Bandar Baw
Education and Professional Standing
Assistant Professor, Division of Emergency Medicine, Department of Medicine
Publications
2019 |
Lewis, K; Culgin, S; Jaeschke, R; Perri, D; Marchildon, C; Hassall, K; Piraino, T; Thabane, L; Almubarak, Y; Alshahrani, M S; Rochwerg, B; Baw, B; Szczeklik, W; Karachi, T; Alhazzani, W Cuff Leak Ŧest and Airway Obstruction in Mechanically Ventilated ICU Patients (COMIC): a pilot randomised controlled trial protocol Journal Article BMJ Open, 9 (7), pp. e029394, 2019. @article{pmid31326936, title = {Cuff Leak Ŧest and Airway Obstruction in Mechanically Ventilated ICU Patients (COMIC): a pilot randomised controlled trial protocol}, author = {K Lewis and S Culgin and R Jaeschke and D Perri and C Marchildon and K Hassall and T Piraino and L Thabane and Y Almubarak and M S Alshahrani and B Rochwerg and B Baw and W Szczeklik and T Karachi and W Alhazzani}, year = {2019}, date = {2019-07-01}, journal = {BMJ Open}, volume = {9}, number = {7}, pages = {e029394}, keywords = {}, pubstate = {published}, tppubtype = {article} } |
Alshamsi, F; Alshammari, K; Belley-Cote, E; Dionne, J; Albrahim, T; Albudoor, B; Ismai., M; Al-Judaibi, B; Baw, B; Subramanian, R M; Steadman, R; Galusca, D; HuaAlshamsi, F; Alshammari, K; Huang, DT; Nanchal, R; Quraini, Al M; Yuan, Y; Alhazzani, W Extracorporeal liver support in patients with liver failure: a systematic review and meta-analysis of randomized trials Journal Article Intensive Care Med, 2019, ([DOI:hrefhttps://dx.doi.org/10.1007/s00134-019-05783-y10.1007/s00134-019-05783-y] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/3158898331588983]). @article{pmid31588983, title = {Extracorporeal liver support in patients with liver failure: a systematic review and meta-analysis of randomized trials}, author = {F Alshamsi and K Alshammari and E Belley-Cote and J Dionne and T Albrahim and B Albudoor and M Ismai. and B Al-Judaibi and B Baw and R.M. Subramanian and R Steadman and D Galusca and F HuaAlshamsi and K Alshammari and DT Huang and R Nanchal and M Al Quraini and Y Yuan and W Alhazzani}, year = {2019}, date = {2019-01-01}, journal = {Intensive Care Med}, note = {[DOI:hrefhttps://dx.doi.org/10.1007/s00134-019-05783-y10.1007/s00134-019-05783-y] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/3158898331588983]}, keywords = {}, pubstate = {published}, tppubtype = {article} } |
2017 |
Chan, T M; Baw, B; McConnell, M; Kulasegaram, K Making the McMOSŦ out of Milestones and Objectives: Reimagining Standard Setting Using the McMaster Milestones and Objectives Stratification Ŧechnique Journal Article 1 (1), pp. 48–54, 2017, ([PubMed Central:hrefhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6001593PMC6001593] [DOI:hrefhttps://dx.doi.org/10.1002/aet2.1000810.1002/aet2.10008] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/3005100930051009]). @article{pmid30051009, title = {Making the McMOSŦ out of Milestones and Objectives: Reimagining Standard Setting Using the McMaster Milestones and Objectives Stratification Ŧechnique}, author = {T M Chan and B Baw and M McConnell and K Kulasegaram}, year = {2017}, date = {2017-01-01}, volume = {1}, number = {1}, pages = {48--54}, abstract = {As we enter the era of milestones and competency-based medical education (CBME), there is an increasing need to examine the procedures for stratifying objectives into levels of achievement. Most techniques used to date (e.g., Delphi surveys) involve some sort of consensus-based process, essentially crowd-sourcing wisdom of multiple educators to set anticipated milestones. In most graduate education settings, however, many simply use the judgment of one or two educators when setting educational objectives. Meanwhile, standard-setting procedures have been historically used in medical education for setting cut-points to determine levels of acceptable performance and do so in a more robust manner. Inspired by these standard-setting procedures, the authors sought to develop a new way to stratify objectives into three relative levels of achievement (junior [ACGME level 1], intermediate [ACGME level 2-3], senior [ACGME level 4]). The authors describe a novel, stepwise method that is composed of four steps. There are four steps to the McMOST procedure: 1) sorting objectives with a group of experienced teachers, 2) factor analysis to group preferences, 3) labeling components and reorganizing groupings, and 4) confirmation and final review by educational and content experts. Using McMOST method resulted in a change of placement for 15 of 34 (44%) of the milestones and improved agreement in two of three levels (intermediate from intraclass correlation of 0.56 to 0.80; senior from 0.69 to 0.79). The authors describe a novel protocol for stratifying objectives that may be useful to stratify and sort competencies into various levels of achievement (e.g., milestones) in this era of CBME.