[ { "key": "EX53AA52", "version": 121, "library": { "type": "group", "id": 253833, "name": "Feedback and Assessment", "links": { "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/253833/items/EX53AA52", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/EX53AA52", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Eppich et al.", "parsedDate": "2015-11", "numChildren": 1 }, "data": { "key": "EX53AA52", "version": 121, "itemType": "journalArticle", "title": "Structuring Feedback and Debriefing to Achieve Mastery Learning Goals", "creators": [ { "creatorType": "author", "firstName": "Walter J.", "lastName": "Eppich" }, { "creatorType": "author", "firstName": "Elizabeth A.", "lastName": "Hunt" }, { "creatorType": "author", "firstName": "Jordan M.", "lastName": "Duval-Arnould" }, { "creatorType": "author", "firstName": "Viva Jo", "lastName": "Siddall" }, { "creatorType": "author", "firstName": "Adam", "lastName": "Cheng" } ], "abstractNote": "Mastery learning is a powerful educational strategy in which learners gain knowledge and skills that are rigorously measured against predetermined mastery standards with different learners needing variable time to reach uniform outcomes. Central to mastery learning are repetitive deliberate practice and robust feedback that promote performance improvement. Traditional health care simulation involves a simulation exercise followed by a facilitated postevent debriefing in which learners discuss what went well and what they should do differently next time, usually without additional opportunities to apply the specific new knowledge. Mastery learning approaches enable learners to \"try again\" until they master the skill in question. Despite the growing body of health care simulation literature documenting the efficacy of mastery learning models, to date insufficient details have been reported on how to design and implement the feedback and debriefing components of deliberate-practice-based educational interventions. Using simulation-based training for adult and pediatric advanced life support as case studies, this article focuses on how to prepare learners for feedback and debriefing by establishing a supportive yet challenging learning environment; how to implement educational interventions that maximize opportunities for deliberate practice with feedback and reflection during debriefing; describing the role of within-event debriefing or \"microdebriefing\" (i.e., during a pause in the simulation scenario or during ongoing case management without interruption), as a strategy to promote performance improvement; and highlighting directions for future research in feedback and debriefing for mastery learning.", "publicationTitle": "Academic Medicine: Journal of the Association of American Medical Colleges", "publisher": "", "place": "", "date": "Nov 2015", "volume": "90", "issue": "11", "section": "", "partNumber": "", "partTitle": "", "pages": "1501-1508", "series": "", "seriesTitle": "", 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"https://api.zotero.org/groups/253833/items/7TSU3EGR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/7TSU3EGR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Warm", "parsedDate": "2003-04-15", "numChildren": 1 }, "data": { "key": "7TSU3EGR", "version": 120, "itemType": "journalArticle", "title": "Night and day", "creators": [ { "creatorType": "author", "firstName": "Eric J.", "lastName": "Warm" } ], "abstractNote": "", "publicationTitle": "Annals of Internal Medicine", "publisher": "", "place": "", "date": "Apr 15, 2003", "volume": "138", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "683-684", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Ann. Intern. Med.", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1539-3704", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 12693895", "tags": [ { "tag": "Adaptation, Psychological", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Internship and Residency", "type": 1 }, { "tag": "Physician-Patient Relations", "type": 1 }, { "tag": "Work Schedule Tolerance", "type": 1 } ], "collections": [ "6RAD7UPC" ], "relations": {}, "dateAdded": "2015-10-26T12:00:25Z", "dateModified": "2015-10-26T12:00:25Z" } }, { "key": "QWG3QFMZ", "version": 120, "library": { "type": "group", "id": 253833, "name": "Feedback and Assessment", "links": { "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/253833/items/QWG3QFMZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/QWG3QFMZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Warm and Romer", "parsedDate": "2003-10", "numChildren": 1 }, "data": { "key": "QWG3QFMZ", "version": 120, "itemType": "journalArticle", "title": "Introducing end-of-life care into the University of Cincinnati Internal Medicine Residency Program", "creators": [ { "creatorType": "author", "firstName": "Eric