Browsing by Subject "resident education"

Now showing 1 - 5 of 5
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    Bridging the Otolaryngology Peer Review Knowledge Gap: A Call for a Residency Development Program
    (Sage, 2016-07) Schmalbach, Cecelia E.; Department of Otolaryngology—Head & Neck Surgery, IU School of Medicine
    Current otolaryngology literature and future scientific direction rely heavily on a rigorous peer review process. Just as manuscripts warrant thoughtful review with constructive feedback to the authors, the same can be said for critiques written by novice peer reviewers. Formal scientific peer review training programs are lacking. Recognizing this knowledge gap, Otolaryngology–Head and Neck Surgery is excited to offer its new Resident Reviewer Development Program. All otolaryngology residents who are postgraduate year 2 and above and in excellent academic standing are eligible to participate in this mentored program, during which they will conduct 6 manuscript reviews under the direction of a seasoned reviewer in his or her subspecialty area of interest. By completing reviews alongside a mentor, participants gain the required skills to master the peer review process—a first step that often leads to journal editorial board and associate editor invitations.
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    Does orthopaedic resident efficiency improve with respect to decreased fluoroscopic times in tibial intramedullary nailing? A measure of an ACGME milestone
    (Wolters Kluwer, 2019-03) Bradburn, Kayla; Patel, Jay H.; Cannada, Lisa K.; Orthopaedic Surgery, School of Medicine
    Background: Intramedullary nailing of tibial fractures is a surgical milestone from the Accreditation Council for Graduate Medical Education (ACGME). Our purpose was to evaluate if fluoroscopic time decreased with increasing resident experience and could be used as a measure of this milestone. Methods: Current Procedural Terminology (CPT) codes were used to identify patients who underwent intramedullary nailing of tibial shaft fractures under the direction of fellowship-trained trauma attending staff. The data collected included patient demographics, fracture classification, fluoroscopic imaging total time, and the post-graduate years (PGY) of orthopaedic residency of the operating resident. Exclusions of patients included concomitant fluoroscopic procedures, inadequate records, or surgeries involving primary assisting residents with less than PGY-2 experience. We compared overall groups between half years and looked at individual resident years for each of the continuous variables. Results: When residents were grouped as senior (PGY-4 and PGY-5) or junior (PGY-2 and PGY-3), seniors used significantly less fluoroscopy than juniors (207.39 sec vs. 258.30 sec, P=0.018). In the first half of the academic year, PGY-2 residents completed tibial nailing slowest in terms of fluoroscopic usage (P=0.003). PGY-4 residents completed tibial nailing faster in terms of fluoroscopic usage than other years (P=0.031). In the second half of the academic year, PGY-5 residents used significantly less fluoroscopy than PGY-2 residents (P=0.035). Conclusions: As the ACGME currently has no measurement for resident progress and efficiency regarding tibial shaft intramedullary nailing, our data indicate that fluoroscopic measurements may be useful in assessing resident proficiency.
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    Health Care Disparities in Radiology: A Primer for Resident Education
    (Elsevier, 2018) Americo, Lisa; Ramjit, Amit; Wu, Michelle; Caplin, Drew; Mazzie, Joseph; Jensen, Leif; Patel, Maitray D.; Millburn, James; Ho, Christopher P.; Gaviola, Glenn C.; DeBenedectis, Carolynn M.; Heitkamp, Darel E.; Radiology and Imaging Sciences, School of Medicine
    As the population of the United States grows increasingly diverse, health care disparities become vital to understand and mitigate. The ethical and financial implications of how groups of Americans gain access to health care have evolved into some of today's most challenging socioeconomic problems. Educators in radiology are just beginning to tackle the concepts of health care disparities, unconscious bias and cultural competency. In July 2017, the Accreditation Council for Graduate Medical Education required that all trainees and teaching faculty of accredited training programs receive training and experience in new areas of quality improvement to include an understanding of health care disparities as part of the core competencies. To our knowledge, there is no centralized curriculum regarding health care disparities for radiology residents and fellows. Many programs, in fact, have yet to introduce the concept to their trainees, who may have difficulty recognizing that this is even a problem affecting radiology. This manuscript serves as a primer for radiology trainees on health care disparities, with the goal of defining major concepts and providing examples of how variable access to radiological care can have substantial impact on patient outcomes.
