Family Medicine Resident Education About Health Disparities Associated With Incarceration: A CERA Research Study.

BACKGROUND AND OBJECTIVES: We submitted research questions to the Council of Academic Family Medicine Educational Research Alliance (CERA) to assess the format of family medicine resident education about health disparities associated with incarceration and the perceived efficacy of efforts to prepare graduates for competent care of formerly incarcerated patients in practice. We think this is a universal problem, and current efforts are insufficient. METHODS: We evaluated data as part of the fall 2022 CERA survey of program directors (PDs). We reviewed descriptive statistics, generated comparative analysis, and reported relational analysis. We analyzed internal structure with principal component analysis and inter-item reliability. RESULTS: A total of 286 out of 678 (42%) eligible PDs completed the survey. Most respondents felt that educating residents about health disparities associated with incarceration was important and that residents would welcome that education. However, PDs lacked existing curricula. PDs did not think that medical school graduates were well-prepared in this area, and ambivalence existed about whether residency graduates were well-prepared to treat formerly incarcerated patients upon graduation. Comparative analysis revealed differences in responses based on the type of program, the program and community size, and the PD demographics. CONCLUSIONS: PDs acknowledged the importance of training residents about health disparities associated with incarceration and about care for formerly incarcerated patients in practice. However, they identified a gap between what was currently offered and what is needed to impact perception of resident readiness upon graduation. This training was felt to be most important in university-based programs with 31+ residents in US communities of greater than 150,000 people. We found no difference based on geographic location.

Foundations of Community Engagement: A Series for Effective Community-Engaged Research.

Introduction: Medical students lack systematic exposure to community engagement. Community-engaged research (CEnR) is an effective approach to improve community health, and community-engaged physicians are better attuned to the community context of their patients' health and well-being. The Medical College of Wisconsin (MCW) Office of Community Engagement began offering the educational series Foundations of Community Engagement in 2021 to meet this need. Methods: We developed and implemented a four-session series for medical students at MCW and the University of Nebraska Medical Center. A 1-hour session on the foundations of CEnR was held for all learners. Three 1-hour sessions dove deeper into CEnR principles for a self-selected cohort. These small-group sessions involved discussion between faculty and community partners and facilitated small-group discussion. Students completed evaluations after each session. Results: A total of 160 students participated in the introductory session; 36 took part in the follow-up series. Survey response rates varied from 38% to 67% for each session. Overall, 87% of students in all sessions felt their session was worthwhile, with 85% of large-group and 96% of small-group respondents reporting they learned something they would use in their practice or profession. Qualitative responses included appreciation for addressing a curricular gap and desire for more time and more sessions to continue discussions. Discussion: The program was effective at stimulating medical student self-reported gains in skills, attitudes, and future intentions regarding CEnR in an efficient manner. Effective programs that transfer positive CEnR skills and attitudes to future physicians can promote CEnR within academic medicine.

Enhanced point of care ultrasound skills after additional instruction from simulated patients.

Background: Point of Care Ultrasound (POCUS) training in Canadian undergraduate medical programs is steadily increasing. To date, the simulated patients (SPs) in our program have only provided feedback on comfort and professionalism. Involving the POCUS SPs as teachers (SP-teachers) of POCUS skills provides an additional opportunity for instruction. In this pilot study, we explored the impact of SP-teachers instructing medical trainees while they learned POCUS. Outcomes of interest included the level of proficiency achieved after the session and trainee satisfaction with the learning experience. Methods: Second year medical students were randomized into a conventional or SP-teacher learning experience. Both groups received the same video tutorial, instructor guidance, and basic SP feedback (comfort and professionalism). The SP-teaching group received additional instruction (landmarks, transducer technique, and troubleshooting) from the SP-teachers when session instructors were assisting others. Students evaluated the session and were subsequently assessed through direct observation. Results: Students that received SP-teaching scored significantly higher in both image acquisition (p = 0.029, d = 1.26) and overall entrustment (p = 0.002, d =1.75). Both groups rated their sessions highly. Conclusions: Students that received SP-teaching were observed to better acquire images and achieved higher entrustment scores. In this pilot study, SP-teachers had a positive effect on acquisition of POCUS skills.

