You’ve Got Mail: a Case-Based Curriculum to Teach Patient E-mail Communication to Internal Medicine Residents

2020 ◽  
Author(s):  
Adam Luxenberg ◽  
Leslea Brickner ◽  
Stephan Lee ◽  
Nirmala D. Ramalingam ◽  
H. Nicole Tran
Keyword(s):  
Internal Medicine ◽  
Internal Medicine Residents ◽  
E Mail ◽  
Case Based

scholarly journals Evaluation of an Online Program To Teach Microbiology to Internal Medicine Residents

2014 ◽  
Vol 53 (1) ◽  
pp. 278-281 ◽  
Author(s):  
Jeannette Guarner ◽  
Eileen M. Burd ◽  
Colleen S. Kraft ◽  
Wendy S. Armstrong ◽  
Kenya Lenorr ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Infectious Disease ◽  
Knowledge Level ◽  
Online Program ◽  
Consultation Service ◽  
Content Type ◽  
Internal Medicine Residents ◽  
Average Improvement ◽  
Before And After ◽  
Case Based

Microbiology rounds are an integral part of infectious disease consultation service. During microbiology rounds, we highlight microbiology principles using vignettes. We created case-based, interactive, microbiology online modules similar to the vignettes presented during microbiology rounds. Since internal medicine residents rotating on our infectious disease elective have limited time to participate in rounds and learn microbiology, our objective was to evaluate the use of the microbiology online modules by internal medicine residents. We asked residents to complete 10 of 25 online modules during their infectious disease elective. We evaluated which modules they chose and the change in their knowledge level. Forty-six internal medicine residents completed assessments given before and after accessing the modules with an average of 11/20 (range, 6 to 19) and 16/20 (range, 9 to 20) correct questions, respectively (average improvement, 5 questions;P= 0.0001). The modules accessed by more than 30 residents included those related toClostridium difficile, anaerobes,Candidaspp.,Streptococcus pneumoniae, influenza,Mycobacterium tuberculosis, andNeisseria meningitidis. We demonstrated improved microbiology knowledge after completion of the online modules. This improvement may not be solely attributed to completing the online modules, as fellows and faculty may have provided additional microbiology education during the rotation.

scholarly journals A Resident-Authored, Case-Based Electrocardiogram Email Curriculum for Internal Medicine Residents

MedEdPORTAL ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 10927
Author(s):  
Andrew J. Klein ◽  
Mark Berlacher ◽  
Jesse A. Doran ◽  
Jennifer Corbelli ◽  
Scott D. Rothenberger ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Internal Medicine Residents ◽  
Case Based

scholarly journals Results of a Formal Mentorship Program for Internal Medicine Residents: Can We Facilitate Genuine Mentorship?

2015 ◽  
Vol 7 (1) ◽  
pp. 105-108 ◽  
Author(s):  
Brian M. Cohee ◽  
Stephen A. Koplin ◽  
William T. Shimeall ◽  
Timothy M. Quast ◽  
Joshua D. Hartzell
Keyword(s):  
Internal Medicine ◽  
Faculty Members ◽  
Mentoring Program ◽  
Mentorship Program ◽  
Mentoring Relationship ◽  
Internal Medicine Residents ◽  
Workshop Training ◽  
Academic Year ◽  
E Mail ◽  
Selection Of

Abstract Background Mentorship programs are perceived as valuable, yet little is known about the effect of program design on mentoring effectiveness. Intervention We developed a program focused on mentoring relationship quality and evaluated how subsequent relationships compared to preexisting informal pairings. Methods Faculty members were invited by e-mail to participate in a new mentoring program. Participants were asked to complete a biography, subsequently provided to second- and third-year internal medicine residents. Residents were instructed to contact available mentors, and ultimately designate a formal mentor. All faculty and residents were provided a half-day workshop training, written guidelines, and e-mails. Reminders were e-mailed and announced in conferences approximately monthly. Residents were surveyed at the end of the academic year. Results Thirty-seven faculty members completed the biography, and 70% (26 of 37) of residents responded to the survey. Of the resident respondents, 77% (20 of 26) chose a formal mentor. Of the remainder, most had a previous informal mentor. Overall, 96% (25 of 26) of the residents had identified a mentor of some kind compared to 50% (13 of 26) before the intervention (P < .001), and 70% (14 of 20) who chose formal mentors identified them as actual mentors. Similar numbers of residents described their mentors as invested in the mentorship, and there was no statistical difference in the number of times mentors and mentees met. Conclusions Facilitated selection of formal mentors produced relationships similar to preexisting informal ones. This model may increase the prevalence of mentorship without decreasing quality.

Critical Care Communication Skills Training for Internal Medicine Residents

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Laura Rock ◽  
Nina Gadmer ◽  
Robert Arnold ◽  
David Roberts ◽  
Asha Anandaiah ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Critical Care ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Internal Medicine Residents

Learning Electrocardiogram Interpretation: Insights from Residents and a Proposed Solution in an Observational Study (Preprint)

2020 ◽  
Author(s):  
Mohammad Alakchar ◽  
Abdisamad M. Ibrahim ◽  
Mohsin Salih ◽  
Mukul Bhattarai ◽  
Nitin Tandan ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Correlation Coefficient ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Resident Attitudes ◽  
Internal Medicine Residents ◽  
Life Threatening ◽  
Degree Of Participation ◽  
Electrocardiogram Interpretation

BACKGROUND Interpretation of electrocardiograms (EKG) is an essential tool for every physician. Despite this, the diagnosis of life-threatening pathology on EKG remains suboptimal in trainees. The purpose of this study is to study resident attitudes and behaviours towards EKGs, and describe an innovative way to teach EKGs. OBJECTIVE Study attitudes and behaviours towards EKGs. Describe an innovative way to teach EKGs. METHODS Design: An observational cross-sectional study through an anonymous online survey of resident attitudes and comfort with EKG interpretation. This was followed by creation of a WhatsApp group for discussion and interpretation of EKGs with peers. At the end of the day, the official EKG interpretation was posted. Setting: Internal medicine residency at Southern Illinois University. Participants: Internal medicine residents Interventions: Creation of WhatsApp group to aid with EKG interpretation Measurements: A 17 item questionnaire, followed by detection of degree of participation in a WhatsApp group. RESULTS Forty-one out of 63 residents (65%) completed the survey. 85% of respondents thought that an interactive way to teach EKGs is the best method of teaching, and 73% did not feel confident interpreting EKGs. 30% often rely on automated EKG interpretation. Further analysis indicated that PGY-1 residents reported ordering fewer EKGs (correlation coefficient -0.399, p = 0.012) and were uncomfortable diagnosing QT prolongation on an EKG (correlation coefficient -0.310, p = 0.049). Residents in the third or greater year of training ordered more EKGs (correlation coefficient 0.379, p = 0.015), less frequently relied on the computer for EKG diagnosis (correlation coefficient 0.399, p = 0.010), and were comfortable diagnosing an acute myocardial infarction and atrial arrhythmias. CONCLUSIONS In conclusion, most IM trainees do not feel comfortable interpreting EKG, however, this does improve with PGY year. WhatsApp is a possible platform for teaching EKGs.

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