Skip to main content

Main menu

  • Home
  • Articles
    • Current
    • Published Ahead of Print
    • Archive
    • Supplemental Issues
    • Collections - French
    • Collections - English
  • Info for
    • Authors & Reviewers
    • Submit a Manuscript
    • Advertisers
    • Careers & Locums
    • Subscribers
    • Permissions
  • About CFP
    • About CFP
    • About the CFPC
    • Editorial Advisory Board
    • Terms of Use
    • Contact Us
  • Feedback
    • Feedback
    • Rapid Responses
    • Most Read
    • Most Cited
    • Email Alerts
  • Blogs
    • Latest Blogs
    • Blog Guidelines
    • Directives pour les blogues
  • Mainpro+ Credits
    • About Mainpro+
    • Member Login
    • Instructions
  • Other Publications
    • http://www.cfpc.ca/Canadianfamilyphysician/
    • https://www.cfpc.ca/Login/
    • Careers and Locums

User menu

  • My alerts

Search

  • Advanced search
The College of Family Physicians of Canada
  • Other Publications
    • http://www.cfpc.ca/Canadianfamilyphysician/
    • https://www.cfpc.ca/Login/
    • Careers and Locums
  • My alerts
The College of Family Physicians of Canada

Advanced Search

  • Home
  • Articles
    • Current
    • Published Ahead of Print
    • Archive
    • Supplemental Issues
    • Collections - French
    • Collections - English
  • Info for
    • Authors & Reviewers
    • Submit a Manuscript
    • Advertisers
    • Careers & Locums
    • Subscribers
    • Permissions
  • About CFP
    • About CFP
    • About the CFPC
    • Editorial Advisory Board
    • Terms of Use
    • Contact Us
  • Feedback
    • Feedback
    • Rapid Responses
    • Most Read
    • Most Cited
    • Email Alerts
  • Blogs
    • Latest Blogs
    • Blog Guidelines
    • Directives pour les blogues
  • Mainpro+ Credits
    • About Mainpro+
    • Member Login
    • Instructions
  • RSS feeds
  • Follow cfp Template on Twitter
Research ArticleProgram Description

Are you ready for an office code blue?

Online video to prepare for office emergencies

Simon Moore
Canadian Family Physician January 2015, 61 (1) e9-e16;
Simon Moore
Locum family physician in British Columbia, the Northwest Territories, and Ontario who has completed a fellowship in global health.
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • For correspondence: simon@officeemergencies.ca
  • Article
  • Figures & Data
  • eLetters
  • Info & Metrics
  • PDF
Loading

Abstract

Problem being addressed Medical emergencies occur commonly in offices of family physicians, yet many offices are poorly prepared for emergencies. An Internet-based educational video discussing office emergencies might improve the responses of physicians and their staff to emergencies, yet such a tool has not been previously described.

Objective of program To use evidence-based practices to develop an educational video detailing preparation for emergencies in medical offices, disseminate the video online, and evaluate the attitudes of physicians and their staff toward the video.

Program description A 6-minute video was created using a review of recent literature and Canadian regulatory body policies. The video describes recommended emergency equipment, emergency response improvement, and office staff training. Physicians and their staff were invited to view the video online at www.OfficeEmergencies.ca. Viewers’ opinions of the video format and content were assessed by survey (n = 275).

Conclusion Survey findings indicated the video was well presented and relevant, and the Web-based format was considered convenient and satisfactory. Participants would take other courses using this technology, and agreed this program would enhance patient care.

