varying ranks, as well
   as a professional medical librarian. We manually searched 15 journals in
   pairs, and performed an online search using the PubMed search engine for
   all original research articles in medical education published in 2013.
   From the total 4,181 citations identified, we selected 65 articles
   considered most relevant to general medicine educational practice. Each
   team member then independently reviewed and rated the quality of each
   selected article using the modified Medical Education Research Study
   Quality Instrument. We then reviewed the quality and relevance of each
   selected study and grouped them into categories of propensity for
   inclusion. Nineteen studies were felt to be of adequate quality and were
   of moderate to high propensity for inclusion. Team members then
   independently voted for studies they felt to be of the highest relevance
   and quality within the 19 selected studies. The ten articles with the
   greatest number of votes were included in the review. We categorized the
   studies into five general themes: Improving Clinical Skills in UME,
   Inpatient Clinical Teaching Methods, Advancements in Continuity Clinic,
   Handoffs/Transitions in Care, and Trainee Assessment. Most studies in
   our review of the 2013 literature in general medical education were
   limited to single institutions and non-randomized study designs; we
   identified significant limitations of each study. Selected articles may
   inform future research and practice of medical educators.
OI Dunn, Kathel/0000-0002-6967-130X; Duffy, Briar/0000-0001-8930-5107
Z8 0
ZB 1
ZS 0
ZA 0
ZR 0
TC 1
Z9 1
U1 0
U2 9
SN 0884-8734
EI 1525-1497
UT WOS:000351664000029
PM 25650262
ER

PT J
AU Fahey, Frederic H.
   Bom, Henry Hee-Seong
   Chiti, Arturo
   Choi, Yun Young
   Huang, Gang
   Lassmann, Michael
   Laurin, Norman
   Mut, Fernando
   Nunez-Miller, Rodolfo
   O'Keeffe, Darin
   Pradhan, Prasanta
   Scott, Andrew M.
   Song, Shaoli
   Soni, Nischal
   Uchiyama, Mayuki
   Vargas, Luis
TI Standardization of Administered Activities in Pediatric Nuclear
   Medicine: A Report of the First Nuclear Medicine Global Initiative
   Project, Part 1-Statement of the Issue and a Review of Available
   Resources
SO JOURNAL OF NUCLEAR MEDICINE
VL 56
IS 4
BP 646
EP 651
DI 10.2967/jnumed.114.152249
PD APR 2015
PY 2015
AB The Nuclear Medicine Global Initiative (NMGI) was formed in 2012 and
   consists of 13 international organizations with direct involvement in
   nuclear medicine. The underlying objectives of the NMGI were to promote
   human health by advancing the field of nuclear medicine and molecular
   imaging, encourage global collaboration in education, and harmonize
   procedure guidelines and other policies that ultimately lead to
   improvements in quality and safety in the field throughout the world.
   For its first project, the NMGI decided to consider the issues involved
   in the standardization of administered activities in pediatric nuclear
   medicine. This article presents part 1 of the final report of this
   initial project of the NMGI. It provides a review of the value of
   pediatric nuclear medicine, the current understanding of the
   carcinogenic risk of radiation as it pertains to the administration of
   radiopharmacarticals in children, and the application of dosimetric
   models in children. A listing of pertinent educational and reference
   resources available in print and online is also provided. The
   forthcoming part 2 report will discuss current standards for
   administered activities in children and adolescents that have been
   developed by various organizations and an evaluation of the current
   practice of pediatric nuclear medicine specifically with regard to
   administered activities as determined by an international survey of
   nuclear medicine clinics and centers. Lastly, the part 2 report will
   recommend a path forward toward global standardization of the
   administration of radiopharmaceuticals in children.
RI song, sl/GRS-1884-2022; Lassmann, Michael/D-6809-2019; Chiti, Arturo/K-6524-2016; Lassmann, Michael/B-2284-2013; Scott, Andrew/
OI Lassmann, Michael/0000-0002-2556-1977; Chiti,
   Arturo/0000-0002-5806-1856; Lassmann, Michael/0000-0002-2556-1977;
   Scott, Andrew/0000-0002-6656-295X
ZS 0
ZB 7
Z8 1
ZR 1
TC 19
ZA 0
Z9 22
U1 0
U2 5
SN 0161-5505
EI 1535-5667
UT WOS:000352170600053
PM 25766899
ER

PT J
AU Alofs, Lonneke
   Huiskes, Jorike
   Heineman, Maas Jan
   Buis, Caroline
   Horsman, Manon
   van der Plank, Lars
   Ten Cate, Olle
TI User reception of a simple online multisource feedback tool for
   residents.
SO Perspectives on medical education
VL 4
IS 2
BP 57
EP 65
DI 10.1007/s40037-015-0173-0
PD 2015-Apr
PY 2015
AB Receiving feedback on daily clinical activities, in whatever form, is
   crucial for the development of clinical proficiency. Multisource or
   360-degree feedback procedures have been recommended to include various
   co-workers as sources of feedback. In 2008, a web-based multisource
   feedback (MSF) tool for medical residents was developed at the
   University Medical Center Utrecht and launched nationally in the
   Netherlands and has been widely used since then. In 2012, an evaluation
   was carried out to collect opinions on its use, on the quality of the
   instrument and on its experienced effectiveness. We approached 408
   residents and 59 residency programme directors with an anonymous online
   survey.Completed surveys were received from 108 residents (26%) and 22
   programme directors (37%). The tool was well received among the
   respondents and proved to be a simple, efficient and effective
   instrument to prepare for information-rich progress interviews of
   programme directors with their residents. Despite a relatively low
   response rate, indications were found for the effectiveness of MSF use
   at four levels of Kirkpatrick's hierarchy based on user impressions:
   reaction, learning, behaviour change, and impact. This MSF tool,
   designed for effective formative feedback, was found to meet its purpose
   and was well received. 
RI Cate, Olle Th.J. ten/W-8382-2018
OI Cate, Olle Th.J. ten/0000-0002-6379-8780
ZS 0
ZR 0
ZA 0
TC 9
ZB 0
Z8 0
Z9 9
U1 0
U2 1
SN 2212-2761
UT MEDLINE:25822123
PM 25822123
ER

PT J
AU Stowell, Jeffrey R.
   Vohra, Taher T.
   Luber, Samuel D.
TI EMERGENCY MEDICINE RESIDENT CLINICAL HOURS: A NATIONAL SURVEY
SO JOURNAL OF EMERGENCY MEDICINE
VL 48
IS 4
BP 474
EP 480
DI 10.1016/j.jemermed.2014.11.005
PD APR 2015
PY 2015
AB Background: Emergency medicine (EM) residency programs have significant
   scheduling flexibility. As a result, there is potentially significant
   variation in scheduling practices. Few studies have previously sought to
   describe this variation. It is unknown how this affects training time in
   the emergency department. Objectives: The purpose of this study was to
   describe the current variation in clinical training practices through
   clinical hour, shift length, and rotation survey data. Methods: A
   21-item questionnaire was distributed to all allopathic EM training
   programs utilizing an online survey during the 2011-2012 academic year.
   Questions included demographic data, number of EM rotations per year,
   shifts, average hours, shift length, and scheduling practices. Results:
   A total of 122 responses were received and 82 programs were analyzed
   (51.6% of 159 allopathic programs). EM residents work, on average, 45.50
   h per week. Postgraduate year 1-3 programs utilizing 28-day schedules
   averaged two additional EM rotations and 338.2 more clinical EM hours
   compared with calendar-month rotations. The residents of 4-year programs
   work approximately 1300 additional hours during residency, with an
   average of 1279.26 h and 7.9 clinical EM rotations in the fourth year.
   Clinical hour ranges of 2670-5112 and 4248-6113 were observed for 3-year
   and 4-year programs, respectively. Conclusions: There are different
   scheduling modalities used to create resident schedules. This
   flexibility results in a large amount of diversity in scheduling
   practices, with certain patterns allowing for significantly more
   clinical time. This may result in a vastly different training experience
   for EM residents. (C) 2015 Elsevier Inc.
ZA 0
ZR 0
Z8 0
TC 7
ZS 0
ZB 0
Z9 7
U1 0
U2 1
SN 0736-4679
EI 1090-1280
UT WOS:000352112600022
PM 25630475
ER

PT J
AU Lee, Jung
   Cheng, Adam
   Angelski, Carla
   Allain, Dominic
   Ali, Samina
TI High-Fidelity Simulation in Pediatric Emergency Medicine A National
   Survey of Facilitator Comfort and Practice
SO PEDIATRIC EMERGENCY CARE
VL 31
IS 4
BP 260
EP 265
DI 10.1097/PEC.0000000000000396
PD APR 2015
PY 2015
AB Objectives: High-fidelity simulation (HFS) is widely used in pediatric
   emergency medicine (PEM) training and a competent facilitator is vital
   for effective learning. This survey describes the characteristics,
   comfort, practices, and need of PEM physicians as HFS facilitators.
   Methods: A descriptive cross-sectional survey was electronically
   distributed to Pediatric Emergency Research Canada physician members,
   representing 14 academic pediatric emergency departments nationally.
   Results: The response rate was 66.6% (92/138); 63% (56/89) of PEM
   physicians taught HFS. Junior attending physicians (P = 0.011) and those
   with an education focus (P = 0.005) were more comfortable in using HFS.
   Sixty-eight percent (38/56) described their facilitator training as
   formal. Generally, facilitators felt comfortable in running simulations
   (weighted mean scale, 1.53 [<2 = comfortable] on a 5-point rating
   scale). Facilitators with formal training used verbal confidentiality
   agreements more frequently (P = 0.008), spent less time running the
   scenario (P < 0.05) and spent more time in debriefing (P < 0.05) than
   those without formal training. Sixty-three percent (n = 56) of
   facilitators identified debriefing as the most stressful aspect of HFS.
   Their main barrier to HFS teaching was lack of protected teaching time
   (mean scale, 2.02 [>2 = barrier]). Seventy-six percent (35/46) of
   respondents desired online and printable facilitator information.
   Seventy percent (35/51) thought the ideal time for formal facilitator
   training was during fellowship.
   Conclusions: High-fidelity simulation is a widely used educational
   modality, and more attention must be paid to the needs of the
   facilitator in order to optimize the educational experience.
   Standardized facilitator training, focused particularly on effective
   debriefing techniques, would help improve facilitator comfort with HFS.
RI Cheng, Adam/L-9496-2017
OI Cheng, Adam/0000-0002-1039-7502
Z8 0
ZR 0
ZS 1
TC 8
ZB 0
ZA 0
Z9 8
U1 0
U2 4
SN 0749-5161
EI 1535-1815
UT WOS:000352202600006
PM 25803751
ER

PT J
AU Rubin, Zachary
   Blackham, Kristine
TI The State of Radiologic Teaching Practice in Preclinical Medical
   Education: Survey of American Medical, Osteopathic, and Podiatric
   Schools
SO JOURNAL OF THE AMERICAN COLLEGE OF RADIOLOGY
VL 12
IS 4
BP 403
EP 408
DI 10.1016/j.jacr.2014.11.010
PD APR 2015
PY 2015
AB Purpose: This study describes the state of preclinical radiology
   curricula in North American allopathic, osteopathic, and podiatric
   medical schools.
   Methods: An online survey of teaching methods, radiology topics, and
   future plans was developed. The Associations of American Medical
   Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric
   Medicine listing for all US, Canadian, and Puerto Rican schools was used
   for contact information for directors of anatomy and/or radiology
   courses. Letters were sent via e-mail to 198 schools, with a link to the
   anonymous survey.
   Results: Of 198 schools, 98 completed the survey (48%). Radiology
   curricula were integrated with other topics (91%), and taught by
   anatomists (42%) and radiologists (43%). The majority of time was spent
   on the topic of anatomy correlation (35%). Time spent teaching general
   radiology topics in the curriculum, such as physics (3%), modality
   differences (6%), radiation safety (2%), and contrast use (2%) was
   limited. Most schools had plans to implement an innovative teaching
   method in the near future (62%). The major challenges included limits
   on: time in the curriculum (73%); resources (32%); and radiology faculty
   participation (30%). A total of 82% reported that their curriculum did
   not model the suggestions made by the Alliance of Medical Student
   Educators in Radiology.
   Conclusions: This survey describes the current state of preclinical
   radiology teaching: curricula were nonstandard, integrated into other
   courses, and predominantly used for anatomy correlation. Other important
   contextual principles of the practice of radiology were seldom taught.
RI Blackham, Kristine Ann/AAH-1478-2020
ZA 0
TC 9
ZB 0
Z8 0
ZS 0
ZR 0
Z9 9
U1 0
U2 6
SN 1546-1440
UT WOS:000352181000018
PM 25600670
ER

PT J
AU Webb, Emily M.
   Vella, Maya
   Straus, Christopher M.
   Phelps, Andrew
   Naeger, David M.
TI Interpretive Versus Noninterpretive Content in Top-Selling Radiology
   Textbooks: What Are We Teaching Medical Students?
SO ACADEMIC RADIOLOGY
VL 22
IS 4
BP 520
EP 526
DI 10.1016/j.acra.2014.11.005
PD APR 2015
PY 2015
AB Rationale and Objectives: There are little data as to whether
   appropriate, cost effective, and safe ordering of imaging examinations
   are adequately taught in US medical school curricula. We sought to
   determine the proportion of noninterpretive content (such as appropriate
   ordering) versus interpretive content (such as reading a chest x-ray) in
   the top-selling medical student radiology textbooks.
   Materials and Methods: We performed an online search to identify a
   ranked-list of the six top-selling general radiology textbooks for
   medical students. Each textbook was reviewed including content in the
   text, tables, images, figures, appendices, practice questions, question
   explanations, and glossaries. Individual pages of text and individual
   images were semiquantitatively scored on a six-level scale as to the
   percentage of material that was interpretive versus noninterpretive. The
   predominant imaging modality addressed in each was also recorded.
   Descriptive statistical analysis was performed.
   Results: All six books had more interpretive content. On average, 1.4
   pages of text focused on interpretation for every one page focused on
   noninterpretive content. Seventeen images/figures were dedicated to
   interpretive skills for every one focused on noninterpretive skills. In
   all books, the largest proportion of text and image content was
   dedicated to plain films (51.2%), with computed tomography (CT) a
   distant second (16%). The content on radiographs (3.1:1) and CT (1.6:1)
   was more interpretive than not.
   Conclusions: The-current six top-selling medical student radiology
   textbooks contain a preponderance of material teaching image
   interpretation compared to material teaching noninterpretive skills,
   such as appropriate imaging examination selection, rational utilization,
   and patient safety.
OI Vella, Maya/0000-0002-4816-5563; Naeger, David/0000-0002-1884-280X
TC 3
Z8 0
ZR 0
ZA 0
ZS 0
ZB 0
Z9 3
U1 0
U2 3
SN 1076-6332
EI 1878-4046
UT WOS:000351808000016
PM 25601307
ER

PT J
AU Brandon, Catherine
   Jamadar, David
   Girish, Gandikota
   Dong, Qian
   Morag, Yoav
   Mullan, Patricia
TI Peer Support of a Faculty "Writers' Circle" Increases Confidence and
   Productivity in Generating Scholarship
SO ACADEMIC RADIOLOGY
VL 22
IS 4
BP 534
EP 538
DI 10.1016/j.acra.2014.12.006
PD APR 2015
PY 2015
AB Rationale and Objectives: Publishing is critical for academic medicine
   career advancement. Rejection of manuscripts can be demoralizing.
   Obstacles faced by clinical faculty may include lack of time,
   confidence, and optimal writing practices. This study describes the
   development and evaluation of a peer-writing group, informed by theory
   and research on faculty development and writing.
   Materials and Methods: Five clinical-track radiology faculty members
   formed a "Writers' Circle" to promote scholarly productivity and
   reflection on writing practices. Members decided to work with previously
   rejected manuscripts. After members' initial meeting, interactions were
   informal, face to face during clinical work, and online. After the first
   6 months, an anonymous survey asked members about the status of articles
   and evaluations of the writing group.
   Results: Ten previously rejected articles, at least one from each
   member, were submitted to the Circle. In 6 months, four manuscripts were
   accepted for publication, five were in active revision, and one was
   withdrawn. All participants (100%) characterized the program as worth
   their time, increasing their motivation to write, their opportunities to
   support scholarly productivity of colleagues, and their confidence in
   generating scholarship.
   Conclusions: Peer-support writing groups can facilitate the pooling of
   expertise and the exchange of recommended writing practices. Our
   peer-support group increased scholarly productivity and provided a
   collegial approach to academic writing.
ZR 0
ZB 1
ZS 0
Z8 0
ZA 0
TC 23
Z9 23
U1 1
U2 12
SN 1076-6332
EI 1878-4046
UT WOS:000351808000018
PM 25636974
ER

PT J
AU Mendiratta-Lala, Mishal
   Williams, Todd R.
   Mendiratta, Vivek
   Ahmed, Hafeez
   Bonnett, John W.
TI Simulation Center Training as a Means to Improve Resident Performance in
   Percutaneous Noncontinuous CT-Guided Fluoroscopic Procedures With Dose
   Reduction
SO AMERICAN JOURNAL OF ROENTGENOLOGY
VL 204
IS 4
BP W376
EP W381
DI 10.2214/AJR.14.13420
PD APR 2015
PY 2015
AB OBJECTIVE. The purpose of this study was to evaluate the effectiveness
   of a multifaceted simulation-based resident training for CT-guided
   fluoroscopic procedures by measuring procedural and technical skills,
   radiation dose, and procedure times before and after simulation
   training.
   SUBJECTS AND METHODS. A prospective analysis included 40 radiology
   residents and eight staff radiologists. Residents took an online pretest
   to assess baseline procedural knowledge. Second-through fourth-year
   residents' baseline technical skills with a procedural phantom were
   evaluated. First-through third-year residents then underwent formal
   didactic and simulation-based procedural and technical training with one
   of two interventional radiologists and followed the training with 1
   month of supervised phantom-based practice. Thereafter, residents
   underwent final written and practical examinations. The practical
   examination included essential items from a 20-point checklist,
   including site and side marking, consent, time-out, and sterile
   technique along with a technical skills portion assessing pedal steps,
   radiation dose, needle redirects, and procedure time.
   RESULTS. The results indicated statistically significant improvement in
   procedural and technical skills after simulation training. For
   residents, the median number of pedal steps decreased by three (p =
   0.001), median dose decreased by 15.4 mGy (p < 0.001), median procedure
   time decreased by 4.0 minutes (p < 0.001), median number of needle
   redirects decreased by 1.0 (p = 0.005), and median number of 20-point
   checklist items successfully completed increased by three (p < 0.001).
   The results suggest that procedural skills can be acquired and improved
   by simulation-based training of residents, regardless of experience.
   CONCLUSION. CT simulation training decreases procedural time, decreases
   radiation dose, and improves resident efficiency and confidence, which
   may transfer to clinical practice with improved patient care and safety.
ZA 0
ZB 0
ZS 0
ZR 0
Z8 0
TC 12
Z9 12
U1 0
U2 6
SN 0361-803X
EI 1546-3141
UT WOS:000351614700001
PM 25794086
ER

