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Here’s what’s trending at SHM – Oct. 2017
Don’t miss pre-courses at HM18
Enrich your educational experience and earn additional CME credit and MOC points with pre-courses at Hospital Medicine 2018 (HM18), to be held from April 8-11, 2018, at the Orlando (Fla.) World Center Marriott.
Broaden your skills, fine-tune your practice, and immerse yourself in a day of learning by enrolling in one of the following:
• Bedside procedures for the hospitalist
• Essentials of perioperative medicine and comanagement for the hospitalist
• Hospitalist practice management: How to thrive in a time of intense change
• Sepsis: New insights into detection and management
• Keep your finger on the pulse – cardiology update for the hospitalist
• Maintenance of certification and board prep
• Point-of-care ultrasound for the hospitalist
Pre-course day is Sunday, April 8, 2018. Learn more and register at shmannualconference.org/precourse.
Improve quality at your institution with SHM
The National Association for Healthcare Quality’s (NAHQ) Healthcare Quality Week is Oct. 15-21, 2017, a week dedicated to celebrating the contributions professionals have made in the field and bringing awareness to the profession of health care quality. SHM’s Center for Quality Improvement provides a variety of resources, tools, and programs to address quality and patient safety issues at your institution. Learn more at hospitalmedicine.org/QI.
Distinguish yourself as a Class of 2018 Fellow in Hospital Medicine
SHM’s Fellows designation is a prestigious way to differentiate yourself in the rapidly growing profession of hospital medicine. There are currently over 2,000 hospitalists who have earned the Fellow in Hospital Medicine (FHM) or Senior Fellow in Hospital Medicine (SFHM) designation by demonstrating the core values of leadership, teamwork, and quality improvement.
Apply now and learn how you can join this prestigious group of hospitalists at hospitalmedicine.org/fellows. Applications officially close on Nov. 30, 2017.
Critical care for the hospitalist: Now on the SHM Learning Portal
Many hospitalists provide critical care services without adequate support or training, putting patients at risk and exposing hospitalists to medical liability. Don’t miss the newest SHM Learning Portal series, Critical Care for the Hospitalist. The four courses in this educational series cover common or high-risk clinical scenarios that hospitalists encounter in and out of the intensive care unit, including:
1. Airway management for the hospitalist
2. Noninvasive positive pressure ventilation for the hospitalist
3. Arrhythmias
4. High-risk pulmonary embolism
This series is free for SHM members and $45 per module for nonmembers. Earn 0.75 AMA PRA Category 1 Credit™ and ABIM MOC points per each module. Visit shmlearningportal.org to get started today.
Connect with SHM locally at a chapter meeting near you
Attend a chapter meeting to experience SHM at the local level. Chapter meetings provide focused educational topics through keynote speakers, presentations, and opportunities to network with other hospitalists in your area. Find a chapter meeting close to you at hospitalmedicine.org/chapters.
Stay on top of trending topics in practice management
SHM recently released white papers on trending topics in practice management: Hospitalist Perspectives on EMRs, Telemedicine in Hospital Medicine, and the Evolution of Co-Management in Hospital Medicine. These resources are free to download to members and can be found at hospitalmedicine.org under the Practice Management tab.
Enhance your coding skills and earn CME
SHM’s Clinical Documentation & Coding for Hospitalists (formerly CODE-H) recently launched an updated program with all-new content that offers hospitalists the latest information on best practices in coding, documentation, and compliance from national experts. It provides eight recorded webinar sessions presented by expert faculty, downloadable resources, and an interactive discussion forum on SHM’s online community.
CME credits are offered through an evaluation following the webinars. Each participant is eligible for CME credits for completion of the series.
To learn more, visit hospitalmedicine.org/CODEH. If you have questions on the new program, please contact [email protected].
Mr. Radler is marketing communications manager at the Society of Hospital Medicine.
Don’t miss pre-courses at HM18
Enrich your educational experience and earn additional CME credit and MOC points with pre-courses at Hospital Medicine 2018 (HM18), to be held from April 8-11, 2018, at the Orlando (Fla.) World Center Marriott.
Broaden your skills, fine-tune your practice, and immerse yourself in a day of learning by enrolling in one of the following:
• Bedside procedures for the hospitalist
• Essentials of perioperative medicine and comanagement for the hospitalist
• Hospitalist practice management: How to thrive in a time of intense change
• Sepsis: New insights into detection and management
• Keep your finger on the pulse – cardiology update for the hospitalist
• Maintenance of certification and board prep
• Point-of-care ultrasound for the hospitalist
Pre-course day is Sunday, April 8, 2018. Learn more and register at shmannualconference.org/precourse.
Improve quality at your institution with SHM
The National Association for Healthcare Quality’s (NAHQ) Healthcare Quality Week is Oct. 15-21, 2017, a week dedicated to celebrating the contributions professionals have made in the field and bringing awareness to the profession of health care quality. SHM’s Center for Quality Improvement provides a variety of resources, tools, and programs to address quality and patient safety issues at your institution. Learn more at hospitalmedicine.org/QI.
Distinguish yourself as a Class of 2018 Fellow in Hospital Medicine
SHM’s Fellows designation is a prestigious way to differentiate yourself in the rapidly growing profession of hospital medicine. There are currently over 2,000 hospitalists who have earned the Fellow in Hospital Medicine (FHM) or Senior Fellow in Hospital Medicine (SFHM) designation by demonstrating the core values of leadership, teamwork, and quality improvement.
Apply now and learn how you can join this prestigious group of hospitalists at hospitalmedicine.org/fellows. Applications officially close on Nov. 30, 2017.
Critical care for the hospitalist: Now on the SHM Learning Portal
Many hospitalists provide critical care services without adequate support or training, putting patients at risk and exposing hospitalists to medical liability. Don’t miss the newest SHM Learning Portal series, Critical Care for the Hospitalist. The four courses in this educational series cover common or high-risk clinical scenarios that hospitalists encounter in and out of the intensive care unit, including:
1. Airway management for the hospitalist
2. Noninvasive positive pressure ventilation for the hospitalist
3. Arrhythmias
4. High-risk pulmonary embolism
This series is free for SHM members and $45 per module for nonmembers. Earn 0.75 AMA PRA Category 1 Credit™ and ABIM MOC points per each module. Visit shmlearningportal.org to get started today.
Connect with SHM locally at a chapter meeting near you
Attend a chapter meeting to experience SHM at the local level. Chapter meetings provide focused educational topics through keynote speakers, presentations, and opportunities to network with other hospitalists in your area. Find a chapter meeting close to you at hospitalmedicine.org/chapters.
Stay on top of trending topics in practice management
SHM recently released white papers on trending topics in practice management: Hospitalist Perspectives on EMRs, Telemedicine in Hospital Medicine, and the Evolution of Co-Management in Hospital Medicine. These resources are free to download to members and can be found at hospitalmedicine.org under the Practice Management tab.
Enhance your coding skills and earn CME
SHM’s Clinical Documentation & Coding for Hospitalists (formerly CODE-H) recently launched an updated program with all-new content that offers hospitalists the latest information on best practices in coding, documentation, and compliance from national experts. It provides eight recorded webinar sessions presented by expert faculty, downloadable resources, and an interactive discussion forum on SHM’s online community.
CME credits are offered through an evaluation following the webinars. Each participant is eligible for CME credits for completion of the series.
To learn more, visit hospitalmedicine.org/CODEH. If you have questions on the new program, please contact [email protected].
Mr. Radler is marketing communications manager at the Society of Hospital Medicine.
Don’t miss pre-courses at HM18
Enrich your educational experience and earn additional CME credit and MOC points with pre-courses at Hospital Medicine 2018 (HM18), to be held from April 8-11, 2018, at the Orlando (Fla.) World Center Marriott.
Broaden your skills, fine-tune your practice, and immerse yourself in a day of learning by enrolling in one of the following:
• Bedside procedures for the hospitalist
• Essentials of perioperative medicine and comanagement for the hospitalist
• Hospitalist practice management: How to thrive in a time of intense change
• Sepsis: New insights into detection and management
• Keep your finger on the pulse – cardiology update for the hospitalist
• Maintenance of certification and board prep
• Point-of-care ultrasound for the hospitalist
Pre-course day is Sunday, April 8, 2018. Learn more and register at shmannualconference.org/precourse.
