Analysis of Successful Initiations of Three Children With Hearing Loss Mainstreamed in Kindergarten Classrooms

This is the published version, also available here: http://dx.doi.org/10.1044/0161-1461.2601.45.The communicative interactions of three mainstreamed children who are deaf or hard of hearing (deaf/HOH) were investigated. These children were matched with a classmate who had normal hearing (NH) according to chronological age, sex, race, and socioeconomic status (SES). All subjects were white females approximately 5 years of age. The subjects were videotaped while involved in normal classroom activities. The videotaped interactions were coded for: (a) activity, (b) play level, (c) partner, (d) interactive status, and (e) mode of communication

A day in the life of an emergency department (ED) patient: In-situ ED patient experience simulation for emergency medicine interns

Learning Objectives: The purpose of this educational innovation was to examine first year emergency medicine resident (EM-1) perspectives on the ED patient experience and examine how EM-1 empathy may change after experiencing a simulated ED encounter.Introduction/Background: Empathy is an essential trait for compassionate physicians and the importance of a positive patient experience in the emergency department (ED) is being increasingly emphasized. Currently, there is no best practice guidelines as to how to educate emergency medicine residents about patient experience.Curricular Design: During the first week of EM-1 orientation, 12 residents at a community academic emergency medicine residency program consented to serve the role of patient, family member or observer. In groups of three, EM-1s navigated through four simulated ED encounters in their assigned role (left arm weakness, suicidal ideation, dyspnea, eye pain). Those role-playing as patient or family received a script based on chief complaint to utilize during the ED encounter. EM-1s individually completed a pre- and post-simulation written activity in which they listed all the tasks they believed the patient would encounter. Task totals of pre- and post-activity lists were compared using paired t-test (a=0.05). A debriefing session was conducted immediately after the simulation to obtain qualitative feedback. The entire activity took 2 hours (5 minute introduction, 15 minute pre-activity, 40 minutes in the ED, 15 minute post-activity, 45 minute debrief).Impact/Effectiveness: No significant difference was observed between pre- and post-activity task lists (p=0.17). Overall, qualitative feedback revealed the activity felt very realistic and provided a positive learning experience. Simulated patients felt “vulnerable” and “frazzled.” Simulated family felt “anxious” and “stressed.” Observers were surprised at how many steps occurred simultaneously in the encounter. All participants reported the importance of communication

Self-Assessment of Preparedness: Incoming Emergency Medicine Interns in the Era of COVID-19

Learning Objectives: The purpose of this study was to assess the preparedness of the incoming emergency medicine intern (EM-1) resident class in light of changes to clinical rotations incurred by COVID-19. This feedback was given to programs to alter orientation programs and address knowledge gaps.Background: The COVID-19 pandemic resulted in modification, limitation or cancellation of rotations that affected the clinical experience of graduating fourth-year medical students (MS4).Objective: The purpose of this study was to assess the preparedness of the incoming emergency medicine intern (EM-1) resident class in light of changes to clinical rotations incurred by COVID-19.Methods: We conducted a prospective, survey-based assessment of MS4 matriculating into 7 geographically distinct US EM residency programs in July 2021. The anonymous survey collected data on respondent demographics, rotations, procedures performed, and subjective comfort level with clinical scenarios. Each respondent was assigned a procedural index score (PS) and a clinical comfort index score (CCS), defined as the total sums of reported procedure counts and the quantitative Likert values for each clinical scenario, respectively. Spearman’s rank order coefficient was used to assess correlation between the index scores (PS, CCS) and educational variables.Results: A total of 63 respondents returned completed surveys. The median numbers of EM rotations, virtual rotations and ED encounters were 2 (IQR 2-2), 3 (IQR 1-4,) and 100 (IQR 55-100), respectively. MS4 rotations were “somewhat” or “moderately” limited due to COVID-19 for 82.5% of respondents and “somewhat” or “moderately” suspended in 73.0%. Calculation of index scores yielded a median PS=35 (IQR 30-39) and CCS=30 (IQR 27-32). PS was significantly positively correlated with the number of EM rotations (r=0.395) p=0.001), and ED patient encounters (r=0.369, p=0.006).Conclusion: Based on self-reported data, changes to MS4 rotations did not significantly impact the procedural exposure or clinical comfort level of incoming EM-1 residents. Procedural experience, but not overall clinical comfort level, was positively correlated with the number of EM rotations and patient encounters completed

Medical Student Perceptions of the Virtual Interview Process for Emergency Medicine Residency Application

Learning Objectives: Investigate medical student perceptions of the virtual interview process.Background: In the setting of the Covid-19 pandemic, emergency medicine (EM) residency programs engaged an unprecedented transition to virtual interviews. The use of virtual interviews and their impact on medical students had not been previously studied in the published literature.Objectives: We aimed to investigate medical student perceptions of the virtual interview process.Methods: We conducted a cross-sectional survey-based study of EM applicants who interviewed at our community teaching hospital during the 2020-21 season. The survey was sent electronically to all interviewees following Match Day, excluding applicants who had completed a clinical rotation in our department. The survey consisted of 8 Likert scale questions assessing specific components of the interview and overall impressions of the virtual interview format.Results: A total of 113 surveys were distributed with 34 (30%) interviewees completing the survey. Overall, respondents were 32.4% Female and the mean number of virtual interviews attended was 15.3 (SD = 4.8). Responses to questions regarding overall impression and specific components of the virtual interview are reported in Table 1. Regarding how the nationwide transition to a virtual interview process affected their match, 32% responded negatively, 41% responded neutral, 26% responded positively. Most interviewees (71.9%) agreed that virtual interviews should be offered as part of the traditional residency interview cycle.Conclusion: Medical students felt that our virtual interview process benefited their experience overall. While the nationwide transition is not thought to have benefitted their match, students feel that virtual interviews should be offered as an option moving forwards. The study was limited by small sample size and single-center setting