Browsing by Author "Welch, Julie L."

Now showing 1 - 10 of 25
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    24-year Old Medical Student with Raynaud's Phenomenon
    (Elsevier, 2016-10) Leech, Lindsay S.; Welch, Julie L.; Department of Emergency Medicine, IU School of Medicine
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    Chylothorax after blunt trauma
    (Elsevier, 2018) Litzau, Megan; Welch, Julie L.; Emergency Medicine, School of Medicine
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    Continued impact of COVID-19 pandemic on clinical and translational science early-career researchers
    (Cambridge University Press, 2022-12-07) Mayowski, Colleen; Meagher, Emma A.; Althouse, Andrew D.; Patino-Sutton, Cecilia; Thakar, Maya S.; Welch, Julie L.; Rubio, Doris M.; White, Gretchen E.; Emergency Medicine, School of Medicine
    The COVID-19 pandemic had an immediate impact on the lives and work of early-career researchers. We leveraged a cluster-randomized trial and compared survey data collected over two timepoints to explore whether these impacts persisted. Although more than a year had passed, 74% of participants reported that their research was affected in multiple ways in both 2020 and 2021. These data suggest that the effects of the pandemic on early-career researchers may be prolonged. Our findings additionally serve as an impetus to identify and implement solutions to early-career challenges that undoubtedly existed before the pandemic, but which COVID-19 brought into the spotlight.
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    Distinguishing between Brugada and incomplete right bundle branch block on ECG
    (Elsevier, 2019-07) Zahn, Greg; Welch, Julie L.; Roumpf, Steve; Emergency Medicine, School of Medicine
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    ECG conduction delays: A case of viral myocarditis
    (Elsevier, 2019-04) Dobben, Elizabeth; Lattimore, Sherene; Welch, Julie L.; Emergency Medicine, School of Medicine
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    Establishing a Novel Group-based Litigation Peer Support Program to Promote Wellness for Physicians Involved in Medical Malpractice Lawsuits
    (University of California, 2023) Doehring, Marla C.; Strachan, Christian C.; Haut, Lindsey; Heniff, Melanie; Crevier, Karen; Crittendon, Megan; Nault Connors, Jill; Welch, Julie L.; Emergency Medicine, School of Medicine
    Introduction: Being named as a defendant in a malpractice lawsuit is known to be a particularly high-stress and vulnerable time for a physician. Medical malpractice stress syndrome (MMSS) is a consequence of being named as a physician defendant in a malpractice lawsuit. Symptoms include depression, anxiety, and insomnia, which may lead to burnout, loss of confidence in clinical decision-making, substance abuse, strain on personal and professional relationships, and suicidal ideation. Although the legal process requires strict confidentiality regarding the specific details of the legal case, discussing the emotional impact of the case is not prohibited. Given that physicians often do not choose formalized therapy with a licensed professional, there is a recognized need to provide physicians with options to support their wellness during a lawsuit. Methods: The peer support model is a promising option to address the negative impacts to wellness that physician defendants face during medical malpractice lawsuits. We developed and implemented a peer support program to provide a safe, protected space for discussion of the personal impact of a lawsuit and to normalize this experience among peer physicians. Results: Physicians were receptive to joining a peer support group to discuss the personal impacts of being named in a medical malpractice lawsuit. Participants in this novel group-based program found it helpful and would unanimously recommend it to others who are being sued. Conclusion: To our knowledge, this pilot study is the first to implement and assess a facilitated, group-based peer support model for emergency physicians who are named as defendants in malpractice lawsuits. While group discussions demonstrated that symptoms of acute distress and MMSS were prevalent among physicians who were being sued, in this study physicians were receptive to and felt better after peer support sessions. Despite increasing burnout in the specialty of emergency medicine (EM) during the study time frame, burnout did not worsen in participants. Extrapolating from this pilot program, we hypothesize that formal peer support offered by EM groups can be an effective option to normalize the experience of being sued, promote wellness, and benefit physicians who endure the often long and stressful process of a medical malpractice lawsuit.
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    Flexibility in Faculty Work-Life Policies at Medical Schools in the Big Ten Conference
    (2011-05) Welch, Julie L.; Wiehe, Sarah E.; Palmer-Smith, Victoria; Dankoski, Mary E.
