Browsing by Author "Welch, Julie"
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Item 72-year-old with abdominal wall abscess(Elsevier, 2017-01) Leech, Lindsay; Welch, Julie; Department of Emergency Medicine, School of MedicineItem Addressing Mental Health Needs of Health Care Workers through Peer Support Groups During the COVID-19 Crisis(Indiana University, 2020-12) Thornsberry, Tanner; Nault Connors, Jill; Welch, Julie; Hayden, Julie; Hartwell, Jennifer; Ober, Michael; Sotto-Santiago, Sylk; Draucker, Claire; Wasmuth, Sally; Boustani, Malaz; Overley, Ashley; Monahan, Patrick; Kroenke, KurtItem Chief Complaint: Ingested Button Battery(Elsevier, 2016-07) Rayburn, David; Welch, Julie; Department of Emergency Medicine, IU School of MedicineItem Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education(BMC, 2023-04-14) Bona, Anna; Ahmed, Rami; Falvo, Lauren; Welch, Julie; Heniff, Melanie; Cooper, Dylan; Sarmiento, Elisa; Hobgood, Cherri; Emergency Medicine, School of MedicineBackground: Currently, 75-80% of the medical workforce worldwide consists of women. Yet, women comprise 21% of full professors and less than 20% of department chairs and medical school deans. Identified causes of gender disparities are multifactorial including work-life responsibilities, gender discrimination, sexual harassment, bias, lack of confidence, gender differences in negotiation and leadership emergence, and lack of mentorship, networking, and/or sponsorship. A promising intervention for the advancement of women faculty is the implementation of Career Development Programs (CDPs). Women physician CDP participants were shown to be promoted in rank at the same rate as men by year five, and more likely to remain in academics after eight years compared to both men and women counterparts. The objective of this pilot study is to investigate the effectiveness of a novel, simulation-based, single-day CDP curriculum for upper-level women physician trainees to teach communication skills identified as contributing to medicine's gender advancement gap. Methods: This was a pilot, pre/post study performed in a simulation center implementing a curriculum developed to educate women physicians on 5 identified communication skills recognized to potentially reduce the gender gap. Pre- and post-intervention assessments included confidence surveys, cognitive questionnaires, and performance action checklists for five workplace scenarios. Assessment data were analyzed using scored medians and descriptive statistics, applying Wilcoxon test estimation to compare pre- versus post-curriculum intervention scores, with p < 0.05 considered statistically significant. Results: Eleven residents and fellows participated in the curriculum. Confidence, knowledge, and performance improved significantly after completion of the program. Pre-confidence: 28 (19.0-31.0); Post-confidence: 41 (35.0-47.0); p < 0.0001. Pre-knowledge: 9.0 (6.0-11.00); Post knowledge: 13.0 (11.0-15.0); p < 0.0001. Pre-performance: 35.0 (16.0-52.0); Post-performance: 46.0 (37-53.00); p < 0.0001. Conclusion: Overall, this study demonstrated the successful creation of a novel, condensed CDP curriculum based on 5 identified communication skills needed for women physician trainees. The post-curriculum assessment demonstrated improved confidence, knowledge, and performance. Ideally, all women medical trainees would have access to convenient, accessible, and affordable courses teaching these crucial communication skills to prepare them for careers in medicine to strive to reduce the gender gap.Item Factors influencing emergency medicine worker shift satisfaction: A rapid assessment of wellness in the emergency department(Wiley, 2024-10-29) Senken, Brooke; Welch, Julie; Sarmiento, Elisa; Weinstein, Elizabeth; Cushman, Emma; Kelker, Heather; Emergency Medicine, School of MedicineObjectives: In emergency medicine (EM), the interplay of wellbeing and burnout impacts not only patient care, but the health, productivity, and job satisfaction of EM healthcare workers. The study objective was to use a rapid assessment tool to identify factors that impact EM worker satisfaction, or "wellness," while on shift in the emergency department (ED) and the association with role and level of satisfaction. Methods: This prospective descriptive study utilized a QR-code-based electronic survey instrument that included a 7-point Likert shift satisfaction score. A voluntary response sampling was obtained from EM workers at five EDs. Respondents self-reported role and work site. Association and logistic regression analysis were performed. Results: Of 755 responses, 467 were dissatisfied (score ≤ 5) and 288 were satisfied (score ≥ 6) with their shifts. Physicians reported higher satisfaction on shift than nurses (OR 2.77, 95% CL 2.01-3.81, p < 0.01). Factors associated with dissatisfied responses included: admission or transfer process (OR 0.40, CL 0.21-0.77, p < 0.01), boarding patients (OR 0.13, CL 0.06-0.27, p < 0.01), tools to do my job (OR 0.65, CL 0.46-0.90, p = 0.01), and patient flow (OR 0.72, CL 0.53-0.98, p = 0.04). Factors linked to a satisfied response included: teaching/learning (OR 2.85, CL 1.86-4.37, p < 0.01) and team/coworker interaction (OR 