Review Course Research Articles

Is There an Association Between Study Materials and Scores on the American Board of Orthopaedic Surgeons Part 1 Examination?

BackgroundPrevious studies have shown that certain orthopaedic in-training examination scores can be used to identify which residents may be at risk for failing the American Board of Orthopaedic Surgeons (ABOS) Part 1 examination. However, no studies have examined how study resources may affect residents’ ABOS Part 1 scores. The goal of this study is to determine which review sources or review courses, if any, are associated with improved ABOS Part 1 scores. MethodsA survey was sent to 221 of the 865 examinees who took the ABOS Part 1 examination in 2012. The questions inquired the respondents how well they performed on previous orthopaedic in-training examinations and ABOS Part 1, along with the study sources they most commonly used, review courses they attended, and resources they would recommended if they were to retake ABOS Part 1 examination. ResultsOverall, 118 of the 221 (53%) survey recipients completed the survey. Six (5%) of the respondents failed ABOS Part 1 examination. Orthobullets and the American Academy of Orthopaedic Surgeons self-assessment examinations were recommended as the primary study source significantly more (p < 0.01) than most other resources, but there was no significant association between study source and passing ABOS Part 1 or scoring in a certain percentile on ABOS Part 1. Similarly, there were no associations between attending a review course and either passing or scoring in a certain percentile for ABOS Part 1. Half of the respondents who failed ABOS Part 1 attended multiple review courses. ConclusionsThere does not appear to be an association between improved ABOS Part 1 scores and orthopedic study materials or review courses. Further research into the value of certain educational modalities should be conducted to determine the best ways to educate orthopedic residents and determine the value of some of these commonly used orthopedic review modalities.

Emerging Concepts in Geriatric Psychiatry: an Update on the Canadian Academy of Geriatric Psychiatry Annual Scientific Meeting

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CPNP Announcements

CPNP Announcements

Development and Implementation of Online National Board Dental Examination Review Courses

Failure on the National Board Dental Examination (NBDE) Parts I and II has troubling consequences for dental students, faculty members, and school administrators. Since the NBDE is a high-stakes exam for all involved, it is important to determine effective strategies to help students prepare. The purpose of this article is to describe the development and implementation of online NBDE Parts I and II Review Courses by the faculty and administration at the University of Missouri-Kansas City School of Dentistry. The courses are taught by faculty members who are content experts. By utilizing distance technology, students in any geographic location can review the material at the time, place, and pace that are most convenient. Early outcomes show that 592 students from thirty-two states have participated in the courses since they were first offered in 2010-11. In post-course evaluations, students report that participation in the courses encouraged them to spend more time preparing for the exam and that the associated PowerPoint slides/handouts provided structure for their review. The literature suggests that multiple modalities are most effective in preparing for the NBDE. These online review courses can serve as a beneficial component of a student's preparation regimen.

