Launching a Teaching Academy (Virtually) During a Pandemic: Silver Linings to a Challenge.

The pandemic disrupted our plans to launch a Teaching Academy to formally support medical educators. Moving forward virtually provided a collaborative and supportive network to plan and deliver professional development activities to navigate pandemic challenges. Through sharing and practicing new teaching technologies together, the social connection and engagement with colleagues helped navigate pandemic challenges.

EANO, SNO and Euracan consensus review on the current management and future development of intracranial germ cell tumors in adolescents and young adults.

The incidence of intracranial germ cell tumors (iGCT) is much lower in European and North American (E&NA) than in Asian population. However, E&NA cooperative groups have simultaneously developed with success treatment strategies with specific attention paid to long-term sequelae. Neurological sequelae may be reduced by establishing a diagnosis with an endoscopic biopsy and/or cerebrospinal fluid (CSF) and/or serum analysis, deferring the need to perform a radical surgery. Depending on markers and/or histological characteristics, patients are treated as either germinoma or non-germinomatous germ cell tumors (NGGCT). Metastatic disease is defined by a positive CSF cytology and/or distant drops in craniospinal MRI. The combination of surgery and/or chemotherapy and radiation therapy is tailored according to grouping and staging. With more than 90% 5-year event-free survival (EFS), localized germinomas can be managed without aggressive surgery, and benefit from chemotherapy followed by whole ventricular irradiation with local boost. Bifocal germinomas are treated as non-metastatic entities. Metastatic germinomas may be cured with craniospinal irradiation. With a 5-year EFS over 70%, NGGCT benefit from chemotherapy followed by delayed surgery in case of residual disease, and some form of radiotherapy. Future strategies will aim at decreasing long-term side effects while preserving high cure rates.

The professor position and the single-stance flexion test may clarify the effect of lumbar spinal stenosis or pseudostenosis on lower-extremity symptoms.

The effect of lumbar spinal stenosis on lower-extremity symptoms is often hard to ascertain in patients with multiple possible causes of symptoms. A positive response to two described maneuvers performed by patients in the office involving flexion of the spine can strongly corroborate the contribution of lumbar spinal stenosis to lower-extremity symptoms, although a negative response does not negate it. The professor position involves the patient standing and leaning in a gentle flexion position, with hands held secure behind the lower back. The single-stance flexion test has the patient gently leaning on support, with only a single symptomatic extremity supporting his or her body weight. Reduction or elimination of lower-extremity symptoms otherwise experienced in an erect position suggests that spine position contributes significantly to the overall lower-extremity symptoms, in addition to or instead of weightbearing or dependent positioning. These maneuvers may be effective in either lumbar spinal stenosis or pseudostenosis, a condition in which lower-extremity mechanical dysfunction induces spinal dysfunction mimicking or exacerbating symptoms of lumbar spinal stenosis. Success with either maneuver can suggest to both physician and patient the potential value of positional testing with a rolling walker as a therapeutic intervention. Further research is necessary. Clinical use may be indicated.

"True enough" formulations: the MAPS approach.

Clinical case formulation is at the core of competent care. When appropriately constructed it is grounded in best practices and serves as an explanatory model, a prescriptive road map, and a yardstick for all interventions. Despite the key role of formulations, many clinicians struggle with their construction and usage. The author offers a new model described as the MAPS approach. This framework, which is pragmatic, driven by clinical data, and process oriented, helps clinicians develop a "true enough" core formulation focusing on the most salient clinical elements that must be addressed. Its graphic nature helps reinforce the interrelated systems nature of psychiatric work and directs the clinician to a restricted number of specific areas that both inform the "core formulation" and serve as the targets for care. This comprehensive model, which includes evaluation, formulation, treatment planning, and treatment monitoring, readily complements and dovetails with the full range of treatment approaches.

Developmental epidemiology of depressive disorders.

Definitions, understanding, and treatment of childhood depressive disorders are changing. The last 40 years have seen a move from questioning whether depression even existed in younger children to evidence-based descriptive models. The field is now moving toward developmentally informed multifactorial models that more accurately reflect the complexity, heterogeneity, and dimensionality of depressive disorders. Knowledge about genetic, temperamental, and developmental risks has increased. Inability to self-regulate seems to be common in depressive and related disorders. Positive modulation can be promoted through experiences, psychotherapies, and, possibly, medications. The authors provide an overview of childhood depressive disorders with emphasis on the developmental/etiologic underpinnings.

