Assessing Evidence-Based Dermatology and Evidence-Based Internal Medicine Curricula in US Residency Training Programs

Dellavalle, Robert P.; Stegner, Deborah L.; Deas, Ann M.; Hester, Eric J.; McCeney, Michael H.; Crane, Lori A.; Schilling, Lisa M.

doi:10.1001/archderm.139.3.369

Cited by 16 publications

(16 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…15 This review focuses on the clinical and analytic epidemiology, which is most pertinent to a dermatologist reading, interpreting, and critically examining the literature. As evidence-based medicine (EBM) is an important application of dermatoepidemiologic principles to clinical decision making, 16,17 its overview is presented as a starting point for further study.…”

Section: Why Study Epidemiology?mentioning

confidence: 99%

Dermatoepidemiology

Barzilai¹,

Freiman²,

Dellavalle³

et al. 2005

Journal of the American Academy of Dermatology

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Why Study Epidemiology?mentioning

confidence: 99%

Dermatoepidemiology

Barzilai¹,

Freiman²,

Dellavalle³

et al. 2005

Journal of the American Academy of Dermatology

Self Cite

View full text Add to dashboard Cite

show abstract

“…En Medicina resulta indispensable la participación de otras disciplinas y una de las más importantes es la bioestadística y cada vez es más necesario recurrir a literatura basada en demostraciones estadísticas para llevar a cabo una adecuada práctica clínica, pero muchas veces la comprensión de la Medicina basada en evidencia (MBE) representa un reto para la mayoría de los prestadores de salud (1,2).…”

Section: Introductionunclassified

“…La actitud de los residentes frente a la MBE fue evaluada en un estudio realizado a nivel nacional en los Estados Unidos. A pesar de que los residentes de medicina interna eran evaluados frecuentemente sobre la aplicación de MBE, estos catalogaron como insuficientes sus conocimientos (1).…”

Section: Introductionunclassified

Validación cultural de un instrumento para medir el nivel de conocimiento de bioestadística

Espinoza

Garcés²

2016

Rev Med Hered

View full text Add to dashboard Cite

a RESUMENObjetivo: Realizar la validación cultural y analizar la fiabilidad de un cuestionario para medir el nivel de conocimientos en bioestadística. Material y método: El cuestionario fue inicialmente traducido al castellano por 3 traductores, y seguidamente retraducido al inglés. Las traducciones y retraducciones fueron analizadas midiendo la correlación y el grado de acuerdo entre ellas. Posteriormente un comité de expertos construyó un documento de consenso y luego se evaluó el grado de comprensibilidad en 30 sujetos. Finalmente, se realizó el test -retest para evaluar fiabilidad del documento validado. Resultados: La correlación entre las parejas de traducciones del inglés al castellano fue r s = 0,21; r s = 0,25 y r s = 0,90 (p<0,05). El grado de acuerdo entre las parejas de traducciones del inglés al castellano fue Kappa = -0,08 (p=0,08), Kappa = 0,67 (p < 0,0000), y Kappa = 0,58 (p < 0.0000). La correlación entre las parejas de retraducciones del castellano al inglés fue r s = 0,97 (p < 0,0000), r s = -0,03 (p=0,70) y r s = 0,18 (p=0,03). El grado de acuerdo entre las parejas de retraducciones del castellano al inglés fue Kappa = 1, Kappa = 0, y Kappa = 0 (p < 0,05). El documento de consenso probó ser comprensible en un 82% (IC al 95% de 80,2 a 83,2%). El test-retest en dos periodos mostró un r p = 0,94 (p< 0,0000). Conclusiones: La adaptación cultural del cuestionario de conocimientos en bioestadística dio origen a un documento final de alta confiabilidad y comprensibilidad.PALABRAS CLAVE: Validación, bioestadística, estudios de validación, conocimiento. (Fuente: DeCS BIREME). SUMMARY Objective:To make the cultural validation and measure the reliability of a questionnaire which will assess level of knowledge of bio-statistics. Methods: The questionnaire was initially translated to Spanish by 3 translators. Then each translation was retranslated to English. The translations and re-translations were assessed by correlation and measure of agreement. A committee of experts built a consensus document and afterwards degree of comprehension was assessed on a 30 subject group. Finally a test/re-test was done in order to assay the temporal stability of the instrument. Results: The correlation between the couples of translations from English to Spanish was r s = 0.21, r s = 0.25 y r s = 0.90 (p < 0.05). The degree of agreement between the couples of translations from English to Spanish was Kappa = -0.08 (p=0.08), Kappa = 0.67 (p < 0.0000), y Kappa = 0.58 (p < 0.0000). The correlations between couples of re-translations from Spanish to English was r s = 0.97 (p < 0.0000), r s = -0.03 (p=0.70) y r s = 0.18 (p=0.03). The degree of agreement between the couples of re-translations from Spanish to English was Kappa = 1.0 (p = 0.00), Kappa = 0 (p < 0.05), y Kappa = 0 (p < 0.05). The consensus document showed to be comprehensible in 82% (95% CI 80.2-83.2) Correlation between the two times the questionnaire was taken was 0.94 (p < 0.0000). Conclusions: Cultural adaptation of the questionnaire about knowledge of bio-stati...

show abstract

“…The goal of the Socratic method was not to persuade students, but instead to stimulate critical thinking through interactive discourse [3]. Because interactive continuing medical education changes professional practice and healthcare outcomes more effectively than didactic teaching [4, ]today’s medical educators are similarly fostering question formulation and research strategies to build critical thinking skills, identify learning needs, offer opportunities for SDL, and teach evidence-based medicine (EBM) [5,6,7,8,9,10,11]. …”

Section: Introductionmentioning

confidence: 99%

Clinical Questions Asked by Medical Students: A Learning Tool for Dermatology Rotations

et al. 2007

View full text Add to dashboard Cite

Background/Aims: To determine whether having medical students answer self-generated patient-specific questions in a clinical setting promotes learning. Methods: Medical students rotating through dermatology clinics at the Denver Veterans’ Affairs (VA) Medical Center were asked to formulate and answer one clinical question arising during patient encounters, and to complete a survey regarding their findings and experience. Results: 49% (44/89) of rotating medical students completed the exercise. Self-generated questions frequently addressed therapy (61%, 27/44), prognosis (13%, 6/44), etiology/risk factors (7%, 3/44), and harm (5%, 2/44). The most frequently used sources of clinical information were journal abstracts/articles (55%, 24/44), UpToDate (50%, 22/44), websites (27%, 12/44) and printed textbooks (25%, 11/44). Medical students rated the impact of answers they obtained on a Likert scale of 1 (strongly disagree) to 5 (strongly agree) for the following: can be used to assist in patient’s care (mean 4.1), improved care (mean 3.7), improved communication (mean 4.4), improved confidence in care (mean 4.2), improved knowledge (mean 4.6), and will improve future care (mean 4.5). Conclusions: Medical students report increased knowledge, confidence and patient care skills after completing a self-directed formal exercise consisting of formulating and answering a patient-specific clinical question.

show abstract

Assessing Evidence-Based Dermatology and Evidence-Based Internal Medicine Curricula in US Residency Training Programs

Cited by 16 publications

References 15 publications

Dermatoepidemiology

Dermatoepidemiology

Validación cultural de un instrumento para medir el nivel de conocimiento de bioestadística

Clinical Questions Asked by Medical Students: A Learning Tool for Dermatology Rotations

Contact Info

Product

Resources

About