Thrombopoietin Receptor Agonists and Other Second-Line Therapies for Immune Thrombocytopenia: A Narrative Review With a Focus on Drug Access in Canada.

INTRODUCTION: Immune thrombocytopenia (ITP) is an autoimmune disease characterized by low platelet counts and increased risk of bleeding. After corticosteroids with or without intravenous immune globulin (first-line treatment), second-line treatment options include rituximab, splenectomy, thrombopoietin receptor agonists (TPO-RAs), and fostamatinib. In Canada, the choice of second-line therapy is influenced by access to medications. The goals of this narrative review are to 1) summarize the evidence for the use of TPO-RAs and other second-line therapies in ITP and 2) highlight differences in public funding criteria for TPO-RAs across provinces and territories in Canada. METHODS: We conducted a literature review of second-line therapies for ITP. We solicited information on public funding programs for TPO-RAs in Canada from health care providers, pharmacists, and provincial ministries of health. RESULTS: Head-to-head trials involving TPO-RAs, rituximab, splenectomy, and fostamatinib are lacking. There is substantial evidence of effect for TPO-RAs in improving platelet count levels, health-related quality of life, bleeding, and fatigue from placebo-controlled trials and observational studies; however, access to TPO-RAs through provincial funding programs in Canada is variable. Splenectomy failure is a prerequisite for the funding of TPO-RAs in Ontario, Manitoba, and Saskatchewan, but not in Alberta or Quebec. Other provinces either do not have access to public funding or funding is provided on a case-by-case basis. DISCUSSION: TPO-RAs are effective second-line therapies for the treatment of ITP; however, access is variable across Canada, which results in health disparities and poor uptake of international treatment guidelines.

Assessing the Use of Twitter to Share Canadian Residency Match Information During the COVID-19 Pandemic.

Purpose In their final year, medical students explore prospective residency programs by completing visiting electives and attending interviews during the Canadian Resident Matching Service (CaRMS) process. Due to COVID-19, visiting electives and in-person interviews were suspended, leaving residency programs searching for alternate ways to share CaRMS information with applicants. This study evaluates the utility of Twitter to share CaRMS-related information prior to and during the pandemic. Methods Primary tweets published from three CaRMS cycles between 2018 and 2021 were identified using the analytics tool Vicinitas. The type, content, and language of tweets and the date and location of publication were extracted. Demographic data about tweet creators were determined using provincial regulatory college databases and institutional websites. Descriptive statistics were employed for categorical variables. All tweets were deductively analyzed. Results Of the 1,843 tweets, 603, 472, and 768 were published during the 2018-2019, 2019-2020, and 2020-2021 cycles, respectively. Most tweets were written in English (97.4%) and by medical students (29.5%) affiliated with Ontario universities. The most common types of tweets were supportive messages (29.1%), reflections about CaRMS (24.7%), and positive match results (20.8%). Rurally located institutions experienced the greatest increase in the total number of tweets between the pre- and full-COVID cycles. Conclusion Since COVID-19, Twitter has been increasingly used by medical professionals to share CaRMS-related information, primarily to promote programs and advertise CaRMS events. Given the environmental and financial benefits, CaRMS interviews will likely remain virtual, which highlights the ongoing need for residency programs to use social media platforms to share information with prospective applicants.

Implementation and evaluation of "I-Guide," a pilot near-peer Internal Medicine mentorship program.

An Internal Medicine (IM) specific, near-peer mentorship program was initiated at the University of Ottawa (uOttawa) in 2017. Medical students were paired with IM resident mentors to improve career decision-making through student-oriented discussion topics. Program evaluation was completed using data from three participant cohorts and showed that the program had a positive impact on students' career decision-making. Given the program's flexible nature and ease of implementation, it is well suited for adaptation at other institutions.

Un programme de mentorat par les quasi-pairs spécifique à la médecine interne (MI), a été lancé à l'Université d'Ottawa en 2017. Les étudiants en médecine ont été jumelés avec des mentors résidents en MI afin d'aider les premiers à prendre des décisions concernant leur carrière par le biais de discussions sur des sujets d'intérêt pour eux. L'évaluation du programme, réalisée sur la base des données de trois cohortes de participants, a montré qu'il a eu un impact positif sur la prise de décisions des étudiants à propos de leur carrière. Étant donné la nature souple du programme et sa mise en œuvre facile, il peut être adapté sans difficulté au contexte d'autres établissements.

No observed effect from a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada.