Strategizing for success in neuropsychiatric pharmacy

CPNP members are bonded by a passion for improving the minds and lives of individuals affected by psychiatric and neurologic disorders. When our members are successful, our patients benefit. Realizing this, CPNP is retooling its strategic plan to ensure our laser focus on neuropsychiatric pharmacists and aspiring neuropsychiatric pharmacists (students, residents, other trainees). At a recent strategic planning retreat attended by the Board, we focused on defining CPNP's strengths and identifying the most important trends and resulting opportunities. Based on member needs assessments, satisfaction surveys and polling of the CPNP leadership, CPNP has assessed its core strengths as education, networking, and the collaboration of dedicated volunteers and staff.Founding members will recall that CPNP was born to provide education focused on advancing the knowledge and skills of pharmacists practicing in psychiatry and neurology. CPNP will increase its focus on aiding neuropsychiatric pharmacists in improving their competency. A focus on innovation and advancement in all educational endeavors including recertification, review course and the annual meeting will be our priority. The Mental Health Clinician's editorial board will contribute to knowledge with their focus on themes aimed at assisting our members with their day-to-day drug therapy decision making.High level education and competency are both critical as pharmacists are increasingly recognized as essential members of care teams by national organizations and healthcare journals. In 2012, The CDC published a position paper recommending that clinical pharmacists be involved in the management of chronic disease states. In September of 2013, the American College of Physicians (ACP) authored a position paper entitled, “Principles Supporting Dynamic Clinical Care Teams” explaining how clinical pharmacists are essential members of multidisciplinary care teams in addition to PA's and nurse practitioners. Drs. Kelly Lee, Jerry McKee and Carla Cobb's commentary on how psychiatric pharmacists are improving care in the medical home was published in the Primary Care Companion for CNS disorders. I recommend that you add these papers to your libraries and share them with colleagues.CPNP realizes the significance and opportunity that healthcare reform represents to the success of the neuropsychiatric pharmacist. CPNP's aim is to make sure mental health is fully represented as legislators and health care decision makers chart the future including the hope for national provider status. Just last month, California was the latest state to achieve provider status. National pharmacy organizations (APhA, ASHP, ACCP, NACDS, CPNP) continue to work on a potential “federal ask” related to provider status. CPNP is well-represented by Dr. Ray Love who actively participates in the provider status coalition and as a guest to the joint commission on pharmacy practice (JCPP). CPNP's legislative consultant, Carey Potter, recently met with Senator Patrick Kennedy who has started the Kennedy Forum to make sure that he is aware of CPNP and the role of the neuropsychiatric pharmacist as he strives for mental health parity in healthcare. Member Carla Cobb had a face-to face meeting with Senator Baucus who chairs the healthcare finance committee. She was able to discuss how CMM by psychiatric pharmacists can improve outcomes for patients.In January of 2014, a follow-up retreat is planned to capitalize on the momentum gained at the recent retreat, to welcome new officers and to coordinate strategic planning with CPNP's foundation. Incoming CPNP Foundation President, and Dean Emeritus, Dr. Barbara Wells took part in the Arizona retreat and will lead the Foundation's strategic planning process to extend CPNP's reach beyond our parent organization.We will be reporting more as we complete these many thought-provoking strategic activities. In the meantime, make sure your voice is heard as CPNP plans its future success by voting for board officers and responding to opportunities for involvement with CPNP.

How to Help Students from Disadvantaged Backgrounds Succeed in Law School

Over the past 50 years, law schools have seen an amazing increase in the diversity of their students. Minorities, women, and the foreign born now make up a significant percentage of those attending law school. However, law school education has changed little in reaction to the new kind of students it must educate. Law schools continue to use the casebook/Socratic method with some modifications at the edges for legal writing and clinics. While law schools have added minority offices, remedial classes, bar review courses, and academic support personnel, these efforts have not helped to the extent hoped.

How to Help Students from Disadvantaged Backgrounds Succeed in Law School

Over the past 50 years, law schools have seen an amazing increase in the diversity of its students. Minorities, women, and the foreign born now make up a significant percentage of those attending law school. However, law school education has changed little in reaction to the new kind of students it must educate. Law schools continue to use the casebook/Socratic method with some modifications at the edges for legal writing and clinics. While law schools have added minority offices, remedial classes, bar review courses, and academic support personnel, these efforts have not helped to the extent hoped.Many in legal education view the failure of a significant number of students as inevitable. However, this author believes that students from disadvantaged backgrounds can succeed in law school and become successful lawyers if law schools adopt new methods of instructing such students. In other words, the problem lies not in the lack of innate ability of our students, but how law schools deliver instruction to their students.First, law schools must change the mindsets of students from disadvantaged backgrounds. Many students at all levels believe that intelligence is fixed. Such a mindset prevents learning because it creates a defeatist attitude. Law schools need to instill a growth mindset in their students – that with effort and the proper approach any student that is qualified to enter law school can succeed in law school.Second, law schools should help motivate their students. Many students come to law school lacking the motivation to learn. Third, law schools must teach their students how to be metacognitive thinkers. Metacognition concerns thinking about thinking – controlling one’s cognitive processes. Fourth, law schools must help students from disadvantaged groups become self-regulated learners. Self-regulated learners are engaged learners, and they are fascinated by learning new things. Finally, law schools need to help students develop better study habits.

