Development and pilot testing of an online case-based approach to shared decision making skills training for clinicians.

Background: Although research suggests that patients prefer a shared decision making (SDM) experience when making healthcare decisions, clinicians do not routinely implement SDM into their practice and training programs are needed. Using a novel case-based strategy, we developed and pilot tested an online educational program to promote shared decision making (SDM) by primary care clinicians.

Methods: A three-phased approach was used: 1) development of a conceptual model of the SDM process; 2) development of an online teaching case utilizing the Design A Case (DAC) authoring template, a well-tested process used to create peer-reviewed web-based clinical cases across all levels of healthcare training; and 3) pilot testing of the case.

Integrating telemedicine instruction into the curriculum: expanding student perspectives of the scope of clinical practice.

We have developed a telemedicine elective for fourth-year medical students to learn about the delivery of primary care telemedicine. The goals were to expose medical students to telemedicine as a method for delivery of primary care and to reinforce the importance of doctor-patient communication during the health-care encounter. The elective lasted four weeks.

Learning outcomes from a biomedical research course for second year osteopathic medical students.

Background: A ubiquitous dilemma in medical education continues to be whether and how to integrate research competencies into the predoctoral curriculum. Understanding research concepts is imbedded in the six core competencies for physicians, but predoctoral medical education typically does not explicitly include research education. In an effort to quickly report academic research findings to the field, this is the second in a series of articles reporting the outcomes of a research education initiative at one college of osteopathic medicine.

Biomedical research competencies for osteopathic medical students.

Background: Without systematic exposure to biomedical research concepts or applications, osteopathic medical students may be generally under-prepared to efficiently consume and effectively apply research and evidence-based medicine information in patient care. The academic literature suggests that although medical residents are increasingly expected to conduct research in their post graduate training specialties, they generally have limited understanding of research concepts.With grant support from the National Center for Complementary and Alternative Medicine, and a grant from the Osteopathic Heritage Foundation, the University of North Texas Health Science Center (UNTHSC) is incorporating research education in the osteopathic medical school curriculum.

Human factors in primary care telemedicine encounters.

Traditional delivery of primary care takes place in a face-to-face transaction between provider and patient. In telemedicine, however, the transaction is 'filtered' by the distance and technology. The potential problem of filtered communication in a telemedicine encounter was examined from a human factors perspective.

Barriers, strategies, and lessons learned from complementary and alternative medicine curricular initiatives.

Fifteen U.S. academic programs were the recipients of a National Center for Complementary and Alternative Medicine R25 Education Grant Program to introduce curricular changes in complementary and alternative medicine (CAM) in their institutions.

"Coming about!"--a faculty workshop on teaching beliefs.

Background: The role of faculty in academic health care centers is changing rapidly. Identifying and examining personal teaching beliefs and values can help faculty members improve their performance and change the way in which they view their roles as educators.

Description: A structured, 2-h workshop is detailed in this paper.

Creating sustainable curricular change: lessons learned from an alternative therapies educational initiative.

The authors describe the process by which a curriculum was developed to introduce complementary and alternative medicine topics at multiple levels from health professional students to faculty, as part of a five-year project, funded by a grant from the National Institutes of Health, at the University of Texas Medical Branch in Galveston, Texas, from 2001 to 2005. The curriculum was based on four educational goals that embrace effective communication with patients, application of sound evidence, creation of patient-centered therapeutic relationships, and development of positive perspectives on wellness. The authors analyze the complex and challenging process of gaining acceptance for the curriculum and implementing it in the context of existing courses and programs.

Lessons learned from complementary and integrative medicine curriculum change in a medical school.

Objectives: This paper describes a pilot study that examined lessons learned from the introduction of complementary and alternative medicine (CAM) elements into a medical school curriculum.

Methods: A qualitative approach was selected as a first step in evaluating the phenomenological experience of introducing the CAM Educational Project in 2000-05. In 2005, semi-structured interviews were conducted with faculty staff and graduating students who had participated in all 4 years of the CAM Project.

Measuring what medical students think about complementary and alternative medicine (CAM): a pilot study of the complementary and alternative medicine survey.

With increasing national and international support for the development of Complementary and Alternative Medicine (CAM) curricula in American medical schools, it is essential to measure what learners know and believe about CAM in order to assess outcomes of new teaching efforts. This paper describes the development and initial results of a survey designed for those purposes. The survey is constructed so that earlier single-institution studies of students' attitudes toward CAM topics, preferred ways of learning about CAM, and students' use of CAM therapies for self-care might be replicated and extended.

Relating student performance on a family medicine clerkship with completion of Web cases.

Background And Objectives: This study's goal was to determine if completing Web cases improved students' performance on clerkship assessments.

Methods: We compared scores on preceptor evaluations, National Board of Medical Examiners (NBME) Subject Exam, and a standardized patient (SP)-based exam using ANCOVA for students choosing to complete assigned cases versus students not completing the assignment. We controlled for prior academic performance and clerkship timing using US Medical Licensing Exam (USMLE) Step 1 scores and rotation order.

Student perspectives on the integration of interactive Web-based cases into a family medicine clerkship.

Background: Web-based methods are increasingly used to educate medical students; several clerkships now use Web-based cases to supplement students' clinical experiences. However, few studies have reported on students' responses to specific features of interactive Web-based cases.

Description: We developed an online template to author Web cases and created eight cases.

Perspectives on the patient-provider relationship in primary-care telemedicine.

This discussion outlines the rationale for considering the importance of the patient-provider relationship in primary care telemedicine. Although connectivity issues and cost effectiveness will continue to be necessary areas of discussion in the delivery of telemedicine, the patient- provider relationship, "filtered" by distance and technology, is equally important. Enhancing patient-provider communication in a telemedicine encounter should be at the center of the next set of research questions, and the focus of this discussion.

Student Perceptions of the Professional Behavior of Faculty Physicians.

This study was conducted to obtain a baseline understanding of the professional behavior of clinical faculty physicians from the medical students' perspective. Students completed a professionalism evaluation of supervising faculty at the end of each required third-year clerkship over a one year period. Results were analyzed by specific behaviors and across clerkships.

Community preceptors' attitudes toward and practices of complementary and alternative medicine: a Texas survey.

To assess attitudes toward and practices of complementary and alternative medicine (CAM) in Texas, a survey was developed and sent to 143 community preceptor physicians in September 2001. The results of the survey represent what the physicians of Texas believe about CAM as a practice and about the relationship of CAM to the medical community. Results indicate that the concept of CAM is relatively well accepted, continuing education is enthusiastically accepted, and support for medical school education is strong; however, physicians also report concerns over the attitudes of their colleagues toward CAM as well as a wide range of concerns about CAM therapy in general.

Clinical performance assessment and interactive video teleconferencing: an iterative exploration.

Background: The direct observation of students in authentic settings by faculty provides valuable feedback on performance and helps ensure mastery of clinical skills.

Description: We explored the use of interactive video technology (IVT) as a way of involving community preceptors as raters on a clinical performance exam for 3rd-year students after their family medicine clerkship. Family medicine preceptors, from locations in their communities, observed students on campus conduct interviews and physical exams of standardized patients and then interacted with them during their case presentations.

Self-directed learning: looking at outcomes with medical students.

Background And Objectives: Self-directed learning (SDL) skills are thought to be associated with lifelong learning. This study assessed the degree of readiness for SDL in third-year medical students who participated in a problem-based learning (PBL) curriculum during thefirst 2 years of medical school.

Methods: A total of 182 third-year medical students at the University of Texas Medical Branch at Galveston were given the Self-directed Learning Readiness Scale (SDLRS).