Assessing commitment to reflection: perceptions of medical students.

Background: While developing reflection skills is considered important by educators, the assessment of these skills is often associated with unintended negative consequences. In the context of a mandatory longitudinal course that aims to promote the development of reflection on professional identity, we assessed students' commitment to reflection. This study explores students' perception of this assessment by their mentor. Methods: We conducted a qualitative descriptive study using semi-structured interviews with twenty-one 1st and six 2nd year medical students. Thematic analysis was informed by Braun and Clarke's six-step approach. Results: We identified four main themes: 1- assessment as a motivator, 2- consequences on authenticity, 3- perception of inherent subjectivity, and 4 - relationship with the mentor. Conclusions: In the context of assessing reflection skills in future physicians, we observed that students -when assessed on the process of reflection- experienced high motivation but were ambivalent on the question of authenticity. The subjectivity of the assessment as well as the relationship with their mentor also raises questions. Nevertheless, this assessment approach for reflective skills appears to be promising in terms of limiting the negative consequences of assessment.

Contexte: Malgré l'importance que les éducateurs attribuent à l'acquisition de compétences de réflexion, l'évaluation de ces compétences entraîne souvent des conséquences négatives involontaires. Dans le cadre d'un cours longitudinal obligatoire visant à promouvoir le développement de la réflexion sur l'identité professionnelle, nous avons évalué l'engagement des étudiants à cultiver leurs compétences de réflexion. Cette étude explore leur perception de cette évaluation menée par leur mentor. Méthodes: Nous avons réalisé une étude qualitative descriptive à l'aide d'entretiens semi-structurés avec vingt-et-un étudiants en médecine de première année et six étudiants en médecine de deuxième année. Notre analyse thématique repose sur l'approche en six étapes de Braun et Clarke. Résultats: Nous avons identifié quatre thèmes principaux : 1 ­ l'évaluation comme facteur de motivation, 2 ­ les conséquences sur l'authenticité, 3 ­ la perception de la subjectivité inhérente, et 4 ­ la relation avec le mentor. Conclusions: Dans le contexte de l'évaluation des compétences de réflexion des futurs médecins, focalisée plus particulièrement sur le processus de réflexion, les étudiants se sont montrés très motivés, mais incertains quant à son authenticité. La subjectivité de l'évaluation et la relation avec leur mentor soulèvent également des interrogations. Néanmoins, cette approche d'évaluation des compétences réflexives semble prometteuse dans la mesure où elle permet de limiter les conséquences négatives de l'évaluation.

Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators.

Background & Need for Innovation: Appraising the quality of narratives used in assessment is challenging for educators and administrators. Although some quality indicators for writing narratives exist in the literature, they remain context specific and not always sufficiently operational to be easily used. Creating a tool that gathers applicable quality indicators and ensuring its standardized use would equip assessors to appraise the quality of narratives. Steps taken for Development and Implementation of innovation: We used DeVellis' framework to develop a checklist of evidence-informed indicators for quality narratives. Two team members independently piloted the checklist using four series of narratives coming from three different sources. After each series, team members documented their agreement and achieved a consensus. We calculated frequencies of occurrence for each quality indicator as well as the interrater agreement to assess the standardized application of the checklist. Outcomes of Innovation: We identified seven quality indicators and applied them on narratives. Frequencies of quality indicators ranged from 0% to 100%. Interrater agreement ranged from 88.7% to 100% for the four series. Critical Reflection: Although we were able to achieve a standardized application of a list of quality indicators for narratives used in health sciences education, it does not exclude the fact that users would need training to be able to write good quality narratives. We also noted that some quality indicators were less frequent than others and we suggested a few reflections on this.

Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators.