Contexte: L'enseignement de l'échographie ciblée (ÉC) dans les programmes de médecine de premier cycle au Canada est en pleine expansion. Jusqu'à présent, les patients simulés (PS) de notre programme ne fournissaient qu'une rétroaction sur leur confort et le professionnalisme. La participation de patients simulés en tant qu'instructeurs (PS-instructeurs) pour les compétences POCUS offre une occasion d'apprentissage supplémentaire. Dans cette étude pilote, nous avons exploré l'effet de l'intervention de PS-instructeurs dans le cadre d'une séance de formation en POCUS. Nous nous sommes intéressés tout particulièrement au niveau de compétence atteint par les stagiaires à la suite de la séance et sur le plan et de leur satisfaction à l'égard de cette expérience d'apprentissage. Méthodes: Des étudiants en deuxième année de médecine ont été répartis au hasard entre un groupe qui a reçu une formation traditionnelle et un groupe qui a reçu la formation avec rétroaction du PS-formateur. Les deux groupes ont eu accès au même tutoriel, aux mêmes conseils de l'instructeur et à une rétroaction de base de la part des PS (confort et professionnalisme). Les apprenants du groupe travaillant avec des PS-formateur i ont reçu des commentaires supplémentaires de la part de ces dernier (repères, manipulation de la sonde transducteur et dépannage) pendant que les instructeurs aidaient d'autres stagiaires. Les étudiants ont évalué la séance et ont ensuite fait l'objet d'une évaluation par observation directe. Résultats: Les étudiants qui ont bénéficié de l'intervention du PS-formateur ont obtenu des résultats nettement meilleurs élevés en ce qui concerne l'acquisition d'images (p=0,029, d=1,26) et leur score de confiance global (p=0,002, d=1,75). Les deux groupes ont évalué leur séance de formation de manière très positive. Conclusions: les étudiants qui ont bénéficié de commentaires supplémentaires de la part des leur PS-formateur ont eu de meilleurs résultats en acquisition d'images et un score de confiance plus élevé. D'après cette étude pilote, les PS-instructeurs ont eu un effet positif sur l'acquisition de compétences en POCUS.

The Stacked Community Engagement model: A practical model for developing community-engaged academic medical faculty.

Introduction: There is an increasing recognition of the benefits of sustained community engagement (CE) that accrue to academic health centers and the communities they serve. However, the success and sustainability of CE projects rely on the efforts of individual faculty, learners, and community members, for whom CE efforts are typically added to their professional and personal priorities and responsibilities. This competition for time and resources between priorities and CE can discourage academic medical faculty from participating in CE activities. The Stacked Community Engagement model is proposed to synergize or "stack" responsibilities and goals onto the scaffolding of CE projects. Methods: We examined the literature and expert CE practitioner opinion to identify the challenges faced by community-engaged academic faculty and the key characteristics of CE projects that successfully align and integrate with the priorities of faculty, learners, and community members. We synthesized this information to develop the conceptual Stacked CE model for developing CE academic medical faculty, then illustrated the model in heterogeneous CE programs to explore its generalizability, validity, and robustness. Results: The Stacked CE model, when applied to a specific nutrition education program (The Food Doctors) and outreach program (StreetLife Communities), provided a practical framework for examining the sustained success of a partnership between Medical College of Wisconsin faculty and medical students and the community. Conclusions: The Stacked CE model is a meaningful framework for developing community-engaged academic medical faculty. By identifying overlap and integrating CE into professional activities with intention, CE practitioners can benefit from the deeper connections and sustainability.

The Role of Context in Integrating Buprenorphine into a Drop-In Center in Kampala, Uganda, Using the Consolidated Framework for Implementation Research.

