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Hilty DM, Stubbe D, McKean AJ, Hoffman PE, Zalpuri I, Myint MT, Joshi SV, Pakyurek M, Li STT. A scoping review of social media in child, adolescents and young adults: research findings in depression, anxiety and other clinical challenges. BJPsych Open 2023; 9:e152. [PMID: 37563766 PMCID: PMC10594088 DOI: 10.1192/bjo.2023.523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Revised: 06/08/2023] [Accepted: 06/09/2023] [Indexed: 08/12/2023] Open
Abstract
BACKGROUND Social media and other technologies are reshaping communication and health. AIMS This review addresses the relationship between social media use, behavioural health conditions and psychological well-being for youth aged <25 years. METHOD A scoping review of 11 literature databases from 2000 to 2020 explored research studies in youth in five areas: clinical depression and anxiety, quantitative use, social media mode, engagement and qualitative dimensions and health and well-being. RESULTS Out of 2820 potential literature references, 140 met the inclusion criteria. The foci were clinical depression and anxiety disorders (n = 78), clinical challenges (e.g. suicidal ideation, cyberbullying) (n = 34) and psychological well-being (n = 28). Most studies focused on Facebook, Twitter, Instagram and YouTube. Few studies are longitudinal in design (n = 26), had comparison groups (n = 27), were randomised controlled trials (n = 3) or used structured assessments (n = 4). Few focused on different youth and sociodemographic populations, particularly for low-income, equity-seeking and deserving populations. Studies examined association (n = 120; 85.7%), mediating (n = 16; 11.4%) and causal (n = 4; 2.9%) relationships. Prospective, longitudinal studies of depression and anxiety appear to indicate that shorter use (≤3 h/day) and purposeful engagement is associated with better mood and psychological well-being. Depression may predict social media use and reduce perception of support. Findings provide families, teachers and providers ways to engage youth. CONCLUSIONS Research opportunities include clinical outcomes from functional perspective on a health continuum, diverse youth and sociodemographic populations, methodology, intervention and privacy issues. More longitudinal studies, comparison designs and effectiveness approaches are also needed. Health systems face clinical, training and professional development challenges.
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Affiliation(s)
- Donald M. Hilty
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, California, USA; and Mental Health, Veterans Affairs Northern California Health Care System, California, USA
| | - Dorothy Stubbe
- Child Study Center, Yale School of Medicine, Connecticut, USA
| | | | - Pamela E. Hoffman
- Department of Psychiatry & Behavioral Science, Yale School of Medicine, Connecticut, USA
| | - Isheeta Zalpuri
- Department of Psychiatry & Behavioral Science, Stanford University Medical Center, California, USA
| | - Myo T. Myint
- Department of Psychiatry & Behavioral Science, Tulane University School of Medicine, Louisiana, USA
| | - Shashank V. Joshi
- Department of Psychiatry & Behavioral Science, Stanford University Medical Center, California, USA
| | - Murat Pakyurek
- Division of Child and Adolescent Psychiatry, University of California, Davis School of Medicine, California, USA
| | - Su-Ting T. Li
- Department of Pediatrics, University of California, Davis School of Medicine, California, USA
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Li STT, Turner AL, Naifeh MM, Stevenson MD, Abramson EL, Winn AS, Gregg C, Leslie LK. COVID-19 Pandemic Impact on Pediatricians Entering the Pediatric Workforce. Acad Pediatr 2022:S1876-2859(22)00627-1. [PMID: 36566950 PMCID: PMC9773697 DOI: 10.1016/j.acap.2022.11.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 11/04/2022] [Accepted: 11/20/2022] [Indexed: 12/24/2022]
Abstract
OBJECTIVE Determine extent of impact of coronavirus disease 2019 (COVID-19) pandemic on career choice and employment of pediatricians entering pediatric workforce. METHODS A national, cross-sectional electronic survey of pediatricians registering for the 2021 American Board of Pediatrics initial general certifying examination on the impact of the COVID-19 pandemic on 3 aspects of career (career choice, employment search, employment offers) was performed. Data were analyzed using descriptive statistics and multivariate logistic regression to determine factors associated with the pandemic's impact on career. Thematic analysis was used to generate themes for open-ended survey questions. RESULTS Over half (52.3%, 1767 of 3380) of pediatricians responded. Overall, 29.1% reported that the pandemic impacted their career (career choice [10.4%], employment search [15.6%], or employment