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Article: Trauma-Informed Care for Hospitalized Adolescents.

Fialkowski, Allison / Shaffer, Katherine / Ball-Burack, Maya / Brooks, Traci L / Trinh, Nhi-Ha T / Potter, Jennifer E / Peeler, Katherine R

Current pediatrics reports

2022 Volume 10, Issue 2, Page(s) 45–54

Abstract: Purpose of review: Exposure to trauma accelerates during the adolescence, and due to increased behavioral and psychiatric vulnerability during this developmental period, traumatic events during this time are more likely to cause a lasting impact. In ... ...

Abstract	Purpose of review: Exposure to trauma accelerates during the adolescence, and due to increased behavioral and psychiatric vulnerability during this developmental period, traumatic events during this time are more likely to cause a lasting impact. In this article, we use three case studies of hospitalized adolescents to illustrate the application of trauma-informed principles of care with this unique population. Recent findings: Adolescents today are caught in the crosshairs of two syndemics-racism and other structural inequities and the COVID-19 pandemic. Increased hospitalizations and mental health diagnoses during the past two years signal toxic levels of stress affecting this group. Trauma-informed care promotes health, healing, and equity. Summary: This concept of the "trauma-informed approach" is still novel; through examples and practice, providers can learn to universally apply the trauma-informed care framework to every patient encounter to address the harmful effects of trauma and promote recovery and resilience.
Language	English
Publishing date	2022-03-07
Publishing country	Germany
Document type	Journal Article ; Review
ISSN	2167-4841
ISSN	2167-4841
DOI	10.1007/s40124-022-00262-3
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Insight into the pediatric and adult dichotomy of COVID-19: Age-related differences in the immune response to SARS-CoV-2 infection.

Fialkowski, Allison / Gernez, Yael / Arya, Puneeta / Weinacht, Katja G / Kinane, T Bernard / Yonker, Lael M

Pediatric pulmonology

2020 Volume 55, Issue 10, Page(s) 2556–2564

Abstract: The difference in morbidity and mortality between adult and pediatric coronavirus disease 2019 infections is dramatic. Understanding pediatric-specific acute and delayed immune responses to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is ... ...

Abstract	The difference in morbidity and mortality between adult and pediatric coronavirus disease 2019 infections is dramatic. Understanding pediatric-specific acute and delayed immune responses to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is critical for the development of vaccination strategies, immune-targeted therapies, and treatment and prevention of multisystem inflammatory syndrome in children. The goal of this review is to highlight research developments in the understanding of the immune responses to SARS-CoV-2 infections, with a specific focus on age-related immune responses.
MeSH term(s)	Adaptive Immunity ; Adult ; Aging/immunology ; COVID-19/immunology ; Child ; Humans ; Immunity, Innate ; SARS-CoV-2/physiology ; Systemic Inflammatory Response Syndrome/immunology ; Virus Internalization
Keywords	covid19
Language	English
Publishing date	2020-08-04
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	632784-9
ISSN	1099-0496 ; 8755-6863
ISSN (online)	1099-0496
ISSN	8755-6863
DOI	10.1002/ppul.24981
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Article ; Online: Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals.

Miller, Kelsey A / Keeney, Tamra / Fialkowski, Allison / Srinivasan, Sanjana / Singh, Tara A / Kesselheim, Jennifer / Farrell, Susan / Cooper, Cynthia / Royce, Celeste S

MedEdPORTAL : the journal of teaching and learning resources

2021 Volume 17, Page(s) 11191

Abstract: Introduction: Safe, patient-centered, and cost-effective care requires effective collaboration within interprofessional teams. Education programs for health care professionals are often siloed, providing students with limited interprofessional education ...

