Diversity and inclusion training in pediatric departments.

BACKGROUND AND OBJECTIVE: The diversifying US population of children necessitates assessing the diversity of the pediatric academic workforce and its level of cultural competency training. Such data are essential for workforce and educational policies. METHODS: An 8-question survey was sent to 131 US pediatric chairs to assess plans for diversity, targeted groups, departmental diversity, diversity measures, perceived success in diversity, and presence and type of cultural competency training. RESULTS: In all, 49.6% of chairs responded, and three-quarters of them reported having a plan for diversity, which targeted racial; ethnic; gender; lesbian, gay, bisexual, and transgender; disabled; and social class groups. Of the residents, 75% were women, as compared with 54% of faculty and 26% of chairs. Racial and ethnic diversity was limited among trainees, faculty, and leaders; <10% of each group was African American, Hispanic, or Native American. Asian Americans were more common among trainees (15%-33%) but were less common in faculty and leadership positions (0%-14%). Lesbian, gay, bisexual, and transgender physicians were represented in some groups. Measures of diversity included the number of trainees and faculty, promotion success, climate assessments, and exit interviews. Overall, 69% of chairs reported being successful in diversity efforts. A total of 90% reported cultural competency training for trainees, and 74% reported training for faculty and staff. Training in cultural competency included linguistic training, primarily in Spanish. CONCLUSIONS: Pipeline issues for minorities are ongoing challenges. Pediatric leadership needs more representation of racial and ethnic minorities, women, and LGBT. Suggestions for workforce and educational policies are made.

Quality improvement skills for pediatric residents: from lecture to implementation and sustainability.

Quality improvement (QI) skills are relevant to efforts to improve the health care system. The Accreditation Council for Graduate Medical Education (ACGME) program requirements call for resident participation in local and institutional QI efforts, and the move to outcomes-based accreditation is resulting in greater focus on the resulting learning and clinical outcomes. Many programs have enhanced practice-based learning and improvement (PBLI) and systems based practice (SBP) curricula, although efforts to actively involve residents in QI activities appear to be lagging. Using information from the extensive experience of Cincinnati Children's Hospital Medical Center, we offer recommendations for how to create meaningful QI experiences for residents meet ACGME requirements and the expectations of the Clinical Learning Environment Review (CLER) process. Resident involvement in QI requires a multipronged approach that overcomes barriers and limitations that have frustrated earlier efforts to move this education from lectures to immersion experiences at the bedside and in the clinic. We present 5 dimensions of effective programs that facilitate active resident participation in improvement work and enhance their QI skills: 1) providing curricula and education models that ground residents in QI principles; 2) ensuring faculty development to prepare physicians for their role in teaching QI and demonstrating it in day-to-day practice; 3) ensuring all residents receive meaningful QI education and practical exposure to improvement projects; 4) overcoming time and other constraints to allow residents to apply their newly developed QI skills; and 5) assessing the effect of exposure to QI on resident competence and project outcomes.

Better rested, but more stressed? Evidence of the effects of resident work hour restrictions.

OBJECTIVE: After the publication of the 2009 Institute of Medicine report addressing resident sleep, the Accreditation Council for Graduate Medical Education implemented new work hour restrictions in 2011. We explored the effects of a resident schedule compliant with 2011 limits on resident sleep, fatigue, education, and aspects of professionalism. METHODS: Partially randomized cohort study of residents and hospitalist attendings on general pediatric inpatient teams at a large children's hospital. Five intervention group interns worked a shift-based schedule compliant with 2011 restrictions with a 12 hour maximum shift. Six control group interns maintained the existing every fourth night, 30-hour call schedule. Interns kept daily work and sleep logs. Interns and attendings were surveyed regarding perceptions of education, professionalism, and overall well-being. RESULTS: The average amount of intern sleep per 24 hours did not differ between intervention and control groups (7.5 vs 7.3 hours; P = .63). However, intervention interns had a lower proportion of duty hours without any sleep in the preceding 24 hours compared to interns in the control group (1% vs 15%; P < .001). Twenty-one of 22 survey items on perceptions of education and professionalism were rated lower in the intervention group with absolute differences ranging from 18% to 86% between the control and intervention groups, but only 5 items were statistically significant. CONCLUSION: Implementation of new duty hour restrictions should produce more rested interns at work. However, resident and faculty perceptions of education and professionalism may be adversely affected. The unexpected finding of increased work load compression may contribute to these outcomes.

