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Costich M, Friedman S, Robinson V, Catallozzi M. Implementation and faculty perception of outpatient medical student workplace-based assessments. Clin Teach 2024:e13751. [PMID: 38433555 DOI: 10.1111/tct.13751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 02/06/2024] [Indexed: 03/05/2024]
Abstract
BACKGROUND There is growing interest in use of entrustable professional activity (EPA)-grounded workplace-based assessments (WBAs) to assess medical students through direct observation in the clinical setting. However, there has been very little reflection on how these tools are received by the faculty using them to deliver feedback. Faculty acceptance of WBAs is fundamentally important to sustained utilisation in the clinical setting, and understanding faculty perceptions of the WBA as an adjunct for giving targeted feedback is necessary to guide future faculty development in this area. APPROACH Use of a formative EPA-grounded WBA was implemented in the ambulatory setting during the paediatrics clerkship following performance-driven training and frame-of-reference training with faculty. Surveys and semi-structured interviews with faculty members explored how faculty perceived the tool and its impact on feedback delivery. EVALUATION Faculty reported providing more specific, task-oriented feedback following implementation of the WBA, as well as greater timeliness of feedback and greater satisfaction with opportunities to provide feedback, although these later two findings did not reach significance. Themes from the interviews reflected the benefits of WBAs, persistent barriers to the provision of feedback and suggestions for improvement of the WBA. IMPLICATIONS EPA-grounded WBAs are feasible to implement in the outpatient primary care setting and improve feedback delivery around core EPAs. The WBAs positively impacted the way faculty conceptualise feedback and provide learners with more actionable, behaviour-based feedback. Findings will inform modifications to the WBA and future faculty development and training to allow for sustainable WBA utilisation in the core clerkship.
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Affiliation(s)
- Marguerite Costich
- Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
- Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
| | - Suzanne Friedman
- Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
- Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
| | - Victoria Robinson
- Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
- Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
| | - Marina Catallozzi
- Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
- Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA
- Department of Population and Family Health, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York, USA
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Costich M, Bisono G, Meyers N, Lane M, Meyer D, Friedman S. A Pediatric Resident Curriculum for the Use of Health Literacy Communication Tools. Health Lit Res Pract 2022; 6:e121-e127. [PMID: 35680125 PMCID: PMC9179039 DOI: 10.3928/24748307-20220517-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Objective: Methods: Key Results: Conclusions: Plain Language Summary:
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Affiliation(s)
| | | | | | | | | | - Suzanne Friedman
- Address correspondence to Suzanne Friedman, MD, Department of Pediatrics, Columbia University Irving Medical Center, 622 W. 168th Street, VC417, New York, NY 10032;
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Costich M, Robbins-Milne L, Bracho-Sanchez E, Lane M, Friedman S. Design and implementation of an interactive, competency-based pilot pediatric telemedicine curriculum. Med Educ Online 2021; 26:1911019. [PMID: 33794754 PMCID: PMC8023591 DOI: 10.1080/10872981.2021.1911019] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 03/18/2021] [Accepted: 03/26/2021] [Indexed: 05/25/2023]
Abstract
During the height of the COVID-19 pandemic, telemedicine visits surged to increase access and maintain continuity of care, while reducing transmission of disease. However, few curricula exist for training residents on how to care for patients via telemedicine, especially in pediatrics. We aimed to create and evaluate an interactive, competency-based pilot curriculum, to meet the urgent need to train residents in telemedicine. The curriculum was developed in 2020 and includes a didactic, cased-based discussions, and direct observation exercise. A model for precepting residents, adhering to new ACGME guidelines, was also created to further engage residents in telemedicine in the outpatient general pediatrics settings. To evaluate the curriculum, we assessed feasibility of a direct observation to provide feedback and we conducted pre and post surveys to assess for changes in residents' self-reported skills in performing telemedicine visits following implementation of the curriculum. 16 residents participated in the curriculum and 15 completed both the pre and post surveys (93%). Residents' self-reported efficacy in performing key components of telemedicine visits, including completion of telemedicine visit (p = 0.023), initiation of visits (p = 0.01), and documentation (p = 0.001) all improved significantly following implementation. Residents' perception of patient satisfaction with telemedicine and personal perception of ease of use of the telemedicine system increased, though neither were statistically significant. Uptake of the direct observation exercise was nearly universal, with all but one resident having a direct observation completed during their ambulatory month. This novel, interactive telemedicine pilot curriculum for residents addresses ACGME competencies and provides residents with a toolkit for engaging in telemedicine.