Education and depression.

This article is intended to assist educators in the medical field in promoting competency among medical students and trainees on the key issues in child and adolescent depression, including approach, understanding, and management. Using clinical vignettes, up-to-date research, and expert opinion and referencing accessible guidelines, resources, and tools, the authors' goal is to create information that is engaging and useful. It is designed to reach a broad audience with emphasis on trainees who are early in their career path (eg, medical students or interns) and/or who are going into primary care.

Enhancing adult learning in clinical supervision.

OBJECTIVE/BACKGROUND: For decades, across almost every training site, clinical supervision has been considered "central to the development of skills" in psychiatry. The crucial supervisor/supervisee relationship has been described extensively in the literature, most often framed as a clinical apprenticeship of the novice to the master craftsman. This approach fails to directly incorporate adult-learning theory (ALT), despite a clear literature supporting its superiority. METHOD: In this article, the author describes the basic principles of ALT, reviewing the limitations of current supervisory practice from the ALT perspective. He then describes system insights gleaned from elements of the manufacturing process and integrates them into a model that enhances ALT-informed approaches to clinical supervision that can be utilized in all settings. RESULTS: Although there are clear benefits of ALT and the proposed "pull" manufacturing management-informed approaches to supervision, there are several anticipated areas of likely resistance: the issues of time for the collaborative goal-setting, monitoring progress, and revising the educational plan. Much of this is already a factor in the current, labor-intensive patterns of individual supervision, and, in practice, even the formal monthly review has, in almost all cases, taken appreciably less than half of a supervisory hour. Any possible increases in time or effort would be more than compensated for by the inherent efficiency of resident-specific teaching and learning. CONCLUSION: Current supervisory practices can be revised to include principles of ALT and "pull" manufacturing systems that can enhance resident education.

Promoting interdisciplinary collaboration: trainees addressing siloed medical education.

OBJECTIVE: Professional siloing within medical institutions has been identified as a problem in medical education, including resident training. The authors discuss how trainees from different disciplines can collaborate to address this problem. METHOD: A group of trainees from psychiatry, developmental medicine, neurology, and education came together to develop a community of practice (CoP) to promote interdisciplinary collaboration. RESULTS: A key outcome was the development of a seminar including speakers and attendees (N=20 to 35) from psychiatry, developmental medicine, neurology, and education. The CoP, developed in 2008, continues to grow and develop through their seminar, which fosters institution-wide interdisciplinary collaboration. CONCLUSION: In an attempt to break down interdisciplinary silos, a CoP and interdisciplinary seminar were created. Trainee organizers benefited from an educational context that embodied adult-learning theory and promoted lifelong learning. The unique seminar that was created continues to promote a community sense of learning and practice. Outcome measures are currently being used to objectively measure these efforts.

Pediatrician-psychiatrist collaboration to care for children with attention deficit hyperactivity disorder, depression, and anxiety.

OBJECTIVE: To describe pediatrician experiences collaborating with psychiatrists when caring for children with attention deficit hyperactivity disorder (ADHD), depression, and anxiety. METHOD: A random sample of Massachusetts primary care pediatricians completed a mailed self-report survey. RESULTS: Response rate was 50% (100/198). Most pediatricians preferred psychiatrists to initiate medications for anxiety (87%) or depression (85%), but not ADHD (22%). Only 14% of respondents usually received information about a psychiatry consultation. For most (88%), the family was the primary conduit of information from psychiatrists, although few (14%) believed the family to be a dependable informant. Despite this lack of direct communication, most pediatricians reported refilling psychiatry-initiated prescriptions for ADHD (88%), depression (76%), and anxiety (72%). CONCLUSIONS: Pediatricians preferred closer collaboration with psychiatrists for managing children with anxiety and depression, but not ADHD. The communication gap between psychiatrists and pediatricians raises concerns about quality of care for children with psychiatric conditions.

Integrating quality improvement and residency education: insights from the AIAMC National Initiative about the roles of the designated institutional official and program director.