J.", "lastName": "Warm" }, { "creatorType": "author", "firstName": "Anna L.", "lastName": "Romer" } ], "abstractNote": "", "publicationTitle": "Journal of Palliative Medicine", "publisher": "", "place": "", "date": "Oct 2003", "volume": "6", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "809-820", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Palliat Med", "DOI": "10.1089/109662103322515400", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1096-6218", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 14622468", "tags": [ { "tag": "Curriculum", "type": 1 }, { "tag": "Education, Medical, Graduate", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Internal Medicine", "type": 1 }, { "tag": "Internship and Residency", "type": 1 }, { "tag": "Ohio", "type": 1 }, { "tag": "Program Development", "type": 1 }, { "tag": "Program Evaluation", "type": 1 }, { "tag": "Terminal Care", "type": 1 } ], "collections": [ "6RAD7UPC" ], "relations": {}, "dateAdded": "2015-10-26T12:00:25Z", "dateModified": "2015-10-26T12:00:25Z" } }, { "key": "23SPD4P6", "version": 120, "library": { "type": "group", "id": 253833, "name": "Feedback and Assessment", "links": { "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/253833/items/23SPD4P6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/23SPD4P6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Warm", "parsedDate": "2007-11", "numChildren": 1 }, "data": { "key": "23SPD4P6", "version": 120, "itemType": "journalArticle", "title": "Diabetes and the chronic care model: a review", "creators": [ { "creatorType": "author", "firstName": "Eric J.", "lastName": "Warm" } ], "abstractNote": "There is a significant gap between evidence-based diabetes care and actual care delivery. The Chronic Care Model (CCM) was developed to bridge this gap and translate scientific knowledge directly to the care of patients. The CCM is a primary care based framework that identifies the essential elements of high quality chronic disease care. It includes attention to self-management support, delivery system design, decision support, information technology, community linkages, and the health care organization as a whole. This review will describe these elements and provide evidence for their use in improving diabetes care. Evidence for the CCM as a whole will also be presented.", "publicationTitle": "Current Diabetes Reviews", "publisher": "", "place": "", "date": "Nov 2007", "volume": "3", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "219-225", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Curr Diabetes Rev", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1573-3998", "archive": "", "archiveLocation": "", "shortTitle": "Diabetes and the chronic care model", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 18220676", "tags": [ { "tag": "Chronic Disease", "type": 1 }, { "tag": "Decision Support Techniques", "type": 1 }, { "tag": "Delivery of Health Care", "type": 1 }, { "tag": "Diabetes Mellitus", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Models, Biological", "type": 1 }, { "tag": "Patient Education as Topic", "type": 1 }, { "tag": "Self Care", "type": 1 }, { "tag": "Social Support", "type": 1 } ], "collections": [ "6RAD7UPC" ], "relations": {}, "dateAdded": "2015-10-26T12:00:25Z", "dateModified": "2015-10-26T12:00:25Z" } }, { "key": "7RZ6RTJX", "version": 120, "library": { "type": "group", "id": 253833, "name": "Feedback and Assessment", "links": { "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/253833/items/7RZ6RTJX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/7RZ6RTJX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Warm et al.", "parsedDate": "2008-07", "numChildren": 1 }, "data": { "key": "7RZ6RTJX", "version": 120, "itemType": "journalArticle", "title": "The ambulatory long-block: an accreditation council for graduate medical education (ACGME) educational innovations project (EIP)", "creators": [ { "creatorType": "author", "firstName": "Eric J.", "lastName": "Warm" }, { "creatorType": "author", "firstName": "Daniel P.", "lastName": "Schauer" }, { "creatorType": "author", "firstName": "Tiffiny", "lastName": "Diers" }, { "creatorType": "author", "firstName": "Bradley R.", "lastName": "Mathis" }, { "creatorType": "author", "firstName": "Yvette", "lastName": "Neirouz" }, { "creatorType": "author", "firstName": "James R.", "lastName": "Boex" }, { "creatorType": "author", "firstName": "Gregory W.", "lastName": "Rouan" } ], "abstractNote": "INTRODUCTION: Historical bias toward service-oriented inpatient graduate medical education experiences has hindered both resident education and care of patients in the ambulatory setting.\nAIM: Describe and evaluate a residency redesign intended to improve the ambulatory experience for residents and patients.