Improve quality at your institution with SHM
The National Association for Healthcare Quality’s (NAHQ) Healthcare Quality Week is Oct. 15-21, 2017, a week dedicated to celebrating the contributions professionals have made in the field and bringing awareness to the profession of health care quality. SHM’s Center for Quality Improvement provides a variety of resources, tools, and programs to address quality and patient safety issues at your institution. Learn more at hospitalmedicine.org/QI.
Distinguish yourself as a Class of 2018 Fellow in Hospital Medicine
SHM’s Fellows designation is a prestigious way to differentiate yourself in the rapidly growing profession of hospital medicine. There are currently over 2,000 hospitalists who have earned the Fellow in Hospital Medicine (FHM) or Senior Fellow in Hospital Medicine (SFHM) designation by demonstrating the core values of leadership, teamwork, and quality improvement.
Apply now and learn how you can join this prestigious group of hospitalists at hospitalmedicine.org/fellows. Applications officially close on Nov. 30, 2017.
Critical care for the hospitalist: Now on the SHM Learning Portal
Many hospitalists provide critical care services without adequate support or training, putting patients at risk and exposing hospitalists to medical liability. Don’t miss the newest SHM Learning Portal series, Critical Care for the Hospitalist. The four courses in this educational series cover common or high-risk clinical scenarios that hospitalists encounter in and out of the intensive care unit, including:
1. Airway management for the hospitalist
2. Noninvasive positive pressure ventilation for the hospitalist
3. Arrhythmias
4. High-risk pulmonary embolism
This series is free for SHM members and $45 per module for nonmembers. Earn 0.75 AMA PRA Category 1 Credit™ and ABIM MOC points per each module. Visit shmlearningportal.org to get started today.
Connect with SHM locally at a chapter meeting near you
Attend a chapter meeting to experience SHM at the local level. Chapter meetings provide focused educational topics through keynote speakers, presentations, and opportunities to network with other hospitalists in your area. Find a chapter meeting close to you at hospitalmedicine.org/chapters.
Stay on top of trending topics in practice management
SHM recently released white papers on trending topics in practice management: Hospitalist Perspectives on EMRs, Telemedicine in Hospital Medicine, and the Evolution of Co-Management in Hospital Medicine. These resources are free to download to members and can be found at hospitalmedicine.org under the Practice Management tab.
Enhance your coding skills and earn CME
SHM’s Clinical Documentation & Coding for Hospitalists (formerly CODE-H) recently launched an updated program with all-new content that offers hospitalists the latest information on best practices in coding, documentation, and compliance from national experts. It provides eight recorded webinar sessions presented by expert faculty, downloadable resources, and an interactive discussion forum on SHM’s online community.
CME credits are offered through an evaluation following the webinars. Each participant is eligible for CME credits for completion of the series.
To learn more, visit hospitalmedicine.org/CODEH. If you have questions on the new program, please contact [email protected].
Mr. Radler is marketing communications manager at the Society of Hospital Medicine.
Upfront preparation key to QI projects
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform healthcare and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
I am currently working with my mentor, Ian Jenkins, MD, an attending in the Division of Hospital Medicine at the University of California, San Diego, to begin preliminary data collection for our project to cut catheter-associated urinary tract infections (CAUTI). The project time line is on track, and we hope to have things up and running in the next month.
Up to this point, we have been working to identify the most relevant data to collect to best explore our outcome variable. A key goal for our project is to show that increased education measures can ultimately lead to reductions in patient harm. Rather than directly measuring harm reduction, we have settled on tracking the closely identified process measure of the number of inappropriate Foley catheters removed. This measure is potentially more accessible for health care providers than measuring CAUTI rates would be because individual CAUTI events are rare.
In addition to starting data collection, I am quickly learning that conducting a quality improvement project requires a large amount of upfront preparation. Namely, it requires not only identifying the outcome measures you would like to track but also prospectively strategizing about how to track this measure to facilitate future data presentation and publication. Dr. Jenkins has been instrumental as a resource for bouncing off various ideas regarding how to streamline data collection and presentation. He has also been valuable in helping me to identify appropriate units for data collection and teaching me to be forward thinking regarding the best way to collect data for my project. This has truly saved me a significant amount of time and increased the project’s efficiency.
Outside of data collection, we have continued to engage as many stakeholders as we can to ensure the success of the project. Because our project was deemed high priority because of the high CAUTI rates at UCSD, we engaged higher-level hospital administrators who could be onboard with the project, as well as provide their own input to improve project’s effects. Separately, we have continued to collaborate directly with nursing and physician staff to not only share our ongoing project with them but also directly engage them in the project so we can better ensure that the project is not only theoretically palatable but will be realistically implemented as well.
A quality improvement project certainly presents its own unique set of challenges, but I am truly enjoying collaborating and troubleshooting in hopes of ultimately improving patient care.
Victor Ekuta is a third-year medical student at UC San Diego.
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform healthcare and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
I am currently working with my mentor, Ian Jenkins, MD, an attending in the Division of Hospital Medicine at the University of California, San Diego, to begin preliminary data collection for our project to cut catheter-associated urinary tract infections (CAUTI). The project time line is on track, and we hope to have things up and running in the next month.
Up to this point, we have been working to identify the most relevant data to collect to best explore our outcome variable. A key goal for our project is to show that increased education measures can ultimately lead to reductions in patient harm. Rather than directly measuring harm reduction, we have settled on tracking the closely identified process measure of the number of inappropriate Foley catheters removed. This measure is potentially more accessible for health care providers than measuring CAUTI rates would be because individual CAUTI events are rare.
In addition to starting data collection, I am quickly learning that conducting a quality improvement project requires a large amount of upfront preparation. Namely, it requires not only identifying the outcome measures you would like to track but also prospectively strategizing about how to track this measure to facilitate future data presentation and publication. Dr. Jenkins has been instrumental as a resource for bouncing off various ideas regarding how to streamline data collection and presentation. He has also been valuable in helping me to identify appropriate units for data collection and teaching me to be forward thinking regarding the best way to collect data for my project. This has truly saved me a significant amount of time and increased the project’s efficiency.
Outside of data collection, we have continued to engage as many stakeholders as we can to ensure the success of the project. Because our project was deemed high priority because of the high CAUTI rates at UCSD, we engaged higher-level hospital administrators who could be onboard with the project, as well as provide their own input to improve project’s effects. Separately, we have continued to collaborate directly with nursing and physician staff to not only share our ongoing project with them but also directly engage them in the project so we can better ensure that the project is not only theoretically palatable but will be realistically implemented as well.
A quality improvement project certainly presents its own unique set of challenges, but I am truly enjoying collaborating and troubleshooting in hopes of ultimately improving patient care.
Victor Ekuta is a third-year medical student at UC San Diego.
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform healthcare and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
I am currently working with my mentor, Ian Jenkins, MD, an attending in the Division of Hospital Medicine at the University of California, San Diego, to begin preliminary data collection for our project to cut catheter-associated urinary tract infections (CAUTI). The project time line is on track, and we hope to have things up and running in the next month.
Up to this point, we have been working to identify the most relevant data to collect to best explore our outcome variable. A key goal for our project is to show that increased education measures can ultimately lead to reductions in patient harm. Rather than directly measuring harm reduction, we have settled on tracking the closely identified process measure of the number of inappropriate Foley catheters removed. This measure is potentially more accessible for health care providers than measuring CAUTI rates would be because individual CAUTI events are rare.
In addition to starting data collection, I am quickly learning that conducting a quality improvement project requires a large amount of upfront preparation. Namely, it requires not only identifying the outcome measures you would like to track but also prospectively strategizing about how to track this measure to facilitate future data presentation and publication. Dr. Jenkins has been instrumental as a resource for bouncing off various ideas regarding how to streamline data collection and presentation. He has also been valuable in helping me to identify appropriate units for data collection and teaching me to be forward thinking regarding the best way to collect data for my project. This has truly saved me a significant amount of time and increased the project’s efficiency.
Outside of data collection, we have continued to engage as many stakeholders as we can to ensure the success of the project. Because our project was deemed high priority because of the high CAUTI rates at UCSD, we engaged higher-level hospital administrators who could be onboard with the project, as well as provide their own input to improve project’s effects. Separately, we have continued to collaborate directly with nursing and physician staff to not only share our ongoing project with them but also directly engage them in the project so we can better ensure that the project is not only theoretically palatable but will be realistically implemented as well.