Imaging Curriculum of Complications in Orthotopic Liver Transplantation

OPEN ACCESSJuly 5, 2013Imaging Curriculum of Complications in Orthotopic Liver Transplantation Puneet Bhargava, MD, Adeel Seyal, Mariam Moshiri, Chandana Lall, Sadaf Zaidi, MD, Lorenzo Mannelli, Andre Dick, Sandeep Vaidya, Orpheus Kolokythas, Manjiri Dighe Puneet Bhargava, MD University of Washington School of Medicine Google Scholar More articles by this author , Adeel Seyal Harrison Medical Center Google Scholar More articles by this author , Mariam Moshiri University of Washington Google Scholar More articles by this author , Chandana Lall University of California, Irvine Google Scholar More articles by this author , Sadaf Zaidi, MD University of Washington School of Medicine Google Scholar More articles by this author , Lorenzo Mannelli University of Washington School of Medicine Google Scholar More articles by this author , Andre Dick University of Washington School of Medicine Google Scholar More articles by this author , Sandeep Vaidya University of Washington School of Medicine Google Scholar More articles by this author , Orpheus Kolokythas University of Washington School of Medicine Google Scholar More articles by this author , Manjiri Dighe University of Washington School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9465 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Orthotopic liver transplantation is an established treatment for patients with end-stage liver disease or acute liver failure. The procedure is distinct from living related liver transplantation with regard to surgical technique, postoperative anatomy, and some complications. The aim of this imaging curriculum is to educate radiology, surgery, gastroenterology, hepatology, and internal medicine trainees regarding basic anatomy of the post-orthotopic transplant liver, its various complications, and the role of imaging in their diagnosis. Methods: This presentation provides an opportunity to learn imaging characteristics of complications of orthotopic liver transplantation in an interactive format. We have included relevant information and highlighted important teaching points in a series of PowerPoint presentations. This presentation is given to our incoming radiology residents to familiarize them with various aspects of imaging of orthotopic liver transplantation. Results: Another version of this presentation has been presented in the University of Washington Annual Radiology Review Course for the last 3 years with excellent feedback. Discussion: This resource has been designed to focus on imaging findings and includes a brief description of clinical information. Laboratory data and its details are not included as the focus of this resource is on understanding imaging findings. Adding more cases in quiz format at the end of the presentation will help reinforce learning. Educational Objectives By the end of this module, the learner will be able to: Understand basic surgical anatomy and various surgical techniques employed during orthotopic liver transplantation.Identify the normal imaging appearance of a liver transplant on various modalities.Identify complications associated with orthotopic liver transplantation and their basic management. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide for OLT.doc Imaging of OLT Teaching file.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2013 Bhargava et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsOrthotopic Liver TransplantationLiver TransplantationTeaching FileComplicationsImagingTransplantation Disclosures None to report. Funding/Support None to report. Loading ...