}, note = {[PubMed Central:hrefhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6001593PMC6001593] [DOI:hrefhttps://dx.doi.org/10.1002/aet2.1000810.1002/aet2.10008] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/3005100930051009]}, keywords = {}, pubstate = {published}, tppubtype = {article} } As we enter the era of milestones and competency-based medical education (CBME), there is an increasing need to examine the procedures for stratifying objectives into levels of achievement. Most techniques used to date (e.g., Delphi surveys) involve some sort of consensus-based process, essentially crowd-sourcing wisdom of multiple educators to set anticipated milestones. In most graduate education settings, however, many simply use the judgment of one or two educators when setting educational objectives. Meanwhile, standard-setting procedures have been historically used in medical education for setting cut-points to determine levels of acceptable performance and do so in a more robust manner. Inspired by these standard-setting procedures, the authors sought to develop a new way to stratify objectives into three relative levels of achievement (junior [ACGME level 1], intermediate [ACGME level 2-3], senior [ACGME level 4]). The authors describe a novel, stepwise method that is composed of four steps. There are four steps to the McMOST procedure: 1) sorting objectives with a group of experienced teachers, 2) factor analysis to group preferences, 3) labeling components and reorganizing groupings, and 4) confirmation and final review by educational and content experts. Using McMOST method resulted in a change of placement for 15 of 34 (44%) of the milestones and improved agreement in two of three levels (intermediate from intraclass correlation of 0.56 to 0.80; senior from 0.69 to 0.79). The authors describe a novel protocol for stratifying objectives that may be useful to stratify and sort competencies into various levels of achievement (e.g., milestones) in this era of CBME. |
2015 |
Wu, V; Chan, O; Maxwell, S R; Levine, M A; Perri, D; Sebalt, R J; Baw, B; Holbrook, A Đevelopment and Validation of the McMaster Prescribing Competency Assessment for Medical Ŧrainees (MacPCA) Journal Article J Popul Ther Clin Pharmacol, 22 (2), pp. e173–178, 2015, ([PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/2636535626365356]). @article{pmid26365356b, title = {Đevelopment and Validation of the McMaster Prescribing Competency Assessment for Medical Ŧrainees (MacPCA)}, author = {V Wu and O Chan and S R Maxwell and M A Levine and D Perri and R J Sebalt and B Baw and A Holbrook}, year = {2015}, date = {2015-01-01}, journal = {J Popul Ther Clin Pharmacol}, volume = {22}, number = {2}, pages = {e173--178}, abstract = {Prescribing is an essential skill for all physicians, built on knowledge of clinical pharmacology, therapeutics and toxicology across the life cycle. The decline in organized clinical pharmacology training in medical schools, combined with an expanding pharmacopeia and increasing complexity of patient care, makes prescribing competency difficult for medical students to master. To develop and validate the McMaster Prescribing Competency Assessment (MacPCA), an online tool suitable for evaluating clinical pharmacology knowledge and prescribing skills of medical trainees in Canada. The MacPCA was developed using an online examination platform scalable to multiple sites across Canada. Questions represented 8 domains of safe and effective prescribing with level of difficulty aimed at a final year medical student. Validation assessment concentrated on face and construct validity. 58 participants (7, 12 and 21 medical students in Years 1, 2, and 3, respectively and 8 undergraduate controls) were recruited. Mean scores were 31% (SD 13.6), 46% (SD 14.9), 75% (SD 8.3) and 81% (SD 10.5) for the controls, Year 1, Year 2, and Year 3 (final year) students, respectively. Combined Year 2/Year 3 scores were significantly better than control/Year 1 scores (p<0.0001). Final year student feedback indicated the test was fair, clear and unambiguous, aimed at the right level, with sufficient time for completion. The MacPCA demonstrated good face validity and successfully discriminated between upper year medical students and their junior colleagues. Further expansion of testing and validation is warranted.