Medical emergencies occur frequently in offices of primary care physicians worldwide.1–12 A Chicago study showed that 62% of primary care physicians encountered at least 1 patient per week requiring emergency care,5 and a similar study in Australia showed 95% had encountered at least 1 emergency in the preceding year.13

Nevertheless, decades of research show that offices continue to be poorly prepared for emergencies.1–7 Physicians incorrectly perceive that equipment is costly, and underestimate the incidence of emergencies.14 Consequently, many offices lack basic resuscitation supplies such as oxygen, epinephrine, and intravenous equipment,15 even where an emergency has recently occurred.16 Areas of deficiency include skills education, equipment availability, and planning to sustain emergency preparedness efforts.17

Contradictory guidance exists regarding what equipment is necessary.18–22 Only 2 Canadian articles14,23 were located, and only in the areas of pediatrics24 and dentistry25 do guidelines exist. Of all Canadian provinces and territories, only 3 regulatory authorities have policies on emergency equipment,26–28 and the Canadian Medical Protective Association is not mandated to provide such guidelines.14

However, although outcomes data are limited, ill-preparedness can be overcome by obtaining equipment6 and undergoing training3,17 relevant to an office’s geographic location and practice scope. Nonetheless, encouraging physicians to change behaviour can be challenging; attempts to effect physician change by solely disseminating print information are generally ineffective.29,30 The area of office emergency preparedness is no exception—in an American study,31 mail distribution of pediatric emergency guidelines yielded minimal improvement in preparedness. More elaborate interventions including programs to provide in-office training and equipment can be beneficial3,17,24 but are costly and difficult to sustain and disseminate broadly.3

Web-based learning has been widely evaluated in health education and found to be at least equivalent to other methods in terms of provider satisfaction, knowledge, and skill, and patient effects.32 Advantages include increased convenience, accessibility, cost, and ease of use over other learning formats.33 Well designed Web-based tools are effective,33,34 and effectiveness increases if tools are multifaceted, contain multimedia,29,35,36 and implement other evidence-based strategies.37 Additionally, such tools can be disseminated broadly with ease.

As emergencies occur commonly in the offices of busy physicians and many offices are unprepared, physicians and their staff might benefit from an evidence-informed, Web-based educational video to help prepare for office emergencies. However, such a tool has not been described in the literature.

Objectives of program

The objectives of this program included the following:

  • Develop an online educational tool, based on recent literature, to help physician offices prepare for office emergencies.

  • Maximize the effectiveness of the video as an educational tool by using scholarly, evidence-based medical education practices.37 Such practices include use of a needs assessment, a multifaceted intervention strategy, sequencing, interaction, and a commitment to change, as well as multimedia.29,35

  • Evaluate the attitudes of physicians and their staff toward the content, format, and effectiveness of the video.

Program description

Literature search

Ovid MEDLINE, PubMed, the Cochrane Library, Google Scholar, and the Canadian Medical Protective Association website were searched for articles published between 1991 and 2012 using the key words office emergency and office emergencies (Figure 1). Results were limited to human studies in English. References of pertinent papers were also searched. Policies from Canadian regulatory authorities were obtained online or by direct contact. Relevant articles, guidelines, and college policies were selected and reviewed. Guidelines were also appraised for quality using AGREE (Appraisal of Guidelines, Research and Evaluation), a validated appraisal tool for assessment of rigour and transparency of guidelines38; evidence quality on this topic is mainly level II and III, with a single level I article.3

Figure 1
  • Download figure
  • Open in new tab
Figure 1

Literature search strategy

Video creation

The primary goal was to train physicians and staff to prepare for the most common office emergencies, while keeping the video engaging, concise, and relevant. The literature review informed the script’s key messages:

  • having emergency equipment available,

  • providing techniques for streamlining an emergency response, and

  • providing training for office emergencies.

From the script, a video was filmed, edited, and uploaded to YouTube.com.

Website creation

A program website (www.OfficeEmergencies.ca), created using Google Sites and tracked using Google Analytics, provided additional information and multifaceted resources to viewers, and allowed for online evaluation of the video. Two strategies were employed to improve the response rate and to meet the ethics requirement for informed consent: the video was locked for viewing exclusively on the program website (despite being hosted by YouTube), and the survey was placed directly below the embedded video.

