Clinical Faculty Research Articles

Perceived Impact of Virtual Visits on Access to Care in Family Medicine During the COVID-19 Pandemic: A Qualitative Study of Benefits and Challenges.

The COVID-19 pandemic in 2020 led to the rapid adoption of telemedicine, including virtual visits, to minimize face-to-face contact between clinicians and patients. Family medicine clinics across the nation had to transform how they provided primary care while maintaining the core values of family medicine. The objective of this study was to analyze how family medicine faculty perceived the impact of virtual visits on patient access to care. This qualitative study took place in an academic primary care setting. We interviewed clinical faculty who utilized virtual visits about their experiences from June to December 2020. We used qualitative content analysis to evaluate the results of the interviews. The study included a total of 20 participants. The mean age was 43.4 years, and 85% of participants were female. Researchers developed 3 themes, "Logistics of virtual visits," "reigniting the concept of home visits," and "barriers and benefits that affect specific patient populations" that describe how virtual visits have impacted patients' access to care. The results highlight how virtual visits improve access to care by increasing flexibility for patients and providers and provide a new perspective into a patient's home life. Challenges of virtual visits include language barriers, technological issues, and issues unique to vulnerable patient populations. Virtual visits can enhance family medicine's ability to provide accessible care, but there are concerns it may worsen health disparities. Further research and quality improvement projects are needed to examine ways to implement innovative care delivery solutions to avoid further exacerbating these disparities.

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

The novel coronavirus disease (COVID-19) has transformed the delivery of nursing education. This scoping review identified innovative improvements or changes in nursing education developed by nursing faculty in response to the COVID-19 pandemic globally. This is a scoping review using Arksey and O’Malley framework, refined by Joanna Briggs Institute. Three electronic databases were searched to identify studies published between December 2019 and December 2021, irrespective of design. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) guidelines. Two reviewers independently assessed the eligibility of the studies, and multiple reviewers extracted the studies. Two reviewers crosschecked 10% of the extracted data to ensure accuracy and consistency. We grouped and described conceptual categories narratively. Of the 1339 retrieved papers, 111 met eligibility criteria. Most studies were from North America (69; 62.2%) and involved undergraduate nursing students (80; 72.1%). Many studies (61; 55.0%) were letters, commentaries, and editorials that offered short communications on ongoing innovative interventions. Reported nursing education innovations included online or virtual alternatives to face-to-face delivery (68; 61.3%), online or virtual alternatives to clinical placement (39; 35.1%) and faculty development (4; 3.4%). Reported outcomes included students’ satisfaction and intervention experiences. The reported innovations were crucial in mitigating the challenges posed by the COVID-19 pandemic for nursing education. Nurse educators are presented with a unique opportunity to embrace and build on the emerging pedagogies even after the global emergency. Further research must focus on 1) understanding the sustainability and enduring effects of the identified innovations in the post-pandemic period; 2) supporting students and faculty with new learning platforms, and 3) the long-term impacts of the COVID-19 pandemic on undergraduate and postgraduate nursing education. TE REO MĀORI TRANSLATION Ngā auahatanga i te ao mātauranga tapuhi hei urupare ki te Mate Urutā o COVID-19: He Arotake Hōkai Ngā Ariā Matua Nā te Mate Urutā o COVID-19 i whakaumu te horanga mātauranga tapuhi. Nā tēnei arotake hōkai i tautohu ētahi whakapikinga auaha, panonitanga hoki i roto i te mātauranga tapuhi, o ētahi whare whakaako tapuhi, hei urupare ki te mate urutā COVID-19 huri noa i te ao. He arotake hōkai tēnei i whakamahi i te anga a Arksey rāua ko O’Malley, he mea whakamahine e Joanna Briggs Institute. E toru ngā pātengi raraunga hiko i rapua hei tautohu i ngā pukapuka i whakaputaina i waenga i Tīhema 2019 me Tīhema 2021, ahakoa pēhea te hoahoa. Nā ngā aratohu Preferred Reporting Items for Systematic Reviews me Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) ngā mahi i ārahi, ā, i riro nā ētahi kaiarotake tokorua i aromatawai takitahi te āheinga o te pukapuka, ā, he maha ngā kaiarotake nāna i kounu ngā raraunga. Tokorua ngā kaiarotake i āta titiro i tētahi 10% o ngā raraunga i kounutia, kia mōhio pū ai he tika, he hangarite hoki. I whakarōpūtia, i whakamāramatia hoki e mātou ngā kāwai ariā hei pūrākau. O ngā pepa 1339 i tīkina ake, i tutuki ngā paearu āheinga i ngā mea 111. Ko te nuinga o ngā puka nō Amerika ki te Raki (69; 62.2%) ā, he ākonga tapuhi paetahi ngā mea i roto (80; 72.1%). He tini ngā reta, ngā tākinga kōrero, ngā tuhinga ētita hoki i roto (63; 57.0%) i kitea ai ētahi whakapuaki pono mō ngā whakahoutanga auaha. Ko ētahi o ngā auahtanga mātauranga tapuhi i roto ko ngā ara hou i te ao tuihono, mariko rānei, hei whakakapi mō te horanga mātauranga ā-kanohi (68; 61.3%); ngā ara hou i te ao tuihono, mariko rānei, mō te whakanohonga ki ngā mahi tiaki tūroro (39; 35.1%); me te whakawhanaketanga kura whakaako (4; 3.4%). I kitea i roto i ngā putanga i pūrongotia ko te harikoa ākonga, me ngā wheako whakahoutanga. He mea taketake ngā whakahoutanga i pūrongotia hei whakaheke i ngā wero i ara ake i roto i te mate urutā COVID-19, mō te mātauranga tapuhi. Kua homai tētahi whāinga wāhi taketake ki ngā kaiako tapuhi kia awhi, kia waihanga hoki i ngā akoranga hou, ahakoa i muri i te whawhati nui i pā ki te ao. Me aro nui ētahi atu rangahau ki te 1) māramatanga ki te toitū, me ngā pānga haere tonu o ngā auahatanga i tautohutia i te wā i muri i te mate urutā; 2) te tautoko i ngā ākonga me te kura whakaako ki te hāpai i ngā pūhara ako hou; me 3) ngā pānga wā roa o te mate urutā COVID-19 ki ngā mātauranga tapuhi paetahi, paerua hoki. Ngā kupu matua: COVID-19; auahatanga; mātauranga tapuhi; mate urutā; arotake hōkai; ngā hangarau

