Teaching and evaluating point of care learning with an internet-based clinical-question portfolio

Journal of Continuing Education in the Health Professions

Volumn 29, Issue 4, 2009, Pages 209-219

  Green, Michael L ^a   Reddy, Siddharta G ^b   Holmboe, Eric ^b  

^a YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^b AMERICAN BOARD OF INTERNAL MEDICINE   (United States)

Author keywords

Evaluation; Evidence based practice; Point of care; Portfolio; Reflection

Indexed keywords

ARTICLE; CERTIFICATION; EDUCATION; INTERNAL MEDICINE; INTERNET; LEARNING; MEDICAL EDUCATION; METHODOLOGY; QUESTIONNAIRE; TEACHING; UNITED STATES;

CERTIFICATION; EDUCATION, MEDICAL, CONTINUING; EDUCATIONAL MEASUREMENT; INTERNAL MEDICINE; INTERNET; LEARNING; QUESTIONNAIRES; TEACHING; UNITED STATES;

EID: 74949141318     PISSN: 08941912     EISSN: 1554558X     Source Type: Journal    
DOI: 10.1002/chp.20039     Document Type: Article

References (40)

1. Slotnick HB. How doctors learn: physicians' self-directed learning episodes. Acad Med. 1999;74(10):1106-1117.
2. Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing physician performance.Asystematic review of the effect of continuing medical education strategies. JAMA. 1995;274(9):700-705.
3. Davis DA, Thomson MA, Oxman AD, Haynes RB. Evidence for the effectiveness of CME.Areview of 50 randomized controlled trials [see comments]. JAMA. 1992;268(9):1111-1117.
4. Campbell C, Parboosingh J, Gondocz T, Babitskaya G, Pham B. A study of the factors that influence physicians' commitments to change their practices using learning diaries. Acad Med. 1999;74(10)(suppl): S34-S36.
5. Campbell C, Parboosingh J, Gondocz T, Babitskaya G, Pham B. Study of the factors influencing the stimulus to learning recorded by physicians keeping a learning portfolio. J Contin Educ Health Prof. 1999; 19(1):16-24.
6. Reckase MD. Portfolio assessment: a theoretical estimate of score reliability. Educ Meas Issues Pract. 1995;14(1):12-14, 31.
7. Campbell C, Gondocz T, Parboosingh J. Documenting and managing self-directed learning among specialists. Ann R Coll Phys Surg Can. 1995;28:80-84.
8. Campbell CM, Parboosingh JT, Gondocz ST, et al. Study of physicians' use of a software program to create a portfolio of their selfdirected learning. Acad Med. 1996;71(10)(suppl):S49-S51.
9. Fung MF, Walker M, Fung KF, et al. An Internet-based learning portfolio in resident education: the KOALA multicentre programme. Med Educ. 2000;34(6):474-479.
10. Crowley SD, Owens TA, Schardt CM, et al. A Web-based compendium of clinical questions and medical evidence to educate internal medicine residents. Acad Med. 2003;78(3):270-274.
11. Green ML. Evaluating evidence-based practice. In: Holmboe ES, Hawkins RE, eds. A Practical Guide to the Evaluation of Clinical Competence. Philadelphia, PA: Mosby-Elsevier; 2008.
12. Moore DE. How physicians learn and how to design learning experiences for them: an approach based on an interpretive review of the evidence. In: Hager M, Russel S, Fletcher SW, eds. Continuing Education in the Health Professions: Improving Healthcare Through Lifelong Learning, Proceedings of a conference sponsored by the Josiah Macy, Jr. Foundation; 2007 November 28- December 1; Bermuda. New York, NY: Josiah Macy, Jr. Foundation; 2008.
13. Smith CS, Morris M, Francovich C, Hill W, Gielselman F. A qualitative study of resident learning in ambulatory clinic. Adv Health Sci Educ. 2004;9:93-105.
14. Schon DA. Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass; 1987.
15. Straus SE, Richardson WS, Glasziou P, Haynes RB. Evidence-Based Medicine: How to Practice and Teach EBM. 3rd ed. Edinburgh, United Kingdom: Elsevier; 2005.
16. Mann K, Gordon J, Macleod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ. 2009;14(4):595-621.