PT J
AU Schreiber, Joseph
   Marchetti, Gregory F.
   Racicot, Brook
   Kaminski, Ellen
TI The Use of a Knowledge Translation Program to Increase Use of
   Standardized Outcome Measures in an Outpatient Pediatric Physical
   Therapy Clinic: Administrative Case Report
SO PHYSICAL THERAPY
VL 95
IS 4
BP 613
EP 629
DI 10.2522/ptj.20130434
PD APR 2015
PY 2015
AB Background and Purpose. Pediatric physical therapists face many
   challenges related to the application of research evidence to clinical
   practice. A multicomponent knowledge translation (KT) program may be an
   effective strategy to support practice change. The purpose of this case
   report is to describe the use of a KT program to improve the knowledge
   and frequency of use of standardized outcome measures by pediatric
   physical therapists practicing in an outpatient clinic.
   Case Description. This program occurred at a pediatric outpatient
   facility with 1 primary clinic and 3 additional satellite clinics, and a
   total of 17 physical therapists. The initial underlying problem was
   inconsistency across staff recommendations for frequency and duration of
   physical therapist services. Formal and informal discussion with the
   department administrator and staff identified a need for increased use
   of standardized outcome measures to inform these decisions. The KT
   program to address this need spanned 6 months and included
   identification of barriers, the use of a knowledge broker, multiple
   workshop and practice sessions, online and hard-copy resources, and
   ongoing evaluation of the KT program with dissemination of results to
   staff. Outcome measures included pre- and post-knowledge assessment and
   self-report surveys and chart review data on use of outcome measures.
   Outcomes. Participants (N=17) gained knowledge and increased the
   frequency of use of standardized outcome measures based on data from
   self-report surveys, a knowledge assessment, and chart reviews.
   Discussion. Administrators and others interested in supporting practice
   change in physical therapy may consider implementing a systematic KT
   program that includes a knowledge broker, ongoing engagement with staff,
   and a variety of accessible resources.
ZB 4
Z8 1
ZS 0
ZR 0
ZA 0
TC 24
Z9 26
U1 0
U2 8
SN 0031-9023
EI 1538-6724
UT WOS:000352121400012
PM 25035269
ER

PT J
AU Levac, Danielle
   Glegg, Stephanie M. N.
   Camden, Chantal
   Rivard, Lisa M.
   Missiuna, Cheryl
TI Best Practice Recommendations for the Development, Implementation, and
   Evaluation of Online Knowledge Translation Resources in Rehabilitation
SO PHYSICAL THERAPY
VL 95
IS 4
BP 648
EP 662
DI 10.2522/ptj.20130500
PD APR 2015
PY 2015
AB The knowledge-to-practice gap in rehabilitation has spurred knowledge
   translation (KT) initiatives aimed at promoting clinician behavior
   change and improving patient care Online KT resources for physical
   therapists and other rehabilitation clinicians are appealing because of
   their potential to reach large numbers of individuals through
   self-paced, self-directed learning. This article proposes best practice
   recommendations for developing online KT resources that are designed to
   translate evidence into practice. Four recommendations are proposed with
   specific steps in the development, implementation, and evaluation
   process: (1) develop evidence-based, user-centered content; (2) tailor
   content to online format; (3) evaluate impact; and (4) share results and
   disseminate knowledge. Based on KT evidence and instructional design
   principles, concrete examples are provided along with insights gained
   from experiences in creating and evaluating online KT resources for
   physical therapists. In proposing these recommendations, the next steps
   for research are suggested, and others are invited to contribute to the
   discussion.
RI Levac, Danielle/O-9008-2015; Glegg, Stephanie/
OI Levac, Danielle/0000-0001-7356-9335; Glegg,
   Stephanie/0000-0002-8164-6983
ZA 0
ZS 0
Z8 0
TC 38
ZR 0
ZB 1
Z9 38
U1 1
U2 25
SN 0031-9023
EI 1538-6724
UT WOS:000352121400015
PM 25301966
ER

PT J
AU Silvestre, Jason
   Guzman, Javier Z.
   Skovrlj, Branko
   Overley, Samuel C.
   Cho, Samuel K.
   Qureshi, Sheeraz A.
   Hecht, Andrew C.
TI The Internet as a communication tool for orthopedic spine fellowships in
   the United States
SO SPINE JOURNAL
VL 15
IS 4
BP 655
EP 661
DI 10.1016/j.spinee.2014.11.024
PD APR 1 2015
PY 2015
AB BACKGROUND CONTEXT: Orthopedic residents seeking additional training in
   spine surgery commonly use the Internet to manage their fellowship
   applications. Although studies have assessed the accessibility and
   content of Web sites in other medical specialties, none have looked at
   orthopedic spine fellowship Web sites (SFWs).
   PURPOSE: The purpose of this study was to evaluate the accessibility of
   information from commonly used databases and assess the content of SFWs.
   STUDY DESIGN: This was a Web site accessibility and content evaluation
   study.
   METHODS: A comprehensive list of available orthopedic spine fellowship
   programs was compiled by accessing program lists from the SF Match,
   North American Spine Society, Fellowship and Residency Electronic
   Interactive Database (FREIDA), and Orthopaedicsone. com (Ortho1). These
   databases were assessed for accessibility of information including
   viable links to SFWs and responsive program contacts. A Google search
   was used to identify SFWs not readily available on these national
   databases. SFWs were evaluated based on online education and recruitment
   content.
   RESULTS: Evaluators found 45 SFWs of 63 active programs (71%). Available
   SFWs were often not readily accessible from national program lists, and
   no program afforded a direct link to their SFW from SF Match.
   Approximately half of all programs responded via e-mail. Although many
   programs described surgical experience (91%) and research requirements
   (87%) during the fellowship, less than half mentioned didactic
   instruction (46%), journal clubs (41%), and national meetings or courses
   attended (28%). Evaluators found an average 45% of fellow recruitment
   content. Comparison of SFWs by program characteristics revealed three
   significant differences. Programs with greater than one fellowship
   position had greater online education content than programs with a
   single fellow (p=.022). Spine fellowships affiliated with an orthopedic
   residency program maintained greater education (p=.006) and recruitment
   (p=.046) content on their SFWs.
   CONCLUSIONS: Most orthopedic spine surgery programs underuse the
   Internet for fellow education and recruitment. The inaccessibility of
   information and paucity of content on SFWs allow for future opportunity
   to optimize these resources. (C) 2015 Elsevier Inc. All rights reserved.
OI Cho, Samuel/0000-0001-7511-2486; , sam/0000-0002-3083-6381
Z8 0
TC 26
ZA 0
ZS 0
ZB 6
ZR 0
Z9 26
U1 0
U2 2
SN 1529-9430
EI 1878-1632
UT WOS:000351676400017
PM 25457471
ER

PT J
AU Lynch, Meghan
TI Kindergarten food familiarization. An exploratory study of teachers'
   perspectives on food and nutrition in kindergartens
SO APPETITE
VL 87
BP 46
EP 55
DI 10.1016/j.appet.2014.12.200
PD APR 1 2015
PY 2015
AB This exploratory study employed a netnographic approach (netnography
   being a research methodology that adopts the practices of ethnography in
   an Internet-based setting) to reveal opportunities for kindergarten food
   familiarization. The study analyses kindergarten teachers' discussions
   on seven Internet message boards regarding the various food and
   nutrition experiences in their classes. Semi-structured interviews were
   then conducted with seven kindergarten teachers to explore further the
   message board findings. Five opportunities for how food familiarization
   occurs in kindergartens emerged from the analysis. These opportunities
   were categorized as being either "overt": (1) nutrition lessons, (2)
   snack times, (3) cooking experiences, or "covert" (4) food as teaching
   materials, and (5) dramatic play centres. Overt refers to any
   opportunity centred on food, healthy eating, or nutrition, whereas
   covert refers to opportunities where food was involved but in a
   non-exclusive manner. The five opportunities are examined and discussed
   in terms of their implications for children's food preference
   development. Results should be useful for future researchers for two
   main reasons. First, the results demonstrate the wide variety of food
   and nutrition experiences kindergarten students encounter throughout the
   day, beyond healthy eating interventions or foods served during meals.
   And second, because the findings are preliminary they require further
   research using various methods of data collection and samples of
   teachers. (C) 2014 Elsevier Ltd. All rights reserved.
Z8 0
TC 13
ZA 0
ZB 4
ZS 0
ZR 0
Z9 13
U1 0
U2 38
SN 0195-6663
EI 1095-8304
UT WOS:000350517800006
PM 25526827
ER

PT J
AU Gharapetian, Angineh
   Chung, Frances
   Wong, David
   Wong, Jean
TI Perioperative fellowship curricula in anesthesiology: a systematic
   review (vol 62, pg 403, 2015)
SO CANADIAN JOURNAL OF ANESTHESIA-JOURNAL CANADIEN D ANESTHESIE
VL 62
IS 4
BP 439
EP 439
DI 10.1007/s12630-015-0340-0
PD APR 2015
PY 2015
RI Chung, Frances/F-5618-2015; Wong, Jean/B-7808-2015
OI Chung, Frances/0000-0001-9576-3606; Wong, Jean/0000-0002-7213-4898
Z8 0
ZB 0
ZA 0
ZR 0
TC 0
ZS 0
Z9 0
U1 0
U2 4
SN 0832-610X
EI 1496-8975
UT WOS:000350885000019
PM 25681042
ER

PT J
AU Nason, Gregory J.
   Kelly, Padraig
   Kelly, Michael E.
   Burke, Matthew J.
   Aslam, Asadullah
   Giri, Subhasis K.
   Flood, Hugh D.
TI YouTube as an educational tool regarding male urethral catheterization
SO SCANDINAVIAN JOURNAL OF UROLOGY
VL 49
IS 2
BP 189
EP 192
DI 10.3109/21681805.2014.975837
PD APR 2015
PY 2015
AB Objective. Urethral catheterization (UC) is a common procedure carried
   out on a daily basis. The aims of this study were to assess the quality
   of YouTube as an educational tool regarding male UC and to assess the
   experience of newly qualified doctors regarding UC. Materials and
   methods. YouTube was searched for videos containing relevant information
   about male UC. A checklist for evaluating content for male UC was
   devised. The top-ranked video was shown to interns and they were
   questioned regarding their experience of UC and the usefulness of the
   video. Results. A total of 100 videos was screened and 49 unique videos
   were identified. The median length of video was 7 min 15 s (range 1 min
   44 s to 26 min 44 s). Regarding the Safe Catheter Insertion Score, the
   mean score was 5.18 +/- 1.64. 9 (18.4%) deemed useful, 24 (49%) somewhat
   useful and 16 (32.7%) not useful. There was no difference in the number
   of views (p = 0.487), duration of video (p = 0.364) or number of days
   online (p = 0.123) between those categorized as useful, somewhat useful
   and not useful. Twenty-six interns (89.7%) attended the UC teaching
   session. All reported the video to be a useful educational adjunct. Nine
   of the respondents (42.9%) had independently inserted a urinary catheter
   before the educational session. Conclusions. The quality of videos on
   YouTube regarding male UC is widely variable. Preselected videos are
   deemed useful by junior doctors regarding male UC and can be used as an
   educational adjunct before performing hands-on tasks.
RI Kelly, Michael Eamon/AAF-1917-2021; Aslam, Asadullah/
OI Aslam, Asadullah/0000-0003-3883-0846
ZR 0
TC 49
Z8 0
ZB 9
ZA 0
ZS 0
Z9 49
U1 0
U2 4
SN 2168-1805
EI 2168-1813
UT WOS:000351395600018
PM 25363608
ER

PT J
AU Brown, Brandon
   Monsour, Emmi
   Klausner, Jeffrey D.
   Galea, Jerome T.
TI Sociodemographic and Behavioral Correlates of Anogenital Warts and Human
   Papillomavirus-Related Knowledge Among Men Who Have Sex With Men and
   Transwomen in Lima, Peru
SO SEXUALLY TRANSMITTED DISEASES
VL 42
IS 4
BP 198
EP 201
DI 10.1097/OLQ.0000000000000258
PD APR 2015
PY 2015
AB Background: Human papilloma virus (HPV) is the most common sexually
   transmitted infection (STI) globally, with a high burden of anogenital
   warts (AGW) among men who have sex with men (MSM) and transwomen (TW).
   Methods: Six-hundred HIV negative MSM and TW (300 with AGW, 300 without)
   were recruited for a prospective cohort study to examine HPV outcomes
   and HPV vaccine knowledge. Participants completed a self-administered
   online questionnaire. Logistic regression was used to assess the
   association between sociodemographic and behavioral characteristics with
   HPV vaccine knowledge.
   Results: The average participant age was 25.5 years. Most (67%) were
   single and 41.2% self-reported STI symptoms. The average age of first
   anal intercourse was 17 years, with self-reported sexual role as active
   (36%), passive (36%), and both (27%). Three quarters (77%) of
   participants reported engaging in condomless anal or oral sex up to six
   months prior to the study. Less than half (48%) of participants had
   heard of HPV. Participants with AGW were more likely to report that
   condoms helped prevent HPV (p=0.01) and that the absence of genital
   warts does not mean the absence of HPV (p < 0.01).
   Conclusion: Study participants had low levels of HPV knowledge but
   likely high HPV exposure due to condomless anal sex. The HPV knowledge
   gap may be explained in part by the stigma of sex work, underreporting
   of STIs, the high cost of the HPV vaccine in Peru, and misinformation
   about HPV vaccine. More work is needed to educate MSM and TW on HPV and
   the HPV vaccine.
RI Galea, Jerome T./AAF-2172-2019
OI Galea, Jerome T./0000-0001-8732-6959
Z8 0
ZS 1
ZR 0
ZB 4
TC 10
ZA 0
Z9 11
U1 0
U2 7
SN 0148-5717
EI 1537-4521
UT WOS:000351009100007
PM 25763672
ER

PT J
AU Arbuckle, Melissa R.
   Reardon, Claudia L.
   Young, John Q.
TI Residency Training in Handoffs: a Survey of Program Directors in
   Psychiatry
SO ACADEMIC PSYCHIATRY
VL 39
IS 2
BP 132
EP 138
DI 10.1007/s40596-014-0167-y
PD APR 2015
PY 2015
AB Objective The purpose of this study was to investigate how psychiatry
   programs are addressing the new Accreditation Council for Graduate
   Medical Education (ACGME) training requirements regarding transitions in
   patient care effective July 1, 2011.
   Methods An anonymous online survey was distributed to program directors
   of general psychiatry residencies within the USA. Survey questions
   pertaining to the 2011 ACGME handoff requirements focused on training
   modalities, assessment of competence, and oversight of appropriate
   handoff procedures. In addition, program directors were asked to share
   specific challenges in implementing the new handoff regulations as well
   as their view on how the new regulations would impact patient care.
   Results Of the 177 recipients, 108 completed at least part of the survey
   (61 % response rate). Only 11.4 % of programs indicated that they did
   not need to make any changes to their program in order to meet the new
   guidelines. Approximately a third of survey respondents reported that
   they did not yet have a formal curriculum in handoffs (32.4 %) and/or
   did not specifically assess competence at handoffs (30.5 %). Program
   directors cited the challenge of working with a variety of clinical
   settings with unique cultures, infrastructure, and policies and
   procedures and suggested that implementation and ownership of handoff
   training and assessment should be at the level of the clinical services.
   Despite these challenges, most program directors agreed that the new
   ACGME requirements would improve patient care and safety.
   Conclusions The high frequency of programs without established handoff
   curricula or competence evaluations highlights the potential value of
   published resources and tools to provide standardized training and
   assessment in handoffs. The results also underscore the importance of
   developing training and assessment in close collaboration with the
   clinical services and recognizing the need to tailor handoff
   communications to address the types of transitions that occur within
   each clinical setting.
RI Young, John Q./L-5916-2019
OI Young, John Q./0000-0003-2219-5657
Z8 0
ZB 0
ZR 0
ZS 0
ZA 0
TC 6
Z9 6
U1 1
U2 8
SN 1042-9670
EI 1545-7230
UT WOS:000351433800002
PM 25026947
ER

