What has changed in the evidence for early experience? Update of a BEME systematic review.

Background: We previously reviewed evidence published from 1992 to 2001 concerning early experience for healthcare undergraduates (Dornan T, Littlewood S, Margolis S, Scherpbier A, Spencer J, Ypinazar V. 2006. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review.

Surviving "Payment by Results": a simple method of improving clinical coding in burn specialised services in the United Kingdom.

Introduction: Coding inpatient episodes plays an important role in determining the financial remuneration of a clinical service. Insufficient or incomplete data may have very significant consequences on its viability. We created a document that improves the coding process in our Burns Centre.

Identification of best evidence in medical education. Case study.

Aim: Compare how different researchers performed in screening for informative evidence about medical education.

Method: Six researchers with three different levels of involvement in a systematic literature review screened articles by title and (where available) abstract, and then by reading articles they had selected in full text. The reference standard was a consensus decision to include or exclude the article in the final analysis, whose results are published elsewhere.

Early practical experience and the social responsiveness of clinical education: systematic review.

Objectives: To find how early experience in clinical and community settings ("early experience") affects medical education, and identify strengths and limitations of the available evidence.

Design: A systematic review rating, by consensus, the strength and importance of outcomes reported in the decade 1992-2001.

Data Sources: Bibliographical databases and journals were searched for publications on the topic, reviewed under the auspices of the recently formed Best Evidence Medical Education (BEME) collaboration.