A Suggested Outline for Writing Curriculum Development Journal Articles: The IDCRD Format

Reznich, Christopher B.; Anderson, William A.

doi:10.1207/s15328015tlm1301_2

Cited by 23 publications

(24 citation statements)

References 8 publications

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“…The data can then be used to make appropriate adjustments to the training program and publicized to advance overall learning and promote "best practices" in trauma and mental health training. Selecting a format recommended for organizing and presenting the results of curriculum development and training interventions before implementation of training will improve the credibility of the empirical evidence for such programs (Reznich & Anderson, 2001).…”

Section: Multifaceted Training Methodsmentioning

confidence: 99%

The ISTSS/Rand Guidelines on Mental Health Training of Primary Healthcare Providers for Trauma-Exposed Populations in Conflict-Affected Countries

et al. 2006

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Mental health care for trauma-exposed populations in conflict-affected developing countries often is provided by primary healthcare providers (PHPs), including doctors, nurses, and lay health workers. The Task Force on International Trauma Training, through an initiative sponsored by the International Society for Traumatic Stress Studies and the RAND Corporation, has developed evidence- and consensus-based guidelines for the mental health training of PHPs in conflict-affected developing countries. This article presents the Guidelines, which provide a conceptual framework and specific principles for improving the quality of mental health training for PHPs working with trauma-exposed populations.

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Section: Multifaceted Training Methodsmentioning

confidence: 99%

The ISTSS/Rand Guidelines on Mental Health Training of Primary Healthcare Providers for Trauma-Exposed Populations in Conflict-Affected Countries

et al. 2006

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“…Guidelines exist for manuscript abstracts reporting various types of original research (CONSORT, [13][14][15] IDCRD, 16 PRISMA, 17 QUOROM, and STROBE 18 ) and review of these guidelines can be helpful to provide a format. There are also guidelines that exist for evaluating conference abstracts that may be informative, such as the CORE-14 guidelines for observational studies.…”

Section: The Abstract For An Original Research Studymentioning

confidence: 99%

Writing Abstracts and Developing Posters for National Meetings

Wood

2011

Journal of Palliative Medicine

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Presenting posters at national meetings can help fellows and junior faculty members develop a national reputation. They often lead to interesting and fruitful networking and collaboration opportunities. They also help with promotion in academic medicine and can reveal new job opportunities. Practically, presenting posters can help justify funding to attend a meeting. Finally, this process can be invaluable in assisting with manuscript preparation. This article provides suggestions and words of wisdom for palliative care fellows and junior faculty members wanting to present a poster at a national meeting describing a case study or original research. It outlines how to pick a topic, decide on collaborators, and choose a meeting for the submission. It also describes how to write the abstract using examples that present a general format as well as writing tips for each section. It then describes how to prepare the poster and do the presentation. Sample poster formats are provided as are talking points to help the reader productively interact with those that visit the poster. Finally, tips are given regarding what to do after the meeting. The article seeks to not only describe the basic steps of this entire process, but also to highlight the hidden curriculum behind the successful abstracts and posters. These tricks of the trade can help the submission stand out and will make sure the reader gets the most out of the hard work that goes into a poster presentation at a national meeting.

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“…13,14 Publications describing the use of team learning in large-enrollment undergraduate courses (e.g., business) suggest that the method can enable students to master desired content while promoting team communication, content application, and individual and group accountability for learning. 14 In this article, using the outline for reporting results of curriculum development proposed by Reznich and Anderson, 15 we describe the application of team learning principles in the design and execution of the EBM course in 2001. After describing details of course development and implementation, we present evidence regarding the degree to which goals were achieved of fostering student learning behaviors consistent with behaviors expected of effective practitioners of EBM.…”

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confidence: 99%

The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students

Hunt

Haidet

Coverdale

et al. 2003

Teaching and Learning in Medicine

176

119

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Background: We implemented team learning, an instructional method that fosters small-group learning, in an evidence-based medicine (EBM) course. Our goal was to align instructional methods with EBM practices. Description: Team learning provides an alternative to lectures in large-group settings. It involves out-of-class preparation followed by in-class 131The contents of this article were developed under a grant for the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not Courses in evidence-based medicine (EBM) are being introduced into medical school curricula as recognition of the value of EBM in clinical practice continues to increase. EBM refers to the regular use of the best available evidence to inform management decisions in the care of patients. The literature suggests that courses in EBM may, and often do, increase students' knowledge and use of EBM principles and concepts. 1-3 Consequently, in 1997, faculty implemented an EBM course at our institution for 2nd-year medical students not unlike EBM courses at other institutions. Nevertheless, soon after implementation, faculty and administration recognized an inconsistency between the learning strategies commonly promoted in these EBM courses and the underlying problem-solving strategies inherently espoused by EBM practices.Most instruction directed to large groups of learners, including instruction in many EBM courses, tends to place heavy emphasis on the transmission of facts. Consequently, instruction tends to relegate learners to a passive role in the learning process. Grading schemata, which often emphasize individual accountability over learning in community, tend to rely on multiple-choice examinations that reinforce students' tendency to focus their learning on "acquiring the facts needed for the test" rather than on real-life application of medical knowledge. Unlike these teaching and evaluation settings, EBM is often practiced in team settings where individuals share in problem solving and contribute to group success, in which problems are not well defined and decision makers have imperfect knowledge and in which no single best answer is readily available. 4 Over time our EBM course was redesigned with an overarching goal to "practice what was preached" by using instructional strategies shown in the literature to foster student learning behaviors closely related to the types of behaviors expected of effective practitioners of EBM. 2,4 This redesigned course specifically sought to promote individual responsibility and accountability for independent, out-of-class learning of core concepts and to promote group responsibility for collaborative, in-class learning through solving of real-world problems.Recent trends in medical education suggest that this goal for an EBM course is philosophically sound but pragmatically difficult. 5 During the past 15 to 20 years, significant changes have been made at...

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A Suggested Outline for Writing Curriculum Development Journal Articles: The IDCRD Format

Cited by 23 publications

References 8 publications

The ISTSS/Rand Guidelines on Mental Health Training of Primary Healthcare Providers for Trauma-Exposed Populations in Conflict-Affected Countries

The ISTSS/Rand Guidelines on Mental Health Training of Primary Healthcare Providers for Trauma-Exposed Populations in Conflict-Affected Countries

Writing Abstracts and Developing Posters for National Meetings

The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students

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