2021 CLIME Together Symposium Abstracts

2021 CLIME Together Abstracts

CLIME Abstract Schedule & Rooms

The abstract presentations will start at 11:10am via Zoom and will end at 12:15pm. There will be 4 rooms with 4-5 abstracts in each room. Please register for the room you would like to be placed in. If you do not sign up to be in a room you will be randomly put into one of the 4 rooms.

For more information and to RSVP to the plenary beginning at 9:30am (PST) check out the CLIME Symposium Page. 

Distance Learning (Rm 1)
11:10am: Alexandra Collis, MD

Authors: Andrew Wescott MD, PhD, Sheryl Greco MN, RN, Nicole Solvang RN, BSN, CCRN, Joshua Lee ME, Amy Morris MD

What was the specific educational challenge you faced?

Preparing for in-hospital cardiac arrest in patients with COVID-19 presents significant challenges. The ongoing pandemic has limited traditional code blue education resources while surging cases made rapid education essential. In addition to the obstacles present in standard code blue events, airborne precautions can delay patient care, place providers at high risk of virus exposure, and exacerbate an already stressful environment. Additionally, resident code leaders rotate through numerous clinical settings and may struggle to adapt to site specific protocols. Within the resource and time constraints of an ongoing pandemic, an efficient educational program was required to prepare healthcare teams for airborne isolation code blue.

11:20am: Christine Maloney, MD

Authors: Rebekah Burns, Emily Hartford, Amelie Von Saint Andre-Von Armin, Sarah Foohey, Mukokinya Kailemia, Bhupi Reel, Anita Thomas

What was the specific educational challenge you faced?

Pediatric Emergency and Critical Care-Kenya (PECC-Kenya) is an international collaboration between the University of Nairobi (UoN) and University of Washington (UW) facilitating a locally sustainable combined pediatric emergency medicine (PEM) and critical care medicine (PCCM) fellowship program in Kenya. Typically, international PEM and PCCM faculty travel to Kenya to support local faculty and fellows with quarterly didactics and bedside training including simulations. This has not been possible over the last year due to COVID-19 travel restrictions as well as local restrictions for in person training. Furthermore, there are only two simulation centers in the country, which are not easily accessible by many clinicians. This presents a need for alternative simulation modalities.

11:30am: Zach Gallaher, PhD

Additional Author(s): Alison H. Doherty, Kathleen A. Mulligan, and Kurt E. Weaver

What was the specific educational challenge you faced?

In March of 2020, stay-at-home orders left Foundations faculty scrambling to generate virtual material to replace in-person lectures and laboratories. Faculty addressed the situation in part by generating pre-recorded instructional videos. Videos are good tools for delivering a large volume of information, however, without carefully crafted follow-up teaching sessions—either virtually or in person—pre-recorded videos are a potential step away from student-centered active learning.

11:40am: Hamilton Tsang, MD

What was the specific educational challenge you faced?

Two formerly in-person clerkships, Laboratory Medicine 685: “Laboratory Case Studies for Clinical Diagnosis” (LabM 685) and Laboratory Medicine 680: “Clinical Laboratory Testing—Methods and Interpretation” (LabM 680) were recently converted to distance learning. One of the major strengths of the in-person clerkship was the ability to see and interact with the laboratory space. The remote clerkship format provided advantages of allowing more students to participate in more locations and greater scheduling flexibility but provided challenges in terms of maintaining learner engagement and providing experiential content. We had created a pilot of seven 360 virtual reality (VR) walkthrough tours, e.g. https://kuula.co/post/7nvV2/collection/7PJF3, with some minor interactive elements which have received positive reviews and significant user engagement with relatively passive promotion. Gamification of educational content is one educational modality that has shown effectiveness in a multitude of different contexts to increase learner engagement and retention.

Equity & Diversity (Rm 2)
11:10am: Elena Griego, MD

What was the specific question you asked?

How does race and gender impact pediatric resident clinical performance evaluations?

