Slide Deck Research Articles

Answering questions posed by health system stakeholders using linked administrative health data at the Institute for Clinical Evaluative Sciences (ICES)

ABSTRACTObjectivesThere is a growing need to broaden access to administrative health data in order to support decision making and planning by health system stakeholders. An initiative funded by the Ontario Ministry of Health and Long-Term Care, the Applied Health Research Question (AHRQ) portfolio leverages the linked administrative health data holdings and the scientific and clinical expertise at ICES to answer questions generated by stakeholders that will have a direct impact on health care policy, planning or practice.
 ApproachEligible requesters include government ministries, health care providers and planners. Requests detail the purpose of the research question, the related scientific literature, and the planned use and intended impact of the research findings. An internal review team meets monthly to adjudicate; requests demonstrably needing research findings rapidly are adjudicated on an ad hoc basis. Eligible requests are those that aim to inform evidence-based decision making, do not advocate for a particular answer and are feasible in terms of data availability. All projects are reviewed by the internal privacy office to ensure that use of the administrative health data is in accordance with both data sharing agreements and legislation governing use of personal health information. At no cost to the requesting organization, ICES scientists and research staff formulate the analysis plan, conduct the analysis and prepare the research product (data tables, a slide deck and/or a written report); and, may opt to publish noteworthy findings. All research products must be cleared for risk of re-identification prior to being shared externally.
 ResultsRequests have steadily increased from 43 submissions in fiscal year 2012/13, to 59 in 2014/15 and 74 to date in 2015/16. In fiscal year 2014/15, provincial government and government agencies were the most frequent requesters (39%), followed by hospitals and other health care providers (19%), disease advocacy groups (12%) and professional associations (10%). Requests include assessment of health care utilization; health system performance and evaluation; and chronic disease prevalence and treatment. Time to complete reports varies from 5 days to 24 months, depending on project complexity and requirements. Requesters report that AHRQ research findings have influenced decision-making, policy development and health care practice; and have inspired future research.
 ConclusionThis initiative demonstrates the value and feasibility of using the linked administrative health data to answer questions to meet the unique needs of health planners and policymakers, and presents an opportunity for collaboration beyond the academic research community.

Multi-Objective Optimization in Dynamic Content Adaptation of Slide Documents

In mobile web conferencing, slide decks should be optimized before delivery to meet the constraints and environments of target mobile devices. To deliver optimally adapted slides, a trade-off between the visual aspect and delivery time must be reached. Static adaptation methods are CPU-intensive, and require large storage space. The dynamic approach is attractive as the optimal version is created on the fly when the actual slide is to be shared. Existing dynamic solutions are optimized for the resolution of the target mobile device and use good visual quality settings. However, they do not control the resulting data size, which creates serious usability issues, such as increasing the delivery time. Prediction-based methods require much less memory and processing resources than static approaches while yielding an excellent user experience. In this paper, we propose a multi-objective dynamic content adaptation framework, in which we maximize the visual quality and minimize the delivery time simultaneously. We compare our solution with an ideal optimal point, called utopia, and with all the optimal solutions (Pareto front) provided by a static exhaustive system. The obtained results show that our framework yields solutions very close to the utopia and, for the majority of the documents tested, the obtained solutions are on the Pareto front.