A quality improvement project certainly presents its own unique set of challenges, but I am truly enjoying collaborating and troubleshooting in hopes of ultimately improving patient care.
Victor Ekuta is a third-year medical student at UC San Diego.
Improving our approach to discharge planning
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
Since finishing up the initial planning phase of our project, my mentors and I have continued with even more planning as we head into the fall. Coming up with a good plan is the first step in making sure everything goes smoothly later on in a project. The same goes for coming up with a well-thought-out discharge plan when sending a patient to the next level of care.
Getting a patient out of the hospital and into their next destination – whether it’s a long-term acute care facility, skilled nursing facility, inpatient rehabilitation, home, or elsewhere – can approach the same level of complexity as the medical care received in the hospital. Getting a patient to any post-acute care facility can be time-consuming because it involves the coordination of two health care entities and their employees.
Discharge planning for post-acute care placement can take many forms and involve many resources. Some studies have shown that certain discharge planning interventions can reduce costs and 30-day readmissions. Many physicians think that discharge planning would help improve outcomes in most groups, but so far the aggregate data do not show that discharge planning account for much improvement in any of these outcomes. Targeting certain groups of hospitalized patients, however, could improve the effect that discharge planning has on these outcomes because more of these scarce resources might be devoted to the right patients earlier in their hospital stays.
A post-acute care placement prediction tool would help hospitalists determine how to allocate their discharge planning resources, including social work, case management, pharmacies, physical therapy, and occupational therapy. While we are working towards integrating this kind of tool in our own institution’s practice, we are also hopeful that we can create a generalizable tool that assists in helping care teams decide how to link patients to the right resources elsewhere.
Monisha Bhatia, a native of Nashville, Tenn., is a fourth-year medical student at Vanderbilt University in Nashville. She is hoping to pursue either a residency in internal medicine or a combined internal medicine/emergency medicine program. Prior to medical school, she completed a JD/MPH program at Boston University, and she hopes to use her legal training in working with regulatory authorities to improve access to health care for all Americans.
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
Since finishing up the initial planning phase of our project, my mentors and I have continued with even more planning as we head into the fall. Coming up with a good plan is the first step in making sure everything goes smoothly later on in a project. The same goes for coming up with a well-thought-out discharge plan when sending a patient to the next level of care.
Getting a patient out of the hospital and into their next destination – whether it’s a long-term acute care facility, skilled nursing facility, inpatient rehabilitation, home, or elsewhere – can approach the same level of complexity as the medical care received in the hospital. Getting a patient to any post-acute care facility can be time-consuming because it involves the coordination of two health care entities and their employees.
Discharge planning for post-acute care placement can take many forms and involve many resources. Some studies have shown that certain discharge planning interventions can reduce costs and 30-day readmissions. Many physicians think that discharge planning would help improve outcomes in most groups, but so far the aggregate data do not show that discharge planning account for much improvement in any of these outcomes. Targeting certain groups of hospitalized patients, however, could improve the effect that discharge planning has on these outcomes because more of these scarce resources might be devoted to the right patients earlier in their hospital stays.
A post-acute care placement prediction tool would help hospitalists determine how to allocate their discharge planning resources, including social work, case management, pharmacies, physical therapy, and occupational therapy. While we are working towards integrating this kind of tool in our own institution’s practice, we are also hopeful that we can create a generalizable tool that assists in helping care teams decide how to link patients to the right resources elsewhere.
Monisha Bhatia, a native of Nashville, Tenn., is a fourth-year medical student at Vanderbilt University in Nashville. She is hoping to pursue either a residency in internal medicine or a combined internal medicine/emergency medicine program. Prior to medical school, she completed a JD/MPH program at Boston University, and she hopes to use her legal training in working with regulatory authorities to improve access to health care for all Americans.
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
Since finishing up the initial planning phase of our project, my mentors and I have continued with even more planning as we head into the fall. Coming up with a good plan is the first step in making sure everything goes smoothly later on in a project. The same goes for coming up with a well-thought-out discharge plan when sending a patient to the next level of care.
Getting a patient out of the hospital and into their next destination – whether it’s a long-term acute care facility, skilled nursing facility, inpatient rehabilitation, home, or elsewhere – can approach the same level of complexity as the medical care received in the hospital. Getting a patient to any post-acute care facility can be time-consuming because it involves the coordination of two health care entities and their employees.
Discharge planning for post-acute care placement can take many forms and involve many resources. Some studies have shown that certain discharge planning interventions can reduce costs and 30-day readmissions. Many physicians think that discharge planning would help improve outcomes in most groups, but so far the aggregate data do not show that discharge planning account for much improvement in any of these outcomes. Targeting certain groups of hospitalized patients, however, could improve the effect that discharge planning has on these outcomes because more of these scarce resources might be devoted to the right patients earlier in their hospital stays.
A post-acute care placement prediction tool would help hospitalists determine how to allocate their discharge planning resources, including social work, case management, pharmacies, physical therapy, and occupational therapy. While we are working towards integrating this kind of tool in our own institution’s practice, we are also hopeful that we can create a generalizable tool that assists in helping care teams decide how to link patients to the right resources elsewhere.
Monisha Bhatia, a native of Nashville, Tenn., is a fourth-year medical student at Vanderbilt University in Nashville. She is hoping to pursue either a residency in internal medicine or a combined internal medicine/emergency medicine program. Prior to medical school, she completed a JD/MPH program at Boston University, and she hopes to use her legal training in working with regulatory authorities to improve access to health care for all Americans.
Research mentors an invaluable resource to students
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their 1st, 2nd, and 3rd years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
As a medical student, the summer is an excellent time to pursue extracurricular activities. While some people take these weeks to learn new skills in basic science laboratories or travel abroad for international electives, many will assume the role of a student researcher. But, with only 10 weeks of dedicated research time in the summer it can be challenging to see a project from start to finish.
The greatest challenge, however, is not in identifying a project that is possible to complete in 10 weeks. Instead, it has to do with the fact that as students we are inexperienced researchers, and such a short timeline leaves little room to troubleshoot problems when they inevitably arise. This, among other reasons, is why research mentors are an invaluable resource to students.
While my research mentor has helped tremendously in logistical tasks, such as helping me write a research proposal and navigate the IRB process, it’s his experience and knowledge of the research process that I’ve found to be most critical during this 10 week period. During the planning of the project he helped me identify pitfalls and weaknesses in our methods, which has helped me avoid major setbacks during the execution of the project. As a result, the project has been running smoothly and I have yet to run into any significant problems.
Reflecting on this fact has reminded me of the importance of planning ahead. We started outlining and planning this project about 6 months before my research period officially began, when we could both mull over the details without the pressure of time. Though unforeseen problems may still arise, I think this strategy has made all the difference and it’s a lesson I will take with me for future projects.
Cole Hirschfeld is originally from Phoenix. He received undergraduate degrees in finance and entrepreneurship from the University of Arizona and went on to work in the finance industry for 2 years before deciding to change careers and attend medical school. He is now a 4th year medical student at Cornell University, New York, and plans to apply for residency in internal medicine.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their 1st, 2nd, and 3rd years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
As a medical student, the summer is an excellent time to pursue extracurricular activities. While some people take these weeks to learn new skills in basic science laboratories or travel abroad for international electives, many will assume the role of a student researcher. But, with only 10 weeks of dedicated research time in the summer it can be challenging to see a project from start to finish.
The greatest challenge, however, is not in identifying a project that is possible to complete in 10 weeks. Instead, it has to do with the fact that as students we are inexperienced researchers, and such a short timeline leaves little room to troubleshoot problems when they inevitably arise. This, among other reasons, is why research mentors are an invaluable resource to students.
While my research mentor has helped tremendously in logistical tasks, such as helping me write a research proposal and navigate the IRB process, it’s his experience and knowledge of the research process that I’ve found to be most critical during this 10 week period. During the planning of the project he helped me identify pitfalls and weaknesses in our methods, which has helped me avoid major setbacks during the execution of the project. As a result, the project has been running smoothly and I have yet to run into any significant problems.
