Enhancing Teaching Skills (Online)_Teaching a Hypothesis and Evidence-Based Physical Exam
- To review the importance of teaching the physical exam despite the availability of advanced diagnostic testing
- To discuss how to use a hypothesis-driven physical exam to enhance clinical reasoning
- To discuss how to incorporate evidence-based medicine using likelihood ratios into physical exam teaching
- To review resources that can help faculty teach about the physical exam
Maggie Benson, MD MS,
Clinical Assistant Professor of Medicine
Barbara Barnes, MD MS
Associate Vice Chancellor, Continuing Education and Industry Relationships, University of Pittsburgh
VP, Sponsored Programs, Research Support, and CME, UPMC
No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.
In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
The University of Pittsburgh designates this enduring material activity for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
- 1.00 AMA PRA Category 1 Credit™The University of Pittsburgh School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
- 1.00 Attendance