About the interesting SI joints...
Musculoskeletal and Orthopedic MRI: Shape of the Sacroiliac Joint: Man with psoriasis Systemic diseases can have osteoarticular manifestations. A classic set of diseases that can manifest in the region...
Sunday, July 29, 2012
Wednesday, April 18, 2012
Tuesday, April 17, 2012
Future of postgraduate med education
This project is a consortium of different colleges of education
They created 10 recommendations and transformative actions
http://www.afmc.ca/future-of-medical-education-in-canada/
I liked the 7th recommendation: "develop,support and recognize clinical teachers"
Interesting-such a big document, but the microphones were open for any inputs or comments. Good how things are built here.
How to implement this? A speaker commented on the need of sharing resources to focus on specific topic depending on what one group pr hierarchic level may work on- altogether the objectives will be achieved.
The hidden curriculum of teachers was touched- after students evaluation and their feedback,negative results may affect future promotion -hoe the university support that? Also what about the time to teach not considered as relevant as the clinical?
What about specialties residents-how to distribute them and use them? Has to do with radiology residents.
Nice reflection and work on med education and social repercussion of that.
They created 10 recommendations and transformative actions
http://www.afmc.ca/future-of-medical-education-in-canada/
I liked the 7th recommendation: "develop,support and recognize clinical teachers"
Interesting-such a big document, but the microphones were open for any inputs or comments. Good how things are built here.
How to implement this? A speaker commented on the need of sharing resources to focus on specific topic depending on what one group pr hierarchic level may work on- altogether the objectives will be achieved.
The hidden curriculum of teachers was touched- after students evaluation and their feedback,negative results may affect future promotion -hoe the university support that? Also what about the time to teach not considered as relevant as the clinical?
What about specialties residents-how to distribute them and use them? Has to do with radiology residents.
Nice reflection and work on med education and social repercussion of that.
Workshop Patient safety and post grad education
Dr A Nakajima Dr V Neira Dr N Caccia
This is a topic 100%present in practice
"CPSI"
-www.patientsafetyinstitute.ca
Reflection on the Relation between six domains of patient safety and the CanMed competencies model for students- which are required for each domain of pat safety?
Would it be necessary to have a specific competency on that?
Disclosure- what do we tell things to the patients? How? What is harm?:impairement
http://www.patientsafetyinstitute.ca/english/toolsresources/disclosure/pages/default.aspx
A change in terminology complicated even more the discussion: interpretation of certain words...
Are we teaching that?
Definitions...pat safety incident
-harmful incident
-not harmful incident
-near miss:it did not reach the patient
Exercise of disclosure-we created a module of education about pat safety
Video in open school inst. health improvement about consequences
http://www.ihi.org/offerings/ihiopenschool/Pages/default.aspx
Interesting and very useful workshop. Heavy framework based on stablished documents and definitions. The practical exercise proved the value of those concepts, although I think one do not need to be limited by them do have some initiative on pat safety education.
This is a topic 100%present in practice
"CPSI"
-www.patientsafetyinstitute.ca
Reflection on the Relation between six domains of patient safety and the CanMed competencies model for students- which are required for each domain of pat safety?
Would it be necessary to have a specific competency on that?
Disclosure- what do we tell things to the patients? How? What is harm?:impairement
http://www.patientsafetyinstitute.ca/english/toolsresources/disclosure/pages/default.aspx
A change in terminology complicated even more the discussion: interpretation of certain words...
Are we teaching that?
Definitions...pat safety incident
-harmful incident
-not harmful incident
-near miss:it did not reach the patient
Exercise of disclosure-we created a module of education about pat safety
Video in open school inst. health improvement about consequences
http://www.ihi.org/offerings/ihiopenschool/Pages/default.aspx
Interesting and very useful workshop. Heavy framework based on stablished documents and definitions. The practical exercise proved the value of those concepts, although I think one do not need to be limited by them do have some initiative on pat safety education.
Workshop:deconstructing communication
Dr M Gomes Dr R Padmore
-Possible serious Consequences of comm breakdown!
Nejm 91 - adverse events fiest paper on consequences
N Zealand -comm errors are a result of systemic problems. Comm problems involv both transmission and reception (as in communication theory)
Deconstruction of comm
-what is the specific process?
-when it starts and finishes?
-which are the comm steps?
- where are possible flaws?
-how to improve it and make it safe?