Reflecting on this fact has reminded me of the importance of planning ahead. We started outlining and planning this project about 6 months before my research period officially began, when we could both mull over the details without the pressure of time. Though unforeseen problems may still arise, I think this strategy has made all the difference and it’s a lesson I will take with me for future projects.
Cole Hirschfeld is originally from Phoenix. He received undergraduate degrees in finance and entrepreneurship from the University of Arizona and went on to work in the finance industry for 2 years before deciding to change careers and attend medical school. He is now a 4th year medical student at Cornell University, New York, and plans to apply for residency in internal medicine.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their 1st, 2nd, and 3rd years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
As a medical student, the summer is an excellent time to pursue extracurricular activities. While some people take these weeks to learn new skills in basic science laboratories or travel abroad for international electives, many will assume the role of a student researcher. But, with only 10 weeks of dedicated research time in the summer it can be challenging to see a project from start to finish.
The greatest challenge, however, is not in identifying a project that is possible to complete in 10 weeks. Instead, it has to do with the fact that as students we are inexperienced researchers, and such a short timeline leaves little room to troubleshoot problems when they inevitably arise. This, among other reasons, is why research mentors are an invaluable resource to students.
While my research mentor has helped tremendously in logistical tasks, such as helping me write a research proposal and navigate the IRB process, it’s his experience and knowledge of the research process that I’ve found to be most critical during this 10 week period. During the planning of the project he helped me identify pitfalls and weaknesses in our methods, which has helped me avoid major setbacks during the execution of the project. As a result, the project has been running smoothly and I have yet to run into any significant problems.
Reflecting on this fact has reminded me of the importance of planning ahead. We started outlining and planning this project about 6 months before my research period officially began, when we could both mull over the details without the pressure of time. Though unforeseen problems may still arise, I think this strategy has made all the difference and it’s a lesson I will take with me for future projects.
Cole Hirschfeld is originally from Phoenix. He received undergraduate degrees in finance and entrepreneurship from the University of Arizona and went on to work in the finance industry for 2 years before deciding to change careers and attend medical school. He is now a 4th year medical student at Cornell University, New York, and plans to apply for residency in internal medicine.
Acquiring a REDcap data entry skill set
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
To give a status update on my project, I am almost finished collecting data for the Emergency ICU Transfer cases in Cincinnati Children’s Hospital. The project timeline is going as planned, and I should be finishing my data collection within the next week or so. I have begun to match control subjects by age strata, time of transfer and hospital unit to the Emergency ICU Transfer cases, and hope to finish that within the next week as well.
To streamline data collection and make it available for analysis in the near future, I set up a REDcap data entry form for my project. This was initially a challenge because even though I have entered data using this online tool before, I had no experience creating my own forms. With a lot of help from Google, people who worked around me, and our campus REDcap administrators, I was able to set this up pretty quickly and independently. I have noticed that this tool is widely used for clinical research, and am glad that being able create project instruments within REDcap is now part of my skill set. This was a unique learning experience for me that I wasn’t expecting to gain. It helped me understand what needs to be done specifically in order to execute a clinical research project, such as the one I’m working on alongside my mentor.
I have also learned a little medical knowledge from reading patient charts as I’m collecting data. For example, for procedures such as intubation, I have been seeing what specific medications are being administered for the pediatric patient. It has been interesting to learn some medical details behind lifesaving procedures, before even having clinical exposure in my medical training.
Farah Hussain is a 2nd-year medical student at University of Cincinnati College of Medicine and student researcher at Cincinnati Children’s Hospital Medical Center. Her research interests involve bettering patient care to vulnerable populations.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
To give a status update on my project, I am almost finished collecting data for the Emergency ICU Transfer cases in Cincinnati Children’s Hospital. The project timeline is going as planned, and I should be finishing my data collection within the next week or so. I have begun to match control subjects by age strata, time of transfer and hospital unit to the Emergency ICU Transfer cases, and hope to finish that within the next week as well.
To streamline data collection and make it available for analysis in the near future, I set up a REDcap data entry form for my project. This was initially a challenge because even though I have entered data using this online tool before, I had no experience creating my own forms. With a lot of help from Google, people who worked around me, and our campus REDcap administrators, I was able to set this up pretty quickly and independently. I have noticed that this tool is widely used for clinical research, and am glad that being able create project instruments within REDcap is now part of my skill set. This was a unique learning experience for me that I wasn’t expecting to gain. It helped me understand what needs to be done specifically in order to execute a clinical research project, such as the one I’m working on alongside my mentor.
I have also learned a little medical knowledge from reading patient charts as I’m collecting data. For example, for procedures such as intubation, I have been seeing what specific medications are being administered for the pediatric patient. It has been interesting to learn some medical details behind lifesaving procedures, before even having clinical exposure in my medical training.
Farah Hussain is a 2nd-year medical student at University of Cincinnati College of Medicine and student researcher at Cincinnati Children’s Hospital Medical Center. Her research interests involve bettering patient care to vulnerable populations.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
To give a status update on my project, I am almost finished collecting data for the Emergency ICU Transfer cases in Cincinnati Children’s Hospital. The project timeline is going as planned, and I should be finishing my data collection within the next week or so. I have begun to match control subjects by age strata, time of transfer and hospital unit to the Emergency ICU Transfer cases, and hope to finish that within the next week as well.
To streamline data collection and make it available for analysis in the near future, I set up a REDcap data entry form for my project. This was initially a challenge because even though I have entered data using this online tool before, I had no experience creating my own forms. With a lot of help from Google, people who worked around me, and our campus REDcap administrators, I was able to set this up pretty quickly and independently. I have noticed that this tool is widely used for clinical research, and am glad that being able create project instruments within REDcap is now part of my skill set. This was a unique learning experience for me that I wasn’t expecting to gain. It helped me understand what needs to be done specifically in order to execute a clinical research project, such as the one I’m working on alongside my mentor.
I have also learned a little medical knowledge from reading patient charts as I’m collecting data. For example, for procedures such as intubation, I have been seeing what specific medications are being administered for the pediatric patient. It has been interesting to learn some medical details behind lifesaving procedures, before even having clinical exposure in my medical training.
Farah Hussain is a 2nd-year medical student at University of Cincinnati College of Medicine and student researcher at Cincinnati Children’s Hospital Medical Center. Her research interests involve bettering patient care to vulnerable populations.
Identifying clinical pathways for injection drug–related infectious sequelae
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their first, second and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
It is not surprising that my medical school – home to a group of passionate thought leaders in health service and policy research, including the Dartmouth Atlas and Accountable Care Organization – required all first-year medical students to take a course called “health care delivery science.”
The course offered me the first glimpse into quality improvement. However, because of a lack of clinical context, much of the course remained theoretical until my clinical years. During the hospital medicine rotation, I took care of a 40-year old patient who was newly diagnosed with metastatic pancreatic cancer. It was challenging to deliver devastatingly bad news. The patient and family, however, were most confused and frustrated by the roles of different specialists and care providers, the purpose and scheduling of procedures, and diet arrangement. I wondered how I could make their experience better.
After several meetings with my mentor, Professor Jonathan Huntington, a hospitalist, MD-PhD researcher, and director of Care Coordination Center at Dartmouth-Hitchcock Medical Center (DHMC), we identified a research area that has rising interest, importance, and relevance to the rural New Hampshire population. It is about identifying a clinical pathway for injection drug–related infectious sequelae.
Because of the unique bio-socio-psycho needs of injection drug users, hospitalizations due to injection-related infection sequelae often contribute to increased length of stay, readmission rates, and expenses out of state and federal health care funding. Prolonged stays also result in the waste of tertiary care resources for nontertiary needs, underutilization of regional care resources such as community and critical access hospitals, and increased care burden, as most patients travel long distances to obtain care.
We will pilot and implement a clinical pathway in the medicine units and measure length of stay, readmission rate, patient satisfaction rating, infectious disease provider follow-up rate, and hospitalization cost. I appreciate the grant support from SHM, and am looking forward to working with Dr. Huntington and other providers at DHMC, as well as developing myself professionally.
