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Browsing by Author "Carlos, W. Graham"
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Item Adenovirus Infection and Outbreaks: What You Need to Know(ATS, 2019) Dela Cruz, Charles S.; Pasnick, Susan; Gross, Jane E.; Keller, Jon; Carlos, W. Graham; Cao, Bin; Jamil, Shazia; Medicine, School of MedicineItem ATS Core Curriculum 2016: Part II. Adult Critical Care Medicine(American Thoracic Society, 2016-05) McSparron, Jakob I.; Hayes, Margaret M.; Poston, Jason T.; Thomson, Carey C.; Fessler, Henry E.; Stapleton, Renee D.; Carlos, W. Graham; Hinkle, Laura; Liu, Kathleen; Shieh, Stephanie; Ali, Alyan; Rogers, Angela; Shah, Nirav G.; Slack, Donald; Patel, Bhakti; Wolfe, Krysta; Schweickert, William D.; Bakhru, Rita N.; Shin, Stephanie; Sell, Rebecca E.; Luks, Andrew M.; Medicine, School of MedicineThe American Thoracic Society (ATS) Core Curriculum updates clinicians annually in adult and pediatric pulmonary disease, medical critical care, and sleep medicine, in a 3-year recurring cycle of topics. The 2016 course was presented in May during the annual International Conference. The four parts of the course are published in consecutive issues of AnnalsATS. Part II covers topics in adult critical care medicine. An American Board of Internal Medicine Maintenance of Certification module and a Continuing Medical Education exercise covering the contents of the CORE Curriculum can be accessed online at www.thoracic.org until July 2019.Item ATS Health Alert—Vaping-associated Pulmonary Illness (VAPI)(ATS, 2019) Carlos, W. Graham; Crotty Alexander, Laura E.; Gross, Jane E.; Dela Cruz, Charles S.; Keller, Jonathan M.; Pasnick, Susan; Jamil, Shazia; Medicine, School of MedicineItem Atypical use of audience response system provides opportunity to formatively assess faculty teaching and improve learning outcomes(2018-03-02) Hopper, Mari; Carroll, Megan; Wright, Serena; Bauer, Erich; Carlos, W. GrahamIn response to curricular reform, a particularly effective new approach was developed for a course offered at all nine IUSM centers. Participants will learn about interdisciplinary planning, implementation of a "Grand Rounds" approach, novel use of audience response system for retrieval practice and formative assessment of teaching methods, and how Bloom scale ratings relate to student engagement and focus.Item Bridging the gap for future clinician‐educators(Wiley, 2018-12) Dilly, Christen K.; Carlos, W. Graham; Hoffmann-Longtin, Krista; Buckley, John; Burgner, Anna; Medicine, School of MedicineBackground In contrast to the training required in the UK, opportunities for medical education training in the USA are limited. Resident‐as‐teacher programmes are typically insufficient to prepare trainees to be successful clinician‐educators, but few pursue formal education degrees. We sought to assess the need for, and feasibility of, a training pathway for subspecialty fellows in a large Department of Medicine that would prepare our trainees to become effective educators. Methods Quantitative and qualitative methods were used. Previous fellowship applicants and current programme directors were surveyed to determine the potential benefits of the programme. A pilot programme was conducted with fellows interested in education to determine the feasibility of the programme. Pilot participants were interviewed regarding the benefits that they gained from the pilot and the logistical challenges that they experienced. In contrast to the training required in the UK, opportunities for medical education training in the USA are limited Results Five highly ranked fellows would have scored our programmes higher if we offered this training pathway. Pilot participants and fellowship programme directors agreed that there is a compelling need for such a training pathway. A number of themes arose from the interviews that enabled us to build the framework for a strong programme. Discussion Our findings suggest that a clinician‐educator training pathway that draws from multiple subspecialties has the potential to improve recruitment, provide needed career counselling and skills development to trainees, and to build a community of educators that will benefit the institution. Important insights from pilot participant interviews will inform the programme design, in order to keep trainees engaged and overcome logistical challenges.Item Build It and They Shall Come: Medical Education Communities of Practice(American Thoracic Society, 2023-05-01) Kelm, Diana J.; Neumeier, Anna; Hinkle, Laura J.; Adamson, Rosemary; Heath, Janae K.; Stewart, Nancy H.; Niroula, Abesh; Chiarchiaro, Jared; Denson, Joshua L.; Holden, Van K.; Soffler, Morgan; Carlos, W. Graham; Medicine, School of MedicineBackground: Producing scholarship in education is essential to the career development of a clinician-educator. Challenges to scholarly production include a lack of resources, time, expertise, and collaborators. Objective: To develop communities of practice for education scholarship through an international society to increase community and academic productivity. Methods: We developed multi-institutional scholarship pods within the American Thoracic Society through the creation of a working group (2017-2019). Pods met virtually, and meetings were goal focused to advance education scholarship within their area of interest. To understand the impact of these scholarship