PT J
AU Mitchell, John D.
   Mahmood, Feroze
   Wong, Vanessa
   Bose, Ruma
   Nicolai, David A.
   Wang, Angela
   Hess, Philip E.
   Matyal, Robina
TI Teaching Concepts of Transesophageal Echocardiography via Web-Based
   Modules
SO JOURNAL OF CARDIOTHORACIC AND VASCULAR ANESTHESIA
VL 29
IS 2
BP 402
EP 409
DI 10.1053/j.jvca.2014.07.021
PD APR 2015
PY 2015
AB Objectives: Teaching transesophageal echocardiography (TEE) remains
   challenging. The authors hypothesized that using online modules with
   live teaching in an echo training course would be feasible and result in
   superior knowledge acquisition to live teaching only.
   Design: In this prospective cohort study, the authors implemented a TEE
   course with online modules and live teaching and compared it to a
   live-teaching-only version.
   Setting: The online-and-live-teaching version of the course consisted of
   online modules and live sessions at Beth Israel Deaconess Medical Center
   (BIDMC), an academic medical center. The live-teaching-only version
   consisted of live sessions at BIDMC.
   Participants: Course participants included anesthesia trainees at BIDMC.
   Interventions: Trainees taking the online-and-live-teaching version
   viewed online modules before live review lectures and simulation.
   Trainees taking the live-teaching-only version viewed live lectures
   before simulation.
   Measurements and Main Results: Twenty-seven trainees completed the
   online-and-live-teaching version; six completed the live-teaching-only
   version. Trainees took a course exam after the first and last live
   sessions. For the online-and-live-teaching version, average pretest and
   posttest scores were 62.0% +/- 13.7% and 77.5% +/- 8.1%, respectively;
   pretest and posttest passing (>= 70%) rates were 29.6% and 85.2%,
   respectively. Compared to the live-teaching-only version, the average
   pretest score was not significantly different (p = 0.17), but the
   average posttest score was significantly higher (p = 0.01). Trainee
   comfort with, and knowledge of, TEE increased after both versions.
   Trainees rated the utility of the live lectures and online modules
   similarly.
   Conclusions: A multimodal TEE curriculum increased trainees' knowledge
   of TEE concepts and had a positive reception from trainees. (C) 2015
   Elsevier Inc. All rights reserved.
RI Hess, Philip/A-8577-2013; Mahmood, Feroze/B-1383-2008; Mitchell, John/
OI Hess, Philip/0000-0002-1206-0102; Mahmood, Feroze/0000-0002-7071-0476;
   Mitchell, John/0000-0001-6087-5210
ZS 0
TC 12
Z8 0
ZR 0
ZA 0
ZB 3
Z9 12
U1 1
U2 6
SN 1053-0770
EI 1532-8422
UT WOS:000351559500023
PM 25440653
ER

PT J
AU Tesoriero, Joseph A.
   Eddy, Paul
   Hasso, Anton N.
TI PACS Used While On-Call: A National Survey of Radiology Program
   Directors and Chief Residents
SO JOURNAL OF DIGITAL IMAGING
VL 28
IS 2
BP 205
EP 212
DI 10.1007/s10278-014-9741-9
PD APR 2015
PY 2015
AB The aim of this study was to determine the prevalence of different
   diagnostic image viewing platforms used by radiologists while on-call,
   and to assess the opinions and preferences of radiology program
   directors and chief residents regarding their use. An online survey was
   sent electronically to radiology residency program directors and chief
   residents via the Association of University Radiologists. Forty-two
   radiology program directors and 25 chief residents completed the survey,
   yielding response rates of 24.9 and 8.5 %, respectively. From the survey
   results, 10 different Picture Archiving Communications Systems (PACS)
   were identified; GE (25 %), Philips (17 %), and Agfa Impax (15 %) were
   the most prevalent. Interestingly, only 5 % of all respondents use a
   secondary "Digital Imaging and Communications in Medicine" viewer for
   on-call studies. Perceptions of PACS functionality were generally
   neutral to weakly positive. Most respondents strongly agreed that it is
   important to have a single integrated PACS for viewing on-call studies
   and agreed that the PACS should be integrated into the Electronic
   Medical Records (EMR). The overwhelming majority of respondents use
   their institution's PACS while on-call. The results show there is still
   a wide variety of PACS platforms used by different institutions;
   however, GE, Phillips, and Agfa were some of the most prevalent. Most
   radiologists surveyed have neutral to slightly positive perceptions
   about the functionality and ease of use of their PACS. Finally, while
   radiologists agree that PACS should be integrated with EMR, only 53 % of
   respondents currently have this arrangement.
ZB 1
TC 5
ZS 0
ZR 0
Z8 0
ZA 0
Z9 5
U1 0
U2 5
SN 0897-1889
EI 1618-727X
UT WOS:000351242500011
PM 25384539
ER

PT J
AU Fraeyman, Jessica
   Peeters, Lies
   Van Hal, Guido
   Beutels, Philippe
   De Meyer, Guido R. Y.
   De Loof, Hans
TI Consumer Choice Between Common Generic and Brand Medicines in a Country
   with a Small Generic Market
SO JOURNAL OF MANAGED CARE & SPECIALTY PHARMACY
VL 21
IS 4
BP 288
EP 288
DI 10.18553/jmcp.2015.21.4.288
PD APR 2015
PY 2015
AB BACKGROUND: Generic medicines offer an opportunity for governments to
   contain pharmaceutical expenditures, since generics are generally
   10%-80% lower in price than brand medicines. Belgium has a small generic
   market that takes up 15% of the total pharmaceutical market in packages
   sold.
   OBJECTIVE: To determine the knowledge of consumers about the different
   available packages of a common over-the-counter medicine (acetaminophen)
   with regard to price advantage, quality, and effectiveness in a country
   with a small generic market.
   METHODS: We conducted an online survey in the general Flemish population
   using a questionnaire with 25 statements. The questionnaire also
   contained 2 informative interventions. First, we showed the price per
   package and per tablet that the patient would pay in the pharmacy.
   Second, we provided the respondent with general information about
   generic medication (equivalence, effectiveness, price, and recognition).
   Before and after the interventions, we probed for preferences and
   knowledge about the different packages. Multivariate logistic models
   were used to examine the independent effects of consumer characteristics
   on responses to the survey statements.
   RESULTS: We obtained a sample of 1,636 respondents. The general attitude
   towards generic medication was positive only 5% would rather not use a
   generic. Nevertheless, only 17% of the respondents were able to
   recognize a generic medicine. Older consumers (aged 60 years and above)
   were more often confused about the different packages (OR =2.59, 95%
   CI=1.76-3.80, P <= 0.001). Consumers without a higher education degree
   tended to be more doubtful about the difference in effectiveness and
   quality between the different brands (OR=0.59, 95% CI=0.44-0.79, P <=
   0.001). Consumer recognition of the name of the active substance of
   acetaminophen was poor. When different brands were displayed, possible
   price advantage seemed to be an important motive to switch to a cheaper
   brand. Consumers generally found medicines to be too expensive; however,
   consumers with medical or paramedical training had a different opinion.
   CONCLUSIONS: Two main recommendations can be made to increase the
   knowledge and enhance the trust in cheaper equivalent medicines. First,
   highlighting the name of the active substance on the label of medicine
   packages can reduce confusion and avoid health risks, especially among
   older consumers. Second, new investments or reallocation of budgets
   should be considered in order to provide consumers with authoritative
   information on the bioequivalence and price differences between the
   different available brands. This would be a cost-effective and
   potentially cost-saving investment for health care payers. Copyright (C)
   2015, Academy of Managed Care Pharmacy. All rights reserved.
RI De Loof, Hans WY/B-8504-2008; Beutels, Philippe/A-1919-2010; De Loof, Hans/K-5774-2019; De Meyer, Guido/R-8129-2016; Van Hal, Guido F/B-5948-2017
OI De Loof, Hans WY/0000-0003-4488-551X; Beutels,
   Philippe/0000-0001-5034-3595; De Loof, Hans/0000-0003-4488-551X; De
   Meyer, Guido/0000-0003-3848-8702; Van Hal, Guido F/0000-0002-4611-4076
ZR 0
ZB 2
ZS 0
ZA 0
Z8 0
TC 18
Z9 18
U1 0
U2 28
SN 2376-0540
EI 2376-1032
UT WOS:000351787200003
PM 25803762
ER

PT J
AU Rho, Mi Jung
   Jang, Kwang Soo
   Chung, Kyung-Yong
   Choi, In Young
TI Comparison of knowledge, attitudes, and trust for the use of personal
   health information in clinical research
SO MULTIMEDIA TOOLS AND APPLICATIONS
VL 74
IS 7
BP 2391
EP 2404
DI 10.1007/s11042-013-1772-6
PD APR 2015
PY 2015
AB As interest in the use of electronic medical record data for clinical
   research has increased, the protection of personal health information
   has become increasingly important. The Privacy Rule, established by the
   Health Insurance Portability and Accountability Act in 1996, proposed
   the concept of Protected Health Information (PHI) to restrict the use of
   personal health information from clinical settings. Because researchers
   and patients are not familiar with PHI despite its importance, our study
   aimed to find out the effect of the different knowledge, attitudes and
   levels of trust regarding personal health information on the use of them
   for clinical research. We collected 267 paper and online surveys from
   three groups: a clinical researcher group (n = 113), a non-clinical
   researcher group (n = 72) and a patient group (n = 82). The collected
   data were analyzed using one-way ANOVA depending on the three groups. We
   calculated the percentages of correct answers and incorrect answers to
   40 questions related to PHI to determine the level of knowledge.
   Although the three groups had significantly different knowledge of PHI
   (p < 0.01), all three groups correctly understood that social security
   numbers and bank account numbers were Protected Health Information. In
   contrast, all three of the groups misunderstood that the physician's
   name, discharge date, and admission date were not non-PHI items. In
   addition, the three groups had significantly different attitudes and
   levels of trust regarding the use of PHI for clinical research (p <
   0.05); however, all of the groups had favorable attitudes toward using
   and disclosing medical data in clinical research. Interestingly,
   although the three groups strongly agreed regarding the protection of
   the confidentiality of PHI, the patient groups trusted that hospitals
   would maintain a high level of PHI protection. The attitude toward using
   health information for clinical research was found to be favorable, but
   all of the groups were confused regarding date items. These results
   indicate that more education about PHI is required to protect
   identifiable health information. In particular, researcher groups,
   including both clinical and non-clinical researchers, must completely
   understand the protection of personal information to gain trust from
   patient groups.
TC 16
Z8 0
ZR 0
ZS 0
ZB 0
ZA 0
Z9 16
U1 1
U2 23
SN 1380-7501
EI 1573-7721
UT WOS:000351520200013
ER

PT J
AU McNair, H. A.
   Hafeez, S.
   Taylor, H.
   Lalondrelle, S.
   McDonald, F.
   Hansen, V. N.
   Huddart, R.
TI Radiographer-led plan selection for bladder cancer radiotherapy:
   initiating a training programme and maintaining competency
SO BRITISH JOURNAL OF RADIOLOGY
VL 88
IS 1048
AR 20140690
DI 10.1259/bjr.20140690
PD APR 2015
PY 2015
AB Objective: The implementation of plan of the day selection for patients
   receiving radiotherapy (RT) for bladder cancer requires efficient and
   confident decision-making. This article describes the development of a
   training programme and maintenance of competency.
   Methods: Cone beam CT (CBCT) images acquired on patients receiving RT
   for bladder cancer were assessed to establish baseline competency and
   training needs. A training programme was implemented, and observers were
   asked to select planning target volumes (PTVs) on two groups of 20
   patients' images. After clinical implementation, the PTVs chosen were
   reviewed offline, and an audit performed after 3 years.
   Results: A mean of 73% (range, 53-93%) concordance rate was achieved
   prior to training. Subsequent to training, the mean score decreased to
   66% (Round 1), then increased to 76% (Round 2). Six radiographers and
   two clinicians successfully completed the training programme. An
   independent observer reviewed the images offline after clinical
   implementation, and a 91% (126/139) concordance rate was achieved.
   During the audit, 125 CBCT images from 13 patients were reviewed by a
   single observer and concordance was 92%.
   Conclusion: Radiographer-led selection of plan of the day was
   implemented successfully with the use of a training programme and
   continual assessment. Quality has been maintained over a period of 3
   years. Advances in knowledge: The training programme was successful in
   achieving and maintaining competency for a plan of the day technique.
OI huddart, robert/0000-0003-3604-1990; McNair, Helen A/0000-0001-7389-5587
ZR 0
ZA 0
ZS 0
ZB 7
TC 23
Z8 0
Z9 23
U1 0
U2 4
SN 0007-1285
EI 1748-880X
UT WOS:000351853900011
PM 25564753
ER

PT J
AU Burford, Bryan
   Ellis, Edward
   Williamson, Alyson
   Forrest, Ian
   Vance, Gillian
TI Learning opportunities in 'student assistantships'.
SO The clinical teacher
VL 12
IS 2
BP 121
EP 7
DI 10.1111/tct.12269
PD 2015-Apr
PY 2015
AB BACKGROUND: In order to gain experience of the skills required when they
   begin practice, all final-year medical students in the UK undertake a
   'student assistantship', working alongside first-year postgraduate
   doctors. In this study, we examined the learning opportunities open to
   students in one locality during two periods of assistantship: one in
   medicine; one in surgery.
   METHODS: Final-year students and their supervisors completed online
   questionnaires. The students' questionnaire explored general perceptions
   of the placement, and whether 15 potential learning opportunities
   (identified as 'desk-' or 'patient-oriented') had been 'taken', 'missed'
   or were 'not available'. The supervisors' questionnaire explored their
   perceptions of students' learning during the assistantship.
   RESULTS: Overall, 86 student questionnaires and 17 supervisor
   questionnaires were returned (response rates of 57 and 63%,
   respectively). Students reported more desk-based learning opportunities,
   of which more were taken up, than patient-oriented learning
   opportunities. Surgical placements were associated with more 'missed'
   opportunities than medical placements. Across all tasks, many students
   felt that some learning opportunities were not present in their
   assistantship. By contrast, supervisors felt students 'made the most' of
   assistantships. Students' overall perceptions of the assistantship were
   positively related to the level of experience that they had attained (r
   = 0.40-0.54).
   DISCUSSION: The assistantship fulfils its aims for many students, but
   individual experience gained varies considerably. Some opportunities are
   not being taken, with 'patient-oriented' opportunities more likely to be
   missed, whereas others are not available during placements. Supervisors
   may overestimate the educational value of the assistantship, with
   implications for its management and delivery.
OI Burford, Bryan/0000-0003-4687-7556
TC 8
ZA 0
ZS 0
ZR 0
ZB 0
Z8 0
Z9 8
U1 0
U2 1
EI 1743-498X
UT MEDLINE:25789898
PM 25789898
ER

PT J
AU Kemper, Kathi J
   Mo, Xiaokui
   Lynn, Joanne
TI Preaching to the choir: comparing health professionals who enroll in
   mind-body skills versus herbs and dietary supplements training?
SO Journal of evidence-based complementary & alternative medicine
VL 20
IS 2
BP 98
EP 103
DI 10.1177/2156587214561328
PD 2015-Apr
PY 2015
AB BACKGROUND: Observational studies evaluating elective training programs
   may be biased if learners who enroll differ from nonenrollees. To assess
   self-selection bias, we compared participants who enrolled in 2
   different online courses in complementary and alternative medical
   therapies.
   METHODS: Participants were recruited from entering classes in medicine,
   nursing, social work, and dietetics, and residencies in family medicine
   and pediatrics. The 2 electives were (a) herbs and dietary supplements
   and (b) mind-body skills training. Participants completed standardized
   questionnaires before training.
   RESULTS: The 218 participants had an average age of 28 years; 76% were
   trainees. There were no significant differences between enrollees in
   mind-body skills and herbs and dietary supplements with regard to age,
   gender, stress levels, mind-body training or practice, mindfulness,
   empathy, compassion, or resilience.
   CONCLUSIONS: Those who enroll in mind-body skills are not measurably
   different than those who enroll in herbs and dietary supplements. There
   is no evidence of self-selection bias or "preaching to the choir."
ZR 0
ZS 0
ZB 0
ZA 0
TC 3
Z8 0
Z9 3
U1 0
U2 7
EI 2156-5899
UT MEDLINE:25516529
PM 25516529
ER

PT J
AU Eltorai, Adam E. M.
   Sharma, Pranav
   Wang, Jing
   Daniels, Alan H.
TI Most American Academy of Orthopaedic Surgeons' Online Patient Education
   Material Exceeds Average Patient Reading Level
SO CLINICAL ORTHOPAEDICS AND RELATED RESEARCH
VL 473
IS 4
BP 1181
EP 1186
DI 10.1007/s11999-014-4071-2
PD APR 2015
PY 2015
AB Advancing health literacy has the potential to improve patient outcomes.
   The American Academy of Orthopaedic Surgeons' (AAOS) online patient
   education materials serve as a tool to improve health literacy for
   orthopaedic patients; however, it is unknown whether the materials
   currently meet the National Institutes of Health/American Medical
   Association's recommended sixth grade readability guidelines for health
   information or the mean US adult reading level of eighth grade.
   The purposes of this study were (1) to evaluate the mean grade level
   readability of online AAOS patient education materials; and (2) to
   determine what proportion of the online materials exceeded recommended
   (sixth grade) and mean US (eighth grade) reading level.
   Reading grade levels for 99.6% (260 of 261) of the online patient
   education entries from the AAOS were analyzed using the Flesch-Kincaid
   formula built into Microsoft Word software.
   Mean grade level readability of the AAOS patient education materials was
   9.2 (SD +/- A 1.6). Two hundred fifty-one of the 260 articles (97%) had
   a readability score above the sixth grade level. The readability of the
   AAOS articles exceeded the sixth grade level by an average of 3.2 grade
   levels. Of the 260 articles, 210 (81%) had a readability score above the
   eighth grade level, which is the average reading level of US adults.
   Most of the online patient education materials from the AAOS had
   readability levels that are far too advanced for many patients to
   comprehend. Efforts to adjust the readability of online education
   materials to the needs of the audience may improve the health literacy
   of orthopaedic patients. Patient education materials can be made more
   comprehensible through use of simpler terms, shorter sentences, and the
   addition of pictures. More broadly, all health websites, not just those
   of the AAOS, should aspire to be comprehensible to the typical reader.
ZB 8
TC 60
ZA 0
ZR 0
ZS 3
Z8 0
Z9 61
U1 0
U2 13
SN 0009-921X
EI 1528-1132
UT WOS:000350885600003
PM 25475715
ER