Gambaran pengetahuan dan sikap mahasiswa kedokteran gigi di indonesia mengenai OPMD (Laporan Penelitian)

Background: Oral cancer in Indonesia still has a fairly high prevalence. The appearance of oral cancer can be initiated by the presence of Oral Potentially Malignant Disorder (OPMD) lesions, which is a disorder that may become a malignancy with a condition that is often preceded by the development of cancer of the lips and oral cavity. The knowledge and attitudes of dental education students regarding OPMD need to be achieved well so that it can be applied when practicing as a dentist. Objective: To describe the knowledge and attitudes of dental students in Indonesia regarding Oral Potentially Malignant Disorder. Method: This is a descriptive observational study with a cross-sectional design. The research was conducted by distributing an online questionnaire through a google form consisting of 47 questions about knowledge and attitudes to 211 clinical dental students faculty of dentistry in Indonesia. Respondents are classified into three levels based on their responses to the questionnaire, such as high, medium, and low. Results: A total of 211 respondents were 83.4% female and 16.6% male, of whom were aged ≤ 21 years old (16.6%), 22 – 24 years old (60.2%) and ≥ 25 years old (23.2%). A total of 125 subjects (59.2%) had high knowledge category and 86 subjects (40.8%) had a moderate category. Meanwhile, 195 subjects (92.4%) had attitudes in the good category, 13 subjects (6.2%) in the moderate category and 3 subjects (1.4%) in the poor category. Conclusion: The knowledge of OPMD among dental students in Indonesia were high with scores of 18.45 + 0.21, whereas the attitudes were good with scores of 17.10 + 0.17.

Learner Handoffs Within Clinical Rotations: From the Resident Perspective.

