What’s the Story? Expectations for Oral Case Presentations

Dell, Michael; Lewin, Linda; Gigante, Joseph

doi:10.1542/peds.2012-1014

Cited by 54 publications

(71 citation statements)

References 5 publications

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“…Unfortunately, studies have shown that clinical assessment is often unreliable for detecting OSAS in children, especially in complex populations like those with craniofacial syndromes. With PSG widely available, even for infant populations, and considered the gold standard for assessment of pediatric OSAS 1 , it should be included in the evaluation of craniofacial patients when OSAS is being assessed.…”

Section: Future Directionsmentioning

confidence: 99%

“…Obstructive sleep apnoea syndrome (OSAS) is defined in children as a ‘disorder of breathing during sleep characterized by prolonged partial upper airway obstruction and/or intermittent complete obstruction…that disrupts normal ventilation during sleep and normal sleep patterns.’ 1 OSAS is common in children, with the prevalence ranging between 1.2 and 5.8% of the general paediatric population, depending on the criteria used to define OSAS. Most otherwise-healthy children with OSAS have adenotonsillar hypertrophy and/or obesity as risk factors.…”

Section: Introductionmentioning

confidence: 99%

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Obstructive sleep apnoea in children with craniofacial syndromes

Cielo

Marcus

2015

Paediatric Respiratory Reviews

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Summary Obstructive sleep apnoea syndrome (OSAS) is common in children. Craniofacial anomalies such as cleft palate are among the most common congenital conditions. Children with a variety of craniofacial conditions, including cleft palate, micrognathia, craniosynostosis, and midface hypoplasia are at increased risk for OSAS. Available evidence, which is largely limited to surgical case series and retrospective studies, suggests that OSAS can be successfully managed in these children through both surgical and non-surgical techniques. Prospective studies using larger cohorts of patients and including polysomnograms are needed to better understand the risk factors for this patient population and the efficacy of treatment options for OSAS and their underlying conditions.

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Section: Future Directionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Obstructive sleep apnoea in children with craniofacial syndromes

Cielo

Marcus

2015

Paediatric Respiratory Reviews

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“…Excess weight among elderly individuals has been linked to increased global brain atrophy and cognitive impairments (10), while fitness in middle-age individuals is known to protect against brain volume loss and improve neurocognitive function (11). Metabolic syndrome and excess weight in adolescents have been linked to reductions in cognitive performance and structural brain abnormalities, such as hippocampal and overall cerebral volume loss (12). Executive function, attention and psychomotor efficiency and working memory have been found to be associated with physical fitness in older adults (13) but these associations are not as clear in adolescents (14).…”

Section: Introductionmentioning

confidence: 99%

Obesity, fitness, and brain integrity in adolescence

2015

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Objective We set out to ascertain the relationship between insulin resistance, fitness, and brain structure and function in adolescents. Design and Methods We studied 79 obese and 51 non-obese participants who were recruited from the community, all without type 2 diabetes mellitus. All participants received medical, endocrine, neuropsychological, and MRI evaluations as well as a 6-minute walk test that was used to estimate fitness (maximal oxygen consumption). Results Obese adolescents had significantly thinner orbitofrontal cortices and performed significantly worse on Visual Working Memory tasks and the Digit Vigilance task. Insulin sensitivity and maximal oxygen consumption (VO2 max) were both highly correlated with central obesity and orbitofrontal cortical thickness, although insulin sensitivity was the stronger predictor for orbitofrontal cortical thickness. We also found that VO2 max was the only significant physiological variable related to visual working memory. Conclusions This is the first study to report positive associations between insulin resistance, VO2 max, and frontal lobe brain integrity in adolescents. Given the importance of brain health for learning and school performance, we conclude that schools should also emphasize physical fitness in order to maintain structural and functional brain integrity and facilitate academic achievement.

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“…1 Students frequently perceive OPs to be "a rule-based, data-storage activity governed by order and structure," 2 whereas clinicians often view OPs "as a flexible form of communication with content determined by the clinical context and audience." 3 Because of shortcomings in study design, previous research has not conclusively identified effective methods of teaching this skill during required clerkships. [4][5][6][7] Our specific aim was to compare the effects of 3 different approaches to teaching students OP skills early in pediatric clerkships on students' subsequent presentations.…”

mentioning

confidence: 99%

Feedback on Oral Presentations During Pediatric Clerkships: A Randomized Controlled Trial

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Delivering competent oral case presentations is an important clinical communication skill, yet effective means of improving trainees' presentations have not been identified. WHAT THIS STUDY ADDS:Oral presentation feedback sessions facilitated by faculty by using an 18-item competency-based evaluation form early in pediatric clerkships improved medical students' subsequent oral presentations. Medical schools should consider implementing this evidence-supported practice. abstract OBJECTIVE: To measure the effects of participating in structured oral presentation evaluation sessions early in pediatric clerkships on students' subsequent presentations. METHODS:We conducted a single-blind, 3-arm, cluster randomized controlled trial during pediatric clerkships at Boston University School of Medicine, University of Maryland School of Medicine, Oregon Health & Science University, and Case Western Reserve University School of Medicine. Blocks of students at each school were randomly assigned to experience either (1) no formal presentation feedback (control) or a small-group presentation feedback session early in pediatric clerkships in which students gave live presentations and received feedback from faculty who rated their presentations by using a (2) single-item (simple) or (3) 18-item (detailed) evaluation form. At the clerkship end, overall quality of subjects' presentations was rated by faculty blinded to randomization status, and subjects reported whether their presentations had improved. Analyses included multivariable linear and logistic regressions clustered on clerkship block that controlled for medical school. RESULTS:A total of 476 participants were evenly divided into the 3 arms, which had similar characteristics. Compared with controls, presentation quality was significantly associated with participating in detailed (coefficient: 0.38; 95% confidence interval [CI]: 0.07-0.69) but not simple (coefficient: 0.16; 95% CI: 20.12-0.43) feedback sessions. Similarly, student self-report of presentation improvement was significantly associated with participating in detailed (odds ratio: 2.16; 95% CI: 1.11-4.18] but not simple (odds ratio: 1.89; 95% CI: 0.91-3.93) feedback sessions.CONCLUSIONS: Small-group presentation feedback sessions led by faculty using a detailed evaluation form resulted in clerkship students delivering oral presentations of higher quality compared with controls. Pediatrics 2014;134:965-971 AUTHORS:

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What’s the Story? Expectations for Oral Case Presentations

Cited by 54 publications

References 5 publications

Obstructive sleep apnoea in children with craniofacial syndromes

Obstructive sleep apnoea in children with craniofacial syndromes

Obesity, fitness, and brain integrity in adolescence

Feedback on Oral Presentations During Pediatric Clerkships: A Randomized Controlled Trial

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