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Browsing by Author "Byrne, Bobbi J."
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Item Case 2: Abdominal Distention in a Term Infant with Unilateral Ventriculomegaly(AAP, 2019-10) Lyle, Allison N. J.; Byrne, Bobbi J.; Pediatrics, School of MedicineItem Community-based in situ simulation: bringing simulation to the masses(BMC, 2019-12-21) Walsh, Barbara M.; Auerbach, Marc A.; Gawel, Marcie N.; Brown, Linda L.; Byrne, Bobbi J.; Calhoun, Aaron; Katz-Nelson, Jessica; Tay, Khoon-Yen; Whitfill, Travis; Kessler, David; Dudas, Robert; Nishisaki, Akira; Nadkarni, Vinay; Hamilton, Melinda; Pediatrics, School of MedicineSimulation-based methods are regularly used to train inter-professional groups of healthcare providers at academic medical centers (AMC). These techniques are used less frequently in community hospitals. Bringing in-situ simulation (ISS) from AMCs to community sites is an approach that holds promise for addressing this disparity. This type of programming allows academic center faculty to freely share their expertise with community site providers. By creating meaningful partnerships community-based ISS facilitates the communication of best practices, distribution of up to date policies, and education/training. It also provides an opportunity for system testing at the community sites. In this article, we illustrate the process of implementing an outreach ISS program at community sites by presenting four exemplar programs. Using these exemplars as a springboard for discussion, we outline key lessons learned discuss barriers we encountered, and provide a framework that can be used to create similar simulation programs and partnerships. It is our hope that this discussion will serve as a foundation for those wishing to implement community-based, outreach ISS.Item Early Career Experiences of Pediatricians Pursuing or Not Pursuing Fellowship Training(AAP, 2015-10) Byrne, Bobbi J.; Katakam, Shesha K.; Frintner, Mary Pat; Cull, William L.; Department of Pediatrics, IU School of MedicineBACKGROUND AND OBJECTIVES: Choosing career paths can be difficult decisions for residents contemplating fellowship training. This study compares the experiences of early career pediatricians who did and did not pursue fellowships. METHODS: We analyzed national, weighted data from pediatricians 8 to 10 years after residency (n = 842). Work environment, work–life balance, and satisfaction were compared for pediatricians who had pursued fellowship training (fellowship trained) and those who did not pursue fellowship training (generalist trained). Logistic and linear regression examined the independent effects of fellowship training while controlling for demographic differences. RESULTS: A total of 39% of the pediatricians (328/842) pursued fellowship training. The fellowship-trained group was less likely than the generalist-trained group to spend time in direct patient care and more likely to report learning opportunities in their work environment. This group was also more likely to report an income of ≥$150 000, although no difference was found when only full-time pediatricians were examined. Generalist-trained pediatricians were more likely to work <50 hours per week, have flexibility with their schedules, and be satisfied with time spent with their own children. Pediatricians in both the fellowship-trained and generalist-trained groups generally found their work to be rewarding and were satisfied with their lives. CONCLUSIONS: Although residents need to consider important life and career differences when contemplating fellowship training and general care, pediatricians in both groups can achieve overall life and career satisfaction.Item A Longitudinal Study of Pediatricians Early in their Careers: PLACES(AAP, 2015-08) Frintner, Mary Pat; Cull, William L.; Byrne, Bobbi J.; Freed, Gary L.; Katakam, Shesha K.; Leslie, Laurel K.; Miller, Ashley A.; Starmer, Amy Jost; Olson, Lynn M.; Department of Pediatrics, IU School of MedicineThe American Academy of Pediatrics (AAP) launched the Pediatrician Life and Career Experience Study (PLACES), a longitudinal study that tracks the personal and professional experiences of early career pediatricians, in 2012. We used a multipronged approach to develop the study methodology and survey domains and items, including review of existing literature and qualitative research with the target population. We chose to include 2 cohorts of US pediatricians on the basis of residency graduation dates, including 1 group who were several years out of residency (2002–2004 Residency Graduates Cohort) and a second group who recently graduated from residency at study launch (2009–2011 Residency Graduates Cohort). Recruitment into PLACES was a 2-stage process: (1) random sample recruitment from the target population and completion of an initial intake survey and (2) completion of the first Annual Survey by pediatricians who responded positively to stage 1. Overall, 