27 Dec Clinical practice guidelines (CPGs)

Clinical Practice Guideline Assignment
Guidelines with Scoring Rubric
Purpose

Clinical practice guidelines (CPGs) are written to provide recommendations that are intended to assist providers in making decisions for specific circumstances or disease conditions. CPGs are based on systematic reviews of the best available evidenced based medicine research. Interpreting and learning to apply guidelines into practice is necessary to develop and enhance diagnostic reasoning skills.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1) Read and interpret a primary care related CPG for use in practice. (CO 3)

2) Identify the CPG recommendations and strength of evidence. (CO 3)

3) Compare and contrast the diagnosis and treatment of a patient seen in the clinical setting to the recommendations given in the CPG. (CO 3)

Due Date:

Students will be RANDOMLY assigned a CPG on a disease topic by their instructor in Week 1. Students will post a brief, narrated, PowerPoint presentation along with a copy of their CPG and a written transcript of their presentation by Wednesday 11:59 p.m. MT of Week 7. This will allow others to view their peer’s presentation in order to provide an evaluation before Sunday.

Total Points Possible: 150

Requirements:
1. Students will RANDOMLY be assigned a CPG on a disease topic by their instructor in

Week 1.

2. In Week 7, students will provide a brief, narrated PowerPoint presentation using VoiceThread or Kaltura while following the directions and rubric listed below.

3. In addition to the presentation, students will provide a written transcript to the Week 7 assignment box for the instructor’s reference. (NOTE: A written transcript is a word for word script of exactly what is said in the PowerPoint Narration. It is not a paper and does not need to be in APA format. See the transcripts under each lecture in the weekly lessons for examples).

4. Students will share a copy of their given CPG by attaching it to the discussion board where their presentation (or link) is posted. This will allow the instructor and peer to review along with your presentation.

5. The narrated PowerPoint presentation, copy of the CPG, and transcript are due before Wednesday 11:59pm MT of Week 7.

6. If any of the required items are missing or are submitted after the deadline, late penalties will be applied according to the Late Assignment Policy as discussion in the Syllabus.

Preparing the presentation:
The presentation should be developed using the following guidelines:

· All presentations must be in PowerPoint format and narrated using VoiceThread or Kaltura.

· Slides should be professional in appearance and easy to read.

· The presentation should be no more than 15min.

· The presentation should be shared with the class for viewing by posting a link in the Week 7 discussion board BEFORE Wednesday 11:59pm MT.

· Students should ensure that the publishing options in VoiceThread are set to allow everyone viewing privileges.

· Attach the CPG article to the Week 7 discussion board by using the paperclip icon.

· Submit a written transcript of your presentation (see definition above) to the Week 7 assignment box, before Wednesday 11:59 p.m. MT.

· Correct grammar, punctuation, and spelling should be observed in all slides.

· A reference slide should be included as the final slide and APA format should be observed.

Category

Points

%

Description

Disease & Background

15

10%

Identify the disease condition and give a brief statement of incidence and prevalence in the U.S. Discuss the pathophysiology of the disease and typical clinical presentation seen in patients with the condition.

Publication & Applicability in Primary Care

30

20%

Identify the author, organization or group that developed the CPG along with the year of the original guideline publication. Discuss why the CPG is applicable in the primary care setting.

Key Action statements and Body of Evidence

45

30%

Provide each of the CPG’s “Key Action” or “Guideline Statements” up to a maximum of 5 relevant recommendations. Identify the evidence strength for each recommendation. If the statement has applicability to other groups, only discuss the relevant primary care ones.

Application in your Clinical Rotation

45

30%

Using an example of a patient from your clinical rotation with the same condition, discuss how the diagnosis and treatment of your patient compared to the recommendations given in the guidelines.

Presentation Quality

15

10%

PowerPoint and Voicethread are used for the presentation. Slides are well organized and aesthetically pleasing. Student’s narration is understandable and well-paced. Written transcript provided. References are cited.

Total

150

100%

A quality assignment will meet or exceed all of the above requirements.

