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Level 4: The resident has advanced so that he or she now substantially demonstrates the milestones targeted for residency discount allopurinol generic gastritis diet įąšįč. Level 5: The resident has advanced beyond performance targets set for residency and is demonstrating āaspirationalā goals which might describe the performance of someone who has been in practice for several years purchase allopurinol 300mg without a prescription gastritis hemorrhage. Answers to Frequently Asked Questions about Milestones are available on the Milestones web page: http://www order allopurinol mastercard xanthomatous gastritis. For each reporting period purchase allopurinol without prescription gastritis symptoms in puppies, a residentās performance on the milestones for each sub-competency will be indicated by: ļ· selecting the level of milestones that best describes the residentās performance in relation to the milestones or ļ· selecting the āHas not Achieved Level 1ā response option Selecting a response box in the middle of a Selecting a response box on the line in between levels level implies that milestones in that level and indicates that milestones in lower levels have been in lower levels have been substantially substantially demonstrated as well as some milestones demonstrated. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Has not Achieved Level 1 Level 2 Level 3 Level 4 Level 5 Level 1 Knows the different Applies medical knowledge Considers array of drug Selects the appropriate Participates in developing classifications of pharmacologic for selection of therapy for treatment. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Has not Achieved Level 1 Level 2 Level 3 Level 4 Level 5 Level 1 Identifies pertinent Performs patient assessment, Determines a backup Performs indicated Teaches procedural anatomy and physiology obtains informed consent and strategy if initial attempts procedures on any patients competency and corrects for a specific procedure ensures monitoring equipment is to perform a procedure are with challenging features mistakes in place in accordance with unsuccessful (e. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Has not Achieved Level 1 Level 2 Level 3 Level 4 Level 5 Level 1 Discusses with the patient Knows the indications, Knows the indications, Performs procedural Develops pain indications, contraindications contraindications, contraindications, potential sedation providing management and possible complications of potential complications complications and appropriate doses effective sedation protocols/care plans local anesthesia and appropriate doses of of medications used for procedural with the least risk of analgesic/sedative sedation complications and Performs local anesthesia using medications minimal recovery time appropriate doses of local Performs patient assessment and through selective anesthetic and appropriate Knows the anatomic discusses with the patient the most dosing, route and technique to provide skin to landmarks, indications, appropriate analgesic/sedative choice of medications sub-dermal anesthesia for contraindications, medication and administers in the procedures potential complications most appropriate dose and route and appropriate doses of local anesthetics used for Performs pre-sedation assessment, regional anesthesia obtains informed consent and orders appropriate choice and dose of medications for procedural sedation Obtains informed consent and correctly performs regional anesthesia Ensures appropriate monitoring of patients during procedural sedation Comments: Suggested Evaluation Methods: Procedural competency forms, checklist assessment of procedure and simulation lab performance, global ratings, patient survey, chart review Copyright (c) 2012 The Accreditation Council for Graduate Medical Education and The American Board of Emergency Medicine. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Has not Achieved Level 1 Level 2 Level 3 Level 4 Level 5 Level 1 Prepares a simple wound for Uses medical terminology Performs complex wound Achieves hemostasis in a Performs advanced wound suturing (identify appropriate to clearly describe/classify repairs (deep sutures, bleeding wound using repairs, such as tendon suture material, anesthetize a wound (e. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Has not Achieved Level 1 Level 2 Level 3 Level 4 Level 5 Level 1 Performs a venipuncture Describes the indications, Inserts a central venous Successfully performs 20 Teaches advanced vascular contraindications, anticipated catheter without central venous lines access techniques Places a peripheral undesirable outcomes and ultrasound when intravenous line complications for the various appropriate Routinely gains venous vascular access modalities access in patients with Performs an arterial Places an ultrasound difficult vascular access puncture Inserts an arterial catheter guided deep vein catheter (e. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Has not Achieved Level 1 Level 2 Level 3 Level 4 Level 5 Level 1 Adheres to standards for Routinely uses basic patient Describes patient safety Participates in an Uses analytical tools to maintenance of a safe safety practices, such as time- concepts institutional process assess healthcare quality working environment outs and ācalls for helpā improvement plan to and safety and reassess Employs processes (e. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. Demonstrates an awareness of and responsiveness to the larger context and system of health care. