Hybrid Interactive and Didactic Teaching Format Improves Resident Retention and Attention Compared to Traditional Lectures

The Art of Oncology Education and Knowledge Sharing-It is All About the "How"

In the rapidly evolving field of oncology, education and knowledge sharing have become essential aspects of oncology practice and must-needed tools to help patients conquer cancer. Oncology education is an art that needs to be mastered by applying scientific learning methods through structured frameworks into it, in order to have an impact. To effectively educate and share knowledge with oncology professionals, we propose following a "chain of education". This chain consists of five links that are essential for creating a successful educational activity: "who", "why", "where", "what", and "how". By following the "chain of education" through all links leading to the final key of how to educate, and guided by learning science principles, educators can optimize and enhance their teaching and knowledge-sharing skills and educate learners with more impact. Two common scenarios of medical education in oncology are the education of trainees and the education of community oncologists. In this article, we review them through the prism of the "chain of education". We discuss how using effective learning science principles can guide small changes that lead to significant impacts in trainees' education and can also leverage social media platforms in the education of community oncologists. Alongside this described framework, we briefly review some available oncology education resources, and we discuss incorporating the "chain of education" into future technologies.

Best Practices for the Care of Breastfeeding Patients Requiring Local or General Anesthesia

The care of breastfeeding patients who require anesthesia presents unique challenges; therefore, caregivers must be knowledgeable regarding drugs' pharmacodynamic and pharmacokinetic profiles to ensure the safety of the breastfed infant. Although most anesthetic drugs are compatible with breastfeeding, health care providers continue to advise patients to "pump and dump." This advice can lead to undesirable outcomes, including interruption or cessation of breastfeeding, creating possible physical and psychological challenges for parents and their neonates. This article outlines best practices for the care of breastfeeding patients receiving anesthesia.

Interactive teaching enhances students' physiological arousal during online learning

The pure transfer of face-to-face teaching to a digital learning environment can be accompanied by a significant reduction in the physiological arousal of students, which in turn can be associated with passivity during the learning process, often linked to insufficient levels of concentration and engagement in the course work. Therefore, the aim of this study was to investigate whether students' psychobiological stress responses can be enhanced in the context of anatomical online learning and how increased physiological parameters correlate with characteristics of learning experiences in a digital learning environment. Healthy first-year medical students (n = 104) experienced a regular practical course in Microscopic Anatomy either in face-to-face learning, in passive online learning or in an interaction-enhanced version of online learning. Compared to passive online learning, students engaged in the interaction-enhanced version of online learning displayed a significantly reduced Heart Rate Variability (P 0.001, partial η² = 0.381) along with a strong increase in salivary cortisol (P 0.001, partial η² = 0.179) and salivary alpha-amylase activity (P 0.001, partial η² = 0.195). These results demonstrated that the physiological arousal of students engaged in online learning can be enhanced via interactive teaching methods and pointed towards clear correlations between higher physiological responses and elementary criteria of learning experience such as engagement and attention.

Teaching with Technology-Matching Pedagogy with Purpose in Radiology Education

The response to pandemic-related teaching disruption has revealed dynamic levels of learning and teaching flexibility and rapid technology adoption of radiology educators and trainees. Shutdowns and distancing requirements accelerated the adoption of technology as an educational tool, in some instances supplanting in-person education entirely. Despite the limitations of remote interaction, many educational advantages were recognized that can be leveraged in developing distance learning paradigms. The specific strategies employed should match modern learning science, enabling both students and educators to mutually grow as lifelong learners. As panel members of the "COVID: Faculty perspective" Task Force of the Association of University Radiologists Radiology Research Alliance, we present a review of key learning principles which educators can use to identify techniques that enhance resident learning and present an organized framework for applying technology-aided techniques aligned with modern learning principles. Our aim is to facilitate the purposeful integration of learning tools into the training environment by matching these tools to established educational frameworks. With these frameworks in mind, radiology educators have the opportunity to re-think the balance between traditional curricular design and modern digital teaching tools and models.

Medical malpractice litigation involving otolaryngology residents and fellows: A case-based 30-year review

BACKGROUND

Errors, misdiagnoses, and complications can occur while trainees are involved in patient care. Analysis of such events could reveal areas for improvement by residency and fellowship programs.