The 34th SICOT orthopaedic world congress

SICOT remains on track with its continuous expansion. The membership has now reached 11,500 members with a large representation in Asia and Europe. Our Journal International Orthopaedics offers you 4,062 articles available online and its impact factor is 2.319 in 2012. The scientific programme of our next meeting in Hyderabad is extremely promising. The number of submitted abstracts continues to increase each year. During the three-day meeting from 17 to 19 October you will be able to attend four plenary lectures, an Educational Day on Trauma, 32 symposia, 15 instructional courses, multiple workshops, and no less than 46 free paper sessions in ten parallel rooms. The plenary speakers are Jose Sergio Franco, Dror Paley, Shanmuganathan Rajasekaran, and Steffen Ruchholtz. They have been chosen for their outstanding expertise and will lecture on proximal humerus fractures, on limb lengthening and deformity correction, on spine, and on the management of polytrauma, respectively. This year the theme of the Educational Day (ED) is Trauma. The expert Faculty from ten different countries will be delivering their specialist lectures throughout the day. The two previous ED in Prague and Dubai were respectively on the hip and knee and were very successful. The aim of the SICOT ED is to provide a comprehensive review course for residents and an evidence-based update for experienced surgeons. The 15 Instructional Courses (IC) will cover the main and more specialised aspects of our profession from polytrauma management to microsurgery and tissue engineering. As in previous years, an IC will be devoted to “How to write a paper” with the participation of the Editor of International Orthopaedics, Marko Pecina. Apart from the most frequently represented topics, such as hip and knee arthroplasties and spine, others have been given a special focus in Hyderabad. Our Trauma Committee has prepared symposia on fractures of the pelvis and acetabulum, trauma prevention, and one IC on polytrauma. The Paediatrics Subspecialty Committee has organised one IC and two symposia in addition to the free paper sessions. This year, orthopaedic oncology represented a significant percentage of submitted abstracts and, in addition to the free paper sessions, one IC and one symposium will cover bone tumours more thoroughly with the participation of a representative of WHO on tissue transplantation. Regarding natural disasters and preparing volunteer orthopaedic surgeons for humanitarian missions, in Gothenburg we had a session on the debriefing of the medical response in Haiti, in Prague on amputation [1], and in Dubai on triage [2]. This year it will be on external fixation, in addition to an IC and a hands-on workshop on external fixation. For those who would like to receive more practical information on humanitarian missions, Medecins Sans Frontieres (Doctors Without Borders) will be present at the Congress with a booth at the scientific exhibition. This year specialty societies such as APOA, ARTOF, ASAMI, EIBEJS, IFPOS, SOFCOT and WOC will further explore more specific aspects. The SOFCOT Symposium will present the causes for revision of Primary Total Hip Arthroplasty in France. I remind you also that during the meeting several awards will be granted to young trainees and more experienced orthopaedic surgeons to recognise their excellent work. These include the Lester Lowe SICOT Awards, Henri Bensahel Award, SICOT/AAOS Annual Meeting Scholarships, SICOT/CCJR Meeting Awards, SICOT Oral Presentation Awards, and SICOT Poster Awards. More details can be found on the SICOT website. The local Committee chaired by Ashok Johari has prepared memorable social events in the city of Hyderabad, which was founded in the 11th century on the Golconda hill and is now a city of around seven million people, including Cyberabad. Palaces and historical venues illustrate its development and will give you an enchanting taste of India.

Creating an “I Can Do Attitude” Toward Orthopaedic Nurse Certification

As hospitals and healthcare have become specialized, so has nursing. Orthopaedic nurse certification is an example of this specialization. The purpose of this article is to describe the outcomes of one specialty hospital's implemented plan designed to encourage and support nurses seeking to demonstrate expertise in orthopaedic nursing practice. A review course was developed with attention to potential barriers and concerns that were identified in the review of literature. Successful resolution of problems encountered with staff nurses becoming orthopaedic nurse certified are described. Participants in the first 2 sessions passed the examination on the first attempt at a rate of 100% and 88%, which exceeds the national rate of 86.5% (Orthopaedic Nurse Certification Board, 2011, retrieved from http://oncb.org/certification-statistics). Since initiation of the program, the number of "orthopaedic nurse certification" nurses has nearly tripled in this orthopaedic specialty hospital.