}, note = {[PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/2636535626365356]}, keywords = {}, pubstate = {published}, tppubtype = {article} } Prescribing is an essential skill for all physicians, built on knowledge of clinical pharmacology, therapeutics and toxicology across the life cycle. The decline in organized clinical pharmacology training in medical schools, combined with an expanding pharmacopeia and increasing complexity of patient care, makes prescribing competency difficult for medical students to master. To develop and validate the McMaster Prescribing Competency Assessment (MacPCA), an online tool suitable for evaluating clinical pharmacology knowledge and prescribing skills of medical trainees in Canada. The MacPCA was developed using an online examination platform scalable to multiple sites across Canada. Questions represented 8 domains of safe and effective prescribing with level of difficulty aimed at a final year medical student. Validation assessment concentrated on face and construct validity. 58 participants (7, 12 and 21 medical students in Years 1, 2, and 3, respectively and 8 undergraduate controls) were recruited. Mean scores were 31% (SD 13.6), 46% (SD 14.9), 75% (SD 8.3) and 81% (SD 10.5) for the controls, Year 1, Year 2, and Year 3 (final year) students, respectively. Combined Year 2/Year 3 scores were significantly better than control/Year 1 scores (p<0.0001). Final year student feedback indicated the test was fair, clear and unambiguous, aimed at the right level, with sufficient time for completion. The MacPCA demonstrated good face validity and successfully discriminated between upper year medical students and their junior colleagues. Further expansion of testing and validation is warranted. |
2014 |
Baw, B; Chan, T; Upadhye, S Clinical education guideline creation by residents for junior learners in emergency medicine: a novel educational experience Journal Article CJEM, 16 (6), pp. 490–493, 2014, ([DOI:hrefhttps://dx.doi.org/10.1017/s148180350000351110.1017/s1481803500003511] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/2535828125358281]). @article{pmid25358281, title = {Clinical education guideline creation by residents for junior learners in emergency medicine: a novel educational experience}, author = {B Baw and T Chan and S Upadhye}, year = {2014}, date = {2014-11-01}, journal = {CJEM}, volume = {16}, number = {6}, pages = {490--493}, abstract = {Clinical practice guidelines are an important vehicle for knowledge translation and improving patient care. For most learners, these documents can be daunting and confusing. We describe a novel educational experience that clarified the guideline generation process for learners while at the same time creating clinical educational guidelines (simplified learning aids) for junior learners in the emergency department (ED). We devised a system using near-peer mentors to generate a series of clinical education guideline learning materials created by residents and junior learners for the evaluation of undifferentiated chest pain in the ED. This process assisted in teaching residents and junior learners and generated an endurable educational product.}, note = {[DOI:hrefhttps://dx.doi.org/10.1017/s148180350000351110.1017/s1481803500003511] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/2535828125358281]}, keywords = {}, pubstate = {published}, tppubtype = {article} } Clinical practice guidelines are an important vehicle for knowledge translation and improving patient care. For most learners, these documents can be daunting and confusing. We describe a novel educational experience that clarified the guideline generation process for learners while at the same time creating clinical educational guidelines (simplified learning aids) for junior learners in the emergency department (ED). We devised a system using near-peer mentors to generate a series of clinical education guideline learning materials created by residents and junior learners for the evaluation of undifferentiated chest pain in the ED. This process assisted in teaching residents and junior learners and generated an endurable educational product. |
2012 |
Hanly, L N; Chen, N; Aleksa, K; Cutler, M; Bajcetic, M; Palassery, R; Regueira, O; Turner, C; Baw, B; Malkin, B; Freeman, D; Rieder, M J; Vasylyeva, T L; Koren, G N-acetylcysteine as a novel prophylactic treatment for ifosfamide-induced nephrotoxicity in children: translational pharmacokinetics Journal Article J Clin Pharmacol, 52 (1), pp. 55–64, 2012, ([DOI:hrefhttps://dx.doi.org/10.1177/009127001039179010.1177/0091270010391790] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/2126301521263015]). @article{pmid21263015, title = {N-acetylcysteine as a novel prophylactic treatment for ifosfamide-induced nephrotoxicity in children: translational pharmacokinetics}, author = {L N Hanly and N Chen and K Aleksa and M Cutler and M Bajcetic and R Palassery and O Regueira and