Abstract:
OBJECTIVES:To assess the impact of a written cognitive aid on expressed clinical reasoning and quantity and the accuracy of information transfer during resident doctor handover. METHODS:This study was a randomised controlled trial in an academic paediatric intensive care unit (PICU) of 20 handover events (10 events per group) from residents in their first PICU rotation using a written handover cognitive aid (intervention) or standard practice (control). Before rounds, an investigator generated a reference standard of the handover event by completing a handover aid. Resident handovers were then audio-recorded and transcribed by a blinded research assistant. The content of this transcript was inserted into a blank handover aid. A blinded content expert scored the quantity and accuracy of the information in this aid according to predetermined criteria and these information scores (ISs) were compared with the reference standard. The same expert also blindly scored the transcripts in five domains of clinical reasoning and effectiveness: (i) effective summary of events; (ii) expressed understanding of the care plan; (iii) presentation clarity; (iv) organisation; (v) overall handover effectiveness. Differences between intervention and control groups were assessed using the Mann-Whitney test and multivariate linear regression. RESULTS:The intervention group had total ISs that more closely approximated the reference standard (81% versus 61%; p < 0.01). The intervention group had significantly higher clinical reasoning scores when compared by total score (21.1 versus 15.9 points; p = 0.01) and in each of the five domains. No difference was observed in the duration of handover between groups (7.4 versus 7.7 minutes; p = 0.97). CONCLUSIONS:Using a novel scoring system, our simple handover cognitive aid was shown to improve information transfer and resident expression of clinical reasoning without prolonging the handover duration.
journal_name
Med Educjournal_title
Medical educationauthors
Weiss MJ,Bhanji F,Fontela PS,Razack SIdoi
10.1111/medu.12212subject
Has Abstractpub_date
2013-08-01 00:00:00pages
832-41issue
8eissn
0308-0110issn
1365-2923journal_volume
47pub_type
杂志文章,随机对照试验abstract::In 1979, the College of Medicine, Lagos, Nigeria embarked on a new curriculum, which places more emphasis on primary health care in line with the needs of the country. This paper discusses one aspect of the primary health care course, family planning, which involves teaching a practical subject to a large number of st...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1986.tb01040.x
更新日期:1986-01-01 00:00:00
abstract:CONTEXT:Although communication with patients is essential to health care, education designed to develop patient-centred communication often ignores patients' voices. Patient stories may offer a means to explore patient experiences to inform patient-centred communication skills education design. OBJECTIVES:Our research...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13612
更新日期:2018-07-01 00:00:00
abstract:CONTEXT:Admissions interviews are unreliable and have poor predictive validity, yet are the sole measures of non-cognitive skills used by most medical school admissions departments. The low reliability may be due in part to variation in conditional reliability across the rating scale. OBJECTIVES:To describe an empiric...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2006.02634.x
更新日期:2007-01-01 00:00:00
abstract:CONTEXT:Language is one of the primary modalities for teaching and learning in the health professions in contexts ranging from the more formal teaching relationships of medical school to the guided practice of trainees through continuing education and the deliberate practice of lifelong learning. Yet linguistic analysi...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13944
更新日期:2019-12-01 00:00:00
abstract::There is national and international interest in increasing the community-based component of undergraduate medical education, but more research is needed on its potential, practicability and effectiveness. The objective of the study was to examine the feasibility and efficacy of general practitioners teaching basic cli...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1997.00678.x
更新日期:1997-09-01 00:00:00
abstract::How contract learning may be used in the introduction to clinical medicine is described, with the goal to develop and enhance self-directed learning skills and attitudes of first- and second-year medical students. Essential tasks associated with successful self-directed learning are cited, and the contract method is d...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1983.tb01458.x
更新日期:1983-07-01 00:00:00
abstract::This paper outlines one component, the project, which in 4 years became an integral part of the Human Ecology course at the Department of Community Medicine at the University of Glasgow. Although it is to be retained in some form, it would seem that the full potential of the device for medical undergraduates has not b...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1984.tb01012.x
更新日期:1984-07-01 00:00:00
abstract:CONTEXT:Medical schools are increasingly using novel tools to select applicants. The UK Clinical Aptitude Test (UKCAT) is one such tool and measures mental abilities, attitudes and professional behaviour conducive to being a doctor using constructs likely to be less affected by socio-demographic factors than traditiona...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13082
更新日期:2016-10-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.14033
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1988.tb00801.x
更新日期:1988-11-01 00:00:00
abstract:APPROACH:Theme-oriented discourse analysis looks at how language constructs professional practice. Recordings of naturally occurring interactions are transcribed and combined with ethnographic knowledge. Analytic themes drawn primarily from sociology and linguistics shed light on how meaning is negotiated in interactio...