PT J
AU Albert, Tyler J.
   Fassier, Thomas
   Chhuoy, Meng
   Bounchan, Youttiroung
   Tan, Sokhak
   Ku, No
   Chhor, Nareth
   LoGerfo, James P.
   West, T. Eoin
TI Bolstering Medical Education to Enhance Critical Care Capacity in
   Cambodia
SO ANNALS OF THE AMERICAN THORACIC SOCIETY
VL 12
IS 4
BP 491
EP 497
DI 10.1513/AnnalsATS.201412-557AR
PD APR 2015
PY 2015
AB The capacity to care for the critically ill has long been viewed as a
   fundamental element of established and comprehensive health care
   systems. Extending this capacity to health care systems in low- and
   middle-income countries is important given the burden of disease in
   these regions and the significance of critical care in overall health
   system strengthening. However, many practicalities of improving access
   and delivery of critical care in resource-limited settings have yet to
   be elucidated. We have initiated a program to build capacity for the
   care of critically ill patients in one low-income Southeast Asian
   country, Cambodia. We are leveraging existing international academic
   partnerships to enhance postgraduate critical care education in
   Cambodia. After conducting a needs assessment and literature review, we
   developed a three-step initiative targeting training in mechanical
   ventilation. First, we assessed and revised the current resident
   curriculum pertaining to mechanical ventilation. We addressed gaps in
   training, incorporated specific goals and learning objectives, and
   decreased the hours of lectures in favor of additional bedside training.
   Second, we are incorporating e-learning, e-teaching, and e-assessment
   into the curriculum, with both live, interactive and independent,
   self-paced online instruction. Third, we are developing a
   train-the-trainer program defined by bidirectional international faculty
   exchanges to provide hands-on, case-based, and bedside training to
   achieve competency-based outcomes. In targeting specific educational
   needs and a key population-the next generation of Cambodian
   intensivists-this carefully designed approach should address some
   existing gaps in the health care system and hopefully yield a lasting
   impact.
RI Ondrackova, Marketa/G-1479-2014; Jurajda, Pavel/F-9647-2014; Fassier, Thomas/; West, T Eoin/
OI Ondrackova, Marketa/0000-0003-0933-806X; Fassier,
   Thomas/0000-0001-5853-8450; West, T Eoin/0000-0001-5503-7204
ZS 0
TC 6
ZB 1
Z8 0
ZR 0
ZA 0
Z9 6
U1 0
U2 2
SN 1546-3222
EI 2325-6621
UT WOS:000437144100009
PM 25751194
ER

PT J
AU Meza, James M.
   Rectenwald, John E.
   Reddy, Rishindra M.
TI The Bias Against Integrated Thoracic Surgery Residency Applicants During
   General Surgery Interviews
SO ANNALS OF THORACIC SURGERY
VL 99
IS 4
BP 1206
EP 1211
DI 10.1016/j.athoracsur.2014.11.053
PD MAR 27 2015
PY 2015
AB Background. New paradigms for training cardiothoracic surgeons have been
   introduced, including the integrated thoracic surgery residency.
   Currently, a limited number of these programs exist, and all candidates
   apply to both integrated thoracic and general surgery residencies. We
   sought to investigate the applicants' experiences applying for both
   types of positions.
   Methods. An online survey was distributed to applicants to three
   integrated thoracic surgery programs during a 2-year period.
   Results. The response rate was 50% (90 of 180). Most respondents were
   fourth-year medical students (81%; 72 of 89) and were interested in
   adult cardiac surgery (81%; 73 of 90). Sixty-one percent (55 of 90) had
   an interest in cardiothoracic surgery before clinical clerkships, and
   93% (84 of 90) tailored their clinical education to this interest.
   Fifty-seven percent (49 of 86) scored above 230 on the USMLE Step 1
   examination. Ninety-two percent (80 of 87) performed research during
   medical school, and 78% (62 of 80), specifically within cardiothoracic
   surgery; 76% (61 of 80) published their work. The number of general
   surgery interviews varied widely, but 46% (36 of 79) interviewed at one
   to five integrated thoracic surgery programs, and 39% (31 of 79)
   interviewed at six to ten integrated thoracic surgery programs. During
   general surgery interviews, 36% (24 of 66) received negative comments
   regarding applying to integrated thoracic residencies. Fifty-two percent
   (38 of 73) thought that their application to integrated thoracic
   programs diminished their chances to match at a general surgery program.
   Conclusions. The applicants to the integrated thoracic surgery
   residencies become interested in cardiothoracic surgery early and tailor
   their clinical education to this interest. Although they are
   academically successful, they report significant negativity regarding
   their applications to both general surgery and integrated thoracic
   residencies. (C) 2015 by The Society of Thoracic Surgeons
OI Meza, James/0000-0001-6462-4750
ZA 0
ZR 0
Z8 0
TC 10
ZB 0
ZS 0
Z9 10
U1 0
U2 1
SN 0003-4975
EI 1552-6259
UT WOS:000352162100025
PM 25704862
ER

PT J
AU Heese, Klaus
TI Ageing, dementia and society - an epistemological perspective
SO SPRINGERPLUS
VL 4
AR 135
DI 10.1186/s40064-015-0910-1
PD MAR 20 2015
PY 2015
AB Recent data show that as populations age, the number of people affected
   by neurodegenerative dementia is growing at an epidemic pace in various
   regions of the world. This cross-cultural study examined the
   relationships among age, gender, ethnicity, religion, and education as
   well as the attitudes and perceptions related to ageing and dementia. A
   random sample of 980 participants was selected to represent the
   multicultural population of Singapore. Data were collected using
   standardised questionnaires through online portals and by conducting
   interviews. These data were ultimately analysed by comparing percentage
   responses and correlation coefficients and by conducting a multiple
   regression analysis. The results indicate that the perceptions and
   attitudes of individuals toward ageing and dementia differ among
   different age groups. Moreover, the level of education attained was
   significantly correlated with understanding dementia; regardless of
   education level, Christians had the most positive mindset toward
   dementia, although most religious individuals did not believe in divine
   healing. In this study, it was determined that attitudes and perceptions
   about ageing and dementia are influenced by multiple factors, such as
   education, age, and religion, and that it is imperative that younger
   generations develop coping strategies, including healthy lifestyles and
   social and/or religious communities to provide quality care to the
   elderly, in general, and to dementia patients, in particular.
RI Heese, Klaus/H-3128-2013
OI Heese, Klaus/0000-0002-0027-6993
ZB 3
TC 9
Z8 0
ZS 0
ZR 0
ZA 0
Z9 9
U1 1
U2 19
SN 2193-1801
UT WOS:000359195000002
PM 26069868
ER

PT J
AU Mantwill, Sarah
   Fiordelli, Maddalena
   Ludolph, Ramona
   Schulz, Peter J.
TI EMPOWER-support of patient empowerment by an intelligent self-management
   pathway for patients: study protocol
SO BMC MEDICAL INFORMATICS AND DECISION MAKING
VL 15
AR 18
DI 10.1186/s12911-015-0142-x
PD MAR 20 2015
PY 2015
AB Background: Diabetes education together with patient empowerment has
   shown to be key to effective self-management behavior. When delivered
   through information and communication technologies (ICT), this solution
   has shown to lead to better health outcomes. However, the potential of
   ICT and their integration into the healthcare environment have not yet
   been fully exploited. ICT should be in particular used to facilitate
   communication and information exchange between patient and healthcare
   providers. In addition, systems should include components facilitating
   behavior change using empowerment approaches such as goal-setting.
   Methods/Design: Funded by the European Commission (FP7-ICT-2011-288209)
   a web/mobile based platform (EMPOWER) has been developed, which aims at
   supporting self-management activities of diabetes patients and their
   treating physicians in Germany and Turkey. The platform semantically
   integrates multiple information sources, such as electronic and personal
   health records (EHR/PHR). Patients can register patterns of daily
   living, record blood glucose levels, design disease management plans and
   set long-and short-term goals. The project actively involves the
   treating physician, who has the possibility to set recommendations for
   the patient and to monitor his/her progress on the platform.
   In the test-phase of EMPOWER, patients will be assigned to an
   intervention group and a control group. Data will be collected at
   baseline and three months after the intervention started. In addition,
   qualitative interviews will be conducted to collect extra information on
   usability and usefulness.
   Outcome measures include amongst others the Problem Areas in Diabetes
   questionnaire (PAID), the Summary of Diabetes Self-Care Activities and
   scales evaluating doctor-patient interaction. Physiological parameters,
   such as physical activity or blood glucose levels will be collected via
   the platform. Further, log files and number of logins will serve as
   independent variables.
   Discussion: The interplay between multiple sources, including EHR,
   patients' own registered information and physicians' recommendations on
   one platform can have important practice implications. It might not only
   improve self-management activities in diabetes patients but it will also
   facilitate physician's work, and ultimately the physician patient
   relationship.
RI Schulz, Peter/AAM-9816-2020; Schulz, Peter/GQQ-1290-2022
OI Schulz, Peter/0000-0003-4281-489X; Schulz, Peter/0000-0003-4281-489X
ZR 0
Z8 1
TC 16
ZS 2
ZB 1
ZA 0
Z9 17
U1 3
U2 45
SN 1472-6947
UT WOS:000351581200001
PM 25890197
ER

PT J
AU Ziemianski, Daniel
   Capler, Rielle
   Tekanoff, Rory
   Lacasse, Anais
   Luconi, Francesca
   Ware, Mark A.
TI Cannabis in medicine: a national educational needs assessment among
   Canadian physicians
SO BMC MEDICAL EDUCATION
VL 15
AR 52
DI 10.1186/s12909-015-0335-0
PD MAR 19 2015
PY 2015
AB Background: There is increasing global awareness and interest in the use
   of cannabis for therapeutic purposes (CTP). It is clear that health care
   professionals need to be involved in these decisions, but often lack the
   education needed to engage in informed discussions with patients. This
   study was conducted to determine the educational needs of Canadian
   physicians regarding CTP.
   Methods: A national needs assessment survey was developed based on
   previous survey tools. The survey was approved by the Research Ethics
   Board of the McGill University Health Centre Research Institute and was
   provided online using LimeSurvey (R). Several national physician
   organizations and medical education organizations informed their members
   of the survey. The target audience was Canadian physicians. We sought to
   identify and rank using 5-point Likert scales the most common factors
   involved in decision making about using CTP in the following categories:
   knowledge, experience, attitudes, and barriers. Preferred educational
   approaches and physician demographics were collected. Gap analysis was
   conducted to determine the magnitude and importance of differences
   between perceived and desired knowledge on all decision factors.
   Results: Four hundred and twenty six responses were received, and
   physician responses were distributed across Canada consistent with
   national physician distribution. The most desired knowledge concerned
   "potential risks of using CTP" and "safety, warning signs and
   precautions for patients using CTP". The largest gap between perceived
   current and desired knowledge levels was "dosing" and "the development
   of treatment plans".
   Conclusions: We have identified several key educational needs among
   Canadian physicians regarding CTP. These data can be used to develop
   resources and educational programs to support clinicians in this area,
   as well as to guide further research to inform these gaps.
OI Ware, Mark/0000-0002-1286-1719
ZS 1
ZB 14
TC 73
Z8 0
ZA 0
ZR 0
Z9 74
U1 0
U2 25
EI 1472-6920
UT WOS:000351505900001
PM 25888752
ER

PT J
AU Pepe, Paul E.
   Roppolo, Lynn P.
   Fowler, Raymond L.
TI Prehospital endotracheal intubation: elemental or detrimental?
SO CRITICAL CARE
VL 19
AR 121
DI 10.1186/s13054-015-0808-x
PD MAR 16 2015
PY 2015
AB This article is one of ten reviews selected from the Annual Update in
   Intensive Care and Emergency Medicine 2015 and co- published as a series
   in Critical Care. Other articles in the series can be found online at
   http://ccforum.com/series/annualupdate2015. Further information about
   the Annual Update in Intensive Care and Emergency Medicine is available
   from http://www.springer.com/series/8901.
Z8 0
ZS 0
ZB 4
ZA 0
ZR 0
TC 31
Z9 31
U1 1
U2 5
SN 1466-609X
EI 1364-8535
UT WOS:000352053100001
PM 25887350
ER

PT J
AU Wheelock, Alyse E.
   Bock, Meredith A.
   Martin, Eva L.
   Hwang, Jimmy
   Ernest, Mary Lou
   Rugo, Hope S.
   Esserman, Laura J.
   Melisko, Michelle E.
TI SIS.NET: A Randomized Controlled Trial Evaluating a Web-Based System for
   Symptom Management After Treatment of Breast Cancer
SO CANCER
VL 121
IS 6
BP 893
EP 899
DI 10.1002/cncr.29088
PD MAR 15 2015
PY 2015
AB BACKGROUNDAs cancer survivorship increases, health care systems will be
   challenged to meet patient needs. With the limited availability of
   clinician time and resources, novel methods of using patient-reported
   outcomes may improve the quality and efficiency of follow-up care in
   patients with breast cancer.
   METHODSThe authors conducted a randomized trial in patients with TNM
   stage I to III breast cancer comparing standard care with SIS.NET
   (System for Individualized Survivorship Care, based on patient
   self-reported data, with review by Nurse practitioners, targeted
   Education, and Triage), a follow-up protocol including integration of
   online health questionnaires at 3-month intervals and the evaluation of
   self-reported symptoms monitored and addressed remotely by a nurse
   practitioner (NP). The primary endpoint was to quantify the time between
   symptom reporting and remote evaluation of symptoms. The secondary
   endpoint was to compare use of health care resources (breast
   cancer-related visits, total medical appointments, and laboratory and
   imaging studies) over an 18-month period.
   RESULTSA total of 102 participants were enrolled; 2 patients were
   excluded due to cancer recurrence. In the SIS.NET arm, 74% of new or
   changed self-reported symptoms were reviewed by a NP in <3 days. SIS.NET
   patients reported more new or changed symptoms compared with standard
   care patients (7.36 vs 3.2; P=.0045). During the 18-month trial, there
   were no statistically significant differences noted between the SIS.NET
   and standard care arms with regard to oncology-related appointments
   (mean, 4.2 vs 4.1 appointments), number of physician visits (mean, 10.8
   vs 9.6 visits), or medical tests (mean, 5.5 vs 5 tests).
   CONCLUSIONSIntegration of online health questionnaires with remote
   review by a NP facilitated symptom reporting and may provide a means of
   convenient symptom assessment, but it did not appear to reduce health
   care resource use. Cancer 2015;121:893-899. (c) 2014 American Cancer
   Society.
   The results of this randomized controlled trial found that a Web-based
   system to facilitate symptom management among survivors of breast cancer
   did not lead to lower appointment frequency. However, Web-based tools to
   track patient symptoms may help to provide more efficient symptom
   management.
CT 1st Palliative Care in Oncology Symposium
CY OCT, 2014
CL Boston, MA
RI Bock, Meredith/ABF-1212-2021
OI Bock, Meredith/0000-0002-8704-916X
TC 28
ZS 0
ZA 0
ZB 3
ZR 0
Z8 2
Z9 30
U1 1
U2 25
SN 0008-543X
EI 1097-0142
UT WOS:000350750700014
PM 25469673
ER

PT J
AU Chapman, Stephen J.
   Glasbey, James C. D.
   Khatri, Chetan
   Kelly, Michael
   Nepogodiev, Dmitri
   Bhangu, Aneel
   Fitzgerald, J. Edward F.
TI Promoting research and audit at medical school: evaluating the
   educational impact of participation in a student-led national
   collaborative study
SO BMC MEDICAL EDUCATION
VL 15
DI 10.1186/s12909-015-0326-1
PD MAR 13 2015
PY 2015
AB Background: Medical students often struggle to engage in
   extra-curricular research and audit. The Student Audit and Research in
   Surgery (STARSurg) network is a novel student-led, national research
   collaborative. Student collaborators contribute data to national,
   clinical studies while gaining an understanding of audit and research
   methodology and ethical principles. This study aimed to evaluate the
   educational impact of participation.
   Methods: Participation in the national, clinical project was supported
   with training interventions, including an academic training day, an
   online e-learning module, weekly discussion forums and YouTube (R)
   educational videos. A non-mandatory, online questionnaire assessed
   collaborators' self-reported confidence in performing key academic
   skills and their perceptions of audit and research prior to and
   following participation.
   Results: The group completed its first national clinical study
   ("STARSurgUK") with 273 student collaborators across 109 hospital
   centres. Ninety-seven paired pre- and post-study participation responses
   (35.5%) were received (male = 51.5%; median age = 23). Participation led
   to increased confidence in key academic domains including: communication
   with local research governance bodies (p < 0.001), approaching clinical
   staff to initiate local collaboration (p < 0.001), data collection in a
   clinical setting (p < 0.001) and presentation of scientific results (p <
   0.013). Collaborators also reported an increased appreciation of
   research, audit and study design (p < 0.001).
   Conclusions: Engagement with the STARSurg network empowered students to
   participate in a national clinical study, which increased their
   confidence and appreciation of academic principles and skills.
   Encouraging active participation in collaborative, student-led, national
   studies offers a novel approach for delivering essential academic
   training.
RI Chapman, Stephen J/I-2171-2019; Glasbey, James/I-2457-2019; Nepogodiev, Dmitri/J-1041-2019; Khatri, Chetan/; Fitzgerald, James/F-2565-2013
OI Chapman, Stephen J/0000-0003-2413-5690; Glasbey,
   James/0000-0001-7688-5018; Nepogodiev, Dmitri/0000-0002-2171-2862;
   Khatri, Chetan/0000-0002-3961-1314; Fitzgerald,
   James/0000-0002-4453-5117
TC 50
Z8 0
ZR 0
ZA 0
ZS 1
ZB 4
Z9 51
U1 1
U2 20
EI 1472-6920
UT WOS:000359396100001
PM 25879617
ER

