- 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?
- 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