TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE最新文献

英文中文

Evaluating the Impact of Pulmonary Fellow Group Evaluation of Faculty: A Pilot Study 评估教师肺部研究员小组评估的影响:一项初步研究

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1540

Z. Reese, J.T. Lee, C. Clancy, M. Kreider

引用次数: 0

Critical Illness Communication: Imbalance in Education Among Fellow Trainees and Attending Physicians 危重病沟通:实习医师与主治医师之间的教育失衡

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1547

T. Myers, A. Brady

引用次数: 0

Learning in Emergency and Critical Event Among Medical Residents and Respiratory Care Students 住院医师与呼吸科学生在急危事件中的学习

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1546

A. Alismail, D. López, A. Vosko, S. Lee, L. Tan

引用次数: 0

The Use of Social Media by Pulmonary Critical Care Fellowship Applicants to Evaluate Training Programs 使用社交媒体的肺部重症监护奖学金申请人评估培训计划

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1525

E. Difilippo, K. Pennington, T. M. Dempsey, M. Dulohery Scrodin, K. Ramar

引用次数: 0

Resident Experience, Attitudes and Opinions on the Delivery of End of Life Care in the ICU 住院医师对ICU临终关怀的经验、态度和意见

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1529

S. Fox, M. Leef, E. Chen

引用次数: 0

Can a New Blended Simulation Curriculum with Competency Assessment Ameliorate a Healthcare Disparity Gap in Interpreting Chest CT Imaging for Pulmonary and Critical Care Fellows? 一个新的混合模拟课程与能力评估可以改善在解释肺部和重症监护研究员的胸部CT图像方面的医疗差距吗?

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1533

A. Mohamed, A. Shiari, D. Venkat, C. Jinjuvadia, A. Soubani, S.J.-E. Lee, A. Sankari

引用次数: 0

The Benefit of Interprofessional Code Blue Simulation Training on Team Dynamics 跨专业蓝色代码模拟训练对团队动力的益处

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1544

P. Shastri, N. Guirguis, N. Patel, T. Cooper, T. Poole, H. Watts

引用次数: 0

The Performances of Second-Year Medical Students Versus First-Year Pulmonary/Critical Care and Critical Care Fellows on a Pulmonary Physiology Exam 二年级医学生与一年级肺/危重病护理和危重病护理研究员在肺生理学考试中的表现

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1521

M. Acho, N. Seam, S. Maximous, N. G. Shah, B.W. Lee

引用次数: 0

MICU for PICU Webinar Series: Adult Critical Care for Pediatric Intensivists PICU的MICU网络研讨会系列:儿科重症监护医师的成人重症监护

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1526

D. Shore, A. Berry, A. Kannappan

Rationale to the study:The high volume of critically-ill adults created by the COVID-19 pandemic forced many pediatric hospitals to accept adult patients. Pediatric hospitalists and intensivists had to rapidly prepare to care for medically-complex adults. We report on the creation of an interactive webinar on the care of the critically-ill adult patient to meet the emerging educational need for the pediatric intensivist. Methods: A 5-part webinar series was created by the Pediatric Overflow Contingency Response Network (POPCoRN), an ad hoc network dedicated to providing resources and collaboration for pediatricians caring for adults during the pandemic. The webinar highlighted key differences between pediatric and adult critical care on a variety of topics including anticoagulation, safety checklists, and ventilator management. A dual-boarded adult and pediatric intensivist served as the primary moderator for 3 panelists composed of pediatric and adult critical care physicians. A postwebinar survey was distributed to all attendees of at least one event to assess provider comfort and the efficacy of the series. Nonparametric analyses were used to assess quantitative metrics and free text narratives used to gather qualitative data. Results: Of 254 attendees, 41 (16%) completed the post-webinar survey. The majority of respondents were attendings (30, 73%) followed by fellows (6, 15%), residents (3, 7%), allied health professionals (1, 2%), and students (1, 2%). Respondents were international, with 23 (56%) of respondents primarily practicing within the United States, 5 (12%) in Uruguay, and 3 (7%) in Colombia. The most common area of practice was pediatric critical care (29, 71%), followed by dual trained internal medicine-pediatrics providers (6, 15%). On average, attendees watched 2.6 webinars. Pediatric providers described an increased preparedness to care for the critically ill adult after attending (on a scale of 0-7 with 7 most prepared), with averages of 3.6 before to 4.9 after (P < 0.0001). Respondents found recordings to be the most helpful (4.0 out of 5 on a 1-5 likert scale), followed by the panel format (3.9) and white board function (3.8). The narrative comments reaffirmed that the collaborative presentation style was a helpful component of the webinars. Conclusions: Our project shows the successful use of a webinar series to disseminate information broadly and rapidly during the COVID-19 pandemic. Such cross-professional educational venues can serve as effective means for introductory preparedness for adult care.

该研究的理由:COVID-19大流行造成的大量危重成人迫使许多儿科医院接受成人患者。儿科医院医生和重症监护医师必须迅速准备好照顾医疗复杂的成年人。我们报告了一个关于危重成人患者护理的互动网络研讨会的创建，以满足儿科重症医师新兴的教育需求。方法:由儿科溢出应急响应网络(POPCoRN)创建了一个由5部分组成的网络研讨会系列，该网络是一个专门为大流行期间照顾成人的儿科医生提供资源和协作的特设网络。网络研讨会强调了儿科和成人重症监护在抗凝、安全检查表和呼吸机管理等各种主题上的关键差异。一名双板成人和儿科重症医师担任了由儿科和成人重症监护医生组成的3名小组成员的主要主持人。一份网络研讨会后的调查被分发给至少一次活动的所有与会者，以评估提供者的舒适度和该系列的有效性。非参数分析用于评估定量指标，自由文本叙述用于收集定性数据。结果:在254名与会者中，41人(16%)完成了网络研讨会后的调查。大多数受访者是主治医生(30.73%)，其次是研究员(6.15%)、住院医生(3.7%)、专职卫生专业人员(1.2%)和学生(1.2%)。受访者是国际性的，其中23人(56%)主要在美国执业，5人(12%)在乌拉圭执业，3人(7%)在哥伦比亚执业。最常见的执业领域是儿科重症监护(29.71%)，其次是受过双重培训的内科-儿科提供者(6.15%)。与会者平均观看了2.6场网络研讨会。儿科医生描述了在参加后对危重成人的护理准备程度提高(0-7分，7分准备最充分)，平均为3.6到4.9 (P <0.0001)。受访者认为录音最有用(满分为5分，满分为5分)，其次是面板格式(3.9分)和白板功能(3.8分)。叙述性评论重申，协作式的演示风格是网络研讨会的一个有益组成部分。结论:我们的项目表明，在2019冠状病毒病大流行期间，成功利用系列网络研讨会广泛、快速地传播信息。这种跨专业的教育场所可以作为成人护理入门准备的有效手段。

{"title":"MICU for PICU Webinar Series: Adult Critical Care for Pediatric Intensivists","authors":"D. Shore, A. Berry, A. Kannappan","doi":"10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1526","DOIUrl":"https://doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1526","url":null,"abstract":"Rationale to the study:The high volume of critically-ill adults created by the COVID-19 pandemic forced many pediatric hospitals to accept adult patients. Pediatric hospitalists and intensivists had to rapidly prepare to care for medically-complex adults. We report on the creation of an interactive webinar on the care of the critically-ill adult patient to meet the emerging educational need for the pediatric intensivist. Methods: A 5-part webinar series was created by the Pediatric Overflow Contingency Response Network (POPCoRN), an ad hoc network dedicated to providing resources and collaboration for pediatricians caring for adults during the pandemic. The webinar highlighted key differences between pediatric and adult critical care on a variety of topics including anticoagulation, safety checklists, and ventilator management. A dual-boarded adult and pediatric intensivist served as the primary moderator for 3 panelists composed of pediatric and adult critical care physicians. A postwebinar survey was distributed to all attendees of at least one event to assess provider comfort and the efficacy of the series. Nonparametric analyses were used to assess quantitative metrics and free text narratives used to gather qualitative data. Results: Of 254 attendees, 41 (16%) completed the post-webinar survey. The majority of respondents were attendings (30, 73%) followed by fellows (6, 15%), residents (3, 7%), allied health professionals (1, 2%), and students (1, 2%). Respondents were international, with 23 (56%) of respondents primarily practicing within the United States, 5 (12%) in Uruguay, and 3 (7%) in Colombia. The most common area of practice was pediatric critical care (29, 71%), followed by dual trained internal medicine-pediatrics providers (6, 15%). On average, attendees watched 2.6 webinars. Pediatric providers described an increased preparedness to care for the critically ill adult after attending (on a scale of 0-7 with 7 most prepared), with averages of 3.6 before to 4.9 after (P < 0.0001). Respondents found recordings to be the most helpful (4.0 out of 5 on a 1-5 likert scale), followed by the panel format (3.9) and white board function (3.8). The narrative comments reaffirmed that the collaborative presentation style was a helpful component of the webinars. Conclusions: Our project shows the successful use of a webinar series to disseminate information broadly and rapidly during the COVID-19 pandemic. Such cross-professional educational venues can serve as effective means for introductory preparedness for adult care.","PeriodicalId":234316,"journal":{"name":"TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130256845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Asynchronous Online Video Curriculum Improves Resident Anxiety, Confidence, and Preparation Before Critical Care Rotations 异步在线视频课程改善住院医生的焦虑、信心和重症监护轮转前的准备