Competency-based medical education relies on repeated longitudinal assessments of learners. Frequent attending physician transitions within clinical rotations present a significant barrier to the educational continuity required in competency-based medical education. Learner handoffs (LHs), or the transfer of information regarding learners on a team among faculty supervisors, is a potential solution. Although literature is available on educational leader and clinical faculty perspectives on LHs, perspectives of the learners have been less well described. This qualitative study used thematic analysis of pediatric resident focus groups from 3 programs of varying size and geographic location from July to December 2021. Two authors independently read the first 3 transcripts to generate a codebook and then coded the remaining transcripts independently to ensure thematic saturation. Emerging themes were discussed and revised until a consensus was achieved. Forty-four pediatric residents from 3 programs participated in 8 focus groups. Themes were identified regarding LHs' positive impact on the (1) learner, (2) clinical practice, and (3) learning environment. Participants described numerous positive benefits to their own development, team functioning, trust, and patient safety. This experience was counterbalanced by risk of bias in the current LH context. Suggestions for the implementation of a structured LH framework were provided, with a focus on the content ( what information), process ( who is involved), and format ( how is it delivered) of LHs. Participants believed that the creation of a structured LH tool may mitigate perceived challenges, including bias and lack of transparency. Residents recognize potential benefits to learners themselves, their clinical practice, and their learning environment through LHs but express concerns regarding further propagating bias. The development of a structured and learner-centered LH tool could accelerate learner professional development while mitigating perceived challenges. Future research should define essential components of an LH model with input from all key stakeholders.

Investigating the effectiveness of employing clinical faculty members in the shift work system during the Covid-19 pandemic in Iran: A cross-sectional study.

Having an accurate attitude about shift work and choosing the right people to work in the shift work system increases organizational productivity and improves the employees' life quality. Consequently, the current research investigates the effectiveness of employing clinical faculty members in the shift work system during the Covid-19 pandemic. In this descriptive study, 71 Iranian clinical faculty members with a history of shift work (night shift) during the Covid-19 pandemic participated. Circadian Type Inventory (CTI) was used to collect data. Based on the results of this research (Flexible/Rigid = Mean ± SD = 2.47 ± 18.17) and (Languid/Vigorous = Mean ± SD = 2.89 ± 15.35) which revealed that although clinical faculty members in normal conditions can overcome the feeling of sleepiness due to lack of sleep, they are not flexible and cannot work in the shift work system with the ability to stay awake at unusual times of the day or night. Pearson's correlation coefficient test also showed that as the value of the Languid/Vigorous component increases, the value of the Flexible/Rigid component also increases (r = 0.410). Likewise, there was no significant relationship between the main research variables and demographic characteristics. Clinical faculty members who are simultaneously responsible for the duties of teaching students, research, and treating patients, if they are employed in a shift work system, especially during the pandemic, it may lead to a decrease in the quality of teaching, lack of motivation in research and indifference towardstudents' affairs, reducing flexibility, inability to update what they have learned in the professional world, increasing medical errors and also reducing their ability to manage the class. Consequently, it is suggested to avoid using them in the shift work systems as much as possible.

COMBATING STIGMA: AN EDUCATIONAL RESOURCE ON SUBSTANCE USE DISORDER IN OLDER ADULTS

Abstract Substance Use Disorder (SUD) affects people from all walks of life and age groups. Special considerations for older adults with SUD should be made secondary to the unique pathophysiological and socio-economic complexities of aging populations. Successful SUD treatment and recovery depends on access to essential support systems comprised of interprofessional teams as well as family, friends, and caregivers. Education on SUD for healthcare providers, caregivers and the community is a key component for combating the national opioid epidemic and the stigma that can be a barrier to recovery. A ten-minute video and an accompanying discussion guide were developed to present to clinical faculty and students participating in an interprofessional care coordination wellness clinic servicing low-income older adults living independently in the community setting. The video was designed to highlight stigma and ageism facing older adults with SUD and serve as the basis for discussion among learners. The process for creating and evaluating the video and discussion guide will be shared including the role of older adults with lived experience of SUD in the process. Information will be provided on SUD as a chronic disease and the importance of interprofessional and individualized patient care in recovery. Participants will be able to identify the significance of SUD related stigma in providing and seeking care, asses the role of mental/behavioral health in SUD, and learn about treatment options for SUD. This will allow for better identification of characteristics of older adult populations that place them at greater harm from the consequences SUD.

