Dear all -
I teach an EBM/PBL (Practice Based Learning & Improvement) course for
second and third year U.S. psychiatry residents and have been mulling
over how to evaluate the impact of my teaching on resident knowledge and
EBM-related skills. While the more distal behavior is of most interest
to me (i.e. do they actually apply this in patient care?) I am holding
off on that until we have an electronic medical record in place that
will allow some feasible way to audit practice.
I have been reviewing instruments and guided by a systematic review
(Shaneyfelt T, Baum KD, Bell D, et al. Instruments for Evaluating
Education in Evidence-Based Practice: A Systematic Review. JAMA.
2006;296(9):1116-1127) have been looking at the Fresno. I have queried
two psychiatry educators on adaptations they have made to the Fresno
vignettes to make this instrument relevant for adult psychiatry
residents....is there anyone on this list who is aware of other such
adaptations of Fresno or the Berlin instrument?
I have also been considering a multiple choice assessment focused on
clinical epi/biostats knowledge (as used in the very interesting article
by Windish DM, Huot SJ, Green ML. Medicine Residents' Understanding of
the Biostatistics and Results in the Medical Literature. JAMA.
2007;298(9):1010-1022). While this does not get at EBM skills in a
broader sense, it has advantages as a way to get a sense of whether
there is minimal proficiency in biostats (althougn I would take issue
with a couple of the items on this score).
I would welcome specific or more general comments and look forward to
seeing those of you who will be at TEBM (Oxford) next month...
Thanks,
Vinod Srihari
--
Vinod H. Srihari, MD
Assistant Professor
Department of Psychiatry
Yale University School of Medicine
Director, Specialized Treatment in Early Psychosis (STEP)
www.clinicaltrials.gov ID: NCT00309452
Staff Psychiatrist
Connecticut Mental Health Center (CMHC)
Phone (203) 974-7816
Fax (203) 974-7052
Mail: 34 Park Street
CMHC
New Haven, CT 06519
U.S.A.
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