BACKGROUND: Although Africa has long borne the brunt of the human immunodeficiency virus (HIV) epidemic, until recently, the continent has been considered largely free of illicit drug use and injection drug use in particular. In Uganda, the number of people who use or inject drugs (PWUD and PWID, respectively) has increased, and PWID are a key population at high risk for human immunodeficiency virus (HIV) and hepatitis C virus (HCV) infection. However, harm reduction practices, including providing clean injection equipment and medication-assisted treatment (MAT), have only recently been piloted in the country. This project aims to integrate buprenorphine into a harm reduction drop-in center (DIC). METHODS: The Consolidated Framework for Implementation Research was used to guide our preparations to integrate buprenorphine into existing practices at a harm reduction DIC. We conducted key informant interviews with members of a community advisory board and DIC staff to document this process, its successes, and its failures. RESULTS: Results indicate that criminalization of drug use and stigmatization of PWUD challenged efforts to provide buprenorphine treatment in less regulated community settings. CONCLUSIONS: DIC staff and their commitment to harm reduction and advocacy facilitated the process of obtaining necessary approvals.

Evidence based opioid weaning with behavioral support - Forum for Behavioral Science Edition.

Nationally published guidelines state that many patients prescribed chronic opioids would benefit from gradually reducing and/or eliminating their use of these medications. This is easier said than done. Patients are often resistant or fearful, physicians are often uncomfortable prescribing an opioid taper, and patients often do not get the needed behavioral health support in this process. It is critical to develop a comprehensive behavioral and medical plan, however the field lacks practical approaches to guide physicians (and patients) through this challenge. In this manuscript our team of primary care providers and behaviorists walk through a case involving complex opioid weaning in a Family Medicine residency clinic environment. Through the lens of our patient's case, we will discuss best practices for getting patient buy-in, opioid weaning strategies, behavioral support during the wean, identifying co-morbid opioid use disorders, and deciding on acceptable end points for the taper.

Caring for Refugee Patients: An Interprofessional Course in Resettlement, Medical Intake, and Culture.

INTRODUCTION: Refugees access health care at rates similar to US citizens. Many clinicians, however, do not feel prepared to care for them. This study evaluated whether an interprofessional presentation could improve knowledge of refugee health and cross-cultural comfort. METHODS: The session consisted of a lecture and 3 small-group sessions. Students from various health care programs attended via Zoom. Participants completed pre- and postsurveys to assess cross-cultural comfort and knowledge of refugee health. RESULTS: Of 161 attendees, 63 completed the presurvey (39%) and 49 completed the postsurvey (30%). All 9 knowledge questions demonstrated statistically significant improvements, while only 1 cross-cultural question showed significant improvement. DISCUSSION: The session improved knowledge of refugee health but not cross-cultural comfort, indicating the need for further interventions.

A Health Needs Assessment Among Milwaukee's Homeless.

BACKGROUND: This project aims to assess the needs and barriers to care from the people experiencing homelessness in a large Midwestern city from their perspective. METHODS: This survey was advised by those with lived experience of homelessness and those who work in the space. Surveys were disseminated during outreach around the city of Milwaukee, Wisconsin. Data were transcribed, reviewed, and analyzed. RESULTS: Results indicated that 68% of participants perceive their health as "poor" or "fair." Fifty-five percent indicated they had primary care, and 64% reported possessing active health care insurance. There were many perceived barriers to care including lack of transportation, money, and inadequate clinic hours. CONCLUSIONS: Survey results indicate that the needs and barriers to care for those experiencing homelessness are broad and complex and should be factored when considering solutions and aiming to provide more equitable care.

A Student-Driven Community Engagement Model for School Nutrition Education Programs.

BACKGROUND: Parental engagement in nutrition education programs often focuses on direct communication with parents. While this is an important component for the success of nutrition education, the role that students can play in connecting the program to their home is often overlooked. METHODS: Feedback from students participating in a nutrition education program was used to develop an intervention that allowed students to take snacks they prepared in class home to their families. Change in parental awareness and family communication about the program was assessed in response to this intervention. A total of 257 third-grade students and 80 of their parents completed surveys to assess communication and interest in learning more about nutrition through the program. RESULTS: A significant increase in family awareness and communication about the nutrition program was reported in response to the intervention that gave the students the ability to share food they made in class with their families. CONCLUSIONS: Community engagement for school nutrition education programs is effective in stimulating family conversation about nutrition when methods are cognizant of students potential and motivation for driving these conversations. Our model for student-centered community engagement can be used by nutrition education programs to increase parental engagement.

Race Matters: Addressing Racism as a Health Issue.

