Expression of Concern: Analysis of the use of electronic medical records and its effect on improving patient care

A Systems Approach to Morbidity and Mortality Conference

The morbidity and mortality conference in university-affiliated pediatric departments in Canada

MP17-20 BRIDGING GAPS IN BLADDER CANCER: TRANSFORMATIVE EDUCATION EMPOWERS UROLOGISTS TO PROVIDE ENHANCED PATIENT CARE

BackgroundAs digitalization continues to advance globally, the health care sector, including dental practice, increasingly recognizes social media as a vital tool for health care promotion, patient recruitment, marketing, and communication strategies.ObjectiveThis study aimed to investigate the use of social media and assess its impact on enhancing dental care and practice among dental professionals in the Philippines.MethodsA cross-sectional survey was conducted among dental practitioners in the Philippines. The study used a 23-item questionnaire, which included 5 questions on dentists’ background and demographic information and 18 questions regarding the use, frequency, and purpose of social media in patient advising and quality of care improvement. Data were analyzed using SPSS software, with frequency distributions and χ2 tests used to assess the association between social media use and demographic variables and the impact on dental practice.ResultsThe 265 dental practitioners in this study were predominantly female (n=204, 77%) and aged between 20‐30 years (n=145, 54.7%). Most of the participants were general practitioners (n=260, 98.1%) working in a private practice (n=240, 90.6%), with 58.5% (n=155) having 0‐5 years of clinical experience. Social media use was significantly higher among younger practitioners (20‐30 years old) compared to older age groups (P<.001), though factors such as sex, dental specialty, and years of clinical practice did not significantly influence use. The majority (n=179, 67.5%) reported using social media in their practice, primarily for oral health promotion and education (n=191, 72.1%), connecting with patients and colleagues (n=165, 62.3%), and marketing (n=150, 56.6%). Facebook (n=179, 67.5%) and YouTube (n=163, 61.5%) were the most frequented platforms for clinical information, with Twitter (subsequently rebranded X) being the least used (n=4, 1.5%). Despite widespread social media engagement, only 8.7% (n=23) trusted the credibility of web-based information, and 63.4% (n=168) perceived a potential impact on the patient-dentist relationship due to patients seeking information on the internet. Social media was also perceived to enhance practice quality, with users reporting significant improvements in patient care (P=.001).ConclusionsThe findings highlight that social media is widely used among younger dental practitioners, primarily for education, communication, and marketing purposes. While social media use is associated with perceived improvements in practice quality and patient care, trust in information on social media remains low, and concerns remain regarding its effect on patient relationships. It is recommended to establish enhanced guidelines and provide reliable web-based resources to help dental practitioners use social media effectively and responsibly.

CLER Pursuing Excellence: Faculty Development Innovations in Quality, Safety, Equity, and Value.

Background: More than 750,000 fragility fractures occur in Germany every year, with an expected increase in the following years. Interdisciplinary care pathways for geriatric patients are increasingly established to improve the treatment process and outcome, but there has been only limited evaluation of their use. Objectives: This study aimed to compare patient care before and after the implementation of a geriatric trauma center (GTC) in conformity with the German Society for Trauma Surgery (DGU®). Patients and Methods: We performed a retrospective single-center cohort study, including 361 patients >70 years old with lumbar spine, pelvic, and acetabular fractures, admitted between January 2012 and September 2019. Patients were divided into a usual care cohort (UC, n = 137) before implementation and an ortho-geriatric care cohort (OGC, n = 224) after implementation of the GTC DGU®. We recorded and compared demographic data, fracture type, geriatric assessment and management, therapy, complications, and various clinical parameters, e.g., length of stay, time to surgery, hours admitted to ICU, and change in walking ability. Results: The geriatric assessment revealed significant geriatric co-morbidities and a need for geriatric intervention in 75% of the patients. With orthogeriatric co-management, a significant increase in the detection of urological complications (UC: 25.5% vs. OGC: 37.5%; p = 0.021), earlier postoperative mobilization (UC: 57.1% vs. OGC: 86.3%; p < 0.001), an increased prescription of anti-osteoporotic treatment at discharge (UC: 13.1% vs. OGC: 46.8%; p < 0.001), and lower rates of revision surgery (UC: 5.8% vs. OGC: 3.1%; p = 0.012) could be seen. Conclusions: Our results emphasize the improvement in patient care and clinical outcome by implementing a GTC DGU® and provide opportunities for future improvement in ortho-geriatric patient care.

