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Article: Optimizing Remote Learning: Leveraging Zoom to Develop and Implement Successful Education Sessions.

Ohnigian, Sarah / Richards, Jeremy B / Monette, Derek L / Roberts, David H

Journal of medical education and curricular development

2021 Volume 8, Page(s) 23821205211020760

Abstract: Virtual meeting platforms, such as Zoom, have become essential to medical education during the SARS-CoV-2 pandemic. However, many medical educators do not have experience planning or leading these sessions. Despite the prevalence of Zoom learning, there ... ...

Abstract	Virtual meeting platforms, such as Zoom, have become essential to medical education during the SARS-CoV-2 pandemic. However, many medical educators do not have experience planning or leading these sessions. Despite the prevalence of Zoom learning, there has been little published on best practices. In this article we describe best practices for using Zoom for remote learning, acknowledging technical considerations, and recommending workflows for designing and implementing virtual sessions. Furthermore, we discuss the important role of cognitive learning theory and how to incorporate these key pedagogical insights into a successful virtual session. While eventually in-person classrooms will open, virtual teaching will remain a component of medical education. If we utilize these inventive tools creatively and functionally, then virtual learning can augment and elevate the practice of medical education.
Language	English
Publishing date	2021-06-28
Publishing country	United States
Document type	Journal Article
ZDB-ID	2798123-X
ISSN	2382-1205
ISSN	2382-1205
DOI	10.1177/23821205211020760
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: The relationship between publication citations and twitter mentions in emergency medicine.

Faber, Joshua M M / Carlson, Michael / Lai, Debbie / Calvano, Joshua David / Monette, Derek L / Gisondi, Michael / He, Shuhan

The American journal of emergency medicine

2022 Volume 59, Page(s) 207–210

MeSH term(s)	Bibliometrics ; Emergency Medicine ; Humans ; Publications ; Social Media
Language	English
Publishing date	2022-06-02
Publishing country	United States
Document type	Letter
ZDB-ID	605890-5
ISSN	1532-8171 ; 0735-6757
ISSN (online)	1532-8171
ISSN	0735-6757
DOI	10.1016/j.ajem.2022.05.052
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 2005: Show issues

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ab Jg. 2022: Lesesaal (EG)

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Article ; Online: Use of Ultrasound to Diagnose Pneumonia.

Monette, Derek L / Frasure, Sarah E

Clinical practice and cases in emergency medicine

2016 Volume 1, Issue 2, Page(s) 150–151

Language	English
Publishing date	2016-03-16
Publishing country	United States
Document type	Case Reports
ISSN	2474-252X
ISSN (online)	2474-252X
DOI	10.5811/cpcem.2017.1.33199
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: A Guide for Medical Educators: How to Design and Implement In Situ Simulation in an Academic Emergency Department to Support Interprofessional Education.

Monette, Derek L / Hegg, Daniel D / Chyn, Angela / Gordon, James A / Takayesu, James K

Cureus

2021 Volume 13, Issue 5, Page(s) e14965

Abstract: In situ simulation (ISS) put simulation training directly into the clinical practice environment. Although ISS creates opportunities to identify latent system threats, understand culture, and improve team dynamics, there are limited resources for medical ...

Abstract	In situ simulation (ISS) put simulation training directly into the clinical practice environment. Although ISS creates opportunities to identify latent system threats, understand culture, and improve team dynamics, there are limited resources for medical educators to guide the development and implementation of ISS at academic (or community-based) emergency departments (EDs). We describe the implementation of ISS in a high-volume urban ED to help educators understand the requirements and limitations of successful program design. During an academic year, 66 individual learners participated in at least one of our 22 training sessions, a cohort that included 37 nurses, 17 physicians, eight physician assistants, and four allied health professionals. Feedback from these participants and case facilitators informed our iterative process of review and development of program guidelines and best practices. We share these key technical points and the themes we found to be essential to the successful implementation of an ISS program: consideration of session timing, participant buy-in, flexibility, and threats to professional identity. Overall, our report demonstrates the feasibility of implementing an ISS program in a high-volume urban ED and provides medical educators with a guide for creating an ISS program for interprofessional education.
Language	English
Publishing date	2021-05-11
Publishing country	United States
Document type	Journal Article
ZDB-ID	2747273-5
ISSN	2168-8184
ISSN	2168-8184
DOI	10.7759/cureus.14965
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Types and Timing of Teaching During Clinical Shifts in an Academic Emergency Department.

