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Biomedical subjects

Brent C Williams

Publications and source records attributed to Brent C Williams.

15 recordsLinked to original sources
PubMed2006

Evaluation of evidence for interprofessional education.

Based on recommendations from numerous organizations, educators in healthcare disciplines are implementing interprofessional training programs. Our objective was to summarize relevant literature in a way that would be most useful to clinician educators. Studies involving educational interventions in health professions to enhance learner-based outcomes relevant to the provision of interprofessional care were identified. We sought prospective, controlled trials in which at least 2 health care disciplines were represented, and 1 of which was medicine. Thirteen reports met the criteria for inclusion. Interventions varied widely in design and intensity, but generally included both didactic and clinical components and lasted several weeks or longer. Most studies used pretest/posttest controls and observed positive effects on learners' attitudes and knowledge. Combined clinical and didactic experiences may produce short-term improvements in learners' knowledge and attitudes about interprofessional care. Future research should employ control groups and validated, behaviorally oriented outcome measures whenever possible.

Controlled Clinical Trials as Topic↗
PubMed2006

Brief report: Brief instrument to assess geriatrics knowledge of surgical and medical subspecialty house officers.

PROBLEM: Initiatives are underway to increase geriatrics training in nonprimary care disciplines. However, no validated instrument exists to measure geriatrics knowledge of house officers in surgical specialties and medical subspecialties. METHODS: A 23-item multiple-choice test emphasizing inpatient care and common geriatric syndromes was developed through expert panels and pilot testing, and administered to 305 residents and fellows at 4 institutions in surgical disciplines (25% of respondents), emergency medicine (29%), medicine subspecialties (19%), internal medicine (12%), and other disciplines (15%). RESULTS: Three items decreased internal reliability. The remaining 20 items covered 17 topic areas. Residents averaged 62% correct on the test. Internal consistency was appropriate (Cronbach's alpha coefficient=0.60). Validity was supported by the use of expert panels to develop content, and by overall differences in scores by level of training (P<.0001) and graded improvement in test performance, with 58%, 63%, 62%, and 69% correct responses among HO1, HO2, HO3, and HO4s, respectively. CONCLUSIONS: This reliable, valid measure of clinical geriatrics knowledge can be used by a wide variety of surgical and medical graduate medical education programs to guide curriculum reform or evaluate program performance to meet certification requirements. The instrument is now available on the web.

Clinical Competence↗
PubMed2006

Development of a standardized patient instructor to teach functional assessment and communication skills to medical students and house officers.

Professional societies have called for increased geriatrics training for all medical students and physicians. A Geriatrics Standardized Patient Instructor (GSPI) was developed in which learners assess the functional status of a patient preparing for hospital discharge. Standardized patients (SPs) rate learners on functional assessment and communication skills, and provide feedback. Seventeen SPs were trained. Correlations of ratings by SPs with ratings by three geriatricians of videotaped encounters indicated good reliability (correlation coefficient = 0.69 and 0.70 for functional assessment and communication skills, respectively). Results from two learner groups illustrated the utility and feasibility of the GSPI. First, 138 house officers in nine specialties experienced the GSPI as a formative evaluation during implementation of new geriatrics curricula. Mean scores+/-standard deviation (on a 100-point scale) for functional assessment and communication skills were 78+/-16 and 86+/-11, respectively. House officers rated the overall experience positively (mean rating (1 = poor, 5 = excellent) 3.9+/-0.8). Second, 171 first-year medical students (M1 s) encountered the GSPI as part of an intense, multimodal educational intervention. Mean scores on functional assessment and communication skills were 93+/-10 and 93+/-7, respectively. Mean overall rating of the experience by M1 s was 4.1+/-0.8. After demonstrated success as a teaching tool in these two groups of learners, the GSPI has been successfully used with second- and third-year (M3) medical students and house officers from a total of 12 specialties and incorporated into multistation Objective Standardized Clinical Examination exercises for incoming house officers and M3 s. Unlike existing diagnosis-oriented SPs, the GSPI can be used to assess and teach geriatrics skills to physician learners across disciplines and levels of training.

Aged↗
PubMed2006

Effects of a geriatrics interdisciplinary experience on learners' knowledge and attitudes.

This study examines the impact of an interdisciplinary training program on knowledge and attitudes of learners from four health care programs: medicine, pharmacy, social work, and nursing. Sixty-two learners participated in a 4-day educational program (one day each week for 4 weeks) focusing on interdisciplinary geriatric care. After completing the program, learner scores improved on a knowledge test and two attitudinal subscales, and they reported a positive training experience. A short-term interdisciplinary educational intervention can have an impact on learners' knowledge of and attitudes toward older adults, and improve their understanding and confidence in participating in an interdisciplinary collaborative care team.

Education, Professional↗
PubMed2006

Teaching interdisciplinary geriatrics ambulatory care: a case study.

