Ward Rounds With or Without an Attending Physician: How Interns Learn Most Successfully

Seltz, L. Barry; Preloger, Erin; Hanson, Janice L.; Lane, Lindsey

doi:10.1016/j.acap.2016.05.149

Cited by 15 publications

(10 citation statements)

References 25 publications

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“…10 In addition, to evaluate the validity and transferability of our results, we sought feedback from complex care providers at other hospitals; our modified member-checking methods and results are detailed in the Appendix. 10,11 Study Population and Sampling Plan CMC were defined as children with complex chronic conditions, severe functional limitations, and involvement of multiple health care providers and services. 1 Eligibility criteria for parents included parent or guardian of CMC, age >18 years, and English speaking.…”

Section: Methodsmentioning

confidence: 99%

“…Member-checking is defined as a process of taking data and interpretations back to the participant group; we used a modified approach in which we brought the findings to an analogous group of providers working at other hospitals to evaluate transferability and validity. 10,11 All participants had been previously nominated as experts in providing care to CMC to participate in an expert elicitation process to prioritize quality improvement interventions for CMC. 36 Ten potential participants were contacted by e-mail to request participation; all agreed to participate.…”

Section: Methodsmentioning

confidence: 99%

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Families’ Priorities Regarding Hospital-to-Home Transitions for Children With Medical Complexity

et al. 2017

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BACKGROUND: National health care policy recommends that patients and families be actively involved in discharge planning. Although children with medical complexity (CMC) account for more than half of pediatric readmissions, scalable, family-centered methods to effectively engage families of CMC in discharge planning are lacking. We aimed to systematically examine the scope of preferences, priorities, and goals of parents of CMC regarding planning for hospital-to-home transitions and to ascertain health care providers' perceptions of families' transitional care goals and needs.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Families’ Priorities Regarding Hospital-to-Home Transitions for Children With Medical Complexity

et al. 2017

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“…Themes from descriptive studies of the learning environment (+, =, -) Personal (+} Resilience (Seltz et al, 2016) (Thomson et al, 2014) and invest time in doing so (Wear and Skillicorn, 2009) (+) Teachers role model skills (Thomson et al, 2014) and values (Wear and Skillicorn, 2009), observe and give feedback to learners for improvement (Thomson et al, 2014;Suksudaj et al, 2015), provide clear expectations for learning (Thomson et al, 2014) (+) Multiple levels of learners together (Thomson et al, 2014) (-) Mistreatment, neglect of learners, negative attitudes toward learners, unclear expectations for learners (Castillo-Angeles et al, 2017) (-) Insufficient supervision/no feedback (Thomson et al, 2014), too few opportunities to examine patients independently (Thomson et al, 2014), staff unmotivated to teach and held negative attitudes toward students (Thomson et al, 2014) Organizational (+) Teaching arrangements well organized (Thomson et al, 2014) (+) Continuity of participants (teachers, learners, patients) (Seltz et al, 2016) (+) Smaller, rural clinical sites perceived as better (Condon et al, 2017) (+) PBL perceived as less stressful and more meaningful than traditional curriculum (Moore-West et al, 1988) (-) Unclear expectations of learners (Thomson et al, 2014), failure to integrate students into surgical teams (Castillo-Angeles et al, 2017), too many students (Dolmans et al, 2008), lack of organization (Dolmans et al, 2008…”

Section: Le Componentsmentioning

confidence: 99%

Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review

Gruppen¹,

Irby²,

Durning³

et al. 2018

MedEdPublish

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Purpose: To identify and describe interventions designed to affect the learning environment (LE) in health professions education, summarize factors that influence the LE, and determine gaps that require additional research. The LE can be thought of as a dynamic and complex construct co-created by people in a particular setting. A positive LE represents a welcoming climate for learning, which enhances satisfaction, well-being, academic performance and collaboration, while a negative LE restricts participation and learning, leading to emotional exhaustion, depersonalization and burnout. Method: A six-step scoping review methodology was followed to identify and report on literature that describes interventions affecting the LE in the health professions education: 1. Identify the research question, 2. Identify relevant studies, 3. Select studies to be included, 4. Chart the data, 5. Collate, summarize and report results, and 6. Consult with stakeholders. Results: 2,201 unique citations were identified and reviewed using titles and abstracts. 240 full-text articles were retained for detailed review, resulting in the inclusion of 68 articles. Study results are reported in relation to essential components of the LE: personal, social, organizational, physical and virtual spaces. Results of four different types to the studies of the LE are described: specific interventionsimpacting the LE, comparisonsof perceptions of the LE by two or more different groups, associations with other variable such as well-being with the LE, and descriptivestudies of the LE. Major influences included accreditation regulations, curricular interventions, faculty/staff development grading practices, instructional interventions, placements, physical and virtual spaces, and support services; and are reported along with specific interventions.

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“…Support senior learners leading rounds with and without an attending physician present. 9,10 Recognize that readiness for autonomy does not necessarily correlate with the learner's level in their program, and encourage learners to follow their individual trajectories.…”

Section: E: Empower Learners For Autonomymentioning

confidence: 99%

How to “ENGAGE” Multilevel Learner Groups in the Clinical Setting

2017

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Ward Rounds With or Without an Attending Physician: How Interns Learn Most Successfully

Cited by 15 publications

References 25 publications

Families’ Priorities Regarding Hospital-to-Home Transitions for Children With Medical Complexity

Families’ Priorities Regarding Hospital-to-Home Transitions for Children With Medical Complexity

Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review

How to “ENGAGE” Multilevel Learner Groups in the Clinical Setting

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