Faculty Bibliography

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

BACKGROUND: Food insecurity (FI) occurs when individuals or households have limited or uncertain access to adequate food. People with FI may find it particularly difficult to eat a balanced diet and manage weight. Individuals who report FI are 1.4 times more likely to have obesity. U.S. Veterans have a greater prevalence of FI compared with the general population (24% vs. 19%). As part of a pilot randomized controlled trial to test the impact of an obesity intervention for Veterans, we explored the prevalence of FI in our sample and assessed the impact of FI on weight outcomes. 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 for a pilot study. Participants randomized to the intervention received a technology-assisted health coaching session and follow-up coaching calls; control participants received a VA "healthy living messages" pamphlet. At baseline and 3 months, participants had weight measurements and completed surveys. To measure FI, we used a 6-item Household Food Security Scale (FI = 2 or more affirmative responses). We assessed the impact of FI on variables independent of arm assignment in participants who returned for a 3-month measurement visit (Wilcoxon rank sum tests and Fisher's Exact Test). We also analyzed the role of FI as a moderator between arm and study variables using ANOVA. RESULTS: Out of 31 Veterans who enrolled in the study (Mean age = 53.48, 63% male, mean BMI = 31.72), 10 demonstrated FI at baseline and 25 participants completed 3 month measurements. Independent of the intervention, those with FI (n = 10) lost .01 kg of weight and those without FI (n = 15) lost 1.69 kg at 3-months but the difference was not significant (p = 0.2). Similarly, 0/10 Veterans with FI achieved 2.5% weight loss, compared to 4/15 of those without FI (p = 0.12). Those with FI in the control group gained weight when compared to those without FI (1.04 kg, SD = 1.41 vs. -1.75, SD = 3.96) and those with FI in the intervention lost the same amount of weight as those without FI (-1.59 kg, SD = 0.83, vs. -1.59, SD = 2.27; p = 0.24 for the interaction (not significant)). CONCLUSIONS: FI in Veterans enrolled in a weight management study is high. Participants with FI in the control arm may have gained weight when compared to non-FI participants, while intervention arm participants with FI lost similar amounts of weight to those without FI. This suggests that the intervention may reduce the negative impact of FI. While this pilot study was not powered to show a significant difference, we have amended health coaching protocols to better address FI in our intervention (e.g. screening for FI and linking participants with Supplemental Nutrition Assistance Program (SNAP) benefits and similar resources) hoping to maximize its effectiveness

AIM: To assess the feasibility and utility of measuring baseline professional identity formation (PIF) in a theory-based professionalism curriculum for early medical students. METHODS: All 132 entering students completed the professional identity essay (PIE) and the defining issues test (DIT2). Students received score reports with individualized narrative feedback and wrote a structured reflection after a large-group session in which the PIF construct was reviewed. Analysis of PIEs resulted in assignment of a full or transitional PIF stage (1-5). The DIT2 score reflects the proportion of the time students used universal ethical principles to justify a response to 6 moral dilemma cases. Students' reflections were content analyzed. RESULTS: PIF scores were distributed across stage 2/3, stage 3, stage 3/4, and stage 4. No student scores were in stages 1, 2, 4/5, or 5. The mean DIT2 score was 53% (range 9.7?76.5%); the correlation between PIF stage and DIT score was rho = 0.18 (p = 0.03). Students who took an analytic approach to the data and demonstrated both awareness that they are novices and anticipation of continued PIF tended to respond more positively to the feedback. CONCLUSIONS: These PIF scores distributed similarly to novice students in other professions. Developmental-theory based PIF and moral reasoning measures are related. Students reflected on these measures in meaningful ways suggesting utility of measuring PIF scores in medical education.

Becoming a doctor is fundamentally about developing a new, professional identity as a physician, which in and of itself may evoke many emotions. Additionally, medical trainees are increasingly moving from one cultural context to another and are challenged with navigating the resulting shifts in their professional identify. In this Article, the authors aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective. They delineate the cultural approaches to medical professionalism, reflect on professional identity formation in different cultures and on different theories of identity development, and advocate for a context-specific approach to professional identity formation. In doing so, the authors aim to broaden the developing professional identity formation discourse to include non-Western approaches and notions.

Transitioning medical students are anxious about their readiness-for-internship, as are their residency program directors and teaching hospital leadership responsible for care quality and patient safety. A readiness-for-internship assessment program could contribute to ensuring optimal quality and safety and be a key element in implementing competency-based, time-variable medical education. In this paper, we describe the development of the Night-onCall program (NOC), a 4-h readiness-for-internship multi-instructional method simulation event. NOC was designed and implemented over the course of 3 years to provide an authentic "night on call" experience for near graduating students and build measurements of students' readiness for this transition framed by the Association of American Medical College's Core Entrustable Professional Activities for Entering Residency. The NOC is a product of a program of research focused on questions related to enabling individualized pathways through medical training. The lessons learned and modifications made to create a feasible, acceptable, flexible, and educationally rich NOC are shared to inform the discussion about transition to residency curriculum and best practices regarding educational handoffs from undergraduate to graduate education.