BACKGROUND: Racial health disparities in Wisconsin are profound. Racism occurring within the health care field contributes to disparities. Anti-racist education was identified as a need at 2 family medicine residency programs in urban Milwaukee, Wisconsin. METHODS: A 3-hour program was developed and performed 3 times over 3 years, engaging around 100 participants at 2 residency programs. RESULTS: Thirty-five post-program surveys were completed. Respondents indicated improvement in knowledge, attitude, and awareness of anti-racist health concepts. DISCUSSION: The program established a baseline from which to develop anti-racist health care providers. Presenters reflect on the importance of addressing racism as a health issue, getting to know the community served, supporting team members of Color to thrive, and for health care institutions to address racism in an intentional manner.

Outpatient Teaching and Feedback Skills Workshop for Resident Physicians.

Introduction: There is a need for innovative workshops designed to teach students and residents the basics of clinical medical education. Resident physicians often spend a significant portion of their training teaching others and frequently have very little formal instruction on teaching techniques. Other teaching tools exist but are often either entirely lecture based or too extensive to easily incorporate into a residency teaching session. There is a need for the facilitated practice of teaching methods to improve the resident educational experience. Methods: This 80-minute workshop blends interactive role-play case studies with quick lectures on the ARCH feedback model, the RIME model of medical information mastery, and the One-Minute Preceptor. This workshop includes three short PowerPoint lectures, four case studies, a handout, a pre-/posttest, and a session evaluation form. Results: Resident and student learners were engaged for the entirety of this session. Pre-/posttest results showed an improvement in understanding of basic teaching and feedback techniques, and survey results showed a higher likelihood of the learners wanting to incorporate teaching into their future practice. Discussion: This workshop is quick and overall quite effective in teaching basic feedback and teaching techniques. It provides a much-needed opportunity for residents to practice teaching techniques immediately after they have learned the concepts. This training is ideal for a residency program looking to provide new senior residents with the teaching tools they need for success.

Building a Successful, Socially-Distanced Family Medicine Clerkship in the COVID Crisis.

INTRODUCTION: In the wake of the COVID-19 pandemic, many family medicine clerkships across the United States are scrambling to provide meaningful medical education in a new clinical environment. Most medical schools have paused or severely limited the direct patient care that has been the core educational requirement of the clinical clerkships. The aim of this study was to develop and evaluate a curricular model that meets the family medicine clerkship learning objectives via telemedicine clinical instruction. METHODS: We created a clerkship where all clinical encounters took place by phone or video visits. Students were required to have telemedicine encounters with at least 20 patients over a 4-week clerkship. We also created a telemedicine illness script-writing assignment to prepare students and faculty for these encounters. We evaluated our curriculum by surveying participating students and faculty members. RESULTS: Student surveys revealed that all learning objectives were met during the telemedicine clerkship experience. Students felt they made a difference during the COVID-19 pandemic. Faculty felt that the medical students were helpful and that they were able to provide meaningful clinical instruction. CONCLUSION: Our study reveals that a family medicine clerkship can be successfully delivered using telemedicine and remote learning techniques. Senior medical students are a valuable resource and can have a meaningful clinical impact while learning more about family medicine. If social distancing precautions continue, this model can be used by other clerkships to continue medical education and provide medical care.

Implementation of a primary care physician-led Cavity Clinic using silver diamine fluoride.

OBJECTIVES: Early childhood caries (ECC) disproportionately affects lower socioeconomic status households. In this article, we describe a novel intervention utilizing physician-applied silver diamine fluoride (SDF) in a primary care "Cavity Clinic." METHODS: Building on literature review and expert consultation, Cavity Clinic using SDF for children without dentists was implemented in a family medicine residency setting. Process outcomes were evaluated through chart review and structured field notes. RESULTS: From December 2017 to December 2018, 30 patients have been treated. Their average age is 5.5 years (2-9), 82 percent are African American, and all are insured by Medicaid. Most have severe ECC. Thirty-eight percent have successfully established dental homes through participation. CONCLUSIONS: It is feasible and acceptable for physicians to treat ECC with SDF in a primary care setting. Partnership with an on-site hygienist is helpful but physician-only sessions were still beneficial. This strategy holds potential for addressing the epidemic of ECC.

