Effectiveness of training primary care internal medicine residents in etonogestrel implants and impact on their future practice: A cross-sectional study.

OBJECTIVE: To evaluate the impact of an etonogestrel implant training program within a primary care Internal Medicine residency training program. STUDY DESIGN: We surveyed graduates of our primary care Internal Medicine residency program in the Bronx, New York who performed implant procedures though the first 32 months after implementation of a monthly faculty-supervised resident implant clinic. We assessed the number of implants placed and removed per graduate, and surveyed graduates' satisfaction with the implant training program, perceived competence with implant procedures, and intent and ability to perform implant procedures and barriers to performing implant procedures postgraduation. RESULTS: Between July 2017 and February 2020, 14 residents placed a total of 34 devices and removed four. All 14 program graduates completed the survey in August 2020. All but one respondent felt this training was valuable and 11 felt competent placing implants without supervision. Although 10 planned to provide implants following graduation, none have been able to, largely because of credentialing and clinic-practice level barriers. CONCLUSIONS: The primary care Internal Medicine program graduates we surveyed (n = 14) valued our etonogestrel implant training program and perceived competence, particularly with implant placement. However, even those who intended to provide etonogestrel implants postgraduation were unable to do so. IMPLICATIONS: Internal Medicine residents trained to place and remove etonogestrel implants are most comfortable with implant placement. However, these physicians may face barriers related to credentialing and ambulatory practice scope when attempting to provide this care in clinical practice.

Internal Medicine Residents' Feelings of Responsibility, Confidence, and Clinical Practice in Opioid Overdose Prevention and Naloxone Prescribing.

OBJECTIVES: We assessed internal medicine residents' attitudes and clinical practices regarding opioid overdose prevention education and naloxone prescribing as a first step in developing curriculum to train residents on these topics. METHODS: We adapted a previously validated questionnaire to assess residents' feelings of responsibility, confidence and clinical practice in opioid overdose prevention and naloxone prescribing. RESULTS: Nearly all 90 residents (62% response rate) felt responsible and most felt confident in: assessing patients for risk of opioid overdose (95% and 57%, respectively), assessing patients' readiness to reduce risk of opioid overdose (95% and 73%, respectively), and advising behavior change to minimize opioid overdose risk (98% and 71%, respectively). Most felt responsible to refer patients for opioid use disorder (OUD) treatment (98%), and provide overdose prevention education and prescribe naloxone (87%). Most felt confident referring patients for OUD treatment (60%), and nearly half felt confident in providing overdose prevention education and prescribing naloxone (45%). In clinical practice, over a third reported assessing patients' risk of overdose (35%), assessing patients' readiness to reduce risk of overdose (57%), and advising behavior change to minimize overdose risk (57%). Only 17% reported providing overdose prevention education and prescribing naloxone. CONCLUSIONS: Despite feeling responsible and confident in addressing opioid overdose prevention strategies, few residents report implementing these strategies in clinical care. Residency programs must not only include curricula addressing overdose risk assessment and counseling, referral to or provision of OUD treatment, but also include curricula that impact implementation of opioid overdose prevention strategies.

Development and evaluation of a clinical reasoning curriculum as part of an Internal Medicine Residency Program.

Background Errors in medicine are common and often tied to diagnosis. Educating physicians about the science of cognitive decision-making, especially during medical school and residency when trainees are still forming clinical habits, may enhance awareness of individual cognitive biases and has the potential to reduce diagnostic errors and improve patient safety. Methods The authors aimed to develop, implement and evaluate a clinical reasoning curriculum for Internal Medicine residents. The authors developed and delivered a clinical reasoning curriculum to 47 PGY2 residents in an Internal Medicine Residency Program at a large urban hospital. The clinical reasoning curriculum consists of six to seven sessions with the specific aims of: (1) educating residents on cognitive steps and reasoning strategies used in clinical reasoning; (2) acknowledging the pitfalls of clinical reasoning and learning how cognitive biases can lead to clinical errors; (3) expanding differential diagnostic ability and developing illness scripts that incorporate discrete clinical prediction rules; and (4) providing opportunities for residents to reflect on their own clinical reasoning (also known as metacognition). Results Forty-seven PGY2 residents participated in the curriculum (2013-2016). Self-assessed comfort in recognizing and applying clinical reasoning skills increased in 15 of 15 domains (p < 0.05 for each). Resident mean scores on the knowledge assessment improved from 58% pre-urriculum to 81% post curriculum (p = 0.002). Conclusions A case vignette-based clinical reasoning curriculum can effectively increase residents' knowledge of clinical reasoning concepts and improve residents' self-assessed comfort in recognizing and applying clinical reasoning skills.

Long-acting intraocular Delivery strategies for biological therapy of age-related macular degeneration.

As one of the leading causes of central vision loss in elderly population, worldwide cases of age-related macular degeneration (AMD) have seen a dramatic increase over the past several years. Treatment regimens for AMD, especially with biological agents, are complicated due to anatomical and physiological barriers, as well as administration of high doses and frequent regimens. Some clinical examples include monthly intravitreal administration of anti-VEGF antibody ranibizumab (Lucentis®) from Genentech and aflibercept (Eylea®) from Regeneron Pharmaceuticals. Long-acting sustained intraocular drug delivery provides promising solutions, such as Vitrasert® from Bausch & Lomb, an intravitreal biodegradable polymeric implant made from poly(D,L-lactic co glycolic acid) (PLGA), and can be used as a guiding reference to formulate sustained delivery systems. In this review, we discuss the anatomy and physiology of the eye, barriers to delivery, pathology of AMD, opportunities for biological therapeutics, and future prospects of intraocular delivery strategies that are in development for treatment of AMD.

Assessing and counseling the obese patient: Improving resident obesity counseling competence.

OBJECTIVE: To evaluate obesity counseling competence among residents in a primary care training program METHODS: We delivered a 3h obesity curriculum to 28 Primary Care residents and administered a pre-curriculum and post curriculum survey looking specifically at self-assessed obesity counseling competence. RESULTS: Nineteen residents completed both the pre curriculum survey and the post curriculum survey. The curriculum had a positive impact on residents' ability to ascertain patient's stage of change, use different methods to obtain diet history (including 24h recall, food record or food frequency questionnaire), respond to patient's questions regarding treatment options, assist patients in setting realistic goals for weight loss based on making permanent lifestyle changes, and use of motivational interviewing to change behavior. When looking at the 5As domains, there was a significant improvement in the domains of Assess, Advise, and Assist. The proportion of residents with a lower level of self-assessed obesity counseling competence reduced from 75% before the curriculum to 37.5% (p=0.04) after the curriculum. CONCLUSION: Our curriculum addressing weight loss counseling using the 5As model increased obesity counseling competence among residents in a primary care internal medicine residency program.