offers [19.0%]); applicants to general pediatrics (GP) (52.9%) or pediatric hospitalist (PH) positions (49.3%) were most affected. Multivariate logistic regression modeling found those applying to GP (odds ratio [OR]: 3.83, 95% confidence interval [CI]: 2.22-6.60), PH (OR: 9.02, 95% CI: 5.60-14.52), and International Medical Graduates (IMGs) (OR: 1.90; 95% CI: 1.39-2.59) most likely to experience any career impact. CONCLUSIONS Almost one third of pediatricians registering for the initial general pediatrics certifying examination reported their careers were impacted by the COVID-19 pandemic, with 10% of respondents reporting the pandemic impacted their career choice. Half of new pediatricians seeking employment reported being impacted by the pandemic, particularly IMGs. As the pandemic evolves, career advising will continue to be critical to support trainees in their career choices and employment.
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Affiliation(s)
- Su-Ting T. Li
- Department of Pediatrics, University of California Davis (S-TT Li), Sacramento, Calif,Address correspondence to Su-Ting T. Li, MD, MPH; Department of Pediatrics, University of California Davis, 2156 Stockton Blvd, Sacramento, CA 95817
| | - Adam L. Turner
- Department of Pediatrics, American Board of Pediatrics (AL Turner, C Gregg, and LK Leslie), Chapel Hill, NC
| | - Monique M. Naifeh
- Department of Pediatrics, University of Oklahoma Health Sciences Center (MM Naifeh), Oklahoma City, Okla
| | - Michelle D. Stevenson
- Norton Children's Affiliated With the University of Louisville School of Medicine (MD Stevenson), Louisville, Ky
| | - Erika L. Abramson
- Department of Pediatrics, Weill Cornell Medical Graduate School of Medical Sciences, Cornell University (EL Abramson), New York, NY
| | - Ariel S. Winn
- Department of Pediatrics, Boston Children's Hospital and Harvard Medical School (AS Winn), Boston, Mass
| | - Crista Gregg
- Department of Pediatrics, American Board of Pediatrics (AL Turner, C Gregg, and LK Leslie), Chapel Hill, NC
| | - Laurel K. Leslie
- Department of Pediatrics, American Board of Pediatrics (AL Turner, C Gregg, and LK Leslie), Chapel Hill, NC
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Naifeh MM, Stevenson MD, Abramson EL, Aston CE, Combs RM, Decker HR, Li STT. The Early Effects of the COVID-19 Pandemic on Pediatric Resident Education: A National Assessment. Acad Pediatr 2022:S1876-2859(22)00562-9. [PMID: 36375759 PMCID: PMC9651936 DOI: 10.1016/j.acap.2022.11.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 11/01/2022] [Accepted: 11/03/2022] [Indexed: 11/13/2022]
Abstract
PURPOSE Residency programs must ensure resident competence for independent practice. The COVID-19 pandemic disrupted healthcare delivery, impacting pediatric residencies. This study examines the impact on pediatric resident education. METHODS The authors conducted a mixed methods national survey of pediatric residency program directors (PDs) from May- July 2020. Data analysis included descriptive statistics, χ2, Wilcox rank sum tests. Multivariable modeling identified factors associated with resident preparation for more senior roles. Thematic analysis was performed on open-ended questions about PD COVID-19 pandemic recommendations to peers, Accreditation Council for Graduate Medical Education and American Board of Pediatrics. RESULTS Response rate was 55% (110/199). PDs reported the COVID-19 pandemic negatively affected inpatient (n= 86, 78.2%), and outpatient education (n=104, 94.5%), procedural competence (n=64; 58.2%), and resident preparation for more senior roles (n= 50, 45.5%). In bivariate analyses, increasingly negative impacts on inpatient and outpatient education were associated with an increasingly negative impact on resident preparation for more senior roles (p=0.03, p=0.008), these relationships held true in multivariable analysis. Qualitative analysis identified 4 themes from PD recommendations: 1) Clear communication from governing bodies and other leaders; 2) Flexibility within programs and from governing bodies; 3) Clinical exposure is key for competency development; 4) Online platforms are important for education, communication, and support. CONCLUSIONS The COVID-19 pandemic negatively impacted inpatient and outpatient education. When these were more negatively impacted, resident preparation for more senior roles was worse. Highlighting the importance of competency based medical education to tailor experiences ensuring each resident is competent for independent practice. WHAT'S NEW The COVID-19 pandemic negatively impacted inpatient and outpatient clinical education which negatively impacted resident preparation for more senior roles. This highlights the importance of competency based medical education to ensure each graduating resident is competent for independent practice.
