P005: Building Preoptimization Education and Training into your Curriculum with both Preoperative and Subsequent Postoperative Evaluations
How to develop a preoptimization and consultative program/curriculum to better train residents in caring for their patients in the perioperative period. It includes continuity of care by providing education in both the outpatient preoperative setting along with postoperative follow-up. Consultative medicine is often taught in many different aspects of the curriculum but this program consolidates it for us. It helps educate residents in both a systems approach to care with a team model where each member needs to communicate effectively to improve patient outcomes. Being a consultant also demonstrates to a resident the different roles a general internist can have in medicine.
Presenter: Gina LaCapra, MD
Atlantic Health (Overlook)
P006: Evaluating the Impact of Diagnostic Time-Out as a Tool to Promote Clinical Reasoning During Night Float Presentations: A Pilot Study
With the emergence of “night float” admissions, trainees often present patients on rounds who were admitted by a different clinician. We hypothesized that incorporating a diagnostic time-out (DTO) on rounds would promote feedback and development of clinical reasoning. General medicine teams at the Hospital of the University of Pennsylvania were randomly assigned to use a DTO tool on rounds for new night float admissions or to a control group. The DTO consisted of 5 questions: Do we have an accurate, comprehensive summary statement? Do we have a complete, prioritized differential? Have we considered any biases impacting our clinical judgment? Did we consider and rule out “can’t miss” diagnoses? Have we acknowledged any uncertainty in our leading diagnosis? After each 2-week rotation, all participants were sent anonymous online surveys. Among interns, 91% in the intervention group and 75% in the control group felt that their diagnostic reasoning skills improved. A similar trend was observed with respect to feedback on diagnostic reasoning, with 82% of intervention group interns and 56% of control group interns reporting feedback. Furthermore, 0 out of 4 control group attendings compared to 4 out of 12 intervention group attendings (33%) reported perceived improvement in diagnostic reasoning skills. Implementation of the DTO on rounds was associated with numerically higher rates of improvement in diagnostic reasoning skills and feedback among interns as well as improvement in perceived diagnostic reasoning skills among attendings. A second phase of the study is ongoing, incorporating changes to overcome the barriers to DTO utilization.
Presenter: Mary Barrosse-Antle, MD
Raymond and Ruth Perelman School of Medicine at the University of Pennsylvania
P008: Harness Team Energy to Catapult Patients Into Success: Bite-Sized Lessons Regarding Social Factors
ACGME internal medicine program requirements ask that programs recognize and help address the social determinants of health (SDOH). Additionally, we desired that our residents more effectively utilize community resources to ultimately improve the health of our community. We collaborated with our local experts - the clinic social workers and pharmacist - in addition to general medicine faculty to brainstorm methods for developing a longitudinal curriculum. Each resident completes an ambulatory rotation three times/year, so the ambulatory SDOH curriculum is divided into three segments with one new segment experienced each time on the ambulatory block. We addressed the following themes during these segments: access to care and medication assistance, food insecurity and transportation, and immigration, language, and housing. Faculty members provided introductory didactics and didactics regarding immigration and language barriers and approach to appropriate interpreter incorporation. The social workers, pharmacist, and faculty partnered together to provide informational sessions. During a team workshop, we led into a virtual city tour activity for the residents. As part of this tour, residents used a local crime map, Google maps, the local bus route website, and other resources to determine the patient's location in comparison to the clinic, grocery store, pharmacy, schools, etc. Local non-profit organization leadership also provided information seminars to residents. This longitudinal series culminated in sharing positive success stories of our patients that would have been impossible without this multidisciplinary team. We received positive feedback via resident surveys regarding augmented knowledge of important resources to combat patients' social barriers.
