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Biomedical subjects

Glen Bandiera

Publications and source records attributed to Glen Bandiera.

10 recordsLinked to original sources
PubMed2006

Evaluating "ED STAT!": a novel and effective faculty development program to improve emergency department teaching.

OBJECTIVES: Effective clinical teaching in emergency departments (EDs) presents unique challenges. No validated approaches to enhancing ED teaching have been reported. The authors evaluated the effectiveness of a novel one-day evidence-based, skills-oriented faculty development course tailored to ED teachers (ED STAT!). METHODS: The authors invited all inaugural course registrants to participate in this program evaluation study. The authors assessed participants' knowledge change and perceived change in teaching behavior using a multiple-choice and short-answer question examination, a teaching behaviors questionnaire, and a survey for satisfaction. Data were gathered before, immediately after, and one month after the course. Mean scores were compared using the Wilcoxon signed rank test, and qualitative results were analyzed via a grounded theory approach. RESULTS: Thirty-one individuals from a variety of academic and community EDs completed the May 2005 course; 28 participated in the pre-evaluation and postevaluation, and 22 participated in the one-month postevaluation. Multiple-choice scores increased from pre-evaluation to one-month postcourse by 15.1% (p < 0.001, effect size large: d = 1.53). Short-answer scores increased by 17.2% (p = 0.001, effect size large: d = 0.90). After one month, 55% of participants reported an increased amount of teaching, 86% perceived this teaching to be of a greater quality, and 82% had shared new strategies with colleagues. The course would be recommended to a colleague by 96.3% of respondents. CONCLUSIONS: ED STAT! improves participants' knowledge about ED-specific teaching strategies, and this improvement is maintained at one month. Participants reported high satisfaction and a positive effect on teaching behavior.

Consumer Behavior↗
PubMed2006

Improving communication skills: feedback from faculty and residents.

OBJECTIVES: To determine common themes in faculty and peer feedback for emergency medicine (EM) resident oral presentations. METHODS: From January to July 2005, all EM residents received written feedback on communication skills from two faculty and two peer reviewers. The feedback forms were analyzed by using formal grounded theory. The two investigators independently reviewed 25% of the forms to generate a code of general categories and specific qualifiers. The independent codes were merged by consensus into a common code. All forms were independently coded by the two investigators using the common code. Coding disagreements were resolved by consensus, yielding a uniform inventory of feedback categories and qualifiers. RESULTS: Twenty-one of 23 residents participated. Three hundred seventy-two data points were coded, with an interrater agreement of 85.7%. The five most common feedback themes were as follows: focus on key and relevant teaching points; increase audience participation; encourage higher level thinking; decrease content per slide; and add missing content relevant to teaching point. Peers differed from faculty, mentioning more frequently encourage higher level thinking and add missing content relevant to teaching point. Faculty differed from peers, mentioning increase clarity of teaching point and be engaging and enthusiastic more frequently. The difference in distribution of themes between faculty and peers was significant (chi2 = 59.692; p = 0.01). CONCLUSIONS: The authors present a model for providing feedback to EM residents on communication skills that is individualized, behavior based, and includes peer comments. Faculty and peers differ in their recommendations. The findings may inform communication skills curricula for EM residents.

Communication↗
PubMed2005

Comparison of the Canadian CT Head Rule and the New Orleans Criteria in patients with minor head injury.