PURPOSE: Narrative comments are increasingly used in assessment to document trainees' performance and to make important decisions about academic progress. However, little is known about how to document the quality of narrative comments, since traditional psychometric analysis cannot be applied. The authors aimed to generate a list of quality indicators for narrative comments, to identify recommendations for writing high-quality narrative comments, and to document factors that influence the quality of narrative comments used in assessments in higher education. METHOD: The authors conducted a scoping review according to Arksey & O'Malley's framework. The search strategy yielded 690 articles from 6 databases. Team members screened abstracts for inclusion and exclusion, then extracted numerical and qualitative data based on predetermined categories. Numerical data were used for descriptive analysis. The authors completed the thematic analysis of qualitative data with iterative discussions until they achieved consensus for the interpretation of the results. RESULTS: After the full-text review of 213 selected articles, 47 were included. Through the thematic analysis, the authors identified 7 quality indicators, 12 recommendations for writing quality narratives, and 3 factors that influence the quality of narrative comments used in assessment. The 7 quality indicators are (1) describes performance with a focus on particular elements (attitudes, knowledge, skills); (2) provides a balanced message between positive elements and elements needing improvement; (3) provides recommendations to learners on how to improve their performance; (4) compares the observed performance with an expected standard of performance; (5) provides justification for the mark/score given; (6) uses language that is clear and easily understood; and (7) uses a nonjudgmental style. CONCLUSIONS: Assessors can use these quality indicators and recommendations to write high-quality narrative comments, thus reinforcing the appropriate documentation of trainees' performance, facilitating solid decision making about trainees' progression, and enhancing the impact of narrative feedback for both learners and programs.

Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course.

BACKGROUND: Today's healthcare professionals face numerous challenges. Improving reflection skills has the potential to contribute to the better management of complex patients and healthcare systems, as well as to improve professional practice. However, the question of how reflection skills can inform professional identity development at the undergraduate medical education level remains unanswered. APPROACH: The authors developed and implemented a 4-year course that aims to engage students in a reflective process to increase their awareness of their professional identity development. The course is structured around three types of pedagogical activities: workshops, reflections deposited in an electronic portfolio, and individual discussions with mentors. EVALUATION: Sixty-four 1st year students (33%) and 17 mentors (50%) from the 2017-2018 cohort completed evaluation questionnaires. For the 2018-2019 academic year, 73 1st year students (34%) and 27 2nd year students (14%), as well as 20 1st year (59%) and 19 2nd year mentors (57%) replied. Students and mentors considered that the pedagogical activities contributed to the development of students' professional identity through the acquisition of reflection skills, but some elements were perceived as challenging, notably, completing the portfolio, finding a subject to reflect about and the timing of the proposed activities. REFLECTION: An important preoccupation when wanting to foster the development of professional identity through the acquisition of reflection skills is the authenticity of students' reflection. We tried to favor authentic reflection, by having a mentee-mentor pair throughout the entire 4­year course. A rigorous evaluation process helped us identify and promptly correct issues as they surfaced.

Impact of an educational intervention combining clinical obesity preceptorship with electronic networking tools on primary care professionals: a prospective study.

BACKGROUND: Primary care providers' (PCPs) attitude toward obesity is often negative, and their confidence level for helping patients manage their weight is low. Continuing professional development (CPD) on the subject of obesity is often based on a single activity using a traditional passive approach such as lectures known to have little effect on performance or patient outcomes. The aim of this study was to evaluate the impact of an educational intervention for obesity management on PCPs' attitude, self-efficacy, practice changes and patient-related outcomes. METHODS: Prospective interventional study with 12 months follow-up. A two-day clinical obesity preceptorship was offered where participants were actively involved in competence building using real-life situations, in addition to electronic networking tools, including a discussion forum and interactive monthly webinars. Thirty-five participants (12 nurses and 23 physicians) from seven Family medicine groups were enrolled. Questionnaires were used to evaluate the impact on primary care nurses' and physicians' attitudes and self-efficacy for obesity management. Practice changes and patient outcomes were evaluated using clinical vignettes, de-identified electronic patient records and qualitative analyses from group interviews. RESULTS: Physicians' general attitude towards patients with obesity was improved (61 ± 22 mm vs 85 ± 17 mm, p <  0.001). Self-efficacy for obesity management and lifestyle counselling were also improved immediately and 1 year after the intervention (all Ps <  0.05). De-identified patient records and clinical vignettes both showed improvement in recording of weight, waist circumference and evaluation of readiness to change lifestyle (all Ps <  0.05) that was confirmed by group interviews. Also, 15% of patients who were prospectively registered for weight management had lost more than 5% of their initial weight at the time of their last visit (P <  0.0001, median follow-up of 152 days). CONCLUSION: A multimodal educational intervention for obesity management can improve PCPs'attitude and self-efficacy for obesity management and lifestyle counselling. This translates into beneficial practice changes and patient-related outcomes. TRIAL REGISTRATION: clinicaltrials.gov Identifier: NCT01385397 . Retrospectively registered, 28 June 2011.