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Affiliation(s)
- Monique M. Naifeh
- Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, OK,Corresponding author: Monique M. Naifeh, Department of Pediatrics, University of Oklahoma Health Sciences Center, 1200 N. Children's Ave Ste. 12300, Oklahoma City, OK 73104. Tel: 405-271-1456
| | - Michelle D. Stevenson
- Department of Pediatrics, Norton Children's Hospital and University of Louisville, Louisville, KY
| | - Erika L. Abramson
- Department of Pediatrics and Department of Population Health Sciences, Weill Cornell Medicine, New York, NY
| | - Christopher E. Aston
- Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, OK
| | - Ryan M. Combs
- Department of Health Promotion and Behavior Sciences, Norton Children's Hospital and University of Louisville, Louisville, KY
| | - Hallie R. Decker
- Department of Health Promotion and Behavior Sciences, Norton Children's Hospital and University of Louisville, Louisville, KY
| | - Su-Ting T. Li
- Department of Pediatrics, University of California Davis, Sacramento, CA
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Fraiman YS, Cheston CC, Cabral HJ, Allen C, Asnes AG, Barrett JT, Batra M, Bernstein W, Bleeker T, Dietz PM, Lewis J, Li STT, Ma TM, Mahan JD, Michelson CD, Poynter SE, Vining MA, Watson K, Sox CM. Effect of a Novel Mindfulness Curriculum on Burnout During Pediatric Internship: A Cluster Randomized Clinical Trial. JAMA Pediatr 2022; 176:365-372. [PMID: 35072694 PMCID: PMC8787682 DOI: 10.1001/jamapediatrics.2021.5740] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
IMPORTANCE Mindfulness curricula can improve physician burnout, but implementation during residency presents challenges. OBJECTIVE To examine whether a novel mindfulness curriculum implemented in the first 6 months of internship reduces burnout. DESIGN, SETTING, AND PARTICIPANTS This pragmatic, multicenter, stratified cluster randomized clinical trial of a mindfulness curriculum randomized 340 pediatric interns to the intervention or control arm within program pairs generated based on program size and region. Fifteen US pediatric training programs participated from June 14, 2017, to February 28, 2019. INTERVENTIONS The intervention included 7 hour-long sessions of a monthly mindfulness curriculum (Mindfulness Intervention for New Interns) and a monthly mindfulness refresher implemented during internship. The active control arm included monthly 1-hour social lunches. MAIN OUTCOMES AND MEASURES The primary outcome was emotional exhaustion (EE) as measured by the Maslach Burnout Inventory 9-question EE subscale (range, 7-63; higher scores correspond to greater perceived burnout). Secondary outcomes were depersonalization, personal accomplishment, and burnout. The study assessed mindfulness with the Five Facet Mindfulness Questionnaire and empathy with the Interpersonal Reactivity Index subscales of perspective taking and empathetic concern. Surveys were implemented at baseline, month 6, and month 15. RESULTS Of the 365 interns invited to participate, 340 (93.2%; 255 [75.0%] female; 51 [15.0%] 30 years or older) completed surveys at baseline; 273 (74.8%) also participated at month 6 and 195 (53.4%) at month 15. Participants included 194 (57.1%) in the Mindfulness Intervention for New Interns and 146 (42.9%) in the control arm. Analyses were adjusted for baseline outcome measures. Both arms' EE scores were higher at 6 and 15 months than at baseline, but EE did not significantly differ by arm in multivariable analyses (6 months: 35.4 vs 32.4; adjusted difference, 3.03; 95% CI, -0.14 to 6.21; 15 months: 33.8 vs 32.9; adjusted difference, 1.42; 95% CI, -2.42 to 5.27). None of the 6 secondary outcomes significantly differed by arm at month 6 or month 15. CONCLUSIONS AND RELEVANCE A novel mindfulness curriculum did not significantly affect EE, burnout, empathy, or mindfulness immediately or 9 months after curriculum implementation. These findings diverge from prior nonrandomized studies of mindfulness interventions, emphasizing the importance of rigorous study design and suggesting that additional study is needed to develop evidence-based methods to reduce trainee burnout. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT03148626.