CONTEXT: Current use of cranial computed tomography (CT) for minor head injury is increasing rapidly, highly variable, and inefficient. The Canadian CT Head Rule (CCHR) and New Orleans Criteria (NOC) are previously developed clinical decision rules to guide CT use for patients with minor head injury and with Glasgow Coma Scale (GCS) scores of 13 to 15 for the CCHR and a score of 15 for the NOC. However, uncertainty about the clinical performance of these rules exists. OBJECTIVE: To compare the clinical performance of these 2 decision rules for detecting the need for neurosurgical intervention and clinically important brain injury. DESIGN, SETTING, AND PATIENTS: In a prospective cohort study (June 2000-December 2002) that included 9 emergency departments in large Canadian community and university hospitals, the CCHR was evaluated in a convenience sample of 2707 adults who presented to the emergency department with blunt head trauma resulting in witnessed loss of consciousness, disorientation, or definite amnesia and a GCS score of 13 to 15. The CCHR and NOC were compared in a subgroup of 1822 adults with minor head injury and GCS score of 15. MAIN OUTCOME MEASURES: Neurosurgical intervention and clinically important brain injury evaluated by CT and a structured follow-up telephone interview. RESULTS: Among 1822 patients with GCS score of 15, 8 (0.4%) required neurosurgical intervention and 97 (5.3%) had clinically important brain injury. The NOC and the CCHR both had 100% sensitivity but the CCHR was more specific (76.3% vs 12.1%, P<.001) for predicting need for neurosurgical intervention. For clinically important brain injury, the CCHR and the NOC had similar sensitivity (100% vs 100%; 95% confidence interval [CI], 96%-100%) but the CCHR was more specific (50.6% vs 12.7%, P<.001), and would result in lower CT rates (52.1% vs 88.0%, P<.001). The kappa values for physician interpretation of the rules, CCHR vs NOC, were 0.85 vs 0.47. Physicians misinterpreted the rules as not requiring imaging for 4.0% of patients according to CCHR and 5.5% according to NOC (P = .04). Among all 2707 patients with a GCS score of 13 to 15, the CCHR had sensitivities of 100% (95% CI, 91%-100%) for 41 patients requiring neurosurgical intervention and 100% (95% CI, 98%-100%) for 231 patients with clinically important brain injury. CONCLUSION: For patients with minor head injury and GCS score of 15, the CCHR and the NOC have equivalent high sensitivities for need for neurosurgical intervention and clinically important brain injury, but the CCHR has higher specificity for important clinical outcomes than does the NOC, and its use may result in reduced imaging rates.

Adolescent↗
PubMed2005

Creating effective learning in today's emergency departments: how accomplished teachers get it done.

STUDY OBJECTIVES: Significant impediments to effective emergency department (ED) teaching compromise what could otherwise be an excellent learning milieu. There is little literature to guide faculty development around specific emergency medicine teaching techniques. We determine what recognized experts in emergency medicine teaching consider to be the important clinical teaching behaviors that make them good teachers, the main impediments to good teaching in EDs, and important prerequisites for a good ED teacher. METHODS: This was a structured telephone survey with qualitative grounded-theory analysis. Participants were current Canadian emergency medicine teaching faculty who have won awards, been promoted, or received persistent excellent evaluations according to their ED teaching. Participants underwent a 45- to 60-minute standardized structured telephone interview. Interviews were transcribed and independently coded by 2 investigators using a grounded-theory approach. The codes were merged by consensus, and the data were recoded. Twenty percent of data were then coded by both investigators to estimate interrater reliability of final coding. Discrepancies were resolved by agreement. RESULTS: Of 43 potential participants, 33 were still in practice, available, and willing to participate. Twelve ED-specific, practical, implementable strategies representing the general themes of learner-centeredness, active learning, individual relevance, and efficiency emerged. Participants collectively identified 6 significant impediments to teaching and 9 prerequisites to being an effective ED teacher. CONCLUSION: Accomplished emergency medicine teaching faculty identify with common impediments to ED teaching yet are able to describe practical, easily implemented strategies that they believe make them good teachers. They also take advantage of basic prerequisites for good teaching.

Canada↗
PubMed2005

What do emergency medicine learners want from their teachers? A multicenter focus group analysis.