Abstract 210: Improving the Use of Biomarkers in HF: Effect of Online CME

Introduction: Biomarkers, including of B-type natriuretic peptide (BNP) and N-terminal pro-B-type natriuretic peptide (NT-proBNP), are an important clinical tool for prognostic assessment and management of heart failure (HF). However, many clinicians have limited ability to appropriately use biomarkers in clinical practice. Hypothesis: A video-based, online medical education (CME) activity can improve competence and performance of cardiologists and emergency room (ER) physicians related to the use of biomarkers in the management of HF. Methods: An online CME activity was developed as a 25-minute roundtable discussion with 3 leading experts on the use of biomarkers in HF. The activity included a transcript of the discussion and a downloadable slide deck to highlight and reinforce key data. The effects of education were assessed using a linked pre-assessment/post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. P values are shown as a measure of significance; P values <.05 are statistically significant. Cohen’s d was used to calculate the effect size (> 0.8 are large, 0.8-0.4 are medium, and < 0.4 are small). Results: Comparison of individually linked pre-assessment question responses to the respective post-assessment question responses demonstrates statistically significant improvements for both cardiologists (N = 226; P <.05; d=1.549) and ER physicians (n=108; P<.05; d=1.731). Among cardiologists, 5% of participants answered all 4 assessment questions correctly pre-education vs 42% post-education, compared to 2% vs 45% for ER physicians. Significant improvements were observed pre- compared to post-education (all P<.05): • - A 52% relative improvement for cardiologists (61% vs 93%) and a 106% improvement (44% vs 90%) for ER physicians in knowledge of factors which reduce the diagnostic accuracy of BNP and NT-proBNP • - A 116% relative improvement for cardiologists (33% vs 71%) and a 192% improvement (23% vs 68%) for ER physicians in recognition of the additive value of other biomarkers such as ST2 to risk stratify patients • - A 155% relative improvement for cardiologists (24% vs 62%) and a 177% improvement (24% vs 67%) for ER physicians in knowledge of the effect of neprilysin inhibition on BNP and NT-proBNP values • - A 165% relative improvement for cardiologists (29% vs 76%) and a 139% improvement (29% vs 69%) for ER physicians in appropriate use of BNP vs NT-proBNP for patients treated with neprilysin inhibitors Conclusion: The significant improvements observed as a result of participation in this online CME intervention demonstrate that effective internet-based education can deliver content in the context of clinical practice to promote effective knowledge transfer and performance change.

Abstract TP280: AF and Urgent Bleeding Management Strategies: Effect of Online CME

Introduction: Although anticoagulant therapy with non-vitamin K antagonist oral anticoagulants (NOACs) has demonstrated safety in multiple clinical trials in the setting of stroke prevention in atrial fibrillation (SPAF), a small percentage of patients experience urgent bleeding, which may require advanced bleeding management strategies, including NOAC reversal. Hypothesis: A video-based online continuing medical education (CME) activity can improve the knowledge and competence of cardiologists regarding strategies for managing anticoagulant-related urgent bleeding events Methods: An online CME activity was developed as a 25-minute roundtable discussion with 4 leading experts. The activity included a transcript of the discussion and a downloadable slide deck to highlight and reinforce key data. The effects of education were assessed using a linked pre-assessment/post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. P values are shown as a measure of significance; P values <.05 are statistically significant. Cramer’s V was used to calculate the effect size (>30=large effect size, 0.16-0.30=medium effect size, <0.16=small effect size) Results: For cardiologists who participated in the CME activity, comparison of individually linked pre-assessment question responses to the respective post-assessment question responses demonstrates statistically significant improvements (N = 187; P =0.002). A total of 33% of cardiologists answered all 4 pre-assessment questions correctly with 48% answering all post-assessment questions correctly. Significant mprovements were demonstrated: 1) A 23% relative improvement in the knowledge of the mechanism of action for idarucizumab (70% pre-assessment vs 86% post-assessment; P<0.001; V=0.194); 2) A 22% relative improvement in the knowledge of the specificity of andexanet alfa (69% vs 84%; P<0.05; V=0.176). Conclusion: The statistically significant improvements observed in this online CME roundtable discussion demonstrate the benefits of educating the appropriate target audience base with aptly designed educational activities.

Multiple Myeloma Mentorship: Bridging Communication and Educational Gaps.

The 2014 Multiple Myeloma (MM) Mentorship Program provided a focused, interactive, peer-to-peer educational experience, including updates in MM, for 10 mentees that led to advanced clinical educator status. The objective of the program was (a) to improve mentees' knowledge, competency, confidence, and level of performance in the management of MM and (b) to build speaking expertise. From May 2014 to March 2015, 10 mentees were educated on MM with a structured serial learning curriculum. Mentees then presented slide decks, and modular activities were opened to a national audience of professionals. Pre- and post-test surveys were compiled, and a RealIndex® composite score was calculated. Gains were measured across the curriculum in learning domains of knowledge, confidence, and practice strategy. Pre-/post-test scores show that the mentorship cohort's average scores on knowledge, confidence, and performance were higher compared to the national program.