Race matters: Addressing racism as a health issue.

The World Health Organization proclaimed in 1948 that "health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity." In many underserved communities, the individual and social well-being of patients of color is threatened. The United States is currently experiencing an exacerbation of racial tensions, and as health-care providers, we are dealing with the effects of racism on a daily basis. To effectively address patients' needs, it is imperative that physicians and behavioral health providers acknowledge the racial and socioeconomic challenges that patients face and recognize how these factors transcend to the physical and psychological medical conditions that patients experience. This article highlights an ongoing program that espouses the importance of addressing racism as a health issue and will reveal individual experiences and challenges in addressing it within urban underserved residency program settings. Various viewpoints on racism as a health issue will be offered and will be further clarified by the authors. Collaborators on this project are two underrepresented minority residency program faculty, a resident who is passionate about social justice and who is ethnically different from the majority of his patients, and lastly an international resident of color who has experienced racism directly and indirectly during residency training.

The ovariectomized rat as a model for studying alveolar bone loss in postmenopausal women.

In postmenopausal women, reduced bone mineral density at the hip and spine is associated with an increased risk of tooth loss, possibly due to a loss of alveolar bone. In turn, having fewer natural teeth may lead to compromised food choices resulting in a poor diet that can contribute to chronic disease risk. The tight link between alveolar bone preservation, tooth retention, better nutritional status, and reduced risk of developing a chronic disease begins with the mitigation of postmenopausal bone loss. The ovariectomized rat, a widely used preclinical model for studying postmenopausal bone loss that mimics deterioration of bone tissue in the hip and spine, can also be used to study mineral and structural changes in alveolar bone to develop drug and/or dietary strategies aimed at tooth retention. This review discusses key findings from studies investigating mandible health and alveolar bone in the ovariectomized rat model. Considerations to maximize the benefits of this model are also included. These include the measurement techniques used, the age at ovariectomy, the duration that a rat is studied after ovariectomy and habitual diet consumed.

Dietary strategies to optimize wound healing after periodontal and dental implant surgery: an evidence-based review.

Methods to optimize healing through dietary strategies present an attractive option for patients, such that healing from delicate oral surgeries occurs as optimally as possible with minimal patient-meditated complications through improper food choices. This review discusses findings from studies that have investigated the role of diet, either whole foods or individual dietary components, on periodontal health and their potential role in wound healing after periodontal surgery. To date, research in this area has largely focused on foods or individual dietary components that may attenuate inflammation or oxidant stress, or foster de novo bone formation. These studies suggest that a wide variety of dietary components, including macronutrients and micronutrients, are integral for optimal periodontal health and have the potential to accelerate oral wound healing after periodontal procedures. Moreover, this review provides guidance regarding dietary considerations that may help a patient achieve the best possible outcome after a periodontal procedure.

Use of dietary supplements in patients seeking treatment at a periodontal clinic.

Dietary supplement use may modify the risk of periodontal disease but effects on wound healing after periodontal procedures are less clear. This study characterized dietary supplement use by male and female patients (n = 376) attending a periodontal clinic-information that is essential for evidence-based intervention studies that may improve patient outcomes after periodontal procedures. Calcium, vitamin D, multivitamin and vitamin C were most commonly used. A greater (p ≤ 0.05) number of males took no supplements compared to females, and more (p ≤ 0.05) females than males took ≥ four supplements. Females took more (p ≤ 0.05) calcium, vitamin D, fish oil, green tea, magnesium, omega 3,6,9 and B vitamin complex. Younger patients (31-50 years) had the highest (p ≤ 0.05) frequency of no supplement use compared to older age groups. Patients over age 50 had a higher (p ≤ 0.05) frequency of using ≥ four supplements including calcium and vitamin D. Supplement use was lower (p ≤ 0.05) in smokers, particularly for calcium, fish oil, green tea and vitamin D. In conclusion, females, older individuals and non-smokers have higher supplement use. Future dietary intervention studies can focus on supplements with known biological activities-anti-inflammatory, antioxidant or osteogenic activity-that may enhance wound healing after reconstructive periodontal procedures.