Student-led peer-assisted mock objective structured clinical examinations (MOSCEs) have been used in different settings to help students prepare for subsequent higher-stakes, faculty-run OSCEs. MOSCE participants generally valued feedback from peers and report benefits to learning. Our study investigated whether participation in a peer-assisted MOSCE affects subsequent OSCE performance. To determine whether mean OSCE scores differed depending on whether medical students participated in the MOSCE, we conducted a between-subjects analysis of variance (ANOVA), with cohort (2016 vs. 2017) and MOSCE participation (MOSCE vs. No MOSCE) as independent variables and mean OSCE score as the dependent variable. Participation in the MOSCE had no influence on mean OSCE scores (P=0.19). There was a significant correlation between mean MOSCE scores and mean OSCE scores (Pearson's r = 0.52, P<0.001). Whereas previous studies report self-reported benefits from participation in student-lead MOSCEs, it was not associated with objective benefits in this study.

Scurvy, an old story in a new time: The hematologist's experience.

BACKGROUND: Scurvy is a rare entity in developed countries and the diagnosis may often be delayed resulting in unnecessary investigations and/or potentially severe complications. A recent increase in the number of patients diagnosed with scurvy in our hematology clinics indicated the need to review the literature on the diagnosis and optimal management of similar patients. METHODS: We conducted a retrospective chart review of patients referred to hematology at our tertiary care centre between 2010 and 2018, who were ultimately diagnosed with scurvy. Data collected from electronic medical records included baseline characteristics, clinical features on presentation, bloodwork results from initial consultation, treatment plan as well as response to treatment. FINDINGS: Twenty-two adults patient had a diagnosis of scurvy with a mean vitamin C level of 6 µmol/L. Iron deficiency anemia (54%) and gastrointestinal disorders (54%) were the most common comorbidities noted in our cohort. Proton-pump inhibitors use was noted in 54% of patients. Bleeding (45%) and bruising (45%) were the most commonly reported clinical features. Eleven patients received oral supplementation, five had intravenous (IV) vitamin C and six were not treated. Two patients required a transition from oral to IV supplementation. Vitamin C dosing ranged between 250 and 2000 mg and the frequency varied from daily for oral therapy to every few weeks or months for IV. INTERPRETATION: Awareness of scurvy and its associated risk factors and clinical presentation is important in the evaluation of a patient with bleeding tendency. Treatment plan should be individualized, and a careful review of patients' diet, medial history and medications is warranted.

Is There a Role for Biweekly Romiplostim in the Management of Chronic Immune Thrombocytopenia (ITP)? A Report of Three Cases.

Romiplostim is a peptibody, which stimulates platelet production by a mechanism similar to that of endogenous thrombopoietin. It has an established indication as second-line therapy in patients with chronic immune thrombocytopenia (ITP). The agent is typically administered weekly; however, there are instances where a biweekly (i.e., alternate week) dosing may be feasible in a select group of patients. We conducted a retrospective case review to evaluate the efficacy and safety of biweekly administration of romiplostim in maintaining a platelet count of >30 × 109/L in three patients with chronic ITP. Treatment was started with a weekly injection (1 µg/kg) with a dose escalation to achieve a platelet count >30 × 109/L. Once stable on weekly romiplostim, these patients received biweekly administration. No bleeding complications were noted during biweekly dosing for these patients. The current findings suggest that lengthening the dose interval of romiplostim is feasible in select patients with chronic ITP to maintain stable platelet counts. Additional studies are therefore warranted to further evaluate biweekly dosing for romiplostim to increase convenience and decrease costs for patients with chronic ITP.

The implementation and evaluation of an e-Learning training module for objective structured clinical examination raters in Canada.

Improving the reliability and consistency of objective structured clinical examination (OSCE) raters' marking poses a continual challenge in medical education. The purpose of this study was to evaluate an e-Learning training module for OSCE raters who participated in the assessment of third-year medical students at the University of Ottawa, Canada. The effects of online training and those of traditional in-person (face-to-face) orientation were compared. Of the 90 physicians recruited as raters for this OSCE, 60 consented to participate (67.7%) in the study in March 2017. Of the 60 participants, 55 rated students during the OSCE, while the remaining 5 were back-up raters. The number of raters in the online training group was 41, while that in the traditional in-person training group was 19. Of those with prior OSCE experience (n= 18) who participated in the online group, 13 (68%) reported that they preferred this format to the in-person orientation. The total average time needed to complete the online module was 15 minutes. Furthermore, 89% of the participants felt the module provided clarity in the rater training process. There was no significant difference in the number of missing ratings based on the type of orientation that raters received. Our study indicates that online OSCE rater training is comparable to traditional face-to-face orientation.

Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE).

OBJECTIVE: Physicians and medical students are generally poor-self assessors. Research suggests that this inaccuracy in self-assessment differs by gender among medical students whereby females underestimate their performance compared to their male counterparts. However, whether this gender difference in self-assessment is observable in low-stakes scenarios remains unclear. Our study's objective was to determine whether self-assessment differed between male and female medical students when compared to peer-assessment in a low-stakes objective structured clinical examination. RESULTS: Thirty-three (15 males, 18 females) third-year students participated in a 5-station mock objective structured clinical examination. Trained fourth-year student examiners scored their performance on a 6-point Likert-type global rating scale. Examinees also scored themselves using the same scale. To examine gender differences in medical students' self-assessment abilities, mean self-assessment global rating scores were compared with peer-assessment global rating scores using an independent samples t test. Overall, female students' self-assessment scores were significantly lower compared to peer-assessment (p < 0.001), whereas no significant difference was found between self- and peer-assessment scores for male examinees (p = 0.228). This study provides further evidence that underestimation in self-assessment among females is observable even in a low-stakes formative objective structured clinical examination facilitated by fellow medical students.

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience.

BACKGROUND: The objective structured clinical examination (OSCE) has gained widespread use as a form of performance assessment. However, opportunities for students to participate in practice OSCEs are limited by the financial, faculty and administrative investments required. OBJECTIVES: To determine the feasibility and acceptability of a student-run mock OSCE (MOSCE) as a learning experience for medical students of all 4 years. DESIGN: We conducted a five-station MOSCE for third-year students. This involved fourth-year students as examiners and first-/second-year students as standardized patients (SPs). Each examiner scored examinees using a checklist and global rating scale while providing written and verbal feedback. MOSCE stations and checklists were designed by students and reviewed by a faculty supervisor. Following the MOSCE, participants completed surveys which elucidated their perceptions on the roles they took during the MOSCE. RESULTS: Fifty examinees participated in the MOSCE. Of these, 42 (84%) consented to participate in the study and submitted completed questionnaires. Twenty-four examiners participated in the OSCE and consented to participate in the study, with 22 (92%) submitting completed questionnaires. Fifty-three of 60 SPs (88%) agreed to take part in this study, and 51 (85%) completed questionnaires. The internal consistency of the five-station OSCE was calculated as a Cronbach's alpha of 0.443. Students commented positively on having the opportunity to network and engage in mentorship activities and reinforce clinical concepts. CONCLUSIONS: Examinees, examiners, and SPs all perceived the MOSCE to be a beneficial learning experience. We found the MOSCE to be a feasible and acceptable means of providing additional OSCE practice to students prior to higher-stakes evaluations.

A survey of senior medical students' attitudes and awareness toward teaching and participation in a formal clinical teaching elective: a Canadian perspective.

BACKGROUND: To prepare for careers in medicine, medical trainees must develop clinical teaching skills. It is unclear if Canadian medical students need or want to develop such skills. We sought to assess Canadian students' perceptions of clinical teaching, and their desire to pursue clinical teaching skills development via a clinical teaching elective (CTE) in their final year of medical school. METHODS: We designed a descriptive cross-sectional study of Canadian senior medical students, using an online survey to gauge teaching experience, career goals, perceived areas of confidence, and interest in a CTE. RESULTS: Students at 13 of 17 Canadian medical schools were invited to participate in the survey (4154 students). We collected 321 responses (7.8%). Most (75%) respondents expressed confidence in giving presentations, but fewer were confident providing bedside teaching (47%), teaching sensitive issues (42%), and presenting at journal clubs (42%). A total of 240 respondents (75%) expressed interest in participating in a CTE. The majority (61%) favored a two week elective, and preferred topics included bedside teaching (85%), teaching physical examination skills (71%), moderation of small group learning (63%), and mentorship in medicine (60%). CONCLUSION: Our study demonstrates that a large number of Canadian medical students are interested in teaching in a clinical setting, but lack confidence in skills specific to clinical teaching. Our respondents signaled interest in participating in an elective in clinical teaching, particularly if it is offered in a two-week format.

Ask the eConsultant: Improving access to haematology expertise using an asynchronous eConsult system.

Introduction The Champlain BASE (Building Access to Specialists through eConsultation) eConsultation service was designed to address the limited access to specialist care in Canada, which can lead to long waiting times and, subsequently, negative patient outcomes. Our primary objective was to perform an in-depth analysis of the use, content, and perceived value of haematology electronic consults (eConsults) submitted by primary care providers (PCPs) to the eConsult service. Methods We conducted a cross-sectional study using descriptive statistics to examine post-eConsult surveys for PCPs and other collected data including PCP designation, time for specialist to complete the eConsult, specialist response time, perceived value of the eConsult by the PCP, and the need for a face-to-face referral following the eConsult. A medically-trained author reviewed all haematology eConsults from April 2011 to January 2015, and categorized them by clinical topic and question type using validated taxonomies. Results Haematology accounted for 436 out of 5601 (7.8%) total eConsults, making it the third most popular service utilized. In 66% of haematology eConsults, a face-to-face consultation was not needed. Anaemia, neutropenia, and hyperferritinemia were the most common clinical queries. Most eConsult question types concerned the management of haematological disorders or the interpretation of laboratory tests. Most eConsults were answered within three days, using less than 15 minutes of the specialists' time. PCPs highly valued the service. Discussion This initiative increases access to haematology care and has the potential to reduce the long waiting times for non-urgent traditional consultation, along with the benefit of cost savings to the healthcare system.