Adherence to ICCS nomenclature guidelines in subsequent literature: a bibliometric study.

AIMS: Since the publication of the 2006 International Children's Continence Society (ICCS) guidelines on terminologies for lower urinary tract dysfunction in children, little is known of their impact. In this study, we aim to quantify the adherence to the guidelines in the published literature, and to examine whether Medical Subject Headings (MeSH) in MEDLINE reflect the recommended "new" ICCS terminology. METHODS: Seven pairs of pre-specified paired terms (obsolete and recommended by the ICCS) were searched, limited to paediatric literature published between 2002 and 2010. Their use in the literature was compared between the pre-guideline (2002-2005) and post-guideline (2007-2010) period and across geographical regions. MeSH in MEDLINE were examined for the use of ICCS preferred terminology. RESULTS: Publications in paediatric urinary incontinence have shown a 49% increase from 2002-2005 to 2007-2010 (55-82 per year). There was about a fourfold increase in the likelihood of usage of ICCS recommended terminologies post ICCS guideline publication (OR: 4.19, 95% CI: 3.04-5.78, P < 0.001). Approximately 25% of the studies published between 2007 and 2010 used obsolete terminologies. Analysis indicated satisfactory uptake for most terms, with the exception of "urotherapy." There was no significant geographical variation in uptake. More than half of the ICCS-recommended terms (4/7) did not appear in the current MeSH indexing tree and scope notes. CONCLUSIONS: Overall uptake of recommended terms following release of ICCS terminology guidelines was encouraging although it remains suboptimal for certain terms. Efforts need to be made to improve the current MEDLINE indexing so that MeSH terms reflect terminology recommended by the ICCS.

Literature review of teaching skills programs for junior medical officers.

OBJECTIVE: The aim of this review was to assess the current evidence regarding the efficacy of teaching skills programs for junior medical officers. We aimed to compare and contrast these results with findings from previous literature reviews, the last of which were published in 2009. METHODS: In order to capture studies since the last published literature reviews, five databases and grey literature were searched for publications from January 2008 to January 2015. A search for literature reviews without using the timeframe limitation was also performed. RESULTS: The search from January 2008 to January 2015 resulted in the inclusion of 12 studies. Five systematic reviews of the topic were found which included 39 individual studies that were also analysed. Nearly all studies reported positive effects. Twenty nine studies reported change in attitudes, 28 reported modification in knowledge, 28 reported change in behaviour, 6 reported change in the organisation and two reported change in program participant's students. There were substantial threats of bias present. CONCLUSIONS: The literature reviewed demonstrated many positive effects of teaching skills programs, which supports their utilization. However, high level outcomes need to be evaluated over longer periods of time to establish their true impact. An organisation specific approach to these programs needs to occur using sound course design principles, and they need to be reported in evaluation trials that are designed with robust methodology.