On Patient Safety: Combating Antibiotic Resistance With Effective Hand Hygiene.

1President, The Society for Patient Centered Orthopedics, Bloomington, IN, USA J. Rickert, IU Health Southern Indiana Physicians, 583 S. Clarizz Boulevard, Bloomington, IN 47401, USA, Email: [email protected] A note from the Editor-in-Chief: We are pleased to present our next installment of “On Patient Safety.” Dr. Rickert is on the clinical faculty at Indiana University School of Medicine and serves as President of The Society for Patient Centered Orthopedics. The goal of this quarterly column is to explore the relationships among patient safety, value, and clinical efficacy by engaging with diverse perspectives, including those of orthopaedic surgeons, patients, consumer and patient advocates, and medical insurers. We welcome reader feedback on all of our columns and articles; please send your comments to[email protected]. The author certifies that there are no funding or commercial associations (consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article related to the author or any immediate family members. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research® editors and board members are on file with the publication and can be viewed on request. The opinions expressed are those of the writers, and do not reflect the opinion or policy of CORR® or The Association of Bone and Joint Surgeons®.

1295. Cross-sectional survey on education of clinical infectious diseases and antimicrobial resistance in pharmaceutical department in Japanese universities

Abstract Background Pharmacists play an important role in infection control and antimicrobial stewardship teams in hospitals and the community. The need for education on antimicrobial resistance (AMR) and clinical infectious diseases (CID) is increasing. However, the status of Japanese pharmaceutical education on CID and AMR is unclear. Methods We conducted a nationwide cross-sectional survey of pharmaceutical department in Japanese universities between February and March 2022. Data on the following were collected using questionnaires: 1) basic information; 2) number of faculty members with experience in CID; 3) lecture times for CID and AMR; 4) self-evaluation of CID and AMR education; and 5) the most important issues in CID and AMR education. Descriptive analyses were conducted. Results Among the 74 participating universities, 44 (59.5%) universities responded. The median number [IQR] of faculties of infectious disease education was 7 [4–12], and clinical faculties was 3 [1–6]. Twenty-seven (62.8%) of the universities had faculties with clinical experience in infectious diseases. Lectures time for CID and AMR varied among the universities. Respondents indicated that CID and AMR lectures were insufficient, compared to microbiology basic lectures. Additionally, insufficient lecture time and specialists were the most common responses as the most important issues in CID and AMR education. University background and questions regarding CID and AMR lectures (N=44) Boxplot of lectures time for clinical infectious disease and antimicrobial resistance education Self-evaluation of clinical infectious disease and antimicrobial resistance education Conclusion This study revealed that educational status and resources for CID and AMR education varied widely, and that practical lectures on CID and AMR may be insufficient. We suggest that the entire core curriculum and resources, including the number of faculties, needs to be examined and improved. The most important issues in clinical infectious disease and antimicrobial resistance education. Disclosures All Authors: No reported disclosures.

What we think about professional and unprofessional behaviors: differences between the perception of clinical faculty members and medical students