Presenter: Suchita Pancholi, MD, FACP
University of South Carolina School of Medicine, Columbia
P012: Improving Resident Patient Satisfaction Scores
We performed a study to evaluate interventions that could increase the patient satisfaction scores for internal medicine residents. Over a period 10 months focus was placed on resident patient communications skills, specifically during the discharge process. New policies were created to require physician contact immediately prior to discharge and a universal after visit summary was implemented. Results showed inconsistent and variable patient satisfaction scores, that appeared to be from differences in individual rotating residents. Despite improving patient's sense of being respected and standardizing the discharge process no significant change was noted in the likelihood to recommend score. This was in line with current literature showing residents are well tolerated but lead to decrease in LTR scores. Given variable and clinically insignificant data, resident performance is best evaluated through alternative means and not through LTR scores.
Presenter: Saad Jamil, MD
Chicago Medical School/Rosalind Franklin University of Medicine & Science/Northwestern Medicine McHenry Hospital
P019: Silver Lining Playbacks, Asynchronous Learning in the Age of COVID
The COVID-19 pandemic and resulting focus on virtual learning has created inherent difficulties in delivering effective resident education. With this in mind, TJUH IM residency created a YouTube account recording virtual conferences to develop a lasting curriculum that expands and solidifies resident knowledge.
We used the analytics feature on YouTube to assess resident viewing and conducted an online survey of internal medicine residents in April of 2021 to assess when and why residents would watch videos, and in what capacity they deemed them educationally effective.
By April 22 there were 1,645 total views, 37 subscribers, and 50 videos on the YouTube channel. 93% of residents thought that the lecture videos enhanced their educational experience. 82% noted that the lecture videos helped them in preparation for clinical rotations, and 80% noted it helped them in preparing for board examinations. Residents were most likely to watch recorded lectures during ambulatory rotations then on floors and ICU.
The lectures were utilized significantly by the residents who overwhelmingly thought they enhanced their educational experience, especially during less hour intensive rotations. Extrapolating this data one can clearly see the benefits in developing residency video lecture repositories in fulfilling the ACGME medical knowledge core competency.
Presenter: Nicholas Young, MD
Sidney Kimmel Medical College at Thomas Jefferson University
P020: Beyond Buprenorphine: Resident Education on General Care of Patients with Opioid Use Disorder to Decrease Bias
With opioid use disorder (OUD) deaths skyrocketing nationwide, internists still feel undertrained and underprepared. There is compelling evidence of care gaps for this population, as well as negative bias from clinicians which impacts care outcomes. Caring for patients with OUD is also a recognized driver of burnout, professional dissatisfaction, and moral distress. We developed a novel curriculum on the general care of patients with OUD and created an addiction Implicit Association Test (IAT) to assess bias. The curriculum was intended to reduce bias against patients with OUD by affirming their worth regardless of recovery status and to reduce resident burnout by demonstrating the many ways to improve patient health regardless of recovery status. To measure bias we developed an addiction IAT, a computer-based assessment of implicit bias which is frequently used to measure implicit bias for other traits. IATs measuring implicit racial bias can predict disparities in medical decisions, thus an addiction IAT is felt to be a plausible measure of clinically meaningful bias. Mean D-score prior to the workshop was 0.389, consistent with a moderate negative association for people with addiction; after the workshop mean was -0.011, consistent with little to no implicit association (p=0.022). 100% of residents who evaluated the workshop agreed somewhat or strongly that it was useful and would impact their patient care. Knowledge and burnout scores (using the Professional Fulfillment Index) did not change. We hope to further validate and establish the utility of the addiction IAT as an assessment of educationally-sensitive bias.
Presenter: Jillian Zavodnick, MD
Sidney Kimmel Medical College at Thomas Jefferson University
P024: Longitudinal Health Disparities and Health Equity Curriculum for Internal Medicine Residents
Presenting a longitudinal health disparities and health equity curriculum developed for all VCU internal medicine residents as part of their core curriculum. The VCU internal medicine residency program recognized the importance in educating all of our residents about health disparities and teaching them how to apply these lessons to promote health equity in their own practice. The curriculum was designed to span over the three years of residency training and include multiple sessions in which the residents participate. The residents are led by internal medicine faculty and are encouraged to actively engage with topics such as social determinants of health, implicit bias, community outreach, micro and macro aggressions and the history of racism in medicine.
