A Scoping Review of Boot Camps as a Transition, or Induction Training in Health Professions Education

Background Health professions education (HPE) has increasingly used “boot camps” as a promising approach to prepare learners for the transition to their next educational level (e.g. medical students entering residency) or before entering a specific field. However, current boot camp guidelines have not been widely developed or accepted and may have even strayed into different concepts. Aim To explore current practices of boot camps as an educational activity to transition into a new level of training or a new field in HPE. Methods Medical and education databases will be searched for studies reporting on boot camps. We will achieve our goal by 1) exploring the depth and breadth of evidence that characterizes boot camps across various disciplines in HPE, 2) synthesizing key components of boot camps to formulate an operational definition, and 3) proposing recommendations for best practices when developing an HPE boot camp. Importance This review will explore the literature pertaining to boot camps to formulate an operational definition and develop best practices of an HPE boot camp

RIME 60 Years: Celebration and Future Horizons

This year marks the 60th anniversary (1961-2021) of Research in Medical Education (RIME). Over the past 6 decades, RIME has selected medical education research to be presented each year at the Association of American Medical Colleges Annual Meeting: Learn Serve Lead and published in a supplement of Academic Medicine. In this article, the authors surveyed RIME chairs from the past 20 years to identify ways that RIME has advanced medical education research and to generate ideas for future directions. RIME chairs described advancements in the rigor and impact of RIME research and the timeliness of the topics, often serving as a driver for cutting-edge research. They highlighted RIME\u27s role in promoting qualitative research, introducing new epistemologies, and encouraging networking as a means of career advancement. Going forward, RIME chairs suggested (1) strengthening collaborations with formal advanced MEd and PhD degree programs, (2) creating formal mentorship channels for junior and minority faculty, and (3) promoting research related to knowledge translation

EKG Acquisition Curriculum for Pediatric Trainees

OBJECTIVES Pediatric residency trainees interface with electrocardiograms (EKG) as part of routine clinical care. Depending on workflow and availability of support staff, trainees may be required to obtain EKGs on patients, though training on this skill varies. Our intervention seeks to train incoming pediatric residents on obtaining EKGs from pediatric patients and identifying common problems that may result in acquisition of low-fidelity EKGs. METHODS A team of physicians, EKG technicians, and simulation educators designed a 30-min didactic and experiential learning opportunity for incoming pediatric trainees held prior to their start of clinical responsibilities. During the session, trainees were introduced to the basics of EKG acquisition and common quality issues that arise. Afterwards, they practiced placing EKG leads on a mannequin and a live model. A pre- and post-session survey was utilized to assess the session's utility and participant's learning. RESULTS The intervention was perceived as a valuable experience by participants over the course of 2 years. We found increased participant comfort with performing and troubleshooting EKGs ( P <.001). There was a 33% improvement in quality assessment of EKG rhythm strips after the session ( P <.001). CONCLUSION Given the importance of EKGs to the care of pediatric patients, it is essential that pediatricians receive adequate training in acquiring and assessing EKG quality. This intervention was deemed to be highly useful with a demonstrated improvement in EKG troubleshooting skills among first year pediatric residents. This session improves learner comfort with essential clinical responsibilities and identification of low-quality EKGs that often warrant repeat testing