Faculty Bibliography

Psychosocial stressors are prevalent and linked to worse health outcomes, but are less frequently addressed than physically apparent medical conditions at primary care visits. Through a community-academic partnership between an art museum and a federally qualified health center, we developed an innovative museum-based intervention and evaluated its feasibility and acceptability among diverse, underserved patients and its perceived effects on psychosocial stressors. Guided by experiential learning and constructivist approaches, the intervention consisted of a single, three-hour session that incorporated group discussions and interactive components, including art-viewing, sketching, and object-handling. We used post-intervention focus groups to elicit feedback qualitatively. From July 2017 to January 2018, 25 patients participated. Focus groups revealed that the intervention exhibited therapeutic qualities, fostered self-reflection, catalyzed social connectivity, and functioned as a gateway to community resources. These findings can guide future research and development of community-based interventions to target the growing burden of psychosocial stressors among the underserved.

Poor dietary choices are a leading cause of chronic disease, but nutrition is rarely discussed in clinical practice. Nutrition is taught in less than a third of medical schools and physicians in practice empirically report low levels of comfort and self-efficacy in discussing nutrition with patients. A two-part presentation was created and shared with second-year medical students at a college of medicine. Students were given pre-work that included a brief (15 minutes) pre-recorded presentation and an e-resource entitled "Practical Nutrition for the Primary Care Provider" and then engaged in a live virtual session with a brief lecture and question and answer period (45 minutes). A survey was administered following the live presentation to evaluate the extent to which the presentation met the stated objectives and could impact participants' future practice. One-hundred and six students participated in the live lecture. Eighty-eight students (83%) provided survey feedback. Over two-thirds of respondents indicated that the presentation completely met the objectives, 57% indicated that they would definitely talk to patients with chronic disease about nutrition, and 52% indicated they would incorporate diet assessment in visits with patients with chronic disease. Nutrition is integral to disease prevention and management. Many students provided comments on the importance of the topic and benefit of the information. Further research is necessary to determine the optimal time and place for nutrition education in medical training. This presentation and e-resource are evidence-based, brief, and provided tools for participants to access once in practice.

LEARNINGOBJECTIVES 1: Interpersonal /Communication Skill: 1) Identify communication skills needed to recruit older adults LEARNING OBJECTIVES 2: 2) Assess feasibility of GOSCEs to enhance recruitment skills in RAs. SETTING AND PARTICIPANTS: Convenience sample of 18 (5 male, 13 female) Research Assistants (RAs) at an urban hospital who recruit older adults for clinical trials. DESCRIPTION: Increasing older adults' participation in clinical trials is urgently needed. We developed a remote, three station simulation (Group Objective Structured Clinical Exam - GOSCE) to teach RAs communication skills. This 2-hour course included a discussion of challenges in recruiting older adults; skills practice with Standardized Participants (SPs); and a debrief to review experiences, highlight best practices. After discussion, RAs rotated (3 per group) through the stations, each with SP and faculty observer who provided immediate feedback. Thus, learners had opportunities for active and observational learning.Scenarios were: 1) an older white woman with hearing impairment; 2) an older white woman and family member together; and 3) an older Black man mistrustful due to history of racism in medical research. SPs completed behaviorally anchored checklists (11 communication skills across all cases, and 5-7 case-specific questions). Learners completed a 36- item survey of self-assessed change in skill after the workshop; insights on recruitment practice; and educational value. EVALUATION: The communication checklist across all cases included: relationship development (5 items, mean of 58% well done (range: 50-75%), patient education (3 items, 44% (42-58%)), patient satisfaction (2 items, 54% (50-58%)), and information gathering (1 item, 92%). Seventeen RAs completed the survey, 100% felt the workshop provided valuable feedback and taught relevant material, 88% would participate again and 52%reported that the workshop improved their recruitment skills. All RAs reported encountering situations similar to hearing impairment and family member cases, and the majority rated the cases as high in educational value. Just 45% reported experiencing a case similar to the Black male case, and 100% rate it as high in educational value. Key points identified by RAs included the value of building a trusting relationship with potential subjects, recognizing possible barriers to communication early on and addressing these directly in a supportive and respectful style. DISCUSSION / REFLECTION / LESSONS LEARNED: Remote GOSCEs are a feasible mechanism for training RAs in subject recruitment focused on the unique needs of older adults. Responses to the RA survey suggest that GOSCEs are feasible for training RAs in simulated clinical scenarios with which participants are familiar and unfamiliar. SP assessment of RAs identified areas for further reinforcement to improve recruitment skills. This innovation is a feasible, high yield strategy for training research staff. It is highly adaptable to the specific recruitment needs and skills of a clinical trials and will add to the literature on educating RAs