Yun Li is an MD/MBA student attending Geisel School of Medicine and Tuck School of Business at Dartmouth, Hanover, N.H. She obtained her Bachelor of Arts degree from Hanover College double-majoring in Economics and Biological Chemistry. Ms. Li participated in research in injury epidemiology and genetics, and has conducted studies on traditional Tibetan medicine, rural health, health NGOs, and digital health. Her career interest is practicing hospital medicine and geriatrics as a clinician/administrator, either in the United States or China. Ms. Li is a student member of the Society of Hospital Medicine.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their first, second and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
It is not surprising that my medical school – home to a group of passionate thought leaders in health service and policy research, including the Dartmouth Atlas and Accountable Care Organization – required all first-year medical students to take a course called “health care delivery science.”
The course offered me the first glimpse into quality improvement. However, because of a lack of clinical context, much of the course remained theoretical until my clinical years. During the hospital medicine rotation, I took care of a 40-year old patient who was newly diagnosed with metastatic pancreatic cancer. It was challenging to deliver devastatingly bad news. The patient and family, however, were most confused and frustrated by the roles of different specialists and care providers, the purpose and scheduling of procedures, and diet arrangement. I wondered how I could make their experience better.
After several meetings with my mentor, Professor Jonathan Huntington, a hospitalist, MD-PhD researcher, and director of Care Coordination Center at Dartmouth-Hitchcock Medical Center (DHMC), we identified a research area that has rising interest, importance, and relevance to the rural New Hampshire population. It is about identifying a clinical pathway for injection drug–related infectious sequelae.
Because of the unique bio-socio-psycho needs of injection drug users, hospitalizations due to injection-related infection sequelae often contribute to increased length of stay, readmission rates, and expenses out of state and federal health care funding. Prolonged stays also result in the waste of tertiary care resources for nontertiary needs, underutilization of regional care resources such as community and critical access hospitals, and increased care burden, as most patients travel long distances to obtain care.
We will pilot and implement a clinical pathway in the medicine units and measure length of stay, readmission rate, patient satisfaction rating, infectious disease provider follow-up rate, and hospitalization cost. I appreciate the grant support from SHM, and am looking forward to working with Dr. Huntington and other providers at DHMC, as well as developing myself professionally.
Yun Li is an MD/MBA student attending Geisel School of Medicine and Tuck School of Business at Dartmouth, Hanover, N.H. She obtained her Bachelor of Arts degree from Hanover College double-majoring in Economics and Biological Chemistry. Ms. Li participated in research in injury epidemiology and genetics, and has conducted studies on traditional Tibetan medicine, rural health, health NGOs, and digital health. Her career interest is practicing hospital medicine and geriatrics as a clinician/administrator, either in the United States or China. Ms. Li is a student member of the Society of Hospital Medicine.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their first, second and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
It is not surprising that my medical school – home to a group of passionate thought leaders in health service and policy research, including the Dartmouth Atlas and Accountable Care Organization – required all first-year medical students to take a course called “health care delivery science.”
The course offered me the first glimpse into quality improvement. However, because of a lack of clinical context, much of the course remained theoretical until my clinical years. During the hospital medicine rotation, I took care of a 40-year old patient who was newly diagnosed with metastatic pancreatic cancer. It was challenging to deliver devastatingly bad news. The patient and family, however, were most confused and frustrated by the roles of different specialists and care providers, the purpose and scheduling of procedures, and diet arrangement. I wondered how I could make their experience better.
After several meetings with my mentor, Professor Jonathan Huntington, a hospitalist, MD-PhD researcher, and director of Care Coordination Center at Dartmouth-Hitchcock Medical Center (DHMC), we identified a research area that has rising interest, importance, and relevance to the rural New Hampshire population. It is about identifying a clinical pathway for injection drug–related infectious sequelae.
Because of the unique bio-socio-psycho needs of injection drug users, hospitalizations due to injection-related infection sequelae often contribute to increased length of stay, readmission rates, and expenses out of state and federal health care funding. Prolonged stays also result in the waste of tertiary care resources for nontertiary needs, underutilization of regional care resources such as community and critical access hospitals, and increased care burden, as most patients travel long distances to obtain care.
We will pilot and implement a clinical pathway in the medicine units and measure length of stay, readmission rate, patient satisfaction rating, infectious disease provider follow-up rate, and hospitalization cost. I appreciate the grant support from SHM, and am looking forward to working with Dr. Huntington and other providers at DHMC, as well as developing myself professionally.
Yun Li is an MD/MBA student attending Geisel School of Medicine and Tuck School of Business at Dartmouth, Hanover, N.H. She obtained her Bachelor of Arts degree from Hanover College double-majoring in Economics and Biological Chemistry. Ms. Li participated in research in injury epidemiology and genetics, and has conducted studies on traditional Tibetan medicine, rural health, health NGOs, and digital health. Her career interest is practicing hospital medicine and geriatrics as a clinician/administrator, either in the United States or China. Ms. Li is a student member of the Society of Hospital Medicine.
Student Hospitalist Scholars: The importance of shared mental models
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform healthcare and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their first, second and third years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
As I walk the University of Chicago Hospital observing various health care practitioners, I am continually impressed with the businesslike approach and productivity of each individual. The hospital staff is composed of highly intelligent, experienced, and talented physicians, but I have come to understand that in this large system it can be difficult to maintain quality patient care with both increased census and increased handoffs.
The research project I am working on focuses on shared mental models between the MICU and the general floor on what the most important factor of care is while they are on the floor, and to identify how prominent it is for shared mental models to be present between the transferring and receiving teams. After reading various papers, I am beginning to understand the various complexities present in translating information when transferring patients from any department onto the floor.
I continue to discuss these topics with my mentors, Dr. Vineet Arora and Dr. Juan Rojas, in order to appropriately categorize all survey responses and identify whether there is concordance between teams. I am glad to be able to rely on their insight concerning methods of coding the data, as well as what type of medical care each responding individual receives, and remaining on track with my estimated timeline of completion.
Past research supports the idea that increased times, distractions, and workloads in regard to handoffs result in potential errors, decreasing the quality of patient care and potentially resulting in worse patient outcomes. MICU patients are at a particular risk, since ineffective communication could lead to readmission, which could result in worsened health outcomes.
I believe that this current research project is highly significant since it highlights whether effective communication is occurring in the first place, and whether teams are appropriately communicating patient plans for this group of higher-acuity patients. As I continue my research at the university, I hope to further identify whether effective communication is taking place for this at-risk group of floor patients.
Anton Garazha is a medical student at Chicago Medical School at Rosalind Franklin University in North Chicago. He received his bachelor of science degree in biology from Loyola University in Chicago in 2015 and his master of biomedical science degree from Rosalind Franklin University in 2016. Anton is very interested in community outreach and quality improvement, and in his spare time tutors students in science-based subjects.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform healthcare and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their first, second and third years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
As I walk the University of Chicago Hospital observing various health care practitioners, I am continually impressed with the businesslike approach and productivity of each individual. The hospital staff is composed of highly intelligent, experienced, and talented physicians, but I have come to understand that in this large system it can be difficult to maintain quality patient care with both increased census and increased handoffs.
The research project I am working on focuses on shared mental models between the MICU and the general floor on what the most important factor of care is while they are on the floor, and to identify how prominent it is for shared mental models to be present between the transferring and receiving teams. After reading various papers, I am beginning to understand the various complexities present in translating information when transferring patients from any department onto the floor.
I continue to discuss these topics with my mentors, Dr. Vineet Arora and Dr. Juan Rojas, in order to appropriately categorize all survey responses and identify whether there is concordance between teams. I am glad to be able to rely on their insight concerning methods of coding the data, as well as what type of medical care each responding individual receives, and remaining on track with my estimated timeline of completion.
Past research supports the idea that increased times, distractions, and workloads in regard to handoffs result in potential errors, decreasing the quality of patient care and potentially resulting in worse patient outcomes. MICU patients are at a particular risk, since ineffective communication could lead to readmission, which could result in worsened health outcomes.
I believe that this current research project is highly significant since it highlights whether effective communication is occurring in the first place, and whether teams are appropriately communicating patient plans for this group of higher-acuity patients. As I continue my research at the university, I hope to further identify whether effective communication is taking place for this at-risk group of floor patients.