Expanding the Conversation Regarding Adjunctive Corticosteroid Therapy for Pediatric Septic Shock*

Pediatric Critical Care MedicineSeattle Children’s HospitalUniversity of Washington School of MedicineSeattle, WA It is said: medicine is the art of healing. Rather, one should say that medicine is the science of healing. The aim of medicine is to arrive at a cure scientifically and not empirically. —Bernard C. Pensées: Notes Detachées. Bailliere et Fils, 1937 *See also p. 462. Dr. Zimmermann received grant support from the NIH. He is a board member for SCCM. He has received payment for lectures: Socity of Critical Care Medicine Board Review Course; royalties: Elsevier Publishing; travel: European, Mexican, Chilean, and Indian Societies of Pediatric Critical Care Medicine.

Measuring Orthopaedic Outcome: Shoulder Outcome Measures

Measuring Orthopaedic Outcome: Shoulder Outcome Measures

Use of a Wiki as a Collaborative Learning Tool to Promote Active Learning in a Neuroscience Course for First‐Year Medical Students

The use of Wikis in higher education is not new. It has long been recognized – even if difficult to put into action, that the whole is greater than the sum of its parts; in other words, the greater the user base and the greater the participation of that base, the greater the potential for knowledge construction, transfer and retention. Educational agendas, medical education included, are undergoing a shift towards more individualized learning and collaborative knowledge construction, which encourage interactive and reflective learning strategies. This type of active, contextual, integrative learning has many benefits for students beyond content transmission, including: improved understanding of principles and concepts; increased motivation and satisfaction; and enhanced self‐appraisal and self‐efficacy. To capitalize on the significant benefits of collaborative learning, we have developed a learning activity using a neuroscience Wiki to help our first‐year medical students at OUWBSOM review course content and develop a team learning project. Our class of 75 students is divided into 15 teams; each team is responsible for the creation of a 1–3 page topical neuroscience review ‐ Wiki submission. The submission is graded for accuracy, quality of citations and clinical relevance using a thoroughly vetted grading rubric. The submission is 5% of their overall course grade. Evaluation of the effectiveness of the activity in promoting student active learning is ongoing and involves score comparisons with previous groups, student surveys and focus groups.

Nontuberculous Mycobacteria in Patients with Cystic Fibrosis

As a result of their underlying lung disease, patients with cystic fibrosis (CF) have a higher risk of developing nontuberculous mycobacteria (NTM) infections compared with the general population. Although NTM may be present intermittently in low amounts in the airways of CF patients without an apparent clinical effect, progressive respiratory decline due to NTM disease may also occur. Identifying this latter group of patients can be challenging for clinicians because the usual symptoms exhibited by infected individuals without CF may be difficult to distinguish from the baseline respiratory dysfunction of a patient with CF. The distinction, however, is of utmost importance because those patients with clinical worsening may benefit considerably from antimycobacterial treatment. For CF patients under evaluation for lung transplantation, NTM can play a critical role in determining overall outcomes, and treatment in the pre- and post-transplant period may be vital to success. A general approach to NTM in CF thus involves surveillance to detect NTM, careful monitoring for associated clinical decline, and consideration of treatment given for those with an otherwise unexplained deterioration. In this review, the epidemiology and clinical course of NTM in CF is described with an algorithm for management proposed.

Elijah Watt Sells Award: A Study Of Previous Winners

This paper reports the results of a survey of winners of the Elijah Watt Sells award. We ask them about the determinants of their success, which might be useful to other students preparing for the CPA exam. The winners graduated from different universities, not necessarily the ones ranked top, and almost all of them participated in a review course. Winners mentioned motivation and many hours of study as factors that determined their success. We also find different characteristics among male and female respondents in terms of age and work experience at the time of the exam.

