Bridging the Gap: A Pilot Study of a Health Care Transition Podcast Curriculum and Standardized Patient Case for Graduate Medical Education Trainees.
| Autor: | Feeney CD; Department of Medicine, Duke University School of Medicine, Durham, USA.; Department of Pediatrics, Duke University School of Medicine, Durham, USA., Sadun RE; Department of Medicine, Duke University School of Medicine, Durham, USA.; Department of Pediatrics, Duke University School of Medicine, Durham, USA., Manning A; Department of Psychiatry and Human Behavior, The Warren Alpert Medical School of Brown University, Providence, USA., Trinh JV; Department of Medicine, Duke University School of Medicine, Durham, USA.; Department of Pediatrics, Duke University School of Medicine, Durham, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Cureus [Cureus] 2024 Oct 21; Vol. 16 (10), pp. e72018. Date of Electronic Publication: 2024 Oct 21 (Print Publication: 2024). |
| DOI: | 10.7759/cureus.72018 |
| Abstrakt: | Introduction Pediatric to adult health care transition (HCT) is critical to maintaining the health and wellness of patients, and pediatric and adult providers often do not feel prepared to shepherd patients through this process. Methods We designed an HCT curriculum consisting of nine podcasts paired with existing ambulatory experiential learning opportunities for internal medicine-pediatric residents (n=6). Before and after the curriculum we evaluated resident HCT self-assessment and resident performance working with a standardized patient (SP) and standardized parent in a novel objective structured clinical examination (OSCE) station designed to assess HCT skills. Results Residents improved in all HCT self-assessment goals (Likert 1-5; average score increasing from 2.4 to 3.93; p= 0.0002) and in their overall OSCE performance (Likert 1-5; average score increasing from 2.6 to 4.1; p=0.002). Conclusion By combining portable didactic educational materials with intentional experiential learning opportunities, the HCT curriculum herein described improved residents' knowledge and skills related to helping adolescent and young adult patients through HCT. This curriculum could be easily adapted for implementation at other institutions and across disciplines. In addition, we offer a standardized patient case for use in assessing HCT skills. Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Duke Health Institutional Review Board issued approval Pro00043452. The objective structured clinical examination (OSCE) portion of the study was approved by the Duke Health IRB. The transition curriculum was determined exempt (Pro00110340). Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: The med-peds residency program earned $1000 from the Health Care Transition Quality Improvement Collaborative by participating. This curriculum was created after participation in the QI collaborative, however the work was inspired by the collaborative. Rebecca Sadun was a recipient of the Rheumatology Research Foundation Clinician Scholar Educator Award, which funded her development and validation of a transition OSCE station. . Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work. (Copyright © 2024, Feeney et al.) |
| Databáze: | MEDLINE |
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