Utilizing Community Procedure Clinics to Enhance Resident Procedural Education.

Introduction: Procedure training in family medicine residency is important for future full-spectrum practice. Some residency programs have cited difficulty providing adequate procedure education. Residency collaboration with nonfaculty attending physicians working at community nonresidency clinics may help programs increase resident exposure to procedures. We assessed the feasibility of such an educational model by establishing recurring procedure clinics in a nonresidency family medicine site supervised by nonfaculty physicians. Methods: Twice monthly, half-day procedure clinics were conducted at a community site, where family medicine residents were supervised by nonfaculty community family physicians. After participation, we surveyed residents about their perceptions of the clinics. Using retrospective chart review, we determined quantity and type of procedures performed. Results: Fifteen residents participated in 21 procedure clinics, featuring 18 procedure types and 268 procedures. Skin lesion excision, nail removal, punch and shave procedures, joint injection, newborn circumcision, and implantable contraception management were most consistently performed. Residents rated clinics highly and were satisfied with procedure number and variety, opportunity to learn new procedures and techniques, and feedback received. Over 80% of residents noted experiences in procedures that were less commonly encountered in their residency. Conclusion: Procedure clinics at a nonresidency site hosted by nonfaculty attending physicians provided additional training in a variety of primary care procedures. The clinics were favorable to residents and may help programs address training gaps.

Resident Perceptions of Giving and Receiving Peer-to-Peer Feedback.

BACKGROUND: Peer feedback is increasingly being used by residency programs to provide an added dimension to the assessment process. Studies show that peer feedback is useful, uniquely informative, and reliable compared to other types of assessments. Potential barriers to implementation include insufficient training/preparation, negative consequences for working relationships, and a perceived lack of benefit. OBJECTIVE: We explored the perceptions of residents involved in peer-to-peer feedback, focusing on factors that influence accuracy, usefulness, and application of the information. METHODS: Family medicine residents at the University of Michigan who were piloting an online peer assessment tool completed a brief survey to offer researchers insight into the peer feedback process. Focus groups were conducted to explore residents' perceptions that are most likely to affect giving and receiving peer feedback. RESULTS: Survey responses were provided by 28 of 30 residents (93%). Responses showed that peer feedback provided useful (89%, 25 of 28) and unique (89%, 24 of 27) information, yet only 59% (16 of 27) reported that it benefited their training. Focus group participants included 21 of 29 eligible residents (72%). Approaches to improve residents' ability to give and accept feedback included preparatory training, clearly defined goals, standardization, fewer and more qualitatively oriented encounters, 1-on-1 delivery, immediacy of timing, and cultivation of a feedback culture. CONCLUSIONS: Residents perceived feedback as important and offered actionable suggestions to enhance accuracy, usefulness, and application of the information shared. The findings can be used to inform residency programs that are interested in creating a meaningful peer feedback process.

Using the Guidelines for Adolescent Preventive Services to estimate adolescent depressive symptoms in school-based health centers.

BACKGROUND AND OBJECTIVES: The study objective was to understand the relationship between depressive symptoms and demographic, behavioral, and environmental risk variables among adolescents attending school-based health centers (SBHCs) using the Guidelines for Adolescent Preventive Services (GAPS) questionnaires. METHODS: Using GAPS questionnaires, we conducted a retrospective medical record review of 672 adolescents attending two Detroit-area school-based health clinics. Bivariate and multivariate analyses were conducted to determine which factors were associated with depressive symptoms while adjusting for other relevant factors. RESULTS: Overall, 26.5% of adolescents reported depressive symptoms. Bivariate analysis revealed associations between depressive symptoms and female gender, older age, disordered eating, lack of physical activity, sexual activity, poor school performance, substance use of all types, violence, law trouble, and an abuse history. Multivariate regression models revealed that female gender, sexual activity, weapon carrying, law trouble, poor physical activity, and a history of abuse were most strongly related to self-reported depressive symptoms. Substance use was not a significant factor after controlling for potential confounders. CONCLUSIONS: Targeting the above factors during routine adolescent examinations may help providers at SBHCs and other clinics identify those at highest risk for depression and provide appropriate interventions.