Nonformulary medications can throw a wrench into your CPOE system

3:54 PMAbstract No. 95 - Improved patient care through lawsuit protection and prevention

The Sun Never Sets on Graduate Medical Education-International Peer Review of ACGME-I-Accredited Programs and Institutions.

332 The Hidden Factors of Health: A Mixed Methods Study of EMS Provider Knowledge and Perceptions of Social Risk Factors

The rapid pace at which medical knowledge is advancing presents a daunting challenge for practicing physicians, including those involved in medical education. Within this field, practicing and teaching evidence-based medicine (EBM) has become an instrumental approach to modeling and teaching the skills involved in searching, reading, interpreting, and using the medical literature to improve patient care. David Sackett has defined EBM as “the integration of individual clinical expertise with the best available external clinical evidence.” (1) The general principles of EBM, including the five steps of practicing EBM (Table 1), recently were reviewed in this journal by Polin and colleagues. (2) | 1. Formulate answerable clinical questions. 2. Search the literature efficiently and effectively. 3. Critically appraise the evidence. 4. Apply valid evidence into clinical decision-making. 5. Evaluate one's own performance. | || Table 1. The Five Steps of the Evidence-based Medicine Process In 1999, the Accreditation Council of Graduate Medical Education defined six core competencies that must be developed during residency and fellowship training (Table 2). The competency of practice-based learning is defined as “[practice] that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care.” (3) This definition is remarkably similar to Sackett's definition of EBM, and, in fact, the development of EBM curricula has become one of the methods by which training programs are addressing practice-based learning competency. These curricula include journal clubs, didactic and interactive EBM seminars, and less commonly, clinically integrated formats. A recent systematic review evaluating the effects of stand-alone versus clinically integrated teaching in EBM on postgraduate learners' knowledge, critical appraisal skills, attitudes, and behavior revealed improvement only in knowledge with the stand-alone curricula; integrated approaches resulted in measurable improvements in all four outcome measures. (4) | Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health | || | Medical Knowledge about established and evolving biomedical, clinical, and cognate (eg, epidemiological and social-behavioral) sciences and the application of this knowledge to patient care | | Practice-based Learning and Improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care | | Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals | | Professionalism , as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population | | Systems-based Practice , as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value | * Used with permission, Accreditation Council of Graduate Medical Education, Chicago, Ill. (www.acgme.org) Table 2. ACGME General …

Shhhhhh … AHPs can improve charge capture and reimbursement for evaluation and management services even in the global service package

Ward accreditation programmes provide ward-to-board assurances of quality and safety, and have been implemented in NHS settings for a number of years. Locally implemented ward accreditation programmes aim to standardise care delivery, support clinical governance and foster continuous quality improvement, but the evidence on whether such programmes lead to improvements in patient care and safety is yet to be established. This article reports the findings of a literature review that explored whether ward accreditation programmes drive improvements in standards of patient care and safety in NHS settings. The findings suggest that ward accreditation programmes are drivers for identifying and communicating measurable improvements in patient care and safety outcomes, and can support identification of areas requiring improvement and highlight areas of excellence. However, it is vital that care standards and evaluation methods are continually reviewed, improved and updated to reflect current policy, recommendations and evidence. Further research is required to assess the clinical effectiveness and cost-effectiveness of NHS ward accreditation programmes and to inform future quality and safety initiatives.

ContextThis is a trainee-led, multi-centre project incorporating all Paediatric and Neonatal units across Wales, aiming to improve trainee research and education experience; promote a collaborative to audit, research and quality...

The Overarching Themes From the CLER National Report of Findings 2018.