PT J
AU Gouda, Pishoy
   Kitt, Kevin
   Evans, David S.
   Goggin, Deirdre
   McGrath, Deirdre
   Last, Jason
   Hennessy, Martina
   Arnett, Richard
   O'Flynn, Siun
   Dunne, Fidelma
   O'Donovan, Diarmuid
TI Ireland's medical brain drain: migration intentions of Irish medical
   students
SO HUMAN RESOURCES FOR HEALTH
VL 13
AR 11
DI 10.1186/s12960-015-0003-9
PD MAR 12 2015
PY 2015
AB Background: To provide the optimum level of healthcare, it is important
   that the supply of well-trained doctors meets the demand. However,
   despite many initiatives, Ireland continues to have a shortfall of
   physicians, which has been projected to persist. Our study aimed to
   investigate the migration intentions of Irish medical students and
   identify the factors that influence their decisions in order to design
   appropriate interventions to sustain the supply of trained doctors in
   order to maintain a viable medical system.
   Methods: An online cross-sectional survey was undertaken of all Irish
   medical students studying in the Republic of Ireland. The survey
   included nominal, ordinal, and scale items to determine migration
   intentions, factors influencing their decisions, and understanding of
   the Irish healthcare system.
   Results: A total of 2 273 medical students responded (37% response
   rate), of whom 1 519 were classified as Irish medical students (having
   completed secondary school in Ireland). Of these, 88% indicated they
   were either definitely migrating or contemplating migrating following
   graduation or completion of the pre-registration intern year. Forty
   percent expressed an intention of returning to Ireland within 5 years.
   The factors most influencing their decision to leave were career
   opportunities (85%), working conditions (83%), and lifestyle (80%).
   Conclusion: The migration intentions expressed in this study predict an
   immediate and severe threat to the sustainability of the Irish
   healthcare service. Urgent interventions such as providing information
   about career options and specialty training pathways are required. These
   must begin in the undergraduate phase and continue in postgraduate
   training and are needed to retain medical school graduates.
RI Gouda, Pishoy/B-6526-2015; Arnett, Richard/K-6828-2019; Hennessy, Martina/; Last, Jason/; O'Donovan, Diarmuid/
OI Gouda, Pishoy/0000-0002-8158-4786; Hennessy,
   Martina/0000-0002-2153-5288; Last, Jason/0000-0003-2465-9806; O'Donovan,
   Diarmuid/0000-0001-8771-7271
ZR 0
Z8 0
ZA 0
ZS 0
TC 28
ZB 5
Z9 28
U1 0
U2 23
SN 1478-4491
UT WOS:000351048100001
PM 25889783
ER

PT J
AU Corvetto, Marcia A.
   Echevarria, Ghislaine C.
   Espinoza, Ana M.
   Altermatt, Fernando R.
TI Which types of peripheral nerve blocks should be included in residency
   training programs?
SO BMC ANESTHESIOLOGY
VL 15
AR 32
DI 10.1186/s12871-015-0001-4
PD MAR 12 2015
PY 2015
AB Background: Despite the increasing use of regional anesthesia, specific
   recommendations regarding the type of procedures to be included in
   residency training programs are not currently available. We aimed to
   determine the nerve block techniques that practicing Chilean
   anesthesiologists perceived as essential to master during residency
   training.
   Methods: After institutional ethics committee approval, an online survey
   was sent to 154 anesthesiologists that graduated between 2005-2012, from
   the two largest university residency programs in Chile. Multiple-choice
   questions elicited responses concerning the use of regional anesthesia.
   Results: A total of 109 questionnaires were completed, which
   corresponded to a response rate of 70.8%. Almost all (98.2%) of the
   respondents used regional anesthesia in their clinical practice, 86.7%
   regularly performed peripheral nerve blocks (PNBs) and 51% used
   continuous PNB techniques. Residency programs represented their primary
   source of training. The most common PNB techniques performed were
   interscalene (100%), femoral (98%), popliteal sciatic (93%), and Bier
   block (90%). Respondents indicated that they were most confident
   performing femoral (98%), Bier block (90%), interscalene (90%), and
   popliteal sciatic (85%) blocks. The PNBs perceived as essential for
   their actual clinical practice were femoral (81%), interscalene (80%),
   popliteal sciatic (76%), and Bier blocks (62%).
   Conclusions: Requesting information from former anesthesiology residents
   may be a source of information, guiding the specific types of PNBs that
   should be included in residency training. Other groups can easily
   replicate this methodology to create their own evidence and clinical
   practice based guidelines for residency training programs.
ZR 0
ZB 3
Z8 0
TC 6
ZA 0
ZS 0
Z9 6
U1 0
U2 8
SN 1471-2253
UT WOS:000351280100001
PM 25798069
ER

PT J
AU Bruns, David E.
   Burtis, Carl A.
   Gronowski, Ann M.
   McQueen, Matthew J.
   Newman, Anthony
   Jonsson, Jon J.
CA IFCC Task Force Ethics
TI Variability of ethics education in laboratory medicine training
   programs: Results of an international survey
SO CLINICA CHIMICA ACTA
VL 442
BP 115
EP 118
DI 10.1016/j.cca.2014.11.023
PD MAR 10 2015
PY 2015
AB Background: Ethical considerations are increasingly important in
   medicine. We aimed to determine the mode and extent of teaching of
   ethics in training programs in clinical chemistry and laboratory
   medicine.
   Methods: We developed an on-line survey of teaching in areas of ethics
   relevant to laboratory medicine. Reponses were invited from directors of
   training programs who were recruited via email to leaders of national
   organizations.
   Results: The survey was completed by 80 directors from 24 countries who
   directed 113 programs. The largest numbers of respondents directed
   postdoctoral training of scientists (42%) or physicians (33%),
   post-masters degree programs (33%), and PhD programs (29%). Most
   programs (82%) were 2 years or longer in duration. Formal training was
   offered in research ethics by 39%, medical ethics by 31%, professional
   ethics by 24% and business ethics by 9%. The number of reported hours of
   formal training varied widely, e.g., from 0 to >15 h/year for research
   ethics and from 0 to >15 h for medical ethics. Ethics training was
   required and/or tested in 75% of programs that offered training. A
   majority (54%) of respondents reported plans to add or enhance training
   in ethics; many indicated a desire for online resources related to
   ethics, especially resources with self-assessment tools.
   Conclusion: Formal teaching of ethics is absent from many training
   programs in clinical chemistry and laboratory medicine, with
   heterogeneity in the extent and methods of ethics training among the
   programs that provide the training. A perceived need exists for online
   training tools, especially tools with self-assessment components. (C)
   2014 The Authors. Published by Elsevier B.V. This is an open access
   article under the CC BY license
   (http://creativecommons.org/licenses/by/4.0/).
OI Forman, Henry Jay/0000-0001-5838-2791
ZA 0
ZS 0
ZR 0
ZB 2
TC 11
Z8 0
Z9 11
U1 2
U2 11
SN 0009-8981
EI 1873-3492
UT WOS:000352045900022
PM 25437910
ER

PT J
AU Ilic, Dragan
   Bin Nordin, Rusli
   Glasziou, Paul
   Tilson, Julie K.
   Villanueva, Elmer
TI A randomised controlled trial of a blended learning education
   intervention for teaching evidence-based medicine
SO BMC MEDICAL EDUCATION
VL 15
AR 39
DI 10.1186/s12909-015-0321-6
PD MAR 10 2015
PY 2015
AB Background: Few studies have been performed to inform how best to teach
   evidence-based medicine (EBM) to medical trainees. Current evidence can
   only conclude that any form of teaching increases EBM competency, but
   cannot distinguish which form of teaching is most effective at
   increasing student competency in EBM. This study compared the
   effectiveness of a blended learning (BL) versus didactic learning (DL)
   approach of teaching EBM to medical students with respect to competency,
   self-efficacy, attitudes and behaviour toward EBM.
   Methods: A mixed methods study consisting of a randomised controlled
   trial (RCT) and qualitative case study was performed with medical
   students undertaking their first clinical year of training in EBM.
   Students were randomly assigned to receive EBM teaching via either a BL
   approach or the incumbent DL approach. Competency in EBM was assessed
   using the Berlin questionnaire and the 'Assessing Competency in EBM'
   (ACE) tool. Students' self-efficacy, attitudes and behaviour was also
   assessed. A series of focus groups was also performed to contextualise
   the quantitative results.
   Results: A total of 147 students completed the RCT, and a further 29
   students participated in six focus group discussions. Students who
   received the BL approach to teaching EBM had significantly higher scores
   in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out
   of 14 self-efficacy domains. Competency in EBM did not differ
   significantly between students receiving the BL approach versus those
   receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71,
   0.34), p=0.19]. No significant difference was observed between sites
   (p=0.89) or by student type (p=0.58). Focus group discussions suggested
   a strong student preference for teaching using a BL approach, which
   integrates lectures, online learning and small group activities.
   Conclusions: BL is no more effective than DL at increasing medical
   students' knowledge and skills in EBM, but was significantly more
   effective at increasing student attitudes toward EBM and self-reported
   use of EBM in clinical practice. Given the various learning styles
   preferred by students, a multifaceted approach (incorporating BL) may be
   best suited when teaching EBM to medical students. Further research on
   the cost-effectiveness of EBM teaching modalities is required.
RI Glasziou, Paul/A-7832-2008; Nordin, Rusli Bin/AHC-2606-2022; Ilic, Dragan/I-2437-2014
OI Glasziou, Paul/0000-0001-7564-073X; Nordin, Rusli
   Bin/0000-0003-1878-3501; Ilic, Dragan/0000-0001-5127-9185
TC 63
Z8 1
ZB 4
ZR 0
ZS 3
ZA 0
Z9 66
U1 4
U2 55
SN 1472-6920
UT WOS:000351034300001
PM 25884717
ER

PT J
AU Shono, Aiko
   Kondo, Masahide
TI Factors that affect voluntary vaccination of children in Japan
SO VACCINE
VL 33
IS 11
BP 1406
EP 1411
DI 10.1016/j.vaccine.2014.12.014
PD MAR 10 2015
PY 2015
AB Some important vaccinations are not included in the routine childhood
   immunization schedule in Japan. Voluntary vaccinations are usually paid
   as an out-of-pocket expense. Low voluntary vaccination coverage rates
   and high target disease incidence are assumed to be a consequence of
   voluntary vaccination. Therefore, this study aimed to explore factors
   associated with voluntary vaccination patterns in children. We conducted
   an online survey of 1243 mothers from a registered survey panel who had
   at least one child 2 months to <3 years of age. The voluntary
   vaccination mainly correlated positively with annual household income
   and mothers' positive opinions about voluntary vaccinations, but
   negatively with number of children. Financial support, especially for
   low income households and households with more than one child, may
   motivate parents to vaccinate their children. Communication is also an
   important issue. More opportunities for education and information about
   voluntary vaccinations should be provided to mothers without
   distinguishing between voluntary and routine vaccination. (C) 2014
   Elsevier Ltd. All rights reserved.
ZS 0
TC 12
ZR 0
ZA 0
ZB 7
Z8 0
Z9 12
U1 0
U2 8
SN 0264-410X
EI 1873-2518
UT WOS:000350925600016
PM 25529291
ER

PT J
AU Herbert, Verena G.
   Frings, Andreas
   Rehatschek, Herwig
   Richard, Gisbert
   Leithner, Andreas
TI Wikipedia - challenges and new horizons in enhancing medical education
SO BMC MEDICAL EDUCATION
VL 15
AR 32
DI 10.1186/s12909-015-0309-2
PD MAR 6 2015
PY 2015
AB Background: Wikipedia gains growing attention as a provider of health
   information. This study aimed to investigate the use, relevance and
   challenges of Wikipedia among medical students.
   Methods: An online questionnaire was made accessible to students at five
   medical universities in Germany, Austria, and Norway. Besides
   demographical data, the questions covered the role of Wikipedia in the
   academic life of medical students. The questionnaire investigated if the
   students had ever found erroneous medical entries and whether they
   corrected these.
   Results: A frequent use of Wikipedia in general is statistically
   significant correlated with a frequent use in medical studies (p <
   0.001). Information retrieved from Wikipedia is predominantly critically
   appraised either by comparing it to profound knowledge (79%) and/or to
   specific literature (75%). Despite most (97%) respondents disclosed that
   they already had found false information in Wikipedia, recognized errors
   were seldomly corrected (similar to 20%).
   Conclusions: The information retrieved from Wikipedia is critically
   appraised. However, we found shortcomings in handling erroneous entries.
   We argue for professional responsibility among medical students in
   dealing with this dynamic resource. Moreover, we encourage medical
   schools to supplement information to Wikipedia to further benefit from
   the vast possibilities of this platform.
OI Frings, Verena/0000-0002-8256-7961
ZB 5
ZS 0
Z8 0
TC 27
ZA 0
ZR 0
Z9 27
U1 0
U2 15
SN 1472-6920
UT WOS:000352188100001
PM 25879421
ER

PT J
AU Schiekirka, Sarah
   Raupach, Tobias
TI A systematic review of factors influencing student ratings in
   undergraduate medical education course evaluations
SO BMC MEDICAL EDUCATION
VL 15
AR 30
DI 10.1186/s12909-015-0311-8
PD MAR 5 2015
PY 2015
AB Background: Student ratings are a popular source of course evaluations
   in undergraduate medical education. Data on the reliability and validity
   of such ratings have mostly been derived from studies unrelated to
   medical education. Since medical education differs considerably from
   other higher education settings, an analysis of factors influencing
   overall student ratings with a specific focus on medical education was
   needed.
   Methods: For the purpose of this systematic review, online databases
   (PubMed, PsycInfo and Web of Science) were searched up to August 1st,
   2013. Original research articles on the use of student ratings in course
   evaluations in undergraduate medical education were eligible for
   inclusion. Included studies considered the format of evaluation tools
   and assessed the association of independent and dependent (i.e., overall
   course ratings) variables. Inclusion and exclusion criteria were checked
   by two independent reviewers, and results were synthesised in a
   narrative review.
   Results: Twenty-five studies met the inclusion criteria. Qualitative
   research (2 studies) indicated that overall course ratings are mainly
   influenced by student satisfaction with teaching and exam difficulty
   rather than objective determinants of high quality teaching.
   Quantitative research (23 studies) yielded various influencing factors
   related to four categories: student characteristics, exposure to
   teaching, satisfaction with examinations and the evaluation process
   itself. Female gender, greater initial interest in course content,
   higher exam scores and higher satisfaction with exams were associated
   with more positive overall course ratings.
   Conclusions: Due to the heterogeneity and methodological limitations of
   included studies, results must be interpreted with caution. Medical
   educators need to be aware of various influences on student ratings when
   developing data collection instruments and interpreting evaluation
   results. More research into the reliability and validity of overall
   course ratings as typically used in the evaluation of undergraduate
   medical education is warranted.
ZR 0
ZA 0
Z8 0
ZS 2
ZB 5
TC 26
Z9 28
U1 0
U2 27
EI 1472-6920
UT WOS:000352341400001
PM 25853890
ER

PT J
AU Gemmell, Isla
   Harrison, Roger
   Clegg, Judith
   Reed, Katie
TI Internationalisation in online distance learning postgraduate education:
   a case study on student views on learning alongside students from other
   countries
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
VL 52
IS 2
BP 137
EP 147
DI 10.1080/14703297.2014.881264
PD MAR 4 2015
PY 2015
AB Internationalisation in higher education has been shown to provide both
   intellectual and cultural benefits to students which can help in their
   future employment. This case study describes student views on learning
   alongside students from different countries in an online distance
   learning environment. Seventy-three students undertaking the online
   Master of Public Health programme at Manchester University, UK completed
   the survey which explored student experiences, views and opinions on
   aspects of the course. Learning about other countries' health systems
   and the experiences of public health professionals in other countries
   were identified as a key benefit of studying alongside students from
   other countries. Students were able to appreciate other perspectives,
   reconsider their own attitudes and improve their understanding of the
   context of public health issues. The benefits of learning alongside
   students from other countries can be enhanced within an online learning
   environment through the appropriate use of discussion boards and other
   online learning strategies.
ZB 0
ZR 0
Z8 0
ZA 0
TC 19
ZS 1
Z9 20
U1 4
U2 41
SN 1470-3297
EI 1470-3300
UT WOS:000348538100004
ER

PT J
AU Van den Bruel, Ann
   Jones, Caroline
   Yang, Yaling
   Oke, Jason
   Hewitson, Paul
TI People's willingness to accept overdetection in cancer screening:
   population survey
SO BMJ-BRITISH MEDICAL JOURNAL
VL 350
AR h980
DI 10.1136/bmj.h980
PD MAR 4 2015
PY 2015
AB Objectives To describe the level of overdetection people would find
   acceptable in screening for breast, prostate, and bowel cancer and
   whether acceptability is influenced by the magnitude of the benefit from
   screening and the cancer specific harms from overdetection.
   Design Online survey. Women were presented with scenarios on breast and
   bowel cancer, men with scenarios on prostate and bowel cancer. For each
   particular cancer, we presented epidemiological information and
   described the treatment and its consequences. Secondly, we presented two
   different scenarios of benefit: one indicating a 10% reduction in cancer
   specific mortality and the second indicating a 50% reduction.
   Setting Online survey of the population in the United Kingdom.
   Participants Respondents were part of an existing panel of people who
   volunteer for online research and were invited by email or online
   marketing. We recruited 1000 respondents, representative for age and sex
   for the UK population.
   Main outcome measures Number of cases of overdetection people were
   willing to accept, ranging from 0-1000 (complete screened population)
   for each cancer modality and each scenario of benefit.
   Results There was large variability between respondents in the level of
   overdetection they would find acceptable, with medians ranging from 113
   to 313 cases of overdetection per 1000 people screened. Across all
   scenarios, 4-7% of respondents indicated they would accept no
   overdetection at all compared with 7-14% who thought that it would be
   acceptable for the entire screened population to be overdetected.
   Acceptability in screening for bowel cancer was significantly lower than
   for breast and prostate cancer. People aged 50 or over accepted
   significantly less overdetection, whereas people with higher education
   levels accepted more; 29% of respondents had heard of overdetection
   before.
   Conclusions Acceptability of overdetection in cancer screening is
   variable. Invitations for screening should include clear information on
   the likelihood and consequences of overdetection to allow people to make
   an informed choice.
RI Van den Bruel, Ann/AAC-2442-2020
OI Van den Bruel, Ann/0000-0001-9012-2009
Z8 0
ZR 0
ZA 0
TC 29
ZB 7
ZS 0
Z9 29
U1 0
U2 10
SN 1756-1833
UT WOS:000350301600007
PM 25736617
ER