Characteristics of children diagnosed as having coagulopathies following posttonsillectomy bleeding.

OBJECTIVE: To determine the prevalence of coagulopathy among children presenting with posttonsillectomy bleeding (PTB) and describe risk factors that could indicate the presence of occult coagulopathy. DESIGN: Retrospective medical chart review. SETTING: Tertiary-care pediatric hospital. PATIENTS: The study population comprised 182 patients presenting with PTB from January to December 2007. MAIN OUTCOME MEASURES: Demographics, laboratory studies, type of intervention, transfusion status, need for hematology consultation, type of coagulopathy, and disposition were recorded. RESULTS: There were 216 emergency department (ED) encounters for PTB. The mean age of the patients was 8.4 years, and 56% were male and 79% were white. Patients presented on mean postoperative day 5.9. Of the 182 children, 34 (19%) presented with abnormally elevated prothrombin time, activated partial thromboplastin time, or platelet function assays (PFAs) for both adenosine diphosphate and epinephrine. Eight patients (4%) ultimately were diagnosed as having a coagulopathy. Differences in mean age (P = .23), sex (P = .47), race (P = .76), number of days posttonsillectomy (P = .34), and higher ED visit frequency (P = .06) between the coagulopathic and noncoagulopathic children were not statistically significant. Coagulopathic children had significantly higher mean activated partial thromboplastin time (P < .001), PFA for adenosine diphosphate (P < .001), and PFA for epinephrine (P = .001). Of the 8 coagulopathic children, 3 (38%) presented with a history of oral bleeding and a normal physical examination. CONCLUSIONS: In children presenting with PTB, activated partial thromboplastin time and PFA studies and hematology consultations are helpful in identifying occult coagulopathies. The definition of PTB should be broadened to include children with any history of oral bleeding, regardless of examination findings.

Pediatric emergency medicine residency experience: requirements versus reality.

BACKGROUND: An important expectation of pediatric education is assessing, resuscitating, and stabilizing ill or injured children. OBJECTIVE: To determine whether the Accreditation Council for Graduate Medical Education (ACGME) minimum time requirement for emergency and acute illness experience is adequate to achieve the educational objectives set forth for categorical pediatric residents. We hypothesized that despite residents working five 1-month block rotations in a high-volume (95 000 pediatric visits per year) pediatric emergency department (ED), the comprehensive experience outlined by the ACGME would not be satisfied through clinical exposure. STUDY DESIGN: This was a retrospective, descriptive study comparing actual resident experience to the standard defined by the ACGME. The emergency medicine experience of 35 categorical pediatric residents was tracked including number of patients evaluated during training and patient discharge diagnoses. The achievability of the ACGME requirement was determined by reporting the percentage of pediatric residents that cared for at least 1 patient from each of the ACGME-required disorder categories. RESULTS: A total of 11.4% of residents met the ACGME requirement for emergency and acute illness experience in the ED. The median number of patients evaluated by residents during training in the ED was 941. Disorder categories evaluated least frequently included shock, sepsis, diabetic ketoacidosis, coma/altered mental status, cardiopulmonary arrest, burns, and bowel obstruction. CONCLUSION: Pediatric residents working in one of the busiest pediatric EDs in the country and working 1 month more than the ACGME-recommended minimum did not achieve the ACGME requirement for emergency and acute illness experience through direct patient care.