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes. The Subspecialty Milestones are arranged in columns of progressive stages of competence that do not correspond with post-graduate year of education. For each reporting period, programs will need to review the Milestones, identify those that best describe a fellowās current performance, and ultimately select a box that best represents the summary performance for that sub-competency (see the figure on page v). Selecting a response box in the middle of a column implies that the fellow has substantially demonstrated those milestones, as well as those in previous columns. Selecting a response box on a line in between columns indicates that milestones in the lower columns have been substantially demonstrated, as well as some milestones in the higher column. A general interpretation of each column for subspecialty medicine is as follows: Not Yet Assessable: This option should be used only when a fellow has not yet had a learning experience in the sub-competency. Critical Deficiencies: These learner behaviors are not within the spectrum of developing competence. Column 3: Describes behaviors of a fellow who is advancing and demonstrating improvement in performance related to milestones. Ready for Unsupervised Practice: Describes behaviors of a fellow who substantially demonstrates the milestones identified for a physician who is ready for unsupervised practice. This column is designed as the graduation target, but the fellow may display these milestones at any point during fellowship. Aspirational: Describes behaviors of a fellow who has advanced beyond those milestones that describe unsupervised practice. These milestones reflect the competence of an expert or role model and can be used by programs to facilitate further professional growth. It is expected that only a few exceptional fellows will demonstrate these milestones behaviors. Answers to Frequently Asked Questions about Milestones are available on the Milestones web page: http://www. For each reporting period, a fellowās performance on the milestones for each sub-competency will be indicated by: ļ· selecting the column of milestones that best describes that fellowās performance or, ļ· selecting the āCritical Deficienciesā response box Selecting a response box on the line inbetween columns indicates that milestones in lower levels have Selecting a response box in the middle of a been substantially demonstrated as well as some column implies milestones in that column as milestones in the higher columns(s). Gathers and synthesizes essential and accurate information to define each patientās clinical problem(s). Demonstrates skill in performing and interpreting non-invasive procedures and/or testing.
Triple-blind means that patient cheap allopurinol 300mg line gastritis diet żõī, treating physician 100 mg allopurinol with visa gastritis gas, and person measuring outcome donāt know to which group patient is assigned purchase allopurinol with mastercard gastritis diet popcorn. Caseācontrol study Subjects are grouped by outcome cheap allopurinol 100 mg with visa gastritis working out, cases having the disease or outcome of interest and controls. Case report or case series One or a group of cases of a particular disease or outcome of interest with no control group. Clinical signiļ¬cance Results that make enough difference to you and your patient to justify changing your way of doing things. Cochrane collaboration An internationally organized effort to catalog and systematically evaluate all existing clinical studies into systematic reviews easily accessible to practicing clinicians so as to facilitate the process of using the best clinical evidence in patient care. Cohort study Subjects are grouped by the risk factor, and those with and without the risk factor are followed to see who develops the disease and who doesnāt. Cointervention A treatment that is not under investigation given to a study patient. Competing-hypotheses heuristic A way of thinking in which all possible hypotheses are evaluated for their likelihood and ļ¬nal decision is based on the most likely hypothesis modiļ¬ed by secondary evaluations. Conļ¬dence intervals An interval around an observed parameter guaranteed to include the true value to some level of conļ¬dence (usually 95%). Continuous test results A test resulting in an inļ¬nite number of possible outcome values. Control group The subjects in an experiment who do not receive the treatment procedure being studied. Controlled clinical trial Any study that compares two groups for exposure to different therapies or risk factors. A true experiment in which one group is given the experimental intervention and the other group is a control group. Cost-effectiveness (or costābeneļ¬t) analysis Research study which determines how much more has to be paid in order to achieve a given beneļ¬t of preventing death, disability days, or another outcome. Criterion-based validity How well a measurement agrees with other approaches for measuring the same characteristic. Critical value Value of a test statistic to which the observed value is compared to determine statistical signiļ¬cance. The observed test statistic indicates signiļ¬cant differences or associations exist if its value is greater than the critical value. Decision analysis Systematic way in which the components of decision making can be incorporated to make the best possible clinical decision using a mathematical model. Decision node A point on a branching decision tree at which the clinician must make a decision to either perform a clinical maneuver (diagnosis or management) or not. Degrees of freedom (df) A number used to select the appropriate critical value of a statistic from a table of critical values. Dependent variable The outcome variable that is inļ¬uenced by changes in the independent variable of a study. Descriptive research Study which summarizes, tabulates, or organizes a set of measures (i. Descriptive statistics The branch of statistics that summarizes, tabulates, and organizes data for the purpose of describing observations or measurements. Diagnostic test characteristics Those qualities of a diagnostic test that are important to understand how valuable it would be in a clinical setting. Diagnostic tests Modalities which can be used to increase the accuracy of a clinical assessment by helping to narrow the list of possible diseases that a patient can have. Dichotomous outcome Any outcome measure for which there are only two possibilities, like dead/alive, admitted/discharged, graduated/sent to glue factory. Beware of potentially