The influence of context on residents' evaluations: effects of priming on clinical judgment and affect.

Different lines of research have suggested that context is important in acting and learning in the clinical workplace. It is not clear how contextual information influences residents' constructions of the situations in which they participate. The category accessibility paradigm from social psychology appears to offer an interesting perspective for studying this topic. We explored the effect of activating medically irrelevant mental concepts in one context, so-called 'priming', on residents' interpretations as reflected in their judgments in another, work-related context. Obstetric-gynecologic residents participated in two unrelated-tasks experiments. In the first experiment residents were asked to indicate affect about a change in a routine procedure after performing an ostensibly unrelated 'priming' task which activated the concept of either ineffective coping or effective coping. The second experiment concerned residents' patient management decisions in a menorrhagia case after 'priming' with either action or holding off. Contextually activated mental concepts lead to divergent affective and cognitive evaluations in a subsequent medical context. Residents are not aware of this effect. The strength of the effect varies with residents' level of experience. Context influences residents' constructions of a work-related situation by activating mental concepts which in turn affect how residents experience situations. Level of experience appears to play a mediating role in this process.

Attending doctors' perspectives on how residents learn.

CONTEXT: Graduate medical education is currently facing major educational reforms. There is a lack of empirical evidence in the literature about the learning processes of residents in the clinical workplace. This qualitative study uses a 'grounded theory' approach to continue the development of a theoretical framework of learning in the clinical workplace by adding the perspective of attending doctors. METHODS: A total of 21 Dutch attending doctors involved in the training of residents in obstetrics and gynaecology participated in 1 of 3 focus group sessions. They discussed their perceptions of how residents learn and what factors influence residents' learning. A grounded theory approach was used to analyse the transcribed discussions. RESULTS: Three related themes emerged. The first concerned the central role of participation in work-related activities: according to attending doctors, residents learn by tackling the everyday challenges of clinical work. The second involved the ways in which attending doctors influence what residents learn from work-related activities. The final theme focused on attending doctors' views of the essential characteristics of residents and their development during residency. CONCLUSIONS: Attending doctors' perspectives complement current insights derived from similar research among residents and from related literature. As part of an ongoing effort to further develop understanding of how residents learn, this study adds several ways in which attending doctors strive to combine guidance in both patient care and resident training. Furthermore, attending doctors' perspectives draw attention to other aspects of learning in the clinical workplace, such as the role of confidence and the balance between supervision and independence.

How residents learn: qualitative evidence for the pivotal role of clinical activities.

OBJECTIVES: Medical councils worldwide have outlined new standards for postgraduate medical education. This means that residency programmes will have to integrate modern educational views into the clinical workplace. Postgraduate medical education is often characterised as a process of learning from experience. However, empirical evidence regarding the learning processes of residents in the clinical workplace is lacking. This qualitative study sought insight into the intricate process of how residents learn in the clinical workplace. METHODS: We carried out a qualitative study using focus groups. A grounded theory approach was used to analyse the transcribed tape recordings. A total of 51 obstetrics and gynaecology residents from teaching hospitals and affiliated general hospitals participated in 7 focus group discussions. Participants discussed how they learn and what factors influence their learning. RESULTS: An underlying theoretical framework emerged from the data, which clarified what happens when residents learn by doing in the clinical workplace. This framework shows that work-related activities are the starting point for learning. The subsequent processes of 'interpretation' and 'construction of meaning' lead to refinement and expansion of residents' knowledge and skills. Interaction plays an important role in the learning process. This is in line with both cognitivist and sociocultural views on learning. CONCLUSIONS: The presented theoretical framework of residents' learning provides much needed empirical evidence for the actual learning processes of residents in the clinical workplace. The insights it offers can be used to exploit the full educational potential of the clinical workplace.

[Cyclic vomiting in children]. / Kinderen die cyclisch braken.

Two girls aged 13 and 10 suffered from recurrent episodes of severe vomiting. After excluding underlying pathological conditions the diagnosis of cyclic-vomiting syndrome was made. They were treated by intravenous fluid suppletion and drugs such as propranolol, pizotiphene, diclophenac, granisetron, lorazepam and pantoprazole. Eventually they recovered. Cyclic-vomiting syndrome is probably a common but often not recognised syndrome. It should be considered in all children with multiple episodes of vomiting. It is characterized by the sudden occurrence and spontaneous disappearance of symptoms followed by a completely symptom-free interval. The incidence has been estimated to be as high as 2% in some populations of school children. The syndrome is often not diagnosed if the episodes are mild and diagnosed late if the symptoms are severe. To avoid too many investigations the suggested diagnostic protocol can be followed. Prophylactic therapy with anti-migraine medication should be attempted, notably with propranolol, early in the course of the disease.

S100 protein content of umbilical cord blood in healthy newborns in relation to mode of delivery.

BACKGROUND: Early detection and quantification of brain damage in neonatal asphyxia is important. In adults, S100 protein in blood is associated with damage to the central nervous system. OBJECTIVE: To determine whether S100 protein can be detected in arterial and venous cord blood of healthy newborns and to relate S100 protein concentrations in cord blood to mode of delivery. METHOD: S100 protein levels in umbilical cord blood of 81 healthy infants were determined. RESULTS: S100 protein was present in arterial (median concentration 1.62 micro g/l) and venous (median concentration 1.36 micro g/l) cord blood. Levels were significantly higher in vaginal births (median arterial concentration 1.72 micro g/l; median venous concentration 1.48 micro g/l) than births by caesarean section (1.51 micro g/l and 1.26 micro g/l respectively). CONCLUSION: More research is necessary to determine whether S100 protein is a useful marker in neonatal asphyxia.

Breath holding spells in a 3-day-old neonate: an unusual early presentation in a family with a history of breath holding spells.

Breath holding spells are common in childhood. They peak about 2 years of age and abate by 5 years of age; they are rare before 6 months of age. We report a case of cyanotic breath holding spells starting at the age of 3 days. There was a family history of breath holding spells including a three-year-old brother, patient's father, his sister, and the paternal great grandfather. Pharmacological intervention with iron replacement therapy and piracetam was not successful. We want to draw attention to the fact that breath holding spells should be included in the differential diagnosis of neonatal cyanotic spells. The course of these neonatal breath holding spells is thought to be "benign", but nevertheless, severe breath holding spells can pose problems for parents and clinicians.

[Urine incontinence in childhood; the importance of a good micturition history]. / Urineverlies op de kinderleeftijd; het belang van een goede mictieanamnese.

Four children, three girls aged 9, 5.5 and 6.5 years, and a boy aged 8 years, suffered from urinary incontinence. The underlying conditions, urge syndrome with urge incontinence, ectopic ureter, meatus stenosis, and pelvic floor dysfunction, respectively, were identified and treated, after which the children were no longer incontinent. Diurnal incontinence is present in 2-3% of 7-year-olds. Incontinence is accompanied by recurrent urinary tract infections and vesicoureteric reflux in 40% of cases. A combination of these two disorders can lead to impaired renal function. Especially in girls, involuntary urine loss is usually based on dysfunctional voiding, a non-neurogenic coordination problem between the detrusor muscle of the bladder and the pelvic floor. A careful history is the most important tool in reaching the correct diagnosis.