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Item A Case of Hyponatremia in a Patient with Necrotizing Fasciitis(2024-04-06) Dijak, Frank; Yu, CorinnaItem Artificial CO₂ Pneumothorax for Diaphragmatic Plication(2020-09-12) McGrath, Mackenzie; Neuman, Nicholas; Soi, Tejinder; Yu, CorinnaItem Breast Pumping in the Healthcare Workplace(2023-11-04) Yu, Corinna; Boyer, Tanna; Mitchell, SallyBackground: Reasons women do not breastfeed, or shorten their breastfeeding journey, include the lack of paid leave and the challenges of breast pumping in the healthcare workplace. Despite the health benefits of breastfeeding for mother and baby, health care workers returning to work often struggle to breast pump due to lack of access to lactation facilities and lack of time and support. The aim of this needs assessment was to determine the extent of these challenges. Methods: A survey was created and distributed through social media forums from 2020-2023 to determine the extent of these issues. IRB exemption was obtained (Protocol #2010273689). Responses were obtained from 222 health care workers across the United States. Data were analyzed and comments were sorted thematically. Results: Survey respondents were from the Midwest 30% (66), Southeast 25% (55), Northeast 18% (40), West 16% (35), and Southwest 10% (22) with 222 total responses. Physicians (n = 191) made up 86% of the responses across 11 specialties, with 15 of them being residents or fellows. There were 50% of respondents who did not have nearby access to a lactation room although 96% used a breast pump while at work. Pumping occurred every 2-3 hours for 48% and every 4-6 hours for 48% of respondents. Pumping duration was 11-20 minutes for 53% and 21-30 minutes for 32% of respondents, with transit time and other logistics taking an additional 1-5 minutes for 33%, 6-10 minutes for 47%, and 11-15 minutes for 12% of respondents. On a scale of 1-5, where 1 was “Pumping at work did not affect the duration of breastfeeding at all” and 5 was “I had to stop breastfeeding because I was not able to pump enough at work,” responses were 1 (19%), 2 (23%), 3 (20%), 4 (19%), 5 (19%). Respondents (n = 106; 48%) have used a wearable breast pump. On a scale from 1 to 10, where 1 is “No, I CAN NOT do my job equally well when wearing a breast pump” and 10 is “Yes, I CAN do my job equally well when wearing a breast pump,” 49% of those respondents chose 10. In the free text comments, multiple respondents discussed pumping while providing clinical care using wearable pumps. One person pumped while performing a vaginal delivery, another during an intraoperative code, and another while placing lines for a patient with a Type A aortic dissection. Discussion: Lack of access to lactation facilities, long transit times, frequent pumping, and long pumping sessions can be time prohibitive challenges for many health care workers. Lack of support from colleagues, administrators, and patients can influence breastfeeding duration. Wearable breast pumps have mixed reviews but have allowed many women to pump while doing normal work activities. Although only 107 respondents (48%) have used wearable breast pumps, 148 respondents (67%) answered “Does a wearable breast pump affect your ability to perform your job effectively?” suggesting opinions instead of personal experience. “Nearby access” of lactation facilities was not defined. The scope of work may differ from health care providers who do telemedicine, see patients in clinic, or perform codes in the operating room. Improvements on this survey include specifying the states for each US region and clarifying the year when respondents were breast pumping, as culture has evolved with a greater emphasis on wellness and increased numbers of women physicians. Expanding data on trainees would identify issues related to autonomy and educational practices. Conclusion: Accessible lactation rooms are lacking in the healthcare workplace. On average, respondents pumped every 2-6 hours with the majority taking 11-30 mins with 1-15 mins for logistics. Wearable breast pumps may be a viable option for some women to continue work activities while pumping. Workplace bias against breast pumping is still prevalent and more work needs to be done to support breast pumping women.Item The Burnout Generation(ASA, 2021-12) Casey, Chelsea; Goff, Kristina; Markham, Travis; Reardon, Brittany; Yu, Corinna; Anesthesia, School of MedicineMillennials – often coined the “Burnout Generation” – have initiated a conversation about the barriers to well-balanced living and the burnout these frequently engender (Can't Even: How Millennials Became the Burnout Generation. 