Distance Learning During COVID-19 Mitigates Learning Loss for Interprofessional Education.

SUMMARY STATEMENT: On-site interprofessional education (IPE) simulation is primarily used to teach students teamwork, communication, and crisis resource management. Participants view it as an educational environment in which to acquire and consolidate skills. Virtual IPE simulation is traditionally seen as an opportunity to supplement, complement, and reinforce on-site IPE (OI). We used VI as the sole simulation method during the COVID-19 pandemic to provide IPE because of constraints of social distancing. The VI resulted in substantially achieving similar learning outcomes to OI. This suggests that VI, which has the advantage of being cheaper and more easily scalable than OI, may be an effective remote learning modality for IPE.

Impact of a Didactic Lecture on Professionalism in Increasing Knowledge Amongst Faculty and Residents in an Academic Department.

BACKGROUND: The ACGME require compliance with six core competencies - professionalism is one of them. Non-professional behavior is the most common reason for disciplinary action against physicians by the Medical Boards. Professionalism should be taught and measured at an early stage of the physician's career. METHODS: IRB approval was obtained to carry out this study. The subjects were faculty and residents of the anesthesia department. The pretest was administered and followed by a lecture and discussion on professionalism by Anesthesia faculty. This was followed by the posttest. The test consisted of 22 questions related to professionalism. RESULTS: Eighteen subjects completed the pretest while 14 completed the posttest. Age range was 39.72 +/- 10.58. The pretest scores were 59.6+/- 12.5, while the posttest scores were 57.8 +/- 12.8. Correct answers for each question ranged from 5.6 to 100% for the pretest and 0 to 100% for the post test. Correct answers for each subject ranged from 31.8 to 77.3% for both pre and post tests. No statistically significant difference was found in scores between the pre-test and post-test. CONCLUSIONS: Based on these initial findings, teaching professionalism is extremely difficult and feed back from the participants using tools like a pretest and post-test may help identify if knowledge transfer has actually occurred. Teaching and assessment of professionalism should take into consideration the students pre-existing knowledge-base, cultural background and environment.

Anesthetic management of iatrogenic esophageal perforation--case report and literature review.

The incidence of esophageal perforation may be increasing as endoscopic procedures are becoming a standard diagnostic technique. Other situations such as vomiting, infection, malignancies may also be associated with esophageal rupture. Presenting symptoms may be non specific but delay in accurate diagnosis carries a high morbidity and mortality. Anesthetic management is critical to survival. A case of esophageal rupture and its management is presented along with a literature review.