Dataset Information

How to Create and Evaluate a Resident-Led Audio Program: Six Clinical Podcasts for Medicine House Staff.

ABSTRACT:

Introduction

Podcasting in medical education has grown substantially. However, podcasts focused on internal medicine topics are relatively uncommon, and those created by or designed for medicine residents are rare. We investigated the feasibility and utilization of an open-access resident-created podcast targeted to the educational needs of internal medicine house staff.

Methods

We distributed a needs assessment to 184 internal medicine residents at the University of Washington to assess podcast preferences and clinical scenarios perceived to be challenging. Based on the results, we developed a standardized method for podcast development and production. We created six episodes, utilizing a web-based podcasting platform. For outcome measures, we collected the number of unique downloads, and the perception of the podcast was evaluated by residents in comparison to other residency-sponsored educational activities with a survey.

Results

Eighty-one residents (44%) completed the needs assessment, with participants expressing interest in resident-focused podcasts and a preference for relatively short episodes focused on high-yield clinical information. The episodes were downloaded 661 times. Residents gave the podcast an average rating of 4.32 out of 5 (n = 22), among the highest of educational modalities surveyed. Our podcasting development process also resulted in a generalized, reusable schema.

Discussion

Our resident-generated podcasts were desired, feasible, and well utilized. They were also rated highly compared to more traditional educational modalities. Our podcast-creation schema serves as a road map for trainees to develop podcasts. Podcasting can be a resource for resident education and an opportunity for residents to grow as medical educators.

SUBMITTER: Ghiathi C

PROVIDER: S-EPMC7780742 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Publications

How to Create and Evaluate a Resident-Led Audio Program: Six Clinical Podcasts for Medicine House Staff.

Ghiathi Christopher C Seitz Kevin K Kritek Patricia P

MedEdPORTAL : the journal of teaching and learning resources 20201230

<h4>Introduction</h4>Podcasting in medical education has grown substantially. However, podcasts focused on internal medicine topics are relatively uncommon, and those created by or designed for medicine residents are rare. We investigated the feasibility and utilization of an open-access resident-created podcast targeted to the educational needs of internal medicine house staff.<h4>Methods</h4>We distributed a needs assessment to 184 internal medicine residents at the University of Washington to ...[more]

PMID: 33409359

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Project description:BackgroundDespite the Clinical Learning Environment Review's recommendations of their use, patient safety event reporting systems are underutilized by residents.ObjectiveWe aimed to identify perceived barriers to event reporting amongst internal medicine residents and implement a targeted quality improvement initiative to address the identified barriers and increase overall resident event report rates.MethodsA total of 94 Internal Medicine (IM) residents participated in the educational intervention in 2018. We measured residents' perception of barriers to event reporting and employed the results of the questionnaire to create a skill-based educational workshop. We conducted the plan-do-study-act model to test a structured educational intervention and its effectiveness on pre-post IM residents' event report rates and compared it to report rates of Non-Internal Medicine (Non-IM) residents. Additionally, we assessed pre-post intervention knowledge, skills, and attitudes in event reporting.Results94/94 (100%) of IM residents had a significantly higher median percent of patient safety event reporting when compared to pre-intervention (23.6% compared to 5.88%, p-value = 0.0030) and when compared to Non-IM residents (23.6% compared to 5.31%, p-value = 0.0002). Residents performed better on the post-test compared to the pre-test (90% compared to 30%, p-value = 0.0001) for knowledge. 100% of the critical action items were completed and 90% of participants reported their perception of the event reporting process improved.ConclusionsBy elucidating common reasons why residents are not reporting patient safety events, a specific intervention can be created to target the identified impediments and improve resident event reporting.AbbreviationsIM: Internal Medicine IM; Non-IM: Non-Internal Medicine; IOM: Institute of Medicine I; ACGME CLER: Accreditation Council for Graduate Medical Education Clinical Learning Environment Review; GME: Graduate Medical Education; IRB: Institutional Review Board; PDSA: Plan, Do, Study, Act.

Project description:BackgroundEarly morning patient discharge from the hospital is increasingly being recognized as a key dimension of quality of care. At our institution, there is a significantly lower early discharge rate on the teaching hospitalist teams in comparison with the non-teaching teams.ObjectiveTo implement a resident-driven intervention in the teaching medical services to increase overall discharge order rate before 11 am (DOB-11) and assess the effect of this intervention on hospital length of stay (LOS), 30-day readmission rates (RR), and resident perception.DesignInterrupted time series as well as controlled before-after designs.ParticipantsAll inpatients discharged from general medicine units.InterventionsWe implemented an educational didactic in conjunction with resident-attending daily walk rounds followed by resident-led multidisciplinary discharge huddles to identify next-day discharges.Main measuresThe primary outcome was DOB-11 rates 18 months pre- and 12 months post-intervention.Secondary outcomesLOS and RR. Additionally, we assessed residents' perception of the early discharge protocol.Key resultsThe DOB-11 rate increased from 12 to 29% (p?<?0.001), LOS increased by 1.47 days (P?<?0.001), and RR increased by 0.32% (P?=?0.84), respectively, on the teaching teams. Compared with the non-teaching (control) teams, the teaching teams registered a greater increase in DOB-11 rate (by 17%, p?<?0.001; ratio of adjusted ORs 2.16; 95% CI, 1.65, 2.85; p value <?0.001), small increase in LOS (by 0.74 day, p?=?0.39; ratio of adjusted post-/pre-intervention ratio [teaching] and post-/pre- intervention ratio [non-teaching] =?1.05, 95% CI, 0.97, 1.14, p?=?0.23), and relative increase in RR (by 3.98%, p?=?0.07, and ratio of ORs?=?1.35, 95% CI, 1.03, 1.8), p?=?0.03). Approximately 55% (16/29) of the residents agreed that the early discharge initiative helped in understanding the importance of prioritizing patients for early discharge. Additionally, 55% (20/36) of the residents "agreed" that the early discharge initiative compromised their learning during teaching rounds.ConclusionOur study demonstrates that DOB-11 is an achievable goal, not only for non-teaching teams but also for resident-run teaching teams.

Dataset Information

How to Create and Evaluate a Resident-Led Audio Program: Six Clinical Podcasts for Medicine House Staff.

Introduction

Methods

Results

Discussion

Publications

How to Create and Evaluate a Resident-Led Audio Program: Six Clinical Podcasts for Medicine House Staff.

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