fake dichotomous outcome reports such as āimproved/not improvedā, particularly when derived from continuous outcome measures. For example, if I deļ¬ne a 10-point or greater increase in a continuous variable as āimproved,ā I may show what looks like a tremendous beneļ¬t when that result is clinically insigniļ¬cant. Differential diagnosis A list of possible diseases that your patient can have in descending order of clinical probability. Effect size The amount of change measured in a given variable as a result of the experiment. In meta-analyses when different studies have measured somewhat different things, a statistically derived generic size of the combined result. Effectiveness How well the proposed intervention works in a clinical trial to produce a desired and measurable effect in a well-done clinical trial. Event rate The percentage of events of interest in one or the other of the groups in an experiment. The value of each arm of the decision tree or the entire decision tree (sum of P Ć U). Experimental group(s) The subjects in an experiment who receive the treatment procedure or manipulation that is being proposed to improve health or treat illness. Explanatory research ā experimental Study in which the independent variable (usually a treatment) is changed by the researcher who then observes the effect of this change on the dependent variable (usually an outcome). Explanatory research ā observational Study looking for possible causes of disease (dependent variable) based upon exposure to one or more risk factors (independent variable) in the population. A drug, a surgical procedure, risk factor, even a diagnostic test can be an exposure. In therapy, prognosis, or harm studies the āexposureā is the intervention being studied. Framing effect How a question is worded (or framed) will inļ¬uence the answer to the question. Functional status An outcome which describes the ability of a person to interact in society and carry on with their daily living activities (e. Gold standard The reference standard for evaluation of a measurement or diagnostic test. The āgold-standardā test is assumed to correctly identify the presence or absence of disease 100% of the time. Homogeneity Whether the results from a set of independently performed studies on a particular question are similar enough to make statistical pooling valid. Hypothetico-deductive strategy A diagnosis is made by advancing a hypothesis and then deducing the correctness or incorrectness of that hypothesis through the use of statistical methods, speciļ¬cally the characteristics of diagnostic tests. The number of new cases (or other events of interest) divided by the total population at risk. Incorporation bias The test being measured is part of the gold standard or inclusion criteria for entry into a study. The change in the pretest probability of a diagnosis as a result of performing a diagnostic test. Independent variable(s) The treatment or exposure variable that is presumed to cause some effect on the outcome or dependent variable. Inferential statistics Drawing conclusions about a population based on ļ¬ndings from a sample. Instrumental rationality Calculation of a treatment strategy which will produce the greatest beneļ¬t for the patient. Intention-to-treat Patients assigned to a particular treatment group by the study protocol are retained in that group for the purpose of analysis of the study results no matter what happens.
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However buy generic allopurinol canada gastritis peptic ulcers symptoms, regardless of whatever the initial triggering event after the initial wave of injuries or illness associated with it the majority of medical problems that happen will be common safe allopurinol 100mg gastritis treatment guidelines, and mundane order allopurinol online now gastritis jello, and not nearly as interesting as the above survey results suggests purchase allopurinol mastercard gastritis diet for children. The record keeping was a bit unreliable at times, but the following summary is reasonably accurate. Abdominal pain (2 confirmed acute appendix + 1 gangrenous gall bladder; no cause found. Morphine The above gives you a variety of insights into what medical problems might occur and what medications are likely to be required. You should - 11 - Survival and Austere Medicine: An Introduction focus on dealing with the common problems, and doing common procedures well, and you will save lives, and improve the quality of peopleās lives. While major trauma and surgical emergencies occur ā they are reassuringly not that common. To deal with these will require additional knowledge and resources over and above what is require to safely manage 95% of common medical problems. Perhaps the single most important piece of advice in this book: While the focus of this book is on practicing medicine in an austere environment it does not address one key area which must be considered as part of your preparations: That is optimising your health prior to any disaster; losing weight, keeping fit, maintaining a healthy diet, and managing any chronic health problem aggressively. This is well covered in 100s of books about getting fit and staying healthy, but if you do not take some action in this regard all of your other preparations may be in vain when you drop dead of a heart attack from the stress of it all. Then try and learn as much anatomy and physiology as possible āA & P are the building blocks of medicine. Once you understand how the body is put together and how it works you are in a much better position to understand disease and injury and apply appropriate treatments. Then you should try and obtain some more advanced medical education and practical experience. There is no syllabus that we can list that will tell you what you need to know to cover every eventuality. Ultimately what you need to be able to do is: āKnow how to perform a basic assessment, established a rough working diagnosis, and know where to look to find further information about what to do next. Anyone with a bit of intelligence, a good A&P