\nSETTING: Categorical Internal Medicine resident ambulatory practice at the University of Cincinnati Academic Health Center.\nPROGRAM DESCRIPTION: We created a year-long continuous ambulatory group-practice experience separated from traditional inpatient responsibilities called the long block as an Accreditation Council for Graduate Medical Education Educational Innovations Project. The practice adopted the Chronic Care Model and residents received extensive instruction in quality improvement and interprofessional teams.\nPROGRAM EVALUATION: The long block was associated with significant increases in resident and patient satisfaction as well as improvement in multiple quality process and outcome measures. Continuity and no-show rates also improved.\nDISCUSSION: An ambulatory long block can be associated with improvements in resident and patient satisfaction, quality measures, and no-show rates. Future research should be done to determine effects of the long block on education and patient care in the long term, and elucidate which aspects of the long block most contribute to improvement.", "publicationTitle": "Journal of General Internal Medicine", "publisher": "", "place": "", "date": "Jul 2008", "volume": "23", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "921-926", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Gen Intern Med", "DOI": "10.1007/s11606-008-0588-y", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1525-1497", "archive": "", "archiveLocation": "", "shortTitle": "The ambulatory long-block", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 18612718\nPMCID: PMC2517908", "tags": [ { "tag": "Accreditation", "type": 1 }, { "tag": "Ambulatory Care", "type": 1 }, { "tag": "Education, Medical, Graduate", "type": 1 }, { "tag": "Humans", 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J. Med.", "DOI": "10.1016/j.amjmed.2013.08.021", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1555-7162", "archive": "", "archiveLocation": "", "shortTitle": "The Educational Innovations Project", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 24262727", "tags": [ { "tag": "Accreditation", "type": 1 }, { "tag": "Community Health Services", "type": 1 }, { "tag": "Education, Medical, Graduate", "type": 1 }, { "tag": "Hospitals", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Patient Care", "type": 1 }, { "tag": "Professional Competence", "type": 1 }, { "tag": "Schools, Medical", "type": 1 } ], "collections": [ "6RAD7UPC" ], "relations": {}, "dateAdded": "2015-10-26T12:00:25Z", "dateModified": "2015-10-26T12:00:25Z" } }, { "key": "CTW6MNBV", "version": 120, "library": { "type": "group", "id": 253833, "name": "Feedback and Assessment", "links": { "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/253833/items/CTW6MNBV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/CTW6MNBV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Peterson et al.", "parsedDate": "2014-06", "numChildren": 1 }, "data": { "key": "CTW6MNBV", "version": 120, "itemType": "journalArticle", "title": "Medical specialty boards can help measure graduate medical education outcomes", "creators": [ { "creatorType": "author", "firstName": "Lars E.", "lastName": "Peterson" }, { "creatorType": "author", "firstName": "Peter", "lastName": "Carek" }, { "creatorType": "author", "firstName": "Eric S.", "lastName": "Holmboe" }, { "creatorType": "author", "firstName": "James C.", "lastName": "Puffer" }, { "creatorType": "author", "firstName": "Eric J.", "lastName": "Warm" }, { "creatorType": "author", "firstName": "Robert L.", "lastName": "Phillips" } ], "abstractNote": "U.S. graduate medical education (GME) training institutions are under increasing scrutiny to measure program outcomes as a demonstration of accountability for the sizeable funding they receive from the federal government. The Accreditation Council for Graduate Medical Education (ACGME) is a potential agent of measuring GME accountability but has no interaction with physicians after residency training is completed. American Board of Medical Specialty (ABMS) member boards interact with physicians throughout their careers through maintenance of certification (MOC) and are a potential source of valuable data on physician competency and quality of care, both of which could be used to measure GME accountability.The authors propose that ABMS boards and the ACGME deepen their existing relationship to better assess residency training outcomes. ABMS boards have a wealth of data on physicians collected as a by-product of MOC and business operations. Further, many ABMS boards collect practice demographics and scope-of-practice information through MOC enrollment surveys or recertification examination questionnaires. These data are potentially valuable in helping residencies know what their graduates are doing in practice. Part 4 of MOC generally involves assessment of the quality