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

Pub Date : 1900-01-01 DOI: 10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1539

D. Gergen, A. Bowman, A. Neumeier

Rationale: Fear and anxiety surround the decision to pursue a critical care elective during the fourth year of medical school. Comparatively, little is known about intern and resident perceptions of upcoming medical intensive care unit (ICU) rotations. The COVID-19 pandemic dramatically changed both undergraduate and graduate medical education, decreasing the number of in-person patient encounters and teaching opportunities while increasing trainee anxiety. In response to pandemic-associated educational changes, we created an asynchronous, online video curriculum for Internal Medicine (IM) trainees to complete in preparation for their ICU rotation to reduce pre-rotation anxiety, increase confidence, and improve overall sense of preparedness. Methods: A 7-session video curriculum was created and distributed to post-graduate year (PGY) 1-3 IM residents 1 week prior to the start of their ICU rotation. The video series covered core critical care topics including bedside presentations, support devices, shock, and respiratory failure. Overall, the series contained approximately 1.5 hours of critical care-focused content. The impact of the videos on resident anxiety, confidence, and level of preparation prior to the start of their ICU rotation was assessed with a pre-and post-survey with respondents rating their level of agreement on a scale of 0-100. Differences between pre-and post-survey scores were evaluated using a paired t-test. Results: Eighty-five trainees completed the pre-survey and 44 trainees completed the post-survey between June and December 2020. Thirty-six paired responses were obtained (17 PGY-1, 13 PGY-2, 6 PGY-3). Eighty-six percent of paired respondents reported watching all 7 videos. Before the video curriculum, trainees reported a mean anxiety level of 56.8±23.0 (0 = no anxiety, 100 = severe anxiety), mean confidence level of 42.9±20.3 (0 = least confident, 100 = most confident), and mean preparation level of 52.9±20.8 (0 = not prepared, 100 = extremely prepared). Following the video curriculum, trainees reported decreased anxiety (mean anxiety level 46.3±17.2, p=0.0012), increased confidence (mean confidence level 58.0±17.6, p<0.0001), and increased level of preparation (mean preparation level 63.6±17.8, p=0.0002). PGY-1 residents improved most in regard to anxiety (mean difference-12.4, p=0.171) and confidence (mean difference 16.9, p<0.0001), while PGY-2 residents demonstrated significant improvements in preparation (mean difference 12.7, p=0.016). Conclusion: An asynchronous, online video curriculum delivered to IM residents prior to the start of their ICU rotation decreases trainee anxiety while improving confidence and subjective sense of preparation. Asynchronous video curricula represent one possible avenue for addressing pandemic-related constraints on inperson educational opportunities.

