Clinical effectiveness: a structured teaching approach for junior doctors
Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2005 |
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| Schlagwörter: |
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| Umfang: |
9 |
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| Reproduktion: |
Emerald Fulltext Archive Database 1994-2005 |
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| Übergeordnetes Werk: |
In: Clinical governance - Bradford : Emerald, 2003, 10(2005), 1, Seite 15-23 |
| Übergeordnetes Werk: |
volume:10 ; year:2005 ; number:1 ; pages:15-23 ; extent:9 |
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| DOI / URN: |
10.1108/14777270510579251 |
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NLEJ21958897X |
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| 520 | |a Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. | ||
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10.1108/14777270510579251 doi (DE-627)NLEJ21958897X DE-627 ger DE-627 rakwb eng XA-GB Clinical effectiveness: a structured teaching approach for junior doctors 2005 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. Emerald Fulltext Archive Database 1994-2005 Clinical audit Clinical governance Doctors Teaching Bashir, G.M. oth Henderson, R. oth Henderson, K. oth In Clinical governance Bradford : Emerald, 2003 10(2005), 1, Seite 15-23 Online-Ressource (DE-627)NLEJ219577927 (DE-600)2271139-9 nnns volume:10 year:2005 number:1 pages:15-23 extent:9 http://dx.doi.org/10.1108/14777270510579251 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 10 2005 1 15-23 9 |
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10.1108/14777270510579251 doi (DE-627)NLEJ21958897X DE-627 ger DE-627 rakwb eng XA-GB Clinical effectiveness: a structured teaching approach for junior doctors 2005 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. Emerald Fulltext Archive Database 1994-2005 Clinical audit Clinical governance Doctors Teaching Bashir, G.M. oth Henderson, R. oth Henderson, K. oth In Clinical governance Bradford : Emerald, 2003 10(2005), 1, Seite 15-23 Online-Ressource (DE-627)NLEJ219577927 (DE-600)2271139-9 nnns volume:10 year:2005 number:1 pages:15-23 extent:9 http://dx.doi.org/10.1108/14777270510579251 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 10 2005 1 15-23 9 |
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10.1108/14777270510579251 doi (DE-627)NLEJ21958897X DE-627 ger DE-627 rakwb eng XA-GB Clinical effectiveness: a structured teaching approach for junior doctors 2005 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. Emerald Fulltext Archive Database 1994-2005 Clinical audit Clinical governance Doctors Teaching Bashir, G.M. oth Henderson, R. oth Henderson, K. oth In Clinical governance Bradford : Emerald, 2003 10(2005), 1, Seite 15-23 Online-Ressource (DE-627)NLEJ219577927 (DE-600)2271139-9 nnns volume:10 year:2005 number:1 pages:15-23 extent:9 http://dx.doi.org/10.1108/14777270510579251 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 10 2005 1 15-23 9 |
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10.1108/14777270510579251 doi (DE-627)NLEJ21958897X DE-627 ger DE-627 rakwb eng XA-GB Clinical effectiveness: a structured teaching approach for junior doctors 2005 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. Emerald Fulltext Archive Database 1994-2005 Clinical audit Clinical governance Doctors Teaching Bashir, G.M. oth Henderson, R. oth Henderson, K. oth In Clinical governance Bradford : Emerald, 2003 10(2005), 1, Seite 15-23 Online-Ressource (DE-627)NLEJ219577927 (DE-600)2271139-9 nnns volume:10 year:2005 number:1 pages:15-23 extent:9 http://dx.doi.org/10.1108/14777270510579251 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 10 2005 1 15-23 9 |
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Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. |
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Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. |
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Purpose - To formulate an effective teaching prog ramme in the principles of clinical effectiveness for junior doctors, with simultaneous participation in a clinical audit project during their six-month period of employment. Design/methodology/approach - Accident and Emergency (A&E) Senior House Officers (SHOs) were educated in the principles of clinical effectiveness through a structured five-session approach whilst they concurrently performed their clinical audit project. Throughout the process the A&E SHOs were supported by the Clinical Effectiveness Unit and the A&E Consultant overseeing departmental audit. Findings - The structured teaching programme resulted in a good understanding of the clinical effectiveness process amongst the A&E SHOs, as demonstrated by their ability to perform a clinical audit project which ultimately improved practice. Research limitations/implications - This study has involved the construction and assessment of a teaching framework for junior doctors. The conclusions have been drawn on the basis of objective measures such as the completion of a clinical audit project which successfully improved practice. Thus, the publications of the findings may be considered in the category of a research paper. However, the authors accept that the assessment of a teaching programme's success and its portability to other departments or institutions can be highly subjective. Practical implications - With appropriate guidance and support, junior doctors are able to perform meaningful clinical effectiveness exercises at an early stage in their careers and within the constraints of short periods of employment. The structured teaching approach could be considered as a template which other institutions may wish to adopt to educate their own juniors. Originality/value - Despite the increasing importance of clinical audit in modern practice, the authors are not aware of any published teaching programmes which provide junior doctors with the necessary understanding of and skills required to take part in the clinical effectiveness process. |
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Bashir, G.M. Henderson, R. Henderson, K. |
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