2020). This conversation has produced a mixed reaction among physicians, with differing perceptions often following generational lines. Burnout has been heavily researched in recent years, with several studies showing that younger employees are at higher risk for developing burnout. Young physicians have distinct expectations and goals for work-life balance (BJGP Open 2019;3:bjgpopen18X101637; Acad Psychiatry 2020;44:388-93; asamonitor.pub/3iRIU6Q). The work environment has markedly changed in the last 50 years, with significant growth in administration, the development of the electronic medical record, and a shifting focus on efficiency and quality (N Engl J Med 2020;382:2485-7). Burnout may feel different for younger physicians compared to their older colleagues in both private practice and academic settings, and generational differences have been well-recognized as drivers of dissonance in the workplace. Understanding these differences and addressing systemic and individual solutions to burnout are imperative in preventing young physicians from leaving the medical workforce.Item CA 1 Mini PBLD 1.1 History and Physical(2019-07) Yu, Corinna; Stoller, Philip; Anesthesia, School of MedicineItem CA 1 Quiz 1.1 Preop. Evaluation(2019-07) Yu, Corinna; Stoller, Philip; Anesthesia, School of MedicineItem Career Mentors & 5-Year Data on the IUSM Anesthesiology Match(2022-04-28) Yu, Corinna; Ye, Jian; Boyer, Tanna; Mitchell, SallyIntroduction: The IU Department of Anesthesia provides Anesthesiology Career Mentors to 3rd and 4th year medical students. We have approximately 47 requests per class year. In the past 5 years, we have matched 181 students into Anesthesiology, averaging 36 students per year (range 30-46). Where do these students match into Anesthesiology? How many of them use the Career Mentorship program? If they don’t choose Anesthesiology, which other specialties appeal to them? Objective: The purpose of this presentation is to examine the pipeline of students interested in anesthesiology who request a career mentor and match into anesthesiology. Methods: Match data from publicly obtained IUSM Graduation Booklets for the Class of 2017 through 2021 was filtered for those students matching into Anesthesiology Residency Programs. These programs were mapped and cross-referenced for medical school rankings based on the 2022 US News & World Report Medical School Rankings for Research. Anesthesiology career mentorship requests were tracked starting in 2019 for the class of 2020 onwards, so students who matched into Anesthesiology were cross-referenced with students who had formally requested Anesthesiology Career Mentors in 2020 and 2021. Students who had formally requested Anesthesiology Career Mentors in 2020 and 2021 were also cross-referenced with the IUSM Graduation Booklet data to see how many of these students matched into Anesthesiology or other fields. Results: Of the 181 students that have matched into Anesthesiology from 2017-2021, 63 students matched at IU (35%). The rest are distributed across the regions of the US, including residency programs at the top 25 medical schools including Harvard, NYU, Duke, Stanford, and UCSF. The majority of students matching into Anesthesiology request Anesthesiology Career Mentors, with 73% (48/66) of students assigned to mentors in the graduating class of 2020 and 2021. 96 mentors were requested in the class of 2020 and 2021, with 29 students (30%) not matching into Anesthesiology. These students may have changed careers and not applied to Anesthesiology. Many of these students choose to pursue other specialties, including Internal Medicine, Radiology, Pediatrics, Family Medicine, General Surgery, Obstetrics-Gynecology, Orthopedic Surgery, and Psychiatry. Some students were not listed in the IUSM Graduation Booklet or did not have a residency listed. Conclusion: Limitations of this analysis include students’ choice to publish their Match data in the IUSM Graduation Booklet and the possibility of some students being lost to follow up due to not graduating yet or changing their name. No direct link can be made between formally assigned Anesthesiology Career Mentors and the Match, especially since some students may have sought out informal mentorship. Anesthesiology continues to be a competitive field with high student interest. More research can be done to understand factors that influence student decisions for specialty and to track student alumni and follow their career progression into fellowship and the physician workforce. Additional data collection on the usefulness of the career mentorship program and ways to improve and further support student career choice and Match success will be especially helpful as Step 1 changes to pass/fail.Item Determining Language Needs of English as a Second Language Medical Students(2021-09-18) Bah, Fatoumata; Shin, Sun-Young; Yu, CorinnaItem Development of a Hybrid Clinical & Academic Anesthesiology Elective(2021-09-18) Yu, Corinna; Guillaud, Daniel; Webb, Timothy; Sanborn, Belinda; Cartwright, Johnny F.; Mitchell, Sally A.Item Evaluating the Medical Leadership Reading Elective(2023-04-28) Weller, Robert; Mitchell, Sally; Tsai, Mitchell; Yu, CorinnaEducation in leadership is an essential skill in the development of an effective physician.1 The Medical Leadership Reading Elective at Indiana University School of Medicine was created in partnership with Dr. Mitchell Tsai at University of Vermont2 to provide medical students with a mental framework on leadership and management, discuss physician burnout and resilience, and to create a vision statement as future physician leaders. The curriculum included 3 trade books and 4-8 articles weekly with a weekly 2-3 page essay assignment answering, “What does leadership mean?” and ”How will you create effective/Agile medical teams?” Although research has been done on medical student reading rate capabilities for medical textbooks,3 it is unknown how quickly medical students can read trade books and business articles. The goal of this project was to assess whether the elective reading and writing assignments were reasonable and evaluate the effectiveness of the curriculum in developing a greater understanding of medical leadership and providing tools to be an effective physician leader.