scholarly journals A Human Trafficking Educational Program and Point-of-Care Reference Tool for Pediatric Residents

MedEdPORTAL ◽  
2021 ◽  
Author(s):  
Anjali Garg ◽  
Preeti Panda ◽  
Sindhoosha Malay ◽  
Jerri A. Rose
2020 ◽  
Vol 20 (7) ◽  
pp. e11-e12
Author(s):  
Austin S. Meggitt ◽  
David P. Way ◽  
Maya S. Iyer ◽  
John D. Mahan ◽  
Delia Gold

2016 ◽  
Vol 22 (1) ◽  
pp. 33-44
Author(s):  
Maria M. Ojeda

The care of noncritically ill hospitalized patients with diabetes mellitus requiring insulin administration is multidisciplinary and complex. Evidence indicates that staff nurses may benefit from additional training in the nutritional management of patients with diabetes. In addition, unlicensed assistive personnel may be involved in the feeding and point-of-care testing of diabetic patients and thus play an important role in nursing care of such patients. Cognitive load theory assists educators in the identification of specific cognitive challenges that learners may face when presented with new material, but it also presents solutions to such challenges by way of specific instructional design methods to help overcome them. An educational program was piloted on a mixed audience of registered nurses and unlicensed assistive personnel at a community hospital; satisfaction with the program was found to be high.


2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Anelah McGinness ◽  
Margaret Lin-Martore ◽  
Newton Addo ◽  
Ashkon Shaahinfar

Abstract Background Point-of-care ultrasound (POCUS) is a noninvasive bedside tool with many pediatric applications but is not currently a formal part of pediatric training and practice. Formal surveys of general pediatricians regarding POCUS training are lacking. We aimed to quantify the baseline ultrasound experience and training needs of general pediatricians and pediatric residents across different practice settings. Methods In 2020, we sent an online survey to 485 current faculty, residents, and graduates from an urban pediatric academic medical center in Northern California. Pediatric subspecialists were excluded. Survey questions about baseline experience, comfort, and perceived usefulness of 20 common POCUS applications were developed by two POCUS experts using existing literature. Chi-squared analysis was used to compare residents versus attendings and to compare attendings practicing in inpatient versus outpatient versus mixed settings. Results Response rate was 20% (98/485). Compared to attendings (n = 73), residents (n = 25) endorsed more exposure to POCUS in medical school (32% vs 5%, p = 0.003) and residency (12% vs 5%, p = 0.003). Respondents endorsed low comfort with POCUS (mean 1.3 out of 5 on Likert scale). Of 20 procedural and diagnostic applications, respondents identified abscess drainage, bladder catheterization, soft tissue, neck, advanced abdominal, and constipation as most useful. Overall, 50% of pediatricians (and 70% of pediatric residents) responded that there were opportunities to use POCUS multiple times a week or more in their clinical practice. Conclusions There is an unmet demand for POCUS training among general pediatricians and trainees in our study. Although the majority of respondents were not POCUS users, our results could guide future efforts to study the role of POCUS in general pediatrics and develop pediatric curricula.


2021 ◽  
Vol 52 (8) ◽  
pp. 375-381
Author(s):  
Masaru Matsumoto ◽  
Nao Tamai ◽  
Yuka Miura ◽  
Yohei Okawa ◽  
Mikako Yoshida ◽  
...  

2020 ◽  
Vol 21 (4) ◽  
pp. 49-53
Author(s):  
Renae Watson

Social Work Reference Center is a point-of-care reference tool for social workers and mental health professionals available via annual subscription. This tool provides easy access to evidence-based care sheets, social work practices and skills, skill competency checklists, quick lessons, patient education, and more, including CEU modules at no additional cost to the user. Credentialed social workers and relevant professionals produce and review much of the content available in Social Work Reference Center on a regular basis. Content is easy to navigate and read, barring a few issues with searching and limiting results. Institutions supporting current or soon-to-be social work practitioners should consider subscribing.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Julia Aogaichi Brant ◽  
Jonathan Orsborn ◽  
Ryan Good ◽  
Emily Greenwald ◽  
Megan Mickley ◽  
...  

Abstract Background POCUS is a growing field in medical education, and an imaging modality ideal for children given the lack of ionizing radiation, ease of use, and good tolerability. A 2019 literature review revealed that no US pediatric residency programs integrated obligatory POCUS curricula. Our objective was to provide a formalized POCUS curriculum over multiple years, and to retrospectively assess improvement in resident skills and comfort. Methods During intern year, pediatric residents received didactics and hands-on scanning opportunities in basic POCUS applications. Their evaluation tools included pre- and post-surveys and tests, and a final performance exam. In the second and third years of residency, all participants were required to complete 8 hours per year of POCUS content review and additional hands-on training. An optional third-year curriculum was offered to interested residents as career-focused education elective time. Results Our curriculum introduced POCUS topics such as basic and advanced cardiac, lung, skin/soft tissues and procedural based ultrasound to all pediatric residents. Among first-year residents, application-specific results showed POCUS comfort level improved by 61–90%. Completed evaluations demonstrated improvement in their ability to recognize and interpret POCUS images. Second- and third-year residents reported educational effectiveness that was rated 3.9 on a 4-point Likert scale. Four third-year residents took part in the optional POCUS elective, and all reported a change in their practice with increased POCUS incorporation. Conclusions Our longitudinal pediatric residency POCUS curriculum is feasible to integrate into residency training and exhibits early success.


PEDIATRICS ◽  
1991 ◽  
Vol 88 (4) ◽  
pp. 789-794
Author(s):  
Alba Mitchell ◽  
John Watts ◽  
Robin Whyte ◽  
Susan Blatz ◽  
Geoffrey R. Norman ◽  
...  

To compare the knowledge and problem-solving, communication, and clinical skills of graduating neonatal nurse practitioners (NNPs) and pediatric residents, a cohort study was conducted in a 33-bed tertiary-level neonatal intensive care unit in a 400-bed teaching hospital affiliated with a faculty of health sciences. Participants were all (n = 10) NNP graduates from the first 3 years of the educational program and 13 (87%) of 15 second-year pediatric residents. One hundred multiple-choice questions and 20 radiographic slides were used to test knowledge; a semistructured oral examination tested problem-solving skills; three simulated interactions with parents tested communication skills; and seven simulated procedures tested clinical skills. Graduating NNPs scored similarly to the pediatric residents on the multiple-choice questions (difference –3.4%; 95% confidence interval [CI] around difference –9.7, 2.9), radiographs (difference –1.4%; 95% CI –11.5, 8.7), oral examination (difference 2.8%; 95% CI –11.1, 16.7), communication skills (simulated parents assessment: difference 0.8%; 95% CI –4.2, 5.7; expert observer assessment: difference 5.8%; 95% CI –2.8, 14.3), and clinical skills (difference 7.4%; 95% CI –5.5, 20.2). The NNPs about to graduate from their educational program showed knowledge and problem-solving, communication, and clinical skills equivalent to those of second-year pediatric residents and are thus likely to deliver comparable care in the clinical setting. The results support the adoption of the NNP role.


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