Wm. Wrigley Jr. Company and Mars, Incorporated: Merger Negotiation Application (Simulation)

The cases Wm. Wrigley Jr. (UVA-F-1607) and Incorporated (UVA-F-1612) serve as two sides of a merger negotiation exercise set in April 2008. Students are asked to represent either Mars, the acquirer, or Wrigley, the target company.The Mars–Wrigley multimedia application allows the instructor to collect and analyze the intermediate and final negotiation results and automatically creates a slide deck for final debrief (UVA-F-1612TNP). Excerpt UVA-F-1708 Rev. May 23, 2016 Wm. Wrigley Jr. Company and Mars, Incorporated: Merger Negotiation Application Simulation The cases “Wm. Wrigley Jr. Company” (UVA-F-1607) and “Mars, Incorporated” (UVA-F-1612) serve as two sides of a merger negotiation exercise set in April 2008. Students are asked to represent either Mars, the acquirer, or Wrigley, the target company. Half of the class is assigned the Wrigley case and half the Mars case; students then form teams of two or three on either side. In preparing for the class, students consider strategic, valuation, and negotiation issues as they seek to value Wrigley and negotiate the price Mars should pay Wrigley's shareholders. The negotiation is followed by an in-class debrief and a discussion of the results. . . .

Temporary and Incomplete Progressive Slide Deck for Course Participants in Being a Leader and the Effective Exercise of Leadership: An Ontological/Phenomenological Model, Whister, British Columbia, Canada, October 2012

This Temporary and Progressive Slide Deck for Course Participants in the 'Being a Leader and the Effective Exercise of Leadership: An Ontological/Phenomenological Model' course will be updated each course day by 9pm Gulf Standard Time (local time).The slides, in English, from the 1st and 2nd day of the Abu Dhabi Leadership Course are now available by clicking on the DOWNLOAD THIS PAPER or on the OPEN THIS PDF IN BROWSER buttons above or below.

Abstract P255: Addressing Management of Resistant Hypertension: Effect of Online CME

Introduction: Clinicians have a less than adequate understanding of how to properly evaluate patients to diagnose treatment-resistant hypertension, and how to use combination therapies and strategies for managing adherence to therapy to optimize outcomes. Objective: To determine if an online, video-based continuing medical education (CME) intervention could improve knowledge and competence of cardiologists and primary care physicians (PCPs) in managing patients with resistant hypertension. Methods: An online CME activity was developed as a 25-minute roundtable discussion with 3 leading experts on strategies to manage patients with VTE. The activity included a transcript and a downloadable slide deck to reinforce key data. The effects of education were assessed using a linked pre- /post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. Cohen’s d was used to calculate the effect size. Results: The change in correct responses from pre- to post-assessment achieved statistical significance for all 4 questions for cardiologists (N=156; d=0.981; P<.001) and PCPs (n=539; d=0.978; P<.001) with a large effect size for both specialty groups (Table). Conclusion: The significant improvements observed as a result of participation in this CME intervention demonstrate that well-designed internet-based education can improve knowledge and competence of physicians. However, both cardiologists and PCPs demonstrate a need for further education on the prevalence of resistant hypertension, clinical data, and strategies to address nonadherence to antihypertensive therapy.

Abstract 126: Cardiac Stress Testing: Optimizing Outcomes Through Dual Physician-Patient Education

Background: Even though cardiovascular (CV) tests, which are used to assess coronary arterial disease (CAD) are included in medical guidelines, cardiologists have limited ability to adequately perform appropriate testing modalities. In parallel, many patients have concerns or anxiety related to CV testing, and are not proactively educated on how to prepare for their procedure. Goals: To determine if an online parallel physician-patient education interventions could improve performance of cardiologists related to CV stress testing, and patient knowledge about the procedure. Methods: An online CME activity was developed as a 25-minute roundtable discussion with 3 leading experts on criteria for appropriate use of stress testing and preparing physicians to communicate the risks and benefits of testing modalities to their patients. The activity included a transcript of the discussion and a downloadable slide deck to reinforce key recommendations. Participant responses to questions were collected after the education (post-assessment) and compared with each user’s baseline data (pre-assessment) using a 2-tailed paired T-test to provide P values for assessing the impact of education. The CME activity also included a link to a patient/caregiver education module, developed in parallel to educate patients and their caregivers about cardiac stress testing. Patient/caregiver responses post-education compared to pre-education were also assessed to measure improvement in knowledge. Results: A total of 312 of cardiologists who participated in the CME activity and answered all pre- and post-assessment questions were included in the analysis. In addition, 3458 patients preparing for a stress test, 640 family members, 116 caregivers, and 3299 other participants interested in the topic of CV testing who completed the patient/caregiver education module and the pre- and post-education questions were included in the assessment. Post-education, significant improvements were observed (Table). Conclusion: This study demonstrated that both knowledge/competence of cardiologists on evidence-based practices as well as the understanding of patient/caregivers on CV testing can be improved using a dual approach to education.

