Patient navigation for complex care patients in the emergency department: a survey of oncology patient navigators.

PURPOSE: Emergency departments (EDs) care for patients with complex medical problems who require a coordinated care approach. Patient navigation services, which help assist patients with care coordination, have been widely implemented for patients with cancer in a variety of settings, but this approach has not been described in the ED. We sought to better understand the potential for ED-based patient navigation services from the perspective of individuals currently providing these services in other settings. METHODS: A survey was conducted of participants at a regional conference for patient navigation services of patients with cancer. RESULTS: Eighty-five completed surveys were returned representing a response rate of 64%. Ninety-one percent of responses indicated that lay navigation services would be either very helpful or moderately helpful for either ED patients with cancer or for ED patients aged 65 years or older with or without cancer in an ED. Coordination of care, the provision of emotional support and educational resources relevant to their medical conditions, and providing companionship to older patients during the ED visits were identified as priorities for an ED-based lay navigation program. The lack of navigators with experience in the ED, the physical space constraints of the ED, and the time constraints associated with an ED visit were identified as the primary barriers to establishing a lay navigation program in the ED. CONCLUSIONS: These results identify the care priorities and barriers to be overcome during the development of an ED-based lay navigation program from the perspective of those currently providing patient navigator services.

Toward the total synthesis of patellazole B: synthesis of an advanced C1-C25 fragment corresponding to the macrocyclic skeleton.

The patellazoles are a family of complex marine macrolides that exhibit potent cytotoxicity against cancer cell lines. However, despite extensive characterisation efforts, their full stereochemical assignment has remained elusive. We report our approach towards the synthesis-enabled structural elucidation of patellazole B (4), a 24-membered macrolide with 16 stereocentres and a signature thiazole-containing side chain. Our plan hinges upon isolating the unknown stereocentres into a single C20-C25 fragment to facilitate the flexible assembly of various possible diastereomers of an advanced C1-C25 fragment. Towards this end, a highly convergent and modular synthesis of one candidate diastereomer 37, corresponding to the patellazole B macrocyclic skeleton, has been achieved based on the strategic application of stereocontrolled aldol methodology, combined with Suzuki and Heck cross-coupling reactions.

Emergency physician evaluation of PA and NP practice patterns.

The unprecedented surge in physician assistants (PAs) and NPs in the ED developed quickly in recent years, but scope of practice and practice patterns are not well described. METHODS: We conducted two cross-sectional electronic surveys of the American College of Emergency Physicians' council. Survey construction was informed by interviews and evaluated with validity and reliability studies. Univariate analyses to establish associations also were performed. RESULTS: Most councilors' departments employ PAs and NPs (72.4% of 163 responses). Supervisory requirements varied greatly among respondents for the same emergency severity index (ESI) level. Regardless of experience level, NPs were reported to use significantly more resources than PAs; chi-square(4) = 105.292, P < .001 for less-experienced PAs or NPs; chi-square(4) = 120.415, P < .001 for more experienced PAs or NPs. CONCLUSION: Councilors reported great variation in PA and NP scope of practice. The results also suggest that new graduate PAs may be more clinically prepared to practice in the ED than new graduate NPs.

Total Synthesis of the Schisandraceae Nortriterpenoid Rubriflordilactone†A.

Full details of the total synthesis of the Schisandraceae nortriterpenoid natural product rubriflordilactone A are reported. Palladium- and cobalt-catalyzed polycyclizations were employed as key strategies to construct the central pentasubstituted arene from bromoendiyne and triyne precursors. This required the independent assembly of two AB ring aldehydes for combination with a common diyne component. A number of model systems were explored to investigate these two methodologies, and also to establish routes for the installation of the challenging benzopyran and butenolide rings.

Improving response rates and evaluating nonresponse bias in surveys: AMEE Guide No. 102.

