Nancy L Davis

Institute for Healthcare Improvement, Cambridge, Massachusetts, United States

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Publications (7)7.79 Total impact

  • Nancy L Davis, Lloyd Myers, Zachary E Myers
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    ABSTRACT: The movement toward improvement in healthcare quality and patient safety has led to greater emphasis on practice performance measurement and physician accountability. Health information technology provides clinical data for quality measurement but hasn't provided the link to practice-based learning and improvement. An electronic portfolio for practice-based learning and improvement (ePortfolio) that combines practice data for identification of competency and performance gaps along with learning and process interventions offers true practice-based learning and performance improvement. Automated reporting can assist in the ever-increasing burden of documentation for maintenance of licensure, maintenance of specialty board certification, credentialing, payer recognition programs, and other physician accountability requirements.
    The American journal of managed care 12/2010; 16(12 Suppl HIT):SP57-61. · 2.12 Impact Factor
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    ABSTRACT: The American Academy of Family Physicians (AAFP) designates enhanced continuing Medical education (CME) credit (evidence based [EB] CME) to activities that meet specific criteria incorporating EB medicine principles. However, little is known about the effect of this innovation on EB-CME faculty or their learners. Subjects were faculty presenters and participants at the 2006 AAFP Annual Scientific Assembly. We compared presenters and participants of sessions with EB-CME approval to those without, assessing faculty preparation and participants' perceptions of CME quality and value. EB-CME faculty preparation was more likely to use evidence-based medicine (EBM) resources and less likely to rely upon books, journals, or personal experiences. There were statistically significant differences in session participants' perceptions with regard to scientific evidence presented, perception of commercial bias, and application of information to practice, with EB CME sessions more favorable in all dimensions. Main faculty barriers to EB- CME application were time constraints and limited understanding of the application and approval process. The AAFP's EB-CME designation is associated with greater faculty use of EBM sources, while EB-CME participants perceive EB-CME as higher in quality and value.
    Family medicine 01/2009; 41(10):735-40. · 1.20 Impact Factor
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    ABSTRACT: There is much in the literature regarding the potential for commercial bias in clinical research and in continuing medical education (CME), but no studies were found regarding the potential for bias in reporting original research in CME venues. This pilot study investigated the presence of perceived bias in oral and print content of research findings presented in certified CME activities. Research presentations at two national primary care CME activities, where authors had self-reported potential conflicts of interest, were peer reviewed and monitored for perceived commercial bias. Blinded and unblinded peer reviewers' and monitors' analyses of bias were compared to assess whether knowledge of potential conflicts of interest affected perceptions of bias. Knowledge of potential conflicts of interest appeared to increase awareness of potential commercial bias with regard to use of a single product in care and assurance that there was reasonable evidence to support the practice recommendation. A perception of the presenter's strong opinion regarding care did not appear to be influenced by knowledge of a potential conflict of interest. While limited, by study design, this research detected subjectivity and variability in perceiving commercial bias within research findings presented in CME venues. Further study of these questions is required to guide the resolution of conflicts of interest in research and CME.
    Journal of Continuing Education in the Health Professions 01/2009; 28(4):220-7. · 1.32 Impact Factor
  • Nancy Davis
    Journal of Continuing Education in the Health Professions 01/2009; 29(1):79-79. · 1.32 Impact Factor
  • Nancy L Davis
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    ABSTRACT: Leaders in the field in academic settings, professional associations, and those who determine criteria for CE credit should discuss implications and work together to establish appropriate processes to promote learning at the point of care. Clinical decision support and point-of-care learning based on evidence-based practice recommendations reduce variability in care, reduce errors, improve safety, and ultimately improve the quality of patient care.
    The journal of evidence-based dental practice 10/2008; 8(3):181-5.
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    Nancy Davis, Executive Director
    02/2008;
  • Nancy Davis, David Davis, Ralph Bloch
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    ABSTRACT: This guide is designed to provide a foundation for developing effective continuing medical education (CME) for practicing physicians. For the purposes of this work, continuing medical education is defined as any activity which serves to maintain, develop, or increase the knowledge, skills and professional performance and relationships that a physician uses to provide services for patients, the public, or the profession (American Medical Association 2007; Accreditation Council for CME 2007). The term continuing professional development (CPD) is broader and has become more popular in many areas of the world. As defined by Stanton and Grant, CPD includes educational methods beyond the didactic, embodies concepts of self-directed learning and personal development and considers organizational and systemic factors (Stanton & Grant 1997). In fact, this guide describes many modalities that may be defined as CME or CPD. In the interest of simplicity, we will use the term continuing medical education (CME) throughout, with the understanding that the same strategies may be applied to non-clinical continuing professional education. For those who do not work exclusively in CME, many terms and processes may be unfamiliar. This guide is intended to provide a broad overview of the discipline of CME as well as a pragmatic approach to the practice of CME. The format provides an overview of CME including history and rationale for the discipline, followed by a practical approach to developing CME activities, the management of the overall CME programme and finally, future trends. At the end of the guide you will find resources including readings, websites and professional associations to assist in the development and management of CME programmes.
    Medical Teacher 01/2008; 30(7):652-66. · 1.82 Impact Factor