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Related Concept Videos

Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
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Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Experiential Learning: Perceptions of Traditional vs Accelerated PA Students in Course-Integrated Quality Improvement

Rachel L O Olson, Brittany Strelow, Ashley Noelke

  • 1Div. of Community Internal Medicine, Geriatrics, and Palliative Medicine, Mayo Clinic, 200 1st St. SW, Rochester, MN 55905, USA. olaughlin.danielle@mayo.edu.

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Summary
This summary is machine-generated.

This study integrated evidence-based medicine (EBM) and quality improvement (QI) into PA education. Students positively perceived the course, with accelerated students reporting greater benefits, enhancing their preparedness for patient care.

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Published on: February 19, 2021

Area of Science:

  • Medical Education
  • Evidence-Based Medicine
  • Quality Improvement

Background:

  • Quality medical practice necessitates evidence-based medicine (EBM), yet its integration into medical education alongside research and quality improvement (QI) is infrequent.
  • This study addresses the gap by implementing and evaluating a novel EBM course within a physician assistant (PA) program.

Purpose of the Study:

  • To present a curricular course design integrating EBM and QI into PA education.
  • To assess PA students' perceptions of the implemented course.
  • To compare perceptions between traditional and accelerated PA student cohorts.

Main Methods:

  • A faculty-developed EBM course incorporated student participation in QI projects.
  • Validated survey instruments assessed student perceptions of discovery, collaboration, cognitive ownership, and global outcomes.
  • Student perceptions were compared between traditional (4-year undergraduate) and accelerated (3+2 pathway) cohorts.

Main Results:

  • All students completed QI projects, achieving Quality Academy Bronze certification, with over 56.4% earning Silver certification.
  • 36.2% of student projects were published in peer-reviewed journals.
  • Overall student perception of experiential impact was positive (83.3% 'true'), with accelerated students reporting higher agreement with most prompts compared to traditional students.

Conclusions:

  • The EBM and QI integrated course successfully met educational objectives, enhancing students' resumes and future career prospects.
  • The educational strategies presented can be extrapolated to other healthcare professions.
  • Accelerated students reported greater perceived benefits, potentially due to prior life experiences influencing their engagement.