Biomedical subjects
Publications and source records attributed to Megan A Moreno.
This is a clinical presentation of a 14-year-old female who had weight loss and vomiting following spinal fusion surgery. Her case was complicated by social and behavioral issues. After an initial diagnosis of atypical eating disorder, an upper gastrointestinal study revealed superior mesenteric artery syndrome. Her course continued to be complicated until consistent follow-up with a nutritionist was established.
BACKGROUND: Morning report (MR) is one of the most common conferences in medical residency training. Literature has suggested that an imposed structure is necessary for success. However, studies have suggested that rigid structure may decrease resident motivation. Three goals of a successful MR include large breadth of presented cases, high resident participation, and well-formatted presentations. PURPOSE: In this article, we present a qualitative case analysis of an unstructured resident- led MR and analyze breadth of cases, resident participation, and presentation format. METHOD: We collected data that included case presentation tracking, video recording conferences, and interviewing residents and faculty. RESULTS: Case presentations covered a broad range of topics with little duplication (2.2%). Residents preformed most (94%) of presentations; most residents (92.3%) presented cases. Case presentations were structured in 1 of 3 formats that fulfilled suggested guidelines from MR literature. CONCLUSION: In this unstructured MR conference, structural aims were met with the relatively autonomous decisions of motivated resident participants.
BACKGROUND: The Accreditation Council for Graduate Medical Education now requires pediatric residency programs to include advocacy training, but few guidelines for development exist. PURPOSE: To determine faculty and resident attitudes regarding advocacy training, and to develop consensus on the best method to teach and learn advocacy. METHODS: Pediatric residents (n = 28) and faculty (n = 51) participated in a survey about experience and training in advocacy, identified issues important to address in an advocacy curriculum, and rated a variety of learning methods. RESULTS: Nearly 90% of residents felt advocacy training was needed, and 82% felt advocacy activities would continue following residency. Faculty and residents agreed that participation in short-term or longitudinal projects was the best way to teach and learn advocacy skills. Respondents identified and ranked 45 issues to address through advocacy efforts and training, and these results were used to develop and implement an advocacy curriculum. CONCLUSIONS: Residents and faculty were interested in incorporating an advocacy curriculum, and survey results were used to guide curriculum development.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.