Electronic Knowledge Resources and Point-of-Care Learning: A Scoping Review.

Purpose: The authors sought to summarize quantitative and qualitative research addressing electronic knowledge resources and point-of-care learning in a scoping review.

Method: The authors searched MEDLINE, Embase, PsycINFO, and the Cochrane Database for studies addressing electronic knowledge resources and point-of-care learning. They iteratively revised inclusion criteria and operational definitions of study features and research themes of interest.

Information needs of generalists and specialists using online best-practice algorithms to answer clinical questions.

Objective: To better understand clinician information needs and learning opportunities by exploring the use of best-practice algorithms across different training levels and specialties.

Methods: We developed interactive online algorithms (care process models [CPMs]) that integrate current guidelines, recent evidence, and local expertise to represent cross-disciplinary best practices for managing clinical problems. We reviewed CPM usage logs from January 2014 to June 2015 and compared usage across specialty and provider type.

A comprehensive information technology system to support physician learning at the point of care.

MayoExpert is a multifaceted information system integrated with the electronic medical record (EMR) across Mayo Clinic's multisite health system. It was developed as a technology-based solution to manage information, standardize clinical practice, and promote and document learning in clinical contexts. Features include urgent test result notifications; models illustrating expert-approved care processes; concise, expert-approved answers to frequently asked questions (FAQs); a directory of topic-specific experts; and a portfolio for provider licensure and credentialing.

Getting maintenance of certification to work: a grounded theory study of physicians' perceptions.

Importance: Despite general support for the goals of maintenance of certification (MOC), concerns have been raised about its effectiveness, relevance, and value.

Objective: To identify barriers and enabling features associated with MOC and how MOC can be changed to better accomplish its intended purposes.

Design, Setting, And Participants: Grounded theory focus group study of 50 board-certified primary care and subspecialist internal medicine and family medicine physicians in an academic medical center and outlying community sites.

Value and process of curbside consultations in clinical practice: a grounded theory study.

Objectives: To clarify the value and process of the curbside consultation and identify ways to optimize this activity.

Participants And Methods: We conducted 13 focus groups at an academic medical center and outlying community sites (September 2011 to January 2013), involving a purposive sample of 54 primary care and subspecialist internal medicine and family medicine physicians. Focus group discussions were transcribed and then analyzed using a constant comparative approach to identify benefits, liabilities, mechanisms, and potential improvements related to curbside consultations.

Features of effective medical knowledge resources to support point of care learning: a focus group study.

Objective: Health care professionals access various information sources to quickly answer questions that arise in clinical practice. The features that favorably influence the selection and use of knowledge resources remain unclear. We sought to better understand how clinicians select among the various knowledge resources available to them, and from this to derive a model for an effective knowledge resource.

Barriers and decisions when answering clinical questions at the point of care: a grounded theory study.

Importance: Answering clinical questions affects patient-care decisions and is important to continuous professional development. The process of point-of-care learning is incompletely understood.

Objective: To understand what barriers and enabling factors influence physician point-of-care learning and what decisions physicians face during this process.