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Artikel ; Online: Impact of the COVID-19 Pandemic on Social Service Organizations in a Clinical-Community Collaboration.

Evans, Leigh / Garner, Anna / Witgert, Katharine / McClellan, Sean

Journal of health care for the poor and underserved

2024 Band 34, Heft 4, Seite(n) 1337–1352

Abstract: Increasingly, interventions are being developed to promote collaboration across health care and social service (such as food, housing, and transportation) sectors. During the COVID-19 pandemic, demand for social services grew while social service ... ...

Abstract	Increasingly, interventions are being developed to promote collaboration across health care and social service (such as food, housing, and transportation) sectors. During the COVID-19 pandemic, demand for social services grew while social service organizations' capacity declined due to constraints on staffing, funding, and operations. We used an organizational survey fielded from July through November 2020 and publicly available, county-level data to assess the pandemic's impact on 253 social service organizations in the Accountable Health Communities Model evaluation. Over half of surveyed organizations reported being severely impacted by the pandemic, and 92% reported being at least moderately impacted. Social service organizations without federal funding and those in counties with lower poverty (smaller proportion of residents in poverty) and higher COVID-19 case rates were most impacted by the pandemic. Understanding the pandemic's burden on social service organizations can inform planning for future collaborations across health care and social service sectors.
Mesh-Begriff(e)	Humans ; COVID-19/epidemiology ; Social Work/organization & administration ; United States/epidemiology ; Pandemics
Sprache	Englisch
Erscheinungsdatum	2024-04-25
Erscheinungsland	United States
Dokumenttyp	Journal Article
ZDB-ID	1142637-8
ISSN	1548-6869 ; 1049-2089
ISSN (online)	1548-6869
ISSN	1049-2089
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda.

Grøver, Vibeke / Snow, Catherine E / Evans, Leigh / Strømme, Hilde

Acta psychologica

2023 Band 239, Seite(n) 103997

Abstract: Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there ... ...

Abstract	Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there has been systematic study of the effects of interactive reading on four less frequently studied developmental outcomes important to children's academic and life prospects: socio-emotional and socio-cognitive (SEL) skills, narrative skills, grammar, and world knowledge. We identified 67 studies of interactive reading that met the inclusion criteria and that examined the targeted outcomes, using either experimental, quasi-experimental, correlational, or single-group intervention methods. We found that studies of effects on grammar and world knowledge outcomes were very sparsely represented; though narrative was often studied as an outcome, the wide variation in conceptualizing and assessing the construct hampered any clear conclusion about book-reading effects. The most robust research strand focused on SEL skill outcomes, though here too the outcome assessments varied widely. We speculate that better instrumented approaches to assessing vocabulary and emergent literacy have led to the persistent emphasis on these domains, despite robust evidence of only modest associations, and argue that work to develop sound shared measures of narrative and SEL skills would enable cross-study comparison and the accumulation of findings. In addition, we note that the various studies implicated different explanatory principles for the value of reading with children: specific interactional features (open-ended questions, following the child's lead, expanding child utterances) or content features (emotion-enhanced books, talk about mental states, science topics), raising another topic for more focused study in the future.
Mesh-Begriff(e)	Adult ; Humans ; Child, Preschool ; Reading ; Vocabulary ; Literacy ; Linguistics ; Books
Sprache	Englisch
Erscheinungsdatum	2023-08-08
Erscheinungsland	Netherlands
Dokumenttyp	Systematic Review ; Journal Article
ZDB-ID	1480049-4
ISSN	1873-6297 ; 0001-6918
ISSN (online)	1873-6297
ISSN	0001-6918
DOI	10.1016/j.actpsy.2023.103997
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: Improving preparedness of emergency medicine residents in the management of postpartum hemorrhage: A randomized controlled study of two pedagogical approaches.

Casper, Scott / Kayani, Teimur / Galerneau, France / Evans, Leigh / Pal, Lubna

International journal of gynaecology and obstetrics: the official organ of the International Federation of Gynaecology and Obstetrics

2023 Band 161, Heft 3, Seite(n) 1033–1039

Abstract: Objective: To evaluate a novel curriculum to enhance knowledge and preparedness of emergency medicine (EM) residents in the management of postpartum hemorrhage (PPH).: Methods: A randomized controlled trial examining two pedagogical approaches. ... ...

