Morbidity and mortality conference, grand rounds, and the ACGME’s core competencies

Kravet, Steven J.; Howell, Eric; Wright, Scott M.

doi:10.1111/j.1525-1497.2006.00523.x

Cited by 108 publications

(82 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Classic among these is the traditional Morbidity and Mortality (M and M) Conference. 75 Though long a symbol of medicine's old shame and blame culture, M and M conferences offer the opportunity for thoughtful review and analysis of real patient safety occurrences and for the active participation of students, residents and other health care professionals, such as nurses and pharmacists, in this process. Exploration of team functioning (or malfunctioning) is another potential by-product of such discussions.…”

Section: Teaching Methodsmentioning

confidence: 99%

Simulation in clinical teaching and learning

Weller

Nestel

Marshall

et al. 2012

Medical Journal of Australia

249

193

View full text Add to dashboard Cite

Simulation‐based education (SBE) is a rapidly developing method of supplementing and enhancing the clinical education of medical students. Clinical situations are simulated for teaching and learning purposes, creating opportunities for deliberate practice of new skills without involving real patients. Simulation takes many forms, from simple skills training models to computerised full‐body mannequins, so that the needs of learners at each stage of their education can be targeted. Emerging evidence supports the value of simulation as an educational technique; to be effective it needs to be integrated into the curriculum in a way that promotes transfer of the skills learnt to clinical practice. Currently, SBE initiatives in Australia are fragmented and depend on local enthusiasts; Health Workforce Australia is driving initiatives to develop a more coordinated national approach to optimise the benefits of simulation.

show abstract

Section: Teaching Methodsmentioning

confidence: 99%

Simulation in clinical teaching and learning

Weller

Nestel

Marshall

et al. 2012

Medical Journal of Australia

249

193

View full text Add to dashboard Cite

show abstract

“…The closest category we found included studies that either asked the residents to rate the learning value of morbidity and mortality conferences or that correlated conference attendance with In-Training Examination scores. [15][16][17] In our introduction, we posed the following question: How do we effectively teach about circumstances so rare that a trainee may never see them clinically, yet when exposed to an uncommon situation for the first time, major patient morbidity or mortality may result? This pilot study begins to answer the question by providing a working model for teaching this critical information and by developing methods to measure the success of knowledge acquisition and retention.…”

Section: Discussionmentioning

confidence: 99%

Knowledge-based errors in anesthesia: a paired, controlled trial of learning and retention

Goldhaber-Fiebert

Rosow

2008

Can J Anesth/J Can Anesth

View full text Add to dashboard Cite

Purpose Optimizing patient safety by improving the training of physicians is a major challenge of medical education. In this pilot study, we hypothesized that a brief lecture, targeted to rare but potentially dangerous situations, could improve anesthesia practitioners' knowledge levels with significant retention of learning at six months. Methods In this paired controlled trial, anesthesia residents and attending physicians at Massachusetts General Hospital took the same 14-question multiple choice examination three times: at baseline, immediately after a brief lecture, and six months later. The lecture covered material on seven ''intervention'' questions; the remaining seven were ''control'' questions. The authors measured immediate knowledge acquisition, defined as the change in percentage of correct answers on intervention questions between baseline and post-lecture, and measured learning retention as the difference between baseline and six months. Both measurements were corrected for change in performance on control questions. Results Fifty of the 89 subjects completed all three examinations. The post-lecture increase in percentage of questions answered correctly, adjusted for control, was 22.2% [95% confidence interval (CI) 16.0-28.4%; P \ 0.01], while the adjusted increase at six months was 7.9% (95% CI 1.1-14.7%; P = 0.024). Conclusion A brief lecture improved knowledge, and the subjects retained a significant amount of this learning at six months. Exposing residents or other practitioners to this type of inexpensive teaching intervention may help them to avoid preventable uncommon errors that are rooted in unfamiliarity with the situation or the equipment. The methods used for this study may also be applied to compare the effect of various other teaching modalities while, at the same time, preserving participant anonymity and making adjustments for ongoing learning. RésuméObjectif Un des de´fis majeurs de l'e´ducation me´dicale est l'optimisation de la se´curite´des patients par l'ame´-lioration de la formation des me´decins. Dans cette e´tude pilote, nous avons e´mis l'hypothe`se qu'un cours bref de´crivant des situations rares mais potentiellement dangereuses pourrait ame´liorer les niveaux de connaissances des anesthe´sistes, qui pre´senteraient une re´tention conside´rable de l'apprentissage six mois plus tard.Electronic supplementary material The online version of this article

show abstract

“…One such initiative 2,3 involves the systematic use of data culled from the M&M conference to implement quality improvement in patient safety. Others 4,5 have suggested that the M&M conference can be used to teach the core competencies (patient care, medical knowledge, practice-based learning, interpersonal and communication skills, professionalism, and system-based practice). Most recently, education in end-of life care has been incorporated into the structure of the M&M conference in a neonatal intensive care unit.…”

Section: Introductionmentioning

confidence: 99%

The Morbidity and Mortality Conference: A Unique Opportunity for Teaching Empathic Communication

Prose¹,

Brown²,

Murphy³

et al. 2010

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background The morbidity and mortality conference is an educational tradition in American medicine that dates to the early 20th century. Traditionally, this conference has focused entirely on issues of diagnosis and treatment, in the context of a disappointing clinical outcome. Intervention We report on a new method for teaching empathic doctor-patient communication skills at an obstetrics and gynecology morbidity and mortality conference. For each case presented, we identified the communications challenges and allowed faculty and residents to “practice” the discussion they would have with the patient and the patient's family in that situation. In some sessions, actors assumed the role of the patient. Following the discussion of the case, we offered didactic presentations on how we communicate with patients and their families. These focused on techniques for being patient centered and included the use of body language, open-ended questioning, reflective listening before offering to explain, and the importance of naming and validating emotions. Results The majority of participants felt the sessions to be helpful, and after one month many were able to identify a positive change in their interactions with patients. Conclusions We believe that this unique teaching format allows learners to refine their communication skills in the context of situations that they know to be both realistic and important.

show abstract

Morbidity and mortality conference, grand rounds, and the ACGME’s core competencies

Cited by 108 publications

References 15 publications

Simulation in clinical teaching and learning

Simulation in clinical teaching and learning

Knowledge-based errors in anesthesia: a paired, controlled trial of learning and retention

The Morbidity and Mortality Conference: A Unique Opportunity for Teaching Empathic Communication

Contact Info

Product

Resources

About