book, and a good basic medical text can easily learn the basics. The ideal is a trained health care professional and anything else is taking risks, but in a survival situation any informed medical care is better than no medical care. Formal training Professional medical training: The ideal option is undertaking college study in a medical area e. This clearly isnāt an option for many, but it is still the best option and should be clearly identified as such. While we have heard positive things about the commercial courses mentioned we do not offer any endorsement of any - 13 - Survival and Austere Medicine: An Introduction Table 2. While in theory the content is the same, there is wide variation in quality of teaching over different sites. This is probably the minimum standard to aim for ā it provides an overview of anatomy and physiology, and an introduction to the basics of looking after sick and injured patients. It is based around delivering the patient to a hospital as an end result so is of limited value in remote and austere medicine ā but it provides a solid introduction. Covering similar material in much less detail it is a good start but not overly in-depth. The usual course length is 40-80 hours ā most quality schools offer a 60+ hour course. Various community education groups offer the course and the Red Cross also offers a variation. These courses give a basic background in anatomy and physiology, medical terminology, and the essentials of emergency medicine. Another highly recommended course is the Operational and Emergency Medical Skills course. This course is unfortunately only available to medical staff attached to the Department of Defence and other federal agencies. Some other providers of these types of courses include: Insight training http://www. These courses are unique in catering specifically for survival situations and are highly endorsed. There are probably a number of other more advanced courses available but we have had difficulty obtaining information on them. They offer the basic Immediate Care course and the more advanced Pre-hospital Emergency Care course. They are also affiliated with the Faculty of Pre-Hospital of the Royal College of Surgeons of Edinburgh. Basic surgical skills for remote medics: An intensive three-day course aimed at teaching the basics of surgical practise and to challenge the students with different problems using their newfound skills. Not delivered at a particularly advanced level, but goes well beyond a standard first aid course and is focused on remote work. Many Emergency Departments regularly have a variety of people coming through for practical experience from army medics, to off-shore, island, forest service staff, to fishing boat medics. However, if you are not actually going to touch a patient and are just going to be there to observe then if you ask the right people it should be easy to arrange. While not the same as āhands onā experience, simply experiencing the sights and sounds of illness and injury will help prepare you for if you have to do it yourself. Arrange some teaching: Another option is befriending (or recruiting) a health care professional and arranging classes through them. It is common for doctors to be asked to talk to various groups on different topics so an invitation to talk to a "tramping club" about pain relief or treating a fracture in the bush would not be seen as unusual. Volunteering: Many ambulances and fire services have volunteer sections or are completely run by volunteers. Organisations such as the Red Cross, Search and Rescue units, or Ski patrols also offer basic first aid training, as well as training in disaster relief and outdoor skills. It is also often possible to arrange "ride alongs" with ambulance and paramedic units as the 3rd person on the crew and observe patient care even if you are not able to be involved. However, the larger the group the more formalised and structured your medical care should be. Someone within the group ideally with a medical background should be appointed medic. Their role is to build up their skill and knowledge base to be able to provide medical care to the group. There should also be a certain amount of cross training to ensure that if the medic is the sick or injured one there is someone else with some advanced knowledge. The medic should also be responsible for the development and rotation of the medical stores, and for issues relating to sanitation and hygiene. In regard to medical matters and hygiene their decisions should be absolute, and their advice should only be ignored in the face of a strong tactical imperative. Small groups donāt require a formal āsick-callā or clinic time; you provide care if and when required and fit it in around other jobs. For a larger group dedicated time is required for running clinics and other related medical tasks e.
They are present in the ādiagnosisā and ātreatmentā sections in medical textbooks purchase allopurinol american express gastritis healing time. As an example buy allopurinol in united states online gastritis diet 4 believers, for the treatment of frostbite on the ļ¬ngers discount 300 mg allopurinol mastercard gastritis symptoms forum, a surgical textbook says that operation should wait until the frostbitten part falls off buy allopurinol 100 mg mastercard gastritis fasting, yet there are no studies backing up this claim. Treatment guidelines for glaucoma state that treatment should be initiated if the intraocular pressure is over 30 mmHg or over a value in the middle 20 mmHg range if the patient has two or more risk factors. It then gives a list of over 100 risk factors but gives no probability estimates of the increased rate of glaucoma attributable to any single risk factor. Clearly these are not evidence- based or particularly helpful to the individual practitioner. In the past, they have been used for good reasons such as hand washing before vaginal delivery to prevent childbed fever or puer- peral sepsis and for bad ones such as frontal lobotomies to treat schizophrenia. One recent example is breast-cancer screening with