BACKGROUND: To the best of the authors' knowledge, there are no reports describing what learners believe are good emergency medicine (EM) teaching practices. EM faculty developers are compromised by this lack of knowledge about what EM learners appreciate in their teachers. OBJECTIVES: To determine what Canadian EM learners consider to be good prerequisites and strategies for effective teaching in the emergency department (ED). METHODS: Clinical clerks and residents from the Canadian College of Family Physicians, Emergency Medicine certification [CCFP(EM)] fellowship program, the Royal College of Physicians and Surgeons of Canada, Emergency Medicine certification [FRCP(EM)] fellowship program, and off-service programs from all five Ontario medical schools participated in monitored focus-group sessions. Conversations were recorded, transcribed by a third party, and coded by two independent assessors using standard grounded theory methods. The text was categorized based on the final code into basic themes and specific qualifiers, which were then sorted by frequency of mention in the focus groups. Results are presented in descriptive fashion. RESULTS: Twenty-eight learners participated. They identified 14 major principles for good EM teaching, and a further 30 specific qualifiers. The top five principles were: "has a positive teacher attitude," "takes time to teach," "uses teachable moments well," "tailors teaching to the learner," and "gives appropriate feedback." Agreement on classification of ideas was 86%. CONCLUSIONS: Learners are sensitive to the constraints of the ED teaching environment, and have consistent views about good ED teaching practices. Among 14 general principles identified, "takes time to teach," "gives feedback," "tailors teaching to the learner," "uses teachable moments," and "has a good teacher attitude" were the most commonly reported.

Attitude of Health Personnel↗
PubMed2004

Reliability of a structured interview scoring instrument for a Canadian postgraduate emergency medicine training program.

OBJECTIVES: To determine the reliability of scores assigned to interviews of medical students applying to an emergency medicine program. METHODS: A scoring instrument was derived based on faculty and resident input, institutional and national documents, and previous application procedures. Candidates were interviewed by four pairs of interviewers. Interviewers were asked to score the candidates on five visual analog scales (VASs) with objective anchors. Each interview assessed a unique candidate characteristic. All interviewers were given explicit instructions on scoring procedures and instrument use. The data were entered into an Excel database and transferred to SPSS, and reliabilities were measured with a two-way mixed-effect Cronbach's alpha. RESULTS: Forty applications were received for the 2002 residency entry year. Thirty-eight application packages were complete, and 16 candidates were interviewed. Data collection was complete for all 16. The average measure intraclass correlations for each individual interviewer across the five VASs ranged from 0.72 to 0.92 (mean, 0.85). The interrater reliability within the four interviews (personal characteristics, trainability, suitability for emergency medicine, and suitability for the specific training program) were low at 0.36, 0.59, 0.69, and 0.49. The overall reliability of the four interview scores was 0.83, and for the eight interviewer scores it was 0.86. CONCLUSIONS: The reliability of the overall interview scores was very high. The intraclass correlations for each interviewer's VAS scores were also high, but interrater correlations within interview teams were moderate and not higher than those across interview teams. This study suggests that an interview assessment instrument can be highly reliable overall and that interviewers base scores on an overall global impression.

Canada↗
PubMed2003

The Canadian C-spine rule versus the NEXUS low-risk criteria in patients with trauma.

BACKGROUND: The Canadian C-Spine (cervical-spine) Rule (CCR) and the National Emergency X-Radiography Utilization Study (NEXUS) Low-Risk Criteria (NLC) are decision rules to guide the use of cervical-spine radiography in patients with trauma. It is unclear how the two decision rules compare in terms of clinical performance. METHODS: We conducted a prospective cohort study in nine Canadian emergency departments comparing the CCR and NLC as applied to alert patients with trauma who were in stable condition. The CCR and NLC were interpreted by 394 physicians for patients before radiography. RESULTS: Among the 8283 patients, 169 (2.0 percent) had clinically important cervical-spine injuries. In 845 (10.2 percent) of the patients, physicians did not evaluate range of motion as required by the CCR algorithm. In analyses that excluded these indeterminate cases, the CCR was more sensitive than the NLC (99.4 percent vs. 90.7 percent, P<0.001) and more specific (45.1 percent vs. 36.8 percent, P<0.001) for injury, and its use would have resulted in lower radiography rates (55.9 percent vs. 66.6 percent, P<0.001). In secondary analyses that included all patients, the sensitivity and specificity of CCR, assuming that the indeterminate cases were all positive, were 99.4 percent and 40.4 percent, respectively (P<0.001 for both comparisons with the NLC). Assuming that the CCR was negative for all indeterminate cases, these rates were 95.3 percent (P=0.09 for the comparison with the NLC) and 50.7 percent (P=0.001). The CCR would have missed 1 patient and the NLC would have missed 16 patients with important injuries. CONCLUSIONS: For alert patients with trauma who are in stable condition, the CCR is superior to the NLC with respect to sensitivity and specificity for cervical-spine injury, and its use would result in reduced rates of radiography.