    Purpose: Women lag behind men in several key academic indicators, such as advancement, retention, and securing leadership positions. Although reasons for these disparities are multifactorial, policies that do not support work-life integration contribute to the problem. The objective of this descriptive study was to compare the faculty work-life policies among medical schools in the Big Ten conference. Methods: Each institution's website was accessed in order to assess its work-life policies in the following areas: maternity leave, paternity leave, adoption leave, extension of probationary period, part-time appointments, part-time benefits (specifically health insurance), child care options, and lactation policy. Institutions were sent requests to validate the online data and supply additional information if needed. Results: Each institution received an overall score and subscale scores for family leave policies and part-time issues. Data were verified by the human resources office at 8 of the 10 schools. Work-life policies varied among Big Ten schools, with total scores between 9.25 and 13.5 (possible score: 0–21; higher scores indicate greater flexibility). Subscores were not consistently high or low within schools. Conclusions: Comparing the flexibility of faculty work-life policies in relation to other schools will help raise awareness of these issues and promote more progressive policies among less progressive schools. Ultimately, flexible policies will lead to greater equity and institutional cultures that are conducive to recruiting, retaining, and advancing diverse faculty.
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    Flexible Scheduling Policy for Pregnant and New Parent Residents: A Descriptive Pilot Study
    (Wiley, 2020-08-05) Chernoby, Kimberly A.; Pettit, Katie E.; Jansen, Jaclyn H.; Welch, Julie L.; Emergency Medicine, School of Medicine
    Objectives: Many physicians complete residency training during optimal childbearing years. The literature shows that working nights or on call can lead to pregnancy complications including miscarriage, preterm labor, and preeclampsia. In addition, infant-parent bonding in the postpartum period is crucial for breastfeeding, health, and well-being. No national standards exist for flexible scheduling options for pregnant or new parent residents. Our project objectives are 1) to describe a policy for scheduling pregnant and new parent residents in an emergency medicine (EM) residency and 2) to report pilot outcomes to assess feasibility of implementation, resident satisfaction, and pregnancy outcomes. Methods: An EM residency task force developed a proposal of scheduling options for pregnant and new parent residents based on best practice recommendations and resident input. The policy included prenatal scheduling options for pregnant residents and postpartum scheduling options for all new resident parents. Resident support for the policy was evaluated via an anonymous survey. It was piloted for 2 months in an EM residency program. Results: Policy development resulted in 1) an opt-out prenatal pregnancy work hour option policy with no nights or call during the first and third trimesters, 2) a 6-week new parent flexible scheduling policy, and 3) clarified sick call options. A majority of residents approved the new policy. During the 2-month pilot period, four residents (of 73 total) utilized the policy. The chief residents reported no added burden in scheduling. Of the residents who utilized the policy, all reported high satisfaction. There were no reported pregnancy or postpartum complications. Conclusions: We successfully adopted a new scheduling policy for pregnant residents and new parents in one of the largest EM residency training programs in the country. This policy can serve as a national model for other graduate medical education programs.
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    Fundamentals of Mentoring: Three Steps to a Mentee-Driven Relationship
    (Association of American Medical Colleges, 2016-08-26) Welch, Julie L.; Emergency Medicine, School of Medicine
    Introduction: Mentoring in academia is considered a fundamental element of career choice, satisfaction, and productivity. While there is an expectation that trainees and junior faculty will have a mentor, there is no standard practice for training or establishing mentoring relationships. This mentoring workshop is designed to help leaders in academic medicine train mentees. This workshop is built around the fundamental belief that training the mentee to be proactive, take ownership, and drive the relationship will not only jump-start the mentoring process but also cultivate a more sustainable mentoring relationship. Methods: The materials for this workshop include instructor and participant resources to facilitate self-reflection and group discussion. Tools include a mentee needs self-assessment and a mentoring network map. Results: Implementation of the workshop was successfully carried out in a residency program with 21 interns in their first year of training. Participants believed the workshop was appropriate for their needs and provided useful knowledge and tools to enhance their mentoring relationships. Discussion: This workshop is the first session in a mentoring training series designed to provide ongoing mentoring training, resources, and tools to encourage both the mentor and the mentee to cultivate a productive relationship.
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    Heart disease and subtle ECG findings: A case of Wellens' syndrome
    (Elsevier, 2017-10) Dobben, Elizabeth; Lattimore, Sherene; Welch, Julie L.; Emergency Medicine, School of Medicine