Robust response rates are essential for effective survey-based strategies. Researchers can improve survey validity by addressing both response rates and nonresponse bias. In this AMEE Guide, we explain response rate calculations and discuss methods for improving response rates to surveys as a whole (unit nonresponse) and to questions within a survey (item nonresponse). Finally, we introduce the concept of nonresponse bias and provide simple methods to measure it.

Total Synthesis of (+)-Rubriflordilactone†A.

Two enantioselective total syntheses of the nortriterpenoid natural product rubriflordilactone A are described, which use palladium- or cobalt-catalyzed cyclizations to form the CDE rings, and converge on a late-stage synthetic intermediate. These key processes are set up through the convergent coupling of a common diyne component with appropriate AB-ring aldehydes, a strategy that sets the stage for the synthetic exploration of other members of this family of natural products.

Supplementing cross-cover communication with the patient acuity rating.

BACKGROUND: Patient hand-offs at physician shift changes have limited ability to convey the primary team's longitudinal insight. The Patient Acuity Rating (PAR) is a previously validated, 7-point scale that quantifies physician judgment of patient stability, where a higher score indicates a greater risk of clinical deterioration. Its impact on cross-covering physician understanding of patients is not known. OBJECTIVE: To determine PAR contribution to sign-outs. DESIGN: Cross-sectional survey. SUBJECTS: Intern physicians at a university teaching hospital. INTERVENTIONS: Subjects were surveyed using randomly chosen, de-identified patient sign-outs, previously assigned PAR scores by their primary teams. For each sign-out, subjects assigned a PAR score, then responded to hypothetical cross-cover scenarios before and after being informed of the primary team's PAR. MAIN MEASURE: Changes in intern assessment of the scenario before and after being informed of the primary team's PAR were measured. In addition, responses between novice and experienced interns were compared. KEY RESULTS: Between May and July 2008, 23 of 39 (59 %) experienced interns and 25 of 42 (60 %) novice interns responded to 480 patient scenarios from ten distinct sign-outs. The mean PAR score assigned by subjects was 4.2 ± 1.6 vs. 3.8 ± 1.8 by the primary teams (p < 0.001). After viewing the primary team's PAR score, interns changed their level of concern in 47.9 % of cases, their assessment of the importance of immediate bedside evaluation in 48.7 % of cases, and confidence in their assessment in 43.2 % of cases. For all three assessments, novice interns changed their responses more frequently than experienced interns (p = 0.03, 0.009, and <0.001, respectively). Overall interns reported the PAR score to be theoretically helpful in 70.8 % of the cases, but this was more pronounced in novice interns (81.2 % vs 59.6 %, p < 0.001). CONCLUSIONS: The PAR adds valuable information to sign-outs that could impact cross-cover decision-making and potentially benefit patients. However, correct training in its use may be required to avoid unintended consequences.

Effects of Non-physician Practitioners on Emergency Medicine Physician Resident Education.

INTRODUCTION: The effects of non-physician practitioners (NPP) such as physician assistants and nurse practitioners on the education of emergency medicine (EM) residents have not previously been specifically evaluated. Emergency medicine societies have made policy statements regarding NPP presence in EM residencies without the benefit of empiric studies. METHODS: A cross-sectional, mixed methods questionnaire with strong validity evidence was distributed to current EM residents who were members of a large national society, the American Academy of Emergency Medicine Resident and Student Association (AAEM/RSA), between June 4-July 5, 2021. RESULTS: We received 393 partial and complete responses, representing a 34% response rate. A majority of respondents (66.9%) reported that NPPs have a detracting or greatly detracting impact on their education overall. The workload in the emergency department was reported generally as lighter (45.2%) to no impact (40.1%), which was cited in narrative responses as an aspect of both enhancing and detracting from resident physician education. Non-physician practitioner postgraduate programs in EM were associated with a 14x increase in the median number of procedures forfeited over the course of the prior year (median = 7.0 vs 0.5, P<.001). Among respondents, 33.5% reported feeling "not confident at all" in their ability to report concerns about NPPs to local leadership without retribution, and 65.2% reported feeling "not confident at all" regarding confidence in the Accreditation Council for Graduate Medical Education to satisfactorily address concerns about NPPs raised in the end-of-year survey. CONCLUSION: Resident members of the AAEM/RSA reported having concerns about the effects of NPPs on their education and their confidence in being able to address the concerns.