Abstract	Introduction: Safe, patient-centered, and cost-effective care requires effective collaboration within interprofessional teams. Education programs for health care professionals are often siloed, providing students with limited interprofessional education (IPE) opportunities to learn from, with, and about other professions. Podcasts offer a novel approach to facilitate IPE, allowing for asynchronous conversations with interprofessional colleagues. Methods: We developed four podcasts with various health care professionals for 135 preclinical medical students preparing to transition into clinical rotations. The podcasts were coupled with an hour-long interactive session with the podcast interviewees conducted via videoconference. The curriculum explored the distinct education paths, roles, and responsibilities of various health care disciplines. Strategies for communicating effectively with and learning from interprofessional team members were emphasized. Results: There were 197 unique downloads of the podcasts, and 95 students attended the interactive session. Most students reported that the podcasts and follow-up live session enhanced their learning (100% and 98% of students who completed the postcurriculum survey, respectively). Responses to the postcurriculum survey revealed students learned strategies for engaging in productive interprofessional conversations, the importance of leveraging the distinct roles and responsibilities of diverse health professionals, the value of learning from other health professionals, and the use of respectful language. Discussion: This IPE curriculum built around podcasts enhances medical student learning and represents an innovative approach to improving access to IPE in a virtual learning environment. This modality can be adapted to meet the needs of a wide spectrum of learners and can be coupled with in-person learning.
MeSH term(s)	Curriculum ; Health Personnel ; Humans ; Interprofessional Relations ; Students, Medical ; Surveys and Questionnaires
Language	English
Publishing date	2021-10-25
Publishing country	United States
Document type	Journal Article
ISSN	2374-8265
ISSN (online)	2374-8265
DOI	10.15766/mep_2374-8265.11191
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: P199 Student Perception Between a Publisher Textbook Versus an Open Educational Resource Textbook for an Introductory Nutrition Course

Fialkowski, Marie / Calabrese, Allison / Meinke, William / Tillinghast, Beth / Titchenal, Alan

Journal of nutrition education and behavior. 2019 July, Aug., v. 51, no. 7

2019

Abstract: To evaluate student perception on a publisher textbook versus an open educational resource (OER) textbook adapted for introductory nutrition.Efforts to increase OER adoption have become wide spread across post-secondary education. The Cost, Outcomes, ... ...

Abstract	To evaluate student perception on a publisher textbook versus an open educational resource (OER) textbook adapted for introductory nutrition.Efforts to increase OER adoption have become wide spread across post-secondary education. The Cost, Outcomes, Usage, and Perceptions (COUP) framework was developed by the Open Education Group to provide a consistent approach to studying OER impacts.Participants were students registered in an introductory nutrition course offered at one public university during the 2017 – 2018 academic year.During the fall semester a publisher's textbook was used in an introductory nutrition course. In the spring semester, the publisher's textbook was replaced with an OER nutrition textbook that was purposely created for the university.An online survey to assess usage, perceptions, and engagement was distributed to students one month prior to finals. Responses to the questions related to the likes and dislikes of the textbook were coded using thematic analysis by two different reviewers and then confirmed by a third, independent reviewer. Responses were compared across semesters.Sixty-four percent (223/346) of students in the fall responded to the “like” question and 55% (190/346) responded to the “dislike” question. In the spring, 92% (285/311) responded to the “like” question and 49% (153/311) responded to the “dislike” question. Students liked both textbooks’ structure, content, application, and accessibility. More students commented positively on the publisher's textbook structure (n = 87) while more students commented on liking the OER textbook's accessibility (n = 122). For both textbooks, students “dislike comments” related to structure, application, accessibility, and necessity. More students commented that they did not need the publisher's textbook (n = 25) vs the OER textbook (n = 6).In addition to perception, further investigation is needed on the cost, usage and engagement of OER introductory nutrition textbooks to inform the integration of OER textbooks in nutrition post-secondary education.University of Hawaii at Manoa, Children's Healthy Living Summer Institute.
Keywords	autumn ; children ; nutrition education ; spring ; students ; surveys ; Hawaii
Language	English
Dates of publication	2019-07
Size	p. S122.
Publishing place	Elsevier Inc.
Document type	Article
ZDB-ID	2080501-9
ISSN	1708-8259 ; 1499-4046
ISSN (online)	1708-8259
ISSN	1499-4046
DOI	10.1016/j.jneb.2019.05.575
Database	NAL-Catalogue (AGRICOLA)

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Article ; Online: Pediatric biorepository participation during the COVID-19 pandemic: predictors of enrollment and biospecimen donation.