8.92, CL 6.14-12.96, p < 0.01). Conclusions: Satisfaction on shift for EM physicians, nurses, and staff differ and are associated with multiple identifiable factors. Focused attention to work environment and operations could help mitigate on-shift dissatisfaction. Endeavors aimed at cultivating and enhancing a supportive teaching and learning environment with an emphasis on team member and coworker interaction could positively impact and improve wellness.Item Faculty Mentoring Practices in Academic Emergency Medicine(Wiley, 2017-03) Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel; Emergency Medicine, School of MedicineBackground Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. Objectives The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. Methods An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Results Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Conclusions Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM.Item Faculty Talent Development Effort: Mentoring Academy(Office of the Executive Vice Chancellor, IUPUI., 2014-04-24) Williamson, Gail; Lavitt, Melissa; Welch, Julie; Grove, Kathy; Lees, N. Douglas; Upton, Thomas; Carpenter, JanetIUPUI’s Strategic Plan, “Our Commitment to Indiana and Beyond,” places faculty and staff talent development among its highest priorities. The goal is to position IUPUI as an “employer of choice” through a number of actions, including improved workplace culture and communication and more robust developmental opportunities across all categories of faculty and staff. Based on feedback received during the strategic planning process, the completed implementation plan will articulate career paths for staff and faculty, identify and inventory a variety of campus resources, and provide relevant professional development opportunities. In addition, policies and procedures will be created to foster work/life balance and flexibility for IUPUI’s entire workforce. In order for IUPUI to reach the level of excellence expected in the plan, we must be assured that our investment in faculty will lead to greater success and productivity. The Mentoring Academy goals and objectives outlined below provide a means to engage faculty within each school and create a pathway for achievement of successful mentoring.Item Navigating Personal Health Crises, Imposter Syndrome, Sexual Harassment, Clinical Mistakes, and Leadership Challenges: Lessons for Work-Life Wellness in Academic Medicine: Part 3 of 3(University of Kansas Libraries, 2023-06-20) Barach, Paul; Ahmed, Rami; Agarwal, Gaurava; Olson, Kristine; Welch, Julie; Chernoby, Kimberly; Hein, Christine L.; Anand, Tanya; Joseph, Bellal; Rosenstein, Donald L.; Sotto-Santiago, Sylk; Hartsock, Jane; Holmes, Emily; Schroeder, Kristen; Hartwell, Jennifer L.; Medicine, School of MedicineItem Navigating Work-Life Integration, Legal Issues, Patient Safety: Lessons for Work-Life Wellness in Academic Medicine: Part 1 of 3(University of Kansas Libraries, 2023-06-20) Hartwell, Jennifer L.; Barach, Paul; Gunter, Tracy D.; Reed, Kyra; Kelker, Heather; Welch, Julie; Olson, Kristine; Harry, Elizabeth; Meltzer-Brody, Samantha; Quinn, Mariah; Ferrand, Jennifer; Kiely, Sharon C.; Hartsock, Jane; Holmes, Emily; Schroeder, Kristin; Ahmed, Rami; Psychiatry, School of MedicineItem Negotiating Work-Life Integration(Association of American Medical Colleges, 2017-09-05) Pitre, Cory; Ladd, Lauren; Welch, Julie; Emergency Medicine, School of MedicineIntroduction: Integrating work and home domains is a constant challenge for medical professionals. Only half of physicians report positive work-life satisfaction, implying that negotiating the inherent conflicts between work and home may not be intuitive. Early teaching of skills focused on professional sustainability may best prepare physicians to navigate conflicts between work and home domains. Methods: This interactive workshop targets trainees and junior faculty. It aims to highlight the current state of physician career satisfaction, to bring awareness to the risk of physician burnout, and to apply strategies that promote work-life integration as a lifelong practice for sustained career satisfaction. It includes a detailed presentation with structured resources to reinforce skill development. Results: This workshop was delivered five times to trainees and junior faculty. Workshop evaluations (n = 50) revealed that all participants believed the information presented was useful, addressed competencies relevant to their training, and increased their knowledge about how to create better work-life integration; all anticipated improvement in their professional work. They all recommended this program to a colleague. Discussion: This workshop offers an effective way to teach a skill set that enhances physicians' abilities to negotiate conflicting work and life domain boundaries. Our results indicate that learners intend to apply newly acquired strategies for work-life integration so as to improve career satisfaction and wellness. Such skill sets may mitigate physician burnout and promote career sustainability, both critical issues with far-reaching implications for the delivery of safe, high-quality health care at the provider and system levels.