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Affiliation(s)
- Yarden S. Fraiman
- Department of Neonatology, Beth Israel Deaconess Medical Center, Boston, Massachusetts,Division of Newborn Medicine, Department of Pediatrics, Boston Children’s Hospital, Boston, Massachusetts,Department of Pediatrics, Harvard Medical School, Boston, Massachusetts
| | - Christine C. Cheston
- Boston Medical Center, Department of Pediatrics, Boston University School of Medicine, Boston, Massachusetts
| | - Howard J. Cabral
- Deparment of Biostatistics, Boston University School of Public Health, Boston, Massachusetts
| | - Celeste Allen
- University of California, San Francisco Benioff Children’s Hospital Oakland, Oakland
| | | | - Jefferson T. Barrett
- Floating Hospital for Children–Tufts Medical Center, Boston, Massachusetts,Division of Emergency Medicine, Department of Pediatrics, Boston Children’s Hospital, Boston, Massachusetts,Department of Pediatrics, The Children’s Hospital at Montefiore, Bronx, New York
| | - Maneesh Batra
- Division of Neonatology, Department of Pediatrics, Seattle Children’s Hospital, University of Washington, Seattle
| | - William Bernstein
- Department of Pediatrics, Saint Peter’s University Hospital, New Brunswick, New Jersey
| | - Tammy Bleeker
- Department of Pediatrics, University of Florida, Gainesville
| | - Pam M. Dietz
- Department of Pediatrics, Maine Medical Center, Portland, Maine
| | - Joanna Lewis
- Department of Pediatrics, Advocate Children’s Hospital, Park Ridge, Illinois
| | - Su-Ting T. Li
- Department of Pediatrics, University of California, Davis, Sacramento
| | - T. Marsha Ma
- Pediatric Cardiology, Loyola Medicine, Maywood, Illinois
| | - John D. Mahan
- Division of Nephrology and Hypertension, Department of Pediatrics, Nationwide Children’s, Columbus, Ohio
| | - Catherine D. Michelson
- Boston Medical Center, Department of Pediatrics, Boston University School of Medicine, Boston, Massachusetts
| | - Sue E. Poynter
- Division of Critical Care, Department of Pediatrics, Cincinnati Children’s Hospital, University of Cincinnati, Cincinnati, Ohio
| | - Mark A. Vining
- Department of Pediatrics, University of Massachusetts Medical School, Worcester
| | - Katherine Watson
- Division of General Academic Pediatrics, Children’s Hospital of Pittsburgh, Pittsburgh, Pennsylvania
| | - Colin M. Sox
- Boston Medical Center, Department of Pediatrics, Boston University School of Medicine, Boston, Massachusetts
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Yaghmour NA, Poulin LJ, Bernabeo EC, Ekpenyong A, Li STT, Eden AR, Hauer KE, Tichter AM, Hamstra SJ, Holmboe ES. Stages of Milestones Implementation: A Template Analysis of 16 Programs Across 4 Specialties. J Grad Med Educ 2021; 13:14-44. [PMID: 33936531 PMCID: PMC8078079 DOI: 10.4300/jgme-d-20-00900.1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 10/20/2020] [Accepted: 10/26/2020] [Indexed: 12/31/2022] Open
Abstract
BACKGROUND Since 2013, US residency programs have used the competency-based framework of the Milestones to report resident progress and to provide feedback to residents. The implementation of Milestones-based assessments, clinical competency committee (CCC) meetings, and processes for providing feedback varies among programs and warrants systematic examination across specialties. OBJECTIVE We sought to determine how varying assessment, CCC, and feedback implementation strategies result in different outcomes in resource expenditure and stakeholder engagement, and to explore the contextual forces that moderate these outcomes. METHODS From 2017 to 2018, interviews were conducted of program directors, CCC chairs, and residents in emergency medicine (EM), internal