Adolescent↗
PubMed2003

The Canadian C-spine rule performs better than unstructured physician judgment.

STUDY OBJECTIVES: We compare the predictive accuracy of emergency physicians' unstructured clinical judgment to the Canadian C-Spine rule. METHODS: This prospective multicenter cohort study was conducted at 10 Canadian urban academic emergency departments. Included in the study were alert, stable, adult patients with a Glasgow Coma Scale score of 15 and trauma to the head or neck. This was a substudy of the Canadian C-Spine and CT Head Study. Eligible patients were prospectively evaluated before radiography. Physicians estimated the probability of unstable cervical spine injury from 0% to 100% according to clinical judgment alone and filled out a data form. Interobserver assessments were done when feasible. Patients underwent cervical spine radiography or follow-up to determine clinically important cervical spine injuries. Analyses included comparison of areas under the receiver operating characteristic (ROC) curve with 95% confidence intervals (CIs) and the kappa coefficient. RESULTS: During 18 months, 6265 patients were enrolled. The mean age was 36.6 years (range 16 to 97 years), and 50.1% were men. Sixty-four (1%) patients had a clinically important injury. The physicians' kappa for a 0% predicted probability of injury was 0.46 (95% CI 0.28 to 0.65). The respective areas under the ROC curve for predicting cervical spine injury were 0.85 (95% CI 0.80 to 0.89) for physician judgment and 0.91 (95% CI 0.89 to 0.92) for the Canadian C-Spine rule (P <.05). With a threshold of 0% predicted probability of injury, the respective indices of accuracy for physicians and the Canadian C-Spine rule were sensitivity 92.2% versus 100% (P <.001) and specificity 53.9% versus 44.0% (P <.001). CONCLUSION: Interobserver agreement of unstructured clinical judgment for predicting clinically important cervical spine injury is only fair, and the sensitivity is unacceptably low. The Canadian C-Spine rule was better at detecting clinically important injuries with a sensitivity of 100%. Prospective validation has recently been completed and should permit widespread use of the Canadian C-Spine rule.

Adolescent↗
PubMed2003

Evaluation of a structured application assessment instrument for assessing applications to Canadian postgraduate training programs in emergency medicine.

OBJECTIVE: To determine the interrater reliability and predictive validity of a structured instrument for assessing applications submitted to a Fellow of the Royal College of Physicians of Canada (FRCP) emergency medicine residency program. METHODS: An application assessment instrument was derived based on faculty and resident input, institutional and national documents, and previous protocols. The instrument provided a score based on objective anchors for each of four application components. Three assessors were introduced to the instrument in a detailed tutorial session. Assessors were given five applications to score and results were compared for understanding of the scoring principles. The instrument was used in a developmental pilot to assess the 2001 cohort of applications and revised again. Applications for the 2002 study cohort were submitted through a central application service. Assessors used the instrument to score each application independently. Interrater reliability was determined by calculating a two-way mixed-effect Cronbach's alpha. RESULTS: Forty applications were received for the year 2002. Thirty-eight application packages were complete and data collection was complete for all 38. The single-rater reliabilities for the curriculum vitae, personal letter, transcript, reference letters, and overall package were 0.73, 0.52, 0.64, 0.61, and 0.72, respectively. The three-rater reliabilities for the components were 0.89, 0.77, 0.84, and 0.82, respectively. The three-rater reliability of the overall application score was 0.89. CONCLUSIONS: Three-rater reliabilities for each component and the entire application package were high. Multiple assessors are required to generate acceptable reliabilities. Using strict design and implementation principles can lead to a reliable instrument for assessing complex application packages.

Canada↗