Incorporation of evidence-based educational techniques

Recommendations were compiled from peer-reviewed articles and conference presentations, which were cited throughout the video. Evidence-based techniques were incorporated into the design of the program video and website in order to maximize the effect of the program (Table 1).1–7,14–17,36,37

View this table:
  • View inline
  • View popup
Table 1

Incorporation of evidence-based educational techniques into the program

Recruitment

The video was publicized to family physicians, other specialist physicians, residents, and medical clinic office staff by means of posters, flyers, word of mouth, and e-mail list servers. Following a media release, the program was announced in medical blogs,39–41 newspapers,42,43 and medical journals.44,45

Evaluation

Design: A retrospective survey administered after watching the video was used to evaluate the program. Ethics approval was received from the University of British Columbia Research Ethics Board. The video was accessible only to participants who provided informed consent.

Survey: No directly relevant validated questionnaires have been published. Instead, a survey about technology-based education was located46 and used with permission (e-mail communication with A.B. Bynum, September 2011). The survey, composed of 15 demographic questions and 5-point Likert scale questions (1 = strongly disagree, 5 = strongly agree), was hosted by Google Docs and was anonymously self-administered on the program website after the video was viewed. The data collection period was from February 15 to May 14, 2012. One survey question was excluded (“The presenter made time for questions”) as it was not relevant to this program.

Sample-size calculation and statistical analysis: There was no upper limit set on the number of respondents. The survey was expected to receive at least 100 responses from the targeted populations, which would provide a margin of error (half-width of a 95% CI) of less than 10% in the percentage of individuals who respond agree or strongly agree to a survey question. The 5-point Likert scale responses were aggregated into 3 groups: strongly disagree and disagree; undecided; and agree and strongly agree. The percentage of responses and 95% CIs were calculated for each of 5 professional groups: family physicians, other specialists, residents, nurses, and medical office staff. Overall percentages are reported without 95% CIs, as the mix of professionals in the sample is not representative of any relevant population of health professionals. Statistical analysis was conducted using SAS software for Windows, version 9.3.

Results

During the data collection period 1256 unique visitors viewed the website and 806 viewed the consent form. The survey and video page was viewed by 768 unique visitors; of these, 275 completed the survey (response rate of 35.8%). Most respondents (94.2%) self-reported Canada as their geographic location; respondents varied in terms of reported occupation, and respondents outside the target audience of this program were excluded from further analysis (Table 2). Quantitative survey responses by profession, with 95% CIs, are presented in Table 3. Responses for the agree and strongly agree group are graphed by profession in Figure 2 (responses pertaining to video content) and Figure 3 (responses pertaining to video format). Box 1 lists representative respondent comments.

Figure 2
  • Download figure
  • Open in new tab
Figure 2

Responses to the evaluation survey: Perceptions of video content.

Figure 3
  • Download figure
  • Open in new tab
Figure 3

Responses to the evaluation survey: Perceptions of video format.

View this table:
  • View inline
  • View popup
Table 2

Self-reported demographic characteristics of all survey respondents: N = 275.

View this table:
  • View inline
  • View popup
Table 3

results of the survey conducted after watching the video assessing attitudes toward video content and format, by self-reported occupation: N = 268.

Box 1.

Representative survey feedback comments:There were 89 comments in total; 10 quotations believed to be representative of the original 89 were chosen by the editors. Similar statements were grouped together, with the number of duplicates in brackets. Quotations were corrected for spelling.

  • This video introduced and was a reminder for the importance [of] being ready for office emergencies and provided good resources, but did not provide me with any valuable information for actually dealing with an office emergency effectively.

  • Excellent website to back up the video. (3)

  • Would love to see individual videos for all the common emergencies that we are all kind of worry[ing] about facing in an unplanned way. (3)

  • I will definitely be using the resources on the website to better [equip] my clinic practice for medical emergencies. (3)

  • Telling a story or a case may be more interesting, illustrating the important points about having equipment available and trained staff who know what to do in case of emergency.

  • Thanks so much, gives a model to compare to what we have in place and what we need to implement.

  • I know I should have more equipment in the office ... but which ones are “must[s]” and which ones are “nice to haves,” etc?

  • Any CME [continuing medical education] that can be done at home at a time that suits me (and my family) is beneficial.

  • Very appropriate and innovative. This should set a standard for similar presentations.