Abstract	Objective: To evaluate a novel curriculum to enhance knowledge and preparedness of emergency medicine (EM) residents in the management of postpartum hemorrhage (PPH). Methods: A randomized controlled trial examining two pedagogical approaches. Following baseline testing of knowledge and confidence in respect of PPH management, participants were randomized to receive a didactic lecture on PPH management (group A, n = 14) or a didactic lecture followed by simulation-based training on PPH management and debriefing (group B, n = 16). Post-intervention, proficiency in PPH management was evaluated by clinical skills simulation and post-intervention assessment for participants. The change in the mean test and clinical skills scores were compared using Student's t-test. Linear regression examined the effects of covariates. Results: Both forms of intervention increased participants' knowledge of (group A: mean = 2.50, 95% confidence interval [CI] 1.63-3.37, P < 0.001; group B: mean = 1.56, 95% CI 0.89-2.24, P < 0.001) and confidence in PPH management (group A: mean = 1.00, 95% CI 0.46-1.54, P = 0.003; group B: mean = 1.00, 95% CI 0.52-1.48, P = 0.001), relative to baseline. However, addition of simulation and debriefing to the didactic session did not offer any advantage (knowledge: mean = -0.94, 95% CI -1.97 to 0.10, P = 0.074; confidence: mean = 0.00, 95% CI -0.66 to 0.66, P = 1.000). Conclusion: Delivery of a structured curriculum led to improvement of knowledge and confidence with regard to the management of PPH by EM residents.
Mesh-Begriff(e)	Pregnancy ; Female ; Humans ; Postpartum Hemorrhage/therapy ; Simulation Training ; Curriculum ; Research Design ; Emergency Medicine ; Clinical Competence ; Internship and Residency
Sprache	Englisch
Erscheinungsdatum	2023-01-11
Erscheinungsland	United States
Dokumenttyp	Randomized Controlled Trial ; Journal Article
ZDB-ID	80149-5
ISSN	1879-3479 ; 0020-7292
ISSN (online)	1879-3479
ISSN	0020-7292
DOI	10.1002/ijgo.14631
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: A Telesimulation Elective to Provide Medical Students With Pediatric Patient Care Experiences During the COVID Pandemic.

Yang, Thomas / Buck, Samuel / Evans, Leigh / Auerbach, Marc

Pediatric emergency care

2020 Band 37, Heft 2, Seite(n) 119–122

Abstract: Objectives/introduction: The Association of American Medical Colleges suggested that medical students not be involved in direct patient care activities in the United States because of the COVID pandemic. Our objectives are to (1) describe the rapid ... ...

Abstract	Objectives/introduction: The Association of American Medical Colleges suggested that medical students not be involved in direct patient care activities in the United States because of the COVID pandemic. Our objectives are to (1) describe the rapid creation and implementation of a fully online simulation-based pediatric emergency medicine training intervention for medical student learners using existing simulation center staff (faculty, technicians, actors) and resources (simulation technology, scenario files) and (2) report student and faculty feedback on the intervention. Methods: The sessions involved the use of our existing simulation center faculty, staff, and resources. Feedbacks on the sessions were collected via a survey from faculty and students at the end of each session. Results: Sixteen simulation sessions were conducted (8 febrile infant, 8 anaphylactic toddler). Forty-eight students, 2 technicians, 2 actors, and 10 faculty participated. Ninety percent of the students agreed with the statements, "I am more comfortable with pediatrics after this session," "participating improved my pediatric knowledge/skills," "this session was more useful than other learning activities I am involved in at this time." Seventy percent of the students agreed with the statement, "I learned as much from observing as when I was actively involved." All faculty agreed with the statement, "this was an effective educational strategy compared to other distance learning." Most faculty (60%) disagreed with the statement, "virtual simulation was equal to or superior to in-person simulation." All students and faculty strongly agreed with the statement, "I would highly recommend this to others." Conclusions: A telesimulation intervention involving all medical students, staff, and facilitators interacting remotely for pediatric emergency training during COVID was associated with high levels of satisfaction by the majority of learners and faculty.
Mesh-Begriff(e)	COVID-19 ; Child ; Female ; Humans ; Pandemics ; Patient Care ; Patient Simulation ; Pediatrics ; SARS-CoV-2 ; Students, Medical ; Telemedicine ; United States
Schlagwörter	covid19
Sprache	Englisch
Erscheinungsdatum	2020-11-09
Erscheinungsland	United States
Dokumenttyp	Journal Article
ZDB-ID	632588-9
ISSN	1535-1815 ; 0749-5161
ISSN (online)	1535-1815
ISSN	0749-5161
DOI	10.1097/PEC.0000000000002311
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: Burnout and Post-traumatic Stress Disorder Symptoms Among Emergency Medicine Resident Physicians During the COVID-19 Pandemic.