11:20am: Rebecca DeSanti, MD

What was the specific question you asked?

Even though women account for over 50% of medical students with improved outcomes in patients treated by female surgeons, women comprise the minority of residents in general surgery and surgical subspecialties. Exposure to surgical mentors has been identified by medical students as a factor associated with choosing a surgical career by fostering an interest in the mentor’s field and resulting in a higher percentage of graduates entering targeted specialties. Mentorship is a dying art in surgical training programs and current literature on mentorship in surgery is scarce. We investigated surgery from the female medical student’s perspective to better identify and find solutions to perceived career barriers, particularly concerns best addressed through the mentorship model.

11:30am: Heather Feldner, PT, PhD, PCS

Additional Author(s): Heather Evans, Joanne Woiak, Lesley Ellis, Danbi Lee, Mark Harniss, and Katherine Chamblin

What was the specific question you asked?

How do UW students, faculty, and staff experience ableism/discrimination as well as allyship/community on campus and in healthcare encounters? How can these lived experiences be leveraged to create disability allyship training modules for dissemination in healthcare professions education and beyond?

11:40am: Erin Fredrickson, DO, MPH

Additional Author(s): Joey Nelson,MD Claire Simon,MD Ying Zhang,MD Grace Shih,MD Alexa Lindley,MD, Dave Evans,MD, Gwen Credit,MD

What was the specific educational challenge you faced?

The family physician workforce does not reflect the communities it serves. Residency programs must increase the number of URM residents in order to address racial health disparities and dismantle structural racism. Each year, 13 University of Washington (UW) residency programs host funded sub-internships for visiting URM medical students. Prior to COVID-19, the UW Family Medicine Residency (UWFMR) sponsored two URM sub-interns per year since 2015. When UW suspended all external sub-internships due to the COVID-19 pandemic, UWFMR transitioned to a completely virtual experience for visiting URM medical students. The virtual platform allowed expansion of the sub-internship experience from two students per year to all applicants (n=7) during the 2020-2021 year.

11:50am: Kim O'Connor, MD & Kathy Young, MD

Additional Author(s): Janelle Clauser, MD

What was the specific educational challenge you faced?

Students were experiencing and witnessing micoraggressions very early in their education, particularly with patients in hospital tutorials and PCP, and they requested teaching around how to respond in these situations early on.

Professional Development (Rm 3)
11:00am: Emine Tunc, MD

Additional Author(s): Brian Burns; Kelly Brennan; Hiromi Yoshida; Rebekah Burns

What was the specific educational challenge you faced?

In order to expand sedation options, the Seattle Children’s Hospital Pediatric Emergency Department Quality Improvement team implemented nitrous oxide (NO) sedation training for Pediatric Emergency Medicine providers. Due to social distancing measures, in-person training was not possible for the 60 providers requiring training.

11:10am: Lynly Beard & Diana Louden

What was the specific question you asked?

UW Libraries Assessment interviewed 40 early career faculty and post-docs in STEM and health sciences fields to find out how they understood and communicated the contributions their research made to their field. From that a team of two librarians piloted a program to talk about strategies for increasing and documenting Research Impact. Our theme is: Research Impact is not something that happens to you – it’s a story you create.

11:20am: Ashley Amick, MD

What was the specific question you asked?

Can a rigorous simulation based mastery learning (SBML) USGPIV curriculum for emergency nurses (ENs) with deliberate practice (DP) in both the simulation lab and at bedside improve EN USGPIV overall and first-pass procedural success rates compared with those previously reported in the literature?

11:50am: Jennifer Wright, MD

Additional Author(s): Helene Starks, MD, Lauren Beste, MD, Jared Klein, MD Somnath Mookherjee, MD

What was the specific educational challenge you faced?

Academic physicians often require mentorship to reach their potential as teachers, clinicians, and scholars. However, forming effective mentoring relationships can be challenging in the busy academic environment. Junior faculty face many barriers in connecting with senior faculty to form longitudinal mentorship relationships, and both mentors and mentees may lack mentorship experience and training.