Teaching and learning clinical reasoning: a teacher's toolbox to meet different learning needs.

Clinical reasoning is an essential part of medical practice and therefore should be an important part of clinical teaching. However, it has been and is still a challenge for clinical teachers to support learners in the development of their clinical reasoning skills. As learners progress in clerkship, so do their learning needs. As a result, teachers need multiple tools to foster the development of clinical reasoning and should know when and why to use them. This article presents tools gathered as part of a clinical teacher's toolbox aimed at coaching learners towards the next step in their clinical reasoning development as well as helping teachers diagnose clinical reasoning difficulties and meet the diverse learning needs of their learners. The article focuses on three tools that were developed by faculty at the University of Sherbrooke Faculty of Medicine and Health Sciences: the iSNAPPS-OMP Technique, the Anticipatory Supervision Technique and the Clinical Sudoku or table of discriminating clues. This article uses the term 'tools' as a generic expression to signify 'items in a toolbox'. It includes all kinds of resources (techniques, strategies, models) that were gathered to help clinical teachers with the teaching of clinical reasoning.

Assessment of the Efficacy of An Osteopathic Treatment in Infants with Biomechanical Impairments to Suckling.

Breastfeeding can be challenging for mother-infant dyads experiencing biomechanical suckling difficulties. Although lactation consultants (LCs) all over the world have increased their skills in this field and can provide support to help position the infant at the breast, the impact of their intervention might be limited in the presence of stiff structures in the infants. Here we present a protocol for a randomized controlled trial to assess the efficacy of osteopathic treatment, coupled with lactation consultation, for infants' biomechanical suckling difficulties. It proposes a set-up and a sequence of actions to ensure an optimal context for treatment, as well as a blinding of parents and LCs to the intervention. Data such as the infant's latch ability measured with the LATCH Assessment Tool, the mother's nipple pain with a visual analog scale (VAS), and the mother's perceptions are collected by LCs four times over a 10-day period. Osteopathic lesions are documented by the osteopath, using a standardized assessment grid. Structures of interest are coherent with the anatomical zones involved in latching onto the breast. This protocol also proposes a strategy to document systematically an osteopathic profile of infants with biomechanical suckling difficulties in their first weeks of life. The implementation of this protocol confirms its feasibility for osteopathic assessment and treatment and paves the way for future trials to further explore the efficacy of osteopathic techniques for infants with biomechanical suckling difficulties.

Strategies identified by program directors to improve adoption of the CanMEDS framework.

BACKGROUND: Challenges associated with the use of the CanMEDS physician competency framework (CanMEDS) have been the subject of several studies. Most of these have focused on the adoption of specific roles in an Anglophone context. This study aims to investigate how Francophone postgraduate medical education (PGME) program directors have integrated the CanMEDS framework into their programs. METHODS: We invited Francophone PGME program directors to participate in group interviews aimed at exploring their experiences using the CanMEDS framework. We used an open-ended interview guide and realized a thematic analysis of the transcripts. RESULTS: We held five group interviews between February and December 2014 with 17 Francophone program directors representing 13 out of a maximum of 62 different specialties/subspecialties. Although program directors endorsed the framework, its integration was seen as challenging, particularly the assessment of non-medical expert roles. To overcome these challenges, they relied on common strategies including a longitudinal approach to the framework, improving inter-program collaboration, and subcontracting the teaching of certain roles. CONCLUSION: While integrating the CanMEDS framework into their programs, Francophone program directors struggled with teaching and assessing non-medical expert roles and ensuring their longitudinal integration over time. Directors relied on various strategies, some of which (e.g., subcontracting) may ultimately limit the adoption of the framework as a whole. ___.

