ATS scholar最新文献

{"title":"\"Modeling the Behaviors and the Interactions That We Value\": Critical Care Attending Physician Perspectives on Interprofessional Teaching in Graduate Medical Education.","authors":"Asha M Anandaiah, Camille R Petri, Christine P Beltran, Amy M Sullivan","doi":"10.34197/ats-scholar.2024-0134OC","DOIUrl":"10.34197/ats-scholar.2024-0134OC","url":null,"abstract":"<p><p><b>Background:</b> Interprofessional teaching (IPT) has the potential to promote teamwork and collaborative patient care, but few studies have explored physician attitudes about the role of nonphysician clinical teachers in graduate medical education. <b>Objective:</b> This study aimed to elucidate critical care attending physician perspectives about the role of nurses, pharmacists, and respiratory therapists in teaching medical residents. <b>Methods:</b> Using a concurrent mixed methods approach, surveys and focus groups were administered to attendings in an urban tertiary academic medical center. Survey data were analyzed with descriptive statistics; focus group data were analyzed using the Framework method of content analysis. <b>Results:</b> Of attendings surveyed, 23/26 (88%) responded. Attendings reported positive attitudes about IPT; highly cited benefits included capitalizing on the unique expertise held by interprofessional providers (21/22, 95%), modeling respectful interprofessional relationships (21/22, 95%), and promoting collaborative patient care (20/22, 91%). Ten attendings participated in focus groups. Qualitative analysis revealed four major themes: overall low rates of IPT that vary by profession, potential role of attending as facilitator of IPT, multiple interpersonal and environmental characteristics that influence IPT, and impacts of IPT on education, patient care, and teamwork. <b>Conclusion:</b> Study results suggest that attending physicians are enthusiastic about the concept of IPT and their potential role in its promotion.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"311-325"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How I Teach the Estimation of Right Ventricular Systolic Pressure Using Point-of-Care Ultrasound.","authors":"Edwin Jackson, Upasana Jarori, Evan Tomkiewicz, W Graham Carlos","doi":"10.34197/ats-scholar.2024-0076HT","DOIUrl":"10.34197/ats-scholar.2024-0076HT","url":null,"abstract":"<p><p>Point-of-care ultrasound (POCUS) is a powerful diagnostic tool that combines image acquisition with bedside interpretation, enabling physicians to make rapid diagnoses at the bedside (1). Over the last decade, the popularity of POCUS has surged because of its versatility and the immediate insights it provides in clinical decision making (1). However, basic POCUS does not provide important hemodynamic information, such as intracardiac pressures, stroke volume, or valvular regurgitation assessment. Critical care echocardiography (CCE) becomes indispensable as a specialized application of POCUS focused on using Doppler techniques to provide detailed hemodynamic assessments in critically ill patients (2). Teaching hemodynamic evaluation in CCE, such as estimating right ventricular systolic pressure (RVSP), is a challenging yet essential aspect of modern critical care education. RVSP is used to assess the presence of pathologic elevation in right ventricular afterload, which has significant clinical implications for critically ill patients. Deriving RVSP requires understanding ultrasound physics, fluid mechanics, and Doppler techniques and mastery of cardiac image acquisition (3-4). These complex skills are not just important but crucial for effectively managing critically ill patients in the intensive care unit (ICU). In this edition of \"How I Teach,\" we introduce our methodology for instructing learners in our ICU on RVSP estimation using CCE. We use hands-on ultrasound training and e-learning strategies to optimize knowledge retention, ensure accurate interpretation, and promote practical application.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"370-380"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Students on Their Internal Medicine Clerkship Experience Short Sleep Duration.","authors":"Derek Ge, Vraj Shah, Deborah Kim, Alla Fayngersh, Kristin Wong, Jag Sunderram, Matthew Scharf, Sugeet Jagpal, Aesha M Jobanputra","doi":"10.34197/ats-scholar.2024-0116OC","DOIUrl":"10.34197/ats-scholar.2024-0116OC","url":null,"abstract":"<p><p><b>Background:</b> Third-year medical students during their internal medicine clerkship may be predisposed to short sleep duration (<7 h of sleep per night) because of rigorous clinical schedules and academic demands. <b>Objective:</b> To evaluate the prevalence of short sleep duration, its impact on performance, and perceived causes among third-year medical students on their internal medicine clerkship. <b>Methods:</b> During the 2023-2024 academic year, third-year medical students at Rutgers Robert Wood Johnson Medical School (RWJMS) and Rutgers New Jersey Medical School completed a survey at the end of their internal medicine clerkship regarding their sleep practices. The schools differed in clerkship structure and grading system. Data were analyzed and compared between schools using the Fisher exact test. Responses for an open-ended question on sleep strategies were categorized into themes by sleep physicians. <b>Results:</b> Of the 314 third-year medical students invited, 222 (70.7%) completed the survey. Short sleep duration was reported by nearly two-thirds of our cohort (143, 64.4%), with a significantly higher prevalence at RWJMS. Most reported sleep-related impairment on clinical duties or educational activities for 1-3 days per week (125, 56.3%), with more reporting ⩾4 days per week at RWJMS. About one-third of our cohort reported drowsy driving either 1-3 days (82, 36.9%) or ⩾4 days (68, 30.6%) per week. Despite high rates of short sleep duration, the overwhelming majority (196, 88.3%) had never received education on sleep management. <b>Conclusion:</b> Short sleep duration is prevalent among third-year medical students during their internal medicine clerkship, potentially impacting their clinical performance and safety.