Stand Up and Be Counted: Measuring and Mapping the Rheumatology Workforce in Canada.

OBJECTIVE: To characterize the practicing rheumatologist workforce, the Canadian Rheumatology Association (CRA) launched the Stand Up and Be Counted workforce survey in 2015. METHODS: The survey was distributed electronically to 695 individuals, of whom 519 were expected to be practicing rheumatologists. Demographic and practice information were elicited. We estimated the number of full-time equivalent rheumatologists per 75,000 population from the median proportion of time devoted to clinical practice multiplied by provincial rheumatologist numbers from the Canadian Medical Association. RESULTS: The response rate was 68% (355/519) of expected practicing rheumatologists (304 were in adult practice, and 51 pediatric). The median age was 50 years, and one-third planned to retire within the next 5-10 years. The majority (81%) were university-affiliated. Rheumatologists spent a median of 70% of their time in clinical practice, holding 6 half-day clinics weekly, with 10 new consultations and 45 followups seen per week. Work characteristics varied by type of rheumatologist (adult or pediatric) and by practice setting (community- or university-based). We estimated between 0 and 0.8 full-time rheumatologists per 75,000 population in each province. This represents a deficit of 1 to 77 full-time rheumatologists per province/territory to meet the CRA recommendation of 1 rheumatologist per 75,000 population, depending on the province/territory. CONCLUSION: Our results highlight a current shortage of rheumatologists in Canada that may worsen in the next 10 years because one-third of the workforce plans to retire. Efforts to encourage trainees to enter rheumatology and strategies to support retention are critical to address the shortage.

Measuring the Rheumatology Workforce in Canada: A Literature Review.

OBJECTIVE: The number of rheumatologists per capita has been proposed as a performance measure for arthritis care. This study reviews what is known about the rheumatologist workforce in Canada. METHODS: A systematic search was conducted in EMBASE and MEDLINE using the search themes "rheumatology" AND "workforce" AND "Canada" from 2000 until December 2014. Additionally, workforce databases and rheumatology websites were searched. Data were abstracted on the numbers of rheumatologists, demographics, retirement projections, and barriers to healthcare. RESULTS: Twenty-five sources for rheumatology workforce information were found: 6 surveys, 14 databases, 2 patient/provider resources, and 3 epidemiologic studies. Recent estimates say there are 398 to 428 rheumatologists in Canada, but there were limited data on allocation of time to clinical practice. Although the net number of rheumatologists has increased, the mean age was ≥ 47.7 years, and up to one-third are planning to retire in the next decade. There is a clustering of rheumatologists around academic centers, while some provinces/territories have suboptimal ratios of rheumatologists per capita (range 0-1.1). Limited information was found on whether rural areas are receiving adequate services. The most consistent barrier reported by rheumatologists was lack of allied health professionals. CONCLUSION: In Canada there are regional disparities in access to rheumatologist care and an aging rheumatologist workforce. To address these workforce capacity issues, better data are needed including information on clinical full-time equivalents, delivery of care to remote communities, and use of alternative models of care to increase clinical capacity.

Celecoxib-induced change in atrial electrophysiologic substrate in arthritis patients.

BACKGROUND: Cyclooxygenase-2 inhibitors, the newest class of nonsteroidal antiinflammatories, pose an increased risk of adverse cardiovascular events, in particular atrial fibrillation (AF). We hypothesized that the COX-2 inhibitor celecoxib alters atrial electrophysiology, and thus promotes the development of AF. METHODS: Three prospective patient cohorts were created: Healthy patients (n = 35), inflammatory arthritis patients with no celecoxib use (n = 22), and inflammatory arthritis patients treated with celecoxib (n = 20). Patients were included in the arthritis cohorts if they were over the age of 18 and had a diagnosis of inflammatory arthritis. Patients in the celecoxib group must be actively treated with celecoxib for more than 2 months. Patients were excluded if they were taking antiarrhythmic mediation, had a diagnosis of AF, refractory hypertension, or congestive heart failure. High-resolution signal-averaged electrocardiogram was recorded and P-wave duration (PWD) was derived. RESULTS: PWD was significantly longer in inflammatory arthritis patients treated with celecoxib, compared to both healthy and inflammatory arthritis patients (P = 0.049, P = 0.036). There was no difference in the PWD of healthy patients as compared to inflammatory arthritis patients (P = 0.916). Mean PWD (standard error of the mean) of the inflammatory arthritis patients treated with celecoxib was 133.1 (2.7) ms as compared to 125.3 (1.6) ms in the healthy patients and 124.0 (2.9) ms in the inflammatory arthritis patients. CONCLUSIONS: Given that PWD is a well-accepted noninvasive marker of atrial electrophysiology, our results suggest that these patients demonstrate adverse atrial remodeling predisposing to atrial arrhythmia.

