Faculty Bibliography

Background: Conflicting data exists on the relationship between outpatient visits and emergency department (ED) visit and admission rates. While some have shown outpatient access prevents ED visits and admissions, others show that factors such as continuity are more important. A mental health diagnosis is consistently cited as a factor associated with increased inpatient utilization. There is little published data about resident-run outpatient clinics and their outcomes, including how these ambulatory contacts affect ED visit and admission rates. Methods: The medical record was used to collect data for all patients seen at least once in the primary care resident clinic at a large, public New York City hospital over the course of 1 academic year. We counted the number of outpatient visits per patient, regardless of type, including both primary care visits and clinic visits for all medical and surgical subspecialties. We controlled for the level of health of each patient using locally developed scores. Our primary outcomes were total number of ED visits and total number of inpatient admissions; secondary outcomes were inpatient length of stay (LOS) and admissions for ambulatory care sensitive conditions (ACSC). We conducted bivariate analyses, using T-Tests and ANOVA, and multivariate analysis, using ordinary least of squares regression, to determine whether increased contact with outpatient clinics was associated with ED visit and admission rates. A separate analysis was conducted for patients with a mental health diagnosis. Results: Our sample consisted of 2,988 patients, seen at least once in the resident-run primary care clinic, averaging 7 outpatient visits across all sub-specialties. There were 2,544 ED visits (1317 unique patients), 571 inpatient admissions (368 unique patients), and 126 ACSC admissions (97 unique patients). Patients who were hospitalized averaged 2 admissions; average LOS was 9.5 days. Multivariate analysis, controlling for sociodemographic and health factors, found more ambulatory care visits were associated with more ED visits and more inpatient admissions (p < 0.01). There was no statistically significant association between ambulatory care visits and LOS or ACSC admissions. A mental health diagnosis was associated with increased ambulatory care visits, and increased ED visits and inpatient admissions, and a 4 day longer LOS. Conclusions: Among patients seen in the resident internal medicine clinic, we were surprised to find that more outpatient visits were positively associated with more ED visits and admissions when controlling for all sociodemographic factors and health status. Our study adds to the body of literature, as there has been little previously published about resident clinic outcomes. Further studies are needed on how to improve these resident run clinics in order to help prevent ED visits and admission. Our study also showed that a mental health diagnosis was positively associated with ambulatory care visits, consistent with the previous literature

INTRODUCTION: Remediating failing medical learners has traditionally been a craft activity responding to individual learner and remediator circumstances. Although there have been moves towards more systematic approaches to remediation (at least at the institutional level), these changes have tended to focus on due process and defensibility rather than on educational principles. As remediation practice evolves, there is a growing need for common theoretical and systems-based perspectives to guide this work. METHODS: This paper steps back from the practicalities of remediation practice to take a critical systems perspective on remediation in contemporary medical education. In doing so, the authors acknowledge the complex interactions between institutional, professional, and societal forces that are both facilitators of and barriers to effective remediation practices. RESULTS: The authors propose a model that situates remediation within the contexts of society as a whole, the medical profession, and medical education institutions. They also outline a number of recommendations to constructively align remediation principles and practices, support a continuum of remediation practices, destigmatize remediation, and develop institutional communities of practice in remediation. DISCUSSION: Medical educators must embrace a responsible and accountable systems-level approach to remediation if they are to meet their obligations to provide a safe and effective physician workforce.

INTRODUCTION: Transitions to residency programs are designed to maximize quality and safety of patient care, as medical students become residents. However, best instructional or readiness assessment practices are not yet established. We sought to study the impact of a screen-based interactive curriculum designed to prepare interns to address common clinical coverage issues (WISE OnCall) on the clinical skills demonstrated in simulation and hypothesize that performance would improve after completing the module. METHODS: Senior medical students were recruited to participate in this single group prestudy/poststudy. Students responded to a call from a standardized nurse (SN) and assessed a standardized patient (SP) with low urine output, interacted with a 45-minute WISE OnCall module on the assessment and management of oliguria, and then evaluated a different SP with low urine output of a different underlying cause. Standardized patients assessed clinical skills with a 37-item, behaviorally anchored checklist measuring clinical skills (intraclass correlation coefficient [ICC], 0.55-0.81). Standardized nurses rated care quality and safety and collaboration and interprofessional communication using a 33-item literature-based, anchored checklist (ICC, 0.47-0.52). Standardized patient and SN ratings of the same student performance were correlated (r, 0.37-0.62; P < 0.01). Physicians assessed clinical reasoning quality based on the students' patient encounter note (ICC, 0.55-0.68), ratings that did not correlate with SP and SN ratings. We compared pre-post clinical skills performance and clinical reasoning. Fifty-two medical students (31%) completed this institutional review board approved study. RESULTS: Performance as measured by the SPs, SNs, and the postencounter note all showed improvement with mostly moderate to large effect sizes (range of Cohen's d, 0.30-1.88; P < 0.05) after completion of the online module. Unexpectedly, professionalism as rated by the SP was poorer after the module (Cohen's d, -0.93; P = 0.000). DISCUSSION: A brief computer-based educational intervention significantly improved graduating medical students' clinical skills needed to be ready for residency.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