mammograms in women between 40 and 50 years old. This particular program can cost a billion dollars a year without saving very many lives and can irrationally shape physician and patient behavior for years. A physician in 1916 said āonce a Caesarian section, always a Caesarian sec- tion,ā meaning that if a woman required a Caesarian section for delivery, all subsequent deliveries should be by Caesarian section. It may have been valuable 85 years ago, but with modern obstetrical techniques it is less useful now. Many recent studies have cast doubts on the validity of this guideline, but a new study sug- gests that there is a slightly increased risk of uterine rupture and poor outcome for mother and baby if vaginal delivery is attempted in these women. Clearly the jury is still out on this one and it is up to the individual patient with her doctorās input to make the best decision for her and her baby. This should be the best reason for their implementation and use in clinical practice. When evidence-based practice guidelines are written, reviewed, and based upon solid high-quality evidence, they should be implemented by all physicians. However, there are ādarkerā consequences that accompany the use of prac- tice guidelines. Cur- rently several specialty boards use chart-review processes as part of their spe- cialty recertiļ¬cation process. Performance criteria can be used as incentives in the determination of merit pay or bonuses, a process called Pay for Performance (P4P). In the last 30 years there has been an increase in the use of practice guide- lines in determining the proper utilization of hospital beds. Utilization review has resulted in the reduction of hospital stays, which occurred in most cases 322 Essential Evidence-Based Medicine Table 29. Desirable attributes of a clinical guideline (1) Accurate the methods used must be based on good-quality evidence (2) Accountable the readers (users) must be able to evaluate the guideline for themselves (3) Evaluable the readers must be able to evaluate the health and ļ¬scal consequences of applying the guideline (4) Facilitate resolution of the sources of disagreement should be able to be conļ¬ict identiļ¬ed, addressed, and corrected (5) Facilitate application the guidelines must be able to be applied to the individual patient situation without any increase in mortality or morbidity. The process of utilization review is strongly supported by managed care organizations and third-party payors. The guidelines upon which these rules are based ought to be evidence-based (Table 29. Ideally a panel of interested physicians is assembled and collects the evidence for and against the use of a particular set of diagnostic or therapeutic maneuvers. Some guidelines are simply consensus- or expert-based and the results may not be consistent with the best available evidence. When evaluating a guideline it ought to be possible to determine the process by which the guideline was developed. These domains are: scope and purpose of the guideline, stakeholder involvement, rigor of development, clarity and presentation, applicability and editorial independence. This process only indirectly assesses the quality of the studies that make up the evidence used to create the guideline. There are several general issues that should be evaluated when appraising the validity of a practice guideline. They should be those outcomes that will matter to patients and all relevant outcomes should be included in the guideline. This must include explicit descriptions of the manner in which the evidence was col- lected, evaluated, and combined. The magnitudes of beneļ¬ts and risks should be estimated and beneļ¬ts com- pared to harms. This must include the interests of all parties involved in provid- ing care for the patient. These are the patient, health-care providers, third-party payors, and society at large. The preferences assigned to the outcomes should reļ¬ect those of the people or patients who will receive those outcomes. The costs both economic and non-economic should be estimated and the net health beneļ¬ts compared to the costs of providing that beneļ¬t. Alternative pro- cedures should be compared to the standard therapies in order to determine the best therapy. Finally, the analysis of the guideline must incorporate reason- able variations in care provided by reasonable clinicians. A sensitivity analysis accounting for this reasonable variation must be part of the guideline. Once a guideline is developed, physicians who will use this guideline in prac- tice must evaluate its use. For example, in 1992 a clinical guideline was developed for the management of children aged 3 to 36 months with fever but no resources to detect and treat occult bacteremia. This guideline was published simultane- ously in the professional journals Annals of Emergency Medicine and Pediatrics. After a few years, the guideline was only selectively used by pediatricians, but almost universally used by emergency physicians. The pediatricians are able to closely follow their febrile kids while emergency physicians are unable to do this. Therefore, emergency physicians felt better doing more testing and treating of febrile children in the belief that they would prevent serious sequelae. This guideline has been removed since most of the children in this age group are now immunized against the worst bacteria causing occult bacteremia, hemophilus and pneumococcus. Even if a practice guideline is validated and generally accepted by most physi- cians, there may still be a delay in the general acceptance of this guideline. Physiciansā behavior has been studied and cer- tain interventions have been found to change behavior. These include direct intervention such as reminders on a computer or ordering forms for drugs or diagnostic tests, follow-up by allied health-care personnel, and education from opinion leaders in their ļ¬eld. One of the most effective interventions involved using prompts on a computer when ordering tests or drugs. These resulted in improved drug-ordering practices and long-term changes in physician behav- ior.