  • I had to pause occasionally to process both the auditory narration with the visual message (words and written details). (3)

Perceptions of video content and format

The video met the expectations of 90.9% of all participants, and 90.2% agreed or strongly agreed the video was relevant to their needs. The online video technology was considered satisfactory by 96.7% of participants, and the video length was considered appropriate by 93.1%. Only 4.8% of respondents perceived the video to be less effective than traditional methods, and 95.3% stated the technology did not detract from the presentation. This technology was the most convenient way for 81.8% to take this training, and 84.7% would take other courses that use this technology.

Quality and effect of video

The material was deemed by 95.3% of respondents to be well presented. The video presentation was perceived by 86.2% to have increased their knowledge, and 94.5% of respondents agreed the presenter was knowledgeable. Almost all respondents (90.2%) agreed this video would enhance patient care; out of 268 respondents, only 4 (1.5%) disagreed.

Discussion

Before this video, there were no documented evidence-based online instructional tools to prepare physician offices for emergencies. The only identified comparable intervention was a mail-out of pediatric guidelines, which has the disadvantage of increased expense, difficulty of distribution, and minimal effectiveness in improving equipment availability and training.31 Programs that distribute emergency equipment and stage in-office mock codes free of charge for physicians7,17,47 are likely more effective than this video, but have the disadvantage of increased cost to replicate and disseminate compared with an online video.

The evaluation indicated that physicians of several specialties, medical clinic staff, nurses, and residents strongly supported this program as a well presented and effective tool to prepare for office emergencies. Respondents indicated that this video has the potential to not only increase health provider knowledge, but also improve patient care.

In addition to the positive feedback for the video content, the Internet-based format of the video was strongly supported as a satisfactory and convenient way to take this training. The online video format was considered valuable, well received, and useful. These findings are consistent with previous publications on Web-based learning32–34 and suggest this program might be an effective alternative to guideline mail-outs.

An ideal educational program results in participant change,48 and use of a multifaceted strategy, as used by this program, can increase effectiveness.36 Further improvement could therefore include expansion into a formal educational program containing additional components such as small group longitudinal workshops; learner assessment; and follow-up to ensure adoption of knowledge and acquisition of equipment. Because the program was so well received, learners might benefit from similar videos depicting specific individual emergency situations. There is also a need for relevant Canadian guidelines; in combination with this program, these could play a role in improving awareness, training, and patient outcomes.

On a broader scale, this research suggests that the YouTube video was a welcome, convenient, and effective learning method that could be considered for future medical education topics.

Limitations

Because the program was designed as a resident project, its scope was limited by the project requirements. For example, the residency program mandated use of a previously published survey; as no similar program had been published, the questionnaire used was not entirely suitable and could not fully evaluate this program. As well, the duration of the project was constrained, so respondents could not be randomized or controlled; a longer data collection period could also have resulted in an increased number of respondents.

Furthermore, despite its multidimensional design, this program is only rated at level 1 on the Kirkpatrick model of effectiveness of medical learning.48 Higher levels of effectiveness, such as objective short- or long-term improvement in participant knowledge, behaviour, training, equipment acquisition, or patient outcomes resulting from the video, were not assessed.

Although 81.8% of respondents agreed the online format was the most convenient way to learn about this topic, these results are likely biased toward individuals who are comfortable accessing information online. As well, given the emphasis on Web-based methods of recruitment, participants who use the Internet less often were less likely to be recruited; this bias might have been reduced by using both print and online recruitment methods.

Conclusion

An online video was created to educate physicians and their staff regarding medical office emergencies. Evidence-based continuing medical education strategies were incorporated into the creation of the program, which included information from a recent evidence review and all existing policies from Canadian regional regulatory bodies. An evaluation of the program indicated that the participants believed the video was well presented and relevant, and would enhance patient care. The Web-based format of this program was considered a convenient and satisfactory means of learning about office emergencies, and respondents expressed interest in learning about other topics in a similar manner.