medicine (IM), pediatrics, and family medicine (FM), querying their experiences with Milestone processes in their respective programs. Interview transcripts were coded using template analysis, with the initial template derived from previous research. The research team conducted iterative consensus meetings to ensure that the evolving template accurately represented phenomena described by interviewees. RESULTS Forty-four individuals were interviewed across 16 programs (5 EM, 4 IM, 5 pediatrics, 3 FM). We identified 3 stages of Milestone-process implementation, including a resource-intensive early stage, an increasingly efficient transition stage, and a final stage for fine-tuning. CONCLUSIONS Residency program leaders can use these findings to place their programs along an implementation continuum and gain an understanding of the strategies that have enabled their peers to progress to improved efficiency and increased resident and faculty engagement.
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Affiliation(s)
- Nicholas A. Yaghmour
- Nicholas A. Yaghmour, MPP, is Associate Director, Accreditation Council for Graduate Medical Education (ACGME)
| | - Lauren J. Poulin
- Lauren J. Poulin, PhD, MPP, is Milestones Administrator, Milestones Department, ACGME
| | | | - Andem Ekpenyong
- Andem Ekpenyong, MD, MHPE, is Associate Professor, Department of Internal Medicine, Rush University Medical Center
| | - Su-Ting T. Li
- Su-Ting T. Li, MD, MPH, is Professor, Vice-Chair of Education, and Residency Program Director, Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California Davis
| | - Aimee R. Eden
- Aimee R. Eden, PhD, MPH, is Medical Anthropologist, American Board of Family Medicine
| | - Karen E. Hauer
- Karen E. Hauer, MD, PhD, is Associate Dean, Competency Assessment and Professional Standards, and Professor of Medicine, University of California, San Francisco
| | - Aleksandr M. Tichter
- Aleksandr M. Tichter, MD, MS, is Assistant Professor Program Director, Department of Emergency Medicine, Baylor College of Medicine; at the time of research
| | - Stanley J. Hamstra
- Stanley J. Hamstra, PhD, was Vice President, Milestones Research and Evaluation, ACGME, and is now Professor, Department of Surgery, University of Toronto, Adjunct Professor, Department of Medical Education, Feinberg School of Medicine, Northwestern University, and Research Consultant, ACGME
| | - Eric S. Holmboe
- Eric S. Holmboe, MD, MACP, FRCP, is Chief Research, Milestone Development, and Evaluation Officer, ACGME
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Weiss PG, Li STT. Leading Change to Address the Needs and Well-Being of Trainees During the COVID-19 Pandemic. Acad Pediatr 2020; 20:735-741. [PMID: 32512054 PMCID: PMC7273143 DOI: 10.1016/j.acap.2020.06.001] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 05/29/2020] [Accepted: 06/01/2020] [Indexed: 01/24/2023]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic challenged program leaders to respond rapidly to changes in health care delivery, protect trainee safety, and transform educational activities. The pandemic demanded that program directors prioritize and address myriad threats to trainees' well-being. In this paper, we adapt Maslow's needs framework to systematically address trainee well-being during the COVID-19 pandemic and identify potential interventions to meet trainee needs at the program, institution, and extrainstitutional levels. Transforming education to effectively respond to trainee well-being needs requires leadership, and we use Kotter's 8-step change management model as an example of a framework to effectively lead change. Program leaders can take this opportunity to reflect upon their training programs and take the opportunity to improve them. Some of the systems of education we develop during the COVID-19 pandemic, such as telehealth, tele-education, and ways to stay connected may provide advantages and will be important to continue and expand upon post-COVID-19.