OBJECTIVE:This population-based, matched cohort study aimed to evaluate utilization of health care services by mothers of children with major congenital anomalies (MCAs), compared to mothers of children without MCAs over a 20-year post-birth time horizon in Denmark. METHODS:Our analytic sample included mothers who gave birth to an infant with a MCA (n = 23,927) and a cohort of mothers matched to them by maternal age, parity and infant's year of birth (n = 239,076). Primary outcomes were period prevalence and mothers' quantity of health care utilization (primary, inpatient, outpatient, surgical, and psychiatric services) stratified by their child's age (i.e., ages 0-6 = before school, ages 7-13 = pre-school + primary education, and ages 14-18 = secondary education or higher). The secondary outcome measure was length of hospital stays. Outcome measures were adjusted for maternal age at delivery, parity, marital status, income quartile, level of education in the year prior to the index birth, previous spontaneous abortions, maternal pregnancy complications, maternal diabetes, hypertension, alcohol-related diseases, and maternal smoking. RESULTS:In both cohorts the majority of mothers were between 26 and 35 years of age, married, and employed, and 47% were primiparous. Mothers of infants with anomalies had greater utilization of outpatient, inpatient, surgical, and psychiatric services, compared with mothers in the matched cohort. Inpatient service utilization was greater in the exposed cohort up to 13 years after a child's birth, with the highest risk in the first six years after birth [adjusted risk ratio, 1.13; 95% confidence interval (CI), 1.12-1.14], with a decrease over time. Regarding the quantity of health care utilization, the greatest difference between the two groups was in inpatient service utilization, with a 39% increased rate in the exposed cohort during the first six years after birth (adjusted rate ratio, 1.39; 95% CI, 1.37-1.42). During the first 6 years after birth, mothers of children with anomalies stayed a median of 6 days (interquartile range [IQR], 3-13) in hospital overall, while the comparison cohort stayed a median of 4 days (IQR, 2-7) in hospital overall. Rates of utilization of outpatient clinics (adjusted rate ratio, 1.36; 95% CI, 1.29-1.42), as well as inpatient (adjusted rate ratio, 1.77; 95% CI, 1.68-1.87), and surgical services (adjusted rate ratio, 1.33; 95% CI, 1.26-1.41) was higher in mothers of children with multiple-organ MCAs during 0 to 6 years after birth. Among mothers at the lowest income levels, utilization of psychiatric clinic services increased to 59% and when their child was 7 to 13 years of age (adjusted rate ratio, 1.59; 95% CI, 1.24-2.03). CONCLUSION:Mothers of infants with a major congenital anomaly had greater health care utilization across services. Health care utilization decreased over time or remained stable for outpatient, inpatient, and surgical care services, whereas psychiatric utilization increased for up to 13 years after an affected child's birth. Healthcare utilization was significantly elevated among mothers of children with multiple MCAs and among those at the lowest income levels.

BACKGROUND: During the rapid onset of the pandemic, clinicians transitioned from traditional outpatient practice to telemedicine for triaging COVID-19 patients and providing routine care to patient panels. Telemedicine training and assessment had not been systematically incorporated into most residencies. In response, a scheduled Internal Medicine (IM) Objective Structured Clinical Examination (OSCE) was adapted to a telemedicineemphasized, virtual modality to become a just-in- time learning experience for trainees.
METHOD(S): Remote cases deployed on common web-based video conference platform included; (1) a potential COVID-19 triage, (2) educating on buprenorphine maintenance, (2) counselling on mammogram screening, and (3) addressing frustration with electronic health record documentation. Simulated Patients (SPs) rated residents on communication skills, patient activation and satisfaction, and case-specific telemedicine items. Analyses included a comparison of domain scores (mean % well done) for residents who participated in both the 2020 remote and 2019 in-person OSCEs, and a review of written resident feedback.
RESULT(S): Fewer than half (46%) of 2020's residents (n=23) performed well on the COVID-19 case's telemedicine skill domain. Residents excelled in using nonverbal communication to enrich on-camera communication (100%), but struggled with virtual physical exams (13%), gathering information (4%), and optimizing technology (4%). Residents expressed interest in more opportunity to practice telemedicine skills going forward. Residents' overall COVID-19 knowledge was fair (54% of items were rated as 'well done'). Fewer than half (45%) advised the SP that testing was not available at the time, but that he should call the city hotline for information, and about half (55%) provided quarantine/ home care instructions. In comparing 2020 (virtual) to 2019 (in-person) OSCE scores, residents who participated in both assessments (n=9) performed similarly on communication skills including information gathering (84% vs. 83%), and relationship development (93% vs. 92%), patient satisfaction (72% vs. 80%) and activation (65% vs. 66%). Patient education scores were significantly lower during the virtual OSCE (40% vs. 76%, P=.008).
CONCLUSION(S): Our reformulated OSCE accomplished three goals: (1) physically distancing residents from SPs, (2) providing residents the opportunity to practice critical telemedicine skills, and (3) alerting our educators to curricular improvement areas in virtual physical exam, patient education, gathering information and optimizing technology. Our methods are scalable at other institutions and have applications to the larger medical and clinical education community. LEARNING OBJECTIVE #1: Describe challenges and barriers to effective communication and clinical skill utilization during televisits. LEARNING OBJECTIVE #2: Understand resident physician practice patterns and communication regarding infectious disease

