Background Undergraduate medical education was severely impacted by the COVID-19 pandemic. As traditional clinical rotations were suspended, medical students quickly began alternative, novel educational experiences. Third-year medical students at an academic medical center were given the opportunity to join inpatient eConsult teams within the department of medicine. This study describes the development and implementation of this program as well as the experiences of student and faculty participants. Methods Student eConsult participation was rapidly developed and implemented within medical subspecialty teams in either infectious diseases (ID) or nephrology. Twelve third-year medical students and 15 subspecialty attendings participated in this program during an eight-week period from April 6 through May 29, 2020. Breadth of student clinical experience was assessed via review of clinical documentation and surveys. Participating students and attending physicians completed surveys to reflect upon their impressions of the program. Surveys were returned by nine students and eight faculty members. Survey responses were summarized with descriptive statistics. Results Over an eight-week period, student consultants wrote 126 notes on 100 patients; 74 of these patients (74%) were hospitalized with COVID-19. Student experiences were largely positive with most strongly agreeing that attendings promoted interactive and engaged learning (N = 8 of 8, 100%), that the experience helped to expand their knowledge about consultant roles (N = 6, 75%), and that they would participate in a remote eConsult program again if given the opportunity (N = 6, 75%). Faculty also were largely positive about the experience with most agreeing or strongly agreeing with the importance of teaching medical students about telehealth (N = 7 of 8, 88%) and eConsults (N = 6, 75%). In narrative responses, students and faculty agreed that teaching was a strength of the program whereas lack of in-person contact was a challenge. Conclusions Rapid development of an inpatient eConsult-based educational experience for third-year medical students was feasible and successful. Student-consultants saw a range of pathology including COVID-19 and related complications. Students were satisfied with the program. They were able to develop a strong relationship with attendings while learning about the role of a consultant. Faculty agreed with the importance of teaching students about telehealth and eConsults specifically.
The majority of influenza related deaths and hospitalizations occur among individuals ≥65 years, yet the national influenza vaccination rate for this group is 63% and is lower in the Hispanic population. Previous studies have described negative predictors of vaccination; however, there is a knowledge gap of how influenza vaccine-specific beliefs affect vaccination rates. We examined the relationship between influenza vaccine health beliefs and vaccination behaviors in a cross sectional sample of 200 primarily Hispanic patients aged ≥65 years in an academic general internal medicine clinic. Participants were asked about perceptions of influenza vaccine effectiveness and safety. Interview responses regarding influenza vaccine concerns were evaluated qualitatively with conventional content analysis. Logistic regression evaluated associations between beliefs and self-reported vaccination the previous year, adjusted for age, gender, and language. Of those approached to complete the questionnaire, 88% participated. Self-reported influenza vaccination rate during the study year was 75%. Only 46.5% endorsed the belief that influenza vaccine is very effective and 47% that it is very safe. Many stated specific concerns about flu vaccine including that it causes side effects/adverse outcomes, is not effective, vaccine components are harmful, and vaccination is not necessary. Belief that the flu shot causes the flu and concern for variability of the flu shot were associated with reduced odds of vaccination (aOR 0.19, 95% CI [0.05, 0.83] and 0.06 [0.006, 0.63] respectively). The patient-perceived distinction between cold, flu, and other symptoms warrants further exploration. This information can be used to develop targeted communication to promote vaccination.
OBJECTIVES: To assess the impact of a parent educational intervention about influenza disease on child vaccine receipt. METHODS: A convenience sample of parents of children $6 months old with a visit at 2 New York City pediatric clinics between August 2016 and March 2017 were randomly assigned (1:1:1) to receive either usual care, an educational handout about influenza disease that was based on local data, or an educational handout about influenza disease that was based on national data. Parents received the handout in the waiting room before their visit. Primary outcomes were child influenza vaccine receipt on the day of the clinic visit and by the end of the season. A multivariable logistic regression was used to assess associations between intervention and vaccination, with adjustment for variables that were significantly different between arms. RESULTS: Parents who received an intervention (versus usual care) had greater odds of child influenza vaccine receipt by the end of the season (74.9% vs 65.4%; adjusted odds ratio 1.68; 95% confidence interval: 1.06-2.67) but not on the day of the clinic visit. Parents who received the national data handout (versus usual care) had greater odds of child influenza vaccine receipt on the day of the clinic visit (59.0% vs 52.6%; adjusted odds ratio 1.79; 95% confidence interval: 1.04-3.08) but not by the end of the season. CONCLUSIONS: Providing an educational intervention in the waiting room before a pediatric provider visit may help increase child influenza vaccine receipt.
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