Anton Garazha is a medical student at Chicago Medical School at Rosalind Franklin University in North Chicago. He received his bachelor of science degree in biology from Loyola University in Chicago in 2015 and his master of biomedical science degree from Rosalind Franklin University in 2016. Anton is very interested in community outreach and quality improvement, and in his spare time tutors students in science-based subjects.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform healthcare and revolutionize patient care. The program has been expanded for the 2017-18 year, offering two options for students to receive funding and engage in scholarly work during their first, second and third years of medical school. As a part of the program, recipients are required to write about their experience on a biweekly basis.
As I walk the University of Chicago Hospital observing various health care practitioners, I am continually impressed with the businesslike approach and productivity of each individual. The hospital staff is composed of highly intelligent, experienced, and talented physicians, but I have come to understand that in this large system it can be difficult to maintain quality patient care with both increased census and increased handoffs.
The research project I am working on focuses on shared mental models between the MICU and the general floor on what the most important factor of care is while they are on the floor, and to identify how prominent it is for shared mental models to be present between the transferring and receiving teams. After reading various papers, I am beginning to understand the various complexities present in translating information when transferring patients from any department onto the floor.
I continue to discuss these topics with my mentors, Dr. Vineet Arora and Dr. Juan Rojas, in order to appropriately categorize all survey responses and identify whether there is concordance between teams. I am glad to be able to rely on their insight concerning methods of coding the data, as well as what type of medical care each responding individual receives, and remaining on track with my estimated timeline of completion.
Past research supports the idea that increased times, distractions, and workloads in regard to handoffs result in potential errors, decreasing the quality of patient care and potentially resulting in worse patient outcomes. MICU patients are at a particular risk, since ineffective communication could lead to readmission, which could result in worsened health outcomes.
I believe that this current research project is highly significant since it highlights whether effective communication is occurring in the first place, and whether teams are appropriately communicating patient plans for this group of higher-acuity patients. As I continue my research at the university, I hope to further identify whether effective communication is taking place for this at-risk group of floor patients.
Anton Garazha is a medical student at Chicago Medical School at Rosalind Franklin University in North Chicago. He received his bachelor of science degree in biology from Loyola University in Chicago in 2015 and his master of biomedical science degree from Rosalind Franklin University in 2016. Anton is very interested in community outreach and quality improvement, and in his spare time tutors students in science-based subjects.
Here’s what’s trending at SHM - Sept. 2017
Early decision for Fellows applications is Sept. 15. Apply now!
SHM’s Fellows designation is a prestigious way to differentiate yourself among your peers in hospital medicine. There are currently over 2,000 hospitalists who have earned the Fellow in Hospital Medicine (FHM) or Senior Fellow in Hospital Medicine (SFHM) designation by demonstrating core values of leadership, teamwork, and quality improvement.
“I was encouraged to consider SHM’s Fellow designation by other members of an SHM committee that I belonged to. Although reluctant at first, I realized that this was an opportunity to really confirm that I was a career hospitalist. The application process itself allowed me to objectively evaluate the work I had done to date and how it fit into my overall career plan. I believe that this FHM designation has fostered connections in the HM community and within my own institution that may not have been open to me before.” – Dr. Patricia Seymour, MD, FAAFP, FHM
Got research? Get noticed at HM18!
Don’t miss your chance to present your research to a national audience. SHM’s scientific abstract and poster competition, known as Research, Innovations, and Clinical Vignettes (RIV), is one of the most popular events at SHM’s annual meeting, enabling hospitalists from across the country to discuss emerging scientific and clinical cases, share feedback, and make valuable professional connections.
Hospital Medicine 2018 (HM18) will be held April 8-11, 2018 at the Orlando World Center Marriott. Many cutting-edge abstracts first presented at SHM’s RIV sessions go on to be published in respected medical journals. Yours could be next.
For more details, visit hospitalmedicine2018.org.
Know someone with exceptional achievements in Hospital Medicine?
SHM’s prestigious Awards of Excellence recognize exceptional achievements in the field of hospital medicine in the following categories:
• Excellence in Research.
• Management Excellence in Hospital Medicine.
• Outstanding Service in Hospital Medicine.
• Excellence in Teaching.
• Clinical Excellence for Physicians.
• Clinical Excellence for Nurse Practitioners and Physician Assistants.
• Excellence in Humanitarian Services.
• Excellence in Teamwork.
Awards of Excellence nominations are due on Oct. 2, 2017. Nominate yourself or a colleague today at hospitalmedicine.org/awards.
Invest in your career with SPARK ONE
SPARK ONE, SHM’s premier online self-assessment created specifically for hospital medicine professionals, is the perfect tool to help you reach your goals. The activity contains 450+ vignette-style multiple-choice questions covering 100% of the American Board of Internal Medicine’s Focused Practice in Hospital Medicine (FPHM) exam blueprint.
This online tool is your complete resource for successfully preparing for the FPHM exam or assessing your general knowledge in hospital medicine. Used as a self-paced study guide, it engages learners through an open-book format, allowing users to review detailed learning objectives and discussion points, and define individual areas of strengths and weaknesses. Earn up to 23 AMA PRA Category 1 Credit™ and 23 MOC points.
Learn more at hospitalmedicine.org/sparkone.
Strengthen your knowledge & skills in practice administration
Get involved in the SHM Practice Administrators’ Committee 2018 Mentor/Mentee Program.
This program helps you create relationships and serves as an outlet for you to pose questions or ideas to a seasoned hospital medicine group administrator. There are two different ways you can participate: as a less experienced administrator looking for a mentor or as a more experienced administrator looking to be paired with a peer. This program is free to members only. Not a member? Join today at hospitalmedicine.org/join.
Learn more about the program and submit your application at hospitalmedicine.org/pamentor.
Obtain an extensive insight into Hospital Medicine groups configuration and operation
SHM’s State of Hospital Medicine Report includes data collected from 600 hospital medicine groups (HMGs) representing 9,000 providers to keep you current on hospitalist compensation and production, in addition to cutting-edge knowledge covering practice demographics, staffing levels, turnover, staff growth, compensation methods, and financial support for solid, evidence-based management decisions.
The 2016 State of Hospital Medicine Report is not only in print but also available in an enhanced, fully searchable digital version. Order your copy at hospitalmedicine.org/sohm.
Mr. Radler is marketing communications manager at the Society of Hospital Medicine.
Early decision for Fellows applications is Sept. 15. Apply now!
SHM’s Fellows designation is a prestigious way to differentiate yourself among your peers in hospital medicine. There are currently over 2,000 hospitalists who have earned the Fellow in Hospital Medicine (FHM) or Senior Fellow in Hospital Medicine (SFHM) designation by demonstrating core values of leadership, teamwork, and quality improvement.
“I was encouraged to consider SHM’s Fellow designation by other members of an SHM committee that I belonged to. Although reluctant at first, I realized that this was an opportunity to really confirm that I was a career hospitalist. The application process itself allowed me to objectively evaluate the work I had done to date and how it fit into my overall career plan. I believe that this FHM designation has fostered connections in the HM community and within my own institution that may not have been open to me before.” – Dr. Patricia Seymour, MD, FAAFP, FHM
Got research? Get noticed at HM18!
Don’t miss your chance to present your research to a national audience. SHM’s scientific abstract and poster competition, known as Research, Innovations, and Clinical Vignettes (RIV), is one of the most popular events at SHM’s annual meeting, enabling hospitalists from across the country to discuss emerging scientific and clinical cases, share feedback, and make valuable professional connections.
Hospital Medicine 2018 (HM18) will be held April 8-11, 2018 at the Orlando World Center Marriott. Many cutting-edge abstracts first presented at SHM’s RIV sessions go on to be published in respected medical journals. Yours could be next.
For more details, visit hospitalmedicine2018.org.
Know someone with exceptional achievements in Hospital Medicine?
SHM’s prestigious Awards of Excellence recognize exceptional achievements in the field of hospital medicine in the following categories:
• Excellence in Research.
• Management Excellence in Hospital Medicine.
• Outstanding Service in Hospital Medicine.
• Excellence in Teaching.
• Clinical Excellence for Physicians.
• Clinical Excellence for Nurse Practitioners and Physician Assistants.
• Excellence in Humanitarian Services.
• Excellence in Teamwork.
Awards of Excellence nominations are due on Oct. 2, 2017. Nominate yourself or a colleague today at hospitalmedicine.org/awards.
