R2 PICO Reports: 2019-2020

Learning objectives/Milestones:

  • Identify learning needs (clinical questions) as they emerge in patient care activities (PBLI 1)
  • Clinical questions: classify and precisely articulate the questions
  • Demonstrate one can effectively and efficiently search NLM database for original clinical research articles (PBLI 4)
  • With assistance, appraise study design, conduct and statistical analysis in clinical research papers (PBLI 4)
  • Assess medical information resources to answer clinical questions and support decision making (PBLI 4)
  • Determine if clinical evidence can be generalized to an individual patient (PBLI 4)
  • Integrate clinical evidence, clinical context, and patient preference into decision making.
  • Communicate risk and benefits of alternative treatments to patients (applying what was learned from evidence review
  • R2 are responsible for presenting a PICO report during the Ambulatory week didactic sessions focusing on a clinical question that has arose in their outpatient practice.
  • Each intern will present approximately 2 topics throughout the year and choose or be assigned by the ambulatory Chief resident from a list of available topics.
  • These topics will typically be presented on Friday AM didactics
  • Each presentation will be created on power point, and should last 15-20 minutes.
  • Faculty will evaluate the presentation and document feedback in new innovations.

In your presentation you are expected to:

  • The presentation should specifically address a diagnostic or therapeutic question you have encountered in the outpatient setting
  • Adhere to the PICO format
    • Patient/population/problem Intervention Comparison Outcome
  • Identify 1-2 articles in primary literature and use to help answer question
  • Include consideration of patient values
  • End with commitment – what will you recommend for patient?

Helpful tips:

  • Contact faculty or Ambulatory Chief if having trouble coming up with topic/question
  • Less is more – ~ 20 slides or less
  • Do not copy full abstracts, dense tables, etc.
  • Avoid study authors’ conclusions – what are your conclusions?
  • Clinical relevance – it’s about the patient
  • Process as important as content – learning how to learn

Schedule: