A Narrative Review of Key Studies in Medical Education in 2022: Applying the Current Literature to Educational Practice and Scholarship.

The expectation of every academic pediatrician is to stay updated on current evidence in their field; this is especially true of pediatric clinician educators who are training the next generation of pediatricians. Since 2016, select members of the Academic Pediatric Association Education Committee have curated educational research articles in order to distill the increasing volume of research related to medical education. The purpose of this narrative review is to summarize 14 articles published in 2022 related to medical education that may impact the work of pediatric clinician educators and educational leadership. These articles are organized into 6 overarching domains: selection and recruitment, promoting learner growth and development, learning environment and wellness, curriculum development, assessment, and educator development.

Understanding the Impact of Schwartz Rounds on Pediatric Clinicians' Well-Being Using the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) Model for Flourishing: A Qualitative Analysis.

Objective Schwartz Rounds (SR) is an interdisciplinary, case-based forum that augments compassionate care at the bedside and promotes discussion of the psycho-emotional aspects of patient care. This pilot study analyzed the perspectives of pediatric SR attendees through the lens of human flourishing, as defined by "PERMA" (positive emotion, engagement, relationships, meaning, and accomplishment). Methods This qualitative study was conducted at our Children's Hospital from September 2023 to October 2023. Focus group questions were developed from the Secure Flourishing Index and Community Workplace Flourishing validated tools. Clinicians who attended at least one SR in our Children's Hospital from January 2019 through September 2021 were recruited to participate in focus groups. Transcripts were analyzed using a direct content analysis based on the PERMA framework. Coded content from participants who attended >2 SR since 2019 was considered frequent (FR), whereas that of participants who attended ≤2 SR since 2019 was considered non-frequent (NFR). Results Sixteen clinicians (14 pediatric and two non-pediatric) participated in focus groups, including seven FR and nine NFR participants. There were nine emerging themes, eight of which were characterized among frequent SR attendees: SR serves as a safe and trusted space, promotes validation and support, facilitates introspective thinking, stimulates perspective shifts, augments compassion, reaffirms purpose, positively impacts one's professional identity, and no impact on resilience. In comparison, five of these themes and another theme (humanizes medicine) were identified among non-frequent attendees. All themes reflected one or more PERMA categories. Conclusion SR has the potential to augment human flourishing and holds a vital role in promoting a supportive environment in the workplace. SR thereby offers institutions an effective interventional tool to promote elevated well-being in the workforce.

Early Identification of Severe Sepsis in Pediatric Patients Using an Electronic Alert System.

INTRODUCTION: Prompt sepsis recognition and the initiation of standardized treatment bundles lead to improved outcomes. We developed automated severe sepsis alerts through the electronic medical record and paging system to aid clinicians in rapidly identifying pediatric patients with severe sepsis in our emergency department and inpatient units. Our Specific, Measurable, Applicable, Realistic, Timely aim was to improve 1-hour severe sepsis treatment bundle compliance to 60% with these electronic interruptive alerts. METHODS: We developed the alert's criteria based on the 2005 International Pediatric Sepsis Consensus definitions. We performed 2 interventions: requiring the bedside nurse to answer the already implemented nurse-targeted (NT) severe sepsis alert, and the implementation of the physician-targeted (PT) severe sepsis alert. When systemic inflammatory response syndrome criteria were met, the NT alert triggered, and when organ dysfunction was also identified, an interruptive PT alert triggered, and the respective clinician was paged to evaluate the patient. Our primary outcome measure was bundle compliance; our secondary measure was PT alert response compliance. RESULTS: Baseline severe sepsis treatment bundle compliance was 37%. After requiring nursing response to the NT alert in 2016 and implementing the PT alert in 2018, our bundle compliance rose to 69% in 2020, demonstrating statistically significant difference (P = .006). PT alert response compliance rose from 67% in 2018 to 91% in 2020. CONCLUSIONS: An interruptive severe sepsis screening alert sent directly to clinicians is a valuable tool to ensure prompt severe sepsis recognition and treatment. This biphasic alert system facilitated multidisciplinary collaboration in early sepsis diagnosis and management.

Changing Who Has a Seat and Voice at the Table: How the Academic Pediatric Association is Responding to Systemic Racism.

The Academic Pediatrics Association has taken multiple steps over the last 2 years to incorporate the lenses of anti-racism and social justice into our mission and work. In this commentary, we discuss the creation and work of the Anti-Racism and Diversity Task Force, which was charged by the Academic Pediatrics Association's Board of Directors with identifying strategies to promote anti-racism and advance the diversity, equity and inclusion agenda.

Pediatric Intensive Care Unit Resident Educational Curriculum.

Introduction: Consistent medical knowledge acquisition while caring for the critically ill can be challenging for learners and educators in the pediatric intensive care unit (PICU), a unit often distinguished by fluctuating acuity and severity. We implemented a standardized didactic curriculum for PICU residents to facilitate their acquisition and retention of knowledge in core PICU topics. Methods: We developed a comprehensive standardized curriculum for PGY 2-PGY 4 PICU pediatric and internal medicine-pediatric residents. Thirteen core topics were administered as 30-minute didactic sessions during the rotation, using either PowerPoint slides or a dry-erase board. Residents were tested to assess knowledge acquisition and retention. Results: Seventy-eight residents participated, 86% of whom completed posttests. Seventeen percent completed follow-up tests. Of the learners who participated, 60 (77%) completed pretests and posttests, indicating their confidence level each time. The pretest mean was 55% (SD = 14.4%), and the posttest mean was 64% (SD = 15.6%). This 9% increase was statistically significant (p = .001; CI, 3.9% to 14.8%). The follow-up test at 3 months, completed by 15% of this subgroup, demonstrated a mean score of 62% (SD = 14.5%). When matched with posttest scores (mean score of 64%, SD = 13.3%), there was no significant difference (p = .7398; CI, -11.7% to 16.2%), suggesting retention of previously acquired knowledge. Discussion: Our standardized didactic curriculum effectively facilitated the acquisition and retention of the medical knowledge of core PICU topics among PICU residents, in addition to their usual experiential learning.