Presenter: Sarika Modi, MD
Virginia Commonwealth University School of Medicine
P025: Bridging the Gap - Development of a Learner-Directed Pathway and Clinical Rotation to Engage Internal Medicine Residents in the Care of Under-Represented Populations
In this poster we describe how a residency program with no existing explicit training in social determinants of health developed a program that achieved the dual goals of ACGME expectations for education about health disparities and resident-identified needs for additional learning on equity and advocacy. The programmatic innovations give residents who participate in the learner-directed pathway expertise in equity and advocacy and have also increased relevant content exposure to all internal medicine residents. We describe the curriculum that was implemented in the first year of the program, the steps in its development that we believe were key for establishing program sustainability, and how lessons learned will change the curriculum going forward.
Presenter: Victoria Gillet, MD
University of Wisconsin School of Medicine and Public Health
P026: Development of a Novel Mentorship Curriculum for Medicine-Pediatrics Residents
We developed an innovative, longitudinal mentorship curriculum to improve mentorship among medicine-pediatrics residents. That intervention has been augmented based on resident feedback and in order to comply with social-distancing restrictions resulting from the COVID-19 pandemic. Our current mentorship model is a multi-pronged intervention which includes five longitudinal components: 1) small-group peer mentoring; 2) brief, regular online check-ins with residency leadership; 3) online didacts and workshops focused on skill building; 4) a series of “Luminary Dinners” highlighting different career paths; and 5) dedicated faculty members who serve as “Faculty Bridges” to pair residents with mentors based on common interests. We performed an interim analysis on de-identified results from an annual residency survey which elicited resident opinions regarding overall programmatic mentorship and specific aspects of the mentorship curriculum between 2012-2020. We used chi-square tests to assess statistically significant differences pre- (2012-2015) and post-intervention (2015-2020). Overall, 103 residents responded to survey questions about mentorship. Residents’ satisfaction with overall residency mentoring improved from 57.6% pre-intervention to 78.6% post-intervention (p-value=0.14); satisfaction with emotional support improved from 63.6% to 81.8% (p-value=0.07); and satisfaction with career mentoring improved from 48.5% to 60.0% (p-value=0.59). Our results showed improved resident satisfaction with overall and career-specific mentorship, as well as emotional support, though given our limited sample size those findings were not statically significant. We used those results to inform changes to our model of mentorship that were implemented during COVID-19 pandemic, with a particular focused on career mentorship. A subsequent planned analysis will evaluate the impact of those interventions.
Presenter: Lao-Tzu Allan-Blitz, MD
Harvard Medical School Brigham and Women's Hospital
P028: Development of a Multisystem Point of Care Ultrasound Competency Assessment Tool
Point of Care Ultrasound (POCUS) is a skill that is rapidly growing across multiple medical specialties as well as across learner levels from medical students through in-practice physicians. POCUS is a skill that requires both image acquisition and interpretation by the user to answer focused, goal-directed questions about patient care for diagnostic purposes as well as guide performance of invasive procedures. While training in this skill have been well-established in the specialty of emergency medicine, clear guidance on training and methods to determine competency for certification are limited in other specialties. The recently established National Board of Echocardiography exam aims for participants to demonstrate mastery in critical care ultrasonography. However, tools to assess a learner’s achievement of basic competency across more broad applications are lacking. Therefore, we developed a tool to assess learner competency across multiple POCUS applications through a modified-Delphi approach via three rounds of voting, group discussion, and iterative revisions. Consensus was defined by ≥80% of experts agreeing to include an item. Items achieving >80% consensus for inclusion were discussed, revised, and considered for an additional two rounds of voting. During the first round of voting, 133 items achieved consensus, and after revision and revoting, an additional 21 items achieved ≥80% consensus. A total of 154 items were included in the final multisystem POCUS competency assessment tool with categorical selections with reference anchors. We have developed a multispecialty consensus-based POCUS competency assessment tool to evaluate basic skills in cardiac, lung, and abdominal ultrasound as well as PIV insertion.