Interdisciplinary health care training is advocated by numerous government and philanthropic organizations. Educators in the health professions are increasingly offering training in interdisciplinary health care in a variety of contexts, including ambulatory settings. This paper describes a three-year program to teach skills in interdisciplinary care to learners from internal medicine, social work, pharmacy, and nursing in a geriatrics clinic at a major academic institution in the United States. Framed in a critical review of existing evidence for the effectiveness of interdisciplinary training and health care and expert recommendations, specific recommendations are made to educators interested in interdisciplinary training in ambulatory settings.

Ambulatory Care↗
PubMed2005

Variation in periodontal diagnosis and treatment planning among clinical instructors.

Consistency in clinical decision making may be necessary for reliable assessment of student performance and teaching effectiveness, yet little has been done to examine variation in periodontal diagnosis and treatment planning among dental school faculty. The purpose of this investigation was to examine variation among faculty in diagnosis and management of common periodontal diseases. Twenty-seven clinical instructors (periodontists, general dentists, dental hygienists, and first- and second-year periodontal graduate students) reviewed three web-based cases and answered a brief questionnaire focusing on radiographic interpretation, periodontal diagnosis, and treatment planning. Response rates for the three cases ranged from 62 percent to 70 percent. Clinical instructors' rating of percent bone loss in the majority of cases varied between three descriptive categories for the same tooth. Greater consistency in periodontal diagnosis was noted within the graduate student group as compared to periodontal and dental hygiene faculty groups. Diagnoses offered for one of the three patients varied between gingivitis and chronic and aggressive periodontitis. Six to nineteen different treatment plans (many with subtle differences) were submitted for each of the three cases. Inter-rater variation was qualitatively more prevalent than intra-rater variation. To our knowledge, this is the first study to document substantial variation among instructors in radiographic interpretation, diagnosis, and treatment planning for common periodontal diseases. Qualitative judgments speculating on the impact of variability among dental school faculty on student performance and patient care can be made but as yet remain unknown. Consistent use of accepted practice guidelines and greater consensus-building opportunities may decrease variation among faculty and enhance dental education.

Adult↗
PubMed2004

Assessing residents' competency in care management: report of a consensus conference.

BACKGROUND: Residency programs must prepare physicians to practice in the current health care environment. This mandate is reflected in 3 of the 6 competency domains now required by the Accreditation Council for Graduate Medical Education: systems-based practice, interpersonal skills and communication, and practice-based learning and improvement. SUMMARY: An invitational conference was convened, with experts in clinical practice, managed care administration, and education to identify and recommend optimal and promising assessment methods for 4 target areas: physician-patient communication, ethics, teamwork and collaboration, and practice management. Working in small groups, participants considered a range of resident assessment methods and identified current or future methods for each area, based on reliability, validity, use of behaviorally oriented outcomes, feasibility, and cost. Preferred methods of assessment varied by domain and include written examinations, computer-based patient management problems, standardized patients, objective structured clinical examinations, portfolios, 360-degree evaluations, and patient satisfaction surveys. CONCLUSIONS: The use of several practical, scientifically sound, and specific methods for assessing residents' competency in care management are recommended. Assessment instruments will need to be flexible enough to adapt to the rapid changes in the health care delivery system and terminology.

Clinical Competence↗
PubMed2004

Relationship between symptoms and health-related quality of life in patients treated for hypertension.

STUDY OBJECTIVE: To determine the relationship between symptoms and health-related quality of life (HRQOL) in patients receiving drug therapy for hypertension. DESIGN: Cross-sectional survey. SETTING: Outpatient general medicine and university-based hypertension clinics. PATIENTS: All patients prescribed one or more antihypertensive drugs seen during a 6-month period in the clinics. INTERVENTION: Data were obtained from a mailed questionnaire and medical records. MEASUREMENTS AND MAIN RESULTS: Symptoms were measured by a symptom count and total symptom distress. Two scores derived from the Short Form-36 (SF-36)--the Physical Component Summary (PCS) and the Mental Component Summary (MCS)--were used to assess HRQOL. Responses were received from 125 of 220 patients (56.8%). Mean +/- SD values were 8.8 +/- 7.8 for symptom count, 31.6 +/- 46.2 for total symptom distress, 48.7 +/- 9.3 for PCS, and 51.6 +/- 10.1 for MCS. Higher symptom counts and symptom distress scores were strongly associated with lower HRQOL scores in multivariate models, with standardized coefficients from -0.62 to -0.41. These were greater in magnitude than any other predictor, including demographic information (age, sex, race, education level, income), disease variables (blood pressure, years of hypertension), and drug treatment (number of antihypertensive drugs and duration of regimen). Model-adjusted R2 values were 0.22-0.41. CONCLUSION: Symptoms have a greater impact on HRQOL than patient characteristics, blood pressure, or drug-related factors. Among patients receiving drug therapy for hypertension, detailed review of symptoms may yield important information for assessing and improving HRQOL.

