Training Orthopaedic Residents to Formulate Evidence-Based Questions

Background: Formulating questions that are both focused and answerable is an essential clinical skill for evidence-based practice (EBP). Possessing this skill can successfully launch research projects. Yet studies have depicted mixed results pertaining to the teaching of question formulation. This report describes introducing orthopaedic residents to question formulation and showcases an accompanying evaluation rubric originally developed for training second-year medical students. Methods: In this prospective cohort study, a total of 23 orthopaedic residents at The University of New Mexico Health Sciences Center participated in a 1-hour training. The study included application exercises using an evaluation rubric for learners to assess each other’s formulated questions followed by faculty members’ feedback. A Likert scale was used to evaluate participant responses. Results: Anonymous student evaluations rated the training and application exercises highly (\u3e4.0 of 5.0 on the Likert scale). Conclusions: Future collaborations with other residency programs could foster increased success rates in teaching question formulation skills. With these skills, orthopaedic residents could better integrate EBP into their daily clinical service and likely develop better clinical research questions

Endobronchial Ultrasound Bronchoscopy through Tracheostomy Tube to Support a Case Report

To search in the PubMed and Web of Science databases to identify similar reports and confirm the hypothesis that we have a unique report

MLA Research Section’s Research Agenda Committee Systematic Review Project: a Status Report

This paper provides a status report on the MLA Research Section’s Research Agenda Committee Systematic Review Project. There has not been a comprehensive report on the project since the 2015 Open Forum held at the Annual Meeting of the Medical Library Association in Austin, TX, where representatives from all active teams provided reports [20]. To date, teams have continued to vary in their rate of progress. Some teams have moved through the process relatively quickly while others are regrouping. An evaluation of the overall project experience from the point of view of the participants is forthcoming

Search Strategies: Vegetable Foreign Body Mimicking as a Suspicious Pulmonary Nodule in an Adult Patient with a History of Lung Cancer; Microscopic Diagnosis of Vegetable Aspiration

To search in the PubMed and Web of Science databases to identify similar reports and submit this interesting case report in the postgraduate educational corner\u27 of the CHEST journal.\u2

Learning While Doing: Program Evaluation of the Medical Library Association Systematic Review Project

Objectives: The Medical Library Association (MLA) Systematic Review Project aims to conduct systematic reviews to identify the state of knowledge and research gaps for fifteen top-ranked questions in the profession. In 2013, fifteen volunteer-driven teams were recruited to conduct the systematic reviews. The authors investigated the experiences of participants in this large-scale, volunteer-driven approach to answering priority research questions and fostering professional growth among health sciences librarians. Methods: A program evaluation was conducted by inviting MLA Systematic Review Project team members to complete an eleven-item online survey. Multiple-choice and short-answer questions elicited experiences about outputs, successes and challenges, lessons learned, and future directions. Participants were recruited by email, and responses were collected over a two-week period beginning at the end of January 2016. Results: Eighty (8 team leaders, 72 team members) of 198 potential respondents completed the survey. Eighty-four percent of respondents indicated that the MLA Systematic Review Project should be repeated in the future and were interested in participating in another systematic review. Team outputs included journal articles, conference presentations or posters, and sharing via social media. Thematic analysis of the short-answer questions yielded five broad themes: learning and experience, interpersonal (networking), teamwork, outcomes, and barriers. Discussion: A large-scale, volunteer-driven approach to performing systematic reviews shows promise as a model for answering key questions in the profession and demonstrates the value of experiential learning for acquiring synthesis review skills and knowledge. Our project evaluation provides recommendations to optimize this approach