BACKGROUND: Training residents to effectively practice value-based care is challenging. We hypothesized that residents with better communication skills would order fewer unnecessary tests and prescribe more appropriate care. We used a USP case of a patient with uncontrolled asthma to examine the relationship between value-based care and communication skills. METHODS: A 25 year-old female USP presented as a new patient to a medicine resident's clinic, reporting asthma since childhood with worsening symptoms over the past few months. At the time of the visit, she was using her albuterol inhaler multiple times daily, without any additional asthma treatment, and was unsure whether she was using it properly. Data was collected using two forms of assessment: a post-visit USP checklist and a systematic review of the corresponding clinic note to examine treatment recommendations including referrals and quality of documentation. The USP checklist measured communication, patient education, and assessment skills. Each response option included descriptive behavioral anchors and was rated as not done, partly done, or well done. Domain scores were calculated as percent items rated well done. RESULTS: 141 USP visits were made from 2009 to 2016 with a mean visit length = 88 min, SD= 28 min (range: 40 to 180 min). Almost all residents (92%) evaluated the patient's asthma with a pulmonary examination. The most common treatment prescribed was albuterol and an inhaled steroid, with or without a spacer (79%). The majority of residents (53%) did not order any additional studies; 21% ordered one study, and 26% ordered two or more studies. Study orders fell into one of three categories: gold (appropriate/recommended: PFTs, flu shot, HIV), grey (pulmonary consult, HCG), or inappropriate (TSH, A1C). Across the 141 visits, 129 studies were ordered; 46% were gold, 5% were grey, and 49% were inappropriate. The most common study ordered was a PFT (31%). 87% of single study orders were gold, but 92% of multiple orders included at least one inappropriate study. Residents who did not order any studies had significantly higher patient education and counseling skills than residents who ordered one or more studies (54% vs 34%, p = 0.00) and were more likely to explain how to correctly use an inhaler than residents who ordered one or more studies (48% vs 27%, p = 0.01). These residents also had significantly higher management and treatment skills (61% vs 39%, p = 0.00) and overall communication skills (68% vs 55%, p = 0.01). There were no significant differences between groups in medications prescribed or in quality of documentation. CONCLUSIONS: Effective communication skills may contribute to valuebased care through appropriate patient education and ordering of fewer inappropriate studies. Rigorous curricula and assessment of resident's patient education skills should be in place to help both patients and health care system achieve value-based care

BACKGROUND: Obesity is under-treated and primary care teams find it difficult to provide effective lifestyle-based weight management counseling. Further, only 10% of eligible patients attendMOVE!, theVAweight management and health promotion program. We developed an intervention called Goals for Eating and Moving (GEM) to improve counseling within primary care (PC) and increase attendance in intensive weight management programs such as MOVE!. METHODS: Veterans with a Body Mass Index of greater than or equal to 30 or between 25 and 29.99 with at least one comorbidity were recruited by phone and randomized toGEMor "Enhanced Usual Care" (EUC). GEMutilizes the Patient Aligned Care Teams (PACTs) within the VA to deliver 5As counseling (Assess, Advise, Agree, Assist and Arrange) to promote modest weight loss and behavior change. Participants use a goal-setting tool to generate tailored materials, which facilitates in-person and phone counseling with health coaches. Coaches support PACTcounseling during regular PC visits and encourage participants to join VA weight management services. Veterans in GEM received the intervention and Veterans in EUC met with a coach to receive the VA "healthy living messages" pamphlet. At baseline and 3 months, participants had weight measurements and completed surveys. We used the Paffenbarger Physical Activity Questionnaire and a 17-item screener to derive fruit and vegetable intake, energy from fat, and dietary fiber. Vegetable intake (leafy greens/salad) and sugar-sweetened beverage were measured as individual items. We performed per-protocol analyses (Wilcoxon Rank sums test and Spearman Correlation) to assess the relationship between GEM and different variables. RESULTS: Thirty-one Veterans (mean age = 53.48, 63% male, mean BMI = 31.72) enrolled and 25 returned at 3-months (1 dropped out and 5 were lost-tofollow up). Those in GEM lost significantly more weight at 3-months (-1.59 kg, SD = 1.76) than those in EUC (-0.63 kg, SD = 3.42, p = 0.03). There were no statistically significant differences in diet and physical activity. For Veterans that received GEM, higher number of phone coaching sessions was correlated with weight loss (Spearman Correlation -0.58, p = 0.09). CONCLUSIONS: This early analysis indicates that GEM promotes small but significant (p = 0.03) weight loss at 3-months and identified the need for high patient retention and engagement, since the number of health coaching calls may correlate with weight loss. Based on this we have refined protocols for phone coaching to ensure that scheduling and reminder calls are patientcentered. This pilot study informed the development of a multi-site cluster- RCT of GEM to begin in June 2017 (NIH # 1R01 DK111928-01)