Baugh, Joshua J / Monette, Derek L / Takayesu, James K / Raja, Ali S / Yun, Brian J

The western journal of emergency medicine

2021 Volume 22, Issue 2, Page(s) 301–307

Abstract: Objectives: Academic emergency physicians must find ways to teach residents, medical students, and advanced practice providers amidst the myriad demands on their time during clinical shifts. In this study, we sought to characterize in detail what types ... ...

Abstract	Objectives: Academic emergency physicians must find ways to teach residents, medical students, and advanced practice providers amidst the myriad demands on their time during clinical shifts. In this study, we sought to characterize in detail what types of teaching occurred, how often they occurred, and how attending teaching styles differed at one academic emergency department (ED). Methods: We conducted this observational study in a large, urban, quaternary care, academic Level I trauma center with an emergency medicine (EM) residency. The on-shift activities of EM attending physicians (attendings) were observed and recorded over 42 hours by a fourth-year EM resident with co-observations by an EM education fellow. Teaching categories were identified, developed iteratively, and validated by the study team. We then characterized the distribution of teaching activities during shifts through the coding of attending activities every 30 seconds during observations. Teaching archetypes were then developed through the synthesis of notes taken during observations. Results: Attendings spent a mean of 25% (standard deviation 7%) of their time engaging in teaching activities during shifts. Of this teaching time 36% consisted of explicit instruction, while the remaining 64% of teaching occurred implicitly through the discussion of cases with learners. The time distribution of on-shift activities varied greatly between attendings, but three archetypes emerged for how attendings coupled patient care and teaching: "in-series"; "in-parallel modeling"; and "in-parallel supervision." Conclusions: Teaching in this academic ED took many forms, most of which arose organically from patient care. The majority of on-shift teaching occurred through implicit means, rather than explicit instruction. Attendings also spent their time in markedly different ways and embodied distinct teaching archetypes. The impact of this variability on both educational and patient care outcomes warrants further study.
MeSH term(s)	Emergency Medicine/education ; Emergency Medicine/methods ; Emergency Service, Hospital/organization & administration ; Hospitals, Teaching ; Humans ; Internship and Residency/methods ; Students, Medical ; Teaching/organization & administration ; Time Factors
Language	English
Publishing date	2021-01-29
Publishing country	United States
Document type	Journal Article
ZDB-ID	2375700-0
ISSN	1936-9018 ; 1936-9018
ISSN (online)	1936-9018
ISSN	1936-9018
DOI	10.5811/westjem.2020.10.47959
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Optimizing Remote Learning

Sarah Ohnigian / Jeremy B Richards / Derek L Monette / David H Roberts

Journal of Medical Education and Curricular Development, Vol

Leveraging Zoom to Develop and Implement Successful Education Sessions

2021 Volume 8

Abstract	Virtual meeting platforms, such as Zoom, have become essential to medical education during the SARS-CoV-2 pandemic. However, many medical educators do not have experience planning or leading these sessions. Despite the prevalence of Zoom learning, there has been little published on best practices. In this article we describe best practices for using Zoom for remote learning, acknowledging technical considerations, and recommending workflows for designing and implementing virtual sessions. Furthermore, we discuss the important role of cognitive learning theory and how to incorporate these key pedagogical insights into a successful virtual session. While eventually in-person classrooms will open, virtual teaching will remain a component of medical education. If we utilize these inventive tools creatively and functionally, then virtual learning can augment and elevate the practice of medical education.
Keywords	Special aspects of education ; LC8-6691 ; Medicine (General) ; R5-920
Subject code	629
Language	English
Publishing date	2021-06-01T00:00:00Z
Publisher	SAGE Publishing
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: COVID-19 associated parotitis.

