ABSTRACT
In the United States, 18.9% of the population identifies as Hispanic or Latin. The culture of these communities is as diverse, heterogenous, and rich as the history of this population. Culture shapes the perception of symptoms and psychiatric disorders. To provide culturally sensitive care, it is relevant to understand the history of these communities in the US, recognize cultural humility, and acknowledge aspects and values (eg, culturally bound syndromes, familism, paternalism, stigma of mental illness, machismo, immigration) inherent to the cultural experience and unique barriers to care. Incorporating these aspects into clinical practice is essential for positive outcomes. The purpose of this article is to give a brief historical context, encourage cultural humility, and describe cultural aspects that are essential when providing culturally sensitive care to the Hispanic and Latinx community in the US.
ABSTRACT
RATIONALE AND OBJECTIVES: Radiologists are responsible for interpreting ultrasound (US) images accurately, troubleshooting, aiding sonographers, and advancing technology and research. Despite this, most radiology residents do not feel confident performing US independently. The purpose of this study is to evaluate the impact of an abdominal US scanning rotation and digital curriculum on radiology residents' confidence and skills in performing US. MATERIALS AND METHODS: All residents who were rotating in pediatric US at our institution for the first time were included (PGY 3-5). Those who agreed to participate were recruited sequentially from July 2018 to 2021 into (A) control and (B) intervention. B had a 1-week US scanning rotation and US digital course. Both groups completed a pre-and post-confidence self-assessment. Pre-and post-skills were objectively assessed by an expert technologist while participants scanned a volunteer. At completion, B completed an evaluation of the tutorial. Descriptive statistics summarized the demographics and closed questions. Pre-and post-test results were compared using paired-T tests, and effect size (ES) with Cohen's d. Open-ended questions were thematically analyzed. RESULTS: PGY-3 and 4 residents participated, and were enrolled in A (N = 39) and B (N = 30). Scanning confidence significantly improved in both groups, with a greater ES in B (p < 0.01). Scanning skills significantly improved in B (p < 0.01) but not A. Eighty per cent of questionnaire responders used the integrative US tutorial and found it helpful. Free text responses were grouped into themes: 1) Technical issues, 2) Didn't complete course, 3) Didn't understand project, 4) Course was detailed and thorough. CONCLUSIONS: Our scanning curriculum improved residents' confidence and skills in pediatric US and may encourage consistency in training, thus promoting stewardship of high-quality US.
Subject(s)
Internship and Residency , Radiology , Humans , Clinical Competence , Curriculum , Pediatrics , Radiology/education , Ultrasonography , ChildABSTRACT
RATIONALE AND OBJECTIVES: Artificial intelligence (AI) holds enormous potential for improvements in patient care, efficiency, and innovation in pediatric radiology practice. Although there is a pressing need for a radiology-specific training curriculum and formalized AI teaching, few resources are available. The purpose of our study was to perform a needs assessment for the development of an AI curriculum during pediatric radiology training and continuing education. MATERIALS AND METHODS: A focus group study using a semistructured moderator-guided interview was conducted with radiology trainees' and attending radiologists' perceptions of AI, perceived competence in interpretation of AI literature, and perceived expectations from radiology AI educational programs. The focus group was audio-recorded, transcribed, and thematic analysis was performed. RESULTS: The focus group was held virtually with seven participants. The following themes we identified: (1) AI knowledge, (2) previous training, (3) learning preferences, (4) AI expectations, and (5) AI concerns. The participants had no previous formal training in AI and variability in perceived needs and interests. Most preferred a case-based approach to teaching AI. They expressed incomplete understanding of AI hindered its clinical applicability and reiterated a need for improved training in the interpretation and application of AI literature in their practice. CONCLUSION: We found heterogeneity in perspectives about AI; thus, a curriculum must account for the wide range of these interests and needs. Teaching the interpretation of AI research methods, literature critique, and quality control through implementation of specific scenarios could engage a variety of trainees from different backgrounds and interest levels while ensuring a baseline level of competency in AI.
Subject(s)
Artificial Intelligence , Radiology , Child , Humans , Needs Assessment , Fellowships and Scholarships , Radiology/education , CurriculumABSTRACT
The COVID-19 pandemic produced unprecedented challenges to healthcare and medical device manufacturing (e.g. personal protective device and replacement part shortages). Additive manufacturing, 3D printing, and the maker community were uniquely positioned to respond to these needs by providing in-house design and manufacturing to meet the needs of clinicians and hospitals. This paper reviews the pandemic response of Children's Hospital of Philadelphia CHAMP 3D Lab, a point-ofcare3D printing team that supports clinical and research projects across the hospital network. The CHAMP team responded to a variety of COVID-19 healthcare needs including providing protective eyewear and ventilator components, creating a transport hook, and designing a novel transparent facemask. This case series details our response to these needs, describing challenges experienced and lessons learned in overcoming them so that others may learn from our experiences. Challenges to responding to the pandemic included the need to handle urgent pandemic related requests in addition to our standard fare. This required us to not only expand our capacity without additional resources, but also to develop a system of prioritization. Specific changes made included: streamlining workflows, identifying safety review processes, and developing/enlisting a network of collaborators. Further, we consider how to transition to a future, post-pandemic world without losing the cohesive drive of emergency-induced innovation. This paper aims to share what we have learned and to encourage both teams currently engaged in the printing community and those looking to join it.
