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Related Concept Videos

Methods of Documentation V: CBE01:23

Methods of Documentation V: CBE

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Charting by Exception, or CBE, is a method of documentation used in healthcare, particularly in nursing, that focuses on documenting only significant or abnormal findings rather than recording every detail. This approach aims to streamline the documentation process, improve efficiency, and ensure that healthcare providers can quickly identify deviations from normalcy in patient assessments.
In CBE, healthcare professionals establish predefined standards of practice that define what constitutes...
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Methods of Documentation VI: Case Management Model01:15

Methods of Documentation VI: Case Management Model

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The case management model is a multidisciplinary approach that involves healthcare professionals from diverse disciplines, such as physicians, nurses, therapists, social workers, and pharmacists, working collaboratively to address the various needs of patients. Each healthcare professional brings unique expertise and perspectives, contributing to a more comprehensive understanding of the patient's condition and tailoring treatment plans accordingly.
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Methods of Documentation II: POMR01:26

Methods of Documentation II: POMR

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The Problem-Oriented Medical Record (POMR) revolutionized medical record-keeping by introducing a systematic approach focusing on the patient's problems rather than merely listing symptoms. Dr. Lawrence Weed's introduction of this method in the 1960s marked a significant advancement in medical documentation. The POMR framework consists of four key components: the database, problem list, plan of care, and progress notes.
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Crossover Experiments01:16

Crossover Experiments

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Crossover experiments, also called the repeated-measurements design, is a study design in which all experimental units are exposed to all treatments in different periods. Crossover experiments are generally used in psychology, the pharmaceutical industry, agriculture, and medicine.
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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
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Competency based medical education implementation at the institutional level: A cross-discipline comparative program

Heather Braund1,2, J Damon Dagnone3, Andrew K Hall4,5

  • 1Department of Biomedical and Molecular Sciences and School of Medicine, Queen's University, Kingston, Ontario, Canada.

Medical Teacher
|August 5, 2024
PubMed
Summary
This summary is machine-generated.

Competency-based medical education (CBME) implementation revealed shared challenges like assessment burden, alongside program-specific variations in entrustable professional activities and feedback quality. This experience can guide future CBME initiatives.

Keywords:
Competency-based medical educationpostgraduate medical educationprogram evaluation

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Area of Science:

  • Medical Education
  • Postgraduate Training
  • Healthcare Professional Development

Background:

  • Early adoption of Competency-Based Medical Education (CBME) by a postgraduate institution provided a unique setting to analyze implementation data.
  • Institutional factors were kept constant to isolate program-specific experiences with CBME.

Purpose of the Study:

  • To describe participants' experiences with CBME implementation across various residency programs.
  • To identify common themes and program-specific variations in the enactment of CBME.

Main Methods:

  • Evaluation of eight residency programs at a Canadian academic institution.
  • Involved 175 participants: program leaders, faculty, and residents.
  • Three-phase study: intended implementation, enacted implementation, and comparison to inform adaptations.

Main Results:

  • Six key themes emerged from the thematic analysis of program findings.
  • A universal need for ongoing CBME refinement was highlighted, alongside tensions like increased assessment burden.
  • Disparate experiences were noted regarding entrustable professional activities, entrustment anchors, and feedback quality.

Conclusions:

  • CBME implementation presented both cross-program successes and significant challenges.
  • The findings offer valuable insights for other institutions implementing and evaluating CBME programs.