Academic Track Workshop Sessions


Session Objective and Discription

Abstract Writing for Scientifi c Meetings Samir S. Shah and Ronald J. Teufel II, Christopher P. Landrigan, Tamara Simon, Raj Srivastava, Joel Tieder, and Karen Wilson

Learning Objectives:

  • Recognize the diff erences between abstracts for manuscripts and for meetings
  • Understand key steps in writing a good abstract
  • Identify common problems in abstracts submitted for presentation at scientifi c meetings.

Description: "I have made this letter longer than usual because I lack the time to make it shorter" (Blaise Pascal, Provincial Letters, XVI, 1657) Hospitalists, as part of an emerging subspecialty, may lack necessary skills, mentorship, or collaborative environment to support their research. Research is selected for presentation at scientific meetings on the basis of a written abstract. Writing a good abstract is a formidable undertaking and many researchers wonder how it is possible to condense months or years of work into a few hundred words. Nevertheless, creating a well-written abstract is a skill that can be learned. Mastering the skill will increase the probability that your research will be selected for presentation. The objective of this workshop is to acquaint the reader with practical strategies for producing abstracts that are informative, interesting, and concise.

The session will begin with a review of guidelines for abstract writing. Topics will include hints for improving your writing style and ways to avoid common pitfalls such as unclear primary message, poor organization, and excessive detail. Participants will then be divided into smaller groups to analyze both well-written and fl awed abstracts to discover what reviewers and readers expect to see in a submitted abstract, and to reinforce strategies on how to avoid common pitfalls associated with abstract writing.

Clinical Reasoning: Teaching Strategies to Avoid Diagnostic Errors
Mary Ottolini and Geeta Singhal

Learning Objectives:

  • Describe the magnitude of medical errors caused by incorrect diagnosis
  • Describe common pitfalls in clinical reasoning leading to incorrect diagnoses.
  • Discuss how theories of cognition can be applied to improving clinical reasoning in pediatric hospitalist practice.
  • Discuss how diagnostic errors can be reduced by deliberate practice.
  • Describe strategies to teach and evaluate clinical reasoning.

This interactive workshop will introduce participants to the cognitive theory behind metacognition and practical applications to hospitalist daily practice. Through video clips and role play participants will have a chance to deliberately practice key concepts. Ideas regarding teaching strategies and practical evaluation methods will be shared.

Designing A Pediatric Hospital Medicine Elective: From Training to Reality
Jennifer Walthall, Michele Saysana and Ben Bauer

  • Introduction: "Why we need Hospital Medicine Electives" Dr. Walthall will give an overview of the growth of hospital medicine as a specialty and the training experience of pediatrics residents entering the fi eld. She will discuss the need for exposure to this paradigm versus the "inpatient ward month," specific training that is overlooked in the general pediatrics residency program, and introduce a pediatric hospital medicine pathway that complements existing pediatric hospital medicine fellowships.
  • The Riley Experience
    • Resident needs assessment survey results
    • Development of the curriculum
    • Dr. Walthall will give a brief overview of a suggested approach to managing curriculum development across the wide variety of pediatric hospital medicine practices.
    • Outcomes Dr. Walthall will give an overview of the elective at Riley Hospital for Children and the outcomes of the residents who have taken the elective.
  • Overview of competencies Drs. Bauer and Saysana will give a brief outline of clinical competencies as they relate to pediatric hospital medicine education.
  • Large group brainstorming session (10 minutes) Facilitated by Dr. Walthall
    • Barriers
    • Strengths
  • Breakout small groups
    • Two competencies assigned to each table
    • Design a curriculum subset based on strengths/resources
    • c. Complete curriculum form on implementation and evaluation
  • Small groups present
  • Wrap-up and hand out fl ash drive "Tool Kit" Dr. Walthall will present the educational tool kit for elective curriculum development.

Inpatient Teaching - Rounds and More
Daniel Rauch and Mary Ann Queen

Most hospitalists are involved in teaching trainees. The most common venue for teaching is attending rounds. This venue off ers the possibility to teach many diff erent topics. Additionally, there are many other "teachable"moments during the course of the day and night. We will discuss diff erent approaches to attending rounds and then how to utilize the bedside, direct observation, chart review, and more. We will also tie in to the ACGME competencies and touch on how to endear yourself to the clerkship/residency director.

Keeping up to Date in 2009: How Hospitalists Can Reinforce EBM Skills
Jonathan Fliegel

Keeping up to date in current medical literature is an on-going challenge for all of us. The tools and methods of Evidence-Based Medicine are one framework for practitioners to answer clinical questions. Most medical schools and residency programs have curricula that introduce and teach the key skills of the EBM process. Gaps remain in the reinforcement of EBM, applying it on a real-time basis and evaluating those who use it. In this workshop, we will briefl y review several of the core concepts of EBM and share and discuss how to more successfully use opportunities (such as rounds, lectures, or journal clubs) to use, teach and evaluate EBM skills. Whether a novice or an expert, participants can expect to actively participate, leave with new ideas and gain additional resources about learning, teaching and evaluating EBM skills.

Research Studies and Quality Improvement Projects - What every hospitalist should know if they wish to publish their fi ndings Raj Srivastava, Christopher Landrigan, Samir Shah, Karen Wilson, Tamara Simon, Joe Tieder and Ron Teufel Hospitalists, as part of an emerging subspecialty, may lack necessary skills, mentorship, or collaborative environment to support their research.

As the majority of hospitalists are young in their career, research is typically the last area, after clinical, education and even administration; they have found time to focus on. However, as hospitalists move along in their career, they are usually presented with an opportunity to participate in a research study or wish to work on one of their own. Many times, this may in the form of a quality improvement study. Junior faculty may fi nd themselves wanting specifi c and concrete information regarding how they can accomplish their study. What are the barriers they need to consider? And what are realistic timelines and resources they can expect/look for?

The session will provide an overview of topics that those wishing to pursue a research study should consider including, picking a research study (defi ning the question) and how to choose the best study design, choosing a scientifi c meeting and writing the abstract, fi nding a mentor, fi nding the resources to get the study done, considering realistic timelines, publishing the paper and making the work count for your job.In addition, how to publish the quality improvement study will also be discussed - with comparisons and contrast to a clinical research study.

After attending this workshop the hospitalist should be able to 1) recognize the key steps leading to completion of a research study 2) identify how they may complete a research study from beginning to end and 3) identify what areas are available in their own institution and what areas they need further help with to pursue and publish their research or quality improvement project.

The session will begin with an overview of the major issues one should consider when conducting a research study. Through specifi c examples, we will emphasize how the study was accomplished with attention to each issue, highlighting the amount of effort and rewards.

The Use of Simulation in Inpatient Pediatric Education
E. Douglas Thompson Jr., Sharon Calaman, Laura Smals, Nancy Spector, Katherine Gargiulo and Matthew McDonald

The evolution of medical education has led to the challenges of decreased learning opportunities secondary to work hour restrictions and the need to document the learner's abilities in the six competencies outlined in the Accreditation Council on Graduate Medical Education. Simulation provides one tool that can be used to meet these challenges. This workshop will be an interactive experience that allows the participants to investigate the role of simulation in pediatric education. The presenters will introduce the concepts of simulation in medical education and discuss their experience with simulation. A variety of applications of simulation, including its use as a teaching tool and as a mechanism to document competencies, will be demonstrated. The participants will break into small groups to discuss their experience with simulation including actual and/or potential applications to pediatric education. The discussions will consider the entire spectrum of learners including medical students, residents, fellows and practicing physicians. The workshop will conclude with a large group discussion summarizing the combined experiences in small groups.


 

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