ABSTRACT
Background: The increasing number of vulnerable populations served by the emergency department (ED) calls for developing and implementing curricula aimed at training residents to deliver quality care for the most marginalized groups. Objective: We aimed to address this by developing and piloting a curriculum to introduce the unique challenges and disparities encountered by our diverse ED patient population using an experiential learning approach. Methods: We engaged community partners in designing and implementing a curriculum for incoming interns. This curriculum addresses specific populations encountered within the ED including patients with psychiatric illness, patients with cognitive disabilities, intoxicated patients, violent patients, patients of various cultural backgrounds, non-English-speaking patients, and LGBTQ patients. Experiential and active learning sessions with content experts and site visits to area organizations were arranged. Pre-, post-, and time-delayed surveys were deployed to evaluate the pilot of this curriculum. Results: Thirteen incoming interns participated in the orientation curriculum. Residents' comfort with each of these various patient populations as well as familiarity with community and ED resources was assessed before, after, and 1 year delayed from each session (response 13/13, 100%). Their scores increased significantly from baseline in the postsurvey and were maintained 1 year later (p < 0.05). Residents additionally provided narrative responses regarding what they learned and what was most helpful after completing their intern year. Conclusions: This pilot curriculum demonstrates that implementing an experiential learning curriculum and engaging community leaders and resources is key to training residents to address health disparities within their unique ED patient population. As such, it is imperative that we seek to immersively introduce trainees to the unique needs of the patient population they will serve early in training.
ABSTRACT
Background: Since 2018, the Centers for Medicare & Medicaid Services (CMS) guidelines have allowed teaching physicians to bill for evaluation and management services based on medical student documentation. Limited previous data suggest that medical student documentation suffers from a high rate of downcoding relative to faculty documentation. We sought to compare the coding outcomes of documentation performed by medical students, and not edited by faculty, with documentation edited and submitted by faculty. Methods: A total of 104 randomly selected notes from real patient encounters written by senior medical students were compared to the revised notes submitted by faculty. The note pairs were then split and reviewed by blinded professional coders and assigned level of service (LoS) codes 1-5 (corresponding to E&M CPT codes 99281-99285). Results: We found that the LoS agreement between student and faculty note versions was 63%, with 23% of all student notes receiving lower LoS compared to faculty notes (downcoded). This was found to be similar to baseline variability in professional coder LoS designations. Conclusions: Notes from medical students who have completed a focused documentation curriculum have less LoS downcoding than in previous reports.
ABSTRACT
BACKGROUND: Cardiocerebral resuscitation (CCR) is reportedly superior to cardiopulmonary resuscitation (CPR) for out-of-hospital cardiac arrest (OHCA) even though active ventilation is not initially provided. Understandably, concerns have been raised regarding the withholding of positive pressure ventilation (PPV) during CCR because of the longstanding belief that respiratory gas exchange is a critical action during resuscitation. OBJECTIVE: In this observational study, we sought to quantify the effect of prolonged untreated ventricular fibrillation (VF) on arterial pH, partial pressure of carbon dioxide (pCO(2)), and partial pressure of oxygen (pO(2)) values in a swine model of witnessed cardiac arrest to begin exploring the validity of these concerns. METHODS: Both included studies were approved by the institutional animal care and use committee (IACUC). Eighty-three animals (25-35 kg) were instrumented under general anesthesia. Baseline characteristics were recorded. An arterial blood gas (ABG) sample was drawn from each animal via femoral catheter just prior to electrical induction of VF. After 8 minutes of untreated VF in one study (study 1 [n = 30]) and 10 minutes of untreated VF in the other study (study 2 [n = 53]), a second ABG sample was drawn. All samples were processed immediately using an i-STAT portable whole blood analyzer. Baseline characteristics of animals in the two studies were assessed using descriptive statistics. For the second ABG sample in each study, the mean pH, pCO(2), and pO(2) values, with 95% confidence intervals (95% CIs), were determined. The paired ABG results for each animal were then compared and the average pH, pCO(2), and pO(2) proportions, with 95% CIs, for each study were calculated. RESULTS: The baseline characteristics of the animals in the two studies were similar. After 8 and 10 minutes of untreated VF cardiac arrest, the pH values were 7.35 (95% CI = 7.32, 7.37) and 7.37 (95% CI = 7.36, 7.38), the pCO(2) increased to 44.1 mmHg (95% CI = 41.1, 47.1) and 52.7 mmHg (95% CI = 51.0, 54.4), and the pO(2) decreased to 44.8 mmHg (95% CI = 42.2, 47.4) and 45.5 mmHg (95% CI = 43.3, 47.6), respectively. CONCLUSIONS: Using our swine model of witnessed cardiac arrest with prolonged untreated VF, the arterial pH remained essentially unchanged and the pCO(2) increased to 1.42 times baseline after 10 minutes, while almost half of the initial O(2) concentration in the blood at the beginning of resuscitation remained.