BACKGROUND: Obesity disproportionately affects Latina women, but few targeted, technology-assisted interventions that incorporate tailored health information exist for this population. The Veterans Health Administration (VHA) uses an online weight management tool (MOVE!23) which is publicly available, but was not designed for use in non-VHA populations. METHODS: We conducted a qualitative study to determine how interactions between the tool and other contextual elements impacted task performance when the target Latina users interacted with MOVE!23. We sought to identify and classify specific facilitators and barriers that might inform design changes to the tool and its context of use, and in turn promote usability. Six English-speaking, adult Latinas were recruited from an inner city primary care clinic and a nursing program at a local university in the United States to engage in a "Think-Aloud" protocol while using MOVE!23. Sessions were recorded, transcribed, and coded to identify interactions between four factors that contribute to usability (Tool, Task, User, Context). RESULTS: Five themes influencing usability were identified: Technical Ability and Technology Preferences; Language Confusion and Ambiguity; Supportive Tool Design and Facilitator Guidance; Relevant Examples; and Personal Experience. Features of the tool, task, and other contextual factors failed to fully support participants at times, impeding task completion. Participants interacted with the tool more readily when its language was familiar and content was personally relevant. When faced with ambiguity and uncertainty, they relied on the tool's visual cues and examples, actively sought relevant personal experiences, and/or requested facilitator support. CONCLUSIONS: The ability of our participants to successfully use the tool was influenced by the interaction of individual characteristics with those of the tool and other contextual factors. We identified both tool-specific and context-related changes that could overcome barriers to the use of MOVE!23 among Latinas. Several general considerations for the design of eHealth tools are noted.

The Accreditation Council of Graduate Medical Education requires that residency programs teach and assess trainees in six core competencies. Assessments are imperative to determine trainee competence and to ensure that excellent care is provided to all patients. A structured, direct observation program is feasible for assessing nontechnical core competencies and providing trainees with immediate constructive feedback. Direct observation of residents in the outpatient setting by trained faculty allows assessment of each core competency. Checklists are used to document residents' basic communication skills, clinical reasoning, physical examination methods, and medical record keeping. Faculty concerns regarding residents' professionalism, medical knowledge, fatigue, or ability to self-assess are tracked. Serial observations allow for the reinforcement and/or monitoring of skills and attitudes identified as needing improvement. Residents who require additional coaching are identified early in training. Progress in educational milestones is recorded, allowing an individualized educational program that ensures that future orthopaedic surgeons excel across all domains of medical and surgical competence.

AIM: We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students. METHODS: A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone. RESULTS: Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement. CONCLUSION: While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.

OBJECTIVES: Professionalism education is a vital component of surgical training. This research attempts to determine whether an annual, year-long professionalism curriculum in a large surgical residency can effectively change professionalism attitudes. SUMMARY OF BACKGROUND DATA: The ACGME mandated 6 competencies in 2003. The competencies of Professionalism and Interpersonal/Professional Communication Skills had never been formally addressed in surgical resident education in the past. METHODS: A professionalism curriculum was developed focusing on specific resident professionalism challenges: admitting mistakes, effective communication with colleagues at all levels, delivering the news of an unexpected death, interdisciplinary challenges of working as a team, the cultural challenge of obtaining informed consent through an interpreter, and the stress of surgical practice on you and your family. These professionalism skills were then evaluated with a 6-station Objective Structured Clinical Examination (OSCE). Identical OSCE scenarios were administered to 2 cohorts of surgical residents: in 2007 (before instituting the professionalism curriculum in 2008) and again in 2014. Surgical residents were rated by trained Standardized Patients according to a behaviorally anchored professionalism criteria checklist. RESULTS: An analysis of variance was conducted of overall OSCE professionalism scores (% well done) as the dependent variable for the 2 resident cohorts (2007 vs 2014). The 2007 residents received a mean score of 38% of professionalism items "well done" (SD 9%) and the 2014 residents received a mean 59% "well done" (SD 8%). This difference is significant (F = 49.01, P < .001). CONCLUSIONS: Professionalism education has improved surgical resident understanding, awareness, and practice of professionalism in a statistically significant manner from 2007 to 2014. This documented improvement in OSCE performance reflects the value of a professionalism curriculum in the care of the patients we seek to serve.