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Affiliation(s)
- Marguerite Costich
- Department of Pediatrics, Division of Child and Adolescent Health, Columbia University Irving Medical Center, USA
| | - Laura Robbins-Milne
- Department of Pediatrics, Division of Child and Adolescent Health, Columbia University Irving Medical Center, USA
| | - Edith Bracho-Sanchez
- Department of Pediatrics, Division of Child and Adolescent Health, Columbia University Irving Medical Center, USA
| | - Mariellen Lane
- Department of Pediatrics, Division of Child and Adolescent Health, Columbia University Irving Medical Center, USA
| | - Suzanne Friedman
- Department of Pediatrics, Division of Child and Adolescent Health, Columbia University Irving Medical Center, USA
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Costich M, Finkel MA, Friedman S, Catallozzi M, Gordon RJ. Transition-to-residency: pilot innovative, online case-based curriculum for medical students preparing for pediatric internships. Med Educ Online 2021; 26:1892569. [PMID: 33618622 PMCID: PMC7906614 DOI: 10.1080/10872981.2021.1892569] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 02/15/2021] [Accepted: 02/16/2021] [Indexed: 06/09/2023]
Abstract
Background: There is increasing recognition in medical education that greater emphasis must be placed on preparing graduating medical students for their new roles as interns. Few publications in the literature have described transition-to-residency curricula specifically for students interested in pediatrics or pediatric-related fieldsApproach: We developed novel online pediatric cases, embedded within an innovative, hybrid transition-to-residency course, to address high yield, multi-disciplinary topics within the context of several of the AAMC's identified Entrustable Professional ActivitiesEvaluation: The pilot cases were evaluated over two academic years (2018, 2019) at a single academic medical center as part of routine student course evaluation (N = 18/35) with the 2019 evaluation containing additional retrospective pre-post survey questions (N = 9/18) assessing self-reported changes in knowledge. Almost all students were very satisfied or satisfied with the modules overall (94%), the quality of the resources provided (100%), and the structure and clarity of the presentation of the material (100%). Among the students who completed the retrospective pre-post survey after participation in the online modules, significant self-reported improvements were noted in writing orders to the pediatrics floor (Z = -2.07, p = 0.04), providing anticipatory guidance (Z = -2.0,p = 0.046), formulating a differential diagnosis for common pediatric conditions (Z = -2.24, P = 0.03), and preparedness for managing common pediatric floor emergencies (Z = -2.33, P = 0.02).Reflection: We demonstrated feasibility of implementation of an interactive, online case-based curriculum, medical student satisfaction with content and delivery, and increased self-reported knowledge after completion of the pilot pediatric cases on the online, asynchronous learning platform.
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Affiliation(s)
- Marguerite Costich
- Department of Pediatrics, Columbia University Medical Center, New York, NY, USA
| | - Morgan A. Finkel
- Department of Pediatrics, Columbia University Medical Center, New York, NY, USA
| | - Suzanne Friedman
- Department of Pediatrics, Columbia University Medical Center, New York, NY, USA
| | - Marina Catallozzi
- Departments of Pediatrics and Population and Family Health, Columbia University Medical Center, New York, NY, USA
| | - Rachel J. Gordon
- Departments Medicine and Epidemiology, Columbia University Medical Center, New York, NY, USA
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Roth LT, Costich M, Moerdler S, Lane M, Robbins-Milne L, Bracho-Sanchez E, Friedman S. Can you hear me now? A toolkit for telemedicine training. Clin Teach 2021; 18:348-353. [PMID: 34114346 DOI: 10.1111/tct.13390] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Lauren T Roth
- Department of Pediatrics, Children's Hospital at Montefiore/Albert Einstein College of Medicine, Bronx, NY, USA
| | - Marguerite Costich
- Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, USA
| | - Scott Moerdler
- Department of Pediatrics (Pediatric Hematology Oncology), Rutgers Cancer Institute of New Jersey/Rutgers Robert Woot Johnson Medical School, New Brunswick, NJ, USA
| | - Mariellen Lane
- Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, USA
| | - Laura Robbins-Milne
- Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, USA
| | - Edith Bracho-Sanchez
- Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, USA
| | - Suzanne Friedman
- Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, USA
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Moerdler S, Costich M, Redwood EA, Catallozzi M, Friedman S. Boots on the Ground, Both Hands on the Keyboard: Harnessing the Power of Resident as Teacher Hybrid Teaching Skills in the Midst of the COVID-19 Pandemic. Med Sci Educ 2021; 31:873-875. [PMID: 33495718 PMCID: PMC7815447 DOI: 10.1007/s40670-020-01185-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/03/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Scott Moerdler
- Division of Pediatric Hematology Oncology, Rutgers Cancer Institute of New Jersey, Rutgers Robert Wood Johnson Medical School, 195 Little Albany St, New Brunswick, NJ USA
| | - Marguerite Costich
- Department of Pediatrics, Columbia University Medical Center, New York, NY USA
| | - Emily Avis Redwood
- Department of Pediatrics, Columbia University Medical Center, New York, NY USA
| | - Marina Catallozzi
- Departments of Pediatrics and Population and Family Health, Columbia University Medical Center, NY New York, USA
| | - Suzanne Friedman
- Department of Pediatrics, Columbia University Medical Center, New York, NY USA
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