PT J
AU Krishnan, Archana
   Ferro, Enrico G.
   Weikum, Damian
   Vagenas, Panagiotis
   Lama, Javier R.
   Sanchez, Jorge
   Altice, Frederick L.
TI Communication technology use and mHealth acceptance among HIV-infected
   men who have sex with men in Peru: implications for HIV prevention and
   treatment
SO AIDS CARE-PSYCHOLOGICAL AND SOCIO-MEDICAL ASPECTS OF AIDS/HIV
VL 27
IS 3
BP 273
EP 282
DI 10.1080/09540121.2014.963014
PD MAR 4 2015
PY 2015
AB The HIV epidemic in Peru is concentrated among men who have sex with men
   (MSM). Given that MSM have been documented as early adopters of emerging
   technology, we examined communication technology access and utilization,
   and mobile health (mHealth) acceptance among Peruvian MSM and
   transgender women (TGW) in order to gauge opportunities for
   mHealth-enabled HIV interventions. A convenience sample of 359
   HIV-infected MSM and TGW recruited from three sites in Lima, Peru
   completed standardized assessments of alcohol use disorders (AUDs),
   risky sexual behavior, and antiretroviral therapy (ART) adherence along
   with self-constructed measures of communication technology access and
   utilization, and mHealth acceptance. Most participants (86%) had daily
   access to any cell phone, including smartphones (30%). The most frequent
   communication activities were receiving and making calls, and receiving
   and sending text messages using cell phones. On a 5-point Likert scale,
   participants expressed interest in using mHealth for medication
   reminders (M = 3.21, SD = 1.32) and engaging in anonymous online
   interactions with health professionals to discuss HIV-related issues (M
   = 3.56, SD = 1.33). Importantly, no significant differences were found
   in communication technology use and mHealth acceptance among
   participants with AUDs, depression, and suboptimal ART adherence, all of
   which are associated with poor HIV treatment outcomes. Findings show
   support for implementing mHealth-based intervention strategies using
   cell phones to assess and reduce HIV-risk behaviors among HIV-infected
   MSM and TGW.
RI Altice, Frederick/; Ferro, Enrico G/; Vagenas, Panagiotis/H-7850-2013
OI Altice, Frederick/0000-0002-7860-693X; Ferro, Enrico
   G/0000-0001-9190-6331; Vagenas, Panagiotis/0000-0003-2107-0377
ZA 0
TC 22
Z8 0
ZR 0
ZB 5
ZS 1
Z9 23
U1 0
U2 37
SN 0954-0121
EI 1360-0451
UT WOS:000348663000001
PM 25285464
ER

PT J
AU Frantz, Jose M.
   Bezuidenhout, Juanita
   Burch, Vanessa C.
   Mthembu, Sindi
   Rowe, Michael
   Tan, Christina
   Van Wyk, Jacqueline
   Van Heerden, Ben
TI The impact of a faculty development programme for health professions
   educators in sub-Saharan Africa: an archival study
SO BMC MEDICAL EDUCATION
VL 15
AR 28
DI 10.1186/s12909-015-0320-7
PD MAR 3 2015
PY 2015
AB Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a
   faculty development programme aimed at enhancing the academic and
   research capacity of health professions educators working in sub-Saharan
   Africa. This two-year programme, a combination of residential and
   distance learning activities, focuses on developing the leadership,
   project management and programme evaluation skills of participants as
   well as teaching the key principles of health professions
   education-curriculum design, teaching and learning and assessment.
   Participants also gain first-hand research experience by designing and
   conducting an education innovation project in their home institutions.
   This study was conducted to determine the perceptions of participants
   regarding the personal and professional impact of the SAFRI programme.
   Methods: A retrospective document review, which included data about
   fellows who completed the programme between 2008 and 2011, was
   performed. Data included fellows' descriptions of their expectations,
   reflections on achievements and information shared on an online
   discussion forum. Data were analysed using Kirkpatrick's evaluation
   framework.
   Results: Participants (n = 61) came from 10 African countries and
   included a wide range of health professions educators. Five key themes
   about the impact of the SAFRI programme were identified: (1) belonging
   to a community of practice, (2) personal development, (3) professional
   development, (4) capacity development, and (5) tools/strategies for
   project management and/or advancement.
   Conclusion: The SAFRI programme has a positive developmental impact on
   both participants and their respective institutions.
RI van Wyk, Jacqueline/U-9655-2019; Rowe, Michael/
OI van Wyk, Jacqueline/0000-0003-1894-7326; Rowe,
   Michael/0000-0002-1538-6052
ZB 2
Z8 0
ZA 0
ZS 3
ZR 0
TC 33
Z9 33
U1 2
U2 7
SN 1472-6920
UT WOS:000369716900001
PM 25879491
ER

PT J
AU Mitra, Nilesh Kumar
   Barua, Ankur
TI Effect of online formative assessment on summative performance in
   integrated musculoskeletal system module
SO BMC MEDICAL EDUCATION
VL 15
AR 29
DI 10.1186/s12909-015-0318-1
PD MAR 3 2015
PY 2015
AB Background: The impact of web-based formative assessment practices on
   performance of undergraduate medical students in summative assessments
   is not widely studied. This study was conducted among third-year
   undergraduate medical students of a designated university in Malaysia to
   compare the effect, on performance in summative assessment, of repeated
   computer-based formative assessment with automated feedback with that of
   single paper-based formative assessment with face-to face feedback.
   Methods: This quasi-randomized trial was conducted among two groups of
   undergraduate medical students who were selected by stratified random
   technique from a cohort undertaking the Musculoskeletal module. The
   control group C (n = 102) was subjected to a paper-based formative MCQ
   test. The experimental group E (n = 65) was provided three online
   formative MCQ tests with automated feedback. The summative MCQ test
   scores for both these groups were collected after the completion of the
   module.
   Results: In this study, no significant difference was observed between
   the mean summative scores of the two groups. However, Band 1 students
   from group E with higher entry qualification showed higher mean score in
   the summative assessment. A trivial, but significant and positive
   correlation (r(2) = +0.328) was observed between the online formative
   test scores and summative assessment scores of group E. The
   proportionate increase of performance in group E was found to be almost
   double than group C.
   Conclusion: The use of computer based formative test with automated
   feedback improved the performance of the students with better academic
   background in the summative assessment. Computer-based formative test
   can be explored as an optional addition to the curriculum of
   pre-clinical integrated medical program to improve the performance of
   the students with higher academic ability.
RI MITRA, NILESH KUMAR/I-1819-2019
OI MITRA, NILESH KUMAR/0000-0002-8487-4607
ZA 1
ZR 0
ZS 1
ZB 1
TC 18
Z8 0
Z9 19
U1 1
U2 20
EI 1472-6920
UT WOS:000351033400001
PM 25884641
ER

PT J
AU McClafferty, Hilary
   Dodds, Sally
   Brooks, Audrey J
   Brenner, Michelle G
   Brown, Melanie L
   Frazer, Paige
   Mark, John D
   Weydert, Joy A
   Wilcox, Graciela M G
   Lebensohn, Patricia
   Maizes, Victoria
TI Pediatric Integrative Medicine in Residency (PIMR): Description of a New
   Online Educational Curriculum.
SO Children (Basel, Switzerland)
VL 2
IS 1
BP 98
EP 107
DI 10.3390/children2010098
PD 2015 Mar 17
PY 2015
AB Use of integrative medicine (IM) is prevalent in children, yet
   availability of training opportunities is limited. The Pediatric
   Integrative Medicine in Residency (PIMR) program was designed to address
   this training gap. The PIMR program is a 100-hour online educational
   curriculum, modeled on the successful Integrative Medicine in Residency
   program in family medicine. Preliminary data on site characteristics,
   resident experience with and interest in IM, and residents'
   self-assessments of perceived knowledge and skills in IM are presented.
   The embedded multimodal evaluation is described. Less than one-third of
   residents had IM coursework in medical school or personal experience
   with IM. Yet most (66%) were interested in learning IM, and 71% were
   interested in applying IM after graduation. Less than half of the
   residents endorsed pre-existing IM knowledge/skills. Average score on IM
   medical knowledge exam was 51%. Sites endorsed 1-8 of 11 site
   characteristics, with most (80%) indicating they had an IM practitioner
   onsite and IM trained faculty. Preliminary results indicate that the
   PIMR online curriculum targets identified knowledge gaps. Residents had
   minimal prior IM exposure, yet expressed strong interest in IM
   education. PIMR training site surveys identified both strengths and
   areas needing further development to support successful PIMR program
   implementation. 
TC 21
ZR 0
ZS 1
ZA 0
Z8 1
ZB 1
Z9 21
U1 0
U2 3
SN 2227-9067
UT MEDLINE:27417353
PM 27417353
ER

PT J
AU Williams, Richelle M.
   Welch, Cailee E.
   Parsons, John T.
   McLeod, Tamara C. Valovich
TI Athletic Trainers' Familiarity With and Perceptions of Academic
   Accommodations in Secondary School Athletes After Sport-Related
   Concussion
SO JOURNAL OF ATHLETIC TRAINING
VL 50
IS 3
BP 262
EP 269
DI 10.4085/1062-6050-49.3.81
PD MAR 2015
PY 2015
AB Context: Sport-related concussion can affect athletes' sport
   participation and academic success. With the recent emphasis on
   cognitive rest, student-athletes may benefit from academic
   accommodations (AA) in the classroom; however, athletic trainers' (ATs')
   perceived familiarity with, and use of, AA is unknown.
   Objective: To assess secondary school ATs' perceived familiarity with,
   attitudes and beliefs about, and incorporation of AA for
   student-athletes after sport-related concussion. A secondary purpose was
   to determine whether employment status altered familiarity and use of
   AA.
   Design: Cross-sectional study.
   Setting: Online survey.
   Patients or Other Participants: Of 3286 possible respondents, 851
   secondary school ATs accessed the survey (response rate = 25.9%; 308 men
   [36.2%], 376 women [44.2%], 167 respondents [19.6%] with sex information
   missing; age = 37.3 +/- 10.1 years).
   Main Outcome Measure(s): Participants were solicited via e-mail to
   complete the Beliefs, Attitudes and Knowledge Following Pediatric
   Athlete Concussion among Athletic Trainers employed in the secondary
   school setting (BAKPAC-AT) survey. The BAKPAC-AT assessed ATs' perceived
   familiarity, perceptions, and roles regarding 504 plans, Individualized
   Education Programs (IEPs), and returning student-athletes to the
   class-room. Independent variables were employment status (full time
   versus part time), employment model (direct versus outreach), years
   certified, and years of experience in the secondary school setting. The
   dependent variables were participants' responses to the AA questions.
   Spearman rank-correlation coefficients were used to assess relationships
   and Mann-Whitney U and chi(2) tests (P < .05) were used to identify
   differences.
   Results: Respondents reported that approximately 41% of the
   student-athletes whose sport-related concussions they managed received
   AA. Respondents employed directly by the school were more familiar with
   504 plans (P < .001) and IEPs (P < .001) and had a greater belief that
   ATs should have a role in AA. Both the number of years certified and the
   years of experience at the secondary school were significantly
   correlated with perceived familiarity regarding 504 plans and IEPs.
   Conclusions: The ATs employed directly by secondary schools and those
   with more experience as secondary school ATs were more familiar with AA.
   Understanding AA is important for all ATs because cognitive rest and
   "return to learn" are becoming more widely recommended in concussion
   management.
RI Parsons, John T/AFH-8661-2022; Valovich McLeod, Tamara/AAU-9435-2020; Williams, Richelle/
OI Valovich McLeod, Tamara/0000-0001-9082-8722; Williams,
   Richelle/0000-0003-4728-7443
ZS 0
TC 32
ZR 0
ZB 10
ZA 0
Z8 0
Z9 32
U1 0
U2 9
SN 1062-6050
EI 1938-162X
UT WOS:000360828300005
PM 25562456
ER

PT J
AU Weitz, Gunther
   Friederichs, Hendrik
   Twesten, Christoph
   Bonnemeier, Hendrik
   Lehnert, Hendrik
   Wellhoner, Peter
TI [A curricular training of fourth year medical students in writing
   discharge summaries: the graduate view after two years].
FT Curriculare Ubung zum Verfassen von Arztbriefen im vierten Jahr des
   Medizinstudiums - Einschatzungen der Teilnehmer nach zwei Jahren.
SO Wiener medizinische Wochenschrift (1946)
VL 165
IS 5-6
BP 86
EP 90
DI 10.1007/s10354-015-0345-x
PD 2015-Mar
PY 2015
AB BACKGROUND: Preparing high quality discharge summaries is difficult for
   first year residents. For 5 years we have been training fourth year
   students how to write discharge summaries. Our goal is to facilitate the
   students' start into clinical work. Moreover, we intend to provide the
   students with a scheme to better memorize patients' histories. Two years
   after the tutorial the graduates were asked to evaluate the tutorial and
   to comment on its learning effects.
   METHODS: A total of 1228 fourth year students wrote a discharge summary
   on a patient in whose care the specific student was involved during his
   or her training in internal medicine. All summaries were read, commented
   on and graded by a consultant. Two years after the tutorial 310
   graduates were invited to complete an online survey on this tutorial.
   RESULTS: 106 (34%) of all invited graduates completed the survey. The
   opinions on the tutorial greatly differed. In principal the students
   agreed that the tutorial was an important part of medical training and
   helped to better structure patients' medical data. The majority of the
   surveyed graduates, however, were not convinced of its practical
   usefulness for daily work. The students with the poorer grading found
   their grade less appropriate than the students with the better grading.
   CONCLUSIONS: Though our main goal could not be achieved in the view of
   the graduates, the overall opinion was rather positive. Problems with
   this kind of tutorial lay in the enormous effort of correction and in
   the discouraging effect of grading on the students with difficulties in
   the task.
RI Friederichs, Hendrik/AAH-6696-2021
OI Friederichs, Hendrik/0000-0001-9671-5235
ZR 0
ZB 0
Z8 0
ZS 0
ZA 0
TC 2
Z9 2
U1 0
U2 7
EI 1563-258X
UT MEDLINE:25733386
PM 25733386
ER

PT J
AU Addy, Cheryl L.
   Browne, Teri
   Blake, Elizabeth W.
   Bailey, Jennifer
TI Enhancing Interprofessional Education: Integrating Public Health and
   Social Work Perspectives
SO AMERICAN JOURNAL OF PUBLIC HEALTH
VL 105
BP S106
EP S108
DI 10.2105/AJPH.2014.302502
SU 1
PD MAR 2015
PY 2015
AB National stakeholders in health system improvement and patient safety
   including accreditation bodies have requested health professional
   educational programs to include multiple interprofessional experiences
   through didactic and experiential opportunities. Clinical and population
   health faculty at the University of South Carolina redesigned and
   expanded an introductory interprofessional course to include more than
   500 students from public health, social work, medicine, pharmacy, and
   nursing. Students participated in 3 live class meetings and completed
   required online coursework to explore concepts related to social
   determinants of health and health disparities, health system
   improvement, patient safety, cultural competency, and ethics to address
   interprofessional education core competencies. Course modifications and
   expanded student enrollment improved understanding of key health
   concepts and appreciation of interprofessional collaboration.
RI Browne, Teri/ABF-8338-2020; Blake, Betsy/N-7337-2019
OI Browne, Teri/0000-0002-5104-4332; Blake, Betsy/0000-0001-8280-6902
ZB 4
Z8 0
ZR 0
ZS 0
ZA 0
TC 31
Z9 31
U1 0
U2 26
SN 0090-0036
EI 1541-0048
UT WOS:000357386700026
PM 25706002
ER

PT J
AU Frenk, Julio
   Hunter, David J.
   Lapp, Ian
TI A Renewed Vision for Higher Education in Public Health
SO AMERICAN JOURNAL OF PUBLIC HEALTH
VL 105
BP S109
EP S113
DI 10.2105/AJPH.2014.302468
SU 1
PD MAR 2015
PY 2015
AB We are transforming the educational strategy at the Harvard T.H. Chan
   School of Public Health guided by 5 principles: (1) development of
   T-shaped competencies (breadth across fields, depth in primary fields),
   (2) flexible and modular design accommodating different needs through
   the life-cycle, (3) greater experiential learning, (4) 3 levels of
   education (informative, formative, and transformative learning), and(5)
   integrated instructional design (online, in person, and in the field).
   We aim to create anarc of education resulting in continuous learning. We
   seek to bridge the research versus education dichotomy and create
   research-teaching congruence, adapting the values of peer review and
   quality assessment that we routinely accept for grant and article review
   to education.
ZA 0
TC 20
ZR 0
ZB 1
ZS 0
Z8 0
Z9 20
U1 0
U2 7
SN 0090-0036
EI 1541-0048
UT WOS:000357386700027
PM 25706003
ER

