Pediatric Emergency Medicine Fellowship Procedural Sedation Training: Consensus Educational Guidelines.

OBJECTIVES: Pediatric procedural sedation (PPS) is a core clinical competency of pediatric emergency medicine (PEM) fellowship training mandated by both the Accreditation Council for Graduate Medical Education and the American Board of Pediatrics. Neither of these certifying bodies, however, offers specific guidance with regard to attaining and evaluating proficiency in trainees. Recent publications have revealed inconsistency in educational approaches, attending oversight, PPS service rotation experiences, and evaluation practices among PEM fellowship programs. METHODS: A select group of PEM experts in PPS, PEM fellowship directors, PEM physicians with educational roles locally and nationally, PEM fellows, and recent PEM fellowship graduates collaborated to address this opportunity for improvement. RESULTS: This consensus driven educational guideline was developed to outline PPS core topics, evaluation methodology, and resources to create or modify a PPS curriculum for PEM fellowship programs. This curriculum was developed to map to fellowship Accreditation Council for Graduate Medical Education core competencies and to use multiple modes of dissemination to meet the needs of diverse programs and learners. CONCLUSIONS: Implementation and utilization of a standardized PPS curriculum as outlined in this educational guideline will equip PEM fellows with a comprehensive PPS knowledge base. Pediatric emergency medicine fellows should graduate with the competence and confidence to deliver safe and effective PPS care. Future study after implementation of the guideline is warranted to determine its efficacy.

Ovarian Juvenile Granulosa Cell Tumor Case Report.

A 5-month-old female presented to the emergency department with worsening abdominal distention and postprandial emesis. Point-of-care ultrasound (POCUS) demonstrated extensive abdominal free fluid with a large, heterogeneous mass in the suprapubic region. This was confirmed on computed tomography (CT) of the abdomen and pelvis. The patient was urgently taken to the operating room for exploratory laparotomy where a ruptured tumor was discovered. The patient was eventually diagnosed with ovarian juvenile granulosa cell tumor. POCUS can be vital in guiding the recognition of rare pediatric conditions in the emergency department and should be considered in patients where there is concern for an acute abdomen. Topics: Abdominal pain, ascites, ovarian juvenile granulosa cell tumor, point-of-care ultrasound.

Enhancing pediatricians' engagement on social media: the role of board style questions.

This article was migrated. The article was marked as recommended. Background: Social Media is used among medical professionals for collaborative education. Little is known about how case discussions prompt engagement. Objective: To determine the association between item characteristics of board exam-style questions to social media engagement. Methods: This was a prospective cohort study through the American Academy of Pediatrics (AAP) PediaLink FaceBook page, conducted in 2018 over 9 months. Items from the 2017 PREP® questions were ranked in difficulty, then rated in relevance to general pediatrics through content-expert consensus. Thirty-six questions were randomly posted on FaceBook and Twitter weekly. Independent variables included item difficulty rank, difficulty level (easy vs hard), relevance to general pediatrics, and word count. Outcome variables included percent correct responses and total comments under the post. Results: More difficult questions were associated with fewer comments (rho=0.63, p<0.001) and lower correct response percentages (rho=0.39, p=0.02). Easy questions garnered more comments than hard questions (median 18 IQR 13-23 vs median 9.5 IQR 5-14, p=0.001). Correct response percentage was lower for hard questions (90% IQR 85-95% vs. 77% IQR 60-94%, p=0.04). Relevance to general pediatrics and word count did not affect engagement (p > 0.1). Conclusion: Easier practice test items attracted more responses from pediatricians on social media, increasing engagement.

Twelve tips for creating an academic teaching portfolio.

An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

Pediatric Emergency Medicine Online Curriculum Improves Resident Knowledge Scores, But Will They Use It?

OBJECTIVE: Shift work on a pediatric emergency medicine (PEM) rotation makes didactic scheduling difficult, thereby limiting teaching opportunities. These constraints make this rotation an ideal setting to supplement resident education with an online curriculum. We aimed to determine if implementation of an online curriculum during a resident PEM rotation improves posttest performance and increases satisfaction with resident educational experience. METHODS: This was a prospective before/after study of pediatric and emergency medicine residents on a 1-month rotation in a tertiary care pediatric emergency department. A curriculum was developed consisting of 17 online modules. In the first 5 months of the study, 42 control residents received traditional bedside teaching. In the last 12 months, 80 intervention residents completed at least 8 modules during their rotation. Both groups completed a pretest at rotation start and a posttest and end-of-rotation survey at rotation end. RESULTS: Control group pretest and posttest scores were not significantly different. In the intervention group, posttest scores were significantly increased compared with pretest scores (68 vs 59, P < 0.01). A low percentage of residents completed the study. Only 42% of the 189 residents enrolled in the intervention group completed the posttest and 28% completed the survey. CONCLUSIONS: Implementing an online PEM curriculum significantly improved knowledge. As residency programs face new duty hour requirements, online curricula may provide an effective way to supplement teaching. However, to capitalize on this self-directed curriculum, the low participation rates in this study suggest we must first determine and establish ways to overcome barriers to online learning.