Educational Quality Improvement (Rm 4)
11:10am: Michelle Bartlett, MD

Additional Author(s): Michelle Bartlett, MD MS (UW and Seattle Children’s); Rachel Umoren, MB ChB, MS (UW and Seattle Children’s); Jennifer Kett, MD MA (Seattle Children’s); Josephine Amory, MD (UW); Trang Huynh, MD (OHSU); Amanda Kim, MD (OHSU); Heather French, MD, MSEd (CHOP); Megan Gray, MD (UW and Seattle Children’s)

What was the specific question you asked?

Antenatal counseling for families expecting extremely preterm infants is an important component of pediatric residency and neonatology fellowship training. However, there are no validated tools for evaluating the quality of antenatal counseling encounters. We sought to develop a milestone-based competency rubric for antenatal counseling skills and evaluate internal validity, interrater reliability, and acceptability of the Antenatal Counseling Milestones Scale (ACoMS).


11:20am: Vince Raikhel, MD

Additional Author(s): David Levitt, MD

What was the specific educational challenge you faced?

Learners at all levels of training benefit from receiving high quality feedback that promotes professional growth. Junior internal medicine residents receive foundational training in delivering feedback during their transition to senior resident didactics, as well as through their lived experiences receiving feedback. Despite this foundational curriculum, there remains room for curricula related to delivering nuanced feedback for challenging scenarios. Senior residents have a unique role within hospital teams, acting as both supervisors as well as learners. Senior residents have central roles in coaching medical students and interns along their growth trajectory. Additionally, senior residents are in a position where they can offer feedback to the attending physician who supervises the medical team. Gaining skills to be able to effectively deliver nuanced feedback to both learners and supervisors is an important skill for senior residents to have.

11:30am: Greg Crowther, PhD

Additional Author(s): Joel A. Michael, Professor Emeritus, Dept. of Molecular Biophysics and Physiology, Rush Medical College, Chicago IL

What was the specific educational challenge you faced?

Teachers of every discipline, and at every educational level, have a common problem. They must communicate to their students what it is that the students must master to be successful in the course. It is essential, then, that students understand the learning objectives and their relationship to the exams they must take. Over the years GJC became dissatisfied with the response of his undergraduate anatomy and physiology (A&P) students to his exams. Students were told that test questions would be “mutated” versions of previously seen questions, yet some students were still surprised and baffled by the tests. These difficulties may have arisen from students’ perceptions that the ultimate goal of A&P classes is memorizing facts, rather than learning to apply those facts. Thus, there seemed to be a need for a teaching and testing framework that would help students better achieve the general goal of understanding anatomy and physiology.

11:40am: Sarah Murphy, MD

Additional Author(s): Kathy Young, MD

What was the specific educational challenge you faced?

In Alaska, we have limited clinical and anatomy lab capacity due to COVID restrictions in the 2021 Musculoskeletal (MSK) Blocks & Foundations of Clinical Medicine (FCM) blocks. In previous years, we had all 20 Alaska first-year students in the anatomy lab at one time for the MSK block anatomy teaching, and we had all 20 in the clinical rooms at once for the FCM musculoskeletal physical exam (PE) skills sessions. We are limited this year by COVID-19 room capacity restrictions with a fixed amount of time to teach the same content. In previous years, all the FCM musculoskeletal physical exam skills were taught on a clinical day that coincided with the two week MSK block. As a result, some of the MSK block anatomy had not been covered prior to the clinical examination teaching. Learning the musculoskeletal physical exam without a knowledge or understanding of the underlying anatomy is challenging to the teacher and learner alike. Given the restrictions forced on us by COVID, we reorganized the schedule. Cohorts of students will rotate first through the anatomy lab and then to a physical examination teaching session directly related to the anatomy just taught. We hope this will simultaneously reinforce knowledge and skills from both components of the curriculum. We also hope that there will be better long-term retention of the anatomy and PE skills, and better integration of the clinical principles underlying MSK medicine.