BACKGROUND: The transition from medical school to residency is characterized by an abrupt transition of learning needs and goals. Coaching is a promising intervention to support individual learning and growth trajectories of learners. It is uncommon for medical school faculty to have undergone training as coaches. We explored our faculty's perceptions and skills after instituting a new coaching program.
METHOD(S): Faculty advisors (N=12) and GME (N=16) participated in a coaching development program and in community of practice meetings where challenging coaching scenarios were shared. GME faculty also participated in a Group Objective Structured Clinical Exam (GOSCE) to practice and receive feedback on their skills. Peer-faculty observers and resident raters used behaviorally grounded checklists to assess faculty performance. We conducted 2 focus groups: 1) UME advisors engaged in longitudinal coaching (n=9) and 2) GME faculty participating in the coaching development program (n=8) to better understand how faculty make sense of and put into practice these new coaching roles and skills.
RESULT(S): Simple thematic coding showed that both groups emphasized the blurring of the many roles they serve when interacting with trainees and struggled with recognizing both which hat to wear (role to adopt) and which skills to call upon in specific situations. UME advisors who have dedicated advising/coaching roles reported assuming multiple roles at different times with their same students. Many of the GME coaches serve as Associate Program Directors, and described adopting a coaching frame of reference (mentality) and requiring external reinforcement for coaching skills. Some reported realizing after the fact that coaching would have been a valuable approach. Faculty newer to their role felt more successful in engaging in coaching mindset and coaching. Faculty were curious about how trainees would feel about this approach and anticipated that some would appreciate this more than others. 12 faculty participated in a three station Coaching GOSCE. Both resident raters and faculty peer raters suggested faculty coaches were able to establish trust and engage in authentic listening. Coaches negotiated the tension between empathetic listening with supporting goal-setting. Residents provided slightly lower ratings than peer observers on coaches' ability to ask questions and assume a coachee- focused agenda.
CONCLUSION(S): Medical educators may benefit from obtaining coaching skills, but deliberate training in how these skills complement, and differ, from existing skills requires both didactic and experiential learning. Cultivating a community of practice and offering opportunities for deliberate practice, observation and feedback is essential for medical educators to achieve mastery as coaches. LEARNING OBJECTIVE #1: Identify and perform appropriate learning activities to guide personal and professional development (PBL) LEARNING OBJECTIVE #2: Understand and apply core longitudinal coaching skills (Professionalism)