Failure to thrive: pediatric residents weigh in on feasibility trial of the proposed 2008 institute of medicine work hour restrictions.

BACKGROUND: In December 2008 the Institute of Medicine (IOM) released a report recommending limits on resident hours that are considerably more restrictive than the current Accreditation Council for Graduate Medical Education duty hour standards. INTERVENTION: In March 2009, a large pediatric residency program implemented a 1-month trial of a schedule and team structure fully congruent with the IOM recommendations to study the implications of such a schedule. METHODS: Comparison of the interns' experience in the trialed intervention schedule was made to interns working a traditional schedule with every fourth night call. RESULTS: The residents on the intervention schedule averaged 7.8 hours of sleep per 24-hour period compared to 7.6 hours for interns in a traditional schedule. Participation in bedside rounds and formal didactic conferences was decreased in the intervention schedule. Several factors contributed to increased perceived work intensity for interns in the intervention schedule. Redistribution of work during busy shifts altered the role of senior residents and attending physicians which may have a negative effect on senior residents' ability to develop skills as supervisors and educators. CONCLUSIONS: The trial implementation suggests it is possible to implement the proposed duty hour limits in a pediatric residency, but it would require a significant increase in the resident workforce (at least 25% and possibly 50%) to care for the same number of patients. Furthermore, the education model would need to undergo significant changes. Further trials of the IOM recommendations are needed prior to widespread implementation in order to learn what works best and causes the least harm, disruption, and unnecessary cost to the system.

One possible future for resident hours: interns' perspective on a one-month trial of the institute of medicine recommended duty hour limits.

BACKGROUND: In December 2008, the Institute of Medicine (IOM) released the report of a consensus committee recommending added limits on resident duty hours. METHODS: Perceptions of interns participating in a 1-month trial implementation of the IOM-recommended duty hour limits in one large pediatric residency program during March 2009 were aggregated. RESULTS: Interns experienced benefits from the shift-based schedule, including reduced hours and more nights at home. These were accompanied by shortcomings of the new schedule, most prominently increased intensity during the hours worked, weaknesses in sign-outs and handing off of tasks, and inability to know and "own" all patients on the interns' team. The experiment also changed the role and the level of engagement expected from attending physicians. CONCLUSIONS: The trial implementation of the IOM-recommended limits highlighted that to adapt to additional reduction in hours, residency education needs a significant culture change, including better sign-outs, improved organization of bedside and didactic education, and attention to the added work intensity of a team-based model with daily admissions. Ultimately this may require an adjustment in residents' workload and different expectations and models of support from attending physicians.

Effect of multisource feedback on resident communication skills and professionalism: a randomized controlled trial.

OBJECTIVE: To determine whether augmenting standard feedback on resident performance with a multisource feedback intervention improved pediatric resident communication skills and professionalism. DESIGN: Randomized controlled trial. SETTING: Children's Hospital Medical Center, Cincinnati, Ohio, from June 21, 2004, to July 7, 2005. PARTICIPANTS: Thirty-six first-year pediatric residents. INTERVENTIONS: Residents assigned to the multisource feedback group (n = 18) completed a self-assessment, received a feedback report about baseline parent and nurse evaluations, and participated in a tailored coaching session in addition to receiving standard feedback. Residents in the control group (n = 18) received standard feedback only. The control group and their residency directors were blinded to parent and nurse evaluations until the end of the study. MAIN OUTCOME MEASURES: Residents' specific communication skills and professional behaviors were rated by parents and nurses of pediatric patients. Both groups were evaluated at baseline and after 5 months. Scores were calculated on each item as percentage in the highest response category. RESULTS: Both groups had comparable baseline characteristics and ratings. Parent ratings increased for both groups. While parent ratings increased more for the multisource feedback group, differences between groups were not statistically significant. In contrast, nurse ratings increased for the multisource feedback group and decreased for the control group. The difference in change between groups was statistically significant for communicating effectively with the patient and family (35%; 95% confidence interval, 11.0%-58.0%), timeliness of completing tasks (30%; 95% confidence interval, 7.9%-53.0%), and demonstrating responsibility and accountability (26%; 95% confidence interval, 2.9%-49.0%). CONCLUSION: A multisource feedback intervention positively affected communication skills and professional behavior among pediatric residents.

