pediatric residents
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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.


2022 ◽  
Author(s):  
Ian W. Hovis ◽  
Lowell H. Frank ◽  
Heather Gordish-Dressman ◽  
Christopher F. Spurney

Abstract Background: Although congenital heart disease is the most common human birth defect, the scope and breadth of pediatric cardiology is far more diverse. Additionally, there continues to be rapid advancements in the field with educators becoming increasingly sub-specialized. As such, determining the topics general pediatric residents are taught must be selected based on numerous factors including resident career goals, core topics for board exams, and educator preferences. This study aimed to determine if the educational needs of general pediatric residents are met while on a pediatric cardiology rotation. Methods: All PL-2 and PL-3 residents in the Children’s National Hospital pediatrics residency program who had completed a required cardiology rotation as well as all pediatric cardiology fellows and pediatric cardiology attendings were asked to complete a survey. Participation in the study was voluntary. Respondents were asked to answer questions related to the perceived effectiveness and applicability of the currently administered cardiology curriculum, specifically inquiring about methods of teaching, the level taught, and the utility of topics selected. Results: Twenty-four (31%) of the 77 eligible residents completed the survey. Fourteen (82%) of the eligible attendings and nine (75%) of the cardiology fellows completed the survey. Seventeen unique topics in pediatric cardiology were ranked. The highest rated topics based on both perceived needs and wants included congenital heart disease, murmurs, cardiac physiology, ECG interpretation, and syncope/dizziness. Participants reported the highest satisfaction for whiteboard and bedside teaching. Conclusions: Overall, general pediatrics residents were satisfied with the current educational design of the inpatient cardiology rotation. These data provide a framework, both in teaching modalities and core concepts, for continued development and reassessment of inpatient pediatric cardiology rotations to optimally prepare pediatric residents with a strong foundation in pediatric cardiology.


2021 ◽  
Vol 50 (1) ◽  
pp. 532-532
Author(s):  
Sara Sanders ◽  
Claire Stewart ◽  
Rohali Keesari ◽  
Markita Suttle

2021 ◽  
Vol 50 (1) ◽  
pp. 535-535
Author(s):  
Marissa Parrillo ◽  
Adriana Chou ◽  
Amanda Johnson ◽  
Stacey Valentine ◽  
Scot Bateman

Author(s):  
Ariel S. Winn ◽  
Ross Myers ◽  
H. Mollie Grow ◽  
Sarah Hilgenberg ◽  
Rhett Lieberman ◽  
...  

OBJECTIVES At the onset of the coronavirus disease 2019 pandemic, disruptions to pediatric care and training were immediate and significant. We sought to understand the impact of the pandemic on residency training from the perspective of pediatric residents. METHODS We conducted a cross-sectional survey of categorical pediatric residents at US training programs at the end of the 2019–2020 academic year. This voluntary survey included questions that explored the impact of the coronavirus disease 2019 pandemic on resident training experiences, postresidency employment plans, and attitudes and perceptions. Data were analyzed by using descriptive statistics and mixed-effects regression models. We performed a sensitivity analysis using respondents from programs with a >40% response rate for questions regarding resident attitudes and perceptions. RESULTS Residents from 127 of 201 training programs (63.2%) completed the survey, with a response rate of 18.9% (1141 of 6032). Respondents reported multiple changes to their training experience including rotation schedule adjustments, clinic cancellations, and an increase in the use of telemedicine. Respondents also reported inconsistent access to personal protective equipment and increased involvement in the care of adult patients. Graduating resident respondents reported concerns related to employment. Respondents also noted a negative impact on their personal wellness. CONCLUSIONS Responding residents reported that nearly every aspect of their training was impacted by the pandemic. Describing their experiences may help residency program and hospital leaders supplement missed educational experiences, better support residents through the remaining months of the pandemic, and better prepare for extraordinary circumstances in the future.


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