Abstract WP304: Improving Safety of Stroke Prevention Strategies in AF: Effect of Online CME

Introduction: Evidence-based anticoagulant therapy is the cornerstone of stroke prevention in patients with atrial fibrillation (SPAF); however, patients are often inappropriately treated, resulting in preventable morbidity and mortality. Hypothesis: A video-based online continuing medical education (CME) activity can improve the knowledge and competence of cardiologists regarding clinical safety and appropriate use of non-vitamin K oral anticoagulants (NOACs) in management of SPAF. Methods: An online CME activity was developed as a 25-minute roundtable discussion with 3 leading experts on the role of NOACs in the setting of SPAF. The activity included a transcript of the discussion and a downloadable slide deck to highlight and reinforce key data. The effects of education were assessed using a linked pre-assessment/post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. P values are shown as a measure of significance; P values <.05 are statistically significant. Cohen’s d was used to calculate the effect size (> 0.8 are large, 0.8-0.4 are medium, and < 0.4 are small). Results: For cardiologists who participated in the CME activity, comparison of individually linked pre-assessment question responses to the respective post-assessment question responses demonstrates statistically significant improvements (N = 489; P <.05), with an overall large effect size of 0.865 (Table). Conclusion: The significant improvements observed in this online CME roundtable discussion demonstrate the benefits of educating the large target audience base with aptly designed educational activities using adult-learning principles. This assessment identified education gaps that support the need to develop additional CME activities on SPAF management for cardiologists, including appropriate use of NOACs to optimize safety while preventing further strokes.

Nurses Role in Delivering the Message: The Value of Health Promotion and Patient Education in the Self-Care Management of Adults with Asthma

Background: Asthma affects 235 million people worldwide. In developed countries, 1 in 12 people suffer from asthma. In Ireland this statistic is higher with 1 in 10 individuals suffering from asthma. Nurses are at the forefront in the battle against the effects of asthma on patients. This review aims to examine the critical role of health promotion interventions by nurses in the management of asthma. Method: This literature review, in conjunction with a presentation slide deck, looks to: 1. Identify asthma triggers as an important source of knowledge for nurses when treating asthma. 2. Explore techniques that improve patient education and self-management of asthma. 3. Highlight the importance of Health promotion in relation to asthma. Results: From this review it was determined that health promotion in asthma must be an educational initiative where it’s amalgamated into nursing practice and becomes on integral part of a nurse’s toolkit. Conclusion: A simple education leaflet detailing what was presented in the enclosed slides was designed following this review to support patient education for the effective self-management of adults with asthma. Further study should be conduct on the long term benefits of this leaflet.

What I’ve Learned about Medical Education

Submit Manuscript | http://medcraveonline.com Being a clinician, I have been confronted by patients whose diagnosis remains elusive. I use these cases in a very directed format to work through differential diagnoses with the audience. This gives them an insight into my thought process. It always opens up the presentation to discussions and occasional disagreements. I enjoy the disagreements. This furthers the interactivity. It also allows me to modify my slide deck for future use.

Selections From the ABC 2014 Annual Convention, Philadelphia, Pennsylvania

This article, the second of a two-part series, features 11 teaching innovations presented at the 2014 Association for Business Communication annual conference. These 11 assignments included leadership and other-focused communication—detecting communication style, adaptive communication, personality type, delivering feedback, problem solving, and critical thinking—and projects—analytic reports, presentation, slide deck creation, visual tools, ethics, team communication, field observation and reporting, rhetoric, persuasion, advertising messages strategies, delivering bad news, reporting financial data, and cross-cultural and international communication. Additional teaching materials—including instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication website http://businesscommunication.org/assignments .