pods, we surveyed pod leaders and members in 2021 and analyzed the academic productivity of each pod via a survey of pod leaders and a review of the PubMed index. Results: Nine pods were created, each with an assigned educational topic. The survey had a response rate of 76.6%. The perceived benefits were the opportunity to meet colleagues with similar interests at other institutions, production of scholarly work, and engagement in new experiences. The main challenges were difficulty finding times to meet because of competing clinical demands and aligning times among pod members. Regarding academic productivity, eight publications, four conference presentations, and one webinar/podcast were produced by six of the nine pods. Conclusion: The development of communities of practice resulted in increased multi-site collaboration, with boosted academic productivity as well as an enhanced sense of belonging. Multiple challenges remain but can likely be overcome with accountability, early discussion of roles and expectations, and clear delegation of tasks and authorship.Item A call for collaboration and consensus on training for endotracheal intubation in the medical intensive care unit(BMC, 2020-10-22) Brown, Wade; Santhosh, Lekshmi; Brady, Anna K.; Denson, Joshua L.; Niroula, Abesh; Pugh, Meredith E.; Self, Wesley H.; Joffe, Aaron M.; O’Neal Maynord, P.; Carlos, W. Graham; Medicine, School of MedicineEndotracheal intubation (EI) is a potentially lifesaving but high-risk procedure in critically ill patients. While the ACGME mandates that trainees in pulmonary and critical care medicine (PCCM) achieve competence in this procedure, there is wide variation in EI training across the USA. One study suggests that 40% of the US PCCM trainees feel they would not be proficient in EI upon graduation. This article presents a review of the EI training literature; the recommendations of a national group of PCCM, anesthesiology, emergency medicine, and pediatric experts; and a call for further research, collaboration, and consensus guidelines.Item Communication Training in Adult and Pediatric Critical Care Medicine. A Systematic Review(American Thoracic Society, 2020-07-14) Mendez, Michael P.; Patel, Harin; Talan, Jordan; Doering, Michelle; Chiarchiaro, Jared; Sternschein, Rebecca M.; Steinbach, Trevor C.; O’Toole, Jacqueline; Sankari, Abdulghani; McCallister, Jennifer W.; Lee, May M.; Carlos, W. Graham; Lyons, Patrick G.; Medicine, School of MedicineBackground: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.Background: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.Item Comparing the Digital Footprint of Pulmonary and Critical Care Conferences on Twitter(American Thoracic Society, 2021-09-13) Carroll, Christopher L.; Kaul, Viren; Dangayach, Neha S.; Szakmany, Tamas; Winter, Gretchen; Khateeb, Dina; Carlos, W. Graham; Kudchadkar, Sapna R.; Medicine, School of MedicineBackground: Pulmonary and critical care societies, including the American Thoracic Society, the American College of Chest Physicians, and the Society of Critical Care Medicine have large memberships that gather at academic conference events, attracting thousands of attendees. Objective: With the growth of social media use among pulmonary and critical care clinicians, our goal was to examine the Twitter presence and digital footprint of these three major medical society conferences. Methods: We used Symplur Signals (Symplur, LLC) to track the tweets and most active participants of the 2017-2019 annual conferences of American Thoracic Society, American College of Chest Physicians, and the Society of Critical Care Medicine. Attendance records of participants were obtained from each society. Results: During the study period, there was growth in the number of tweets, participants, and impressions for all three society conferences. Across all conferences, the amount of original content generated was less than the retweets, which comprised 50-72% of all tweets. Individuals physically attending each conference were more likely to post original content than those not in attendance (53-68% vs. 32-47%). For each society and at each meeting, clinicians made up the largest group of participants (44-60%), and most (59-82%) were physicians. A small cohort of participants was responsible for a large share of the tweets, with more than half of the participants at each conference for each society tweeting only once and only between 5-8% of participants tweeting more than 10 times. Seventy-eight individuals tweeted more than 100 times at one or more of the conferences. There was significant overlap in this group, with 32 of these individual participants tweeting more than 100 times at two or more of these conferences. Conclusion: Growth in conference digital footprints is largely due to increased activity by a small group of prolific participants that attend conferences by multiple academic societies. Original content makes up the smallest proportion of posts, suggesting that amplification of content is more prevalent than posting of original content. In a postpandemic environment, engagement of users producing original content may be even more important for medical societies.Item COVID-19 Disease due to SARS-CoV-2 (Novel Coronavirus)(ATS, 2020) Carlos, W. Graham; Dela Cruz, Charles S.; Cao, Bin; Pasnick, Susan; Jamil, Shazia; Medicine, School of Medicine
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