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Monthly Archives: August 2015

CURIOS Webinar – Ophthalmology: Instrumentation and foreign body removal

Join the CURIOS webinar for a look at the management and removal of foreign bodies found in the eye using instrumentation found in the family doctors office.

Date: September 16, 2015

Time: 6:30 pm to 7:30 pm MST

Follow the link for your free registration:

A Very Careful Driver

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Wonderful and touching blog post about the age-old question of ageing and driving.


Dr. Lara J. Cooke, MD, MSc (Med Ed), FRCPC (Neurology) I Associate Dean
Office of Continuing Medical Education & Professional Development
Cumming School of Medicine
TRW GD42, 3280 Hospital Dr. N.W.
Calgary, AB T2N 4Z6
T: 403.220.2130 I F: 403.210.9247
E: lcooke<mailto:lcooke> I Web:
Twitter: @CME_UofC<>

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POEM on Arthroscopy

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Arthroscopy not beneficial in degenerative knee pain

Clinical question

In older patients with knee pain and degenerative disease, is arthroscopic surgery effective?

So what about all these scopes? Are they actually helpful?

CMA posted a POEM about this on 4th August.

If you don’t already subscribe to CMA’s POEMs, this is a good reason to.

Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine

Sawyer, Taylor DO, MEd; White, Marjorie MD, MPPM, MEd; Zaveri, Pavan MD, MEd; Chang, Todd MD; Ades, Anne MD; French, Heather MD; Anderson, JoDee MD, MEd; Auerbach, Marc MD, MSCI; Johnston, Lindsay MD; Kessler, David MD, MSCI


Acquisition of competency in procedural skills is a fundamental goal of medical training. In this Perspective, the authors propose an evidence-based pedagogical framework for procedural skill training. The framework was developed based on a review of the literature using a critical synthesis approach and builds on earlier models of procedural skill training in medicine. The authors begin by describing the fundamentals of procedural skill development. Then, a six-step pedagogical framework for procedural skills training is presented: Learn,SeePracticeProveDo, and Maintain. In this framework, procedural skill training begins with the learner acquiring requisite cognitive knowledge through didactic education (Learn) and observation of the procedure (See). The learner then progresses to the stage of psychomotor skill acquisition and is allowed to deliberately practice the procedure on a simulator (Practice). Simulation-based mastery learning is employed to allow the trainee to prove competency prior to performing the procedure on a patient (Prove). Once competency is demonstrated on a simulator, the trainee is allowed to perform the procedure on patients with direct supervision, until he or she can be entrusted to perform the procedure independently (Do). Maintenance of the skill is ensured through continued clinical practice, supplemented by simulation-based training as needed (Maintain). Evidence in support of each component of the framework is presented. Implementation of the proposed framework presents a paradigm shift in procedural skill training. However, the authors believe that adoption of the framework will improve procedural skill training and patient safety.,_See,_Practice,_Prove,_Do,_Maintain___An.13.aspx