Evaluation of resident communication skills and professionalism: a matter of perspective?

OBJECTIVE: Evaluation procedures that rely solely on attending physician ratings may not identify residents who display poor communication skills or unprofessional behavior. Inclusion of non-physician evaluators should capture a more complete account of resident competency. No published reports have examined the relationship between resident evaluations obtained from different sources in pediatric settings. The objective of this study was to determine whether parent and nurse ratings of specific resident behaviors significantly differ from those of attending physicians. METHODS: Thirty-six pediatric residents were evaluated by parents, nurses, and attending physicians during their first year of training. For analysis, the percentage of responses in the highest response category was calculated for each resident on each item. Differences between attending physician ratings and those of parents and nurses were compared using the signed rank test. RESULTS: Parent and attending physician ratings were similar on most items, but attending physicians indicated that they frequently were unable to observe the behaviors of interest. Nurses rated residents lower than did attending physicians on items that related to respecting staff (69% vs 97%), accepting suggestions (56% vs 82%), teamwork (63% vs 88%), being sensitive and empathetic (62% vs 85%), respecting confidentiality (73% vs 97%), demonstrating integrity (75% vs 92%), and demonstrating accountability (67% vs 83%). Nurse responses were higher than attending physicians on anticipating postdischarge needs (46% vs 25%) and effectively planning care (52% vs 33%). CONCLUSIONS: Expanding resident evaluation procedures to include parents and nurses does enhance information that is gathered on resident communication skills and professionalism and may help to target specific behaviors for improvement. Additional research is needed to determine whether receiving feedback on parent and nurse evaluations will have a positive impact on resident competency.

Child life intervention during angiocatheter insertion in the pediatric emergency department.

OBJECTIVE: Current literature is deficient regarding the scope of procedures for which certified child life specialist (CCLS) services are effective in the pediatric emergency department. The purpose of this study is to analyze the effect of CCLS intervention during routine peripheral venous angiocatheter insertion on child procedure-related distress. METHODS: Eligible children were aged 2 to 16 years. Subjects were randomly assigned to CCLS intervention or standard care. The Observation Scale of Behavior Distress-revised (OSBD-r) [J Pediatr Psychol 12 (1987) 543] was recorded during the procedure. Secondary outcomes included child and parent State Trait Anxiety Inventories [Manual for the State-Trait Anxiety Inventory (1973) and Manual for the State-Trait Anxiety Inventory for Children (1973)] and an adapted parent customer satisfaction survey [Eval Program Plann 5 (1982) 233; Eval Program Plann 6 (1983) 299; and J Paediatr Child Health 31 (1995) 435]. Explanatory and intention-to-treat analyses were performed. RESULTS: One hundred forty-nine children completed the study. Although there was no statistical difference in mean total OSBD-r in the intention-to-treat analysis, the mean difference of 0.61 OSBD units (95% confidence interval, 0.04-1.19) in the anticipation phase in the 4- to 7-year age group was statistically significant. When the patients with only 1 insertion attempt were analyzed (n = 121), the total OSBD-r, anticipation, and preparation phase differences were statistically significant in the intention-to-treat analysis. In the explanatory analysis (n = 138), a mean significant difference in total OSBD-r score of 1.80 (95% confidence interval, 0.19-3.42) was found. There were no significant differences in child or parent anxiety or customer satisfaction between groups. CONCLUSIONS: CCLS intervention may reduce the behavioral stress associated with angiocatheter insertion, especially in children aged 4 to 7 years. These data further support the role of the CCLS as a patient and family advocate during routine procedures.