Biomedical subjects

Elizabeth A Farmer

Publications and source records attributed to Elizabeth A Farmer.

7 recordsLinked to original sources

PubMed2006

Setting directions for capacity building in primary health care: a survey of a research network.

BACKGROUND: The South Australian Research Network 'SARNet' aims to build research capacity in primary health care, as part of a national government-funded strategy to integrate research into clinical practice. Internationally, research networks have been a fundamental part of research culture change, and a variety of network models exist. The 'SARNet' model uses a whole system, multidisciplinary approach to capacity building and supports individuals and groups. We undertook a descriptive baseline survey in order to understand the background and needs of SARNet members and to tailor network activities towards those needs. METHODS: A questionnaire survey, assessing members' professional background, research experience, and interest in research development and training, was sent to all members who joined the network in its first year. The visual 'research spider' tool was used to ascertain members' experience in ten core research skills, as well as their interest in developing these skills. Individuals were asked to classify themselves into one of four categories of researchers, based on previous research experience. These self-assessment categories ranged from non-participant to academic. RESULTS: Network membership was diverse. Of the 89 survey participants, 55% were general practitioners or allied health professionals. Overall, most survey respondents indicated little to moderate experience in 7 out of the 10 skills depicted in the 'research spider'. In comparison, respondents were generally highly interested in developing their research skills in all areas. Respondents' research skills correlated significantly with their self-assessed category of research participation (Spearman rank correlation, r = 0.82, p < 0.0005). Correlations between research category and publication record (Gamma association, gamma = 0.53, p < 0.0005) or funding record (Gamma association, gamma = 0.62, p < 0.0005) supported the internal validity of the survey instrument. CONCLUSION: Literature describing evaluation of the impact of networks is scarce. Our survey questionnaire could provide a useful instrument for evaluation of both networks and capacity building initiatives. The survey including the 'research spider' tool provided valuable information about members' needs and interest in strategies to develop their research skills. Initial needs analyses as well as on-going evaluation of network activities are important to include into the business plans of research networks, in order to ensure the network's effectiveness and support of its membership.

Adult↗

PubMed2005

A practical guide to assessing clinical decision-making skills using the key features approach.

AIM: This paper in the series on professional assessment provides a practical guide to writing key features problems (KFPs). Key features problems test clinical decision-making skills in written or computer-based formats. They are based on the concept of critical steps or 'key features' in decision making and represent an advance on the older, less reliable patient management problem (PMP) formats. METHOD: The practical steps in writing these problems are discussed and illustrated by examples. Steps include assembling problem-writing groups, selecting a suitable clinical scenario or problem and defining its key features, writing the questions, selecting question response formats, preparing scoring keys, reviewing item quality and item banking. CONCLUSION: The KFP format provides educators with a flexible approach to testing clinical decision-making skills with demonstrated validity and reliability when constructed according to the guidelines provided.

Canada↗

PubMed2005

Assessing general practice clinical decision making skills: the key features approach.

The key feature problem (KFP) is an innovative assessment format that tests clinical decision making skills by focussing on only the critical steps -- or 'key features' -- of each decision, thereby increasing the number of problems that can be answered in a 3 hour examination. It has been used successfully in The Royal Australian College of General Practitioners Examination for Fellowship and is gaining in popularity in other high stakes testing settings. This article describes how the KFP paper is designed and constructed, how the pass mark is set, and how the approach performs.

Australia↗

PubMed2004

Faculty development for problem-based learning.

Changing to a problem-based learning (PBL) curriculum represents a substantial challenge because many faculty members are unfamiliar with the process. Faculty development is a crucial component of successful curriculum change to PBL. This paper describes a logical process for designing and implementing a comprehensive faculty development programme at three main stages of change: curriculum transition, curriculum implementation and curriculum advancement. The components of each stage are discussed with reference to the literature and practice. Future advances in faculty development include harnessing the potential of complex adaptive systems theory in understanding and facilitating the change process, and incorporating the results of research, which illuminates the relationships of the PBL tutorial process to student achievement. There is a continuing need for rigorous outcome-based research and programme evaluation to define the best components and strategies for faculty development.

Curriculum↗

PubMed2004

Patients' views on the training of medical students in Australian general practice settings.

AIM: To explore patients' views on training medical students in their general practice. METHOD AND SETTING: Consenting patients attending eight urban teaching practices completing a self administered survey before and after the consultation. RESULTS: One hundred and four patients attended for appointments: 94 consented to the involvement of a medical student, 88 completed surveys before and after their consultation (response rate 85%), 80% said the main reason for consenting was to benefit the student, and 70% said they would never refuse the presence of a medical student. Student involvement was less than that consented to: only 18 (20%) patients reported that the student independently conducted any of the consultation; 52 (59%) would accept this level of involvement in the future. DISCUSSION: Patients are a willing, but potentially under used resource for training medical students in general practice. Improved collaboration with patients would provide better teaching opportunities for students at all levels.

Australia↗

PubMed2003

Building research capacity. An exploratory model of GPs' training needs and barriers to research involvement.

AIMS: To determine general practitioners' research training needs, and the barriers to involvement in research. METHOD: Semi-structured interviews with 11 GPs in rural and metropolitan South Australia, analysed using a grounded theory approach. RESULTS: General practitioners' perceptions about their research needs were limited by their own experience and focussed at an individual level. Overlapping needs and barriers emerged, categorised as: 'individual issues' (a lack of research training or experience, concepts and attitudes to research, and research interest) and 'systems issues' (funding arrangements for general practice, access to resources, opportunity for publication and the role of The Royal Australian College of General Practitioners [RACGP]). DISCUSSION: Our data provide an exploratory model that may assist in developing suitable strategies for research capacity building programs. General practitioners perceived both individual and systems solutions to building research capacity, including multifaceted interventions.

Attitude of Health Personnel↗

PubMed2002

Assessing the performance of doctors in teams and systems.

INTRODUCTION: Increasing attention is being directed towards finding ways of assessing how well doctors perform in clinical practice. Current approaches rely on strategies directed at individuals only, but, in real life, doctors' work is characterised by multiple complex professional interactions. These interactions involve different kinds of teams and are embedded within the overall context and systems of care. In addition to individual factors, therefore, we propose that the performance of doctors in health care teams and systems will also impact on the overall quality of patient care. Assessing these dimensions, however, poses a number of challenges. STRATEGIES: Taking a profile of a National Health Service, UK surgeon as an example, the team structures to which he or she may relate are illustrated. These include formal teams such as those found in the operating theatre, and those formed through various professional and collegial partnerships. The authors then propose a model for assessing doctors' performances in teams and systems, which incorporates the educational principles of continuous feedback to enhance future performance. DISCUSSION: To implement the proposed model, a wide range of professional, educational and regulatory bodies must collaborate. This raises a number of important implications for the future roles and relationships of these bodies, which are discussed. A strong and constructive partnership will be essential if the full potential of a more inclusive and representative assessment approach is to be realised.

Clinical Competence↗