CONTEXTE: Les défis associés à l'utilisation du référentiel de compétences CanMEDS pour les médecins ont fait l'objet de plusieurs études. La plupart de ces études ont portées sur l'adoption de rôles spécifiques dans un contexte anglophone. Cette étude vise à explorer comment les directeurs de programmes d'études médicales postdoctorales (EMP) francophones ont intégré CanMEDS dans leurs programmes. MÉTHODES: Nous avons invité les directeurs de programmes EMP francophones à participer à des entrevues de groupe. Ces entrevues visaient à explorer leur expérience de l'utilisation du référentiel CanMEDS. Nous avons utilisé un guide d'entrevue ouvert et nous avons fait une analyse thématique des transcriptions. RÉSULTATS: Nous avons tenu cinq entrevues de groupe entre février et décembre 2014 avec 17 directeurs de programmes de 13 des 62 spécialités/sous-spécialités. Bien que les directeurs de programmes appuient le référentiel, son intégration a été perçue comme un défi, notamment en ce qui a trait à l'évaluation des rôles autres que celui d'expert médical. Pour surmonter ces défis, ils se sont appuyés sur des stratégies communes, notamment une approche longitudinale du référentiel, l'amélioration de la collaboration entre les programmes et la sous-traitance de l'enseignement de certains rôles. CONCLUSIONS: À travers le processus d'intégration du référentiel CanMEDS, les directeurs de programmes EMP francophones ont de la difficulté à enseigner et à évaluer les rôles autres que celui d'expert médical ainsi qu'à veiller à leur intégration respective et continue au fil du temps. Ils ont eu recours à diverses stratégies, dont certaines (p. ex., la sous-traitance) pourraient ultimement limiter l'adoption du référentiel dans son ensemble.

Efficacy of an Osteopathic Treatment Coupled With Lactation Consultations for Infants' Biomechanical Sucking Difficulties.

BACKGROUND: Despite well-known recommendations from national and international bodies including the World Health Organization, few mothers achieve the goal of breastfeeding exclusively for 6 months. Half of mothers stop breastfeeding due to biomechanical issues in the first month, despite increasing support from lactation consultants. Osteopaths worldwide work with these babies, but there is little empirical evidence for this type of treatment. Research aim: This study aimed to determine the efficacy of an osteopathic treatment coupled with usual lactation consultations on infants' ability to latch. Secondary objectives included assessment of nipple pain and mothers' perceptions of the effect of treatment. METHODS: We conducted a single blind, randomized controlled trial at a mother-to-mother support group between January and December 2015. Data were collected at four different times over a 10-day period (T0-T10) from 97 mother-infant dyads using the LATCH assessment tool, a visual analog scale (VAS) to document mothers' nipple pain, and a de novo questionnaire for breastfeeding management and potential treatment side effects. RESULTS: There were consistent statistical and clinical differences in the mean LATCH scores between the treatment and the control groups ( p < .001). However, no significant differences in the VAS scores were reported over time ( p = .713). Mothers reported no serious or unexpected side effects during the follow-up period. CONCLUSION: This study is one of the first to bring together lactation consultants and osteopaths to address infants with biomechanical sucking difficulties. Findings support the hypothesis that the addition of osteopathy to regular lactation consultations is beneficial and safe.

Complementary and alternative medicine: Do physicians believe they can meet the requirements of the Collège des médecins du Québec?