Chang, Jungsoo / Ray, Jessica M / Joseph, Daniel / Evans, Leigh V / Joseph, Melissa

The western journal of emergency medicine

2022 Band 23, Heft 2, Seite(n) 251–257

Abstract: Introduction: Emergency medicine is characterized by high volume decision-making while under multiple stressors. With the arrival of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) virus in early 2020, physicians across the world were ... ...

Abstract	Introduction: Emergency medicine is characterized by high volume decision-making while under multiple stressors. With the arrival of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) virus in early 2020, physicians across the world were met with a surge of critically ill patients. Emergency physicians (EP) are prone to developing burnout and post-traumatic stress disorder (PTSD), due to experiencing emotional trauma as well as the cumulative stress of practice. Thus, calls have been made for attempts to prevent physician PTSD during this current pandemic. Methods: From July 2019-January 2020, emergency medicine (EM) resident physicians at a large, academic healthcare system were surveyed for symptoms of burnout using the Maslach Burnout Inventory (MBI). In late April and early May 2020, during the outbreak surge of coronavirus disease 2019 (COVID-19) in the Northeast USA, these same residents and the whole EM residency at the institution were again surveyed for symptoms of burnout as well as post-traumatic stress using the PTSD Checklist for Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (PCL-5). A final survey was administered to the EM residents after the COVID-19 surge had largely subsided in June 2020. Results: Twenty-two residents participated in the pre-pandemic study and completed the MBI. Twelve (55%) completed the two follow-up MBI surveys. In the larger EM residency cohort, 31/60 residents completed the MBI and PCL-5 survey during the pandemic peak and 30/60 (50%) completed the follow-up surveys. There were no significant differences in the three MBI burnout category measures of emotional exhaustion (P = 0.49), depersonalization (P = 0.13), and personal accomplishment (P = 0.70) pre-, during, and post-COVID. Of 31 participants, 11 (35%) scored greater than 31 on the PCL-5. Two residents had scores between 21-30, interpreted as "at risk." At greater than one month follow-up, 2/30 continued to meet criteria for a preliminary PTSD diagnosis, and five were "at risk." Conclusion: A significant proportion of residents (35%) experienced post-traumatic symptoms acutely during the COVID-19 pandemic crisis, potentially indicating a high prevalence of acute stress disorder in this population and increased risk of developing PTSD. However, there was no significant difference in burnout levels in this cohort before, during, or after the initial COVID-19 surge. Early screening for physicians at risk and referral for assessment and treatment may be important to mitigate pandemic-related PTSD.
Mesh-Begriff(e)	Burnout, Professional/psychology ; COVID-19/epidemiology ; Emergency Medicine ; Humans ; Pandemics ; Physicians/psychology ; SARS-CoV-2 ; Stress Disorders, Post-Traumatic/epidemiology
Sprache	Englisch
Erscheinungsdatum	2022-02-28
Erscheinungsland	United States
Dokumenttyp	Journal Article
ZDB-ID	2375700-0
ISSN	1936-9018 ; 1936-9018
ISSN (online)	1936-9018
ISSN	1936-9018
DOI	10.5811/westjem.2021.11.53186
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: Medicaid Expansion and Change in Federally Qualified Health Center Accessibility From 2008 to 2016.

Evans, Leigh / Fabian, M Patricia / Charns, Martin P / Gurewich, Deborah / Stopka, Thomas J / Cabral, Howard J

Medical care

2022 Band 60, Heft 10, Seite(n) 743–749

Abstract: Background: The Affordable Care Act expanded health coverage for low-income residents through Medicaid expansion and increased funding for Health Center Program New Access Points from 2009 to 2015, improving federally qualified health center (FQHC) ... ...

