- Email: [email protected]
Supporting Residents as Parents Through Peer Support (Descriptive Abstract)
e30
ABSTRACTS
instructions, home prescriptions, discharge order, and primary team rounding). Analysis has allowed for prioritization of frequent barriers and focus on specialties with higher barrier burdens. Summative reports were created for individual specialties and presented to service leadership and hospital administration. The reports also included recommendations focused on increasing efficiency and effectiveness for their common barriers. Along with summaries, annual longitudinal projects have been developed to address high priority matters related to discharges. The initial year sought to facilitate the efficiency and quality of asthma discharges. The second year has aimed to address coordination of discharges for congenital heart patients. CONCLUSION: A chief resident with recent frontline provider experience can be an effective conduit for coordination of care to facilitate discharges throughout the hospital system. These open lines of communication foster a better inpatient experience, improved quality, favorable financial impact, and informative resident atmosphere. 69. SUPPORTING RESIDENTS AS PARENTS THROUGH PEER SUPPORT (DESCRIPTIVE ABSTRACT) Lydia M. Rabon, MD, Leslie-Anne J. Dietrich, MD, Angela Ibragimov, MD, Vasudha L. Bhavaraju, MD, Phoenix Children’s Hospital, Phoenix, AZ BACKGROUND: Studies have demonstrated a greater number of residents are having children during residency and family friendly benefits are emerging as criteria for choosing a program. Data suggest that trainees have more complications in pregnancy, have shorter breastfeeding durations than their peers in practice, and are less likely to meet their breastfeeding goals. Program Directors perceive that female trainees with children have decreased well-being compared to peers. The purpose of this project was to create a program for resident moms to navigate through pregnancy, maternity leave, and return to work and achieve their parenting and breastfeeding goals without compromising their academic success or well-being. METHODS: Multiple methods were used to provide peer support to resident moms: 1. A private “Residency Moms” Facebook page to share advice, 2. A formal mentoring plan where expectant moms are paired with experienced resident mothers and meet each trimester, within a week of birth, and prior to returning to residency and, 3. Lactation support. RESULTS: Seven moms have participated in the program since its start in Spring 2016, 4 have transitioned back to work while 3 are still on leave. There were 2 PGY1s, 2 PGY2s, 2 PGY3s, and 1 PGY4 - all are first time moms. One mother having her 2nd child opted out. All are exclusively breastfeeding up to 9 months postpartum. The Facebook group has 25 current and former residency moms. The top posts include childcare, pumping tips/locations, and navigating harder rotations with an infant. Participants report benefits of feeling supported in residency and motherhood, lactation support, and access to multiple resources. CONCLUSION: A formal peer mentorship program for expectant trainees is a way that programs can support their trainees in pregnancy and through parenthood while ensuring continued success in residency. We plan to expand our pro-
ACADEMIC PEDIATRICS gram by creating a forum to discuss family planning and by implementing a “Parental Leave” Elective for residents to increase their comfort with early childhood development through self-study and parenthood, while minimizing delay in graduation.
APPD 2017 Communication (and Documentation) Posters 70. PROMOTION OF HIGH-QUALITY DOCUMENTATION AMONG RESIDENTS ON INPATIENT PEDIATRIC WARDS USING A STANDARDIZED TOOL TO ENHANCE FACULTY FEEDBACK (RESEARCH ABSTRACT) Danita R. Hahn, MD, Julie M. Kolinski, MD, Heather L. Toth, MD, Michael C. Weisgerber, MD, MS, Caitlin Pilon, BA, Amalia Wegner, MD, Medical College of Wisconsin Affiliated Hospitals, Milwaukee, WI INTRODUCTION: Inpatient progress notes are a key component of care for hospitalized patients. The Accreditation Council for Graduate Medical Education (ACGME) has emphasized high quality documentation for residents. METHODS: Education regarding high-quality progress notes was provided to residents, and education on the use of the Physician Documentation Quality Instrument 9-item version (PDQI-9) tool was provided to Pediatric Hospital Medicine (PHM) faculty. The PDQI-9 evaluates the following attributes on a 1 (not at all) to 5 (all the time) Likert scale: up-to-date, accurate, thorough, useful, organized, comprehensible, succinct, synthesized, and internally consistent. Each PHM faculty member was asked to evaluate one progress note per resident per week using the PDQI-9. The faculty was encouraged to provide this feedback to the resident and indicate the mode of feedback. Descriptive statistics were analyzed for PDQI-9 scores and type of feedback given, and a correlation between resident PDQI-9 total score and documentation subcompetency score (Interpersonal Communication Skills-6 [ICS-6]) was performed. RESULTS: Data were collected from October 2015 to October 2016 and is ongoing. There were a total of 258 faculty-resident pairings created for evaluation, and 58.1% of evaluations were completed. The highest-rated note attributes were “comprehensible” (mean 4.66) and “accurate” (mean 4.54). The lowest-rated attributes were “synthesized” (mean 4.24) and “succinct” (mean 4.23). 68.9% of completed evaluations noted feedback was given (58.6% verbal, 10.3% emailed). Resident PDQI-9 total scores statistically correlated with ISC-6 scores (Spearman’s rho correlation coefficient 0.38, p¼0.003). CONCLUSIONS: A new initiative to provide residents with feedback on progress notes using a validated tool has resulted in the majority of residents on the PHM service receiving faculty feedback. The use of the PDQI-9 tool has the potential to identify areas for improvement in resident progress notes and can be used to inform resident feedback on their documentation.