of care delivered in practice, and ABMS boards could share these deidentified data with the ACGME and residency programs to provide direct feedback on the practice outcomes of graduates.ABMS member boards and the ACGME should broaden their long-standing relationship to further develop shared roles and data-sharing mechanisms to better inform residencies and the public about GME training outcomes.", "publicationTitle": "Academic Medicine: Journal of the Association of American Medical Colleges", "publisher": "", "place": "", "date": "Jun 2014", "volume": "89", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "840-842", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Acad Med", "DOI": "10.1097/ACM.0000000000000250", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1938-808X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 24871232", "tags": [ { "tag": "Accreditation", "type": 1 }, { "tag": "Certification", "type": 1 }, { "tag": "Clinical Competence", "type": 1 }, { "tag": "Data Collection", "type": 1 }, { "tag": "Education, Medical, Graduate", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Interdisciplinary Communication", "type": 1 }, { "tag": "Internship and Residency", "type": 1 }, { "tag": "Specialty Boards", "type": 1 }, { "tag": "United States", "type": 1 } ], "collections": [ "6RAD7UPC" ], "relations": {}, "dateAdded": "2015-10-26T12:00:25Z", "dateModified": "2015-10-26T12:00:25Z" } }, { "key": "ZXUEG2AR", "version": 120, "library": { "type": "group", "id": 253833, "name": "Feedback and Assessment", "links": { "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/253833/items/ZXUEG2AR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feedback_and_assessment/items/ZXUEG2AR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Zafar et al.", "parsedDate": "2014-10", "numChildren": 1 }, "data": { "key": "ZXUEG2AR", "version": 120, "itemType": "journalArticle", "title": "Connecting resident education to patient outcomes: the evolution of a quality improvement curriculum in an internal medicine residency", "creators": [ { "creatorType": "author", "firstName": "Muhammad A.", "lastName": "Zafar" }, { "creatorType": "author", "firstName": "Tiffiny", "lastName": "Diers" }, { "creatorType": "author", "firstName": "Daniel P.", "lastName": "Schauer" }, { "creatorType": "author", "firstName": "Eric J.", "lastName": "Warm" } ], "abstractNote": "As part of the Accreditation Council for Graduate Medical Education's Next Accreditation System, residency programs must connect resident-physician education to improved patient care outcomes. Residency training programs, however, face multiple obstacles in doing so. Results from residency quality improvement (QI) curricula tend to show improvement in simple process-based measures but not in more complex outcomes of care such as diabetes or blood pressure control. In this article, the authors describe the evolution of their QI educational program for internal medicine residents at the University of Cincinnati Medical Center within the structure of a novel training model called the Ambulatory Long Block. They discuss a resident-run project that led to reduced rates of patients with uncontrolled diabetes as an example of improvement in outcome measures. Despite favorable results from that particular resident group, the successful intervention did not spread practice-wide. Using this example, they detail the phases of evolution and lessons learned from their curriculum from 2006 to 2014 within a framework of previously published general principles for successful QI education, including those of exemplary care and learning sites. Successful programs require leadership, faculty expertise and mentorship, data management, learner buy-in, and patient engagement. Their experience will hopefully be of help to others as they attempt to simultaneously improve care and education. Further research and innovation are needed in this area, including optimizing strategies for strengthening resident-driven projects through partnership with nursing, allied health, and longitudinally engaged faculty members.", "publicationTitle": "Academic Medicine: Journal of the Association of American Medical Colleges", "publisher": "", "place": "", "date": "Oct 2014", "volume": "89", "issue": "10", "section": "", "partNumber": "", "partTitle": "", "pages": "1341-1347", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Acad Med", "DOI": "10.1097/ACM.0000000000000424", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1938-808X", "archive": "", "archiveLocation": "", "shortTitle": "Connecting resident education to patient outcomes", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "PMID: 25054419", "tags": [ { "tag": "Curriculum", "type": 1 }, { "tag": "Diabetes Mellitus", "type": 1 }, { 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