Ali M Alhojelan, Yasser Abdalmohsen Al Rusayni, Ebrahim Alsaif, Rayan K Aldoubiab, Abdulhakeem Aloqla, Ahmed A Aloraini, Rabab Alswyan, Turki S Alharbi
Analyzing Non-urgent Emergency Department Visits: Patterns, Demographics, Motivations, and Triage System Awareness in Al-Qassim
Cureus
faculty development clinical setting challenging implement assess study evaluated intervention ig enhance bedside teaching three content areas critical thinking ct highvalue care hvc health care equity hce communities practice model theoretical domains framework informed ig development three multidepartmental working groups wgs ct hvc hce developed three 2hour sessions delivered three months evaluation addressed faculty satisfaction knowledge acquisition behavior change data collection included surveys observations teaching patient care primary analyses compared counts postig teaching behaviors per hour across intervention group ig comparison group cg wg groups statistical analyses counts modeled generalized linear models using poisson distribution eightyseven faculty members participated ig n 30 cg n 28 wg n 29 sixtyeight ig n 28 cg n 23 wg n 17 observed median 3 observation sessions 52 hours postintervention comparison teaching average countshour showed statistically significant differences across groups ct cg 41 ig 48 wg 82 hvc cg 06 ig 09 wg 16 hce cg 02 ig 04 wg 14 p 001 faculty development intervention focused teaching context providing clinical care resulted frequent teaching ct hvc hce intervention group compared controls wg faculty demonstrated highest teaching counts provide benchmarks assess future interventions creation durable teaching materials cadre trained faculty project sets foundation infusing substantive content clinical teaching