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WELCOME TO: Teaching Evidence Assimilation for Collaborative Health Care

Explore evidence assimilation for optimized health care decisions and practices. Join global experts to enhance skills in evidence-based care.

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WELCOME TO: Teaching Evidence Assimilation for Collaborative Health Care

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  1. WELCOME TO: Teaching Evidence Assimilation for Collaborative Health Care

  2. TEACHING EVIDENCE ASSIMILATION FOR COLLABORATIVE HEALTHCARE ACKNOWLEDGEMENTS TEACH TEAM LIBRARIANS INTERNATIONAL ADVISORS NYAM TEAM Saadia Akhtar Louise Falzon Ian Graham Claudette Dykes-Brown Barney Eskin Pat Gallagher Jeremy Grimshaw Amy Kline Eddy Lang Pattie Mongelia Holger Schunemann Francine Leinhardt Barbara Lock John Oliver Sharon Straus Anna Pomykala Suzana Alves Silva Judy Stribling Tawana Wright Stewart Wright Rick Ziehler

  3. TEACHING EVIDENCE ASSIMILATION FOR COLLABORATIVE HEALTHCARE SPONSORSHIP Funding for this conference is made possible [in part] by Grant No. 1R13HS018607-01 from the Agency for Healthcare Research and Quality (AHRQ). The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

  4. TEACHING EVIDENCE ASSIMILATION FOR COLLABORATIVE HEALTHCARE DISCLOSURES No Faculty Disclosures Declared Generous Donation of Electronic Resources: Annals of Internal Medicine (ACP Journal Club) BMJ Group (Clinical Evidence, Evidence Based Nursing) EBSCO (Dynamed, CINAHL) McGraw-Hill-JAMA (JAMA Evidence) Wolters Kluwer (OVID, UpToDate)

  5. TEACH: EVIDENCE ASSIMILATION • GRADE: Health Care Recommendations • Knowledge Translation • Individualized Care • Policy • Adaptation/implementation • Delivery

  6. Dimensional Fragmentation • “Evidence Based Guidelines” • “Evidence Based Individual Decision Making” Eddy D. Health Affairs 2005;24:9

  7. Dimensional Fragmentation • “Flexner II” • Inadequate learner engagement in population health • Inadequate learner engagement in quality improvement Irby DM. Acad Med 2010;85:220

  8. TEACH Global Objective To facilitate harmonization of the 3 dimensions of evidence informed health care in such a way as to maximize the value of clinical research to health care policy and practice

  9. (Teaching)Evidence Assimilation • ‘Evidence-informed’ clinical policies • ‘Evidence-informed quality improvement • ‘Evidence-informed‘ individualized care

  10. A Common Skill Matrix Across Dimensions • Constructivist problem delineation • Formulating information needs • Finding the most relevant evidence • Evaluating evidence quality and importance • Evaluating relevance, interpreting applicability • Integration/assimilation

  11. Individualized Care (Track 3) • Constructed priorities • The importance of ‘narrative evidence’ • Use actual case material as content • Use Road Map to define evidence literacy • Case example: the case of paroxysmal AF

  12. KT = Evidence based QI (Track 2) • Collective (‘constructed’) problem definition • Systematically gather ‘internal’ + ‘external’ evidence • Draw on health services and implementation research • Measurable and sustainable impact • Maintain currency • Case example: Allen Hospital HF project

  13. The GRADE System (Track 1) • Special case that proves the rule • Lack of standardization in PG development • GRADE highly structured, challenging • Building in adaptability, actionability

  14. TEACH Longitudinal Program(Collaborative Health Care)

  15. TEACH Care Initiatives Conferences Educational Initiatives Home Centers New York

  16. The Wright Model • Evidence-informed QI linked to education • Multifaceted care pathways in designated clinical areas • Systematically draws on clinical evidence Wright et al . Ann Emerg Med 2008;51:80

  17. Active TEACH Projects • NYC: The Allen Hospital (Heart failure) • N Brunswick CA: St John’s Regional (Pain management) • Grand Rapids: Spectrum Health/U Michigan • Y1 Imaging for TIA • Y2 Acute brain ischemia in rural affiliates • St Lukes Health Care System-Kansas City, MO • Reduce catheter associated UTI

  18. TEACHING EVIDENCE ASSIMILATION FOR COLLABORATIVE HEALTH CARE PROGRAM- August 10, 2011 8:00amMorning Plenaries Peter Wyer MD 8:30amSeminars Track 1 GRADE Faculty Team Track 2+3 Suzana Alves Silva MD PhD Allen Hospital TEACH Project Panel 9:45am BREAK 10:00am Small Group Session 12:00pm LUNCH 1:00 pm Afternoon Plenaries Jean Slutsky PA MSPH Yngve Falck-Ytter MD 2:00 pm Work time/Special interest group meetings 3:00pm Small Group Session 5:00 pm OPENING RECEPTION

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