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At least 595 records · Page 33Linked to original sources
PubMed1998

Writing software for the clinic.

Medical physicists often write computer programs to support scientific, educational, and clinical endeavors. Errors in scientific and educational software can waste time and effort by producing meaningless results, but errors in clinical software can contribute to patient injuries. Although the ultimate goal of error-free software is impossible to achieve except in very small programs, there are many good design, implementation, and testing practices that can be used by small development groups to significantly reduce errors, improve quality, and reduce maintenance. The software development process should include four basic steps: specifications, design, implementation, and testing. A specifications document defining what the software is intended to do is valuable for clearly delimiting the scope of the project and providing a benchmark for evaluating the final product. Keep the software design simple and straightforward. Document assumptions, and check them. Emphasize maintainability, portability, and reliability rather than speed. Use layers to isolate the application from hardware and the operating system. Plan for upgrades. Expect the software to be used in unplanned ways. Whenever possible, be generous with RAM and disk storage; hardware is cheaper than development and maintenance. During implementation, use well-known algorithms whenever possible. Use prototypes to try out ideas. Use generic modules, version numbering, unique file names, defensive programming, and operating system and language/compiler defaults. Avoid binary data files and clever tricks. Remember that real numbers are not exact in a computer. Get it right before making it faster. Document the software extensively. Test continuously during development; the later a problem is found, the more it costs to fix. Use a written procedure to test the final product exactly as a typical user would run it. Allow no changes after clinical release. Expect to spend at least an additional 50% of the initial development effort on testing, fixing errors, and getting the software into routine operation.

Documentation↗
PubMed2001

Medical directive: authorizing dietitians to write diet and tube-feeding orders.

Dietitians working with patients in hospital settings are recognized experts in clinical nutrition. However, the diet and tube-feeding ordering process varies among hospitals and can present barriers to expeditious, effective patient care. When dietitians are granted full authority to implement their nutritional recommendations, they can write diet and tube-feeding orders on the physicians order sheets, change existing physician orders, and implement orders immediately, without a physician s co-signature. This article describes the process whereby the dietitian team at the Toronto Rehabilitation Institute became authorized through a medical directive to write diet and tube-feeding orders. Full authorization to write diet and tube-feeding orders is groundbreaking for the dietetic profession because it expedites patient-centred care and expands the dietitian s responsibilities beyond the traditional sphere of clinical dietetic practice.

Canada↗
PubMed2005

Writing-skills development in the health professions.

BACKGROUND: Studies have found that students in the medical professions often lack the writing skills required during their education and career. One contributing factor to this deficiency is that writing tends to be discipline specific, rather than requiring general skills acquired in undergraduate schools. PURPOSE: To determine the extent to which a rigorous writing exercise impacted the quality of students' medical writing based on a specified rubric. METHOD: In the context of a basic science course, we developed 6 weekly writing exercises called Question of the Week, along with a rubric for scoring students' work. The rubric evaluated 6 specific aspects of students' writing including Comprehensiveness/Thoroughness, Accuracy, Conciseness, Logical Organization, Justification of Assertions, and Use of Appropriate Terminology. RESULTS: Except for Justification of Assertions and Accuracy, which did not change, scores for all categories improved between Weeks 1 and 2. Use of Appropriate Terminology was the only category for which scores increased after Week 2. CONCLUSION: The clearest indication of writing development came from students' augmented ability to use medical terminology in appropriate ways. This is an important observation, given that each Question of the Week covered a separate body system, characterized by distinctly different terms and jargon. We concluded that students need much more practice to attain the level of proficiency outlined by our rubric.

Educational Measurement↗
PubMed2004

Selected impressions on the beginning of the electronic medical record and patient information.

OBJECTIVES: To present an overview of early European and American work on Electronic Medical Records and patient information. METHOD: The invited lectures of "pioneers of electronic patient information" given at the farewell symposium of Wolfgang Giere in Frankfurt, Germany, are summarized and discussed. RESULTS: The origin of medical record writing goes back to Hippocrates and over many centuries this important medical duty was regarded as an annoying, laborious and error-prone task. First steps towards a better medical record started in 1936 with punch cards. In the 1960s the minimum basic data set, a unique patient ID was introduced and even for outpatients first computerized medical record systems were developed applying some important standards and well accepted data structures. Nowadays multimedia are included in patient record systems, highly specialized subsystems e.g. for radiology or cardiology are available, and semantic and statistic mining techniques as well as medical classifications and standardized terminologies support evaluation. All these methods should primarily improve the quality of care, reduce errors, improve communication between multiple specialists, reduce wait times for patients and improve efficiency. CONCLUSIONS: Over decades it became obvious that the structure of a medical record notably for coded data but also for narrative text and pictures must be carefully modelled. Well maintained standardized health terminologies and medical classifications are important issues for a user-friendly electronic medical record, which bring benefits for clinicians and patients.

Diffusion of Innovation↗
PubMed1999

Premedical enrichment program at East Carolina University School of Medicine.

The Summer Program for Future Doctors, which started in 1978 at East Carolina University School of Medicine, prepares underrepresented-minority (URM), disadvantaged, and nontraditional students for admission to medical school. The annual eight-week program, sponsored by the school's Academic Support and Counseling Center and funded by the school, is a two-pronged program targeting both premedical and pre-matriculating students. The program has 24 openings per year, with priority accorded to students matriculating at the medical school the following fall. The program covers learning strategies, test-taking skills, reading and comprehension tests, MCAT preparation, contemporary issues in the medical environment, scientific writing, communication skills, and medical school applications. Students who have demonstrated strong performances and consistent improvement in the summer program are likely to gain admission to medical school and perform satisfactorily, especially in their first year. Data collected from 1994-1997 indicate that of the 69 participants, 51 (74%) had applied to medical school, and 24 (47%) of them had been admitted, with 15 of these (63%) being URMs. In these four years of the program, there were twice as many women as men among the 69 participants, of which 60% were African Americans, 20% whites, 13% Asian Americans/Pacific Islanders, 3% Native Americans, and 2% Hispanics. Although most of these participants pursued medical education, 12 chose other health professions; 13 students were in or had completed graduate school in basic science programs; and seven had not yet completed their under graduate degrees, although most planned to apply to medical school within the next few years.

Education, Premedical↗
PubMed1978

The quality and educational value of medical records--a survey of student opinion.

In July 1975 clinical students at the Royal Free Hospital School of Medicine were asked to complete a questionnaire, including questions on medical records. Full and accurate recording of clinical information was considered an important characteristic of the good physician, but less important for success as a medical student. Students felt they should be given more instruction on the writing of medical records and that teachers should pay more attention to students' notes. Review of students' notes is a valuable method of teaching clinical medicine; teachers can ensure that patients are the focus of learning and can encourage students to simulate real clinical practice.

Attitude of Health Personnel↗
PubMed2005

[The art of writing a scientific paper].

The special characteristics of the scientific writing are described in this paper. The difficulty of writing of the medical author, the inadequate use of the medical jargon and the writing basic rules are analyzed. The author is oriented since the initial stage of the writing and how to progressively write his ideas, organizing them on a draft and improving the manuscript. Good writing such as the use of simple terms, direct order and objectivity which are reported and discussed.

Biomedical Research↗
PubMed2005

Abstract writing.

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Abstracting and Indexing↗