Fisher, Jennifer / Monette, Derek L / Patel, Krupa R / Kelley, Brendan P / Kennedy, Maura

The American journal of emergency medicine

2020 Volume 39, Page(s) 254.e1–254.e3

Abstract: As the 2019 coronavirus pandemic has unfolded, an increasing number of atypical presentations of COVID-19 have been reported. As patients with COVID-19 often present to emergency departments for initial care, it is important that emergency clinicians are ...

Abstract	As the 2019 coronavirus pandemic has unfolded, an increasing number of atypical presentations of COVID-19 have been reported. As patients with COVID-19 often present to emergency departments for initial care, it is important that emergency clinicians are familiar with these atypical presentations in order to prevent disease transmission. We present a case of a 21-year-old woman diagnosed in our ED with COVID-19 associated parotitis and review the epidemiology and management of parotitis. We discuss the importance of considering COVID-19 in the differential of parotitis and other viral-associated syndromes and emphasize the importance of donning personal protective equipment during the initial evaluation.
MeSH term(s)	COVID-19/complications ; Emergency Service, Hospital/organization & administration ; Female ; Humans ; Infection Control/methods ; Parotitis/diagnosis ; Parotitis/prevention & control ; Parotitis/virology ; Personal Protective Equipment ; Young Adult
Keywords	covid19
Language	English
Publishing date	2020-06-27
Publishing country	United States
Document type	Case Reports ; Journal Article ; Review
ZDB-ID	605890-5
ISSN	1532-8171 ; 0735-6757
ISSN (online)	1532-8171
ISSN	0735-6757
DOI	10.1016/j.ajem.2020.06.059
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 2005: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (1.OG)
ab Jg. 2022: Lesesaal (EG)

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Article ; Online: Documentation Displaces Teaching in an Academic Emergency Department.

Baugh, Joshua J / Monette, Derek L / Takayesu, James K / Raja, Ali S / Yun, Brian J

The western journal of emergency medicine

2020 Volume 21, Issue 4, Page(s) 974–977

Abstract: Introduction: Adverse effects of administrative burden on emergency physicians have been described previously, but the impact of electronic health record documentation by academic emergency attendings on resident education is not known. In this ... ...

Abstract	Introduction: Adverse effects of administrative burden on emergency physicians have been described previously, but the impact of electronic health record documentation by academic emergency attendings on resident education is not known. In this observational study of a quaternary care, academic emergency department, we sought to assess whether the amount of time attending physicians spent on documentation affected the amount of time they spent teaching. Methods: A fourth-year emergency medicine (EM) resident observed 10 attending physicians over 42 hours during 11 shifts, recording their activities every 30 seconds. Activity categories were developed iteratively by the study team and validated through co-observation by an EM education fellow with a kappa of 0.89. We used regression analysis to assess the relationship between time spent documenting and time spent teaching, as well as the relationship between these two activities and all other attending activity categories. Results: Results demonstrate that time spent documenting was significantly and specifically associated with less time spent teaching, controlling for patient arrivals per hour; every minute spent on documentation was associated with 0.48 fewer minutes spent teaching (p<0.05). Further, documentation time was not strongly associated with time spent on any other activity including patient care, nor did any other activity significantly predict teaching time. Conclusion: Findings suggest that academic attendings may face a trade-off between their documentation and teaching duties. Further study is needed to explore how administrative expectations placed on academic emergency physicians might interfere with trainee education.
MeSH term(s)	Documentation/statistics & numerical data ; Emergency Medicine/education ; Emergency Medicine/methods ; Emergency Service, Hospital/statistics & numerical data ; Humans ; Internship and Residency/methods ; Internship and Residency/standards ; Massachusetts ; Needs Assessment ; Teaching/organization & administration ; Teaching/statistics & numerical data
Language	English
Publishing date	2020-06-15
Publishing country	United States
Document type	Journal Article
ZDB-ID	2375700-0
ISSN	1936-9018 ; 1936-900X
ISSN (online)	1936-9018
ISSN	1936-900X
DOI	10.5811/westjem.2020.5.46962
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: A Video-based Debriefing Program to Support Emergency Medicine Clinician Well-being During the COVID-19 Pandemic.