Presenter: Christopher Schott, MD
University of Pittsburgh School of Medicine
P029: Improving Depression Screening in the Era of SARS-CoV-2
During the Covid-19 pandemic, there has been an unprecedented number of stressors leading to a three-fold increase in depression. Our goal was to design a quality improvement project to increase depression screening rates by at least 10% using the PHQ-2 and PHQ-9 in the Texas Tech Internal Medicine Clinic. After a thorough root cause analysis, we implemented the use of the PHQ-2 during the triage process and treated it as a vital sign. A positive screening triggered the administration of a PHQ-9. An easily accessible tab was incorporated into the EMR for proper documentation. Educational material was also made available to patients and healthcare professionals alike. Pre-intervention data was collected from July 1 through September 30, 2020 and January 4 through January 22, 2021 to establish a baseline screening rate. Subsequent data was collected post-intervention from January 25 through March 23, 2021. Pre-intervention data showed that of the 896 patient encounters only 67 patients (7%) were screened with the PHQ2 and 77 patients (9%) were screened with PHQ9. Post intervention data showed that of 623 encounters, 371 patients (60%) were screened with the PHQ2 and 108 patients (17%) were screened with the PHQ9. This represents a 75% increase in PHQ-2 screening post-intervention and an 88% increase in PHQ-9 screening. Placing emphasis on mental health screening in the triage process has successfully improved depression screening rates in our outpatient clinic. The early identification and treatment for depression will improve our patient’s quality of life thus improving overall morbidity and mortality.
Presenter: Jesus Guzman, MD
Paul L. Foster School of Medicine Texas Tech University Health Sciences Center
P030: Identifying Procedural Training Deficiencies and Development of Longitudinal Procedural Track
This poster describes the current challenges of procedural training and evaluates resident levels of procedural competency and the effects of implementing a new procedural training curriculum. We initially surveyed senior residents to understand current procedural numbers, self-assessed skill level, and importance in career path. We established a longitudinal curriculum during the residents' clinic week to rotate through several procedural areas to increase procedure numbers and further training. Initial survey results of those participating in the procedure track were reviewed based on which path of the procedural track the resident selected - outpatient, inpatient, or subspecialty. In most circumstances, the residents reported achieving fewer number of procedures than anticipated in order to feel competent in performing them. Residents in these paths also rated these procedures as highly likely to perform in the future. Initial review of procedure number shows greater number of procedures performed by residents participating in the track compared to those are not. However, further data analysis is needed to appreciate the impact and reduce confounding factors. We plan to repeat surveys to re-evaluate self-assessed skills.
Presenter: John Fritzlen, MD
University of Kansas School of Medicine
P038: Hospitalist Curriculum at a Community Teaching Hospital: Training Future Hospitalists
A large number of residents choose to practice hospital medicine after graduation. Although they are well prepared to manage medical problems, they have limited understanding of aspects of hospital medicine such as business practice, hospital quality metrics, and role of hospitalist as leader. We have designed a curriculum to address these topics during residency. This curriculum is for PGY-3 residents and they work under direct supervision of a teaching hospitalist. During this rotation emphasis is placed on learning of billing and coding, clinical documentation, high value care, hospital quality metrics including length of stay, patient surveys, readmission rate and hospital acquired infections. Our residents have reported improved understanding of billing, quality metrics, hospitalist administrative responsibilities, and choosing wisely. We propose that this will help them develop skills early to grow and succeed in their career as hospitalists.
Presenter: Charu Ramchandani, MD
Montefiore Medical Center/Albert Einstein College of Medicine (Wakefield Campus)
P039: A Novel Longitudinal Curriculum for Teaching Quality Improvement to Internal Medicine Residents
Systems-based practice and quality improvement are an important addition to the core competency requirements in internal medicine residency curricula. Our poster describes an intervention to create an effective, longitudinal, year-long QI curriculum (based on IHI Open School) targeted at first year internal medicine residents. This was a "flipped" curriculum, meaning that pre-assigned learning modules were supplemented with in-person interactive workshops focused on trainee engagement. QI knowledge was assessed before and after the intervention using a validated knowledge assessment tool (QIKAT-R).
Presenter: Karan Ramakrishna, MBBS
State University of New York Upstate Medical University College of Medicine