ABSTRACTS
instructions, home prescriptions, discharge order, and primary team rounding). Analysis has allowed for prioritization of frequent barriers and focus on specialties with higher barrier burdens. Summative reports were created for individual specialties and presented to service leadership and hospital administration. The reports also included recommendations focused on increasing efficiency and effectiveness for their common barriers. Along with summaries, annual longitudinal projects have been developed to address high priority matters related to discharges. The initial year sought to facilitate the efficiency and quality of asthma discharges. The second year has aimed to address coordination of discharges for congenital heart patients. CONCLUSION: A chief resident with recent frontline provider experience can be an effective conduit for coordination of care to facilitate discharges throughout the hospital system. These open lines of communication foster a better inpatient experience, improved quality, favorable financial impact, and informative resident atmosphere. 69. SUPPORTING RESIDENTS AS PARENTS THROUGH PEER SUPPORT (DESCRIPTIVE ABSTRACT) Lydia M. Rabon, MD, Leslie-Anne J. Dietrich, MD, Angela Ibragimov, MD, Vasudha L. Bhavaraju, MD, Phoenix Children’s Hospital, Phoenix, AZ BACKGROUND: Studies have demonstrated a greater number of residents are having children during residency and family friendly benefits are emerging as criteria for choosing a program. Data suggest that trainees have more complications in pregnancy, have shorter breastfeeding durations than their peers in practice, and are less likely to meet their breastfeeding goals. Program Directors perceive that female trainees with children have decreased well-being compared to peers. The purpose of this project was to create a program for resident moms to navigate through pregnancy, maternity leave, and return to work and achieve their parenting and breastfeeding goals without compromising their academic success or well-being. METHODS: Multiple methods were used to provide peer support to resident moms: 1. A private “Residency Moms” Facebook page to share advice, 2. A formal mentoring plan where expectant moms are paired with experienced resident mothers and meet each trimester, within a week of birth, and prior to returning to residency and, 3. Lactation support. RESULTS: Seven moms have participated in the program since its start in Spring 2016, 4 have transitioned back to work while 3 are still on leave. There were 2 PGY1s, 2 PGY2s, 2 PGY3s, and 1 PGY4 - all are first time moms. One mother having her 2nd child opted out. All are exclusively breastfeeding up to 9 months postpartum. The Facebook group has 25 current and former residency moms. The top posts include childcare, pumping tips/locations, and navigating harder rotations with an infant. Participants report benefits of feeling supported in residency and motherhood, lactation support, and access to multiple resources. CONCLUSION: A formal peer mentorship program for expectant trainees is a way that programs can support their trainees in pregnancy and through parenthood while ensuring continued success in residency. We plan to expand our pro-
ACADEMIC PEDIATRICS gram by creating a forum to discuss family planning and by implementing a “Parental Leave” Elective for residents to increase their comfort with early childhood development through self-study and parenthood, while minimizing delay in graduation.
APPD 2017 Communication (and Documentation) Posters 70. PROMOTION OF HIGH-QUALITY DOCUMENTATION AMONG RESIDENTS ON INPATIENT PEDIATRIC WARDS USING A STANDARDIZED TOOL TO ENHANCE FACULTY FEEDBACK (RESEARCH ABSTRACT) Danita R. Hahn, MD, Julie M. Kolinski, MD, Heather L. Toth, MD, Michael C. Weisgerber, MD, MS, Caitlin Pilon, BA, Amalia Wegner, MD, Medical College of Wisconsin Affiliated Hospitals, Milwaukee, WI INTRODUCTION: Inpatient progress notes are a key component of care for hospitalized patients. The Accreditation Council for Graduate Medical Education (ACGME) has emphasized high quality documentation for residents. METHODS: Education regarding high-quality progress notes was provided to residents, and education on the use of the Physician Documentation Quality Instrument 9-item version (PDQI-9) tool was provided to Pediatric Hospital Medicine (PHM) faculty. The PDQI-9 evaluates the following attributes on a 1 (not at all) to 5 (all the time) Likert scale: up-to-date, accurate, thorough, useful, organized, comprehensible, succinct, synthesized, and internally consistent. Each PHM faculty member was asked to evaluate one progress note per resident per week using the PDQI-9. The faculty was encouraged to provide this feedback to the resident and indicate the mode of feedback. Descriptive statistics were analyzed for PDQI-9 scores and type of feedback given, and a correlation between resident PDQI-9 total score and documentation subcompetency score (Interpersonal Communication Skills-6 [ICS-6]) was performed. RESULTS: Data were collected from October 2015 to October 2016 and is ongoing. There were a total of 258 faculty-resident pairings created for evaluation, and 58.1% of evaluations were completed. The highest-rated note attributes were “comprehensible” (mean 4.66) and “accurate” (mean 4.54). The lowest-rated attributes were “synthesized” (mean 4.24) and “succinct” (mean 4.23). 68.9% of completed evaluations noted feedback was given (58.6% verbal, 10.3% emailed). Resident PDQI-9 total scores statistically correlated with ISC-6 scores (Spearman’s rho correlation coefficient 0.38, p¼0.003). CONCLUSIONS: A new initiative to provide residents with feedback on progress notes using a validated tool has resulted in the majority of residents on the PHM service receiving faculty feedback. The use of the PDQI-9 tool has the potential to identify areas for improvement in resident progress notes and can be used to inform resident feedback on their documentation.