Having a Bad Day Is Not an Option: Learner Perspectives on Learner Handover.

PURPOSE: Learner handover is the sharing of learner-related information between supervisors involved in their education. The practice allows learners to build upon previous assessments and can support the growth-oriented focus of competency-based medical education. However, learner handover also carries the risk of biasing future assessments and breaching learner confidentiality. Little is known about learner handover's educational impact, and what is known is largely informed by faculty and institutional perspectives. The purpose of this study was to explore learner handover from the learner perspective. METHOD: Constructivist grounded theory was used to explore learners' perspectives and beliefs around learner handover. Twenty-nine semistructured interviews were completed with medical students and residents from the University of Ottawa and University of California, San Francisco. Interviews took place between April and December 2020. Using the constant comparative approach, themes were identified through an iterative process. RESULTS: Learners were generally unaware of specific learner handover practices, although most recognized circumstances where both formal and informal handovers may occur. Learners appreciated the potential for learner handover to tailor education, guide entrustment and supervision decisions, and support patient safety, but worried about its potential to bias future assessments and breach confidentiality. Furthermore, learners were concerned that information-sharing may be more akin to gossip rather than focused on their educational needs and feared unfair scrutiny and irreversible long-term career consequences from one shared mediocre performance. Altogether, these concerns fueled an overwhelming pressure to perform. CONCLUSIONS: While learners recognized the rationale for learner handover, they feared the possible inadvertent short- and long-term impact on their training and future careers. Designing policies that support transparency and build awareness around learner handover may mitigate unintended consequences that can threaten learning and the learner-supervisor relationship, ensuring learner handover benefits the learner as intended.

Are raters influenced by prior information about a learner? A review of assimilation and contrast effects in assessment.

Understanding which factors can impact rater judgments in assessments is important to ensure quality ratings. One such factor is whether prior performance information (PPI) about learners influences subsequent decision making. The information can be acquired directly, when the rater sees the same learner, or different learners over multiple performances, or indirectly, when the rater is provided with external information about the same learner prior to rating a performance (i.e., learner handover). The purpose of this narrative review was to summarize and highlight key concepts from multiple disciplines regarding the influence of PPI on subsequent ratings, discuss implications for assessment and provide a common conceptualization to inform research. Key findings include (a) assimilation (rater judgments are biased towards the PPI) occurs with indirect PPI and contrast (rater judgments are biased away from the PPI) with direct PPI; (b) negative PPI appears to have a greater effect than positive PPI; (c) when viewing multiple performances, context effects of indirect PPI appear to diminish over time; and (d) context effects may occur with any level of target performance. Furthermore, some raters are not susceptible to context effects, but it is unclear what factors are predictive. Rater expertise and training do not consistently reduce effects. Making raters more accountable, providing specific standards and reducing rater cognitive load may reduce context effects. Theoretical explanations for these findings will be discussed.

How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover.

Learner handover (LH), the process of sharing of information about learners between faculty supervisors, allows for longitudinal assessment fundamental in the competency-based education model. However, the potential to bias future assessments has been raised as a concern. The purpose of this study is to determine whether prior performance information such as LH influences the assessment of learners in the clinical context. Between December 2017 and June 2018, forty-two faculty members and final-year residents from the Department of Medicine at the University of Ottawa were assigned to one of three study groups through quasi-randomisation, taking into account gender, speciality and rater experience. In a counter-balanced design, each group received either positive, negative or no LH prior to watching six simulated learner-patient encounter videos. Participants rated each video using the mini-CEX and completed a questionnaire on the raters' general impressions of LH. A significant difference in the mean mini-CEX competency scale scores between the negative (M = 5.29) and positive (M = 5.97) LH groups (P < .001, d = 0.81) was noted. Similar findings were found for the single overall clinical competence ratings. In the post-study questionnaire, 22/28 (78%) of participants had correctly deduced the purpose of the study and 14/28 (50%) felt LH did not influence their assessment. LH influenced mini-CEX scores despite raters' awareness of the potential for bias. These results suggest that LH could influence a rater's performance assessment and careful consideration of the potential implications of LH is required.

Public Health Response to Zika Virus Exposure of Air Force Members Deployed to Caribbean Islands, 2016.