ABSTRACT
Los trastornos del espectro autista (TEA) y el trastorno por déficit de atención e hiperactividad (TDAH) son un reto diagnóstico y terapéutico en su presentación simultánea. Existen síntomas comunes con orígenes diversos que interactúan para contribuir en esta presentación. Es indispensable abordar interdisciplinariamente estos casos y adaptar las aproximaciones terapéuticas con el propósito de lograr resultados favorables en su funcionalidad y cada uno de sus síntomas comórbidos
Occurrence of autistic spectrum disorders and attention deficit hyperactivity disorder is both a diagnostic and a therapeutic challenge. Common symptoms with diverse origins interact to contribute to this presentation. These cases require an interdisciplinary approach and an adaptation of the therapeutic approaches to achieve favourable results in its functionality and in each of its comorbid symptoms
Els trastorns de lespectre autista (TEA) i el trastorn per dèficit datenció i hiperactivitat (TDAH) són un repte diagnòstic i terapèutic quan es presenten simultàniament. Existeixen símptomes comuns amb orígens diversos que interactuen per contribuir a aquesta presentació. És indispensable abordar interdisciplinàriament aquests casos i adaptar les aproximacions terapèutiques amb el propòsit dassolir resultats favorables en la funcionalitat i la qualitat de vida dels seus cuidadors
Subject(s)
Humans , Child , Autism Spectrum Disorder/complications , Autism Spectrum Disorder/diagnosis , Attention Deficit Disorder with Hyperactivity/complications , Attention Deficit Disorder with Hyperactivity/diagnosis , Autism Spectrum Disorder/therapy , Attention Deficit Disorder with Hyperactivity/therapyABSTRACT
PURPOSE OF REVIEW: Advances in the field of Pediatric Oncology have led to increased survival rates in children with cancer, and addressing the emotional well-being and quality of life of this specific population is a critical component of care. Mind-body therapies (MBTs) are an adjuvant modality of treatment that appears to have a positive impact on patient quality of life, patient mental health, and family perceptions toward illness. In this review, we describe several evidence-based MBTs, such as art therapy, meditation, prayer, music therapy, hypnosis and relaxation techniques, their use, and our personal experience with MBT in our institution. RECENT FINDINGS: Current data suggests that MBTs have been effective in decreasing symptoms related to oncologic pathology in children. Based on experience in our institution, the administration of these therapies can be expanded with the use of technology and also foster family inclusion in care, which can lead to improved quality of life for the patient and family. Further studies are warranted to ascertain the effects of MBTs in childhood cancer. MBTs are increasingly important in the care of youth with oncologic disease. It is necessary to increase the quantity and quality of research for the selection and inclusion of MBT in this population.
Subject(s)
Mind-Body Therapies , Neoplasms/psychology , Neoplasms/therapy , Adolescent , Child , Emotions , Humans , Meditation , Quality of LifeABSTRACT
Many myths and legends have had a deep influence on modern language, and on modern medical vernacular. The terms "syrinx" and "panic"are two of the most characteristic examples and their use in neurology and other specialties is well known. This article reviews the history of these words in Greek mythology and their use in modern medicine. It is known by very few that clinical symptoms or conditions, such as syringomyelia and panic attacks, have a mythological origin in their definition and naming.
Subject(s)
Mythology , Panic , Syringomyelia , Terminology as Topic , Greece , HumansABSTRACT
ABSTRACT Many myths and legends have had a deep influence on modern language, and on modern medical vernacular. The terms "syrinx" and "panic"are two of the most characteristic examples and their use in neurology and other specialties is well known. This article reviews the history of these words in Greek mythology and their use in modern medicine. It is known by very few that clinical symptoms or conditions, such as syringomyelia and panic attacks, have a mythological origin in their definition and naming.
RESUMO Muchos mitos y leyendas han tenido una profunda influencia sobre el lenguaje y el uso del argot médico moderno. Los términos "syrinx" y "pánico" son dos de los ejemplos más característicos y su uso en neurología y otras especialidades es bien conocido. Este artículo revisa la historia de estas palabras en la mitología griega y su uso en la medicina moderna. Es conocimiento de pocos que síntomas o condiciones como la siringomielia o los ataques de pánico, tienen un origen mitológico en su definición y denominación.