journal_title:Medical education
pub_type: 杂志文章
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2012.04332.x
更新日期:2012-10-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2004.01755.x
更新日期:2004-02-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1981.tb02640.x
更新日期:1981-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2002.01176.x
更新日期:2002-05-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12289
更新日期:2013-12-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.14287
更新日期:2020-10-01 00:00:00
abstract:CONTEXT:Each clinical encounter represents an amazing series of psychological events: perceiving the features of the situation; quickly accessing relevant hypotheses; checking for signs and symptoms that confirm or rule out competing hypotheses, and using related knowledge to guide appropriate investigations and treatm...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/j.1365-2923.2007.02924.x
更新日期:2007-12-01 00:00:00
abstract:BACKGROUND:Although several studies (Anat Sci Educ, 8 [6], 525, 2015) have shown that computer-based anatomy programs (three-dimensional visualisation technology [3DVT]) are inferior to ordinary physical models (PMs), the mechanism is not clear. In this study, we explored three mechanisms: haptic feedback, transfer-app...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13683
更新日期:2018-11-01 00:00:00
abstract::Educational programmes for family practice should develop family counselling skills of students to moderate levels of competence. Few specific training programmes are part of the regular curriculum and of these few are evaluated. Twenty-three residents enrolled in a 2-year family practice programme in Toronto, Canada ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1990.tb02656.x
更新日期:1990-09-01 00:00:00
abstract::At the mid-term test in Part I Physiology at the University of Zagreb the students (n = 280) were graded by our standard pass level (SPL) arbitrarily set at 54% correct answers (SPL = 0.54). The test consisted of 50 items of the one best answer type. Items were selected from the pool by one examiner to conform, by his...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1994.tb02552.x
更新日期:1994-09-01 00:00:00
abstract:CONTEXT:The function of medical school entities that determine student advancement or dismissal has gone largely unexplored. The decision making of 'academic progress' or student promotions committees is examined using a theoretical framework contrasting ethics of justice and care, with roots in the moral development w...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13280
更新日期:2017-06-01 00:00:00
abstract:CONTEXT:The study of expertise in medical education has a long history of success. Researchers have identified and elaborated on many dimensions of expert performance. In part, this success has derived from researchers' ability to effectively isolate the dimensions and explore each separately. Although this deconstruct...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2011.04032.x
更新日期:2011-09-01 00:00:00
abstract:BACKGROUND:Distance learning has been advocated increasingly as a modern efficient method of teaching surgery. Efficiency of knowledge transfer and validity of web-based courses have not been subjected to rigorous study to date. METHODS:An entirely web-based surgical 5-week lecture course was designed. Fifty per cent ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2006.02669.x
更新日期:2007-02-01 00:00:00
abstract:INTRODUCTION:Despite the wealth of literature surrounding communication curricula within medical education, there is a lack of in-depth research into medical students' perceptions of communication skills assessment. This study aims to address this gap in the research literature. METHODS:Five focus group discussions we...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2002.01300.x
更新日期:2002-09-01 00:00:00
abstract:PURPOSE:To establish which personal and contextual factors are predictive of successful outcomes in postgraduate medical education. METHOD:We performed a follow-up study of 118 doctors on a postgraduate occupational health training programme on the management of mental health problems. The following personal and conte...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2004.01846.x
更新日期:2004-07-01 00:00:00
abstract:INTRODUCTION:We describe the steps taken to develop an appropriate list of 'clinical problems' used to define the content of the objective structured clinical examination (OSCE) component of the Professional and Linguistic Assessments Board (PLAB) examination. METHOD:A blueprint and list of 255 clinical problems was c...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2000.00553.x
更新日期:2000-07-01 00:00:00
abstract::At the University of Queensland all medical students in their fifth year rotate through a 2-week attachment to a general practitioner tutor as part of the course in community practice. As a means of learning from this experience each student records information in a log diary on seventy-five consecutive patients seen,...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1984.tb00976.x
更新日期:1984-03-01 00:00:00
abstract:CONTEXT:The primary goal of discussing patient cases during the morning report is to teach appropriate clinical decision making. In addition, the selection of the best diagnostic strategy and application of evidence-based patient care are important. Reducing hospital costs is fundamental to controlling inflation in hea...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12152
更新日期:2013-07-01 00:00:00
abstract:CONTEXT:Recent studies suggest that self-explanation (SE) while diagnosing cases fosters the development of clinical reasoning in medical students; however, the conditions that optimise the impact of SE remain unknown. The example-based learning framework justifies an exploration of students' use of their own SEs combi...
journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/medu.12623
更新日期:2015-02-01 00:00:00