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Affiliation(s)
- Pnina G. Weiss
- Department of Pediatrics, Yale, Yale School of Medicine (PG Weiss), New Haven, Conn
| | - Su-Ting T. Li
- Department of Pediatrics, University of California Davis (S-TT Li), Sacramento, Calif,Address correspondence to Su-Ting T. Li, MD, MPH, Department of Pediatrics, University of California Davis, 2516 Stockton Blvd, Sacramento, CA 95817
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Raphael JL, Bloom SR, Chung PJ, Guevara JP, Jacobson RM, Kind T, Klein M, Li STT, McCormick MC, Pitt MB, Poehling KA, Trost M, Sheldrick RC, Young PC, Szilagyi PG. Racial Justice and Academic Pediatrics: A Call for Editorial Action and Our Plan to Move Forward. Acad Pediatr 2020; 20:1041-1043. [PMID: 32791317 PMCID: PMC7417277 DOI: 10.1016/j.acap.2020.08.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 08/06/2020] [Indexed: 12/19/2022]
Affiliation(s)
- Jean L. Raphael
- Center for Child Health Policy and Advocacy, Baylor College of Medicine (JL Raphael), Houston, Tex,Section of Academic General Pediatrics, Baylor College of Medicine (JL Raphael), Houston, Tex,Address correspondence to Jean L. Raphael, MD, MPH, Texas Children's Hospital, Suite 1540.00, 6701 Fannin St, Houston, TX 77030
| | | | - Paul J. Chung
- Department of Health Systems Science, Kaiser Permanente Bernard J. Tyson School of Medicine (PJ Chung), Pasadena, Calif
| | - James P. Guevara
- Division of General Pediatrics, Children's Hospital of Philadelphia, Perelman School of Medicine, University of Pennsylvania (JP Guevara), Philadelphia, Pa
| | - Robert M. Jacobson
- Department of Pediatric and Adolescent Medicine, Mayo Clinic (RM Jacobson), Rochester, Minn,Department of Health Sciences Research, Mayo Clinic (RM Jacobson), Rochester, Minn
| | - Terry Kind
- Department of Pediatrics, George Washington University School of Medicine and Health Sciences (T Kind), Washington, DC
| | - Melissa Klein
- Division of General and Community Pediatrics, Department of Pediatrics, Cincinnati Children's Hospital, University of Cincinnati College of Medicine (M Klein), Cincinnati, Ohio
| | - Su-Ting T. Li
- Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California Davis (S-TT Li), Sacramento, Calif
| | - Marie C. McCormick
- Department of Society, Human Development and Health, Harvard School of Public Health (MC McCormick), Boston, Mass
| | - Michael B. Pitt
- Department of Pediatrics, University of Minnesota (MB Pitt), Minneapolis, Minn
| | - Katherine A. Poehling
- Departments of Pediatrics and Epidemiology and Prevention, Wake Forest School of Medicine (KA Poehling), Winston-Salem, NC
| | - Margaret Trost
- Department of Pediatrics, Children's Hospital Los Angeles, Keck School of Medicine of USC (M Trost), Los Angeles, Calif
| | - R. Christopher Sheldrick
- Department of Health Law, Policy and Management, School of Public Health, Boston University (RC Sheldrick), Boston, Mass
| | - Paul C. Young
- Department of Pediatrics, University of Utah (PC Young), Salt Lake City, Utah
| | - Peter G. Szilagyi
- Department of Pediatrics, UCLA Mattel Children's Hospital, University of California at Los Angeles (PG Szilagyi)