Abstract	Background: The Affordable Care Act expanded health coverage for low-income residents through Medicaid expansion and increased funding for Health Center Program New Access Points from 2009 to 2015, improving federally qualified health center (FQHC) accessibility. The extent to which these provisions progressed synergistically as intended when states could opt out of Medicaid expansion is unknown. Objective: To compare change in FQHC accessibility among census tracts in Medicaid expansion and nonexpansion states. Research design: Tract-level FQHC accessibility scores for 2008 and 2016 were estimated applying the 2-step floating catchment area method to American Community Survey and Health Resources and Services Administration data. Multivariable linear regression compared changes in FQHC accessibility between tracts in Medicaid expansion and nonexpansion states, adjusting for sociodemographic and health system factors and accounting for state-level clustering. Subjects: In total, 7058 census tracts across 10 states. Results: FQHC accessibility increased comparably among tracts in Medicaid expansion and nonexpansion states (coef: 0.3; 95% CI: -0.3, 0.8; P -value: 0.36). FQHC accessibility increased more in tracts with higher poverty and uninsured rates, and those with lower proportions of non-English speakers and Black or African American residents. Conclusion: Similar gains in FQHC accessibility across Medicaid expansion and nonexpansion states indicate improvements progressed independently from Medicaid expansion, rather than synergistically as expected. Accessibility increases appeared consistent with HRSA's goal to improve access for individuals experiencing economic barriers to health care but not for those experiencing cultural or language barriers to health care.
Mesh-Begriff(e)	Health Services Accessibility ; Humans ; Insurance Coverage ; Insurance, Health ; Medicaid ; Medically Uninsured ; Patient Protection and Affordable Care Act ; United States
Sprache	Englisch
Erscheinungsdatum	2022-08-10
Erscheinungsland	United States
Dokumenttyp	Journal Article
ZDB-ID	411646-x
ISSN	1537-1948 ; 0025-7079
ISSN (online)	1537-1948
ISSN	0025-7079
DOI	10.1097/MLR.0000000000001762
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel: Strengths and Challenges of Implementing a Learning Collaborative in the Ryan White HIV/AIDS Program.

Evans, Leigh / Carter, Jennifer / Costa, Michael / Isenberg, Deborah / Procopio, Luigi S / Young, Steven R

Health promotion practice

2021 Band 23, Heft 6, Seite(n) 1073–1082

Abstract: Learning collaboratives (LCs) are a popular tool for supporting collaboration and shared learning among health programs. Many variations of LCs have been reported in the literature. However, descriptions of key LC components and implementation lack ... ...

Abstract	Learning collaboratives (LCs) are a popular tool for supporting collaboration and shared learning among health programs. Many variations of LCs have been reported in the literature. However, descriptions of key LC components and implementation lack standardization, making it hard to compare and contrast different LC approaches. To advance the field's understanding of how primary elements of LCs are implemented, we describe the implementation of an LC in the Ryan White HIV/AIDS Program using a recently established taxonomy of four primary elements of LCs-innovation, social systems, communication, and time. Additionally, we explain the strengths and challenges we encountered with regard to each of these elements when implementing this LC. We then offer recommendations to others on how to leverage LC facilitators and mitigate challenges in future projects. This information can guide other programs to replicate beneficial practices and avoid pitfalls in future LC projects.
Mesh-Begriff(e)	Humans ; Learning ; Communication ; HIV Infections/prevention & control
Sprache	Englisch
Erscheinungsdatum	2021-06-18
Erscheinungsland	United States
Dokumenttyp	Journal Article
ZDB-ID	2036801-X
ISSN	1552-6372 ; 1524-8399
ISSN (online)	1552-6372
ISSN	1524-8399
DOI	10.1177/15248399211019983
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: A randomized control simulation-based study.

Bonz, James W / Pope, Joshua K / Wong, Ambrose H / Ray, Jessica M / Evans, Leigh V

AEM education and training

2021 Band 5, Heft 3, Seite(n) e10573

Abstract: Objective: Successful completion of life-saving procedures may benefit from a concise just-in-time (JIT) intervention. Video is an optimal medium for JIT training, but currently available video-based references are not optimized for a JIT format, ... ...