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"299-310"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503050/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mitigating Burnout: The Role of Healthcare Organizations.","authors":"Marc Moss","doi":"10.34197/ats-scholar.2024-0153PS","DOIUrl":"10.34197/ats-scholar.2024-0153PS","url":null,"abstract":"<p><p>Even before the coronavirus disease (COVID-19) pandemic, burnout in healthcare providers had reached crisis levels, with up to 50% of nurses and 40% of physicians experiencing symptoms of burnout. Because of the immense work-related stress during the pandemic, healthcare providers' burnout dramatically escalated, with percentages reaching as high as 70-90%, and many healthcare providers started to leave their profession. As a result, patients are beginning to experience the deleterious impact of extreme staffing shortages in healthcare facilities. Burnout interventions are defined as either organizational or individually focused. Organizational interventions address problems such as electronic medical records, documentation, or billing systems. Individual interventions provide the necessary skills to address specific job-related stressors. Ideally, the most effective interventions would combine these two categories by teaching healthcare providers to cope with job-related stressors in a safe community that is supported by the healthcare organization. The adoption of combined organizational and individual programs will improve healthcare providers' job satisfaction, decrease burnout and other forms of psychological distress, enhance job retention, and return joy to healthcare. The resulting decreased turnover rates would also reduce some of the skyrocketing healthcare costs, as turnover is expensive for healthcare organizations. Ultimately, enhancing healthcare providers' well-being would improve the care we deliver to our patients. In this article, I explain why it is a critical time in healthcare and highlight four general principles that frame the development of specific well-being interventions. Finally, I discuss several interventions that could enhance the well-being of healthcare providers and ultimately transform the culture of healthcare.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"267-279"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503041/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143997916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of a Training Program for Nonanesthesiologists on Out-of-Operating Room Endotracheal Intubation.","authors":"Jesse Tucker, Juan Ferre-Martinez, Angel Chen, Chan Park, Megan Neely, Scott Shofer","doi":"10.34197/ats-scholar.2024-0035OC","DOIUrl":"10.34197/ats-scholar.2024-0035OC","url":null,"abstract":"<p><p><b>Background:</b> Outside of the operating room airway management (OOORAM) poses unique challenges and is associated with increased complications when compared with routine operative airway management. Approaches to airway management between healthcare systems is variable in terms of operator training and expertise and may be associated with adverse patient outcomes. In response to this, the Veterans Health Administration created a mandatory standardized OOORAM training program in 2013. <b>Objective:</b> We sought to evaluate the effect that introduction of the OOORAM training program had on first-pass laryngoscopy success. <b>Methods:</b> This is a retrospective cross-sectional study of out-of-operating room endotracheal intubations performed at a single academically affiliated tertiary care center from June 2008 through June 2018. The study interval is 5 years before and after the introduction of the OOORAM program in 2013. Data were extracted from standardized intubation notes for all patients undergoing out-of-operating room intubation from the electronic medical system. The primary outcome was first-pass laryngoscopy success, defined as successful intubation with a single insertion of the laryngoscope. A secondary analysis restricted the cohort to experienced providers to evaluate the effect of OOORAM training in this group. <b>Results:</b> The overall rate of successful laryngoscopy improved from 73.0% to 78.2% (odds ratio [OR], 1.36; 95% confidence interval [CI], 1.06-1.75) after the introduction of the OOORAM program. Similarly, overall first-pass intubation success rates showed a trend toward improvement, rising from a baseline of 77.2-83.1%, but did not reach statistical significance (OR, 1.17; 95% CI, 0.88-1.55). The rate of esophageal intubation decreased after OOORAM training from 9.6% to 5.1% (<i>P</i> = 0.001). The use of video laryngoscopy was not associated with a significant difference in first-pass laryngoscopy (<i>P</i> = 0.586) or first-pass intubation (<i>P</i> = 0.375). There was no improvement in first-pass laryngoscopy or intubation success after introduction of the training program in the experienced provider cohort. <b>Conclusion:</b> We have shown that a limited duration, facility-wide training intervention OOORAM is associated with improved first-pass laryngoscopy success and reduced rates of esophageal intubation.