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R esident E ducator D evelopment

R esident E ducator D evelopment. The RED Program A Residents-as-Teachers Curriculum Developed by Heather A. Thompson, MD. The RED Program. Team Leadership How to Teach at the Bedside The Microskills Model: Teaching during Oral Presentations How to Teach EBM The Ten Minute Talk

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R esident E ducator D evelopment

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  1. ResidentEducatorDevelopment The RED Program A Residents-as-Teachers Curriculum Developed by Heather A. Thompson, MD

  2. The RED Program • Team Leadership • How to Teach at the Bedside • The Microskills Model: Teaching during Oral Presentations • How to Teach EBM • The Ten Minute Talk • Effective Feedback • Professionalism • Patient Safety and Medical Errors

  3. How to Teach EBM:Search Strategies, Critical Appraisal of an Article, Educational Rx Developed by Brad Benson, MD

  4. EBM in Action • Residents often review journal articles with their team as part of their educational activity on the wards. • However, at times we have trouble finding the an appropriate paper that addresses our specific question, and is statistically sound. • And once we find an appropriate article, we need to be able to evaluate that article and determine the strength of the evidence.

  5. EBM in Action • This module will specifically address these two issues: • Search Strategies • Critical Appraisal • This module will also cover a tool to facilitate EBM on the wards: the Educational Rx.

  6. Useful Search Strategies Clinical question: How do I treat herpes stomatitis in children?

  7. All of the papers on Medline RCT’s and SR’s and Meta-analyses

  8. Generating Your Own Filters On Ovid Medline

  9. Methodologic Filters Increase Yield and Decrease Search Time!

  10. EBM:Visual Tool For Teaching Critical Appraisal Of The Randomized Controlled Trial

  11. Objectives • 1) The learner will draw a flow diagram of a randomized controlled trial and label the five common points where bias or design flaws are found. • 2) The learner will recall at least one question at each of the 5 critical points to stimulate discovery of potential biases or problems in the study design.

  12. Objectives • 3) The learner will recall the “5 C’s” that are sources of potential bias during the follow-up period of a RCT • 4) The learner will increase confidence level in the ability critically appraise a randomized controlled trial.

  13. Educational Rx • While conducting work rounds or presenting patients, clinical questions will come up time and again. • “In a hospitalized medical patient, what is the best strategy for preventing a DVT?” • “What is the best treatment for preventing contrast-induced nephropathy—fluids, n-acetylcysteine, bicarb?” • “What are the usual admission criteria for community acquired pneumonia?”

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