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All but one recommended that the initiative be offered again in the future. Seventy-two percent stated that participating in the PCP initiative definitely/probably led to improvements in self-care, and 76% indicated that participating definitely/probably made them more conscious of their health and well-being.

Integrating PCP appointments into orientation is feasible and was highly acceptable in a large academic medical center.

Integrating PCP appointments into orientation is feasible and was highly acceptable in a large academic medical center.

End-of-shift assessments (ESA) can provide representative data on medical trainee performance but do not occur routinely and are not documented systematically.

To evaluate the implementation of a web-based tool with text message prompts to assist mobile ESA (mESA) in an emergency medicine (EM) residency program.

mESA used timed text messages to prompt faculty/trainees to expect in-person qualitative ESA in a milestone content area and for the faculty to record descriptive performance data through a web-based platform. We assessed implementation between January 2018 and November 2019 using the RE-AIM framework (reach, effectiveness, adoption, implementation, and maintenance).

96 faculty and 79 trainees participated in the mESA program.

From surveys, approximately 72% of faculty and 58% of trainees reported increases in providing and receiving ESA feedback after program implementation. From ESA submissions, trainees reported receiving in-person feedback on 90% of shifts. Residency leadership confirmed perceived utility of the mESA program.

mESA prompts were sent on 7792 unique shifts across 4 EDs, all days of week, and different times of day. Faculty electronically submitted ESA feedback on 45% of shifts.

No technological errors occurred.

Completion of in-person ESA feedback and electronic submission of feedback by faculty was stable over time.

We found mixed evidence in support of using a web-based tool with text message prompts for mESA for EM trainees.

We found mixed evidence in support of using a web-based tool with text message prompts for mESA for EM trainees.

Despite increasing use of telehealth, there are limited published curricula training primary care providers in utilizing telehealth to deliver complex interdisciplinary care.

To describe and evaluate a telehealth curriculum with a longitudinal objective structured clinical examination (OSCE) to improve internal medicine residents’ confidence and skills in coordinating complex interdisciplinary primary care via televisits, electronic consultation, and teleconferencing.

In 2019, 56 first- and third-year residents participated in a 3-part, 5-week OSCE training them to use telehealth to manage complex primary care. Learners conducted a standardized patient (SP) televisit in session 1, coordinated care via inter-visit e-messaging, and led a simulated interdisciplinary teleconference in session 2. Surveys measured confidence before session 1 (pre), post-session 1 (post-1), and post-session 2 (post-2). SP televisit checklists and investigators’ assessment of e-messages evaluated residents’ telehealth skills.

Response rates were pre 100%, post-1 95% (53 of 56), and post-2 100%. Post-intervention, more residents were “confident/very confident” in adjusting their camera (33%, 95% CI 20-45 vs 85%, 95% CI 75-95,

< .0001), e-messaging (pre 36%, 95% CI 24-49 vs post-2 80%, 95% CI 70-91,

< .0001), and coordinating interdisciplinary care (pre 35%, 95% CI 22-47 vs post-2 84%, 95% CI 74-94,

< .0001). More residents were “likely/very likely” to use telemedicine in the future (pre 56%, 95% CI 43-69, vs post-2 79%, 95% CI 68-89,

= .001).

A longitudinal, interdisciplinary telehealth simulation is feasible and can improve residents’ confidence in using telemedicine to provide complex patient care.

A longitudinal, interdisciplinary telehealth simulation is feasible and can improve residents’ confidence in using telemedicine to provide complex patient care.

Videoconference interviews (VCIs) are increasingly being used in the selection process of residency program candidates across a number of medical specialties, but nevertheless remain an underutilized approach, particularly in the field of primary care.

This retrospective data review with cost analysis explores financial and acceptability outcomes of VCI implementation over a 9-year period.

VCIs were incorporated into the recruitment process at a community-based academic family medicine residency program in 2011, whereby suitable candidates were selected for VCIs after Electronic Residency Application Service (ERAS) application review. Based on the outcome of VCI, candidates were invited via a structured interview tool for a subsequent in-person interviews to determine final rank decisions. Costs of the interview process were tracked, as well as perceptions of VCIs.

VCI implementation over 9 years demonstrated a median 48% reduction of in-person interviews-or 95 applicants eliminated out of a total 195 VCIs performed. This represents a mean annual direct cost savings estimated at $9,154, equating to a 55% reduction in allocated program costs, in addition to indirect cost savings to both applicants and the program.

Compared to exclusively in-person interviewing, the utilization of VCIs is potentially more cost-effective for residency programs and candidates, while creating a more personal experience for applicants early in the recruitment process. Limited data of acceptability among faculty and candidates is generally favorable but remains mixed.

Compared to exclusively in-person interviewing, the utilization of VCIs is potentially more cost-effective for residency programs and candidates, while creating a more personal experience for applicants early in the recruitment process. Limited data of acceptability among faculty and candidates is generally favorable but remains mixed.

The clinical learning environment (CLE) is frequently assessed using perceptions surveys, such as the AAMC Graduation Questionnaire and ACGME Resident/Fellow Survey. However, these survey responses often capture subjective factors not directly related to the trainee’s CLE experiences.

The authors aimed to assess these subjective factors as “calibration bias” and show how it varies by health professions education discipline, and co-varies by program, patient-mix, and trainee factors.

We measured calibration bias using 2011-2017 US Department of Veterans Affairs (VA) Learners’ Perceptions Survey data to compare medical students and physician residents and fellows (n = 32 830) with nursing (n = 29 758) and allied and associated health (n = 27 092) trainees.

Compared to their physician counterparts, nursing trainees (OR 1.31, 95% CI 1.22-1.40) and allied/associated health trainees (1.18, 1.12-1.24) tended to overrate their CLE experiences. find more Across disciplines, respondents tended to overrate CLEs when reporting 1 higher level (of 5) of psychological safety (3.