41.2% of pediatricians randomly selected to participate in PLACES indicated positive interest in the study by completing intake surveys; of this group, 1804 (93.7%) completed the first Annual Survey and were considered enrolled in PLACES. Participants were more likely to be female, AAP members, and graduates of US medical schools compared with the target sample; weights were calculated to adjust for these differences. We will survey PLACES pediatricians 2 times per year. PLACES data will allow the AAP to examine career and life choices and transitions experienced by early-career pediatricians.Item Observational experiential learning facilitated by debriefing for meaningful learning : exploring student roles in simulation(2018-07-25) Johnson, Brandon Kyle; Reising, Deanna L.; Wonder, Amy Hagedorn; Friesth, Barbara Manz; Byrne, Bobbi J.Simulation is an educational strategy used in prelicensure nursing education that has been demonstrated to effectively replace selected clinical experiences. Simulation experiences may include the use of differing roles including the active participant, who makes decisions during the simulation and the passive observer, who watches the simulation unfold. There is a lack of rigorous research testing whether students in the passive observer role during simulations demonstrate and retain knowledge similarly to those in active participant roles. In addition, differences in knowledge applied to a contextually similar case between those who actively participate and passively observe have not been studied. The purpose of this study was to explore the relationship between nursing student’s roles in simulation and cognitive knowledge demonstration, retention, and application about two contextually similar cases of respiratory distress. An experimental, pretest-multiple posttest, repeated measures study was conducted with a convenience sample of 119 baccalaureate prelicensure nursing students from a large multi-campus Southwestern university. Two knowledge instruments were administered throughout different stages of the simulation and four weeks later. Associations between role in simulation and scores on the knowledge instruments were examined using t-tests and mixed repeated measures-analysis of variance. Of the 59 active participants and 60 observers, there were no significant differences in knowledge demonstrated or retained after simulation, after debriefing, or four weeks later. Additionally, there were no significant differences in knowledge demonstrated when applied to a contextually similar case after debriefing or four weeks later between active participant and observer. Future research is needed to examine these relationships in larger and more diverse samples and different contextual clinical situations in simulation. These results will contribute to the further testing and implementation of using observation as a strategy for teaching and learning with simulation for nursing and health professions education.Item Video-assisted informed consent in a clinical trial of resuscitation of extremely preterm infants: Lessons learned(Thieme, 2024-05) Odackal, Namrita J.; Caruso, Catherine G.; Klitzman, Melissa; Rincon, Monica; Byrne, Bobbi J.; Winter, Jameel; Petroni, Gina R.; Fairchild, Karen D.; Warren, Jamie B.; Pediatrics, School of MedicineOBJECTIVE: Obtaining informed consent for clinical trials is challenging in acute clinical settings. For the VentFirst randomized clinical trial (assisting ventilation during delayed cord clamping for infants <29 weeks’ gestation), we created an informational video that sites could choose to use to supplement the standard in-person verbal and written consent. Using a post-consent survey, we sought to describe the impact of the video on subject recruitment, satisfaction with the consent process, and knowledge about the study. STUDY DESIGN: Descriptive survey-based sub-study. RESULTS: Of the four sites participating in the VentFirst trial that chose to allow use of the video to supplement the standard informed consent process, three elected to participate in the survey sub study. From February 2018 to January 2021, 82 women at these three sites were offered the video and completed the post-consent survey. Overall, 73 of these 82 women (89%) consented to participate in the primary study, 78 (95%) indicated the study was explained to them very well or extremely well, and the range of correct answers on 5 knowledge questions about the study was 63%-98%. Forty-six (56%) of the 82 women offered the video chose to watch it. There were no major differences in study participation, satisfaction with the consent process, or knowledge about the study between the women who chose to watch or not watch the video. CONCLUSION: Watching an optional video to supplement the standard informed consent process did not have a major impact on outcomes in this small sub-study. The ways in which audiovisual tools might modify the traditional informed consent process deserve further study.