Lauren M McDaniel1, Matthew Molloy1, Daniel J Hindman2, Suzanne R Kochis3, W Christopher Golden4, Amit K Pahwa5, Tina Kumra6. 1. Chief Resident, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore. 2. Assistant Professor, Departments of Medicine and Pediatrics, Johns Hopkins University School of Medicine Baltimore. 3. Fellow in Allergy and Immunology, Division of Allergy and Immunology, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore. 4. Associate Professor, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore; Medical Director, Newborn Nursery, Johns Hopkins University School of Medicine Baltimore; Director, Pediatric Core Clerkship, Johns Hopkins University School of Medicine Baltimore. 5. Assistant Professor, Departments of Medicine and Pediatrics, Johns Hopkins University School of Medicine Baltimore; Director of Internal Medicine Subinternship and Assistant Director of Pediatric Core Clerkship, Johns Hopkins University School of Medicine Baltimore. 6. Assistant Professor, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore; Medical Director, Johns Hopkins Community Physicians at Remington; Clinical Director, Bloomberg School of Public Health, General Preventative Medicine Residency.
Abstract
Introduction: Telephone triage requires a unique skillset that is not universally taught in medical school. This curriculum was developed to introduce third- and fourth-year medical students participating in their pediatrics core clerkship to the benefits, challenges, and mechanics of telephone triage. Methods: After completing a presession textbook reading and listening to a brief lecture, students participated in two telephone role-play scenarios with parents. The exercise required students to recognize the differences in acuity level of patients and provide appropriate guidance, management, and disposition instructions. Following the session, students completed a telephone note. Students evaluated this curriculum at the completion of the clerkship. Results: The majority of the 74 students who completed the 5-point Likert scale evaluation felt that the curriculum met its stated objectives (a score of 4 or 5 given by 82%), increased their knowledge (73%), engaged them (86%), and was of high quality (82%). Students specifically commented that the experience was useful, interactive, and applicable to their clerkship experience and future career. The most common area of constructive feedback was not understanding the purpose of a telephone note. Discussion: This easily implemented curriculum provided a foundational experience in the nuances of triaging and managing pediatric patients via the telephone. This serves as an important framework to prepare students for more complex telemedicine technology.
Introduction: Telephone triage requires a unique skillset that is not universally taught in medical school. This curriculum was developed to introduce third- and fourth-year medical students participating in their pediatrics core clerkship to the benefits, challenges, and mechanics of telephone triage. Methods: After completing a presession textbook reading and listening to a brief lecture, students participated in two telephone role-play scenarios with parents. The exercise required students to recognize the differences in acuity level of patients and provide appropriate guidance, management, and disposition instructions. Following the session, students completed a telephone note. Students evaluated this curriculum at the completion of the clerkship. Results: The majority of the 74 students who completed the 5-point Likert scale evaluation felt that the curriculum met its stated objectives (a score of 4 or 5 given by 82%), increased their knowledge (73%), engaged them (86%), and was of high quality (82%). Students specifically commented that the experience was useful, interactive, and applicable to their clerkship experience and future career. The most common area of constructive feedback was not understanding the purpose of a telephone note. Discussion: This easily implemented curriculum provided a foundational experience in the nuances of triaging and managing pediatric patients via the telephone. This serves as an important framework to prepare students for more complex telemedicine technology.
Authors: Daniel J Hindman; Suzanne R Kochis; Ariella Apfel; Joshua Prudent; Tina Kumra; W Christopher Golden; Julianna Jung; Amit K Pahwa Journal: Acad Med Date: 2020-12 Impact factor: 6.893