The State of Diversity, Equity, Inclusion, and Justice in Pediatric Fellowship Programs.

Diversity, equity, inclusion, and justice (DEIJ) lie at the center of excellent patient care and safety. The way we interact with our pediatric patients and families and develop and discuss treatment plans should all be done under the lens of DEIJ. The foundation of DEIJ begins in medical school and is further honed during general pediatric residency training by ensuring residents are exposed to diverse patient populations. During fellowship training, the focus is shifted to research and scholarly activities for that same population. There is a vast catalog of curricula on DEIJ education for medical schools, some exist for general pediatric residency programs, but there is a lack of such curricula for subspecialty pediatric fellowship programs. In this article, we will address the state of DEIJ education in pediatric fellowship education, make a case for the importance of DEIJ education in pediatric fellowship programs, and provide recommendations to address the gap to include a holistic approach that involves holding departments, program leaders, and individuals accountable for continued medical education. [Pediatr Ann. 2023;52(7):e261-e265.].

Rib spur causing a hemothorax, pneumothorax, and diaphragmatic injury in a pediatric patient.

Pleural effusion is a relatively common condition encountered in the pediatric emergency department. Evaluation of pleural effusion in the emergency department typically includes advanced imaging such as computer tomography or ultrasound, as well as diagnostic thoracocentesis. We report a case of a 10-year-old female with a rib spur at the anterolateral left sixth rib that caused a hemothorax, pneumothorax, and diaphragmatic injury. The patient underwent video-assisted thoracoscopic surgery and resection of the rib spur. The procedure was well-tolerated without any complications.

The Role for Simulation in Professional Identity Formation in Medical Students.

INTRODUCTION: Authentic clinical experiences and reflection are critical for medical student professional identity formation (PIF). Individualized learning plans and competency-based education accelerate time to graduation, thus creating more demand for students to gain PIF experiences early in medical education. This pilot study investigated student professional identity experiences related to participation in a clinical simulation during the first week of medical school. METHODS: All first-year medical students at an academic health center participated in a clinically relevant simulation-based orientation to medical school (SOMS). Participants completed evaluation surveys measuring PIF-related experiences during the SOMS. RESULTS: All participants completed the survey (N = 186). Students agreed that the SOMS helped them feel what it is like to be a doctor (90%) and transition to the role of student-physician (91%). Student comments about the SOMS-reflected PIF-related processes, such as building a sense of a community of practice among their peers in their roles as a healthcare team. Students also valued the opportunity to engage in reflection about their roles as student-physicians. CONCLUSIONS: Simulation experiences can be used as a trigger for self-reflection to assist in medical student professional identity development as early as the first weeks of medical school. Simulation exercises may improve PIF and could further enhance medical student PIF by adding them longitudinally into the curriculum.

Impact of Scribe Experience on Undergraduate Medical Education.

Medical scribes have become a common fixture in healthcare, but little is known about the impact of a scribe experience on medical school performance. The objective of this study was to determine the frequency of scribe experience for medical students and impact on performance. Thirty-four percent of students were scribes prior to medical school. The majority of scribes felt their scribe experience helped them during their pre-clerkship curriculum. However, there were no significant differences in USMLE Step 1 scores, pre-clerkship class rank, post-encounter note grades, and wellbeing between students with and without scribe experience.

Correction to: Impact of Scribe Experience on Undergraduate Medical Education.

[This corrects the article DOI: 10.1007/s40670-020-01055-3.].