Effects of particles on stability of flow-induced precursors.

The effect of two colorant particles with different surface geometries on the stability of shear-induced precursors in isotactic polypropylene was studied after the cessation of shear flow at 140 °C. In the absence of particles, the shear-induced precursors survived for at least 100 s after the shear flow ended. The presence of particles was found to stabilize lower molecular weight chains assisting in the formation of additional shear-induced precursors. The precursors thus formed in the samples containing particles contained two oriented clusters with different molecular weights. Incorporation of lower molecular weight chains in the precursors led to increased dissolution rates of the shear-induced precursors. Particle surface geometry was found to influence precursor dissolution, with planar particles stabilizing the shear-induced precursors to a much greater extent than curved particles. The particles investigated thus act like structural probes to follow quantitatively the dissolution process of precursors after shear and importantly to infer the formation of precursors during shear.

Direct correlation of radiologic and cadaveric structures in a gross anatomy course.

BACKGROUND: Radiologic imaging is increasingly utilized as supplemental material in preclinical gross anatomy courses, but few studies have investigated its utility as a fully integrated instructional tool. AIMS: Establish the benefit of a teaching method that simultaneously correlates cadaveric and radiologic structures for learning human anatomy. METHOD: We performed a mixed-methods randomized controlled trial and one-way cross-over study comparing exam grades and subjective student perception in a gross anatomy course. The intervention consisted of daily direct correlation small group sessions in which students simultaneously identified and correlated radiologic and cadaveric structures. The control method utilized identical laboratory and teaching conditions but students did not simultaneously correlate structures. Spatial relationships of structures within each respective media (gross or radiologic) were emphasized in both groups. RESULTS: No significant differences in radiology, gross, or written exam scores were observed between the intervention and control groups. The cross-over group preferred the intervention and control methods equally. The correlation teaching sessions ranked equally with active dissection as the most important instructional components of the course. CONCLUSION: Direct, simultaneous correlation of radiologic and cadaveric structures did not affect exam scores or student preference but helped students understand anatomical concepts in comparison with other course components.

Learning Experience Design in Health Professions Education: A Conceptual Review of Evidence for Educators.

OBJECTIVES: The increasing use of online resources in emergency medicine (EM) education has driven demand for higher quality resources. Learning experience design (LED) is the study of how electronic user interfaces impact learner outcomes. We sought to summarize the evidence for LED principles to inform creation of EM educational resources. METHODS: We performed scripted searches of MeSH terms, PubMed keywords, and hand tracings. Inclusion criteria were controlled studies using light-emitting diode or liquid crystal display monitors with Latin-based languages. Cathode ray tube (CRT) monitors were excluded because of the user experience confounders. RESULTS: Thirty-two articles met inclusion criteria. Overall, 14-point size significantly improved legibility compared to smaller font sizes. Similarly, Verdana and Arial typefaces significantly improved legibility compared to Times New Roman typeface. Verdana also significantly decreased subjective mental workload and visibility difficulty ratings and required the least eye movement of any typefaces tested. Positive polarity (dark text on light background) significantly improved reading outcomes across many measurements over negative polarity. There was higher character identification accuracy with higher luminance. Text effects (e.g., italics), interword and interletter spacing, and page presentation are among variables with mixed or minimal evidence. CONCLUSION: Learning experience design principles significantly impacted reading and learning outcomes in laboratory settings. No studies evaluated classroom outcomes. Recommendations for electronic learning environments are 14-point font with Verdana or Arial typeface with positive polarity (dark letters on light background). We recommend increasing screen brightness slightly. EM educators may significantly improve the speed and accuracy of learning written material by espousing evidence-based LED principles.