In Search of Bravery

In previous columns, I've written about the importance of vision and seeing over the horizon to anticipate future needs, and of the power of storytelling to help identify nonobvious needs. Recently, I've been pondering another important ingredient for disruptive innovation: bravery. Rarely is innovation a Eureka moment realized by a single individual. Rather, it is the result of a series of discoveries and decisions executed over time--more evolutionary than purely revolutionary. Regardless of your beliefs about the trajectory of the change or the time period over which it develops, innovation is executed through a series of choices. But over the past three decades, I've seen many companies making choices in a way that stymies innovation and stifles creativity. Instead of visionary individuals or teams choosing between clearly articulated alternatives, the more common approach is to make choices by committee through consensus. The result is a reduction to choices between alternatives that reflect the lowest common denominator of features that satisfy the needs of most members of the committee. Far too often, these alternatives emerge as a series of PowerPoint presentations (often put together as decks) that reflect the elements of the choices, but neither their underlying logic nor the tradeoffs required to reach them. For example, when I worked at Intel, it was not unusual to see product features emerge through a series of PowerPoint decks, created over the course of many meetings, and eventually decided upon by a senior-level committee. There are three aspects to the decision-by-committee that bother me. First, a committee--whether formally constituted or emerging through participation in meetings--is not a team. On a team, individuals interweave their efforts to attack a common challenge, motivated by a clear sense of the problem at hand and a clear set of indicators for success. The team develops a point solution that is optimized for the specific problem at hand. But a committee is not focused on a single problem and must balance the needs of a set of individuals. Thus its choices, while acceptable from many perspectives, are not necessarily the best solution to any single problem. Second, a slide deck does not make a vision. Not to pick on PowerPoint specifically, but this type of software was developed to facilitate public speaking, not to organize and illuminate ideas. Edward Tufte (2003) argues that the linear nature of these presentations obfuscates the real choices that are made in the creation of the slides themselves. The presentation reflects the logical argument, but in doing so, ignores the richness of the underlying discussions that led to the argument. Tufte further asserts that PowerPoint and other slideware fragment information; by their very nature, they force the presenter to rely on a thin version of the story. In other words, the story is lost in the facts. In the context of new product development, it is essential to understand the genesis of the choices presented to fully determine the underlying risks. Third, choosing among a set of alternatives that reflects the lowest common denominator waters down the innovation potential. Truly disruptive innovations are bold and often aimed at a very specific target of potential users or customers. Lowest common denominator solutions, on the other hand, are generally acceptable, but not exceptional. In today's fast-paced, information-overloaded environment, a product or service must be exceptional to stand out. When taken together, these three factors explain why so few companies can conceive of and execute disruptive innovation, and instead settle for incremental innovation: the decision-making process itself is complicit. …

Remaking the Pitch: Reuse Strategies in Entrepreneurs’ Pitch Decks

Research problem: Examines how Korean entrepreneurs in an entrepreneurship program revised their English-language slide decks for their competitive presentations (“pitches”) by reusing content from professional communication genres, including their own documents and feedback from potential stakeholders in their target markets. Research question: As entrepreneurs learn to pitch ideas to unfamiliar markets, how do they revise their slide decks by reusing content from other professional communication genres? Specifically, what strategies do they follow when reusing content? Literature review: The professional communication literature demonstrates that reuse tends to take place in documentation cycles where documents are set in interaction with each other and that reuse itself involves rhetorical choices. Yet such reuse strategies have not been examined in existing studies of entrepreneurial pitches in marketing and technology commercialization. Methodology: In an exploratory qualitative study, researchers textually analyzed 14 sets of five related document genres in the archives of an entrepreneurship program. These genres represented a full cycle of activity: application to the program, initial pitches, initial feedback from program personnel, detailed feedback from representative stakeholders in the target market, and revised pitches. Interviews and surveys of program personnel further contextualize the data. Results and conclusions: Entrepreneurs reused content from professional communication genres, including those that they had generated as well as those generated by market stakeholders. However, reuse went simply beyond accepting and copying feedback; as they learned to make their pitch arguments, these entrepreneurs had to weigh this feedback and engage with it critically. This reuse can be characterized as Accepting (repeating verbatim or in close paraphrase); Continuing (extending lines of argument); and Resisting (rebutting lines of argument). These findings suggest that entrepreneurs need all three strategies as they refine their pitches for their target markets.

