Connecting teen mothers with comprehensive services to meet their social, economic, health and educational needs can potentially improve long-term outcomes for both mothers and their offspring. Programs that deliver care to this population in culturally sensitive, developmentally appropriate ways have demonstrated success. Future investigation of parenting interventions with larger sample sizes and that assess multiple outcomes will allow comparison among programs. Explorations of the role of the father and coparenting are also directions for future research.

Diagnostic error is a common, serious problem that has received increased attention recently for its impact on both patients and providers. Presently, most graduate medical education programs do not formally address this topic. The authors developed and evaluated a longitudinal, multimodule resident curriculum about diagnostic error and medical decision making. Key components of the curriculum include demystifying the medical decision-making process, building skills in critical thinking, and providing strategies for diagnostic error mitigation. Special attention was paid to avoiding the second victim effect and to fostering a culture that supports constructive, productive feedback when an error does occur. The curriculum was rated by residents as helpful (96%), and residents were more likely to be aware of strategies to reduce cognitive error (27% pre vs 75% post, P< .0001) following its implementation. This article describes the development, implementation, and effectiveness of this curriculum and explores generalizability of the curriculum to other programs.

We adapted a previously live-only OSCE to be delivered virtually via teleconferencing software, a "teleOSCE". Tele-OSCE platforms have previously been described for use in formative assessment of students in rural locales as well as in assessment of basic telemedicine skills. 1,2 More recently, educators from Singapore executed a live OSCE while respecting social distancing rules due to coronavirus. 3 Our teleOSCE is unique in its use of an entirely virtual platform for a high-stakes summative assessment of clinical skills, while still maintaining locally established SP checklists, communication scoring tools, and faculty observation rubrics. This allowed us to preserve a core assessment that is given to all clerkship students at the completion of their pediatric rotation. Zoom software (Zoom Video Communications, Inc, San Jose, Calif) was selected due to its simplicity, audio/video quality, breakout room features, and affordability. All students, faculty, SPs, and administrators participated from the privacy of their respective locations. Following a thorough test run with nonclerkship student volunteers and to ensure feasibility, we settled on testing 7 students per half day over 3 1 / 2 days (n = 49) whereas our standard, in-person OSCE can reliably assess up to 16 students per half day session. Following a brief orientation in the "hallway" (ie, main teleconference room), students were given 3 minutes to read the "doorway folder" (ie, pre-encounter instructions on the web-based simulation learning management system CAELearningSpace [CAE, Sarasota, Fla]). Then students were moved into the "exam room" (ie, Zoom breakout room) where the SP, a faculty observer, and an administrator were prepositioned for the start of the encounter. Students had 22-minutes to complete each patient encounter, after which they left the "exam room." Back within LearningSpace, students had 13 minutes to complete a postencounter note while faculty and SPs simultaneously completed respective assessments of the student. Upon completion of the postencounter note, students were then returned to the "hallway" to read their subsequent "doorway folder" and proceed into the next "exam room," ultimately working through 4 pediatric cases.

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