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Brazil - Evidence-based Education: What Works?
The document discusses evidence-based education and its effectiveness in various medical training interventions, highlighting that structured approaches, reminders, and practice are crucial for improving skills. It emphasizes the significance of learner engagement and outcome-oriented training, noting that real patient-focused results, such as reduced infections and better clinical outcomes, are the ultimate measure of success. Additionally, it suggests that while some educational methods seem to work, many may not significantly impact learning or patient care, underscoring the complexity of training healthcare professionals.
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Brazil - Evidence-based Education: What Works?
- 1. EVIDENCE BASED EDUCATION - WHATWORKS? Victoria Brazil @SocraticEM
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- 8. HANDWASHING – WHATWORKS? • Taking part in any structured intervention • Combining with reminders, incentives, checklists, surveillance, audit and feedback • Repeated sessions • Assessment • Delivery using internal teams
- 9. AIRWAY MANAGEMENT –WHAT WORKS? • Taking part in any structured intervention • Combining with reminders, incentives, checklists, surveillance, audit and feedback • Repeated sessions • Assessment • Delivery using internal teams
- 10. PROCEDURAL SKILLS –WHAT WORKS? • Taking part in any structured intervention • Combining with reminders, incentives, checklists, surveillance, audit and feedback • Repeated sessions • Assessment • Delivery using internal teams
- 11. COMMUNICATION SKILLS –WHAT WORKS? • Taking part in any structured intervention • Combining with reminders, incentives, checklists, surveillance, audit and feedback • Repeated sessions • Assessment • Delivery using internal teams
- 12. ED LEADERSHIP –WHAT WORKS? • Taking part in any structured intervention • Combining with reminders, incentives, checklists, surveillance, audit and feedback • Repeated sessions • Assessment • Delivery using internal teams
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- 18. SIMULATION – WHATWORKS? Providing feedback Repetitive practice Curriculum integration Multiple learning strategies Defined outcomes
- 19. Its not ‘whether’medical education works , but ‘how’ it works
- 20. “RAPID CYCLE DELIBERATEPRACTICE”
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- 29. WHAT LAST YEAR’SSTUDENTS THOUGHT.. • “it was interactive and very realistic. A lot of things (labs, Hxs, patient information, PES) were integrated, introducing us to a more integrated approach” • “Enhanced exposure to clinical reasoning skills” • “… I felt responsible for my patients.”
- 30. EVIDENCE BASED EDUCATION –WHAT WORKS?
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- 32. PROGRESS TESTING ATMAASTRICHT Test score Year at medical school
- 33. PROGRESS TESTING ATMAASTRICHT Test score Year at medical school
- 34. PROGRESS TESTING ATMAASTRICHT Test score Year at medical school
- 35. More than 90%of your individual performance is predicted by your performance at baseline Curricular change/ different medical schools appears to make no impact
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- 37. EVALUATION • 100% ofrespondents strongly agreed “Dr Fox stimulated my thinking” • 90 % agreed that he “presented his material in organized and interesting way”
- 38. ………allowed the researchersto draw the conclusion that “style was more influential than content in providing learner satisfaction.”
- 39. EVIDENCE BASED EDUCATION –WHAT WORKS?
- 40. WHAT DO YOUMEAN ‘WORKS’? Answer:
- 41. Lucey, Acad Med2013 “Medical education today is pedagogically superb…. ……….but our collective target is wrong”
- 42. AN ASSUMPTION……. Training healthcare professionals = better at their job = better patient care
- 43. “WORKS” = PATIENTFOCUSED ENDPOINTS
- 44. Saving Money And ReducingInfections Central lines
- 47. Saving Money And ReducingInfections Training intervention $781k saved in one year Barsuk et al
- 49. 70% REDUCTION INFOETAL HYPOXIC INJURY 30 % REDUCTION IN TRANSFUSION REQUIREMENTS IN PPH “This is the first time an educational intervention has been shown to be associated with a clinically important, and sustained, improvement in perinatal outcome”
- 50. THE HEALTH PRACTITIONEROF THE 21ST CENTURY Lead in complexity, and be expert in systems and team based care Improve care through practice audit and skilled analysis of patient outcome data
- 51. SUMMARY All educational modalitiesare potentially effective or completely useless The biggest impact on learning is the learner Aim for ‘patient outcome’ endpoints for training
Editor's Notes
- #51 Personal excellence in technical and humanistic skills Mastering the scientific foundations of system performance Participating and leading team based improvement Patient focus at all times