Neilan, Anne M / Tyagi, Anisha / Tong, Yao / Farkas, Eva J / Burns, Madeleine D / Fialkowski, Allison / Park, Grace / Hardcastle, Margot / Gootkind, Elizabeth / Bassett, Ingrid V / Shebl, Fatma M / Yonker, Lael M

BMC pediatrics

2022 Volume 22, Issue 1, Page(s) 130

Abstract: Background: Patient-level predictors of enrollment in pediatric biorepositories are poorly described. Especially in pandemic settings, understanding who is likely to enroll in a biorepository is critical to interpreting analyses conducted on ... ...

Abstract	Background: Patient-level predictors of enrollment in pediatric biorepositories are poorly described. Especially in pandemic settings, understanding who is likely to enroll in a biorepository is critical to interpreting analyses conducted on biospecimens. We describe predictors of pediatric COVID-19 biorepository enrollment and biospecimen donation to identify gaps in COVID-19 research on pediatric biospecimens. Methods: We compared data from enrollees and non-enrollees aged 0-25 years with suspected or confirmed COVID-19 infection who were approached for enrollment in the Massachusetts General Hospital pediatric COVID-19 biorepository between April 12, 2020, and May 28, 2020, from community or academic outpatient or inpatient settings. Demographic and clinical data at presentation to care were from automatic and manual chart extractions. Predictors of enrollment and biospecimen donation were assessed with Poisson regression models. Results: Among 457 individuals approached, 214 (47%) enrolled in the biorepository. A COVID-19 epidemiologic risk factor was recorded for 53%, and 15% lived in a US Centers for Disease Control and Prevention-defined COVID-19 hotspot. Individuals living in a COVID-19 hotspot (relative risk (RR) 2.4 [95% confidence interval (CI): 1.8-3.2]), with symptoms at presentation (RR 1.8 [95% CI: 1.2-2.7]), or admitted to hospital (RR 1.8 [95% CI: 1.2-2.8]) were more likely to enroll. Seventy-nine percent of enrollees donated any biospecimen, including 97 nasopharyngeal swabs, 119 oropharyngeal swabs, and 105 blood, 16 urine, and 16 stool specimens, respectively. Age, sex, race, ethnicity, and neighborhood-level socioeconomic status based on zip code did not predict enrollment or biospecimen donation. Conclusions: While fewer than half of individuals approached consented to participate in the pediatric biorepository, enrollment appeared to be representative of children affected by the pandemic. Living in a COVID-19 hotspot, symptoms at presentation to care and hospital admission predicted biorepository enrollment. Once enrolled, most individuals donated a biospecimen.
MeSH term(s)	Adolescent ; Adult ; COVID-19/epidemiology ; Child ; Child, Preschool ; Ethnicity ; Humans ; Infant ; Infant, Newborn ; Massachusetts ; Pandemics ; Young Adult
Language	English
Publishing date	2022-03-12
Publishing country	England
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	2041342-7
ISSN	1471-2431 ; 1471-2431
ISSN (online)	1471-2431
ISSN	1471-2431
DOI	10.1186/s12887-022-03185-6
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Insight into the pediatric and adult dichotomy of COVID‐19

Fialkowski, Allison / Gernez, Yael / Arya, Puneeta / Weinacht, Katja G. / Kinane, T. Bernard / Yonker, Lael M.