17. Wakefield JG. Commitment to change: exploring its role in changing physician behavior through continuing education. J Contin Educ Health Prof. 2004;24(4):197-204.
18. Dolcourt JL. Commitment to change: a strategy for promoting educational effectiveness. J Contin Educ Health Prof. 2000;20(3): 156-163.
19. Jones DL. Viability of the commitment-for-change evaluation strategy in continuing medical education. Acad Med. 1990;65(9 Suppl): S37-S38.
20. Mazmanian PE, Daffron SR, Johnson RE, Davis DA, Kantrowitz MP. Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change. Acad Med. 1998;73(8):882-886.
21. Purkis IE. Commitment for changes: an instrument for evaluating CME courses. J Med Educ. 1982;57(1):61-63.
22. Mamede S, Schmidt HG. The structure of reflective practice in medicine. Med Educ. 2004;38(12):1302-1308.
23. Mathers NJ, Challis MC, Howe AC, Field NJ. Portfolios in continuing medical education-effective and efficient? Med Educ. 1999;33(7): 521-530.
24. Royal College of Physicians and Surgeons of Canada. Continuous Professional. Development Program Guide. http://rcpsc.medical.org/opd/cpd/prog-guide_e.pdf. Accessed July, 2009.
25. Parboosingh J. Learning portfolios: potential to assist health professionals with self-directed learning. J Contin Educ Health Prof. 1996;16(2):75-81.
26. Guglielmino LM. Development of the self-directed learning readiness scale. Diss Abstr Int. 1977;38:6467A. http://www.lpasdlrs.com/main.html. Accessed July, 2009.
27. Villanueva EV, Burrows EA, Fennessy PA, Rajendran M, Anderson JN. Improving question formulation for use in evidence appraisal in a tertiary care setting: a randomised controlled trial. BMC Med Inform Decis Mak. 2001;1(1):4.
28. Cabell CH, Schardt C, Sanders L, Corey GR, Keitz SA. Resident utilization of information technology. J Gen Intern Med. 2001;16(12): 838-844.
29. Rosenberg WM, Deeks J, Lusher A, Snowball R, Dooley G, Sackett D. Improving searching skills and evidence retrieval. J R Coll Physicians Lond. 1998;32(6):557-563.
30. Booth A, O'Rourke AJ, Ford NJ. Structuring the pre-search reference interview: a useful technique for handling clinical questions. Bull Med Libr Assoc. 2000;88(3):239-246.
31. Straus SE, Ball C, Balcombe N, Sheldon J, McAlister FA. Teaching evidence-based medicine skills can change practice in a community hospital. J Gen Intern Med. 2005;20(4):340-343.
32. Campbell NC, Murray E, Darbyshire J, et al. Designing and evaluating complex interventions to improve health care. Br Med J. 2007;334(7591): 455-459.
33. Holmboe ES, Meehan TP, Lynn L, Doyle P, Sherwin T, Duffy FD. Promoting physicians' self-assessment and quality improvement: the ABIM diabetes practice improvement module. J Contin Educ Health Prof. 2006;26(2):109-119.
34. Richardson WS, Wilson MC. On questions background and foreground. Evid Based Healthc Newsl. Nov. 1997(November 6):6.
35. Richardson WS, Wilson MC, Nishikawa J, Hayward RS. The wellbuilt clinical question: a key to evidence-based decisions [editorial]. ACP J Club. 1995;123(3):A12-A13.
36. Geertsma RH, Parker RC, Jr., Whitbourne SK. How physicians view the process of change in their practice behavior. J Med Educ. 1982; 57(10)(Pt 1):752-761.
37. Means SP. How family physicians use information sources. In: Green JS, Grosswald SJ, Suter E, Walthall DB, eds. Continuing Education for the Health Professions. San Francisco: Jossey-Bass; 1984.
38. Putnam RW, Campbell D. Competence. In: Fox RD, Mazmanian PE, Putnam RW, eds. Changing and Learning in the Lives of Physicians. New York, NY: Praeger; 1989.
39. Garcia R, Newsom R. Learning and change among emergency physicians. J Contin Educ Health Prof. 1996;16(1):33-41.
40. Pathman DE, Konrad TR, Freed GL, Freeman VA, Koch GG. The awareness-to-adherence model of the steps to clinical guideline compliance. The case of pediatric vaccine recommendations. Med Care. 1996;34(9):873-889.