OBJECTIVE: To determine whether medical training prepares FPs to meet the requirements of the Collège des médecins du Québec for their role in advising patients on the use of complementary and alternative medicine (CAM). DESIGN: Secondary analysis of survey results. SETTING: Quebec. PARTICIPANTS: Family physicians and GPs in active practice. MAIN OUTCOME MEASURES: Perceptions of the role of the physician as an advisor on CAM; level of comfort responding to questions and advising patients on CAM; frequency with which patients ask their physicians about CAM; personal position on CAM; and desire for training on CAM. RESULTS: The response rate was 19.5% (195 respondents of 1000) and the sample appears to be representative of the target population. Most respondents (85.8%) reported being asked about CAM several times a month. A similar proportion (86.7%) believed it was their role to advise patients on CAM. However, of this group, only 33.1% reported being able to do so. There is an association between an urban practice and knowledge of the advisory role of physicians. More than three-quarters of respondents expressed interest in receiving additional training on CAM. CONCLUSION: There is a gap between the training that Quebec physicians receive on CAM and their need to meet legal and ethical obligations designed to protect the public where CAM products and therapies are concerned. One solution might be more thorough training on CAM to help physicians meet the Collège des médecins du Québec requirements.

Erratum to: Impact of an integrated obesity management system on patient's care - research protocol.

[This corrects the article DOI: 10.1186/s40608-014-0019-z.].

Age-related decline and diagnostic performance of more and less prevalent clinical cases.

Since cognitive abilities have been shown to decrease with age, it is expected that older physicians would not perform as well as their younger counterparts on clinical cases unless their expertise can counteract the cognitive effects of aging. However, studies on the topic have shown contradictory results. This study aimed to further investigate the effect of aging on physicians' diagnostic accuracy when diagnosing prevalent and less prevalent cases based on clinical vignettes. A mixed design was used to assess the influence of case prevalence (high vs. low) as a within-subjects factor, and age group as a between subjects factor (<30; n = 23, 30-39; n = 19, 40-49; n = 27, >50 years old; n = 19) on the diagnostic accuracy of 65 family physicians and 25 residents. Repeated Measure ANOVA revealed a significant effect of case prevalence (p < .001) and age group (p < .001). Post-hoc analyses revealed that younger physicians showed the best performance. This study did not demonstrate the positive effect of experience in older physicians. In line with previous studies on expertise development, findings of the present study suggest that skills should be actively maintained to assure a high performance level throughout one's lifespan. If not, performance level could gradually decline with age.

Impact of an integrated obesity management system on patient's care - research protocol.

BACKGROUND: The majority of obese subjects are treated by primary care physicians (PCPs) who often feel uncomfortable with the management of obesity. In a previous study, we successfully developed, implemented and evaluated an obesity management system based on training and coaching of health professionals of family medicine groups (FMGs) by a team of experts in obesity management. Using a pre/post design, this study suggested a positive impact on health professionals' perceptions and reported obesity care. The current research project is aimed at evaluating the impact on obesity screening and care of this integrated obesity management system. We hypothesize that our program combining preceptorships with a virtual community and on-site coaching will improve: (1) management and weight loss of obese/overweight subjects treated by PCPs for hypertension, type 2 diabetes or impaired glucose tolerance; and (2) screening and initial management of obesity among a regular follow-up group of patients of PCPs who practice in FMGs. METHODS/DESIGN: Ten FMGs will be approached for a practice monitoring project and will be randomised to receive the intervention developed in our previous project or will only be provided clinical practice guidelines. In the participating FMGs, we will enrol 22 patients per FMG with weight related targeted disease and 24 patients with regular follow-up. These patients will be evaluated for the care they received regarding screening and/or management of obesity using medical chart reviews, and will fill out a questionnaire on their lifestyle and satisfaction. They will also be examined for anthropometric measures, vital signs, blood markers for chronic diseases and physical fitness. The same patients will be assessed again after 18 months. The impact of the program on health professionals will be evaluated at baseline, and at 1 year. Qualitative data will also be collected from both professional and patient participants. Direct and indirect costs and QALYs will be evaluated as indicators of cost-effectiveness. DISCUSSION: In the context of the dramatic increase in obesity prevalence and the low perception of PCPs' self-efficacy, providing efficient strategies to PCPs and interdisciplinary health care teams for management of obesity is crucial. TRIAL REGISTRATION: Clinicaltrials.gov Identifier: NCT00991640.

[Episodes of care: a concept in public health]. / Episódios de cuidados: um conceito em saúde pública.