Pediatric Pulmonology ; ISSN 8755-6863 1099-0496

Age‐related differences in the immune response to SARS‐CoV‐2 infection

2020

Keywords	Pediatrics, Perinatology, and Child Health ; Pulmonary and Respiratory Medicine ; covid19
Language	English
Publisher	Wiley
Publishing country	us
Document type	Article ; Online
DOI	10.1002/ppul.24981
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article: Insight into the pediatric and adult dichotomy of COVID-19: Age-related differences in the immune response to SARS-CoV-2 infection

Fialkowski, Allison / Gernez, Yael / Arya, Puneeta / Weinacht, Katja G / Kinane, T Bernard / Yonker, Lael M

Pediatr. pulmonol

Abstract	The difference in morbidity and mortality between adult and pediatric coronavirus disease 2019 infections is dramatic. Understanding pediatric-specific acute and delayed immune responses to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is critical for the development of vaccination strategies, immune-targeted therapies, and treatment and prevention of multisystem inflammatory syndrome in children. The goal of this review is to highlight research developments in the understanding of the immune responses to SARS-CoV-2 infections, with a specific focus on age-related immune responses.
Keywords	covid19
Publisher	WHO
Document type	Article
Note	WHO #Covidence: #670342
Database	COVID19

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Article: Open Educational Resource Textbook Impact on Students in an Introductory Nutrition Course

Fialkowski, Marie K / Banna, Jinan C / Calabrese, Allison / Draper, Jennifer / Meinke, William / Tilinghast, Beth / Titchenal, C. Alan

Society for Nutrition Education and Behavior Journal of nutrition education and behavior. 2019 Aug. 14,

2019

Abstract: To determine if student outcomes, usage, perceptions, and engagement differ between introductory nutrition courses that used an open educational resource (OER) textbook compared with a traditional textbook.Cross-sectional.College introductory nutrition ... ...

Abstract	To determine if student outcomes, usage, perceptions, and engagement differ between introductory nutrition courses that used an open educational resource (OER) textbook compared with a traditional textbook.Cross-sectional.College introductory nutrition course.Students enrolled in introductory nutrition courses that used a traditional textbook or an OER textbook.Implementation of an OER textbook in all introductory nutrition courses during 1 semester.Usage, perceptions, and engagement with the textbook were evaluated by an online survey. Student outcome data (eg, grades) were collected from the learning management system at the end of the semester.Differences in student outcomes, usage, perceptions, and engagement were determined by t tests. Open-ended responses on textbook likes and dislikes were evaluated by thematic analysis.The number of students who completed the introductory nutrition course with a traditional textbook (n = 346) was higher than those who completed the course with an OER textbook (n = 311). There was no difference in student outcomes between textbooks. P values for student usage ranged from <.001 to .001, <.001 for engagement, and <.001 to .001 for perception with the OER textbook, with significantly better P values for outcomes than those with the traditional textbook. The $0 cost and place-based nature were noted as positive attributes of the OER textbook, whereas students appreciated the format and visual appeal of the traditional textbook.Academic performance in introductory nutrition was not affected by an OER textbook. An OER textbook for introductory nutrition may be an appropriate solution for institutions seeking to reduce student costs.
Keywords	learning ; management systems ; nutrition ; students ; surveys
Language	English
Dates of publication	2019-0814
Publishing place	Elsevier Inc.
Document type	Article
Note	Pre-press version
ZDB-ID	2080501-9
ISSN	1708-8259 ; 1499-4046
ISSN (online)	1708-8259
ISSN	1499-4046
DOI	10.1016/j.jneb.2019.08.006
Database	NAL-Catalogue (AGRICOLA)

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Article ; Online: Open Educational Resource Textbook Impact on Students in an Introductory Nutrition Course.

Fialkowski, Marie K / Calabrese, Allison / Tilinghast, Beth / Titchenal, C Alan / Meinke, William / Banna, Jinan C / Draper, Jennifer

Journal of nutrition education and behavior

2019 Volume 52, Issue 4, Page(s) 359–368

Abstract: Objective: To determine if student outcomes, usage, perceptions, and engagement differ between introductory nutrition courses that used an open educational resource (OER) textbook compared with a traditional textbook.: Design: Cross-sectional.: ... ...