Acknowledgments

I thank Mr Aaron Colyn and the Nanaimo Film Group (video filming and editing); Dr Rachel Carson (concept); Dr Andrew McLaren (equipment); the video cast and crew; Ms Rachel McKay and the Centre for Health Evaluation and Outcome Sciences at the Providence Health Care Research Institute and the University of British Columbia Faculty of Medicine (statistical and manuscript advice); and Dr Kathryn King (supervision). Funding was provided by the University of British Columbia Family Practice Residency Program and Research Awards and the British Columbia College of Family Physicians Research Award.

Notes

EDITOR’S KEY POINTS

  • This program found that an online video was a convenient and effective way to train physicians and their staff to handle medical office emergencies.

  • Survey respondents found this particular video to be well presented and relevant, and believed it would enhance patient care.

  • There is potential for the use of online medical training videos to be expanded to other medical education topics, as the format was well received.

Footnotes

  • This article is eligible for Mainpro-M1 credits. To earn credits, go to www.cfp.ca and click on the Mainpro link.

  • This article has been peer reviewed.

  • La traduction en français de cet article se trouve à www.cfp.ca dans la table des matières du numéro de janvier 2015 à la page e17.

  • Competing interests

    None declared

  • Copyright© the College of Family Physicians of Canada

References

  1. 1.↵
    1. Altieri M,
    2. Bellet J,
    3. Scott H
    . Preparedness for pediatric emergencies encountered in the practitioner’s office. Pediatrics 1990;85(5):710-4.
    OpenUrlAbstract/FREE Full Text
  2. 2.
    1. Siedel J,
    2. Knapp JF
    , editors. Childhood emergencies in the office, hospital, and community. Organizing systems of care Elk Grove Village, IL: American Academy of Pediatrics; 2000.
  3. 3.↵
    1. Bordley WC,
    2. Travers D,
    3. Scanlon P,
    4. Frush K,
    5. Hohenhaus S
    . Office preparedness for pediatric emergencies: a randomized, controlled trial of an office-based training program. Pediatrics 2003;112(2):291-5.
    OpenUrlAbstract/FREE Full Text
  4. 4.
    1. Flores G,
    2. Weinstock DJ
    . The preparedness of pediatricians for emergencies in the office. What is broken, should we care, and how can we fix it? Arch Pediatr Adolesc Med 1996;150(3):249-56.
    OpenUrlCrossRefPubMed
  5. 5.↵
    1. Fuchs S,
    2. Jaffe DM,
    3. Christoffel KK
    . Pediatric emergencies in office practices: prevalence and office preparedness. Pediatrics 1989;83(6):931-9.
    OpenUrlAbstract/FREE Full Text
  6. 6.↵
    1. Heath BW,
    2. Coffey JS,
    3. Malone P,
    4. Courtney J
    . Pediatric office emergencies and emergency preparedness in a small rural state. Pediatrics 2000;106(6):1391-6.
    OpenUrlAbstract/FREE Full Text
  7. 7.↵
    1. Mansfield CJ,
    2. Price J,
    3. Frush KS,
    4. Dallara J
    . Pediatric emergencies in the office: are family physicians as prepared as pediatricians? J Fam Pract 2001;50(9):757-61.
    OpenUrlPubMed
  8. 8.
    1. Shetty AK,
    2. Hutchinson SW,
    3. Mangat R,
    4. Peck GQ
    . Preparedness of practicing physicians in Louisiana to manage emergencies. South Med J 1998;91(8):745-8.
    OpenUrlPubMed
  9. 9.
    1. Schweich PJ,
    2. DeAngelis C,
    3. Duggan AK
    . Preparedness of practicing pediatricians to manage emergencies. Pediatrics 1991;88(2):223-9.
    OpenUrlAbstract/FREE Full Text
  10. 10.
    American Academy of Pediatrics, Division of Child Health Research. Periodic survey #27. Emergency readiness of pediatric offices. Elk Grove Village, IL: American Academy of Pediatrics; 1995.
  11. 11.
    1. Dick ML,
    2. Schluter P,
    3. Johnston C,
    4. Coulthard M
    . GPs’ perceived competence and comfort in managing medical emergencies in southeast Queensland. Aust Fam Physician 2002;31(9):870-5.
    OpenUrlPubMed