Active engagement of both the designated institutional official (DIO) and the program director (PD) is essential to implement any change in graduate medical education (GME). Strategies that are established by the Accreditation Council for Graduate Medical Education or other entities are, in the end, effective only as implemented at the individual program level. The interpretation of national standards or guidelines, and the specific adaptation to the vagaries of individual institutions and programs, can lead to significant variability in implementation and potentially in outcomes. Variability occurs between programs within the same institution and between some specialty programs at different institutions. The National Initiative, sponsored by the Alliance of Independent Academic Medical Centers, was launched in 2007 to demonstrate the effectiveness of GME as a key driver to improve quality, patient safety, and cost-effectiveness of care. This report addresses (1) the key roles of both the DIO and the PD in achieving the goals of the National Initiative, (2) the challenges these goals presented to each role, and (3) some of the tactics drawn from the experiences of the National Initiative in overcoming those challenges. The experience of the National Initiative underscored the synergies of the DIO and PD roles to improve patient care while simultaneously fulfilling their critical responsibilities as institutional and program leaders in GME with even greater effectiveness.

Psychiatry morbidity and mortality rounds: implementation and impact.

OBJECTIVE: This study assessed the implementation of psychiatry morbidity and mortality rounds (M&Ms) on the clinical and educational practice in a children's hospital. METHODS: Attendees to monthly M&Ms between July 2005 and May 2007 included staff and trainees from psychiatry, psychology, nursing, and social work. Cases were selected based on a priori risk criteria and each rated on the hospital's four-level risk management scale. M&Ms were reviewed for recurrent patterns that contributed to adverse patient care. Attendees completed a survey at the end of each year, evaluating the educational value of the rounds. RESULTS: Possible opportunities for patient care improvement were found in 80% of the cases and fell into four overlapping areas: diagnostic/formulation errors, communication problems, system-based problems, and class/culture misunderstandings. Identifying these problems led to corrective actions and positive changes in patient care. CONCLUSION: M&Ms appear to be a potentially productive venue for self-appraisal and case review to aid psychiatry programs in patient safety efforts and clinician education.

The Educational Kanban: promoting effective self-directed adult learning in medical education.

The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments.

Lumbar spinal stenosis: can positional therapy alleviate pain?

METHODS: We analyzed a retrospective case series of 52 patients with spinal stenosis confirmed by spinal imaging and walking limitations treated with a wheeled walker set to induce lumbosacral flexion. RESULTS: Of the 52 patients, improvement in ambulation was classified as excellent for 30 (58%), good for 7 (13%), moderate for 8 (16%), and poor for 7 (13%). Among 48 patients with neurogenic pain, pain relief was classified as excellent for 22 (46%), good for 11 (23%), moderate for 7 (14.5%), and poor for 8 (16.5%). CONCLUSIONS: These retrospective data from a case series support the hypothesis that positional therapy with a wheeled walker set to induce lumbosacral flexion relieves lower extremity symptoms of spinal stenosis. However, an adequate test of this hypothesis will require randomized trials of sufficient size and duration that include objective clinical endpoints such as quality-of-life measures, immobility complications and need for drugs, physical therapy, procedures including epidural injections, and spinal surgery. In the meantime, this conservative strategy is an option for patients following the recommendations of the North American Spine Society, or for those who have contraindications (or aversions) to surgery or epidural injections, or who have found these options ineffective. Positional therapy with a wheeled walker offers the possibility of short-term benefits for ambulation and pain, with minimal risks and costs.

Neurogenic positional pedal neuritis. Common pedal manifestations of spinal stenosis.

Neurogenic positional pedal neuritis is a presentation of neuritic symptoms in one or both feet usually affected by body position, specifically, the position of the spine. Its etiology is similar to that of neurogenic-induced claudication caused by spinal stenosis in that the symptoms are caused by compression or irritation of nerves of the lower lumbosacral spine, usually the fifth lumbar and first sacral nerve roots. Burning, stabbing, a cold feeling, aching, numbness, paresthesia, or a weak or tired feeling of the feet (during some part of the disease process) depend on spinal position and may occur during standing, walking, or even lying in bed. Symptoms may be severe and are often eliminated by lumbosacral spine flexion, such as by walking with wheeled support such as a grocery cart or walker; less frequently by negative-heel shoe modification, which can change the position of the lumbosacral spine in stance; or by alteration of sleeping position. This condition, which can include loss of protective sensation, is often misdiagnosed as neuropathy (especially in diabetic patients) or less frequently as biomechanical in origin. In diabetic patients, this condition is frequently the cause of failure of monochromatic infrared energy therapy for diabetic peripheral neuropathy. Treatment is aimed at reducing the spinal nerve or nerve root irritation. Clear definition of the pedal symptoms of spinal nerve compression within a single diagnostic category should facilitate identification and treatment.