Abstract	Objective: To determine if student outcomes, usage, perceptions, and engagement differ between introductory nutrition courses that used an open educational resource (OER) textbook compared with a traditional textbook. Design: Cross-sectional. Setting: College introductory nutrition course. Participants: Students enrolled in introductory nutrition courses that used a traditional textbook or an OER textbook. Intervention: Implementation of an OER textbook in all introductory nutrition courses during 1 semester. Main outcome measure(s): Usage, perceptions, and engagement with the textbook were evaluated by an online survey. Student outcome data (eg, grades) were collected from the learning management system at the end of the semester. Analysis: Differences in student outcomes, usage, perceptions, and engagement were determined by t tests. Open-ended responses on textbook likes and dislikes were evaluated by thematic analysis. Results: The number of students who completed the introductory nutrition course with a traditional textbook (n = 346) was higher than those who completed the course with an OER textbook (n = 311). There was no difference in student outcomes between textbooks. P values for student usage ranged from <.001 to .001, <.001 for engagement, and <.001 to .001 for perception with the OER textbook, with significantly better P values for outcomes than those with the traditional textbook. The $0 cost and place-based nature were noted as positive attributes of the OER textbook, whereas students appreciated the format and visual appeal of the traditional textbook. Conclusions and implications: Academic performance in introductory nutrition was not affected by an OER textbook. An OER textbook for introductory nutrition may be an appropriate solution for institutions seeking to reduce student costs.
MeSH term(s)	Academic Performance/statistics & numerical data ; Adolescent ; Adult ; Cross-Sectional Studies ; Female ; Humans ; Male ; Middle Aged ; Nutritional Sciences/education ; Students ; Textbooks as Topic ; Universities ; Young Adult
Language	English
Publishing date	2019-09-13
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ISSN	1878-2620
ISSN (online)	1878-2620
DOI	10.1016/j.jneb.2019.08.006
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals

Kelsey A. Miller / Tamra Keeney / Allison Fialkowski / Sanjana Srinivasan / Tara A. Singh / Jennifer Kesselheim / Susan Farrell / Cynthia Cooper / Celeste S. Royce

MedEdPORTAL, Vol

2021 Volume 17

Abstract: Introduction Safe, patient-centered, and cost-effective care requires effective collaboration within interprofessional teams. Education programs for health care professionals are often siloed, providing students with limited interprofessional education ( ... ...

Abstract	Introduction Safe, patient-centered, and cost-effective care requires effective collaboration within interprofessional teams. Education programs for health care professionals are often siloed, providing students with limited interprofessional education (IPE) opportunities to learn from, with, and about other professions. Podcasts offer a novel approach to facilitate IPE, allowing for asynchronous conversations with interprofessional colleagues. Methods We developed four podcasts with various health care professionals for 135 preclinical medical students preparing to transition into clinical rotations. The podcasts were coupled with an hour-long interactive session with the podcast interviewees conducted via videoconference. The curriculum explored the distinct education paths, roles, and responsibilities of various health care disciplines. Strategies for communicating effectively with and learning from interprofessional team members were emphasized. Results There were 197 unique downloads of the podcasts, and 95 students attended the interactive session. Most students reported that the podcasts and follow-up live session enhanced their learning (100% and 98% of students who completed the postcurriculum survey, respectively). Responses to the postcurriculum survey revealed students learned strategies for engaging in productive interprofessional conversations, the importance of leveraging the distinct roles and responsibilities of diverse health professionals, the value of learning from other health professionals, and the use of respectful language. Discussion This IPE curriculum built around podcasts enhances medical student learning and represents an innovative approach to improving access to IPE in a virtual learning environment. This modality can be adapted to meet the needs of a wide spectrum of learners and can be coupled with in-person learning.
Keywords	Podcast ; Interprofessional Education ; Preclinical Medical Curriculum ; Nurse/Nurse Practitioner ; Occupational Therapist ; Physical Therapist ; Medicine (General) ; R5-920 ; Education ; L
Language	English
Publishing date	2021-10-01T00:00:00Z
Publisher	Association of American Medical Colleges
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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