Gold-Decorated Silicon Nanowire Photocatalysts for Intracellular Production of Hydrogen Peroxide.

Hydrogen peroxide (H2O2) plays diverse biological roles, and its effects in part depend on its spatiotemporal presence, in both intra- and extracellular contexts. A full understanding of the physiological effects of H2O2 in both healthy and disease states is hampered by a lack of tools to controllably produce H2O2. Here, we address this issue by showing visible-light-induced production of exogenous H2O2 by free-standing, gold-decorated silicon nanowires internalized in human umbilical vein endothelial cells. We further show that the photocatalytic production of H2O2 is a general phenomenon of gold-silicon hybrid materials and is enhanced upon annealing.

Optimizing the Radiology Experience through Radiologist-Patient Interaction.

Objective The goal of this survey-based study is to explore patients' knowledge of and expectations for radiologists in the outpatient setting.  Materials and Methods A comprehensive survey was distributed to adult patients undergoing knee magnetic resonance imaging (MRI) over a one-year period from September 2015 through August 2016 at an urban, quaternary care academic medical center. Results The survey results demonstrate that only a subset of patients undergoing knee MRI at the institution during the survey period are aware of the role of the radiologist, which is a well-documented fact described in the literature. Approximately one-third of patients expected to meet the radiologist during their visit to the department of radiology to undergo a knee MRI. The vast majority of patients surveyed wanted to be able to contact the person who read their exam, but only one patient actually contacted the radiologist during the study period.  Conclusion While the vast majority of surveyed patients wanted to be able to contact the person who read their knee MRI, only one patient actually did reach out to the radiologist to discuss findings. However, six of 36 follow-up respondents reported that they had contacted the person "who interpreted/read your exam:" two in person, one by email, three by phone, and one by other. Survey results demonstrated that only a subset of patients correctly understood the role of the radiologist (46% in the 1st survey and 63% in the 2nd survey, which does not represent a statistically significant difference), which suggests that perhaps the patients did have a conversation with a member of the radiology department staff whom they believed was actually the radiologist. The fact that patients expressed a desire to communicate with the person reading their reports, but then did not take advantage of the opportunity to contact the radiologist, suggests that the issue is more complicated than just a lack of a pathway for communication between patients and radiologists. Perhaps the lack of a clear understanding of the role of the radiologist hinders patients from contacting radiologists, as they feel uncertain as to whom they are actually attempting to reach. Or perhaps patients are sufficiently reassured by having a means through which they could contact the radiologist and do not require the actual communication in order to feel comfortable. There remains a significant amount of work to be done in understanding the barriers in patient-radiologist communications.

Assessing the use of social media in physician assistant education.

OBJECTIVES: This study aims to assess physician assistant (PA) students' experiences with social media (SM) as a part of their medical education. METHODS: The study is split into two phases: Phase 1- A cross-sectional survey emailed to all PA students at four PA school campuses to assess students' prior SM experiences (226 responses, 71.1% response rate); and Phase 2- Inclusion of SM educational resources, via Twitter, within lectures performed at two PA schools. A phase-2 survey assessed students' opinions of educational SM (50 responses, 59.5% response rate) and SM usage was tracked. RESULTS: The phase-1 survey respondents indicated that 97.3% (n=220) use social media; often used as a part of their education, 65% (n=147) informally and 2.7% (n=6) formally incorporated. Students most commonly use Facebook, YouTube, and Instagram, but rarely use Twitter. Currently using SM for medical education was significantly associated with predicting that future PA education will formally include SM [rs=.341 (r2=0.12), p=<.001], as did younger age, [rs=.137 (r2=0.02), p=0.042]. Of phase-2 survey respondents, 93.1% (27/29) of SM users felt it was a useful addition to the lectures. Significantly more views were captured when messages were sent during lectures Mean (SD), 102.64(39.7) than in the peri-lecture time period [49.5(10.6), p<0.001]. CONCLUSIONS:  Many PA students are currently using various forms of social media to augment their education. Most PA students support formal incorporation of social media into their education.  PA educators should consider using our data and methods of social media inclusion when designing curricula and while clinically precepting PA students.