Monette, Derek L / Macias-Konstantopoulos, Wendy L / Brown, David F M / Raja, Ali S / Takayesu, James K

The western journal of emergency medicine

2020 Volume 21, Issue 6, Page(s) 88–92

Abstract: Introduction: Emergency clinicians on the frontline of the coronavirus pandemic experience a range of emotions including anxiety, fear, and grief. Debriefing can help clinicians process these emotions, but the coronavirus pandemic makes it difficult to ... ...

Abstract	Introduction: Emergency clinicians on the frontline of the coronavirus pandemic experience a range of emotions including anxiety, fear, and grief. Debriefing can help clinicians process these emotions, but the coronavirus pandemic makes it difficult to create a physically and psychologically safe space in the emergency department (ED) to perform this intervention. In response, we piloted a video-based debriefing program to support emergency clinician well-being. We report the details of our program and results of our evaluation of its acceptability and perceived value to emergency clinicians during the pandemic. Methods: ED attending physicians, resident physicians, and non-physician practitioners (NPP) at our quaternary-care academic medical center were invited to participate in role-based, weekly one-hour facilitated debriefings using Zoom. ED attendings with experience in debriefing led each session and used an explorative approach that focused on empathy and normalizing reactions. At the end of the pilot, we distributed to participants an anonymous 10-point survey that included multiple-answer questions and visual analogue scales. Results: We completed 18 debriefings with 68 unique participants (29 attending physicians, 6 resident physicians, and 33 NPPs. A total of 76% of participants responded to our survey and 77% of respondents participated in at least two debriefings. Emergency clinicians reported that the most common reasons to participate in the debriefings were "to enhance my sense of community and connection" (81%) followed by "to support colleagues" (75%). Debriefing with members of the same role group (92%) and the Zoom platform (81%) were considered to be helpful aspects of the debriefing structure. Although emergency clinicians found these sessions to be useful (78.8 +/- 17.6) interquartile range: 73-89), NPPs were less comfortable speaking up (58.5 +/- 23.6) than attending physicians (77.8 +/- 25.0) (p = < 0.008). Conclusion: Emergency clinicians participating in a video-based debriefing program during the coronavirus pandemic found it to be an acceptable and useful approach to support emotional well-being. Our program provided participants with a platform to support each other and maintain a sense of community and connection. Other EDs should consider implementing a debriefing program to safeguard the emotional well-being of their emergency clinician workforce.
MeSH term(s)	Attitude of Health Personnel ; Burnout, Professional/prevention & control ; COVID-19/epidemiology ; Emergency Service, Hospital ; Feedback ; Health Promotion/methods ; Humans ; Nurse Practitioners/psychology ; Occupational Stress/psychology ; Occupational Stress/therapy ; Physicians/psychology ; Resilience, Psychological ; SARS-CoV-2 ; Surveys and Questionnaires ; Videoconferencing
Keywords	covid19
Language	English
Publishing date	2020-09-25
Publishing country	United States
Document type	Journal Article
ZDB-ID	2375700-0
ISSN	1936-9018 ; 1936-900X
ISSN (online)	1936-9018
ISSN	1936-900X
DOI	10.5811/westjem.2020.8.48579
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: Abdominal Pain After a Tick Bite.

Monette, Derek L / Miller, Emily S / Zachary, Kimon C / Wittels, Kathleen / Wilcox, Susan R

The Journal of emergency medicine

2019 Volume 57, Issue 4, Page(s) 563–566

MeSH term(s)	Abdominal Pain/etiology ; Animals ; Diarrhea/etiology ; Humans ; Lyme Disease/complications ; Lyme Disease/etiology ; Lyme Disease/physiopathology ; Male ; Middle Aged ; Tick Bites/complications ; Tick Bites/physiopathology ; Ticks/pathogenicity
Language	English
Publishing date	2019-08-31
Publishing country	United States
Document type	Case Reports ; Journal Article
ZDB-ID	605559-x
ISSN	0736-4679
ISSN	0736-4679
DOI	10.1016/j.jemermed.2019.06.019
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 1895: Show issues

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Jg. 1995 - 2021: Lesesall (1.OG)
ab Jg. 2022: Lesesaal (EG)

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