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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
Teaching evidence-based medical care: description and evaluation.
R Grad1, A C Macaulay, M Warner
1Herzl Family Practice Centre. McGill University, Montreal, Quebec, Canada. roland.grad@mcgill.ca
This seminar series enhanced residents' ability to find and use evidence-based information for clinical decision-making. Residents improved skills in formulating questions, searching literature, and applying findings into practice.
Area of Science:
- Medical Education
- Evidence-Based Practice
- Continuing Medical Education
Background:
- Seminar series aimed to improve residents' evidence-based practice skills.
- Focus on seeking and applying evidence to clinical questions.
Purpose of the Study:
- Evaluate a seminar series' impact on resident learning.
- Assess changes in information-seeking behavior and skill.
Main Methods:
- Needs assessment and post-course questionnaires administered to residents.
- Measured changes in skills related to evidence-based practice over time.
- Assessed preferred information sources for clinical problem-solving.
Main Results:
- Residents showed significant improvement in formulating clinical questions and searching for evidence.
- Skills in appraising evidence and incorporating findings into practice increased.
- Shift in information preference from textbooks to secondary sources like 'Best Evidence'.
Conclusions:
- The seminar series successfully enhanced first-year family practice residents' skills.
- Residents improved in integrating clinical problems with evidence-based information for healthcare decisions.
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