COA examination review course

To improve patient care by ensuring that ophthalmic technical personnel have the basic knowledge of ophthalmology needed to provide patients with the best possible care. This workshop provides an overview of the examination topics for the Certified Ophthalmic Assistant (COA) examination. Ophthalmic technical personnel with work experience in ophthalmology who have been preparing for certification and have a basic understanding of the anatomy and physiology of the eye. The majority of ophthalmic technical personnel are trained on the job. For those who are not certified, there is no standardization of ophthalmic knowledge or skills. It is difficult to evaluate the effectiveness of informal training and this can lead to gaps in understanding by the eye care assistant rendering their care inefficient and less satisfactory. Ophthalmic technical personnel should have a standardized understanding of the basics of ophthalmology and the skills necessary to take appropriate care of the ophthalmology patient. After completing the workshop, the technical personnel should be able to demonstrate knowledge and understanding of the content areas of the COA examination. After completing the workshop, the technical personnel should be able to demonstrate knowledge and understanding of the content areas of the COA examination. A review of COA content topics to include medical terminology, anatomy and physiology, history taking, patient services, basic skills, lensometry, basic tonometry, instrument maintenance, and general medical knowledge.

Rheumatologists’ ultrasound confidence and technique are improved by a two day cadaveric sonoanatomy course

Background Correct interpretation of musculoskeletal ultrasound (MSUS) requires thorough knowledge of normal anatomy, but several authors report deficiencies in anatomy skills among rheumatologists. Cadaver-based anatomy review courses improve clinical and injection skills, but the value of such courses in MSUS training is unclear. During 2010-12 we delivered two cadaver based, MSUS anatomy courses for the British Society of Rheumatology (BSR), and measured confidence to perform key MSUS learning objectives before and after the course using a self-assessment questionnaire.

Geriatric Psychiatry or Psychogeriatrics? Partnership at the CAGP/CCSMH 2012 Scientific Meeting

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Bar Passage: GPA and LSAT, Not Bar Reviews

Probit regressions of bar passage on law GPA, undergraduate GPA (uGPA) and LSAT show GPA to have a very strong relation, LSAT a weaker one, and uGPA not to have any relation. 1L and upperclass GPA both have strong predictive power, favoring an interpretation of significant learning in small and elective courses compared to the mandated large ones of the first year. Linear regressions of GPA on uGPA and LSAT show a noisy relation to exist only for first-time bar exam takers, none for 2nd time takers. Analysis of bar review courses does not show the choice among them to have consequence. Possible interpretations favor legal education over innate skill and the training in legal analysis over memorization.

Practice site interview with Jennifer Kelly

Describe your role as a psychiatric pharmacist. What did you need to change after starting your practice to make it work the way it does now? Currently, my practice area in the VA hospital has been established for less than two years. My predecessor was in the process of getting things off the ground before leaving for another opportunity in the private sector, so I have had the opportunity to set up clinics and work with our providers and patients in such a way that it is helpful for everyone involved. I am able to hold my own clinics, educational sessions, and balance other duties required by my department. I had to slowly integrate myself into working with our multi-disciplinary teams at first, and then figure out where my services would be most helpful for our providers, staff, and – most importantly – patients. I’ve had the opportunity to show staff and patients that my skills as a pharmacist not only include dispensing and/or counseling to patients but other functions such as monitoring drug therapy, making appropriate recommendations, and seeing patients one-to-one when necessary. The providers and staff utilize my expertise to further provide safe care for our Veterans. Safe medication use has had a positive impact on patient care and emphasizes safety while a patient is enrolled in one of the programs offered at the facility, as safe and appropriate use of medications is a primary concern in all of the residential care programs. I have had flexibility to carve out my time with the tasks I do daily to best help our patients and assist our providers. In this aspect, it has been nice being able to create my own clinics and use my time in ways I think will best benefit care for our patients. Describe a typical day in your practice setting. Every day is different, but I make daily rounds to each of the residential care units located in Albuquerque in the mornings. I work in five different programs, four of which are located in Albuquerque. The fifth residential treatment program focusing in substance abuse treatment is in Gallup, NM, which I travel to once monthly with the VA’s dietician and recreational therapist.