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Li STT, Gusic ME, Vinci RJ, Szilagyi PG, Klein MD. A Structured Framework and Resources to Use to Get Your Medical Education Work Published. MedEdPORTAL 2018; 14:10669. [PMID: 30800869 PMCID: PMC6342424 DOI: 10.15766/mep_2374-8265.10669] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/23/2017] [Accepted: 01/02/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Medical educators often have great ideas for medical education scholarship but have difficulty converting their educational abstract or project into a published manuscript. METHODS During this workshop, participants addressed common challenges in developing an educational manuscript. In small-group case scenarios, participants discovered the importance of the "So what?" in making the case for their project. Incorporating conceptual frameworks, participants chose appropriate outcome metrics, discussed how to frame the discussion section, and ensured appropriate journal fit. After each small-group exercise, large-group discussions allowed the small groups to report back so that facilitators could highlight and reinforce key learning points. At the conclusion of the workshop, participants left with a checklist for creating an educational manuscript and an additional resources document to assist them in avoiding common pitfalls when turning their educational abstract/project into a publishable manuscript. RESULTS This workshop was presented in 2016 and 2017. Presenter evaluations were completed by 33 participants; 11 completed conference evaluations. The mean overall rating on presenter evaluations was 4.55 out of 5, while the conference evaluations mean was 3.73 out of 4. Comments provided on both evaluation tools highlighted the perceived effectiveness of the delivery and content. More than 50% of respondents stated that they planned to incorporate the use of conceptual frameworks in future work. DISCUSSION This workshop helped participants address common challenges by providing opportunities for hands-on practice as well as tips and resources for use when submitting a medical education manuscript for publication.
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Affiliation(s)
- Su-Ting T. Li
- Professor, Department of Pediatrics, University of California, Davis, School of Medicine
| | - Maryellen E. Gusic
- Professor, Department of Medical Education, University of Virginia School of Medicine
| | - Robert J. Vinci
- Professor, Department of Pediatrics, Boston University School of Medicine
| | - Peter G. Szilagyi
- Professor, Department of Pediatrics, University of California, Los Angeles David Geffen School of Medicine
| | - Melissa D. Klein
- Associate Professor, Department of Pediatrics, University of Cincinnati College of Medicine
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Rosenthal JL, Doiron R, Haynes SC, Daniels B, Li STT. The Effectiveness of Standardized Handoff Tool Interventions During Inter- and Intra-facility Care Transitions on Patient-Related Outcomes: A Systematic Review. Am J Med Qual 2017; 33:193-206. [DOI: 10.1177/1062860617708244] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Affiliation(s)
- Su-Ting T. Li
- Corresponding author: Su-Ting T. Li, MD, MPH, University of California, Davis, Room 220, 2516 Stockton Boulevard, Sacramento, CA 95817, 916.734.2428, fax 916.734.0342,
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Shaikh U, Natale JE, Nettiksimmons J, Li STT. Improving Pediatric Health Care Delivery by Engaging Residents in Team-Based Quality Improvement Projects. Am J Med Qual 2012; 28:120-6. [DOI: 10.1177/1062860612448927] [Citation(s) in RCA: 12] [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: 11/16/2022]
Affiliation(s)
- Ulfat Shaikh
- University of California Davis School of Medicine, Sacramento, CA
| | - JoAnne E. Natale
- University of California Davis School of Medicine, Sacramento, CA
| | | | - Su-Ting T. Li
- University of California Davis School of Medicine, Sacramento, CA
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12
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