A pdf one-page instruction sheet/checklist can be downloaded at the bottom of this page.

Purpose

To facilitate quality improvement through self-directed, online learning on topics relevant to the practice setting. The learning activity is driven by a reflective process in which clinicians document their clinical questions, the sources consulted from the evidence-based medicine (EBM) literature, and the application to practice.

The goal of Internet PoC is to enhance physician’s knowledge, competence, and performance that can be applied to their practice with a desired outcome of better health care outcomes for their patients and, hence to improve population health (Healthy People 2020). Internet PoC meets desired CME and life-long learning needs through adult learning principles where physician learning is active rather than passive, and most successful when placed in the context of relevant patient care, physician’s self-direction and self-assessment, and reflective practice.

Content Validation

Accredited providers are responsible for validating the clinical content of CME activities provided:

1. All recommendations involving clinical medicine in a CME activity must be based on evidence that is accepted within the profession ofmedicine.
2. All scientific research referred to, reported, or used in CME in support or justification of a patient care recommendation must conform to the generally accepted standards of experiemental design, data collection, and analysis.

CME Credit 0.5 for each Internet Point of Care learning submission.

Instructional Method

This educational activity is presented in an online, on demand, self-directed format.

There are no prerequisites for this course.

Databases to be utilized

Resources that may be acceptable include, but are not limited to, the following. These resources are made accessible through the Dr. Lon and Elizabeth Parr Reed Health Sciences Library to Lincon Memorial University (LMU) affiliated individuals. If you are not affiliated with LMU you may complete this activity utilizing relevant evidence-based medicine resources provided by your institution or employer.

Cochrane Library (LMU affiliated only)
MedScape (free resource)
PubMed (free to search)
TRIP (free to search)
UpToDate (LMU affiliated only)
Visual Dx (LMU affiliated only)

Cost   Free

Review Date: August 10, 2014, September 15 2015, August 15, 2016
Release Date: February 9, 2015
Expiration Date   September 30, 2018

Expected Results

This CME educational activity is intended to provide LMU-DCOM appointed clinical adjunct faculty and other health care professionals the opportunity to research a self-identified clinical question at the point of care, select and use appropriate, unbiased, evidence-based, peer-reviewed literature, and then apply and translate new knowledge into improved patient care. 

Resources:

Accreditation Council for Continuing Medical Education (ACCME) http://www.accme.org/ask-   accme/how-does-accme-define-internet-searching-and-learning-activity

Bjerre LM, Paterson NR, McGowan J, et al. What do primary care practitioners want to know? A content analysis of questions asked at the point of care. J Contin Educ Health Prof. Fall;33(4):224-234.

Demner-Fushman D, Hauser SE, Humphrey SM, Ford GM, Jacobs JL, Thoma GR. MEDLINE as a source of just-in-time answers to clinical questions. AMIA Annu Symp Proc. 2006:190-194.

Hauser SE, Demner-Fushman D, Jacobs JL, Humphrey SM, Ford G, Thoma GR. Using wireless handheld computers to seek information at the point of care: an evaluation by clinicians. J Am Med Inform Assoc. Nov-Dec 2007;14(6):807-815.

Mangrulkar RS. Targeting and structuring information resource use: a path toward informed clinical decisions. J Contin Educ Health Prof. Fall 2004;24 Suppl 1:S13-21.