STATEMENT OF PROBLEM OR QUESTION (ONE SENTENCE): Can user-centered design (UCD) facilitate the development of novel and effective training tools for the virtual ambulatory learning environment LEARNING OBJECTIVES 1: To identify the needs, preferences, and concerns of resident trainees and attending preceptors regarding the current virtual ambulatory care learning environment. LEARNING OBJECTIVES 2: To apply user-centered design (UCD) strategies to the development of effective tools to enhance the virtual learning experience of trainees and preceptors. DESCRIPTION OF PROGRAM/INTERVENTION, INCLUDING ORGANIZATIONAL CONTEXT (E.G. INPATIENT VS. OUTPATIENT, PRACTICE OR COMMUNITY CHARACTERISTICS): The COVID-19 pandemic spurred a rapid transition to virtual learning environments, the design of which may impact learning experiences and competency development for trainees. User-centered design (UCD) offers a framework to iteratively and collaboratively incorporate needs, preferences, and concerns of users (e.g. trainees and preceptors) in the development of acceptable and effective educational tools. This study applied UCD strategies of empathize, define, ideate, prototype, and test among Internal Medicine residents and outpatient attending preceptors to develop innovations for the virtual ambulatory care learning environment. MEASURES OF SUCCESS (DISCUSS QUALITATIVE AND/OR QUANTITATIVEMETRICSWHICHWILL BEUSEDTOEVALUATE PROGRAM/INTERVENTION): Using the UCD framework, we identified: 1) needs, preferences, and concerns of residents and preceptors in current virtual precepting practices (empathize) 2) key problem areas and pain points (define) 3) potential solutions (ideate) 4) specific products to develop (prototype), deploy, and evaluate (test) in practice FINDINGS TO DATE (IT IS NOT SUFFICIENT TO STATE FINDINGS WILL BE DISCUSSED): Qualitative needs-assessment interviews were conducted among 8 residents and 10 preceptors, which identified key areas of learner need: technical and workflow competency; the virtual precepting experience; patient rapport-building and communication; and documentation requirements. Subsequently, a Design Thinking Workshop focusing on virtual precepting was developed, and 3 workshops were conducted with 12 participants (residents and attendings). Using a three-phase interactive sequence of explore, ideate, and create, participants were divided into 2-or 3-person virtual breakout groups and asked to 1) identify a key problem in current virtual precepting, 2) brainstorm possible solutions, and 3) design and present a low-fidelity prototype of one solution. Key problems identified included: management of technical issues, goal setting for precepting sessions, clinic-specific information dissemination practices, and the loss of shared learning space with colleagues. Potential solutions included: a digital shared-learning plan for residents, a real-time virtual clinical bulletin board, an integrated virtual team huddle, and just-in-time digital chalk talks. Two prototypes are being developed for testing in the live precepting environment. KEY LESSONS FOR DISSEMINATION (WHAT CAN OTHERS TAKE AWAY FOR IMPLEMENTATION TO THEIR PRACTICE OR COMMUNITY): User-centered design can be deployed as an effective strategy to engage learners and preceptors in the design and development of educational innovations for the virtual training environment. We recommend collaborating with residents, preceptors, and other stakeholders in the iterative design of virtual learning tools

BACKGROUND: On the road to becoming competent, compassionate and ethical physicians, trainees need to reflect on their experiences, understand the clinical and social contexts, and integrate cognitive and affective reactions in ways that build resilience and a coherent professional identity. Using a qualitative approach, this study seeks to identify medical residents' stressors and challenges, and to understand their experience of the internal and external factors of such situations. Such information can guide educators to develop curricula that better meet residents' needs.
METHOD(S): Primary Care residents at NYU School of Med have ongoing Psychosocial Rounds (PSR) throughout their 3 years, facilitated by a faculty member and Chief Resident, where residents present challenging cases or situations, framed by a specific question. Semi-structured notes taken by facilitators, including question, case description, process of discussion and teaching points were compiled into a deidentified database of 119 cases spanning 2010-2019. These notes were coded by three coders using iterative thematic analysis.
RESULT(S): Seventy four of the 119 cases have been coded to date. Four general themes emerged, with each comprised of 2 to 4 main codes. These themes were 1) Self (S): including management of medical uncertainty, emotional reactions, roles and responsibilities, self-care; 2) Teams (T): including relationship with peers, supervisors, other health professionals; 3) Understanding Patient and Families (PF): including social and cultural context, mental health issues, patient/ family and provider disagreements; and 4) Hospital, Healthcare and Societal issues (HHS). There was a high co- occurrence of themes within cases, 60% had 2 themes present, 24% had 3, and only 16% had one theme. Cases with 3 themes most often included S, T and PF.
CONCLUSION(S): This analysis of PSR cases identifies issues for which residents seek help and support in a safe, case-oriented problem-solving discussion group, and allows for in-depth reflection and exploration. The cooccurrences of themes indicate the complexity of issues faced, and the importance of integrating multiple domains when beginning to understand these issues. LEARNING OBJECTIVE #1: Professionalism: Coping with challenges of becoming resilient physician with emotional and cognitive capacity to deal with complex situations LEARNING OBJECTIVE #2: Interpersonal and Communication Skills: Develop awareness and skills to negotiate interpersonal situations