PT J
AU Stahlman, Shauna
   Plant, Aaron
   Javanbakht, Marjan
   Cross, John
   Montoya, Jorge A.
   Bolan, Robert
   Kerndt, Peter R.
TI Acceptable Interventions to Reduce Syphilis Transmission Among High-Risk
   Men Who Have Sex With Men in Los Angeles
SO AMERICAN JOURNAL OF PUBLIC HEALTH
VL 105
IS 3
BP E88
EP E94
DI 10.2105/AJPH.2014.302412
PD MAR 2015
PY 2015
AB Objectives. We examined perceptions of and attitudes toward existing and
   potential syphilis interventions, including case management and
   Web-based programs, to increase syphilis testing among high-risk men who
   have sex with men (MSM).
   Methods. Between October 2010 and June 2011, we conducted in-depth
   interviews with 19 MSM in Los Angeles, California, with repeat early
   syphilis infections (primary, secondary, and early latent syphilis)
   within the previous 5 years. We analyzed the interviews inductively to
   determine the most acceptable potential interventions.
   Results. Experiences with health department and community-based standard
   of care case management were generally positive. The most popular
   interventions among respondents included a Web site providing
   information on syphilis and syphilis testing, automated Web reminders to
   test, being paid to test, free online home testing kits, and preexposure
   prophylactic medication. Respondents' beliefs that they would continue
   to practice high-risk sexual behaviors reinforced their reasons for
   wanting increased accessibility and convenient testing strategies.
   Conclusions. Public health officials should consider participant
   responses to potential interventions for syphilis, which suggest that
   high-risk MSM would consider testing more often or using other
   interventions.
RI Javanbakht, Marjan/Q-2183-2019; Bolan, Robert/AAD-4716-2020
OI Javanbakht, Marjan/0000-0003-0088-3803; 
ZB 2
TC 9
ZR 0
ZA 0
Z8 0
ZS 0
Z9 9
U1 0
U2 7
SN 0090-0036
EI 1541-0048
UT WOS:000354055100013
PM 25602881
ER

PT J
AU Schatell, Dori
TI A Paradigm Shift in Options, Education, and an Online Decision Aid: 'My
   Life, My Dialysis Choice'
SO NEPHROLOGY NURSING JOURNAL
VL 42
IS 2
BP 149
EP 177
PD MAR-APR 2015
PY 2015
AB Dialysis options education in the United States for patients tends to
   focus on clinical aspects of ESRD treatment and on how each option is
   done. The non-profit Medical Education Institute (MEI) has developed an
   online, patient-centered dialysis decision aid that maps six dialysis
   options (peritoneal dialysis, standard incenter hemodialysis,
   conventional home hemodialysis, short daily hemodialysis, and nocturnal
   hemodialysis - incenter or at home) in four categories onto 24 different
   lifestyle and health values. This new free, non-commercial tool allows
   education to start with why an individual might want to choose a
   particular option, rather than how, a paradigm shift that may enable
   more effective options education.
OI Schatell, Dorian/0000-0002-9195-1826
Z8 0
ZR 0
ZB 0
ZA 0
ZS 0
TC 9
Z9 9
U1 0
U2 3
SN 1526-744X
EI 2163-5390
UT WOS:000352658900007
PM 26207276
ER

PT J
AU Paal, Piret
   Helo, Yousef
   Frick, Eckhard
TI Spiritual Care Training Provided to Healthcare Professionals: A
   Systematic Review.
SO The journal of pastoral care & counseling : JPCC
VL 69
IS 1
BP 19
EP 30
DI 10.1177/1542305015572955
PD 2015-Mar
PY 2015
AB This systematic review was conducted to assess the outcomes of spiritual
   care training. It outlines the training outcomes based on participants'
   oral/written feedback, course evaluation and performance assessment.
   Intervention was defined as any form of spiritual care training provided
   to healthcare professionals studying/working in an academic and/or
   clinical setting. An online search was conducted in MEDLINE, EMBASE,
   CINAHL, Web of Science, ERIC, PsycINFO, ASSIA, CSA, ATLA and CENTRAL up
   to Week 27 of 2013 by two independent investigators to reduce errors in
   inclusion. Only peer-reviewed journal articles reporting on training
   outcomes were included. A primary keyword-driven search found 4912
   articles; 46 articles were identified as relevant for final analysis.
   The narrative synthesis of findings outlines the following outcomes: (1)
   acknowledging spirituality on an individual level, (2) success in
   integrating spirituality in clinical practice, (3) positive changes in
   communication with patients. This study examines primarily
   pre/post-effects within a single cohort. Due to an average study
   quality, the reported findings in this review are to be seen as
   indicators at most. Nevertheless, this review makes evident that without
   attending to one'the repeliefs and needs, addressing spirituality in
   patients will not be forthcoming. It also demonstrates that spiritual
   care training may help to challenge the spiritual vacuum in healthcare
   institutions. 
RI Frick, Eckhard/AGB-4634-2022; Paal, Piret/J-4565-2019; Paal, Piret/
OI Frick, Eckhard/0000-0002-6753-1004; Paal, Piret/0000-0002-1341-3248
ZR 0
ZS 1
Z8 2
ZB 0
TC 68
ZA 0
Z9 71
U1 1
U2 8
SN 1542-3050
UT MEDLINE:26162203
PM 26162203
ER

PT J
AU Herrmann, Tara
   Peters, Pamela
   Williamson, Chad
   Rhodes, Evan
TI Educational Outcomes in the Era of the Affordable Care Act: Impact of
   Personalized Education about Non-Small Cell Lung Cancer
SO JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS
VL 35
BP S5
EP S12
DI 10.1002/chp.21292
SU 1
PD SPR 2015
PY 2015
AB IntroductionThe Affordable Care Act is moving medical careand medical
   educationtoward a quality-driven environment. Quality medical education
   must be available when the health care provider is ready to learn,
   provide feedback, and maximize translation of knowledge from desk to
   clinic. To best accomplish these goals, medical education must be
   personalized to clinicians' needs. Research has defined multiple
   knowledge/performance gaps among oncologists who manage advanced
   non-small cell lung cancer (NSCLC). A study was conducted to determine
   the effectiveness with which a personalized learning approach for
   oncologists will diminish these gaps.
   MethodsThe authors undertook development, online distribution, and
   impact measurement of an NSCLC curriculum in which learners' responses
   to a preeducation self-assessment of knowledge, skills, and attitudes
   resulted in receipt of a personalized curriculum. Upon completion of the
   assessment, each learner received a personalized curriculum, which
   included up to 5 distinct activities selected to address identified
   knowledge and practice gaps. Feedback was provided at the completion of
   each activity.
   ResultsNinety-two oncologists completed an individualized learning plan.
   Analysis shows that completion of the learning plan was associated with
   a high effect size (d = .70). Significant increases were seen in
   oncologists' ability to correctly identify the rationale for determining
   histological subtype (13% increase), prevalence of genetic abnormalities
   (21% increase, p = .04), appropriate use of maintenance therapy (31%
   increase, p = .01), and appropriate treatment regimens for squamous cell
   carcinoma (19% increase, p = .003) and of adenocarcinoma (44% increase,
   p < .001).
   DiscussionThis study demonstrates the feasibility and impact of a
   personalized targeted curriculum for improving the competence of
   oncologists treating patients with advanced NSCLC.
ZS 0
ZR 0
TC 2
Z8 0
ZB 0
ZA 0
Z9 2
U1 0
U2 5
SN 0894-1912
EI 1554-558X
UT WOS:000357014000003
PM 26115247
ER

PT J
AU Salinas, Gregory D.
TI CME Effectiveness: Utilizing Outcomes Assessments of 600+CME Programs to
   Evaluate the Association Between Format and Effectiveness
SO JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS
VL 35
BP S38
EP S39
DI 10.1002/chp.21279
SU 1
PD SPR 2015
PY 2015
ZB 1
Z8 0
ZR 0
ZS 0
TC 20
ZA 0
Z9 20
U1 0
U2 8
SN 0894-1912
EI 1554-558X
UT WOS:000357014000012
PM 26115244
ER

PT J
AU Agree, Emily M.
   King, Abby C.
   Castro, Cynthia M.
   Wiley, Adrienne
   Borzekowski, Dina L. G.
TI "It's Got to Be on This Page": Age and Cognitive Style in a Study of
   Online Health Information Seeking
SO JOURNAL OF MEDICAL INTERNET RESEARCH
VL 17
IS 3
AR e79
DI 10.2196/jmir.3352
PD MAR 2015
PY 2015
AB Background: The extensive availability of online health information
   offers the public opportunities to become independently informed about
   their care, but what affects the successful retrieval and understanding
   of accurate and detailed information? We have limited knowledge about
   the ways individuals use the Internet and the personal characteristics
   that affect online health literacy.
   Objective: This study examined the extent to which age and cognitive
   style predicted success in searching for online health information,
   controlling for differences in education, daily Internet use, and
   general health literacy.
   Methods: The Online Health Study (OHS) was conducted at Johns Hopkins
   School of Public Health and Stanford University School of Medicine from
   April 2009 to June 2010. The OHS was designed to explore the factors
   associated with success in obtaining health information across different
   age groups. A total of 346 men and women aged 35 years and older of
   diverse racial and ethnic backgrounds participated in the study.
   Participants were evaluated for success in searching online for answers
   to health-related tasks/questions on nutrition, cancer, alternative
   medicine, vaccinations, medical equipment, and genetic testing.
   Results: Cognitive style, in terms of context sensitivity, was
   associated with less success in obtaining online health information,
   with tasks involving visual judgment most affected. In addition, better
   health literacy was positively associated with overall success in online
   health seeking, specifically for tasks requiring prior health knowledge.
   The oldest searchers were disadvantaged even after controlling for
   education, Internet use, general health literacy, and cognitive style,
   especially when spatial tasks such as mapping were involved.
   Conclusions: The increasing availability of online health information
   provides opportunities to improve patient education and knowledge, but
   effective use of these resources depends on online health literacy.
   Greater support for those who are in the oldest cohorts and for design
   of interfaces that support users with different cognitive styles may be
   required in an age of shared medical decision making.
RI King, Abby/AAD-5257-2021; King, Abby/; Castro Sweet, Cynthia/
OI King, Abby/0000-0002-7949-8811; Castro Sweet,
   Cynthia/0000-0001-6860-4095
ZB 0
Z8 1
ZA 0
TC 38
ZR 0
ZS 2
Z9 40
U1 0
U2 45
SN 1438-8871
UT WOS:000356780900019
PM 25831483
ER

PT J
AU Al-Nawafleh, A. H.
TI Managing Jordanian nurse migration to the Gulf Cooperation Council
   states
SO EASTERN MEDITERRANEAN HEALTH JOURNAL
VL 21
IS 3
BP 220
EP 225
DI 10.26719/2015.21.3.220
PD MAR 2015
PY 2015
AB The migration of nurses from Jordan to the Gulf Cooperation Council
   (GCC) states has occurred for decades, although substantial increases
   have been noted since the 1990s. This study aimed to identify the push
   and pull factors for Jordanian-trained nurses to work in the GCC states
   in order to inform retention policies that might address the issue of
   nurse migration. An online survey of a convenience sample of 1241
   Jordanian nurses working in GCC states showed that 93% had been employed
   in Jordan before migration, 85% had migrated to obtain employment and
   94% were motivated by higher salary and benefits. Although 93% planned
   to return to work in Jordan, only 15% planned to do so in the next 2
   years. Major incentives to migrate were relocation assistance, salary
   and benefits and career advancement/professional education.
   Policy-makers and nurse leaders in Jordan and the GCC states are urged
   to use these findings to formulate strategies to retain Jordanian nurses
   in their workplaces.
RI Al-Nawafleh, Ahmad H./G-9334-2015
OI Al-Nawafleh, Ahmad H./0000-0003-2069-5658
ZB 1
TC 5
ZR 0
ZS 0
ZA 0
Z8 0
Z9 5
U1 1
U2 3
SN 1020-3397
EI 1687-1634
UT WOS:000355204500009
PM 26074222
ER

PT J
AU Kimura, Risa
   Mori, Makiko
   Tajima, Miyuki
   Somemura, Hironori
   Sasaki, Norio
   Yamamoto, Megumi
   Nakamura, Saki
   Okanoya, June
   Ito, Yukio
   Otsubo, Tempei
   Tanaka, Katsutoshi
TI Effect of a brief training program based on cognitive behavioral therapy
   in improving work performance: A randomized controlled trial
SO JOURNAL OF OCCUPATIONAL HEALTH
VL 57
IS 2
BP 169
EP 178
DI 10.1539/joh.14-0208-OA
PD MAR 2015
PY 2015
AB Objectives: Efforts to improve performance in the workplace with respect
   to positive mental health have increased, and cognitive behavioral
   therapy (CBT) has recently attracted attention as an intervention
   measure to this end. Here, we conducted a randomized controlled trial to
   evaluate the effectiveness of a brief training program on CBT for
   improving work performance of employees. Methods: The participants were
   employees of an electric company in Japan. The intervention consisted of
   1 group session of CBT (120 min) and web-based CBT homework for 1 month.
   We evaluated employees in both the intervention and control groups at
   baseline and follow-up after three months. The main outcome was work
   performance, which was evaluated by a subjective score from 1 to 10. The
   secondary outcome was self-evaluation of cognitive flexibility. Analyses
   were conducted based on ITT. Results: In the intervention group, 84
   participants attended the group session, with 79 subsequently completing
   at least 1 instance of online homework. ITT analysis showed that the
   subjective performance of the intervention group was significantly
   improved compared with that of the control group (1.47 vs. 0.69, mean
   difference 0.78 [95% confidence interval {CI}, 0.05 to 1.51], Cohen's
   d=0.31). The ability to recognize dysfunctional thinking patterns and
   change them to positive ones significantly improved in the intervention
   group compared to the control group (0.71 vs. 0.26, mean difference 0.45
   [95% CI 0.06 to 0.83], d=0.33). However, after adjustment for baseline
   scores, no significant difference was observed. The ability to view a
   situation from multiple perspectives and expand one's repertoire of
   thought patterns in the intervention group also significantly improved
   (0.83 vs. 0.35, mean difference 0.48 [95% CI 0.35 to 0.95], d=0.29), but
   here again, significance was lost after adjusting for baseline scores.
   Discussion: Our results suggest that a brief training program that
   combines a group CBT session with webbased CBT homework improved
   subjective work performance. In addition, this program might help
   improve employees' cognitive flexibility.
ZA 0
ZB 4
TC 14
ZR 0
ZS 0
Z8 0
Z9 14
U1 0
U2 34
SN 1341-9145
EI 1348-9585
UT WOS:000353099500009
PM 25740675
ER

PT J
AU Rebmann, Terri
   Loux, Travis M.
   Zink, Thomas K.
   Swick, Zachary
   Wakefield, Mary
TI Infection prevention and mass vaccination training for US point of
   dispensing staff and volunteers: A national study
SO AMERICAN JOURNAL OF INFECTION CONTROL
VL 43
IS 3
BP 222
EP 227
DI 10.1016/j.ajic.2014.11.012
PD MAR 2015
PY 2015
AB Background: Points of dispensing (PODs) are deployed for medical
   countermeasure mass dispensing. However, infection prevention and
   vaccine administration pre-event training offered and just-in-time (JIT)
   education planned for POD workers have not been assessed.
   Methods: Disaster planners were sent an online questionnaire in 2013.
   McNemar tests compared training offered to staff versus volunteers and
   pre-event training versus JIT training.
   Results: In total, 301 disaster planners participated. The most frequent
   pre-event training included hand hygiene (59.1% and 28.0%) and personal
   protective equipment (PPE) selection (52.1% and 24.1%) for staff and
   volunteers, respectively. Few provided pre-event training on the cold
   chain technique (14.8% and 5.1%) or smallpox vaccine administration
   (4.7% and 2.3%) for staff or volunteers. For all topics except smallpox
   vaccine administration, more staff than volunteers received pre-event
   training (P <.01). The most frequent planned JIT training includes hand
   hygiene (79.8% and 73.5%) and PPE selection (79.4% and 70.0%) to staff
   and volunteers. For all topics, more JIT education is planned for staff
   than volunteers (P <.001). More JIT training is planned than has been
   given pre-event for all topics (P <.001).
   Conclusion: More pre-event training is needed on infection prevention
   and vaccine administration to ensure safe and successful POD deployment.
   Copyright (C) 2015 by the Association for Professionals in Infection
   Control and Epidemiology, Inc. Published by Elsevier Inc. All rights
   reserved.
OI Loux, Travis/0000-0002-9215-0617; Rebmann, Terri/0000-0002-1338-8804
Z8 0
ZS 0
ZA 0
TC 4
ZB 1
ZR 0
Z9 4
U1 0
U2 7
SN 0196-6553
EI 1527-3296
UT WOS:000352106200003
PM 25637434
ER

PT J
AU Eid, Ahmed
   Hughes, Caren
   Karuturi, Meghan
   Reyes, Connie
   Yorio, Jeffrey
   Holmes, Holly
TI An interprofessionally developed geriatric oncology curriculum for
   hematology-oncology fellows
SO JOURNAL OF GERIATRIC ONCOLOGY
VL 6
IS 2
BP 165
EP 173
DI 10.1016/j.jgo.2014.11.003
PD MAR 2015
PY 2015
AB Objective: Because the cancer population is aging, interprofessional
   education incorporating geriatric principles is essential to providing
   adequate training for oncology fellows. We report the targeted needs
   assessment, content, and evaluation tools for our geriatric oncology
   curriculum at MD Anderson Cancer Center.
   Methods: A team comprising a geriatrician, a medical oncologist, an
   oncology PharmD, an oncology advanced nurse practitioner, and two
   oncology chief fellows developed the geriatric oncology curriculum.
   First, a general needs assessment was conducted by reviewing the
   literature and medical societies' publications and by consulting
   experts. A targeted needs assessment was then conducted by reviewing the
   fellows' evaluations of the geriatric oncology rotation and by
   interviewing fellows and recently graduated oncology faculty.
   Results: Geriatric assessment, pharmacology, and psychosocial knowledge
   skills were the three identified areas of educational need. Curriculum
   objectives and an evaluation checklist were developed to evaluate
   learners in the three identified areas. The checklist content was
   validated by consulting experts in the field. Online materials,
   including a curriculum, a geriatric pharmacology job aid, and
   pharmacology cases, were also developed and delivered as part of the
   curriculum.
   Conclusion: An interprofessional team approach was a successful method
   for identifying areas of learners' educational needs, which in turn
   helped us develop an integrated geriatric oncology curriculum. The
   curriculum is currently being piloted and evaluated. (C) 2014 Elsevier
   Ltd. All rights reserved.
Z8 0
ZB 0
ZS 0
ZR 0
TC 9
ZA 0
Z9 9
U1 0
U2 5
SN 1879-4068
EI 1879-4076
UT WOS:000351807300010
PM 25487037
ER