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"342-359"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Care Cadets: A Serious Game for Managing Mechanical Ventilation.","authors":"Daniel Hassumani, Satid Thammasitboon, Fong Lam, Aarti Bavare, Moushumi Sur, Shelley Kumar, Thomas Reeves, Brian Rissmiller","doi":"10.34197/ats-scholar.2024-0080IN","DOIUrl":"10.34197/ats-scholar.2024-0080IN","url":null,"abstract":"<p><p><b>Background:</b> Pediatric critical care medicine (PCCM) fellows require proficiency in mechanical respiratory support and ventilator management strategies. Traditional training methods have limitations, and there is a need to expedite the learning process. Serious games have emerged as effective supplements to traditional teaching methods, promoting knowledge acquisition through immersive and engaging experiences. However, there is a void in the context of complex decision making in mechanical ventilation management. <b>Objective:</b> To develop a serious game to enhance the knowledge and practical strategies of PCCM fellows in mechanical ventilation management. <b>Methods:</b> The game was designed on the basis of theory-informed design principles and employed an iterative development process. A mixed methods approach, grounded in the Model for the Evaluation of Educational Games, was used for evaluation of usability, player experience, satisfaction, and learning outcomes. Game play and evaluation occurred in July 2022. <b>Results:</b> Our game proved highly engaging, enjoyable, and facilitated learning among the PCCM fellows. The evaluation data indicated high ratings in all Model for the Evaluation of Educational Games domains. The fellows reported achieving the learning objectives and demonstrated knowledge gained in post-game play modified essay questions, and the game received positive feedback. <b>Conclusion:</b> The developed serious game fills an educational gap in complex decision making in mechanical ventilation management. By using theory-informed design principles and an iterative development process, the game effectively enhanced the knowledge and practical skills of PCCM fellows. The positive outcomes and feedback from the evaluation support the use of serious games as innovative educational tools in medical education.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"360-369"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503047/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gamification of Critical Care Medical Education: ICUlympics.","authors":"Mauricio Danckers, Rahul Dasgupta, Tanner Norris, Jose M Acosta Rullan, Rafael Miret, Waseem Wahood, Jefferson Ganthier, Anamika Neralla, Kevin Kuang, Ruben Cabrera, Ilde M Lee, Daniel Zapata, Raiko Diaz, William F Kelly","doi":"10.34197/ats-scholar.2024-0156OC","DOIUrl":"10.34197/ats-scholar.2024-0156OC","url":null,"abstract":"<p><p><b>Background:</b> Gamification in graduate medical education (GME) has been shown to enhance clinical training, and trainees positively perceive it, yet the evidence is limited in critical care medicine education. <b>Objectives:</b> To assess the educational impact on residents of the ICUlympics, a critical care medicine-based competition-style medical game series set with an initial classificatory phase (three days of one-hour critical care medicine-based games: Day 1: Kahoot!; Day 2: Kahoot! Reloaded; and Day 3: Under Pressure) and the follow-up \"finals\" (a final competition day among the top three performers: Day 4: Jeopardy!). <b>Methods:</b> We designed a single-center prospective pilot study. We first anonymously surveyed a cohort of residents who rotate in our intensive care unit and obtained a baseline critical care medicine knowledge score through a cognitive test composed of 20 multiple-choice questions (maximum score, 20) and a baseline of residents' perceptions and satisfaction toward medical education games using a five-point Likert eight-item survey (baseline survey). We then deployed the ICUlympics competition in May 2022. Thirty days later, we surveyed the cohort (postintervention survey). We assessed residents' changes in clinical knowledge scores, perceptions, and satisfaction scores toward medical education games according to their participation in the ICUlympics and baseline cohort scores. <b>Results:</b> Sixty-eight residents (73.9% of eligible trainees) participated in the baseline survey, and 48 (52.2%) completed the postintervention survey. Nineteen residents (20.6%) participated in all three days of the ICUlympics classificatory phase, and 25 (27.2%) did not participate in any day. The clinical knowledge score measured was higher in residents who participated in the ICUlympics compared with nonparticipating residents (14.2 ± 2.1 vs. 9.8 ± 2.9; <i>P</i> < 0.001) and residents' baseline clinical knowledge (14.2 ± 2.1 vs. 10.7 ± 2.4; <i>P</i> < 0.001). Residents who participated in the ICUlympics, compared with those who did not, had more favorable perceptions of and satisfaction with games in medical education. <b>Conclusions:</b> The ICUlympics, a competition-style series of educational games for critical care medicine, increases residents' critical care clinical knowledge while promoting positive perceptions of and higher satisfaction with gamification in medical education.