Confidence-building in a collaborative, multidisciplinary mock page activity for fourth-year medical students.

Graduating medical students require multiple skills that are not traditionally taught in medical school. Mock paging activities, where school of medicine (SOM) students receive pages as if from nursing staff in a practice environment, are being used as a tool to teach communication and to enhance confidence. Prior small-scale, specialty specific mock page activities have demonstrated improvement in confidence, communication with other healthcare personnel, and medical decision-making.3-5 This Mock Page Activity aimed to evaluate the effect on confidence and communication for large graduating SOM class entering different specialties. SOM faculty collaborated with the School of Nursing (SON) faculty in the design and implementation of this activity. Medical students completed pre-/post surveys regarding confidence in communication, interaction with other healthcare professionals, and patient management. Two years of medical student survey data (n=420) after the Mock Page Activity implementation demonstrated a significant increase in general confidence (30.4%, p <0.001) related to receiving communication from nursing staff, making clinical decisions over the phone, and using a pager as a communication device. This multidisciplinary Mock Page Activity improved communication and confidence during paging activities for a large group of medical students pursuing different specialties. Strengths of the study include being the largest, specialty non-specific mock page activity reported in the literature. Limitations include varied individual experience of students and questionable benefits for students pursuing non-patient care careers in medicine. Future directions include iterative improvement based on feedback and incorporation of an interprofessional debrief session to ensure equal benefit to the participating SON students.

Barriers to Low-Vision Rehabilitation Services for Visually Impaired Patients in a Multidisciplinary Ophthalmology Outpatient Practice.

Low-vision rehabilitation (LVR) has significant benefit in improving the quality of life of visually impaired patients. However, these services are highly underutilized in ophthalmology practices. A quality improvement study was performed to investigate barriers to LVR services for patients at the University of Texas Medical Branch (UTMB) between 2010 and 2020. Low vision was defined as the best corrected visual acuity of 20/70 or worse in the better-seeing eye or a visual field less than 20 degrees. Potential subjects were screened (n = 577) from the electronic medical record using International Classification of Disease (ICD) codes for legal blindness, impaired vision, and low vision. Chart review identified 190 subjects who met criteria for low-vision analysis. Patients who received LVR referrals to attend at least one LVR service visit from the eligible subjects were contacted for participation in phone interviews regarding their LVR experience. Practicing eye care providers (ECPs) at UTMB completed a questionnaire to capture their referral patterns. Of the eligible subjects, 64% were referred to LVR services by ECPs. Reported patient barriers included mental health issues (76%), denial of need for low-vision aid (71%), poor physical health (67%), lack of transportation (57.1%), and lack of referrals (36%). EPCs reported patient's overall health (67%), older age (44%), lack of social support (44%), poor cognitive function (44%), and low likelihood of follow-up (44%) as barriers to referring patients to LVR. This study identified several modifiable barriers that can be addressed to access LVR services for low-vision patients. Changing referral patterns, eliminating variations in referral criteria, and increasing patient awareness and knowledge of LVR resources may tremendously improve the quality of life of low-vision patients.