PT J
AU Tanner, Andrea
   Kim, Sei-Hill
   Friedman, Daniela B.
   Foster, Caroline
   Bergeron, Caroline D.
TI Promoting clinical research to medically underserved communities:
   Current practices and perceptions about clinical trial recruiting
   strategies
SO CONTEMPORARY CLINICAL TRIALS
VL 41
BP 39
EP 44
DI 10.1016/j.cct.2014.12.010
PD MAR 2015
PY 2015
AB Introduction: Although clinical trials have the potential to provide the
   most advanced medical treatments and screening options, accrual rates
   remain low among medically underserved populations. Strategies to
   enhance clinical trial recruitment are frequently undertaken without
   developing, implementing, and evaluating communication and educational
   activities. This study assesses the current clinical trial recruiting
   efforts taking place at academic medical centers in a southeastern state
   and explores principal investigators' attitudes and beliefs about how to
   successfully recruit for clinical trials, in the general population, and
   in African American and rural communities.
   Methods: An online survey was used to collect responses from clinical
   trial principal investigators working in a southeastern state's five
   main academic medical centers. Respondents were asked about their
   experience with recruitment and recruiting strategies, in general, and
   in the African American and rural communities.
   Results: Respondents said that it was most difficult to find rural
   residents to participate in clinical trials (M = 3.60, SD =.93),
   followed by the general public (M = 3.30, SD = .99) and African American
   residents (M = 3.15, SD = .99). Investigators most often reported
   personally recruiting their patients (M = 3.50, SD = 134) and through
   local doctors (M = 2.80, SD = 1.20). Principal investigators rarely
   recruit through faith-based organizations (M = 1.74, SD = 1.05), or by
   using radio (M = 1.62, SD =.90), or television ads (M = 1.42, SD =.75).
   Conclusion: Clinical trial investigators rarely communicate about
   clinical research outside of the medical setting or partner with
   community organizations or local doctors to reach individuals in
   medically undersenred communities. Study implications describe the
   importance of educating research teams about how best to promote
   clinical trial awareness and knowledge. (C) 2014 Published by Elsevier
   Inc.
RI Bergeron, Caroline D./AAD-8292-2019
OI Bergeron, Caroline D./0000-0002-7238-4213
ZS 0
ZA 0
TC 24
ZB 2
Z8 1
ZR 0
Z9 25
U1 0
U2 8
SN 1551-7144
EI 1559-2030
UT WOS:000353000500005
PM 25542611
ER

PT J
AU Nazi, Kim M.
   Turvey, Carolyn L.
   Klein, Dawn M.
   Hogan, Timothy P.
   Woods, Susan S.
TI VA OpenNotes: exploring the experiences of early patient adopters with
   access to clinical notes
SO JOURNAL OF THE AMERICAN MEDICAL INFORMATICS ASSOCIATION
VL 22
IS 2
BP 380
EP 389
DI 10.1136/amiajnl-2014-003144
PD MAR 2015
PY 2015
AB Objective To explore the experience of early patient adopters who
   accessed their clinical notes online using the Blue Button feature of
   the My HealtheVet portal.
   Methods A web-based survey of VA patient portal users from June 22 to
   September 15, 2013.
   Results 33.5% of respondents knew that clinical notes could be viewed,
   and nearly one in four (23.5%) said that they had viewed their notes at
   least once. The majority of VA Notes users agreed that accessing their
   notes will help them to do a better job of taking medications as
   prescribed (80.1%) and be better prepared for clinic visits (88.6%).
   Nine out of 10 users agreed that use of visit notes will help them
   understand their conditions better (91.8%), and better remember the plan
   for their care (91.9%). In contrast, 87% disagreed that VA Notes will
   make them worry more, and 88.4% disagreed that access to VA Notes will
   be more confusing than helpful. Users who had either contacted their
   provider or healthcare team (11.9%) or planned to (13.5%) primarily
   wanted to learn more about a health issue, medication, or test results
   (53.7%).
   Conclusions Initial assessment of the patient experience within the
   first 9 months of availability provides evidence that patients both
   value and benefit from online access to clinical notes. These findings
   are congruent with OpenNotes study findings on a broader scale.
   Additional outreach and education is needed to enhance patient
   awareness. Healthcare professionals should author notes keeping in mind
   the opportunity patient access presents for enhanced communication.
RI Woods, Susan/AIB-6705-2022; Turvey, Carolyn/
OI Turvey, Carolyn/0000-0002-8219-8676
TC 80
Z8 0
ZS 0
ZB 9
ZA 0
ZR 0
Z9 80
U1 0
U2 11
SN 1067-5027
EI 1527-974X
UT WOS:000352771500015
PM 25352570
ER

PT J
AU Purdy, Eve
   Thoma, Brent
   Bednarczyk, Joseph
   Migneault, David
   Sherbino, Jonathan
TI The use of free online educational resources by Canadian emergency
   medicine residents and program directors
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 2
BP 101
EP 106
DI 10.1017/cem.2014.73
PD MAR 2015
PY 2015
AB Introduction: Online educational resources (OERs) are increasingly
   available for emergency medicine (EM) education. This study describes
   and compares the use of free OERs by the Royal College of Physicians and
   Surgeons of Canada (RCPSC) EM residents and program directors (PDs) and
   investigates the relationship between the use of OERs and peer-reviewed
   literature.
   Methods: A bilingual, online survey was distributed to RCPSC-EM
   residents and PDs using a modified Dillman method. The chi-square test
   and Fisher's exact test were used to compare the responses of residents
   and PDs.
   Results: The survey was completed by 214/350 (61%) residents and 11/14
   (79%) PDs. Free OERs were used by residents most frequently for general
   EM education (99.5%), procedural skills training (96%), and learning to
   interpret diagnostic tests (92%). OER modalities used most frequently
   included wikis (95%), file-sharing websites (95%), e-textbooks (94%),
   and podcasts (91%). Residents used wikis, podcasts, vodcasts, and
   file-sharing websites significantly more frequently than PDs. Relative
   to PDs, residents found entertainment value to be more important for
   choosing OERs (p< 0.01). Some residents (23%) did not feel that
   literature references were important, whereas all PDs did. Both groups
   reported that OERs increased the amount of peer-reviewed literature (75%
   and 60%, respectively) that they read.
   Conclusions: EM residents make extensive use of OERs and differ from
   their PDs in the importance that they place on their entertainment value
   and incorporation of peer-reviewed references. OERs may increase the use
   of peer-reviewed literature in both groups. Given the prevalence of OER
   use for core educational goals among RCPSC-EM trainees, future efforts
   to facilitate critical appraisal and appropriate resource selection are
   warranted.
RI Purdy, Eve/K-4103-2019; Thoma, Brent/AAS-8775-2020; Thoma, Brent/ABI-2642-2020; Purdy, Eve/; Migneault, David/
OI Thoma, Brent/0000-0003-1124-5786; Purdy, Eve/0000-0002-8098-5377;
   Migneault, David/0000-0002-7242-0739
ZR 1
ZA 0
ZS 0
TC 94
ZB 2
Z8 0
Z9 95
U1 0
U2 12
SN 1481-8035
EI 1481-8043
UT WOS:000352095100001
PM 25927253
ER

PT J
AU Thoma, Brent
   Chan, Teresa
   Desouza, Natalie
   Lin, Michelle
TI Implementing peer review at an emergency medicine blog: bridging the gap
   between educators and clinical experts
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 2
BP 188
EP 191
DI 10.2310/8000.2014.141393
PD MAR 2015
PY 2015
AB Emergency physicians are leaders in the "free open-access meducation"
   (FOAM) movement. The mandate of FOAM is to create open-access education
   and knowledge translation resources for trainees and practicing
   physicians (e.g., blogs, podcasts, and vodcasts). Critics of FOAM have
   suggested that because such resources can be easily published online
   without quality control mechanisms, unreviewed FOAM resources may be
   erroneous or biased. We present a new initiative to incorporate open,
   expert, peer review into an established academic medical blog. Experts
   provided either pre- or postpublication reviews that were visible to
   blog readers. This article outlines the details of this initiative and
   discusses the potentially transformative impact of this educational
   innovation.
RI Chan, Teresa/T-6676-2017; Thoma, Brent/AAS-8775-2020; Thoma, Brent/ABI-2642-2020
OI Chan, Teresa/0000-0001-6104-462X; Thoma, Brent/0000-0003-1124-5786; 
ZB 0
ZS 0
ZA 0
TC 39
Z8 0
ZR 0
Z9 39
U1 1
U2 5
SN 1481-8035
EI 1481-8043
UT WOS:000352095100011
PM 25927262
ER

PT J
AU Chan, Teresa
   Sennik, Serena
   Zaki, Amna
   Trotter, Brendon
TI Studying with the cloud: the use of online Web-based resources to
   augment a traditional study group format
SO CANADIAN JOURNAL OF EMERGENCY MEDICINE
VL 17
IS 2
BP 192
EP 195
DI 10.2310/8000.2014.141425
PD MAR 2015
PY 2015
AB Cloud-based applications such as Google Docs, Skype, Dropbox, and
   SugarSync are revolutionizing the way that we interact with the world.
   Members of the millennial generation (those born after 1980) are now
   becoming senior residents and junior attending physicians. We describe a
   novel technique combining Internet- and cloud-based methods to digitally
   augment the classic study group used by final-year residents studying
   for the Royal College of Physicians and Surgeons of Canada examination.
   This material was developed by residents and improved over the course of
   18 months. This is an innovation report about a process for enhanced
   communication and collaboration as there has been little research to
   date regarding the augmentation of learner-driven initiatives with
   virtual resources.
RI Chan, Teresa/T-6676-2017; Trotter, Brendon/
OI Chan, Teresa/0000-0001-6104-462X; Trotter, Brendon/0000-0001-7611-6278
ZS 0
ZR 0
ZB 0
Z8 0
TC 7
ZA 0
Z9 7
U1 0
U2 6
SN 1481-8035
EI 1481-8043
UT WOS:000352095100012
PM 25927263
ER

PT J
AU Bedi, K. K.
   Hakeem, A. R.
   Dave, R.
   Lewington, A.
   Sanfey, H.
   Ahmad, N.
TI Survey of the Knowledge, Perception, and Attitude of Medical Students at
   the University of Leeds Toward Organ Donation and Transplantation
SO TRANSPLANTATION PROCEEDINGS
VL 47
IS 2
BP 247
EP 260
DI 10.1016/j.transproceed.2014.11.033
PD MAR 2015
PY 2015
AB Background. The shortage of organ donors is the key rate-limiting factor
   for organ transplantation in the United Kingdom. Many strategies have
   been proposed to increase donation; one strategy aims to improve
   awareness of organ donation and transplantation (ODT) among medical
   students. This survey seeks to investigate the knowledge, perceptions,
   and attitudes of the medical students in the United Kingdom toward ODT
   and the curriculum content.
   Methods. A 32-item online questionnaire was distributed to 957 medical
   students at the University of Leeds (October to December 2012).
   Results. There were 216 (22.6%) respondents. Students were aware of
   kidney, heart, and liver transplantation (91.6%, 88.8%, and 86.5%).
   Awareness of small intestine (36.7%) and islet of Langerhans (33.0%)
   transplantation was poor. Students understood the term "brain stem
   death" (82.3%); however, they lacked understanding of criteria used for
   brain stem death testing (75.8%). Their perceptions and attitudes were
   favorable toward ODT; 43.3% of the students were unhappy with their
   current knowledge, and 87.6% of the students agree that ODT teaching
   should be included in the curriculum.
   Conclusions. Students have a basic understanding of ODT but lack
   detailed knowledge. They accept its importance and desire further
   teaching to supplement their current knowledge to be able to understand
   the issues related to ODT.
ZS 3
ZR 0
Z8 1
ZB 9
TC 29
ZA 0
Z9 33
U1 0
U2 10
SN 0041-1345
EI 1873-2623
UT WOS:000351480600003
PM 25769557
ER

PT J
AU Andrade, Allen D.
   Anam, Ramanakumar
   Karanam, Chandana
   Downey, Pamela
   Ruiz, Jorge G.
TI An Overactive Bladder Online Self-management Program With Embedded
   Avatars: A Randomized Controlled Trial of Efficacy
SO UROLOGY
VL 85
IS 3
BP 561
EP 567
DI 10.1016/j.urology.2014.11.017
PD MAR 2015
PY 2015
AB OBJECTIVE
   To determine whether an avatar-based, online, self-management program is
   an effective therapeutic approach for women with overactive bladder
   (OAB). OAB is a highly prevalent symptom complex that significantly
   impacts health-related quality of life (HRQOL). Behavioral interventions
   can produce substantial improvement in symptoms and HRQOL. Online
   education programs offer patients with OAB an alternative to
   face-to-face self-management instruction. Evidence suggests that avatars
   (digital humans) embedded into online programs may help persuade and
   motivate patients to adopt healthy behaviors.
   METHODS
   In a 12-week, randomized, controlled trial, women (aged >55 years) with
   symptoms of OAB for at least 3 months were randomized to 2 versions of a
   3-part, online, self-management program. After collecting the baseline
   metrics, the intervention group viewed a generic avatar coach with a
   self-avatar peer mentor designed to resemble the participant, and the
   control group viewed the identical online program with voice only.
   Participants viewed part 1 at week 1 and parts 2 and 3 at week 6.
   Participants completed daily bladder diaries throughout the 12-week
   period and OAB-related outcome measures at weeks 1, 6, and 12.
   RESULTS
   Forty-one women completed the study (mean age = 61 years, standard
   deviation = 6). The analysis of covariance of week-12 outcome measures
   with the baseline as covariates demonstrated significant improvements in
   the intervention group in OAB questionnaire HRQOL (P = .02; large
   effect), 24-hour frequency (P <.001; large effect), night-time urination
   (P <.001; large effect), urgency (P <.001; large effect), and urge
   incontinence (P <.001; large effect).
   CONCLUSION
   An avatar-based intervention embedded into an online self-management
   program improved OAB HRQOL and symptoms in women. (C) 2015. Published by
   Elsevier Inc.
ZR 0
Z8 1
ZA 0
ZS 0
TC 20
ZB 2
Z9 21
U1 3
U2 23
SN 0090-4295
EI 1527-9995
UT WOS:000351942400022
PM 25586473
ER

PT J
AU Anandkumar, Sudarshan
TI Effect of Pain Neuroscience Education and dry needling on chronic elbow
   pain as a result of cyberchondria: a case report
SO PHYSIOTHERAPY THEORY AND PRACTICE
VL 31
IS 3
BP 207
EP 213
DI 10.3109/09593985.2014.989296
PD MAR 2015
PY 2015
AB This case report describes a 31-year-old male who presented with
   complaints of chronic pain in his right elbow. Detailed subjective
   examination revealed that the patient had searched Google for extensive
   online information relating to his pain, ultimately self-labeling with
   various diagnoses. After researching in YouTube, the patient
   self-treated with ice, exercises, neural mobilization, self-massage and
   taping, all resulting in a failed outcome. Clinical findings revealed
   trigger points in his right brachioradialis muscle with added symptoms
   of central pain. This is a potential first-time description of physical
   therapy management of brachioradialis myofascial pain syndrome with
   superadded central pain caused as a result of cyberchondria where the
   patient used the Internet for arriving at a wrong self-diagnosis and
   incorrect self-treatment with failed or worsening pain outcomes leading
   to pain sustenance or chronicity. Physical therapy consisted of Pain
   Neuroscience Education, dry needling and exercise therapy. The patient
   was completely pain free and fully functional at the end of the sixth
   session, which was maintained at a one-month follow-up.
ZS 0
Z8 1
TC 6
ZR 0
ZA 0
ZB 3
Z9 7
U1 0
U2 26
SN 0959-3985
EI 1532-5040
UT WOS:000352858300009
PM 25487824
ER

PT J
AU Bantan, Nadia
   Abenhaim, Haim Arie
TI Vaginal births after caesarean: What does Google think about it?
SO WOMEN AND BIRTH
VL 28
IS 1
BP 21
EP 24
DI 10.1016/j.wombi.2014.10.004
PD MAR 2015
PY 2015
AB Aim: Vaginal birth after caesarean (VBAC) is a relatively safe
   alternative to repeat caesarean birth in the proper context. This
   important decision to undergo an elective caesarean versus VBAC is
   ultimately a decision of the mother. The purpose of our study was to
   assess the quality of online information in relation to VBAC collected
   using the most common search engine: Google.
   Methods: The 10 most common hit sites for the keywords "VBAC" and
   "Vaginal birth after caesarean" were evaluated using the search engine
   Google. The quality of websites was rated based on the Silberg scale for
   accountability, the modified Abbott's criteria for presentation and the
   SMOG index for readability. The content of each website was compared to
   the Society of Obstetricians and Gynecologists of Canada (SOGC)
   guidelines for VBAC.
   Findings: 13 out of 20 identified websites met the adequate criteria for
   accountability, with 85% of the websites indicating authorship. 11
   websites were deemed aesthetically agreeable. The target audience,
   assessed by the readability score, was notably above the non-medical
   population with an average SMOG index score of 14.75. Only half of the
   websites contained recommendations, as detailed by the SOGC guidelines.
   Conclusion: Almost all sites target a higher academic level, making it
   beyond the comprehension of the general population. Woman friendly
   web-assessment tools should be provided to enable pregnant women to take
   an active role in their decision making. (C) 2014 Australian College of
   Midwives. Published by Elsevier Australia (a division of Reed
   International Books Australia Pty Ltd). All rights reserved.
Z8 0
ZB 1
TC 13
ZA 0
ZR 0
ZS 0
Z9 13
U1 0
U2 9
SN 1871-5192
EI 1878-1799
UT WOS:000352071600004
PM 25458612
ER

EF