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    Perceived impact of physician-in-triage on resident education
    (Elsevier, 2018) Ullo, Michael; Alexander, Andreia; Sugalski, Gregory; Emergency Medicine, School of Medicine
    Emergency department (ED) overcrowding is a problem that has deleterious consequences for both patients and providers. Complications from such a burden on the ED include prolonged wait times, patient dissatisfaction, decreased productivity, and increased patient mortality [1,2]. The physician-in-triage (PIT) model has become increasingly popular in ED settings with results suggestive of a positive impact on ED throughput [3-6]. Our ED implemented a novel PIT, termed the Rapid Assessment Team (RAT), exclusively for patients arriving via emergency medical services (EMS).
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    Pregnancy Options Counseling for Pediatric Residents and Fellows: Effectiveness, Acceptability, and Appropriateness
    (2023-04-28) Bell, Lauren A; Kirkpatrick, Laura; Robbins, Cynthia
    BACKGROUND: Pediatricians are likely to encounter a pregnant adolescent in their lifetime of practice, yet many do not obtain clinical experience in pregnancy options counseling during residency. OBJECTIVE: To assess the effectiveness and perceived acceptability and appropriateness of a 2-hour interactive training in pregnancy options counseling including role-play simulation. METHODS: Pediatric residents on their adolescent medicine rotation participated in a required training in options counseling for adolescents each month between July-December 2022. Pediatric fellows were invited to participate if desired. Participants completed anonymous surveys on Redcap before and after training. We utilized 4-option Likert-scale measures ranging from “1= not at all important” or “1= strongly disagree” to “4 = very important” or “4 = strongly agree” looking at knowledge and attitudes related to pregnancy options counseling. The post-training survey also included the Acceptability of Intervention Measure (AIM) and Intervention Appropriateness Measure (IAM) which each utilize a mean of 4 different questions with 5-option Likert scale responses ranging from “1=completely disagree” to “5=completely agree.” This study was deemed exempt by the Indiana University Institutional Review Board. We used IBM SPSS (28.0) to perform descriptive statistics and Wilcoxon sign tests to analyze baseline and post-training data. RESULTS: 145 individuals completed the baseline survey. Of 33 participants who completed the training, 75% (n=25) filled out the post-participation survey. These were 3 pediatric fellows, 13 categorical pediatric residents, 8 combined pediatric residents, and 1 who did not disclose. Baseline demographics did not differ significantly between those who did or did not complete the post-test. Only 60% (n=15) of post-test completers correctly selected “parenting, adoption, abortion” as the three options to discuss during options counseling pre-training, but 92% (n=23) selected the correct answer after the training. Only 52% of participants (n=13) knew about judicial bypass requirements compared to 76% (n=19) post- training. Median AIM-Acceptability and IAM-Appropriateness scores post-intervention were high at 5.00 (IQR 1.00) and 4.75 (IQR 1.00). 85% (n=22) of participants endorsed the 2-hour training period as having “just the right amount of time. 81% (n=21) strongly agreed with the training’s value to their medical education. There were statistically significant improvements in attitudinal measures: participants’ perceived ability to discuss parenting (p<.001), adoption (p=.002), and abortion (p<.001); feeling knowledgeable about pregnancy-related resources (p<.001); and confidence making prenatal referrals for prenatal services (p<.001), abortion services (p=.002), and adoption services (p<.001). Participants rated some measures highly at baseline, with no significant change between pre-test and post-test: the importance of pregnancy options counseling training for pediatric residents, discussing all options as consistent with professional medical practice, and endorsement of referring to another colleague if they could not discuss all options. These measures all had a median of 4.00 and a mean of 3.88 on the pre-test. CONCLUSIONS: Pediatric residents showed gains in knowledge in and confidence around pregnancy options counseling for adolescents after completing a 2-hour interactive training. This format of training was rated highly in value to medical education, acceptability, and appropriateness by participating pediatric residents.