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Article ; Online: Addressing Vaccine Hesitancy Through a Comprehensive Resident Vaccine Curriculum.

Norton, Zarina S / Olson, Kaitlyn B / Sanguino, Sandra M

MedEdPORTAL : the journal of teaching and learning resources

2022 Volume 18, Page(s) 11292

Abstract: Introduction: Vaccine hesitancy can lead to incomplete vaccination, increased risk of vaccine-preventable diseases, and distrust or conflict between physicians and patients. Yet many physicians are uncomfortable navigating vaccine hesitancy and ... ...

Abstract	Introduction: Vaccine hesitancy can lead to incomplete vaccination, increased risk of vaccine-preventable diseases, and distrust or conflict between physicians and patients. Yet many physicians are uncomfortable navigating vaccine hesitancy and educating vaccine-hesitant patients and families. We developed a vaccine hesitancy curriculum to increase vaccine knowledge, comfort, and communication skills in pediatric residents. Methods: The curriculum consisted of four interactive 40-minute sessions delivered to pediatric residents over 10 months. The first two sessions discussed recommended childhood vaccines, the third session examined common vaccine misconceptions, and the final session reviewed vaccine hesitancy-specific communication skills, incorporating practice through role-playing. Residents completed pre- and posttests assessing knowledge and comfort as well as receiving a standardized patient (SP) assessment of vaccine-specific communication skills after the curriculum. Results: Thirty-five residents were in the educational intervention group and 35 in a control group. Pretest scores did not differ significantly between the groups. The mean knowledge score for the intervention group increased from 47% on the pretest to 66% on the posttest. The mean self-reported comfort score (1 = Discussion: Implementation of a comprehensive vaccine hesitancy curriculum resulted in improved vaccine knowledge, self-reported comfort, and communication skills among pediatric residents.
MeSH term(s)	Humans ; Child ; Vaccination Hesitancy ; Internship and Residency ; Curriculum ; Vaccines ; Physicians
Chemical Substances	Vaccines
Language	English
Publishing date	2022-12-27
Publishing country	United States
Document type	Journal Article
ISSN	2374-8265
ISSN (online)	2374-8265
DOI	10.15766/mep_2374-8265.11292
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Northwestern University Feinberg School of Medicine.

Green, Marianne M / Wayne, Diane B / Garcia, Patricia M / Sanguino, Sandra M

Academic medicine : journal of the Association of American Medical Colleges

2021 Volume 95, Issue 9S A Snapshot of Medical Student Education in the United States and Canada: Reports From 145 Schools, Page(s) S155–S158

Language	English
Publishing date	2021-02-24
Publishing country	United States
Document type	Journal Article
ZDB-ID	96192-9
ISSN	1938-808X ; 1040-2446
ISSN (online)	1938-808X
ISSN	1040-2446
DOI	10.1097/ACM.0000000000003307
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Article ; Online: Utilizing Natural Language Processing of Narrative Feedback to Develop a Predictive Model of Pre-Clerkship Performance: Lessons Learned.

Maimone, Christina / Dolan, Brigid M / Green, Marianne M / Sanguino, Sandra M / Garcia, Patricia M / O'Brien, Celia Laird

Perspectives on medical education

2023 Volume 12, Issue 1, Page(s) 141–148

Abstract: Background: Natural language processing is a promising technique that can be used to create efficiencies in the review of narrative feedback to learners. The Feinberg School of Medicine has implemented formal review of pre-clerkship narrative feedback ... ...

Abstract	Background: Natural language processing is a promising technique that can be used to create efficiencies in the review of narrative feedback to learners. The Feinberg School of Medicine has implemented formal review of pre-clerkship narrative feedback since 2014 through its portfolio assessment system but this process requires considerable time and effort. This article describes how natural language processing was used to build a predictive model of pre-clerkship student performance that can be utilized to assist competency committee reviews. Approach: The authors took an iterative and inductive approach to the analysis, which allowed them to identify characteristics of narrative feedback that are both predictive of performance and useful to faculty reviewers. Words and phrases were manually grouped into topics that represented concepts illustrating student performance. Topics were reviewed by experienced reviewers, tested for consistency across time, and checked to ensure they did not demonstrate bias. Outcomes: Sixteen topic groups of words and phrases were found to be predictive of performance. The best-fitting model used a combination of topic groups, word counts, and categorical ratings. The model had an AUC value of 0.92 on the training data and 0.88 on the test data. Reflection: A thoughtful, careful approach to using natural language processing was essential. Given the idiosyncrasies of narrative feedback in medical education, standard natural language processing packages were not adequate for predicting student outcomes. Rather, employing qualitative techniques including repeated member checking and iterative revision resulted in a useful and salient predictive model.
MeSH term(s)	Humans ; Natural Language Processing ; Feedback ; Education, Medical ; Narration ; Students, Medical
Language	English
Publishing date	2023-05-03
Publishing country	Netherlands
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2670231-9
ISSN	2212-277X ; 2212-277X
ISSN (online)	2212-277X
ISSN	2212-277X
DOI	10.5334/pme.40
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: A Challenge to Disrupt the Disruptive Process of Residency Interview Invitations.