  12. 12.↵
    1. Kobernick MS
    . Management of emergencies in the medical office. J Emerg Med 1986;4(1):71-4.
    OpenUrlPubMed
  13. 13.↵
    1. Johnston CL,
    2. Coulthard MG,
    3. Schluter PJ,
    4. Dick ML
    . Medical emergencies in general practice in south-east Queensland: prevalence and practice preparedness. Med J Aust 2001;175(2):99-103.
    OpenUrlPubMed
  14. 14.↵
    1. Sempowski IP,
    2. Brison RJ
    . Dealing with office emergencies. Stepwise approach for family physicians. Can Fam Physician 2002;48:1464-72.
    OpenUrlAbstract/FREE Full Text
  15. 15.↵
    1. Wheeler DS,
    2. Kiefer ML,
    3. Poss WB
    . Pediatric emergency preparedness in the office. Am Fam Physician 2000;61(11):3333-42.
    OpenUrlPubMed
  16. 16.↵
    1. Santillanes G,
    2. Gausche-Hill M,
    3. Sosa B
    . Preparedness of selected pediatric offices to respond to critical emergencies in children. Pediatr Emerg Care 2006;22(11):694-8.
    OpenUrlCrossRefPubMed
  17. 17.↵
    1. Toback SL,
    2. Fiedor M,
    3. Kilpela B,
    4. Reis EC
    . Impact of a pediatric primary care office-based mock code program on physician and staff confidence to perform life-saving skills. Pediatr Emerg Care 2006;22(6):415-22.
    OpenUrlCrossRefPubMed
  18. 18.↵
    1. Singer J,
    2. Ludwig S
    , editors. Your office as an emergency care site. Emergency medical services for children: the role of the primary care provider Elk Grove Village, IL: American Academy of Pediatrics; 1992:38-9.
  19. 19.
    1. Hodge D 3rd.
    . Pediatric emergency office equipment. Pediatr Emerg Care 1988;4(3):212-4.
    OpenUrlPubMed
  20. 20.
    1. Sapien R,
    2. Hodge D 3rd.
    . Equipping and preparing the office for emergencies. Pediatr Ann 1990;19(11):659-67.
    OpenUrlPubMed
  21. 21.
    1. Seidel J
    . Preparing for pediatric emergencies. Pediatr Rev 1995;16(12):466-72.
    OpenUrlAbstract/FREE Full Text
  22. 22.↵
    1. Schexnayder SM,
    2. Schexnayder RE
    . 911 in your office: preparations to keep emergencies from becoming catastrophes. Pediatr Ann 1996;25(12):664-6, 668, 670. passim.
    OpenUrlPubMed
  23. 23.↵
    1. Feldman M
    . Guidelines for paediatric emergency equipment and supplies for a physician’s office. Paediatr Child Health (Oxford) 2009;14(6):402-4.
    OpenUrl
  24. 24.↵
    1. American Academy of Pediatrics Committee on Pediatric Emergency Medicine,
    2. Frush K
    . Preparation for emergencies in the offices of pediatricians and pediatric primary care providers. Pediatrics 2007;120(1):200-12.
    OpenUrlAbstract/FREE Full Text
  25. 25.↵
    1. American Dental Association Council on Scientific Affairs
    . Office emergencies and emergency kits. J Am Dent Assoc 2002;133(3):364-5.
    OpenUrlFREE Full Text
  26. 26.↵
    Emergency cart medication and equipment. Vancouver, BC: College of Physicians and Surgeons of British Columbia; 2014. Available from: https://www.cpsbc.ca/files/pdf/NHMSFP-AS-Emergency-Cart-Class-3.pdf. Accessed 14 Dec 2014.
  27. 27.
    A practical guide for safe and effective office-based practices. Toronto, ON: College of Physicians and Surgeons of Ontario; 2010. Available from: www.cpso.on.ca/uploadedFiles/policies/guidelines/office/Safe-Practices.pdf. Accessed 2011 Sep 16.
  28. 28.↵
    Procédures et interventions en milieu extrahospitalier. Montreal, QC: Collège des médecins du Québec; 2011. Available from: www.cmq.org/fr/Public/Profil/Commun/AProposOrdre/Publications/~/media/Files/Guides/Guide-Procedures-Interventions-ExtraHosp-2011.ashx?11229. Accessed 2011 Dec 4.
  29. 29.↵
    1. Marinopoulos SS,
    2. Dorman T,
    3. Ratanawongsa N,
    4. Wilson LM,
    5. Ashar BH,
    6. Magaziner JL,
    7. et al
    . Effectiveness of continuing medical education. Evid Rep Technol Assess (Full Rep) 2007;(149):1-69.
  30. 30.↵
    1. Smith WR
    . Evidence for the effectiveness of techniques to change physician behavior. Chest 2000;118(2 Suppl):8S-17S.