IntroductionDifferences in the viewpoints of clinical faculty members and medical students about prioritizing professional norms accepted by the professional community and lack of alignment of these views can lead to distortion of understanding, problems in learning and assessment of professionalism, and failure in students’ professional identity formation. This study aimed to identify the differences in viewpoints of clinical faculty members and medical students about prioritizing the importance and prevalence of professional and unprofessional behaviors among undergraduate medical students.MethodsA multi-stage qualitative study was conducted at Tehran University of Medical Sciences during 2020–2021. At first, a systematic search was conducted to identify professional and unprofessional behaviors using the directional content analysis method. A panel of experts was formed to check the codes obtained from reviewing the literature and to evaluate its compliance with the context. Then, the modified nominal group technique sessions were held with clinical faculty members and medical students to strengthen the codes extracted from the studies and systematically integrate their views to achieve a comprehensive list of professional and unprofessional behaviors in accordance with the context. Finally, a consensus was made among them about prioritizing the importance and prevalence of these behaviors in undergraduate medical students.ResultsA total of 490 codes of professional behaviors and 595 unprofessional behavior codes were identified in the literature review. In the following sessions of the modified nominal group, 13 clinical faculty members listed 105 codes of professional and unprofessional behaviors, and 51 medical students also listed 313 codes. The results of the modified nominal group technique showed that the faculty members reported the importance of unprofessional behaviors higher than professional ones. At the same time, students rated the importance of professional behaviors higher than unprofessional ones. Both faculty members and students rate the prevalence of professional behaviors as high and the prevalence of unprofessional behaviors as low.ConclusionThe results showed a difference of views between clinical faculty members and medical students about prioritizing professional and unprofessional behaviors. It is essential to align their viewpoints to understand, learn and value professionalism to develop a professional identity.

Curating a Case Catalog: Development and Implementation of a Process for Revising Small Group Teaching Cases for Pre-clerkship Medical Education

Small group, case-based learning (CBL) is an integral component of many pre-clerkship undergraduate medical education (UME) curricula. We report here an institutional process for curating a catalog of CBL cases utilized in a pre-clerkship curriculum, providing a practical guide for faculty. We describe the structured revision process conducted by a team of foundational and clinical science faculty, which incorporates student and faculty feedback. Revisions take into account core attributes of a case catalog, producing a collection of cases that are more relevant and instructional, realistic, challenging, consistent, current, diverse and inclusive, patient-centered, and mission-centered. Measurable outcomes after implementation of this process include increased focus on primary care as well as humanization and diversification of the case patients.

Improving Student Perceptions of Simulation Effectiveness With Co-Facilitation From Prebriefing Through Debriefing.

Co-facilitation (combining presence and expertise of clinical faculty and simulationists during all stages of simulation) presents an opportunity to improve student perceptions of effectiveness. Using a retrospective before and after comparison, data on students' perceptions were collected from baccalaureate nursing students in clinical courses after each simulation experience. Mean differences in Simulation Effectiveness Tool-Modified scores for pre- and post-implementation were compared, as well as scores between levels of students. Statistically significant improvements in student-rated simulation effectiveness were found with co-facilitation. The authors recommend future studies expanding this methodology and considering co-facilitation where feasible.

Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

BackgroundUniversity supervisors in teacher education assume a complex and demanding role, which is essential to the development of prospective teachers, but is often underappreciated or ignored.AimThis descriptive study was designed to explore former clinical faculty associates’ (CFAs’) perceptions of the challenges and opportunities inherent in their work as CFAs, and the influence of this experience on their future professional work.Materials and methodsUsing survey research methodology, followed by selected individual interviews, this paper focuses on the experiences of CFAs, highly respected PK-6 teachers employed by the university for 2–3 years to serve as university supervisors.Results and conclusionAlthough participants reported facing several professional and personal challenges as CFAs, they also described opportunities to participate in a wide variety of professional experiences that positively impacted their future work. Furthermore, most reported feeling the CFA experience was professionally renewing and brought opportunities to build strong personal and professional relationships that cross institutional boundaries.

The Report of the 2021-2022 Professional Affairs Standing Committee: Resource Guide for the Integration of Clinical Pharmacy Faculty in Professional Practice Settings

The 2021-22 Professional Affairs Committee was charged to (1) Develop a resource guide for member institutions and faculty regarding payment for the practice-related activities of pharmacy faculty; (2) Nominate at least one person for an elected AACP or Council Office; and (3) Consider ways that AACP can improve its financial health. This report describes the methodology and content utilized for the development of an online resource guide for member institutions, faculty, and practice sites regarding the integration of clinical faculties' patient care services into patient care settings, including models for payment and value-based payment structures that can be utilized to support the practice-related activities of faculty. The committee offers a revision to a current association policy statement, a proposed policy statement as well as recommendations to AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

Michael Schneck, MD, FAHA, FAAN, FACP, and Jose Biller, MD, FACP, FAAN, FANA, FAHA.