Grading Rubric

Criterion

Exceptional

Outstanding or highest level of performance

Exceeds

Very good or high level of performance

Meets

Satisfactory level of performance

Needs Improvement

Poor or failing level of performance

Developing

Unsatisfactory level of performance

Content

Possible Points = 135

Disease & Background

Student: 1) Identifies the disease condition 2) Gives a brief statement of incidence and prevalence in the US 3) The student briefly summarizes the disease pathophysiology and 4) Identifies the typical clinical presentation seen in a patient with the disease (4 critical elements).

15 Points

13 Points

12 Points

6 Points

0 Points

Student identifies the disease topic

AND

Student states the incidence and prevalence in the US

AND

Student provides a pathophysiology statement

AND

Student states the typical clinical presentation seen in a patient with the disease.

All four (4) critical elements are present but some information may be only partially addressed or inaccurate.

One to two (1-2) critical elements are missing.

Three (3) critical elements are missing.

All four (4) critical elements are missing.

Publication & Applicability in Primary Care

The student: 1) Identifies the author, organization or group that developed the CPG, 2) Student denotes the year of the original guideline publication, 3) Student identifies any subsequent revisions (student’s reference should be the most recent version), and 4) Student discusses the applicability for use of this CPG in the primary care setting (4 critical elements).

30 Points

26 Points

24 Points

12 Points

0 Points

Student correctly identifies the author(s), organization(s), or group(s) that developed the CPG

AND

Student states the year of the original CPG guideline

AND

Student notes all subsequent revisions of the guideline (with the student’s version being the most recent)

AND

Student discusses how this CPG is applicable to primary care.

All four (4) critical elements are present but some information may be only partially addressed or inaccurate.

Two (2) critical elements are missing.

Three (3) critical elements are missing.

All four (4) critical elements are missing.

Key Action Statements & Body of Evidence

The student: 1)Provides each of the CPG’s “Key Action” or “Guideline Statements” up to a maximum of 5 relevant recommendations, 2) Provides the body of evidence strength for each, and 3) If the statement has applicability to other groups, only discuss the relevant primary care ones (3 critical elements).

45 Points

39 Points

37 Points

18 Points

0 Points

Student presents a maximum of 5 relevant recommendations

AND

Student denotes the evidence strength for EACH recommendation

AND

Student discusses ONLY the ones applicable to primary care

All three (3) critical elements are addressed but some information may be only partially addressed, or not completely accurate

One (1) critical element is missing.

Two (2) critical elements are missing

All three (3) critical elements are missing

Application in Clinical

1) Using an example of a patient from their clinical rotation with the same condition, 2) Student discusses how the diagnosis and treatment of their patient compared to the recommendations given in the guidelines, and 3). Specific examples of what was done well or what could have been done better is noted (3 critical elements).

45 Points

39 Points

37 Points

18 Points

0 Points

The student uses a patient example from their clinical setting with the same condition

AND

The student discusses how the diagnosis & treatment of their patient compared to those recommended in the guideline

AND

Specific examples are given on what was done well or what could have been done better

All three (3) critical elements are addressed but some information may only be partially addressed

One (1) critical element is missing

Two (2) critical elements are missing

All three (3) critical elements are missing

Content Subtotal

_____of 135 points

Format

Possible Points = 15 Points

Presentation

1) The student used PowerPoint and Voicethread or Kaltura and presentation was professional in quality, 2) Slides were well organized and aesthetically pleasing, 3) Student’s narration was understandable and well-paced, 4) References were noted, 5) Presentation was under 15min in length. (5 critical elements).

15 Points

13 Points

12 Points

6 Points

0 Points

Student uses Power Point and Voicethread or Kaltura which demonstrates a professional quality

AND

Student’s slides were well organized

AND

Student’s narration was understandable and well-paced

AND

References were noted

AND

Presentation was <15 minutes Two (2) critical elements were missing Three (3) critical elements were missing Four (4) critical elements were missing. Five (5) critical elements were missing Format Subtotal _____of 15 points Total Points _____of 150 points Late penalty deductions will follow the Late Penalty Policy for assignments as specified in the Course Syllabus