C Turner and B Baw and B Malkin and D Freeman and M J Rieder and T L Vasylyeva and G Koren}, year = {2012}, date = {2012-01-01}, journal = {J Clin Pharmacol}, volume = {52}, number = {1}, pages = {55--64}, abstract = {Ifosfamide (IFO), which is used in the treatment of pediatric solid tumors, causes high rates of nephrotoxicity. N-acetylcysteine (NAC), an antidote for acetaminophen overdose, has been shown to prevent IFO-induced renal cell death and nephrotoxicity in both LLCPK-1 cells and a rat model. To facilitate the use of NAC in preventing IFO-induced nephrotoxicity in children, the authors compared the systemic exposure to NAC in children treated for acetaminophen overdose to the systemic exposure of the therapeutically effective rat model. The mean systemic exposure in the rat model was 18.72 mM·h (range, 9.92-30.02 mM·h), compared to the mean systemic exposure found in treated children (14.48 mM·h; range, 6.22-32.96 mM·h). They also report 2 pediatric cases in which NAC-attenuated acute renal failure associated with IFO when given concurrently with their chemotherapy treatment. Systemic exposure to NAC measured in 1 of these cases was comparable to that in the children treated for acetaminophen overdose. These results corroborate NAC's potential to protect against IFO-induced nephrotoxicity in children when used in its clinically approved dose schedule and supports a clinical trial in children.}, note = {[DOI:hrefhttps://dx.doi.org/10.1177/009127001039179010.1177/0091270010391790] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/2126301521263015]}, keywords = {}, pubstate = {published}, tppubtype = {article} } Ifosfamide (IFO), which is used in the treatment of pediatric solid tumors, causes high rates of nephrotoxicity. N-acetylcysteine (NAC), an antidote for acetaminophen overdose, has been shown to prevent IFO-induced renal cell death and nephrotoxicity in both LLCPK-1 cells and a rat model. To facilitate the use of NAC in preventing IFO-induced nephrotoxicity in children, the authors compared the systemic exposure to NAC in children treated for acetaminophen overdose to the systemic exposure of the therapeutically effective rat model. The mean systemic exposure in the rat model was 18.72 mM·h (range, 9.92-30.02 mM·h), compared to the mean systemic exposure found in treated children (14.48 mM·h; range, 6.22-32.96 mM·h). They also report 2 pediatric cases in which NAC-attenuated acute renal failure associated with IFO when given concurrently with their chemotherapy treatment. Systemic exposure to NAC measured in 1 of these cases was comparable to that in the children treated for acetaminophen overdose. These results corroborate NAC's potential to protect against IFO-induced nephrotoxicity in children when used in its clinically approved dose schedule and supports a clinical trial in children. |
2005 |
Baw, B; Al-Salamah, M A; Al-Hodaib, A; Wadams, H Nail embolization to the femoral artery Journal Article CJEM, 7 (4), pp. 278–281, 2005, ([DOI:hrefhttps://dx.doi.org/10.1017/s148180350001444510.1017/s1481803500014445] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/1735568717355687]). @article{pmid17355687, title = {Nail embolization to the femoral artery}, author = {B Baw and M A Al-Salamah and A Al-Hodaib and H Wadams}, year = {2005}, date = {2005-07-01}, journal = {CJEM}, volume = {7}, number = {4}, pages = {278--281}, abstract = {Modern air-nailing tools are known to cause penetrating trauma. We report the unusual case of a pneumatically fired carpenter's nail that penetrated the chest of a 30-year-old man and subsequently embolized from the heart to the left femoral artery without clinical evidence of having entered the heart. The nail was surgically removed, and the patient was discharged from hospital without sequelae after 10 days. This case and the relevant literature are discussed from the perspective of the emergency department investigation and care of such patients.}, note = {[DOI:hrefhttps://dx.doi.org/10.1017/s148180350001444510.1017/s1481803500014445] [PubMed:hrefhttps://www.ncbi.nlm.nih.gov/pubmed/1735568717355687]}, keywords = {}, pubstate = {published}, tppubtype = {article} } Modern air-nailing tools are known to cause penetrating trauma. We report the unusual case of a pneumatically fired carpenter's nail that penetrated the chest of a 30-year-old man and subsequently embolized from the heart to the left femoral artery without clinical evidence of having entered the heart. The nail was surgically removed, and the patient was discharged from hospital without sequelae after 10 days. This case and the relevant literature are discussed from the perspective of the emergency department investigation and care of such patients. |