Use of the "Step-back" Method for Education Research Consultation at the National Level: A Pilot Study.

BACKGROUND: There are a limited number of emergency medicine (EM) physicians with expertise in education research. The Harvard Macy "step-back" method is an emerging model utilized to gather group feedback. Despite its use in multiple educational settings, there are little published data demonstrating effectiveness. OBJECTIVES: Our objective was to create and evaluate a national faculty development session providing consultation in education research utilizing the step-back method. METHODS: This was a pilot study. EM experts in education research from across the country served as facilitators for a faculty development session held at the 2018 Council of Emergency Medicine Residency Directors Academic Assembly. Small groups consisting of two or three facilitators and one or two participants were formed and each participant underwent a step-back consultation for their education research study. Participants wrote their study question before and after the session. After the session, facilitators and participants completed an evaluative survey consisting of multiple-choice, Likert-type, and free-response items. Descriptive statistics were reported. Qualitative analysis using a thematic approach was performed on free-response data. Participant study questions were assessed by the PICO (population, intervention, comparison, outcome) and FINER (feasible, interesting, novel, ethical, relevant) criteria. Both scales were evaluated using a two-way random-consistency intraclass correlation. Before and after scores were evaluated with a paired t-test. RESULTS: Twenty-four facilitators and 13 participants completed the step-back session. Evaluations from 20 facilitators and nine participants were submitted and analyzed. Sixteen of 20 facilitators felt that the step-back method "greatly facilitated" their ability to share their education research expertise. All facilitators and participants recommended that the session be provided at a future academic assembly. Regarding suggestions for improvement, qualitative analysis revealed three major themes: praise for the session, desire for additional time, and a room set up more conducive to small group work. Seven of nine responding participants felt that the session was "very valuable" for improving the strength of their study methods. Qualitative analysis regarding change in study as a result of the step-back session yielded four major themes: refinement of study question, more specific outcomes and measurements, improvement in study design, and greater understanding of study limitations. Both FINER and PICO scale comparisons showed improvement pre- and postintervention (PICO 60% relative increase; FINER 16% relative increase). Neither achieved statistical significance (PICO t(5) = -1.835, p = 0.126; and FINER t(5) = -1.305, p = 0.249). CONCLUSION: A national-level education research consultation utilizing the step-back method was feasible to implement and highly valued by facilitators and participants. Potential positive outcomes include refinement of study question, more specific outcomes and measurements, improvement in study design, and greater understanding of limitations. These results may inform others who want to utilize this method.

Skin Necrosis Distal to a Rapid Infusion Catheter: Understanding Possible Complications of Large-bore Vascular Access Devices.