Invest in your career with SPARK ONE
SPARK ONE, SHM’s premier online self-assessment created specifically for hospital medicine professionals, is the perfect tool to help you reach your goals. The activity contains 450+ vignette-style multiple-choice questions covering 100% of the American Board of Internal Medicine’s Focused Practice in Hospital Medicine (FPHM) exam blueprint.
This online tool is your complete resource for successfully preparing for the FPHM exam or assessing your general knowledge in hospital medicine. Used as a self-paced study guide, it engages learners through an open-book format, allowing users to review detailed learning objectives and discussion points, and define individual areas of strengths and weaknesses. Earn up to 23 AMA PRA Category 1 Credit™ and 23 MOC points.
Learn more at hospitalmedicine.org/sparkone.
Strengthen your knowledge & skills in practice administration
Get involved in the SHM Practice Administrators’ Committee 2018 Mentor/Mentee Program.
This program helps you create relationships and serves as an outlet for you to pose questions or ideas to a seasoned hospital medicine group administrator. There are two different ways you can participate: as a less experienced administrator looking for a mentor or as a more experienced administrator looking to be paired with a peer. This program is free to members only. Not a member? Join today at hospitalmedicine.org/join.
Learn more about the program and submit your application at hospitalmedicine.org/pamentor.
Obtain an extensive insight into Hospital Medicine groups configuration and operation
SHM’s State of Hospital Medicine Report includes data collected from 600 hospital medicine groups (HMGs) representing 9,000 providers to keep you current on hospitalist compensation and production, in addition to cutting-edge knowledge covering practice demographics, staffing levels, turnover, staff growth, compensation methods, and financial support for solid, evidence-based management decisions.
The 2016 State of Hospital Medicine Report is not only in print but also available in an enhanced, fully searchable digital version. Order your copy at hospitalmedicine.org/sohm.
Mr. Radler is marketing communications manager at the Society of Hospital Medicine.
Early decision for Fellows applications is Sept. 15. Apply now!
SHM’s Fellows designation is a prestigious way to differentiate yourself among your peers in hospital medicine. There are currently over 2,000 hospitalists who have earned the Fellow in Hospital Medicine (FHM) or Senior Fellow in Hospital Medicine (SFHM) designation by demonstrating core values of leadership, teamwork, and quality improvement.
“I was encouraged to consider SHM’s Fellow designation by other members of an SHM committee that I belonged to. Although reluctant at first, I realized that this was an opportunity to really confirm that I was a career hospitalist. The application process itself allowed me to objectively evaluate the work I had done to date and how it fit into my overall career plan. I believe that this FHM designation has fostered connections in the HM community and within my own institution that may not have been open to me before.” – Dr. Patricia Seymour, MD, FAAFP, FHM
Got research? Get noticed at HM18!
Don’t miss your chance to present your research to a national audience. SHM’s scientific abstract and poster competition, known as Research, Innovations, and Clinical Vignettes (RIV), is one of the most popular events at SHM’s annual meeting, enabling hospitalists from across the country to discuss emerging scientific and clinical cases, share feedback, and make valuable professional connections.
Hospital Medicine 2018 (HM18) will be held April 8-11, 2018 at the Orlando World Center Marriott. Many cutting-edge abstracts first presented at SHM’s RIV sessions go on to be published in respected medical journals. Yours could be next.
For more details, visit hospitalmedicine2018.org.
Know someone with exceptional achievements in Hospital Medicine?
SHM’s prestigious Awards of Excellence recognize exceptional achievements in the field of hospital medicine in the following categories:
• Excellence in Research.
• Management Excellence in Hospital Medicine.
• Outstanding Service in Hospital Medicine.
• Excellence in Teaching.
• Clinical Excellence for Physicians.
• Clinical Excellence for Nurse Practitioners and Physician Assistants.
• Excellence in Humanitarian Services.
• Excellence in Teamwork.
Awards of Excellence nominations are due on Oct. 2, 2017. Nominate yourself or a colleague today at hospitalmedicine.org/awards.
Invest in your career with SPARK ONE
SPARK ONE, SHM’s premier online self-assessment created specifically for hospital medicine professionals, is the perfect tool to help you reach your goals. The activity contains 450+ vignette-style multiple-choice questions covering 100% of the American Board of Internal Medicine’s Focused Practice in Hospital Medicine (FPHM) exam blueprint.
This online tool is your complete resource for successfully preparing for the FPHM exam or assessing your general knowledge in hospital medicine. Used as a self-paced study guide, it engages learners through an open-book format, allowing users to review detailed learning objectives and discussion points, and define individual areas of strengths and weaknesses. Earn up to 23 AMA PRA Category 1 Credit™ and 23 MOC points.
Learn more at hospitalmedicine.org/sparkone.
Strengthen your knowledge & skills in practice administration
Get involved in the SHM Practice Administrators’ Committee 2018 Mentor/Mentee Program.
This program helps you create relationships and serves as an outlet for you to pose questions or ideas to a seasoned hospital medicine group administrator. There are two different ways you can participate: as a less experienced administrator looking for a mentor or as a more experienced administrator looking to be paired with a peer. This program is free to members only. Not a member? Join today at hospitalmedicine.org/join.
Learn more about the program and submit your application at hospitalmedicine.org/pamentor.
Obtain an extensive insight into Hospital Medicine groups configuration and operation
SHM’s State of Hospital Medicine Report includes data collected from 600 hospital medicine groups (HMGs) representing 9,000 providers to keep you current on hospitalist compensation and production, in addition to cutting-edge knowledge covering practice demographics, staffing levels, turnover, staff growth, compensation methods, and financial support for solid, evidence-based management decisions.
The 2016 State of Hospital Medicine Report is not only in print but also available in an enhanced, fully searchable digital version. Order your copy at hospitalmedicine.org/sohm.
Mr. Radler is marketing communications manager at the Society of Hospital Medicine.
Bridging clinical medicine, research, and quality
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experiences on a monthly basis.
I am a third-year medical student at the University of California, San Diego, as well as a recipient of the SHM Longitudinal Scholar Grant. Ultimately, I intend to pursue a career in academic medicine as a clinician-scientist, where I hope to bridge my interests in neuroscience, research, and clinical medicine.
Prior to entering medical school, I participated in a wide array of basic science, translational, and clinical research projects, but none in the area of quality improvement (QI). Given the breadth of my previous research experiences, an attractive feature of the SHM Hospitalist grant was the opportunity to complement this breadth of research exposure with increasing depth by exploring a QI project.
This year, I’ll be getting my first exposure to a QI project under the fine mentorship of Ian Jenkins, MD, SFHM, an attending in the division of hospital medicine at UCSD, who is working on an ongoing effort to combat catheter–associated urinary tract infections (CAUTI). Methods for reducing CAUTI include reducing indwelling urinary catheter (IUC) placement, performing proper maintenance of IUCs, and ensuring prompt removal of unnecessary urinary catheters.
Our project aims to combine all three approaches, along with staff education on IUC management and IUC alternatives. We plan to perform a “measure-vention,” or real-time monitoring and correction of defects by examining the rate of CAUTI as well as the percentage IUC utilization rate in participating units. Ultimately, we hope to optimize patient comfort and publicize our experience to help other health care facilities reduce IUC use and CAUTI.
I am excited to see how basic interventions, such as education and measure-vention can drive the development of improved health outcomes and quality patient care.
Victor Ekuta is a third-year medical student at the University of California, San Diego.
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experiences on a monthly basis.
I am a third-year medical student at the University of California, San Diego, as well as a recipient of the SHM Longitudinal Scholar Grant. Ultimately, I intend to pursue a career in academic medicine as a clinician-scientist, where I hope to bridge my interests in neuroscience, research, and clinical medicine.
Prior to entering medical school, I participated in a wide array of basic science, translational, and clinical research projects, but none in the area of quality improvement (QI). Given the breadth of my previous research experiences, an attractive feature of the SHM Hospitalist grant was the opportunity to complement this breadth of research exposure with increasing depth by exploring a QI project.
This year, I’ll be getting my first exposure to a QI project under the fine mentorship of Ian Jenkins, MD, SFHM, an attending in the division of hospital medicine at UCSD, who is working on an ongoing effort to combat catheter–associated urinary tract infections (CAUTI). Methods for reducing CAUTI include reducing indwelling urinary catheter (IUC) placement, performing proper maintenance of IUCs, and ensuring prompt removal of unnecessary urinary catheters.