Klein, Matthew R / Sanguino, Sandra M / Salzman, David H

Journal of graduate medical education

2019 Volume 11, Issue 4, Page(s) 375–377

MeSH term(s)	Appointments and Schedules ; Humans ; Internship and Residency ; Interviews as Topic ; Personnel Selection ; Students, Medical ; United States
Language	English
Publishing date	2019-08-22
Publishing country	United States
Document type	Journal Article
ZDB-ID	2578612-X
ISSN	1949-8357 ; 1949-8349
ISSN (online)	1949-8357
ISSN	1949-8349
DOI	10.4300/JGME-D-19-00080.1
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Article ; Online: Natural history of burnout, stress, and fatigue in a pediatric resident cohort over three years.

Koressel, Lindsay R / Groothuis, Elizabeth / Tanz, Robert R / Palac, Hannah L / Sanguino, Sandra M

Medical education online

2020 Volume 25, Issue 1, Page(s) 1815386

Abstract: Background: Burnout is known to be high amongst physician trainees. Factors such as stress, fatigue, social environment, and resilience could affect burnout. Cross-sectional data describe burnout in pediatric residents, but the trajectory of burnout in ... ...

Abstract	Background: Burnout is known to be high amongst physician trainees. Factors such as stress, fatigue, social environment, and resilience could affect burnout. Cross-sectional data describe burnout in pediatric residents, but the trajectory of burnout in a cohort of residents followed longitudinally through the full course of residency training has not been reported. We prospectively examined the prevalence and trajectory of burnout, stress, fatigue, social connectedness, and resilience in a pediatric resident cohort from orientation through three years of residency. The cohort (N = 33) was surveyed six times between 2015-2018 using the Abbreviated Maslach Burnout Inventory (AMBI), Perceived Stress Scale (PSS), Epworth Sleepiness Scale (ESS), Social Connectedness Scale-Revised (SCS-R), and Connor-Davidson Resilience Scale (CD-RISC10). Data were analyzed using repeated measures mixed effects models. Significant change from baseline was considered to be adjusted p < 0.05. Response rate was >50% at each timepoint; 69% of trainees completed surveys ≥4 times. Scores were significantly worse than baseline in all surveys, at every timepoint, with the exception of AMBI-PA (personal accomplishment) at the PGY1/PGY2 transition and SCS-R and CD-RISC10 at the end of training. The most significant changes from baseline occurred mid-PGY1 to mid-PGY2. At least 65% of residents demonstrated worse scores than baseline on 36/40 (90%) follow-up surveys. Furthermore, ≥65% met criteria for emotional exhaustion and moderate stress at every timepoint. SCS-R was the only survey measure to improve at residency completion compared to baseline. Conclusion: Within 6 months of starting residency this pediatric resident cohort became burned out, stressed, fatigued, less socially connected, and less resilient. Burnout is only one factor that indicates impaired resident well-being. To fully address this, a comprehensive examination of how residents are trained is needed to identify effective interventions. Abbreviations: MBI - Maslach Burnout Inventory; AMBI - Abbreviated Maslach Burnout Inventory; AMBI-EE - Emotional Exhaustion; AMBI-D - Depersonalization; AMBI-PA - Personal Accomplishment; AMBI-SAT - Satisfaction with Medicine; LCH - Ann & Robert H. Lurie Children's Hospital of Chicago/Lurie Children's Hospital; P/CN - Pediatrics/Child Neurology; PSS - Perceived Stress Scale; ESS - Epworth Sleepiness Scale; CD-RISC10 - Resilience; SCS-R - Social Connectedness Scale Revised; PGY - Post-Graduate Year.
MeSH term(s)	Adult ; Burnout, Professional/epidemiology ; Cross-Sectional Studies ; Fatigue ; Female ; Humans ; Internship and Residency ; Male ; Pediatrics/education ; Personal Satisfaction ; Physicians/psychology ; Surveys and Questionnaires
Language	English
Publishing date	2020-09-08
Publishing country	United States
Document type	Journal Article
ISSN	1087-2981
ISSN (online)	1087-2981
DOI	10.1080/10872981.2020.1815386
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Article ; Online: What Do Pediatric Subinterns Say About Their Learning and Assessment? A Qualitative Analysis of Individual Learning Plans.

