A Qualitative Study of Pediatric Residents’ Experiences at Morning Report

Autor: Laura Z. Lockwood, Joshua T. B. Williams, Melisa Tanverdi, L. Barry Seltz

Publikováno v: Journal of Medical Education and Curricular Development, Vol 10 (2023)

Objectives Morning Report is a prevalent classroom learning activity in residency programs. Yet, its contribution to resident education remains unclear. Our objective was to explore pediatric residents’ perceptions of the purpose of Morning Report

Externí odkaz: https://doaj.org/article/0a81fd93be9349acb6c9ee8d2fd22288

Pediatric Residents' Experiences With High-Value Care at an Academic Children's Hospital

Autor: L. Barry Seltz, Emma Nathaniel, Alexis Ball, Sheilah Jimenez, Michael Tchou

Publikováno v: J Grad Med Educ

Background The Accreditation Council for Graduate Medical Education mandates residents incorporate cost considerations into patient care. However, resident experiences with high-value care (HVC) in the clinical setting have not been well described. O

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7648ae82be710f827b40ea433e55ff33
https://doi.org/10.4300/jgme-d-21-00665.1

Improving Resident Feedback on Diagnostic Reasoning after Handovers: The LOOP Project

Autor: Juan N. Lessing, Grant Turner, L. Barry Seltz, Catherine Y. Chia, Andrew P.J. Olson, Julie Schaefer, Brittany Wheeler, Kathleen P. Lane, David Wooldridge, Benji K Mathews, Julia Limes

Publikováno v: Journal of hospital medicine. 14(10)

Appropriate calibration of clinical reasoning is critical to becoming a competent physician. Lack of follow-up after transitions of care can present a barrier to calibration. This study aimed to implement structured feedback about clinical reasoning

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eede22a83fa8ec69436753074ec39a82
https://pubmed.ncbi.nlm.nih.gov/31433779

Faculty Teachers’ Perspectives of Resident Academic Half Day

Autor: Lauren Ritchie, L. Barry Seltz, Emma Kulig

Publikováno v: Med Sci Educ

INTRODUCTION: Academic Half Day (AHD) is an innovative curricular model in which learning is condensed into half day blocks. Perspectives of faculty teachers who have implemented AHD have not been well described. The objective of our study was to exp

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::688997b7a4d6444ebe371c9df825212e
https://europepmc.org/articles/PMC8368455/

Integrating Research, Quality Improvement, and Medical Education for Better Handoffs and Safer Care: Disseminating, Adapting, and Implementing the I-PASS Program

Autor: Amy J. Starmer, Nancy D. Spector, Daniel C. West, Rajendu Srivastava, Theodore C. Sectish, Christopher P. Landrigan, Aravind Ajakumar Menon, Arshia Ali, Brenda K. Allair, April D. Allen, Nureddin Almaddah, Claire Alminde, Wilma Alvarado-Little, Elizabeth Anson, Michele Ashland, Marisa Atsatt, Megan Aylor, Jennifer D. Baird, James F. Bale, Dorene Balmer, Aisha Barber, Kevin Barton, Kimberly Bates, Carolyn Beck, Kathleen Berchelmann, Renuka Bhan, Zia Bismilla, Rebecca L. Blankenburg, Aileen Boa-Hocbo, Talya Bordin-Wosk, Michelle Brooks, Sharon Calaman, Julie Campe, Maria Lucia Campos, Debra Chandler, Yvonne Cheung, Amanda Choudhary, Eileen Christensen, Katherine Clark, Maitreya Coffey, Sally Coghlan-McDonald, Ellen Cohen, F. Sessions Cole, Elizabeth Corless, Sharon Cray, Roxi Da Silva, Devesh Dahale, Anuj K. Dalal, Lauren A. Destino, Jonathan Doroshow, Benard Dreyer, Katharine duPont, Steven Eagle, Courtney Edgar-Zarate, Angie Etzenhouser, Jennifer L. Everhart, Angela M. Feraco, Alexandra Ferrer, Paul Galardy, Briana M. Garcia, Maria Gaspar-Oishi, Jenna Goldstein, Brian P. Good, Dionne A Graham, Amanda S. Growdon, LeAnn Gubler, Amy Guiot, Charin Hanlon, Mona Hanna-Attisha, Roben Harris, Helen Haskell, Melvyn Hecht, Rebecca S Hehn, Justin Held, Jennifer H. Hepps, Debra Hillier, Mark Hiraoka, Eric Howell, Christine Hrach, Helen Hughes, Charles Huskins, Scott Kaatz, Vishnu Kanala, Michael Kantrowitz, Peter Kaplan, Deanne Kashiwagi, Rajat Kaul, Carol A. Keohane, Jeremy Kern, Alisa Khan, Nazia Naz S. Khan, Barry Kitch, Irene Kocolas, Lara Kothari, Elizabeth Kruvand, Nicholas Kuzma, Mary Lacy, Michele Lane, Kate Langrish, Christy J.W. Ledford, Laura LeRoux, Kheyandra Lewis, Stuart Lipsitz, Katherine P. Litterer, Joseph O. Lopreiato, Aimee Lyons, Avram Mack, Meghan Mallouk, Christopher G. Maloney, Amanda Mangan, Keith Mann, Peggy Markle, Christine Marrese, David Marseille, Greg Maynard, Bijal Mehta, Fernando Mendoza, Alexandra N. Mercer, Dale Micalizzi, Lisa Mims, Vineeta Mittal, Stephanie Mueller, Thuy L. Ngo, Ann Nolan, Christopher Nyenpan, Maria Obermeyer, Katherine O'Donnell, Jennifer K. O'Toole, Mary Ottolini, Mobola Owolabi, Aarti Patel, Rajesh Patel, Shilpa J. Patel, Catherine Perron, Rita Pickler, Alina Popa, Patrick Reppert, Robert Riss, Justin Roesch, Jayne E. Rogers, Glenn Rosenbluth, Jeffrey M. Rothschild, Lee Sanders, Kimberly Sauder, Jeff Schnipper, Kumiko O Schnock, Amy Scholtz, Barry Seltz, Theresa Serra, Janet Serwint, Samir Shah, Meesha Sharma, Kathleen Sheppard, Arabella Simpkin, Karin A Sloan, Lauren G. Solan, Michael W Southgate, Jaime Blank Spackman, Scott M. Stevens, Adam Stevenson, Windy Stevenson, Anupama Subramony, William Surkis, Sudhagar Thangarasu, E. Douglas Thompson, Cheryl Toole, Laura Trueman, Tanner Trujillo, Lisa Tse, Michael P. Turmelle, Vishwas Vaniawala, Tamara Wagner, Cindy Warnick, John Webster, Mary Webster, Adina Weinerman, Chelsea Welch, Andrew J. White, Matthew F. Wien, Ariel S. Winn, Stephanie Wintch, H. Shonna Yin, Catherine S. Yoon, Clifton E. Yu, Dominick Zampino, Katherine R. Zigmont

Publikováno v: Joint Commission journal on quality and patient safety. 43(7)

Background In 2009 the I-PASS Study Group was formed by patient safety, medical education, health services research, and clinical experts from multiple institutions in the United States and Canada. When the I-PASS Handoff Program, which was developed

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4b83c4a60f25de4f0da2549734003093
https://pubmed.ncbi.nlm.nih.gov/28648217