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Browsing by Author "Hinkle, Laura"
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Item 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 The Virtual Interview Experience: Perspectives of Pulmonary and Critical Care Fellowship Applicants(American Thoracic Society, 2022-01-06) Allam, J. Shirine; Burkart, Kristin M.; Çoruh, Başak; Lee, May; Hinkle, Laura; Kreider, Maryl; Tatem, Geneva; Witt, Chad; Ashton, Rendell W.; Huie, Tristan; Moulton, Bart; Awerbuch, Elizabeth; Bosslet, Gabriel T.; Medicine, School of MedicineBackground: Because of the coronavirus disease (COVID-19) pandemic, graduate medical education programs adopted virtual interviews (VIs) as the default modality for the 2020 recruitment season. It is unknown whether VIs allowed applicants to effectively evaluate programs, and the best interview format for the future is unclear. Objective: To 1) assess pulmonary and critical care applicants' perceived ability to evaluate programs using VIs, 2) determine the attitudes of applicants toward the components of VIs, and 3) identify applicants' preferences for the future fellowship interview format. Methods: After the National Residency Matching Program medical subspecialty match, an electronic survey was sent to 1,067 applicants to pulmonary and critical care medicine programs asking them to compare their fellowship VI experience with their residency in-person interview (IPI) experience. Results: Three hundred six (29%) applicants responded to the survey, and 289 completed it (27%). There were 117 (40%) women and 146 (51%) White individuals. Most respondents believed that VIs hindered their ability to evaluate programs' culture, faculty-fellow relationships, location, facilities, and their own fit within the program. They believed they were able to evaluate the clinical experience, curriculum, and potential for academic development equally well compared with IPIs. The most helpful elements of VIs were the interview with the program director, meetings with the fellows, and interviews with faculty members. Less helpful elements included conference access, prerecorded program director presentations, virtual hospital and city tours, and video testimonials. One hundred twenty-three respondents (43%) chose VIs with an optional visit as their preferred future interview format, 85 (29%) chose IPIs, 54 (19%) wanted a choice between VIs and IPIs, and 27 (9%) chose VIs only. Conclusion: Most pulmonary and critical care medicine applicants preferred future interviews to include both VIs and the option of an in-person visit or interview. This study can assist programs in designing their future interview formats in a trainee-centric fashion.Item Twelve Tips for Just in Time Teaching of Communication Skills for Difficult Conversations in the Clinical Setting(Taylor & Francis, 2017) Hinkle, Laura; Fettig, Lyle; Carlos, W. Graham; Bosslet, Gabriel; Medicine, School of MedicineThe ability to communicate well with patients and other members of the healthcare team is a vital skill for physicians to have, but one that is often not emphasized in medical education. Learners of all levels can obtain and develop good communication skills regardless of their natural ability in this area, and the clinical setting represents an underutilized resource to accomplish this task. With this in mind, we have reviewed the growing body of literature on the subject and organized our findings into twelve tips to help educators capitalize on these missed opportunities. While our emphasis is helping learners with difficult discussions, these tips can be easily adapted to any other clinical encounter requiring clear communication. Teaching effective communication skills in the clinical setting requires some extra time, but the steps outlined should not take more than a few minutes to complete. Taking the time to develop these skills in our learners will make a significant difference not only their lives but also their patients and their families.Item What Do Program Directors Value in Personal Statements? A Qualitative Analysis(American Thoracic Society, 2020-02-21) Hinkle, Laura; Carlos, W. Graham; Burkart, Kristin M.; McCallister, Jennifer; Bosslet, Gabriel; Medicine, School of MedicineBackground: All applicants to accredited training programs must write a personal statement as part of the application process. This may provoke anxiety on the part of the applicant and can result in an impersonal product that does not enhance his or her application. Little has been written about what program directors are seeking in personal statements. Objective: To gain a better understanding of how pulmonary and critical care fellowship program directors view and interpret these essays and to help applicants create more effective personal statements and make the writing process less stressful. Methods: We surveyed the membership of the Association of Pulmonary and Critical Care Medicine Program Directors in 2018. Quantitative data were collected regarding the importance of the personal statement in the candidate selection process. Qualitative data exploring the characteristics of personal statements, what the personal statement reveals about applicants, and advice for writing them were also collected. Comparative analysis was used for coding and analysis of qualitative data. Results: Surveys were completed by 114 out of 344 possible respondents (33%). More than half of the respondents believed that the personal statement is at least moderately important when deciding to offer an interview, and 40% believed it is at least moderately important when deciding rank order. A qualitative analysis revealed consistent themes: communication skills, provision of information not found elsewhere, applicant characteristics, and things to avoid. Conclusion: The respondents view the personal statement as moderately important in the application process. They value succinct, quality writing that reveals personal details not noted elsewhere. The information presented may help reduce anxiety associated with writing the personal statement and result in making the personal statement a more meaningful part of the application.