Abstract	Objective: Successful completion of life-saving procedures may benefit from a concise just-in-time (JIT) intervention. Video is an optimal medium for JIT training, but currently available video-based references are not optimized for a JIT format, especially in time-pressured situations prior to high-risk clinical contexts. We aimed to create and evaluate the efficacy of a brief video review of emergent Sengstaken-Blakemore tube (SBT) insertion for acutely decompensating variceal hemorrhage when used just prior to clinical performance in a simulated setting. Methods: We created a less than 3-minute audio-optional JIT training video on SBT insertion. We recruited emergency medicine resident physicians to participate in a simulation scenario in which they had to quickly place an SBT. Participants were randomized to either a 3-minute procedure review by any media they chose (control) or review of the JIT video (intervention). Performance on a checklist created by a multidisciplinary group of SBT experts (passing score > 18 and maximum = 28) served as the primary outcome. We analyzed performance in checklist scores controlling level of training through a one-way analysis of covariance (ANCOVA). We analyzed rates of passing scores via a chi-square analysis. Results: We randomized 32 participants to media review (control) or JIT video (intervention). The intervention group had an overall mean (±SD) performance of 19.8 (±9.0) and the control group had a mean (±SD) score of 6.6 (±7.4). After adjusting for postgraduate year, we found a significant difference in final checklist scores between the two groups (mean difference = 12.8, 95% confidence interval [CI] = 7.6 to 18.0). Percentages of participants reaching a minimum passing score were two of 16 (12.5%) in the control group and 10 of 16 (62.5%) in the intervention group (odds ratio = 11.7, 95% CI = 9.9 to 13.5). Cohen's kappa indicated substantial agreement (κ = 0.714) between reviewer scores. Conclusions: A readily available, focused, audio-optional JIT video increased performance for SBT insertion in a simulated setting. Future work may include testing of this format for more commonly performed emergency procedures and determination of effect on bedside performance in the clinical setting.
Sprache	Englisch
Erscheinungsdatum	2021-02-16
Erscheinungsland	United States
Dokumenttyp	Journal Article
ISSN	2472-5390
ISSN (online)	2472-5390
DOI	10.1002/aet2.10573
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel ; Online: Disparities In Access: The Authors Reply.

Griffith, Kevin / Evans, Leigh / Bor, Jacob

Health affairs (Project Hope)

2018 Band 36, Heft 12, Seite(n) 2211

Mesh-Begriff(e)	Health Services Accessibility ; Healthcare Disparities ; United States
Sprache	Englisch
Erscheinungsdatum	2018-01-10
Erscheinungsland	United States
Dokumenttyp	Journal Article ; Comment
ZDB-ID	632712-6
ISSN	1544-5208 ; 0278-2715
ISSN (online)	1544-5208
ISSN	0278-2715
DOI	10.1377/hlthaff.2017.1242
Datenquelle	MEDical Literature Analysis and Retrieval System OnLINE

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Artikel: A Telesimulation Elective to Provide Medical Students With Pediatric Patient Care Experiences During the COVID Pandemic

Yang, Thomas / Buck, Samuel / Evans, Leigh / Auerbach, Marc

Pediatr. emerg. care

Abstract: OBJECTIVES/INTRODUCTION: The Association of American Medical Colleges suggested that medical students not be involved in direct patient care activities in the United States because of the COVID pandemic. Our objectives are to (1) describe the rapid ... ...

Abstract	OBJECTIVES/INTRODUCTION: The Association of American Medical Colleges suggested that medical students not be involved in direct patient care activities in the United States because of the COVID pandemic. Our objectives are to (1) describe the rapid creation and implementation of a fully online simulation-based pediatric emergency medicine training intervention for medical student learners using existing simulation center staff (faculty, technicians, actors) and resources (simulation technology, scenario files) and (2) report student and faculty feedback on the intervention. METHODS: The sessions involved the use of our existing simulation center faculty, staff, and resources. Feedbacks on the sessions were collected via a survey from faculty and students at the end of each session. RESULTS: Sixteen simulation sessions were conducted (8 febrile infant, 8 anaphylactic toddler). Forty-eight students, 2 technicians, 2 actors, and 10 faculty participated. Ninety percent of the students agreed with the statements, "I am more comfortable with pediatrics after this session," "participating improved my pediatric knowledge/skills," "this session was more useful than other learning activities I am involved in at this time." Seventy percent of the students agreed with the statement, "I learned as much from observing as when I was actively involved." All faculty agreed with the statement, "this was an effective educational strategy compared to other distance learning." Most faculty (60%) disagreed with the statement, "virtual simulation was equal to or superior to in-person simulation." All students and faculty strongly agreed with the statement, "I would highly recommend this to others." CONCLUSIONS: A telesimulation intervention involving all medical students, staff, and facilitators interacting remotely for pediatric emergency training during COVID was associated with high levels of satisfaction by the majority of learners and faculty.
Schlagwörter	covid19
Verlag	WHO
Dokumenttyp	Artikel
Anmerkung	WHO #Covidence: #922451
Datenquelle	COVID19

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