    OpenUrlCrossRefPubMed
  31. 31.↵
    1. Walsh-Kelly CM,
    2. Bergholte J,
    3. Erschen MJ,
    4. Melzer-Lange M
    . Office preparedness for pediatric emergencies: baseline preparedness and the impact of guideline distribution. Pediatr Emerg Care 2004;20(5):289-94.
    OpenUrlPubMed
  32. 32.↵
    1. Cook DA,
    2. Levinson AJ,
    3. Garside S,
    4. Dupras DM,
    5. Erwin PJ,
    6. Montori VM
    . Internet-based learning in the health professions: a meta-analysis. JAMA 2008;300(10):1181-96.
    OpenUrlCrossRefPubMed
  33. 33.↵
    1. Wong G,
    2. Greenhalgh T,
    3. Pawson R
    . Internet-based medical education: a realist review of what works, for whom and in what circumstances. BMC Med Educ 2010;10:12.
    OpenUrlCrossRefPubMed
  34. 34.↵
    1. Chumley-Jones HS,
    2. Dobbie A,
    3. Alford CL
    . Web-based learning: sound educational method or hype? A review of the evaluation literature. Acad Med 2002;77(10 Suppl):S86-93.
    OpenUrlCrossRefPubMed
  35. 35.↵
    1. Bordage G,
    2. Carlin B,
    3. Mazmanian PE,
    4. American College of Chest Physicians Health and Science Policy Committee
    . Continuing medical education effect on physician knowledge: effectiveness of continuing medical education. American College of Chest Physicians Evidence-Based Educational Guidelines. Chest 2009;135(3 Suppl):29S-36S.
    OpenUrlCrossRefPubMed
  36. 36.↵
    1. Mansouri M,
    2. Lockyer J
    . A meta-analysis of continuing medical education effectiveness. J Contin Educ Health Prof 2007;27(1):6-15.
    OpenUrlCrossRefPubMed
  37. 37.↵
    1. Van Hoof TJ,
    2. Monson RJ,
    3. Majdalany GT,
    4. Giannotti TE,
    5. Meehan TP
    . A case study of medical grand rounds: are we using effective methods? Acad Med 2009;84(8):1144-51.
    OpenUrlCrossRefPubMed
  38. 38.↵
    1. Brouwers MC,
    2. Kho ME,
    3. Browman GP,
    4. Burgers JS,
    5. Cluzeau F,
    6. Feder G,
    7. et al
    . AGREE II: advancing guideline development, reporting and evaluation in health care. CMAJ 2010;182(18):E839-42. Epub 2010 Jul 5.
    OpenUrlFREE Full Text
  39. 39.↵
    1. Moore S
    . Video helps docs prepare for medical emergency. Vancouver, BC: British Columbia Medical Journal Blog [website]; 2012. Available from: www.bcmj.org/blog/video-helps-docs-prepare-medical-emergency. Accessed 2012 May 21.
  40. 40.
    1. Dawes M
    . Where did I put that adrenaline? Vancouver, BC: Message from the Department Head [website], University of British Columbia Department of Family Medicine; 2012. Available from: http://blogs.ubc.ca/generalpractice/2012/02/25/where-did-i-put-that-adrenaline/. Accessed 2012 May 21.
  41. 41.↵
    1. Otte J
    . Be prepared for emergencies in the clinic/office: I know I wasn’t. Vancouver, BC: Dr. Ottematic [website]; 2012. Available from: http://drottematic.wordpress.com/2012/02/17/be-prepared-for-emergencies-inthe-clinicoffice-i-know-i-wasnt/. Accessed 2012 May 21.
  42. 42.↵
    1. Cordery W
    . Young Nanaimo doctor’s video is seen worldwide. Nanaimo Daily News 2012 Mar 23.
  43. 43.↵
    1. Hamlyn C
    . Video project boosts medical emergency preparedness. Nanaimo News Bulletin 2012 Mar 28.
  44. 44.↵
    1. Moore S
    . Video helps docs prepare for office emergencies. B C Med J 2012;54(3):142-3.
    OpenUrl
  45. 45.↵
    1. Kondro W
    . Office code blue [news]. CMAJ 2012;184(5):E255.
    OpenUrl
  46. 46.↵
    1. Bynum AB,
    2. Irwin CA,
    3. Cohen B
    . Satisfaction with a distance continuing education program for health professionals. Telemed J E Health 2010;16(7):776-86.
    OpenUrlPubMed
  47. 47.↵
    1. Gallagher C
    . Initiating a pediatric office-based quality improvement program. J Healthc Qual 2001;23(2):4-9.
    OpenUrlPubMed
  48. 48.↵
    1. Kirkpatrick D
    . Great ideas revisited. Techniques for evaluating training programs. Revisiting Kirkpatrick’s four-level model. Train Dev 1996;50(1):54-9.
    OpenUrl
PreviousNext
Back to top