理由:在医学院的第四年，恐惧和焦虑围绕着选择重症监护选修课程的决定。相比之下，对即将到来的医疗重症监护病房(ICU)轮转的实习生和居民的看法知之甚少。COVID-19大流行极大地改变了本科和研究生医学教育，减少了与患者面对面接触的次数和教学机会，同时增加了实习生的焦虑。为了应对与大流行相关的教育变化，我们为内科(IM)学员创建了一个异步在线视频课程，让他们在ICU轮转前完成，以减少轮转前的焦虑，增强信心，提高整体备灾意识。方法:制作了7节视频课程，并在ICU轮转开始前一周分发给研究生1-3名IM住院医师。该系列视频涵盖了核心重症监护主题，包括床边演示、支持设备、休克和呼吸衰竭。总的来说，这个系列包含了大约1.5小时的重症护理内容。通过前后调查评估视频对住院医生焦虑、信心和ICU轮转开始前的准备水平的影响，受访者在0-100的范围内对他们的同意程度进行评分。使用配对t检验评估调查前后得分的差异。结果:2020年6 - 12月，85名学员完成了预调查，44名学员完成了后调查。获得36个配对反应(17个PGY-1, 13个PGY-2, 6个PGY-3)。86%的配对受访者表示观看了所有7个视频。在视频课程开始前，学员的平均焦虑水平为56.8±23.0(0 =无焦虑，100 =严重焦虑)，平均自信水平为42.9±20.3(0 =最不自信，100 =最自信)，平均准备水平为52.9±20.8(0 =未准备，100 =非常准备)。参加视频课程后，学员的焦虑水平降低(平均焦虑水平为46.3±17.2,p=0.0012)，信心水平提高(平均信心水平为58.0±17.6,p= 0.0001)，准备水平提高(平均准备水平为63.6±17.8,p=0.0002)。PGY-1组在焦虑(平均差值12.4,p=0.171)和信心(平均差值16.9,p= 0.0001)方面改善最大，而PGY-2组在准备方面改善显著(平均差值12.7,p=0.016)。结论:在ICU轮转开始之前，向IM住院医师提供异步在线视频课程，可以减少实习生的焦虑，同时提高信心和主观准备感。异步视频课程是解决大流行病对面对面教育机会的限制的一个可能途径。

{"title":"An Asynchronous Online Video Curriculum Improves Resident Anxiety, Confidence, and Preparation Before Critical Care Rotations","authors":"D. Gergen, A. Bowman, A. Neumeier","doi":"10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1539","DOIUrl":"https://doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1539","url":null,"abstract":"Rationale: Fear and anxiety surround the decision to pursue a critical care elective during the fourth year of medical school. Comparatively, little is known about intern and resident perceptions of upcoming medical intensive care unit (ICU) rotations. The COVID-19 pandemic dramatically changed both undergraduate and graduate medical education, decreasing the number of in-person patient encounters and teaching opportunities while increasing trainee anxiety. In response to pandemic-associated educational changes, we created an asynchronous, online video curriculum for Internal Medicine (IM) trainees to complete in preparation for their ICU rotation to reduce pre-rotation anxiety, increase confidence, and improve overall sense of preparedness. Methods: A 7-session video curriculum was created and distributed to post-graduate year (PGY) 1-3 IM residents 1 week prior to the start of their ICU rotation. The video series covered core critical care topics including bedside presentations, support devices, shock, and respiratory failure. Overall, the series contained approximately 1.5 hours of critical care-focused content. The impact of the videos on resident anxiety, confidence, and level of preparation prior to the start of their ICU rotation was assessed with a pre-and post-survey with respondents rating their level of agreement on a scale of 0-100. Differences between pre-and post-survey scores were evaluated using a paired t-test. Results: Eighty-five trainees completed the pre-survey and 44 trainees completed the post-survey between June and December 2020. Thirty-six paired responses were obtained (17 PGY-1, 13 PGY-2, 6 PGY-3). Eighty-six percent of paired respondents reported watching all 7 videos. Before the video curriculum, trainees reported a mean anxiety level of 56.8±23.0 (0 = no anxiety, 100 = severe anxiety), mean confidence level of 42.9±20.3 (0 = least confident, 100 = most confident), and mean preparation level of 52.9±20.8 (0 = not prepared, 100 = extremely prepared). Following the video curriculum, trainees reported decreased anxiety (mean anxiety level 46.3±17.2, p=0.0012), increased confidence (mean confidence level 58.0±17.6, p<0.0001), and increased level of preparation (mean preparation level 63.6±17.8, p=0.0002). PGY-1 residents improved most in regard to anxiety (mean difference-12.4, p=0.171) and confidence (mean difference 16.9, p<0.0001), while PGY-2 residents demonstrated significant improvements in preparation (mean difference 12.7, p=0.016). Conclusion: An asynchronous, online video curriculum delivered to IM residents prior to the start of their ICU rotation decreases trainee anxiety while improving confidence and subjective sense of preparation. Asynchronous video curricula represent one possible avenue for addressing pandemic-related constraints on inperson educational opportunities.","PeriodicalId":234316,"journal":{"name":"TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126355061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

TP12. TP012 MEDICAL EDUCATION IN PULMONARY AND CRITICAL CARE MEDICINE

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