Dr. Schneck is Professor of Neurology (and Neurosurgery) and Vice Chair of the Department of Neurology for Clinical Research and Faculty Development of the Stritch School of Medicine at Loyola University. His areas of expertise include cerebral aneurysms, intracerebral hemorrhage, brain arteriovenous malformations, strokes, CADASIL (cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy), carotid stenosis, and moyamoya disease. He obtained his MD from Weill Cornell Medical College, followed by internship and residency in neurology at the Hospital of the University of Pennsylvania and Temple University Hospital, followed by fellowship at Yale University. He is the Editor of Frontiers of Neuro-critical and Neurohospitalist Care, and an editorial board member and reviewer for many other national and international journals. He has published more than 125 peer-reviewed articles and has been involved in guidelines, book chapters, and other scholarly activities including multiple clinical trials. He has served as Vice Chair of the United Council of Neurologic Subspecialties (UCNS) Certification Committee, the UCNS Neuro-critical Care Exam committee, and has been involved in other national society committees during his career. In 2021, Dr. Schneck was awarded the Frank A. Rubino Award for Excellence in Clinical Neurology Teaching by the American Academy of Neurology (AAN).

Out of textbook and [almost] into the clinic: Case simulation in integrated care training.

A growing recognition of the need for specialized training to prepare health care providers to work in integrated care (IC) settings requires innovative methods to educate learners. There is an opportunity to provide IC trainees with relevant experiential opportunities to practice these techniques using simulation-based learning, a well-established training approach in medical education. This pilot study sought to examine the feasibility of using simulation-based learning in the interprofessional training of Marital and Family Therapy (MFT) and Family Nursing Practitioner (FNP) trainees in relevant integrated care competencies. Participants included 26 learners (21 MFT and five FNP). The case simulation event involved students completing a video telehealth clinical encounter involving a warm handoff. Clinical faculty observed trainees, completed a checklist designed specifically for the event, and provided feedback directly after the event. Trainees reported high satisfaction with the use of simulation-based learning. Observational coding revealed that trainees successfully implemented many elements of a warm handoff, however, aspects involving interprofessional communication, brief intervention, and follow-up planning appeared more challenging. Increased utilization of interprofessional case simulation training in masters and doctoral level behavioral health programs could help accelerate the development of a competent integrated care workforce. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Faculty perception on clinical shadowing: A concurrent mixed methods study.

This mixed methods study aims to investigate faculty members' perceptions of early clinical exposure through clinical shadowing program (CSP) at one academic dental institution. After ethical approval was received, concurrent data collection using quantitative and qualitative methods was integrated for this study design. For the quantitative data, a validated instrument (Likert scale) was distributed to all basic and clinical science faculty members regarding the CSP. Qualitative semi-structured interviews of basic and clinical science faculty members were conducted to explore their perceptions of the CSP. Descriptive statistics were completed for the quantitative data, and thematic analysis was carried out for the transcribed interviews. Faculty members from basic and clinical sciences participated in this mixed methods study, 97% (n=74) participants in the quantitative and 12 participants in the qualitative. The majority of faculty (67%; n=44) strongly agreed that CSP helps predoctoral students in the application of basic science knowledge to clinical practice. All basic science respondents (n=10; 100%) and many clinical science faculty (60%; n=35) strongly agreed that CSP requires coordination between basic and clinical science educators (p=0.042). Some faculty suggested the inclusion of training for educators on the program and regular periodic student assessments of the program's effectiveness. The current study reported positive faculty perception toward the proposed method of integration. Furthermore, opportunities to foster coordination between basic and clinical science educators may be provided by administrators to strengthen the existing CSP framework.

Say My Name: Understanding the Power of Names, Correct Pronunciation, and Personal Narratives.