In this issue

Canadian Family Physician: 61 (1)
Canadian Family Physician
Vol. 61, Issue 1
1 Jan 2015
  • Table of Contents
  • About the Cover
  • Index by author
Print
Download PDF
Article Alerts
Sign In to Email Alerts with your Email Address
Email Article

Thank you for your interest in spreading the word on The College of Family Physicians of Canada.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Are you ready for an office code blue?
(Your Name) has sent you a message from The College of Family Physicians of Canada
(Your Name) thought you would like to see the The College of Family Physicians of Canada web site.
CAPTCHA
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
Citation Tools
Are you ready for an office code blue?
Simon Moore
Canadian Family Physician Jan 2015, 61 (1) e9-e16;

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Respond to this article
Share
Are you ready for an office code blue?
Simon Moore
Canadian Family Physician Jan 2015, 61 (1) e9-e16;
del.icio.us logo Digg logo Reddit logo Twitter logo CiteULike logo Facebook logo Google logo Mendeley logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One

Jump to section

  • Article
    • Abstract
    • Objectives of program
    • Program description
    • Discussion
    • Conclusion
    • Acknowledgments
    • Notes
    • Footnotes
    • References
  • Figures & Data
  • Info & Metrics
  • eLetters
  • PDF

Related Articles

  • Êtes-vous prêt pour un code bleu en cabinet?
  • PubMed
  • Google Scholar

Cited By...

  • Updated CMPA resource
  • Google Scholar

More in this TOC Section

  • Role of graduate courses in promoting educational scholarship of health care professionals
  • Mainpro+® evaluation
  • Quebec College of Family Physicians’ new formal mentorship program
Show more Program Description

Similar Articles

Navigate

  • Home
  • Current Issue
  • Archive
  • Collections - English
  • Collections - Française

For Authors

  • Authors and Reviewers
  • Submit a Manuscript
  • Permissions
  • Terms of Use

General Information

  • About CFP
  • About the CFPC
  • Advertisers
  • Careers & Locums
  • Editorial Advisory Board
  • Subscribers

Journal Services

  • Email Alerts
  • Twitter
  • RSS Feeds

Copyright © 2021 by The College of Family Physicians of Canada

Powered by HighWire