Our project aims to combine all three approaches, along with staff education on IUC management and IUC alternatives. We plan to perform a “measure-vention,” or real-time monitoring and correction of defects by examining the rate of CAUTI as well as the percentage IUC utilization rate in participating units. Ultimately, we hope to optimize patient comfort and publicize our experience to help other health care facilities reduce IUC use and CAUTI.
I am excited to see how basic interventions, such as education and measure-vention can drive the development of improved health outcomes and quality patient care.
Victor Ekuta is a third-year medical student at the University of California, San Diego.
Editor’s note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experiences on a monthly basis.
I am a third-year medical student at the University of California, San Diego, as well as a recipient of the SHM Longitudinal Scholar Grant. Ultimately, I intend to pursue a career in academic medicine as a clinician-scientist, where I hope to bridge my interests in neuroscience, research, and clinical medicine.
Prior to entering medical school, I participated in a wide array of basic science, translational, and clinical research projects, but none in the area of quality improvement (QI). Given the breadth of my previous research experiences, an attractive feature of the SHM Hospitalist grant was the opportunity to complement this breadth of research exposure with increasing depth by exploring a QI project.
This year, I’ll be getting my first exposure to a QI project under the fine mentorship of Ian Jenkins, MD, SFHM, an attending in the division of hospital medicine at UCSD, who is working on an ongoing effort to combat catheter–associated urinary tract infections (CAUTI). Methods for reducing CAUTI include reducing indwelling urinary catheter (IUC) placement, performing proper maintenance of IUCs, and ensuring prompt removal of unnecessary urinary catheters.
Our project aims to combine all three approaches, along with staff education on IUC management and IUC alternatives. We plan to perform a “measure-vention,” or real-time monitoring and correction of defects by examining the rate of CAUTI as well as the percentage IUC utilization rate in participating units. Ultimately, we hope to optimize patient comfort and publicize our experience to help other health care facilities reduce IUC use and CAUTI.
I am excited to see how basic interventions, such as education and measure-vention can drive the development of improved health outcomes and quality patient care.
Victor Ekuta is a third-year medical student at the University of California, San Diego.
Using EHR data to predict post-acute care placement
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
When patients are admitted to the hospital, the focus for the first 24 hours is on the work-up: What do the data point values tell you about how sick this patient is, and what will they need to get better? While the goal for this information is to develop the appropriate treatment and management for the patient’s acute problem, it could be leveraged to help with other parts of the patient’s hospital stay as well. In particular, it could help avoid unnecessarily long stays in the hospital caused by patients’ waiting for a bed at a lower level of care.
My research mentor, Eduard Vasilevskis, MD, created a rough scoring system for predicting post-acute care placement using admission data, just based on his clinical gestalt. Even at this preliminary stage, the model has already functioned well without much refinement; however a validated, statistically robust model could potentially transform the way that we initiate the discharge planning process. Jesse Ehrenfeld, MD has helped us develop it further by giving us access to a curated database of deidentified EHR data, which contains all of the variables we would like to assess.
The strengths of this potential model are manifold. First, it relies on data collected early in the patient’s hospital course. Second, it relies on routinely collected information (both at our home institution and elsewhere, making it potentially generalizable). And third, it relies on objective patient data rather than requiring providers use their impressions of the patients’ functional status to guess whether they will require discharge planning services. Although such prediction models have been generated before, this model would be among the first to incorporate information routinely collected by nursing staff, such as the Braden Scale, instead of relying on additional instruments or surveys. In addition to predicting placement destination, the model may also be predictive of in-hospital mortality.
With this information, we hope to give hospital teams an additional tool to help mobilize resources toward patients who need the most attention – not just while they’re in the hospital, but also on their way out.
Monisha Bhatia, a native of Nashville, Tenn., is a fourth-year medical student at Vanderbilt University in Nashville. She is hoping to pursue either a residency in internal medicine or a combined internal medicine/emergency medicine program. Prior to medical school, she completed a JD/MPH program at Boston University, and she hopes to use her legal training in working with regulatory authorities to improve access to health care for all Americans.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
When patients are admitted to the hospital, the focus for the first 24 hours is on the work-up: What do the data point values tell you about how sick this patient is, and what will they need to get better? While the goal for this information is to develop the appropriate treatment and management for the patient’s acute problem, it could be leveraged to help with other parts of the patient’s hospital stay as well. In particular, it could help avoid unnecessarily long stays in the hospital caused by patients’ waiting for a bed at a lower level of care.
My research mentor, Eduard Vasilevskis, MD, created a rough scoring system for predicting post-acute care placement using admission data, just based on his clinical gestalt. Even at this preliminary stage, the model has already functioned well without much refinement; however a validated, statistically robust model could potentially transform the way that we initiate the discharge planning process. Jesse Ehrenfeld, MD has helped us develop it further by giving us access to a curated database of deidentified EHR data, which contains all of the variables we would like to assess.
The strengths of this potential model are manifold. First, it relies on data collected early in the patient’s hospital course. Second, it relies on routinely collected information (both at our home institution and elsewhere, making it potentially generalizable). And third, it relies on objective patient data rather than requiring providers use their impressions of the patients’ functional status to guess whether they will require discharge planning services. Although such prediction models have been generated before, this model would be among the first to incorporate information routinely collected by nursing staff, such as the Braden Scale, instead of relying on additional instruments or surveys. In addition to predicting placement destination, the model may also be predictive of in-hospital mortality.
With this information, we hope to give hospital teams an additional tool to help mobilize resources toward patients who need the most attention – not just while they’re in the hospital, but also on their way out.
Monisha Bhatia, a native of Nashville, Tenn., is a fourth-year medical student at Vanderbilt University in Nashville. She is hoping to pursue either a residency in internal medicine or a combined internal medicine/emergency medicine program. Prior to medical school, she completed a JD/MPH program at Boston University, and she hopes to use her legal training in working with regulatory authorities to improve access to health care for all Americans.
Editor’s Note: The Society of Hospital Medicine’s (SHM’s) Physician in Training Committee launched a scholarship program in 2015 for medical students to help transform health care and revolutionize patient care. The program has been expanded for the 2017-2018 year, offering two options for students to receive funding and engage in scholarly work during their first, second, and third years of medical school. As a part of the longitudinal (18-month) program, recipients are required to write about their experience on a monthly basis.
When patients are admitted to the hospital, the focus for the first 24 hours is on the work-up: What do the data point values tell you about how sick this patient is, and what will they need to get better? While the goal for this information is to develop the appropriate treatment and management for the patient’s acute problem, it could be leveraged to help with other parts of the patient’s hospital stay as well. In particular, it could help avoid unnecessarily long stays in the hospital caused by patients’ waiting for a bed at a lower level of care.
My research mentor, Eduard Vasilevskis, MD, created a rough scoring system for predicting post-acute care placement using admission data, just based on his clinical gestalt. Even at this preliminary stage, the model has already functioned well without much refinement; however a validated, statistically robust model could potentially transform the way that we initiate the discharge planning process. Jesse Ehrenfeld, MD has helped us develop it further by giving us access to a curated database of deidentified EHR data, which contains all of the variables we would like to assess.
The strengths of this potential model are manifold. First, it relies on data collected early in the patient’s hospital course. Second, it relies on routinely collected information (both at our home institution and elsewhere, making it potentially generalizable). And third, it relies on objective patient data rather than requiring providers use their impressions of the patients’ functional status to guess whether they will require discharge planning services. Although such prediction models have been generated before, this model would be among the first to incorporate information routinely collected by nursing staff, such as the Braden Scale, instead of relying on additional instruments or surveys. In addition to predicting placement destination, the model may also be predictive of in-hospital mortality.
With this information, we hope to give hospital teams an additional tool to help mobilize resources toward patients who need the most attention – not just while they’re in the hospital, but also on their way out.
Monisha Bhatia, a native of Nashville, Tenn., is a fourth-year medical student at Vanderbilt University in Nashville. She is hoping to pursue either a residency in internal medicine or a combined internal medicine/emergency medicine program. Prior to medical school, she completed a JD/MPH program at Boston University, and she hopes to use her legal training in working with regulatory authorities to improve access to health care for all Americans.