-Com failures in OR:observation classf recurrent types and effects
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1743897/pdf/v013p00330.pdf
-occasion fail-situation or context of comm-wrong moment
-content fail-lack or inaccuracy of info
-purpose-why the comm happenrd if nothing was done?purpose is unclear
-audience fail-gaps in composition of group engaged in the comm
-eval of preop checklist 2008 Lingard
Improved results of communication?
How to improve: Briefing?Checklist? Debriefing? Three diff tactics
-2/3 of com failure did not cause Immediate result-but encourages migration from a safety zone to a dangerous zone in which BAD results are very probable
Model-trapezium at the circus - four points to close the loop safelly(both hands of two artists)
-Possible serious Consequences of comm breakdown!
Nejm 91 - adverse events fiest paper on consequences
N Zealand -comm errors are a result of systemic problems. Comm problems involv both transmission and reception (as in communication theory)
Deconstruction of comm
-what is the specific process?
-when it starts and finishes?
-which are the comm steps?
- where are possible flaws?
-how to improve it and make it safe?
-Com failures in OR:observation classf recurrent types and effects
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1743897/pdf/v013p00330.pdf
-occasion fail-situation or context of comm-wrong moment
-content fail-lack or inaccuracy of info
-purpose-why the comm happenrd if nothing was done?purpose is unclear
-audience fail-gaps in composition of group engaged in the comm
-eval of preop checklist 2008 Lingard
Improved results of communication?
How to improve: Briefing?Checklist? Debriefing? Three diff tactics
-2/3 of com failure did not cause Immediate result-but encourages migration from a safety zone to a dangerous zone in which BAD results are very probable
Model-trapezium at the circus - four points to close the loop safelly(both hands of two artists)
CCME - Workshop on Diagnostic reasoning
Great facilitator's job (Dr Fisher and Dr Rolfson- U Alberta)
The analytic x non-analytic (intuitive) lines of though and their interaction towards the diagnostic reasoning.
What makes an expert - Model - After the detection of the problem context, has the ability of rendering a core knowledge to formulate questions and solve them through an internal model of "scripts", searching a "best-fit" interactively - all this is in the "intuitive" side of the thought - when a true doubt appears that toggles or signal the analytic component, which will look for a solution and feedback it to the non-analytical part, until there is a satisfactory solution. An expert does that in the most efficient and shortest way, using only sufficient and necessary elements for the decision (therefore optimizing the time of this whole process)
Heuristics - "rules of the thumb" - shortcuts to the solution. They are embedded with bias and possible errors, and although they are the key of a fast solution, care should be taken to minimize the risks
Some other concepts such as Syntax of the problem and Semantics of the information were also discussed, and it culminated in practical interesting role-playing examples in the room.
This was a top workshop...
I think that an approach through reasons of probability and predictive values and the dance of sensitivities/specificities and pattern recognition we do in radiology is also another nice model of diagnostic reasoning. Fist time I heard that was in med school (5th year) through our internal medicine teacher Dr Francisco Aguiar. His explanation was so simple and clear that the concept was learned at once, imprinted and never more forgotten.
The analytic x non-analytic (intuitive) lines of though and their interaction towards the diagnostic reasoning.
What makes an expert - Model - After the detection of the problem context, has the ability of rendering a core knowledge to formulate questions and solve them through an internal model of "scripts", searching a "best-fit" interactively - all this is in the "intuitive" side of the thought - when a true doubt appears that toggles or signal the analytic component, which will look for a solution and feedback it to the non-analytical part, until there is a satisfactory solution. An expert does that in the most efficient and shortest way, using only sufficient and necessary elements for the decision (therefore optimizing the time of this whole process)
Heuristics - "rules of the thumb" - shortcuts to the solution. They are embedded with bias and possible errors, and although they are the key of a fast solution, care should be taken to minimize the risks
Some other concepts such as Syntax of the problem and Semantics of the information were also discussed, and it culminated in practical interesting role-playing examples in the room.
This was a top workshop...
I think that an approach through reasons of probability and predictive values and the dance of sensitivities/specificities and pattern recognition we do in radiology is also another nice model of diagnostic reasoning. Fist time I heard that was in med school (5th year) through our internal medicine teacher Dr Francisco Aguiar. His explanation was so simple and clear that the concept was learned at once, imprinted and never more forgotten.
Monday, April 16, 2012
Number of physicians in Canada x origin
Debrj Das BMSc U Alberta
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