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"326-341"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503049/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144980529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing Interprofessional Teaching from Perception to Action.","authors":"Denise H Wong, Justin K Lui","doi":"10.34197/ats-scholar.2025-0087ED","DOIUrl":"10.34197/ats-scholar.2025-0087ED","url":null,"abstract":"","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":"6 3","pages":"264-266"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12503037/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differences in Assessing Surrogate Understanding of the Patient's Clinical Situation.","authors":"Kristen E Pecanac, Blair P Golden","doi":"10.34197/ats-scholar.2024-0149OC","DOIUrl":"https://doi.org/10.34197/ats-scholar.2024-0149OC","url":null,"abstract":"<p><p><b>Background:</b> One of the key communication skills in shared decision-making is assessing a surrogate's understanding of a patient's clinical situation, which can help facilitate surrogate comprehension and encourage surrogates to share their perspectives. There is uncertainty around best practices for assessing surrogate understanding in shared decision-making to guide training in communication skills. <b>Objective:</b> We sought to determine what questions clinicians used to ask surrogates about the patient's current clinical situation and how surrogates responded. <b>Methods:</b> Twenty-seven audio recordings of clinician-surrogate conversations about adult patients who were unable to make their own life-or-death decisions and who being cared for by four clinical teams at two hospitals in the Midwest were qualitatively analyzed using conversation analysis. Ten conversations included clinician questions soliciting surrogate understanding of the patient's situation. Patterns of how surrogates responded to different clinician questions were examined. <b>Results:</b> There were differences in how surrogates responded to various types of clinician solicitations of their understanding. Asking what the surrogates have heard led to a retelling of statements and assessments of the patient's situation. Asking what they know or what has happened led to surrogates responding with a timeline of events. In contrast, asking what is going on or what they understand led to surrogates sharing a more \"big-picture\" understanding. <b>Conclusion:</b> We found that there were differences in how surrogates responded to different clinician solicitations of their understanding. Real-world implications of different strategies, along with surrogate perspectives of those strategies, should be investigated further to elucidate best practices that can be incorporated into communication skills training.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144980534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multidisciplinary Videoconferencing for Physician Education and Remote Management of Interstitial Lung Disease.","authors":"Sarah Pankovitch, Shane Shapera, Lee Fidler, Micheal McInnis, Jolene H Fisher","doi":"10.34197/ats-scholar.2024-0136OC","DOIUrl":"https://doi.org/10.34197/ats-scholar.2024-0136OC","url":null,"abstract":"<p><p><b>Background:</b> The gold standard for interstitial lung disease (ILD) diagnosis is multidisciplinary discussion (MDD); however, access is often limited by geographic barriers, time constraints, and the number of centers with ILD expertise. <b>Objective:</b> To assess the educational and clinical impact of a novel videoconferencing MDD program for the diagnosis and management of ILD. <b>Methods:</b> We performed a retrospective observational study of the Multidisciplinary Interstitial Lung Disease Discussion with Experts Remotely (MILDDER) program, a videoconferencing MDD platform initiated by the Toronto General Hospital in Toronto, Canada. We used anonymized survey data from attendees (trainees and practicing physicians) and referring physicians who attended MILDDER between 2018 and 2023. Self-reported ILD confidence before and after MILDDER participation and general program satisfaction were assessed using a 10-point Likert scale. ILD confidence questions were stratified by clinical practice experience. Wilcoxon signed-rank testing for paired data was used to determine statistical significance in the subgroup that completed a MILDDER semester (bimonthly sessions for 6 mo). Written survey responses were assessed qualitatively and grouped by theme. Clinical outcomes, including patient characteristics, new or changed ILD diagnoses, new investigations requests, and new treatment suggestions, were assessed. <b>Results:</b> Three hundred seventeen attendees and referring physicians completed pre-MILDDER questionnaires. Overall, they reported low confidence in their ability to diagnose and manage ILD. After they attended a MILDDER semester ILD, their confidence increased by a median of 3 to 4 points in the overall group. Among respondents with ⩾5 years of clinical practice experience, there was no change in ILD diagnostic confidence after MILDDER; however, management confidence increased by a median of 2 points. A statistically significant increase in all areas of ILD confidence assessed was noted in the subgroup of 70 participants with complete pre- and post-MILDDER semester surveys. Respondents were generally very satisfied with MILDDER. New or changed ILD diagnoses occurred in 86 (50.6%) presented cases, new investigation requests occurred in 40 (22.7%) cases, and new medications were recommended for 30 (17%) cases. <b>Conclusion:</b> Videoconferencing MDD platforms such as MILDDER are feasible and can be used as a tool for physician education and remote management of ILD.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"1-13"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144765853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}