Article type
Abstract
Background:
Prior needs assessments, including one conducted by the GIN Guidelines in Medical Education (GIME) Working Group, have revealed that medical students may have limited exposure to Clinical Practice Guidelines (CPGs) within their medical school curricula. As these students matriculate to clinical care, they tend to have an insufficient understanding of how to use and apply CPGs. The perspectives of medical educators regarding how medical students should be taught about CPGs have not been previously elicited.
Objectives:
Gain insight from medical educators regarding how medical education can be improved to better teach the development, use, and limitations of CPGs.
Methods:
One-on-one interviews with educators were conducted. Educators were queried regarding the deficiencies that may exist in medical education concerning CPGs, and the optimal format and delivery of CPG education. Qualitative analysis was used to interpret the results of these interviews.
Results:
Twenty-five educators including directors/deans at eight US medical schools and leaders of medical organizations specializing in learning and assessment were interviewed. Such leaders included heads of the Accreditation Council of Graduate Medical Education (ACGME), the Accreditation Council of Continuing Medical Education (ACCME), the National Board of Medical Examiners (NBME), and the Association of American Medical Colleges (AAMC).
Educators determined that improvement of medical education regarding CPGs would include the following: 1. Pre-defined metrics for evaluating successful implementation; 2. Active learning strategies including case studies, small group discussions, and simulations; 3. Brief but repeated exposure to CPGs at multiple time points during preclinical and clinical education; 4. Specific education on the evaluation of guidelines quality and selecting guidelines most applicable to a given clinical context.
Conclusions:
Guideline developers, medical students, and educators alike acknowledge that CPG instruction is a significant gap within medical education. Many curriculums lack comprehensive and standardized instruction on guidelines topics. Providing educational materials that teach health professions students to find and utilize appropriate CPGs may rectify such educational gaps and elevate patient care.
Prior needs assessments, including one conducted by the GIN Guidelines in Medical Education (GIME) Working Group, have revealed that medical students may have limited exposure to Clinical Practice Guidelines (CPGs) within their medical school curricula. As these students matriculate to clinical care, they tend to have an insufficient understanding of how to use and apply CPGs. The perspectives of medical educators regarding how medical students should be taught about CPGs have not been previously elicited.
Objectives:
Gain insight from medical educators regarding how medical education can be improved to better teach the development, use, and limitations of CPGs.
Methods:
One-on-one interviews with educators were conducted. Educators were queried regarding the deficiencies that may exist in medical education concerning CPGs, and the optimal format and delivery of CPG education. Qualitative analysis was used to interpret the results of these interviews.
Results:
Twenty-five educators including directors/deans at eight US medical schools and leaders of medical organizations specializing in learning and assessment were interviewed. Such leaders included heads of the Accreditation Council of Graduate Medical Education (ACGME), the Accreditation Council of Continuing Medical Education (ACCME), the National Board of Medical Examiners (NBME), and the Association of American Medical Colleges (AAMC).
Educators determined that improvement of medical education regarding CPGs would include the following: 1. Pre-defined metrics for evaluating successful implementation; 2. Active learning strategies including case studies, small group discussions, and simulations; 3. Brief but repeated exposure to CPGs at multiple time points during preclinical and clinical education; 4. Specific education on the evaluation of guidelines quality and selecting guidelines most applicable to a given clinical context.
Conclusions:
Guideline developers, medical students, and educators alike acknowledge that CPG instruction is a significant gap within medical education. Many curriculums lack comprehensive and standardized instruction on guidelines topics. Providing educational materials that teach health professions students to find and utilize appropriate CPGs may rectify such educational gaps and elevate patient care.