AIM

To examine lawsuits tried at the state and federal level involving otolaryngology trainees.

METHODS

The LexisNexis database, an online legal research database containing state and federal case records from across the United States, was retrospectively reviewed for malpractice cases involving otolaryngology residents or fellows from January 1, 1990 to December 31, 2020. Case data collected: Plaintiff/trainee/defendant characteristics, allegations, medical outcomes, and legal outcomes.

RESULTS

Over the study period, 20 malpractice lawsuits involving otolaryngology trainees were identified. Plaintiffs raised numerous allegations including procedural error (n = 12, 25.5%), incorrect diagnosis and/or treatment (n = 8, 17.0%), and lack of knowledge of trainee involvement (n = 6, 12.8%). Nine cases (45%) had verdicts in favor of the plaintiff, whereas 5 cases (25%) had verdicts in favor of the defense. Six cases (30%) ended in a settlement. Awards to plaintiffs were heterogenous, with a median of $617,500 (range $32K-17M) for settled cases and verdicts favoring plaintiffs.

CONCLUSION

The findings enclosed herein represent the first published analysis of trainee involvement in otolaryngology malpractice cases held at the state/federal level. Otolaryngology trainees can be involved in lawsuits for both procedural and nonprocedural events. This study highlights the importance of education specifically in the domains of procedural errors, informed consent, proper diagnosis/management, and clear communication within patient care teams. Training programs should incorporate these study findings into effective simulation courses and didactic sessions. Educating trainees about common pitfalls holds the promise of decreasing healthcare systems costs, reducing trainee burnout, and, most importantly, benefiting patients.

Conference Attendance Tracking and Evaluation in the Era of Virtual Conferences

Rationale and Objectives

The coronavirus pandemic upended in-person radiology education and led to a transition to virtual platforms. We needed a new method to monitor lecture attendance, previously relying on a physical badge system. Our goal was to develop and implement a virtual conference attendance system that is user-friendly, automated, useable in any virtual conference environment, and accurate.

Materials and Methods

We developed a web-based platform to serve as a virtual conference attendance tracking and evaluation platform. Daily, the application synchronizes with our lecture calendar to identify scheduled conferences and generates a unique attendance link for each event. The link is automatically posted in the conference chat and attendees must be logged in by the time it is posted to click the link, prompting single sign-on authentication. We integrated the system with resident schedules to excuse residents when appropriate. Real-time attendance reports are accessible in a user-friendly dashboard with a 5-star lecture review and comment system. We surveyed residents on satisfaction with the application after 1-year of use.

Results

Over the 2020–2021 academic year, we registered 376 conferences with 5,040 virtual swipes from 65 users. Once set up, virtual swipes take seconds to perform with minimal disruption to the conference. Average satisfaction for the platform was rated as 4.69 on a scale of 1 to 5. All respondents agreed or strongly agreed that use of the platform should be continued for future years, with 85% strongly agreeing.

Conclusion

: We developed an online platform for radiology conference attendance logging and evaluation, designed for virtual conferences.

Telemedicine Curriculum in an Ophthalmology Residency Program

Background The COVID-19 pandemic has accelerated the adoption of telemedicine in the field of ophthalmology. Despite the increasing utilization of telemedicine, there is a lack of formal training in ophthalmology residency programs to ensure ophthalmologists are prepared to conduct virtual eye exams.

Objective This article aims to assess the impact of an ophthalmic telemedicine curriculum on ophthalmology residents' self-reported knowledge acquisition in conducting telemedicine eye exams, perceived ability to diagnose, manage, and triage common eye diseases, and evaluate their attitudes toward the current and future use of teleophthalmology.

Methods This single-center study at Massachusetts Eye and Ear used a nonvalidated pre- and postcurriculum survey conducted during the 2020 to 2021 academic year among ophthalmology residents. Participants engaged in an ophthalmic telemedicine curriculum that consisted of interactive didactic lectures and electronic postdidactic assessments.

