Do anaesthetists believe their teaching is evidence-based?

Background: Knowledge translation (KT) and evidence-based practice are widely referenced in clinical medicine, with parallel calls for clinical teaching to better reflect best educational practice. How clinical teachers use medical education theory and evidence is largely unknown.

Aims: To explore anaesthetists' attitudes to clinical teaching and medical education theory and evidence: whether they use it, what sources they access and attitudes to possible barriers to its use.

Preparedness for internship: a survey of new interns in a large Victorian health service.

Objective: To gain better understanding of the work-preparedness of new interns and identify areas where further training and education should be provided.

Design: Surveys of new interns assessing self-reported confidence and preparedness for tasks commonly undertaken without direct supervision. The first survey was undertaken before the cohort had started work, the second once they had completed their second intern rotation.

Development of a multi-source feedback tool for consultant anaesthetist performance.

The process of development, and implementation, of a multi-source feedback tool for consultant anaesthetists is described. Rater groups included the anaesthetist-in-charge, anaesthetic assistants, anaesthetic trainees and, for some, the nurse-in-charge of the floor. Multiple items were developed to rate consultant behaviour, especially non-technical aspects of behaviour, and used across some or all of the rater groups.

Prevalence, predictors, and outcomes of early adherence after starting or changing antiretroviral therapy.

The objectives of this research were to assess prevalence and predictors of early antiretroviral therapy adherence using multiple indicators and to estimate effects of early adherence on subsequent HIV viral load and CD4+ lymphocyte responses. Study subjects were adults with HIV infection referred to an antiretroviral therapy-monitoring clinic for initiation or change in therapy between March 1998 and June 1999. The design was a prospective observational cohort involving baseline interview followed by 30 days of electronic adherence monitoring (MEMS), 30-day interview, and follow-up viral load at 1, 3, and 6 months.