Draping education to promote patient dignity: canadian physiotherapy student and instructor perceptions.

PURPOSE: To determine the perceptions of educators and students in Canadian entry-level professional physiotherapy programmes with respect to the current draping curriculum and the methods of delivery of that content and to determine if there is a need for additional draping education time and resources in these programmes. METHODS: Canadian university physiotherapy students (n=127) and educators (n=183) completed questionnaires designed by the authors. Data were collected via Survey Monkey, exported as Excel files, and analyzed using descriptive statistics and Pearson chi-square analysis. RESULTS: Students and educators agreed that dignity as a concept and draping as a skill to protect patient dignity are both important and should be included in Canadian physiotherapy curricula. Respondents also agreed that students often have difficulty with draping. Educators identified barriers to teaching draping while students identified components of an effective educational resource on draping. CONCLUSIONS: To enhance the development of effective draping skills among entry-level physiotherapists, draping education should be included in Canadian physiotherapy curricula. An effective draping educational resource should be developed for educators and students.Purpose: To determine the perceptions of educators and students in Canadian entry-level professional physiotherapy programmes with respect to the current draping curriculum and the methods of delivery of that content and to determine if there is a need for additional draping education time and resources in these programmes. Methods: Canadian university physiotherapy students (n=127) and educators (n=183) completed questionnaires designed by the authors. Data were collected via Survey Monkey, exported as Excel files, and analyzed using descriptive statistics and Pearson chi-square analysis. Results: Students and educators agreed that dignity as a concept and draping as a skill to protect patient dignity are both important and should be included in Canadian physiotherapy curricula. Respondents also agreed that students often have difficulty with draping. Educators identified barriers to teaching draping while students identified components of an effective educational resource on draping. Conclusions: To enhance the development of effective draping skills among entry-level physiotherapists, draping education should be included in Canadian physiotherapy curricula. An effective draping educational resource should be developed for educators and students.

RÉSUMÉ Objectif : Préciser les perceptions des éducateurs et des étudiants dans des programmes de niveau d'entrée en physiothérapie face au programme de cours en drapement et à la façon dont cette formation est enseignée afin de déterminer s'il serait nécessaire de consacrer plus de temps et plus de ressources à la formation en drapement des patients. Méthode : Des étudiants en physiothérapie canadiens (n=127) et des enseignants (n=183) ont rempli des questionnaires conçus par les auteurs. Les données ont été recueillies à l'aide de l'outil Survey Monkey, exportées sous forme de fichier Excel, puis ont fait l'objet d'une analyse en statistiques descriptives et d'une analyse du khi-carré de Pearson. Résultats : Les étudiants et les enseignants s'accordent pour dire que la notion de dignité et le drapement en tant que compétence ont tous deux leur importance et doivent être inclus dans les programmes de cours en physiothérapie au Canada. Les répondants se disent également d'accord sur le fait que les étudiants éprouvent souvent des difficultés avec le drapement. Les formateurs et les enseignants ont précisé les obstacles à l'enseignement du drapement et les étudiants ont identifié les composantes d'une ressource éducative efficace pour l'enseignement du drapement. Conclusions : Pour améliorer l'acquisition de techniques de drapement efficaces chez les étudiants débutants, une formation en drapement devrait être incluse dans les programmes de cours en physiothérapie au Canada. Une ressource éducative efficace sur ces techniques devrait également être produite à l'intention des éducateurs et des étudiants.

Evaluation of a web-based teaching module on examination of the hand.

OBJECTIVE: To evaluate the effectiveness of an online module in the development of medical students' clinical hand examination skills. METHODS: We developed a Web-based module to teach examination of the hand to first-year medical students (n = 99) to address the core skills expected in undergraduate medical training in Canada. The module was compared to the standard recommended text and tutor-led teaching using a validated objective structured clinical examination (OSCE) and a written knowledge test. RESULTS: A total of 17 students completed the OSCE from the book-based learning group, 18 from the tutor-led group, and 26 from the online module group. The average total OSCE score was significantly higher for students in the online module group compared to the textbook group (73.2% and 60.5%, respectively; p = 0.003). There was no significant difference between students in the online module and tutor-led groups (73.2% and 69.0%, respectively; p = 0.31). The online module group had a significantly higher mean total knowledge score than the textbook group (8.4 and 5.7, respectively; p < 0.001; maximum score 10) and the tutor-led group (8.4 and 7.4, respectively; p = 0.04). CONCLUSION: Our study provides evidence that a well designed Web-based module, supported by sound educational theory, is an effective tool in the teaching of musculoskeletal examination skills, and provides some advantages over tutor-led teaching in terms of knowledge retention.