Perceptions of X+Y Scheduling Among Combined Internal Medicine-Pediatrics Residency Trainees: A Qualitative Program Evaluation.

OBJECTIVE: The study aims to elicit perceived benefits and downsides of X+Y scheduling for combined Internal Medicine-Pediatrics (Med-Peds) residents via focus groups. METHODS: Five focus groups were conducted with Med-Peds residents in participating programs which utilized X+Y scheduling. Onefocus group was held per participating institution. Each focus group was facilitated by a chief resident from a different participating institution. Questions were developed by the study team after a review of the literature and local experience with X+Y scheduling and included open-ended questions. Focus groups were recorded and transcribed. Transcripts were reviewed by study team members, and representative themes and quotes were presented. The main outcome was to evaluate the perceived benefits and downsides of X+Y scheduling for Med-Peds. RESULTS: Results from four of the five focus groups were fully reviewed. Themes regarding the benefits of X+Y scheduling included (1) improved inpatient and outpatient experience, (2) predictability in schedule which improved wellness, and (3) longitudinal time for career exploration. Downsides of X+Y scheduling were highlighted as well including (1) condensing too many experiences into Y time and (2) challenges that exist when categorical medicine and pediatrics programs use different block schedules. CONCLUSIONS: X+Y schedules create potential solutions for longstanding barriers to medical education and notably conflict with inpatient and outpatient responsibilities. Our data shows similar benefits to X+Y scheduling for combined residents as for their categorical colleagues and sheds light on some unique considerations for combined programs and trainees. Additional studies should continue to assess the effect of X+Y scheduling on our combined trainees.

Effectiveness of a Curriculum for Pediatric Residents to Address Adolescent Nonsuicidal Self-Injury.

OBJECTIVE: The present study assessed changes in pediatric resident competence in addressing adolescent nonsuicidal self-injury (NSSI) following a brief, single-session didactic training during the educational unit in adolescent medicine. This study also evaluated knowledge acquisition and retention over time, overall helpfulness of the training, and changes in the perception of how important residents believe that physicians receive training in NSSI. METHODS: Pediatric residents participated in a single-session NSSI curriculum delivered as part of a monthlong clinical rotation from August 2016 to February 2019. Participants completed pretest, posttest, and 6-month follow-up surveys, and t tests and analyses of variance with post hoc comparisons evaluated changes in variables across the three time points. RESULTS: One hundred twenty-seven of 162 eligible residents participated (78.4% response rate), and 69 completed the 6-month follow-up (54.3% retention rate). Prior to the NSSI didactic, 107 (85.6%) reported feeling not at all competent or only somewhat competent in responding to patients with a history of NSSI. Residents' self-perceived competence increased significantly (p < .001) from pretest to posttest and was sustained longitudinally. A measure of objective knowledge also showed retention over time. Residents were significantly (p < .001) more likely after the didactic to believe that training in NSSI for physicians is very important compared to before the training. CONCLUSIONS: Following NSSI training, residents demonstrated increased knowledge and subjective competence in caring for adolescents who self-injure. It is feasible and important to integrate a brief, single-session NSSI curriculum into pediatric residency programs, such as in the adolescent medicine rotation.

The Implementation of X + Y Scheduling in Combined Internal Medicine-Pediatrics Residency Programs: Practical Considerations for Program Leadership.

The X + Y scheduling approach, or block scheduling, is common among internal medicine residency programs. With the beginning of a pilot program through the American College of Graduate Medical Education in 2018, pediatrics and internal medicine-pediatrics (Med-Peds) residency programs have been able to adopt X + Y scheduling as well. The X + Y scheduling approach presents unique challenges and opportunities for combined Med-Peds residencies. This paper describes an early experience with X + Y scheduling in Med-Peds residencies and describes practical considerations for Med-Peds programs considering or planning a transition to the X + Y schedule. These considerations include strategies for gaining stakeholder support; selecting the appropriate block structure; opportunities for designing the ambulatory curriculum; and maximizing the clinical benefit in the residency continuity clinic.