Rapid infusion catheters (RICs) allow expedient conversion of peripheral intravenous (PIV) catheters to peripheral sheaths; however, little is known about potential complications. In this case, a 64-year-old male polytrauma patient had a 20-gauge PIV catheter in the right cephalic vein upsized to an 8.5 French (Fr) RIC without incident during an arrest with pulseless electrical activity (PEA). On RIC post-placement day two, the patient developed edema and ecchymosis extending from the right dorsal mid-hand to the antecubital fossa, just distal to the RIC insertion point. Compartments were soft; the volar surface (including an arterial line location), fingers, and upper arm were normal. The RIC flushed and returned blood appropriately. Ultrasound revealed a noncompressible cephalic vein either related to the catheter or thrombosis, and imaging of the hand showed an ulnar styloid fracture and a minimally displaced triquetral fracture. The RIC was removed immediately. Over the next week, the areas of ecchymosis developed bullae and then sloughed, leaving open wounds extending into the dermis. The patient later expired from unrelated causes. The area and timing of the skin necrosis were highly suspicious for a catheter-associated complication, despite the presence of the arterial line and small distal fractures. The necrosis was potentially due to thrombosis of the superficial venous outflow system, leading to congestion and skin compromise, but we found no similar reports. Alternatively, the catheter may have ruptured the vein and caused a gravity-dependent ecchymosis, but the volar surface was not impacted, and the catheter was functioning properly. The RIC may also have encroached on the arterial space, decreasing flow, but we would have expected distal hand changes. The only published reports we could find on RIC complications involved a lost guide wire, fragmentation of a catheter during placement, and a case of compartment syndrome, raising the question of whether skin necrosis is truly a rare event or simply underreported with the RIC. Although the exact causal relationship remains unknown in our case, RICs should be removed as soon as possible after immediate stabilization.

Teaching Medical Students Optimal Consulting Skills: The Challenge of Generating Better Referring Physicians.

Rationale and objectives We sought to incorporate a new teaching module into the traditional medical student radiology clerkship, to improve the necessary skills for future referring physicians. Materials and methods A new required and graded module was introduced in 2014 into the radiology clerkship in year three of medical school: the Mystery Case. Each student was provided a unique and undifferentiated case from a dedicated teaching file containing de-identified images and requisition data. Students were expected to complete three serial tasks over one week: 1) prepare a voice recognition-derived, structured radiological report utilizing appropriate and relevant vocabulary; 2) discuss pertinent additional clinical information; and 3) discuss appropriate follow-up imaging, in addition to information on how to best prepare patients for these potential patient exams (e.g., with or without contrast, bowel preparation, and length of study). Students were provided written examples and dedicated class instruction with interactive discussions covering specific cases and associated related cases through random pairing with radiology resident and attending mentors. At the close of the week, students gave brief oral presentations of their cases and submitted the tasks for a written evaluation. Upon completion of the clerkship, the students completed a Likert-type six-item survey to evaluate the perceived improvement in select skills. Results The survey was completed by 82% (54/66) of the enrolled students, with 85% finding the Mystery Case an effective use of time. Medical students perceived an improved awareness of the patient care process (77%), awareness of the medical imaging resources available (89%), ability to understand a radiology report (74%), and ability to advise patients (69%). Conclusion Introduction of the Mystery Case as a graded exercise in the medical school radiology clerkship was perceived by students as effective use of time, with an improvement in the skills essential for future referring physicians.

Evaluation of an Intervention to Improve Quality of Single-best Answer Multiple-choice Questions.

INTRODUCTION: Despite the ubiquity of single-best answer multiple-choice questions (MCQ) in assessments throughout medical education, question writers often receive little to no formal training, potentially decreasing the validity of assessments. While lengthy training opportunities in item writing exist, the availability of brief interventions is limited. METHODS: We developed and performed an initial validation of an item-quality assessment tool and measured the impact of a brief educational intervention on the quality of single-best answer MCQs. RESULTS: The item-quality assessment tool demonstrated moderate internal structure evidence when applied to the 20 practice questions (κ=.671, p<.001) and excellent internal structure when applied to the true dataset (κ=0.904, p<.001). Quality scale scores for pre-intervention questions ranged from 2-6 with a mean ± standard deviation (SD) of 3.79 ± 1.23, while post-intervention scores ranged from 4-6 with a mean ± SD of 5.42 ± 0.69. The post-intervention scores were significantly higher than the pre-intervention scores, x 2(1) =38, p <0.001. CONCLUSION: Our study demonstrated short-term improvement in single-best answer MCQ writing quality after a brief, open-access lecture, as measured by a simple, novel, grading rubric with reasonable validity evidence.