Hanson, Janice L / Christy, Cynthia / Clarke, Daxa / Green, Cori M / Jirasevijinda, T J / Khidir, Amal / Kind, Terry / Levine, Leonard / Paul, Caroline R / Powers, Makia / Rocha, Mary Esther M / Sanguino, Sandra M / Schiller, Jocelyn / Tenney-Soeiro, Rebecca / Trainor, Jennifer L / Tewksbury, Linda R

Academic pediatrics

2023 Volume 24, Issue 2, Page(s) 359–368

Abstract: Objective: To perform a qualitative content analysis of learning and assessment strategies that pediatric subinterns describe in Individualized Learning Plans (ILPs) and to explore barriers and facilitators to their learning.: Methods: We analyzed ... ...

Abstract	Objective: To perform a qualitative content analysis of learning and assessment strategies that pediatric subinterns describe in Individualized Learning Plans (ILPs) and to explore barriers and facilitators to their learning. Methods: We analyzed ILPs from medical students enrolled in pediatric subinternships at 10 US medical schools that utilized a standardized curriculum and were recruited to reflect diversity in geographic location, funding, and enrollment. Students used an ILP to record 3 or more selected learning objectives, rationale for selection, and reflection on learning and assessment strategies. Investigators used the constant comparative method to perform a content analysis of the ILPs, grouping codes into themes, and verifying relationships between codes within themes. Results: Two hundred and four ILPs that included student reflections on 850 learning objectives were analyzed. Content was analyzed in 5 categories: rationale for selecting objectives, learning strategies, assessment strategies, challenges to learning, and facilitators of learning. Students showed strong commitment to individualized, self-directed learning, developed a wide range of creative learning strategies, and relied heavily on self-reflection to assess their progress. The learning environment both helped and hindered students' ability to make and assess progress on their selected learning objectives. Conclusions: Through ILP-guided reflection and a formal curriculum, students can choose well-justified learning objectives and demonstrate resourcefulness and independence in developing self-directed learning and assessment strategies. The strategies that students identified in this study provide a menu of learning and assessment options for subinterns. Identified challenges and facilitators of learning provide guidance for educators who seek to enhance the clinical learning environment.
MeSH term(s)	Humans ; Child ; Learning ; Curriculum ; Students, Medical ; Education, Medical, Undergraduate/methods ; Clinical Competence
Language	English
Publishing date	2023-10-29
Publishing country	United States
Document type	Journal Article
ZDB-ID	2483385-X
ISSN	1876-2867 ; 1876-2859
ISSN (online)	1876-2867
ISSN	1876-2859
DOI	10.1016/j.acap.2023.10.009
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Article ; Online: Oral Health Promotion During Well Visits.

Sanguino, Sandra M / Dhepyasuwan, Niramol / Church, Annamaria / Dabrow, Sharon / Serwint, Janet R / Bernstein, Henry H

Clinical pediatrics

2017 Volume 56, Issue 10, Page(s) 894–901

Abstract: Training pediatric residents in Bright Futures and oral health concepts is critical to improving oral health. This study's objective was to determine the skill level of pediatric residents in integrating oral health promotion during health supervision ... ...

Abstract	Training pediatric residents in Bright Futures and oral health concepts is critical to improving oral health. This study's objective was to determine the skill level of pediatric residents in integrating oral health promotion during health supervision visits of 12- to 35-month-old children. One hundred forty-three pediatric residents participated in an evaluation of the effectiveness of a Bright Futures oral health curriculum. Competencies assessed preintervention included partnership building, communication, and integration of oral health concepts. Pediatric residents' abilities to integrate oral health promotion into health supervision visits varied considerably. Residents demonstrated greater skill in communication and partnership building compared with oral health promotion behaviors and performance of an oral examination. Further education is needed at a national level if we are to meet Healthy People 2020 goals.
MeSH term(s)	Child, Preschool ; Clinical Competence/statistics & numerical data ; Cross-Sectional Studies ; Curriculum ; Health Promotion/methods ; Humans ; Infant ; Internship and Residency ; Office Visits ; Oral Health ; Pediatrics/education
Language	English
Publishing date	2017-09
Publishing country	United States
Document type	Journal Article
ZDB-ID	207678-0
ISSN	1938-2707 ; 0009-9228
ISSN (online)	1938-2707
ISSN	0009-9228
DOI	10.1177/0009922817709552
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Evaluation of a National Pediatric Subinternship Curriculum Implemented Through Individual Learning Plans.

Tewksbury, Linda R / Carter, Cristina / Konopasek, Lyuba / Sanguino, Sandra M / Hanson, Janice L

Academic pediatrics

2017 Volume 18, Issue 2, Page(s) 208–213

Abstract: Objective: The Council on Medical Student Education in Pediatrics and Association of Pediatric Program Directors developed a Pediatric Subinternship (CAPS) curriculum for use with an individualized learning plan (ILP). The authors determined which ... ...