Names are a reflection of identity and often have personal meaning. The chronic mispronunciation of names can undermine one's identity and be experienced as a microaggression. This workshop aims to provide historical context for names as well as resources for correct name pronunciation. We developed a 60-minute interactive virtual workshop with didactics, small-group sharing of personal experiences, and case discussions. We used an anonymous postworkshop survey to evaluate workshop effectiveness. We presented the workshop at one local academic conference and two local educational conferences to learners of all levels from medical students to faculty. We collected postworkshop survey results from 78 participants of diverse racial and ethnic backgrounds. Participants reported learning historical context, ways to ask about correct name pronunciation, correcting name mispronunciation, documenting pronunciation, and sources for applications to practice. The main barriers to implementing workshop lessons included personal and structural factors. This workshop effectively fills an educational gap by addressing the importance of correct name pronunciation in order to provide a more inclusive environment for clinicians and patients alike.

Telemedicine Services for the Delivery of Specialty Home-Based Neurological Care.

Introduction: The COVID-19 pandemic accelerated the adoption of telemedicine services for the delivery of outpatient neurological care. We sought to understand perceptions and the acceptance of this technology by neurology specialists during the proliferation of telemedicine services into their outpatient practices. Methods: We adapted the Telehealth Usability Questionnaire for neurological care via telemedicine. Our 29-item questionnaire evaluated the telemedicine system in three domains: quality of the telemedicine platform, ability to conduct a sufficient neurological examination, and overall system confidence. The survey was distributed to 88 clinical neurology faculty in the Johns Hopkins Health System. Responses were collapsed into "Favorable," "Neutral," and "Unfavorable." Within each domain, responses to individual questions were analyzed by neurology subspecialty using descriptive statistics. Results: We received completed surveys from 46 of the 88 (52%) neurology faculty. Of those, most reported favorable comfort with the current platform (98%), ease of use (73%), and quality (80%). However, responses indicated only average ability to troubleshoot telemedicine platform issues when they occurred (55%) and to complete an entire neurological examination (52%). Subspecialty comparisons revealed differences in diagnostic confidence; 30% of neuromuscular faculty indicated that they could make accurate neurological diagnoses through a tele-examination as opposed to ≥84% for other specialties. Conclusions: The use of telemedicine services for the delivery of outpatient neurological care is feasible and acceptable to most neurologists, although diagnostic confidence compared with in-person visits may be reduced and differs by subspecialty. Improvements in technological infrastructure and care models are needed to advance telemedicine neurological care delivery. Our data also suggest that a larger multicenter investigation of telemedicine use post-pandemic would be useful.

The Virtual Interview Experience: Advantages, Disadvantages, and Trends in Applicant Behavior.

A survey was distributed to 302 applicants to a single plastic surgery residency program during the 2020 application cycle. Demographics, social media presence and utilization, and experience with the virtual application and interview process were analyzed. A 2018 survey from our institution was compared with a subset of questions for longitudinal analysis. Seventy-six respondents (25.2%) completed the survey. Most applicants (88.2%) spent less than $1000 during the interview and application cycle. Over half (56.6%) did not receive letters of recommendation from outside their home program. A significant minority (27.6%) of applicants attended more than one interview in a single day. Compared to 2018, applicants in 2021 were significantly more likely to access alternative digital resources (forums/discussion boards, social media, and podcasts) when learning about programs. Average number of interviews remains in the range of pre-COVID studies, but the percentage of interviews attended increased. Applicants spent substantially less money on interviews and relied on alternative digital sources to learn about residency programs. This study objectively quantifies the advantages of virtual interviews. Disadvantages include inability to assess "fit" and lack of nonverbal communication.

Socially Distanced Teaching: Faculty Feedback on Teaching During Telemedicine.

The purpose of our study was to evaluate the perceptions of clinical faculty while working with medical students in a novel setting of virtual care following the COVID-19 pandemic. A survey of faculty, fellows, and residents was conducted to assess educators' perceptions of virtual teaching before trying it and after 3months of experience. Perceived effectiveness of teaching students acute care significantly improved as did perceived effectiveness of teaching chronic care. We anticipate that continued experience and comfort with virtual platforms would boost this perception further, allowing faculty development to be honed for optimal teaching in this new paradigm. The online version contains supplementary material available at 10.1007/s40670-022-01685-9.