BACKGROUND: At NYU, as part of a comprehensive objective structured clinical skills exam, experienced medical educators judge clinical knowledge, decision-making, and clinical reasoning skills of trainees based on their patient notes. Despite being rubric-driven, this task requires tremendous time and effort to establish consistent scoring, delaying and limiting individualized feedback. We conducted pilot machine learning text classification studies to establish if accurate automated scoring of clinical notes is possible. METHODS: As a use case, we tested 100 student written clinical notes from7 standardized patient cases (Vision Loss, Tel Diarrhea, Difficulty Sleeping, Shoulder Pain, Failure To Thrive, Abdominal, Pain, Palpitations) that had been scored for quality of clinical reasoning by faculty on a 1-4 scale. In order to assess performance of NLP strategies to categorize students in meaningful groups we dichotomized students based on their faculty given scores by case into "failing" (score of 1, 5-18 students per case) and "passing" (score 2,3,4). We treated each task as a binary classification task in a text classification pipeline. First, we treated each note as a bag of tokens and weight each token with term frequency-inverse document frequency (TFIDF) a numerical statistic that reflects howimportant aword is to a document. We then applied 3 different classification algorithms (random forests, support vector machines, and Bayesian logistic regression) and measured discriminatory performance using Area Under Curve (AUC) in a cross validation evaluation design. RESULTS: TFDIF performed with AUCs between 0.669 and 0.905. Logistic regression provided the highestAUC in four cases: Difficulty Sleeping (0.905), Shoulder Pain (0.618), Failure To Thrive (0.717) and Abdominal Pain (0.892). As we observed the highest AUCs in Difficulty Sleeping and Abdominal Pain cases, we have begun to refine the algorithm for these two cases by identifying the importance features that lead faculty to give students to a higher grade and improve the accuracy of NLP based scoring. Promising features include the presence and sequence of certainwords in the problem representation, sentence length in the management section, ranking of the differential diagnosis, sequence between key words (e.g. rule out appendicitis), and evidence of "thinkingness" or what many call semantic qualifiers. CONCLUSIONS: With additional effort to build targeted case specific classifiers for clinical content and reasoning, a validated machine-learning model may achieve partial or full automation of grading of the notes. This work, which builds on decades of clinical decision-making and critical reasoning research, may provide medical trainees with more and potentially better feedback; facilitating learning of clinical reasoning, freeing faculty to coach this process, and in the long run impacting healthcare quality and patient safety

BACKGROUND: The shift toward a Patient Centered Medical Home has redefined healthcare delivery to be a patient centered affair. While this is beneficial, it also calls for patients to be more activated in the doctor's office and responsible in their self-directed care outside of the office. For patients with chronic diseases, the burden of illness is even higher and requires significantly more effort in disease selfmanagement. We developed 4 hour Patient Empowerment Program (PEP) to bridge that gap through a program training patients with diabetes in the skills necessary to communicate effectively with providers and engage in shared decision making (SDM). Previously, we reported improved diabetes self-care behaviors at 6 months post intervention based on standardized questionnaires. This study examined participants' perspectives on PEP from 1-2 years post intervention. METHODS: 71 patients with type 2 diabetes mellitus were recruited from 2 urban safety-net hospitals to participate in PEP. 33 patients completed the intervention and 28 patients completed a 6-month follow-up assessment. Participants were predominantly low-income, racial minorities, with limited health literacy (Newest Vital Sign M= 2.21, SD = 1.67). We reached 22 of those 28 participants, at 11 to 20months post intervention (M= 16, SD = 2.31). They were interviewed via telephone, with structured open-ended questions asking them to reflect on what they took away from the classes, and whether they'd behaved differently during doctor visits or cared for their diabetes differently since the classes. A qualitative analysis was made of these responses, using Dedoose software to assist in analysis. RESULTS: All 22 patients recalled PEP and could identify key concepts from it. Participants referenced the doctor-patient relationship, from "how to improve relationship with my doctor" to "practicing role of doctor and patient in interaction and relationship". 86% of participants identified changes in their behavior since PEP- 36% identifying that they share more information with their doctor now than they did before, 18% reporting that they ask more questions, and another 18% reporting that they are more proactive in their diabetes care. When asked about their diabetes self-management, prevalent themes were better diet/food choices, exercise, and adherence to medication. 3 patients reported losing weight since the classes. CONCLUSIONS: Despite follow up occurring almost a year later for some, and almost 2 years for others, the message of PEP was clear and compelling. Participant's perspective on their role as a patient changed from a passive recipient of healthcare to a more engaged and activated one. They felt empowered to participate in SDM with their doctors and more comfortable speaking up for their preferences. While further validation is necessary, PEP offers an important way to prepare patients to become true partners with their providers