Abstract	Objective: The Council on Medical Student Education in Pediatrics and Association of Pediatric Program Directors developed a Pediatric Subinternship (CAPS) curriculum for use with an individualized learning plan (ILP). The authors determined which learning objectives (LOs) pediatric subinterns selected when provided the CAPS curriculum, summarized students' self-reported progress, and determined feasibility of ILPs in subinternship. Methods: Students from 10 medical schools completed a standardized ILP during pediatric subinternship. Students listed ≥3 LOs using CAPS curriculum as a guide and self-assessed their progress. Students reviewed ILPs with faculty preceptors; preceptors completed questionnaires on time and effort spent. Authors mapped student LOs to CAPS curriculum objectives and grouped in Accreditation Council for Graduate Medical Education competency domains. Results: Two hundred four students documented 850 LOs. Authors mapped student LOs to 61 of the 69 CAPS objectives (88%). Students most commonly chose Patient Care LOs, with the top 3 related to oral presentations, time management, and management plans. Student LOs not in CAPS addressed nutrition, child development, test interpretation, and cost. No students chose LOs related to health disparities, shared decision making, informed consent, or patient safety. Students self-reported significant progress on most LOs (73%). Faculty met with students ≥1 time and 93% met for a total of ≤1 hour. According to faculty, students required little or no help completing ILPs. Conclusions: Students chose a wide range of LOs when provided the CAPS curriculum. Revision to include additional student-identified LOs would enhance CAPS curriculum's comprehensiveness. Using this curriculum with an ILP during subinternship is feasible, but gaps between educator-identified and student-identified objectives require further exploration.
MeSH term(s)	Clinical Clerkship/methods ; Curriculum ; Education, Medical, Undergraduate/methods ; Goals ; Humans ; Learning ; Pediatrics/education ; Self-Directed Learning as Topic
Language	English
Publishing date	2017-12-06
Publishing country	United States
Document type	Journal Article
ZDB-ID	2483385-X
ISSN	1876-2867 ; 1876-2859
ISSN (online)	1876-2867
ISSN	1876-2859
DOI	10.1016/j.acap.2017.11.009
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Article ; Online: Standardizing and Improving the Content of the Dean's Letter.

Green, Marianne M / Sanguino, Sandra M / Thomas, John X

The virtual mentor : VM

2012 Volume 14, Issue 12, Page(s) 1021–1026

MeSH term(s)	Achievement ; Correspondence as Topic ; Education, Medical, Graduate/standards ; Humans ; Internship and Residency/standards ; School Admission Criteria ; Schools, Medical/standards ; United States
Language	English
Publishing date	2012-12
Publishing country	United States
Document type	Journal Article
ISSN	1937-7010
ISSN (online)	1937-7010
DOI	10.1001/virtualmentor.2012.14.12.oped1-1212
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System.

O'Brien, Celia Laird / Sanguino, Sandra M / Thomas, John X / Green, Marianne M

Academic medicine : journal of the Association of American Medical Colleges

2016 Volume 91, Issue 11, Page(s) 1554–1560

Abstract: Purpose: Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in ... ...

Abstract	Purpose: Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in the United States have not been described in the literature. This study describes the development and implementation of a longitudinal competency-based electronic portfolio system alongside a graded curriculum at a relatively large U.S. medical school. Method: In 2009, the authors developed a portfolio system that served as a repository for all student assessments organized by competency domain. Five competencies were selected for a preclerkship summative portfolio review. Students submitted reflections on their performance. In 2014, four clinical faculty members participated in standard-setting activities and used expert judgment and holistic review to rate students' competency achievement as "progressing toward competence," "progressing toward competence with some concern," or "progressing toward competence pending remediation." Follow-up surveys measured students' and faculty members' perceptions of the process. Results: Faculty evaluated 156 portfolios and showed high levels of agreement in their ratings. The majority of students achieved the "progressing toward competence" benchmark in all competency areas. However, 31 students received at least one concerning rating, which was not reflected in their course grades. Students' perceptions of the system's ability to foster self-assessment were mixed. Conclusions: The portfolio review process allowed faculty to identify students with a concerning rating in a behavioral competency who would not have been identified in a traditional grading system. Identification of these students allows for intervention and early remediation.
MeSH term(s)	Clinical Competence ; Curriculum ; Education, Medical, Undergraduate/methods ; Educational Measurement/methods ; Feasibility Studies ; Humans ; Self-Assessment ; Students, Medical/psychology ; United States
Language	English
Publishing date	2016-11
Publishing country	United States
Document type	Journal Article
ZDB-ID	96192-9
ISSN	1938-808X ; 1040-2446
ISSN (online)	1938-808X
ISSN	1040-2446
DOI	10.1097/ACM.0000000000001168
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