Making the Pitch: Examining Dialogue and Revisions in Entrepreneurs' Pitch Decks

Research problem: The question: How Korean entrepreneurs in an entrepreneurship program revised their slide decks for their presentations (“pitches”) in response to professional communication genres representing feedback from potential stakeholders in their target markets is examined. Research questions: As entrepreneurs learn to pitch ideas to unfamiliar markets, how do they revise their slide decks for their pitches when interacting with other professional communication genres that represent the concerns of market stakeholders? Specifically, what changes do entrepreneurs make to the claims, evidence, and complexity of arguments in their pitches? Literature review: The professional communication literature demonstrates that the revision process tends to take place in documentation cycles where documents are set in interaction with each other. Yet such revision processes are not studied in detail in existing studies of entrepreneurial pitches in marketing and technology commercialization. Methodology: In this exploratory qualitative study, researchers textually analyzed 14 sets of five related document genres in the archives of an entrepreneurship program. These genres represented a full cycle of activity: application to the program, initial pitches, initial feedback from program personnel, detailed feedback from representative stakeholders in the target market, and revised pitches. Interviews and surveys of program personnel further contextualize the data. Results and conclusions: Entrepreneurs revised their claims and evidence based on their dialogue with their target market. Some of the entrepreneurs altered their slides to make more complex arguments rebutting stakeholders' concerns. These findings suggest that entrepreneurs engage in dialogue with their target markets, but their engagement tends to be guided by tacit, situated experience rather than through an explicit, systematized approach.

Sustainable Authorship in Plain Text using Pandoc and Markdown

In this tutorial, you will first learn the basics of Markdown—an easy to read and write markup syntax for plain text—as well as Pandoc, a command line tool that converts plain text into a number of beautifully formatted file types: PDF, .docx, HTML, LaTeX, slide decks, and more.

Offshore Accounts: FATCA Background, Developments, and Key Issues

FATCA was unilaterally enacted by the US in March 2010 to address tax evasion by US taxpayers using offshore accounts. Much has occurred during the ensuing 4 years as the world prepares for FATCA’s July 1, 2014 effective date.This slide deck titled, Offshore Accounts: FATCA Background, Developments, and Key Issues, was prepared for a March 24, 2014 speech sponsored by the University of Baltimore School of Law and the Maryland State Bar Association. Ultimately the key question is whether FATCA will be successful, and if so, how long will it take?

Apple's International Tax Planning

In May 2013 the US Senate Permanent Subcommittee on Investigations held a hearing surrounding Apple Inc.’s international tax planning. As the first expert witness at the hearing, Prof. Harvey only had 10 minutes to summarize his thoughts on Apple’s tax planning. Thus, he prepared this slide deck for a 90 minute presentation to the Tax and Corporate Law Societies of Villanova School of Law. The slides summarize (i) the results of Apple’s international tax planning, (ii) international tax planning basics, (iii) and various tax policy options.

Temporary and Progressive Slide Deck for Course Participants in 'Being a Leader and the Effective Exercise of Leadership: An Ontological/Phenomenological Model,' entrepreneurship@UBC, University of British Columbia, Vancouver, Canada, June 2013

The Temporary and Progressive Slide Deck for Course Participants in 'Being a Leader and the Effective Exercise of Leadership: An Ontological/Phenomenological Model,' entrepreneurship@UBC, University of British Columbia, Vancouver, Canada, June 2013 is no longer available. The course materials can now be found at the following publicly available URL on SSRN. FOR THE COMPLETE COURSE MATERIALS USED IN THE MOST RECENT ‘BEING A LEADER AND THE EFFECTIVE EXERCISE OF LEADERSHIP: AN ONTOLOGICAL/PHENOMENOLOGICAL MODEL' GO TO: http://ssrn.com/abstract=1263835