Results Twenty-four residents (100%) completed a precurriculum survey, while 23 of 24 (95.8%) residents completed both the telemedicine curriculum and a postcurriculum survey. On a five-point Likert scale, the median interquartile range (IQR) scores for confidence with setup/logistics, history taking, examination, documentation, and education increased from 2.5 (2.0–4.0) to 4.0 (3.5–4.5) (p = 0.001), 3.0 (3.0–4.0) to 5.0 (4.0–5.0) (p < 0.001), 2.0 (1.8–2.0) to 4.0 (3.5–4.0) (p < 0.001), 2.0 (1.0–2.0) to 4.0 (3.0–4.0) (p < 0.001), and 2.5 (2.0–3.0) to 4.0 (4.0–4.0) (p < 0.001), respectively. The median (IQR) scores for comfort with ethics/professionalism, disparities and conducting patient triage, diagnosis, and management increased from 2.0 (2.0–2.3) to 4.0 (3.0–4.0) (p < 0.001), 2.0 (2.0–2.0) to 3.0 (3.0–4.0) (p < 0.001) and 3.0 (2.0–3.0) to 4.0 (3.0–4.0) (p = 0.001), 2.0 (2.0–3.0) to 3.0 (3.0–4.0) (p < 0.001), and 3.0 (2.0–3.0) to 3.0 (3.0–4.0) (p = 0.008), respectively.

Conclusion The implementation of an ophthalmic telemedicine curriculum increased resident confidence and self-reported knowledge across all logistical and clinical components of virtual ophthalmic care. Formal telehealth curricula can address an unmet educational need of resident trainees in an era of rapid uptake and utilization of telehealth services.

Cultural Competency Curricula in US Graduate Medical Education: A Scoping Review

BACKGROUND

Cultural competency training provides participants with knowledge and skills to improve cross-cultural communication and is required for all graduate medical education (GME) training programs.

OBJECTIVE

The authors sought to determine what cultural competency curricula exist specifically in GME.

METHODS

In April 2020, the authors performed a scoping review of the literature using a multidatabase (PubMed, Ovid, MedEdPORTAL) search strategy that included keywords relevant to GME and cultural competency. The authors extracted descriptive data about the structure, implementation, and analysis of cultural competency curricula and analyzed these data for trends.

RESULTS

Sixty-seven articles met criteria for inclusion, of which 61 (91%) were focused exclusively on residents. The most commonly included specialties were psychiatry (n=19, 28.4%), internal medicine (n=16, 23.9%), and pediatrics (n=15, 22.4%). The shortest intervention was a 30-minute online module, while the longest contained didactics, electives, and mentoring programs that spanned the entirety of residency training (4 years). The sample sizes of included studies ranged from 6 to 833 participants. Eight (11.9%) studies utilized OSCEs as assessment tools, while 17 (25.4%) conducted semi-structured interviews or focus groups. Four common themes were unique interventions, retention of learning, trainee evaluation of curricula, and resources required for implementation.

CONCLUSIONS

Wide variation exists in the design, implementation, and evaluation of cultural competency curricula for residents and fellows.

Development of Basketball Tactics Basic Cooperation Teaching System Based on CNN and BP Neural Network

The traditional basketball teaching mode cannot meet the needs of students for the basic cooperation of basketball tactics. Therefore, a basic cooperation teaching system of basketball tactics based on artificial neural network is studied and designed. The system has a professional basketball game video tactical learning module. The events in the basketball game video are classified through a convolutional neural network and combined with the explanation of teachers to make the students have an intuitive understanding of the basic cooperation of basketball tactics and then design the basketball game module based on a BP neural network to provide students with an online basketball tactics training platform. Finally, the teacher scores the performance of the actual on-site training students in the basic cooperation of basketball tactics through the tactical scoring module on the system. The results show that after the introduction of global and collective motion patterns, the classification accuracy of the convolutional neural network is improved by 22.48%, which has significant optimization. The average accuracy of basketball game video event classification is 62.35%, and the accuracy of snatch event classification is improved to 95.28%. The recognition rate of the BP neural network combined with momentum gradient descent method is 75%, the number of weight adjustment is less, and the memory is small while ensuring fast running speed. Students who accept the basic basketball tactics cooperation teaching system based on the artificial neural network for basketball teaching have an overall score of 27.99 ± 2.11 points The overall score of exchange defense cooperation was 24.12 ± 2.03, which was higher than that of the control group. The above results show that the basketball tactical basic cooperation teaching system based on the artificial neural network has a good teaching effect in improving students' basketball tactical basic cooperation ability.