INTRODUCTION: The emergence of Zika virus disease (ZVD) in areas of military operations provided a new opportunity for force health protection. ZVD infection had an estimated 4:1 asymptomatic-to-symptomatic ratio and can cause neurologic sequelae. MATERIALS AND METHODS: We provide a brief report of a field investigation utilizing laboratory-based surveillance and survey instruments to characterize ZVD risk among personnel deployed to the Dominican Republic in support of Operation NEW HORIZONS (NH). Additionally, we describe a cluster of 3 ZVD cases among 8 aircrew on a short mission to St. Croix (U.S. Virgin Islands). RESULTS: Following Operation NH, 6 of a total 189 deployed cohort members tested positive for ZVD by immunoglobulin M and confirmatory plaque reduction neutralization test (3.2%). Reverse transcription polymerase chain reaction testing in urine or serum was positive in 4 of those 6 cases. All 6 cases reported at least one symptom, with 5 reporting subjective fever and arthralgia and 4 reporting rash. Cases were less likely to have air-conditioned living quarters (odds ratio = 0.1; 95% confidence interval 0.02-0.77; P < 0.03), but were otherwise similar to non-cases. Likewise, in St. Croix, 3/8 tested positive by immunoglobulin M and plaque reduction neutralization test for an attack rate of 38%. Similar to Operation NH, all three cases were symptomatic with subjective fever (67%), arthralgia (67%), and/or rash (100%). CONCLUSIONS: This field investigation identified differing, mission location-dependent ZVD attack rates and a 0:9 asymptomatic-to-symptomatic case ratio. As this was unexpected based on a previous report of a 4:1 ratio, it emphasizes the need to be cautious before generalizing outbreak characteristics between populations while also offering additional practical experience for force health protection.

Management and Outcomes of Maturity-Onset Diabetes of the Young in Pregnancy.

Maturity-onset diabetes of the young (MODY) is a group of monogenic disorders that accounts for 1% to 5% of diabetes. The most common mutations are those in the hepatocyte nuclear factor-1-alpha (HNF-1-alpha) and in the glucokinase (GCK) genes. Although management of MODY is well established, no guidelines currently exist for management during pregnancy. Both maternal glycemic control and fetal mutation status are factors that may influence outcomes during pregnancy. The primary aim of this project was to describe cases of MODY during pregnancy to highlight the clinical implications of management of this disorder during pregnancy. The Ottawa Hospital is the primary referral centre for high-risk obstetrical patients, including those with diabetes in pregnancy, in Ottawa, Canada. Referrals between 2008 and 2018 were reviewed and a case series of three women and five pregnancies is described. Together with the illustrative cases, a literature review of MODY in pregnancy is used to highlight clinical considerations unique to MODY in pregnancy. We describe 5 pregnancies with MODY-2 (GCK mutation) and MODY 3 (HNF-1-alpha mutation). Important issues identified included monitoring of fetal growth and individualization of maternal glycemic control, particularly in cases where fetal mutation status is unknown. Management of MODY in pregnancy is challenging and there is little evidence to guide recommendations. Fetal growth can be used to guide management of maternal glycemic targets when fetal mutation status is unknown.

The Influence of Prior Performance Information on Ratings of Current Performance and Implications for Learner Handover: A Scoping Review.

PURPOSE: Learner handover (LH) is the sharing of information about trainees between faculty supervisors. This scoping review aimed to summarize key concepts across disciplines surrounding the influence of prior performance information (PPI) on current performance ratings and implications for LH in medical education. METHOD: The authors used the Arksey and O'Malley framework to systematically select and summarize the literature. Cross-disciplinary searches were conducted in six databases in 2017-2018 for articles published after 1969. To represent PPI relevant to LH in medical education, eligible studies included within-subject indirect PPI for work-type performance and rating of an individual current performance. Quantitative and thematic analyses were conducted. RESULTS: Of 24,442 records identified through database searches and 807 through other searches, 23 articles containing 24 studies were included. Twenty-two studies (92%) reported an assimilation effect (current ratings were biased toward the direction of the PPI). Factors modifying the effect of PPI were observed, with larger effects for highly polarized PPI, negative (vs positive) PPI, and early (vs subsequent) performances. Specific standards, rater motivation, and certain rater characteristics mitigated context effects, whereas increased rater processing demands heightened them. Mixed effects were seen with nature of the performance and with rater expertise and training. CONCLUSIONS: PPI appears likely to influence ratings of current performance, and an assimilation effect is seen with indirect PPI. Whether these findings generalize to medical education is unknown, but they should be considered by educators wanting to implement LH. Future studies should explore PPI in medical education contexts and real-world settings.

An overview of traumatic brain injury and suicide.

PURPOSE: There is concerning evidence that people with traumatic brain injury (TBI) may be at increased risk for suicide. This paper aims to provide an overview of traumatic brain injury and suicide in order to enhance the ability of professionals to recognize and manage suicidality in patients with TBI. METHODS: First, the association between TBI and suicide is reviewed. Proposed psychological, psychosocial and neuropathological factors are included in the discussion. Next, identifiable risk factors for suicide in TBI are presented. Suicide assessment tools are then discussed. Assessment is emphasized as the mainstay of suicide prevention and clinicians are encouraged to be vigilant for potential suicidality in their patients with TBI. Finally, biopsychosocial interventions for suicidality are reviewed. CONCLUSIONS: This paper concludes that increasing awareness of depression and suicide risk assessment in the TBI population should be aimed towards staff involved in neuro-rehabilation as well as other professionals who are involved in the care of patients with TBI, because psychoeducation of those most likely to come in contact with at-risk individuals have been shown to increase identification of suicidal patients, lowering suicide rates.