Aged↗
PubMed2003

Relating medical students' knowledge, attitudes, and experience to an interest in geriatric medicine.

PURPOSE: This study examined medical students' interest in geriatrics: Are knowledge, positive attitudes, and prior experience with older adults associated with an interest in geriatric medicine? DESIGN AND METHODS: Entering University of Michigan medical students completed three surveys: the Revised Facts on Aging Quiz, the University of California at Los Angeles Geriatric Attitudes Scale, and the Maxwell-Sullivan Attitudes Scale. The students were also asked questions about their prior experience with older adults and their interest in geriatric medicine. RESULTS: The results indicate that incoming medical students have minimal knowledge about aging, moderately positive attitudes toward older adults, and low interest in geriatric medicine. Having more positive attitudes toward older adults (ss =.28) and having cared for older persons prior to medical school (ss =.14) were associated with greater interest in geriatric medicine. IMPLICATIONS: These findings suggest that interventions to increase the number of geriatric-oriented physicians should focus on influencing learners' attitudes through experiences in the care of older adults.

Adult↗
PubMed2002

Validation of a global measure of faculty's clinical teaching performance.

PURPOSE: To validate the University of Michigan Global Rating Scale (GRS), a single-item, five-point global measure of faculty members' clinical teaching performances previously shown to be reliable. METHOD: In June 1998, 98 senior medical residents (98% of seniors) from four academic institutions completed the GRS for all teaching faculty at their institutions. Each resident also completed the 26-item Stanford Faculty Development questionnaire (SFDP26) for ten faculty with whom he or she had had teaching contact during residency. The SFDP26 is a validated instrument that measures seven specific aspects of clinical teaching (e.g., communication of goals, feedback). RESULTS: The mean GRS score (SE) was 3.83 (.07). There was no difference in mean GRS or SFDP26 subscale scores across institutions. In a random-effects model that controlled for interrater reliability, correlation coefficients comparing the mean GRS scores and the mean scores for the individual SFDP26 subscales ranged from.86 to.98. CONCLUSIONS: The GRS correlates highly with measures of seven specific aspects of teaching effectiveness among senior medical residents. The GRS is a simple, readily administered measure of faculty's teaching performances that can be used by residency programs as part of an incentive or reward program, to identify teachers as potential candidates for faculty development, or for consideration in promotion decisions.

Faculty, Medical↗
PubMed2002

Teaching interdisciplinary geriatrics team care.

OBJECTIVES: Addressing the current fragmentation and lack of coordination of health care requires that health professionals be skilled and motivated towards interdisciplinary team care. The objectives of our program are to (1) enhance attitudes towards team health care and (2) improve group interaction skills among interdisciplinary health care learners. DESCRIPTION: We nested an educational intervention focusing on skills and attitudes in interdisciplinary team care within a one-month rotation in an interdisciplinary geriatrics clinic. One day each week, a morning is devoted to small-group seminars, and learners participate as members of an interdisciplinary geriatrics clinical team in the afternoon. Learners are from four disciplines and include an internal medicine resident, a nurse practitioner, a social worker, and pharmacy students. During the small-group seminars, eight hours are spent focusing on team care through facilitated discussions with assigned readings that include (1) motivational information and personal stories regarding the fragmented nature of current health care and personal attitudes and experiences with team care (2 hours), (2) a review of selected effective group communication skills (e.g., querying another learner about reasoning behind a statement before responding with a counter-opinion) (one hour), (3) case studies with team care planning and debriefing on group process behaviors (four hours), and (4) exploration of the potential relevance of team care to learners' own career paths (1 hour). The remaining seminars are devoted to topics in clinical geriatrics and managed care, and to reviewing patient files for the afternoon clinic. In the interdisciplinary clinic, learners spend an additional 18 hours seeing patients with a team that includes faculty from each of the four disciplines. Patients are seen jointly, and care plans are developed and implemented collaboratively. The primary outcome measures are pre- and post-rotation attitudes regarding interdisciplinary team care. Concurrent controls who do not participate in the program are also assessed. Additional measures include faculty observation of communication behaviors, review of written interdisciplinary care plans, and learner perceptions of the value of the rotation. After a one-year planning and pilot period, the educational program is now in its third month of operation. DISCUSSION: Previous team-care training programs for health professionals have demonstrated difficulty in fostering effective attitudes and skills. During the planning and pilot year, we identified barriers to success that included (1) negative baseline attitudes toward interdisciplinary team care, especially among medical residents, (2) unrecognized assumptions and behaviors by learners regarding authority and power relationships within the team, and (3) specific concerns by learners regarding the effectiveness and efficiency of health care teams. We hope to demonstrate success through a program that includes direct examination of learners' attitudes and their origins in a safe environment, immediate feedback regarding group behaviors, case-based learning, and direct role exposure to a well-functioning interdisciplinary team.

Attitude of Health Personnel↗