This paper presents a revision of the literature on the definition of episodes of care, which emerged as a concept in health services research during the 1960s. Episodes of care have been described from three different perspectives: that of the patient (episode of indisposition); the care provider (episode of illness); and the financial sponsor (episode of care). The main scope of this study is to present a review of the literature on the operational definition of episode of care. A computerized bibliographical review was conducted for the period between 1950 and 2007 in the MEDLINE database and 54 articles met the criteria for evaluation. The definition of episode of care differs widely in the literature. The operational definition of the episode of care to be applied should be determined by the overall goals of the study, as well as the relative advantages and limitations of the methodology used.

Episódios de cuidados: um conceito em saúde pública / /Episodes of care: a concept in public health

INTRODUÇÃO: Esse artigo apresenta uma revisão da literatura sobre a definição de episódio de cuidados. O conceito de episódio de cuidados na pesquisa em serviços de saúde emergiu nos anos 60. Os episódios têm sido descritos em três perspectivas diferentes: a do paciente (episódio de mal estar), a do prestador do serviço (episódio de doença) e do seu financiador (episódio de cuidados). OBJETIVO: O principal objetivo desse estudo é apresentar uma revisão da literatura da definição operacional de episódio de cuidados. METODOLOGIA: Uma pesquisa bibliográfica foi realizada no período de 1950 a 2007 foram identificados por meio de pesquisa computadorizada à base de dados Medline. RESULTADO: Após a seleção dos artigos cinquenta e quatro artigos foram incluídos para a revisão da definição operacional de episódio de cuidados. CONCLUSÃO: As definições de episódios de cuidados diferem grandemente na literatura. A definição operacional mais apropriada de episódios de cuidados a ser utilizada deve ser determinada pelo objetivo do estudo, bem como pelas vantagens e limitações da metolodologia utilizada.

This paper presents a revision of the literature on the definition of episodes of care, which emerged as a concept in health services research during the 1960s. Episodes of care have been described from three different perspectives: that of the patient (episode of indisposition); the care provider (episode of illness); and the financial sponsor (episode of care). The main scope of this study is to present a review of the literature on the operational definition of episode of care. A computerized bibliographical review was conducted for the period between 1950 and 2007 in the MEDLINE database and 54 articles met the criteria for evaluation. The definition of episode of care differs widely in the literature. The operational definition of the episode of care to be applied should be determined by the overall goals of the study, as well as the relative advantages and limitations of the methodology used.

Empowerment interventions, knowledge translation and exchange: perspectives of home care professionals, clients and caregivers.

BACKGROUND: Few studies have examined empowerment interventions as they actually unfold in home care in the context of chronic health problems. This study aims to document the empowerment process as it plays out in interventions with adults receiving home care services. METHODS/DESIGN: The qualitative design chosen is a fourth generation evaluation combined with case studies. A home care team of a health and social services center situated in the Eastern Townships (Québec, Canada) will be involved at every step in the study. A sample will be formed of 15 health care professionals and 30 of their home care clients and caregiver. Semi-structured interviews, observations of home care interventions and socio-demographic questionnaires will be used to collect the data. Nine instruments used by the team in prior studies will be adapted and reviewed. A personal log will document the observers' perspectives in order to foster objectivity and the focus on the intervention. The in-depth qualitative analysis of the data will illustrate profiles of enabling interventions and individual empowerment. DISCUSSION: The ongoing process to transform the health care and social services network creates a growing need to examine intervention practices of health care professionals working with clients receiving home care services. This study will provide the opportunity to examine how the intervention process plays out in real-life situations and how health care professionals, clients and caregivers experience it. The intervention process and individual empowerment examined in this study will enhance the growing body of knowledge about empowerment.

Evaluation of clinical innovation: a gray zone in the ethics of modern clinical practice?

