Unintentional injuries are the leading cause of childhood mortality in the United States. Study aims included educating families about injury prevention and improving satisfaction with the waiting room experience. Two hundred caregivers with young children in the waiting room of an underserved pediatric primary care clinic participated in brief individual education sessions and received a toolkit containing small safety items and content highlighting age-appropriate safety topics. Participants completed 2 follow-up surveys, and most caregivers (94%) reported learning new information about injury prevention and thought that the intervention resulted in a better waiting room experience (91%). Of those who completed the 2-week follow-up survey (84%), 93.5% made changes at home and 42.7% bought new safety equipment. Injury prevention education can be effectively provided in the waiting room of a pediatric primary care clinic by improving reported caregiver safety knowledge and behaviors as well as satisfaction with the waiting room experience.

Most residents have a desire to teach, but no unified curriculum exists to help residents be the best teachers they can be. Further investigation reveals this to be a global problem and a pedagogic curriculum should be a well-defined expectation. While there are multiple requirements during residency, a well-implemented Resident-As-Teachers (RAT) curriculum should be incorporated into every program.Keywords: Resident; Teacher; Pedagogy; Education. Perspective"Excuse me, doctor, I need you to speak to the patient's parents in room 500 and explain how to use a spacer and albuterol," the nurse states as she comes into the workroom. Immediately, the intern looks at me and asks, "How do I order this blood test, and can you help me with a venipuncture?" As I gather the supplies to obtain blood, the attending reminds me about my lecture on the basic management of anaphylaxis to the 3 rd year medical students at the end of the week. It is the first day of my final year of residency, and I can't believe that these teaching expectations have all accumulated within 10 minutes of each other.The Latin root of doctor, docere, means "to teach" and one of the core reasons that residents pursue a career in medicine is to educate others. It is known that effective patient education can improve healthcare outcomes, and we as residents are at the forefront of this endeavor. Residents spend up to one quarter of their time teaching during residency and report that they enjoy it, consider it important, and believe that it improves clinical knowledge (Busari, 2002). Clearly, the role of the resident educator is extremely important but often underrecognized.We must understand complex disease processes, teach it to junior peers, and educate patients who often do not have a medical background. The most apparent barrier is finding time to teach amidst substantial clinical responsibilities. A second barrier is educating others when we are still learning the intricacies of the disease processes that we are meant to be teaching. However, most significant is that residents are generally expected to become teachers with no Some have recognized that there is a need to train residents in pedagogy before expecting them to educate effectively. A literature review from 2004 found the need for improved supervision and curriculum in pedagogy specific to residents (Busari, Scherpbier, 2004). However, effective action to incorporate this specific curriculum during medical training remains a rarity. 87% of pediatric residency program directors in the United States reported having a resident-as-teachers (RAT) curriculum, but only 17% considered the program to be very or extremely effective (Fromme, 2011). In family medicine, one study concluded that 85% of residencies offered a RAT program in 2014, though effectiveness was not measured (Al Achkar, 2017). Clearly, attempts have been made to implement RAT curriculums, at least in some residencies, but as a profession, we should consider making serious improvements.This issue not only affects residen...

Objectives: Injuries are the leading cause of morbidity and mortality in children ages 1 to 18 years. There are limited studies about pediatric thoracolumbar (TL) spinal injuries; the purpose of this study was to characterize TL spinal injuries among pediatric patients evaluated in US trauma centers.Methods: This was a retrospective cohort study of the National Trauma Data Bank. Patients aged 1 to 18 years with a thoracic or lumbar spinal injury sustained by blunt trauma during calendar years 2011 through 2016 were included. Cervical spinal injuries, death before arrival, or penetrating trauma were excluded. The data was abstracted, and missing data was addressed by imputations. Data was analyzed using descriptive statistics and multinomial logistic regressions.Results: A total of 20,062 patients were included in the study. Thoracolumbar spinal injuries were more commonly sustained by 16-to 17-year-olds (45.7%), boys (56.6%), and White (74.8%). The injuries were often from a motor vehicle collision (MVC) (55.2%) and resulted in a bone injury (82.3%). Mechanism of injury and age were significant in predicting injury type. A fall was more likely than MVC to result in disc injury (odds ratio [OR],

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