The chest X-ray is the most commonly performed medical imaging study; however, the lateral chest film intimidates many physicians and medical students. The lateral view is more difficult to interpret than the frontal view but provides important information that is either not visible or not as evident on frontal view, and inability to read it may lead to missed diagnoses and more expensive imaging. The objective of this study was to assess a novel mnemonic-based approach to teaching medical students to proficiently read a lateral film using a prospective pilot study. A clinical faculty radiologist taught two groups of second-year medical students to read a lateral chest X-ray. One group learned a novel mnemonic-based method (MUM), and the other cohort performed directed web-based self-study (STMM). Each cohort was given a pre- and postassessment, and their performance was analyzed. A total of = 29 students participated with = 14 being taught the mnemonic method. The MUM group significantly ( = 0.001) improved their score vs. the STMM group This study demonstrates students can quickly and effectively learn to read a lateral chest film using this novel mnemonic.

SummaryObjectiveACT! (Actively Changing Together) is a family‐ and community‐based intervention targeting youth with obesity. The objective of this study was to establish the longitudinal impact on Health‐Related Quality of Life (HRQoL) as well as the relationship with anthropometric and demographic factors.MethodsYouth (n = 75) aged 8–14 years meeting criteria for overweight or obesity were referred to the programme. Twelve, 90‐min classes in English and Spanish were held at the YMCA. Demographics and anthropometrics were assessed, as well as HRQoL that was measured with the child‐reported Pediatric Quality of Life Inventory (PedsQL™) 4.0 Generic Core Scale. Data was collected at three follow‐up points after completion of the intervention: initial follow‐up (n = 65), 6 (n = 41) and 12 months (n = 25). Analysis included paired dependent t‐tests between baseline and follow‐up, and Pearson's correlations on HRQoL, anthropometric and demographic data.ResultsPedsQL scores significantly improved from baseline to all follow‐up timepoints (initial follow‐up immediately following the intervention, and 6 and 12 months post intervention). Over time, body mass index Z‐Score and per cent body fat displayed various points of significance and strengthening correlations.ConclusionsLongitudinal improvements in HRQoL were sustained up to 12 months following a family‐ and community‐based intervention in this underserved population. Anthropometric measures continuously correlated with and contributed to HRQoL outcomes.

Introduction: The effective delivery of patient care is a complex venture, often requiring efficient collaboration among varied healthcare professions. Not surprisingly, research continues to indicate collaboration between these diverse professionals can be challenging. Early exposure of health professions students to interprofessional education (IPE) offers a promising way to improve this collaboration and, in turn, improve patient care and service delivery. Objectives: This study examines the impact of an innovative IPE cocurricular event on knowledge, understanding, and attitudes, regarding future healthcare delivery between medical and pharmacy students. Method: Students developed and conducted an IPE cocurricular event involving medical students of a dermatology-interest club, and pharmacy students of a compounding-interest club. Medical students introduced a patient case, delivered in a standardized-patient format. This was followed by a pharmacy student presentation representing compounding the prescriptions needed for the patient case and writing accurate prescriptions. Following both presentations, students from each program were paired.  Each interprofessional pair then communicated and compounded two medications for the case, working collaboratively.  Pre- and post-questionnaires were designed with rating scales and open-ended questions for data collection.  Results: Both parametric and nonparametric tests revealed significant differences between the pretests and posttests. There was no significant difference in responding between the groups. Inspection of the open-ended questions revealed changes in attitudes regarding collaboration and learning. Conclusions: This study found students of both professions reported significant improvements in their level of knowledge, understanding, and interest in interprofessional collaboration. The open-ended questions revealed both groups of students began the event with different expectations regarding cooperation and interprofessional activities but left the session with very similar perspectives. By including similar IPE activities in early healthcare education, medical students will gain an understanding of the knowledge, skills, and services that a compounding pharmacist can offer in personalized patient care, and pharmacy students will acquire clinical reasoning based on patient presentations. Both factors promote collaboration between professions and ultimately show promise in improving outcomes in patient care.

BackgroundIn childhood obesity interventions, tools that measure obesity related quality of life are as important as physical health markers like BMI and waist circumference. Seattle Children's Hospital developed an evidence‐based intervention, ACT (Actively Changing Together), aimed at youth with overweight or obesity and their families living in an agricultural community with high rates of obesity, associated comorbidities, food insecurity, and low health literacy. In previous analyses of the ACT program, improvements were found in anthropometric measures, selected eating behaviors and general pediatric quality of life (QOL). In an attempt to provide convergent validity, an understudied obesity‐specific quality of life instrument was used in addition to the general quality of life tool. Measurement of psychosocial health was emphasized because it contributes to the health of youth and may impact future success maintaining healthy lifestyle habits.ObjectiveTo measure immediate and prospective QOL after the 12‐week ACT intervention using an obesity‐specific instrument.MethodsParticipants were 8–14‐year‐old youth with overweight or obesity who were referred to the program by a healthcare provider (inclusion criteria BMI≥85th percentile). Twelve, 90‐min classes in English and Spanish were held weekly at the YMCA for both the participants and their parents. In addition to anthropometrics, QOL was measured with the obesity‐specific instrument, Sizing Me Up. Complete data were collected for 68 participants at baseline and at three follow‐up points after the intervention: initial follow‐up (n = 68), 6 months (n = 44), and 12 months (n = 24). Analyses were done using SPSS v22 and included omnibus ANOVA and subsequent paired dependent t‐tests between the four time points for anthropometrics and QOL.ResultsTotal obesity related QOL improved across all three time points: baseline (mean = 73.54) to initial follow up (mean = 81.49), baseline (mean = 69.27) to 6‐months (mean = 77.966), and baseline (mean = 74.974) to 1‐year (mean = 79.544). Tests of simple effects revealed significant improvements in both physical and obesity‐specific quality of life in each group: baseline to follow‐up, baseline to 6‐month, baseline to 1 year (Table 1). ANOVA for waist circumference revealed significant differences F(3,60)=12.395, p<0.001. Waist circumference decreased between baseline and follow up t(67)=2.83, p=.006. Additionally, BMI was lower t(67)=2.707, p=.009.ConclusionsFor up to 1 year after the conclusion of the 12‐week community and family based intervention, the Sizing Me Up instrument detected significant and positive changes in this study population. This tool provides convergent validity for the generic PedsQLTM tool. Because it emphasizes psychosocial dimensions including teasing, positive attributes, and emotion, changes in these obesity related quality of life markers provide clinically meaningful success of the intervention.Support or Funding InformationThe Safeway Foundation Results of paired differences analysis between baseline and each follow‐up period with p‐values. Paired Differences (t value; p‐value) Baseline to initial Baseline to 6 month Baseline to 1 year Total Obesity Related QOL t(20)=2.76, p=.012 t(15)=2.915, p=.011 t(22)=2.360, p=.028 Physical NS t(15)=2.708, p=.016 t(22)=2.536, p=.019 Emotion t(20)=2.713, p=.013 t(15)=2.82, p=.013 t(22)=2.986, p=.007 Teasing NS t(15)=2.782. p=.014 NS

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