BACKGROUND: Various stakeholders can have differing opinions regarding ethical review when introducing new procedures with patients. OBJECTIVE: This pilot study examines the way in which Research Ethics Boards (REBs; Institutional Review Boards) and clinical biochemists (CBs; laboratory medicine specialists) differ in their interpretation of what is research and what should be considered common practice versus innovation versus experimentation when introducing new procedures with patients. It also explores whether these groups agree on who is responsible for the ethical review of new procedures. METHODS: A validated case scenario for the introduction of a new diagnostic test into clinical practice was sent to CBs and REBs across Canada. Participants were asked to determine whether the scenario constituted research; whether the test procedure should be considered as experimental, innovative, or commonly accepted care; and whether the project required approval by a REB and, if not, who should be responsible for ethical review. RESULTS: Results showed 81% of 37 CBs and 52% of 27 REBs identified the scenario as research. Responsibility for ethical review was assigned to REBs by 44% of REBs and 54% of CBs. Of all participants, 53% classified the test procedure as 'innovative', 8% as 'experimental', whereas 17% classified it as 'commonly accepted'. CONCLUSIONS: This pilot study indicates a substantial variation in the ethical assessment of innovation in clinical care. This suggests the need to further elaborate on the types of innovation in health care and categorize the nature of the risks associated with each.

Severe injury mechanisms in two paediatric trauma centres: Determination of prevention priorities.

BACKGROUND: To meet community needs, injury prevention programs for children should be targeted to trends in objective data on mechanisms of injury. The aim of the present study was to identify the most important severe injury mechanisms. METHODS: The present study retrospectively reviewed severe paediatric trauma patients in two regional trauma centres. Injury prevention priority scores were computed using different severity measures - injury severity score (ISS), revised trauma score, trauma-related injury severity score, Glasgow Coma Scale (GCS) and mortality - to identify prevention priorities. RESULTS: A total of 3732 children with severe injury were identified; mean age (+/-SD) was 9.0+/-5.2 years and 2469 (66.2%) were boys. The GCS was 7 or lower in 209 patients (5.6%) and the median ISS was 9. Overall, there were 77 deaths (2.1%). 'Fall from height' was the most frequent mechanism of injury, and 'motor vehicle traffic injury' resulted in the most severe injury. The most significant mechanisms of injury, using ISS, were 'fall from height', 'motor vehicle traffic injury', 'pedestrian struck by motor vehicle', 'bicycle injuries' and 'child abuse'. Different priorities were identified depending on the severity measures used - 'fall from height' would be the priority with ISS, revised trauma score and trauma-related injury severity score; 'motor vehicle traffic injury' with mortality and 'drowning/submersion' with GCS. 'Fall from height' was the highest ranked mechanism of injury in one centre compared with 'motor vehicle traffic injury' in the other. Younger children tended to have injuries as a result of falls, while adolescents had more motor vehicle occupant injuries. Failure to use safety devices, such as helmets and seat belts, was a common finding among severely injured children. CONCLUSION: The present study shows that the severe injury prevention priorities identified vary depending on the severity measures used. The variations seen across age groups and between the two centres are also important factors that must be taken into account when developing prevention programs or considering research initiatives.

Prevalence of pneumonia in children under 12 years of age who undergo abdominal radiography in the emergency department.

OBJECTIVE: Pneumonia is a well-known cause of acute abdominal pain in children. However, the utility of chest radiography in this setting is controversial. We sought to determine the prevalence of pneumonia in children under 12 years of age who had abdominal pain and underwent abdominal radiography when visiting an emergency department (ED). We also aimed to describe the signs and symptoms of children diagnosed with pneumonia in this context. METHODS: We conducted a retrospective analysis of electronic data from ED visits to a tertiary care centre by children 12 years of age and under who were seen between June 1, 2001, and June 30, 2003, and who underwent both an abdominal and a chest radiograph during the same visit, or an abdominal x-ray at a first visit as well as a chest x-ray in the 10 days following the initial visit. RESULTS: Of 1584 visits studied, 30 cases of pneumonia were identified, for a prevalence of 1.89% (95% confidence interval 1.22%-1.56%). If chest radiography had been limited to children who presented with fever, cough and symptoms of an upper respiratory tract infection (URTI), the diagnosis of pneumonia would have been missed in only 2/1584 visits (0.13%). CONCLUSION: Children aged 12 years and under presenting to the ED with acute abdominal pain and in whom an abdominal radiograph is requested need only undergo a chest radiograph in the presence of cough, fever or other symptoms of a URTI.