http://www.cecentral.com/rss Thu, 17 May 2012 20:52:06 +0100 ℗ & © UK HealthCare CECentral http://www.cecentral.com/activity/2372 The teaching of Professionalism and Humanism is a necessary and essential part of medical education for both residents and medical students. The University of Kentucky Program for Bioethics has developed this multimedia computer-based-learning series designed to meet both ACGME guidelines in Ethics and Professionalism, as well as LCME guidelines in bioethics. This five-part module, entitled "Professionalism and Humanism", comprises five documentary-style components that explore core concepts in medical professionalism and humanism. This module series uses the most innovative concepts in clinical ethics pedagogy, including the use of film as teaching aid; this five-part module combines film clips to illustrate concepts and demonstrate ethical issues and dilemmas critical in medical ethics education. Each component of this module may be viewed separately, to adapt to the busy medical residents’ and medical students’ schedules. Additionally, this module is in compliance with the Fair Use Guidelines for Educational Multimedia, in accordance with the Copyright Act of 1976. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1643 The patient medical record serves multiple functions.  It enables health care providers to evaluate, plan and monitor the patient’s immediate treatment.  It provides a means of facilitating communication and continuity of care among health care providers involved in the patient’s care.  It serves as a permanent record that informs health care providers in and outside the hospital about the patient’s medical history.  The medical record also provides the information that serves as the basis for financial reimbursement to hospitals, healthcare providers and patients.  It serves as a legal document for use by an injured patient against other parties or for use in other legal proceedings.  It is used by hospital quality assurance, state licensing agencies, state regulatory agencies and other entities in assessing the quality of care by hospitals and health care providers.  As such it becomes imperative that medical record documentation and associated coding and billing be congruent.Goal:Residents/fellows must be able to demonstrate through individual medical record documentation, coding and billing practices an awareness of and responsiveness to the larger context and system of health care and accountability to patients, society and the professionLearning Objectives:At the end of this module, residents will be better able to:Define the purpose and content of a medical record.Define medical necessity.Identify the diagnostics codes used by physicians and hospitals to report medical services and procedures.Demonstrate compliance with medical record documentation.ACGME Competency: SBP, IPCS, MK, PA passing grade of 80% or higher on the post-test is required for successful completion of this   curriculum. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1621 Clinical ethics pedagogy is a necessary and essential part of medical education for both residents and medical students. Faced with limited resources for teaching clinical ethics, and limited classroom time available for residents and medical students, The University of Kentucky Program for Bioethics has developed this novel multimedia computer-based-learning series designed to meet both ACGME guidelines in Ethics and Professionalism, as well as LCME guidelines in bioethics. This four-module series, entitled “Introduction to Clinical Ethics,” comprises four 1- hour documentary-style modules, each focusing on a core bioethics principle. Module 4, “Justice” comprises 4 parts, which is the focus of this particular module. Modules 1 and 2 (Autonomy/Respect for Persons; and Beneficence, respectively), should be completed PRIOR to the viewing of Module 3. This module series uses the most innovative concepts in clinical ethics pedagogy, including the use of film as a teaching aid; the four modules combined use over 100 separate film clips to illustrate several concepts in clinical ethics, and demonstrate various ethical issues and dilemmas that are essential for medical ethics education.  The modules are created in approximately 15-20 minute segments to work specifically with busy medical residents’ and students’ schedules. Additionally, the modules are in compliance with the Fair Use Guidelines for Educational Multimedia, in accordance with the Copyright Act of 1976. Module 1 Autonomy/Respect of Persons, module 2 Beneficenceand module 3 Non-Maleficence should be PRIOR to viewing module 4. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1620 Clinical ethics pedagogy is a necessary and essential part of medical education for both residents and medical students. Faced with limited resources for teaching clinical ethics, and limited classroom time available for residents and medical students, The University of Kentucky Program for Bioethics has developed this novel multimedia computer-based-learning series designed to meet both ACGME guidelines in Ethics and Professionalism, as well as LCME guidelines in bioethics. This four-module series, entitled “Introduction to Clinical Ethics”, comprises four 1- hour documentary-style modules, each focusing on a core bioethics principle. Module 3, Nonmaleficence, comprises 4 parts, which is the focus of this particular module. Modules 1 and 2 (Autonomy/Respect for Persons; and Beneficence, respectively), should be completed PRIOR to the viewing of Module 3. Module 4 (Justice), the final module in this series, should be completed after Module 3.This module series uses the most innovative concepts in clinical ethics pedagogy, including the use of film as a teaching aid; the four modules combined use over 100 separate film clips to illustrate several concepts in clinical ethics, and demonstrate various ethical issues and dilemmas that are essential for medical ethics education.  The modules are created in approximately 15-20 minute segments to work specifically with busy medical residents’ and medical students’ schedules. Additionally, the modules are in compliance with the Fair Use Guidelines for Educational Multimedia, in accordance with the Copyright Act of 1976. Module 1 Autonomy/Respect of Persons and module 2 Non-Maleficence should be PRIOR to viewing module 3. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1619 Clinical ethics pedagogy is a necessary and essential part of medical education for both residents and medical students. Faced with limited resources for teaching clinical ethics, and limited classroom time available for residents and medical students, The University of Kentucky Program for Bioethics has developed this novel multimedia computer-based-learning series designed to meet both ACGME guidelines in Ethics and Professionalism, as well as LCME guidelines in bioethics. This four-module series, entitled “Introduction to Clinical Ethics”, comprises four 1- hour documentary-style modules, each focusing on a core bioethics principle. Module 2, Beneficence, comprises 3 parts and a short Conclusion which is the focus of this particular module. Modules 3 and 4 (BNonmaleficence and Justice, respectively) each comprising four parts, should be completed after Module 2. This module series uses the most innovative concepts in clinical ethics pedagogy, including the use of film as a teaching aid; the four modules planned will use over 100 separate film clips to illustrate several concepts in clinical ethics, and demonstrate various ethical issues and dilemmas that are essential for medical ethics education. The modules are created in approximately 15-20 minute segments to work specifically with busy medical residents’ and medical students’ schedules. Additionally, the modules are in compliance with the Fair Use Guidelines for Educational Multimedia, in accordance with the Copyright Act of 1976.Module 1 Autonomy/Respect for persons should be be completed PRIOR to viewing module 2. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1618 Clinical ethics pedagogy is a necessary and essential part of medical education for both residents and medical students. Faced with limited resources for teaching clinical ethics, and limited classroom time available for residents and medical students, The University of Kentucky Program for Bioethics has developed this novel multimedia computer-based-learning series designed to meet both ACGME guidelines in Ethics and Professionalism, as well as LCME guidelines in bioethics. This four-module series, entitled “Introduction to Clinical Ethics”, comprises four 1- hour documentary-style modules, each focusing on a core bioethics principle. Module 1, “Autonomy/Respect for Persons” comprises 3 parts, which is the focus of this particular module. Modules 2, 3 and 4 (Beneficence, Nonmaleficence and Justice, respectively) each comprising four parts, should be completed after Module 1.This module series uses the most innovative concepts in clinical ethics pedagogy, including the use of film as a teaching aid; the four modules planned will use over 100 separate film clips to illustrate several concepts in clinical ethics, and demonstrate various ethical issues and dilemmas that are essential for medical ethics education. The modules are created in approximately 15-20 minute segments to work specifically with busy medical residents’ and medical students’ schedules. Additionally, the modules are in compliance with the Fair Use Guidelines for Educational Multimedia, in accordance with the Copyright Act of 1976. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1535 The Institute of Medicine recommends that all healthcare professionals have the ability to cooperate, collaborate, communicate, and integrate care in teams to ensure that patient care is continuous and reliable.  Interprofessional education, whereby a group of students/trainees from the health related fields learn and interact together around a healthcare issue during certain periods of their education, is one way to promote this competency.  Equally important, however, is training students/trainees how to be effective members or leaders of an interprofessional healthcare team.  This is accomplished when students/trainees have a basic understanding of team and leadership principles.    The “Working in Interprofessional Teams” module will define the knowledge, skills, and attitudes necessary to create, maintain, and support effective interprofessional healthcare teams. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1534 Despite continual advancements in medical knowledge and technology, healthcare today frequently falls short of delivering its potential benefits and may even cause harm to patients.  In 2000 the Institute of Medicine report estimated that up to 100,000 patient deaths per year can be attributed to medical error.  In comparison, in the same year, 42,000 people died in car accidents.  Several other studies have confirmed that harm to patients attributable to medical error ranks between the 2nd and 9th leading cause of death for all ages. The complexity of the medical system creates potential for error that often cannot be attributed to any single individual.  Therefore, patient safety has become an increasing focus of research and practice improvement in healthcare over the last two decades.  The focus of patient safety is to identify and control hazards that could potentially harm patients. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1533 The University of Kentucky Graduate Education Committee Core Curriculum consists of a variety of educational programs addressing common curriculum requirements established by the graduate education accreditation body, the ACGME, for all residency training programs. The module "The Use of Informatics for Evidence-Based Practice" was created in partial fulfillment of the competency “Practice-based Learning and Improvement”:Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning. Residents are expected to develop skills and habits to be able to meet the following goals: identify strengths, deficiencies, and limits in one’s knowledge and expertise; set learning and improvement goals; identify and perform appropriate learning activities; systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement; incorporate formative evaluation feedback into daily practice; “In the ACGME’s Program Director Guide to the Common Program Requirements, it specifically states: "training for EBM-related skills will help residents develop the needed skills and habits: locating information, using information technology, appraising information, assimilating evidence (from scientific studies as well as practice data), and applying information to patient care. Resources for accomplishing this may include library professionals and a variety of articles, books, and learning modules." (http://www.acgme.org/acWebsite/navPages/nav_commonpr.asp , accessed 11/30/2010) info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100 http://www.cecentral.com/activity/1531 Needs StatementEvidence-based studies have shown that interpersonal and communication skills have a significant impact on patient care and correlate with improved health outcomes and health care quality.  Ineffective skills are associated with malpractice claims and suits, as well as lower patient and provider satisfaction.  This competency domain consists of two distinct skill sets; communication skills which are used to perform specific tasks such as obtaining a history, obtaining informed consent,  informing patients of  diagnoses and therapeutic plans, and  documentation of those encounters;  and interpersonal skills which are used to counsel and establish trusting relationships. The effective exchange of information requires excellent verbal, non-verbal and written communication skills, as well as good relationship-building skills. Goal: Residents/fellows must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their patients’ families, and health professionals.Learning Objectives: At the end of this module, residents will be better able to:Communicate effectively with patients and families, using appropriate verbal and non-verbal communication skills and techniques.Utilize specific types of questions, listening skills, and counseling skills to optimize patient and family understanding and patient-physician communication and rapport.Work effectively as a member or leader of a health care team or other professional group.Maintain comprehensive, timely, and legible medical records.ACGME Competency: IPCSA passing grade of 80% or higher on the post-test is required for successful completion of the   interpersonal and communication skills curriculum. info@cecentral.com (CECentral.com) Fri, 18 May 2012 00:52:06 +0100