ATS scholar最新文献

{"title":"Rapid cycle deliberate practice: a complement to clinical exposure in critical care education.","authors":"Bruno Manetti Previero, Ana Spataru, Ruxandra Pinto, Dominique Piquette","doi":"10.1093/atsscholar/aapaf003","DOIUrl":"10.1093/atsscholar/aapaf003","url":null,"abstract":"<p><strong>Background: </strong>Rapid cycle deliberate practice (RCDP) is an emerging simulation technique that differs from traditional simulation by providing opportunities for shorter and more frequent cycles of practice and feedback.</p><p><strong>Objectives: </strong>To explore whether RCDP-based weekly simulations during a 4-week Intensive Care Unit (ICU) rotation helped at least 80% of residents and medical students rotating in the intensive care unit achieve a minimum of 80% of key clinical tasks expected from physicians initially caring for acutely deteriorating inpatients.</p><p><strong>Methods: </strong>This prospective, observational study consisted of delivering 3 weekly RCDP-based small-group simulation sessions, followed by one individual formative simulation-based assessment, repeated monthly. Learner performance during the formative assessment was measured with a checklist containing 22 key clinical tasks previously practiced during the RCDP-based simulations. The primary outcome was learner performance score expressed as the proportion of successfully completed clinical tasks during the assessment simulation. Secondary outcomes included attendance, RCDP acceptability, and perceived psychological safety.</p><p><strong>Results: </strong>The average attendance to the RCDP sessions was 77% among available learners (residents and medical students). Ten out of the 23 learners (43%; 95% CI, 23-64) assessed at the end of the rotation performed more than 80% of the clinical behaviors. The overall mean performance score of all learners was 77% (95% CI, 73-80). Most of the learners perceived RCPD as educationally valuable and psychologically safe.</p><p><strong>Conclusions: </strong>Although the targeted performance outcome was not achieved, learners who participated in RCDP-based simulations demonstrated, during their assessment, important skills not consistently practiced during short ICU clinical rotations at the study institution. RCDP-based simulations identified areas for curriculum improvements and were also perceived as valuable and safe educational tools by learners.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":"7 1","pages":"60-66"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13048453/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446127","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":"Resident Physician Burnout in the Medical Intensive Care Unit: A Prospective, Mixed-Methods Study.","authors":"Hitesh H Patel, Jean-Luc Banks, Arianna Michaels, Bex Forcier, Kenton Dover, Rimma Osipov, Christina Orantes, Emma Thompson, R Jean Cadigan, Arlene M Davis, Kunal P Patel","doi":"10.34197/ats-scholar.2025-0008OC","DOIUrl":"10.34197/ats-scholar.2025-0008OC","url":null,"abstract":"<p><strong>Background: </strong>Burnout, characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment, negatively affects resident physicians and patients. Although burnout is common among intensive care unit (ICU) healthcare workers, data on its impact on resident physicians during their medical ICU (MICU) rotations are limited.</p><p><strong>Objective: </strong>This study aimed to determine the prevalence, key drivers, and mitigating factors for burnout among resident physicians rotating through the MICU.</p><p><strong>Methods: </strong>We conducted a single-center, mixed-methods prospective cohort study in the MICU of an academic quaternary care hospital. Over the course of a 9-month period, we surveyed residents at the end of their MICU rotation and assessed the prevalence of burnout using the Maslach Burnout Inventory, as well as perceived drivers and mitigators of burnout. Focus groups were conducted to further explore internal medicine (IM) residents' perceptions of drivers and mitigators of MICU-related burnout.</p><p><strong>Results: </strong>Forty-nine residents completed the survey (80% response rate), and 25 IM residents participated in focus groups. The overall burnout prevalence was 88%. Although not statistically significant, higher burnout rates were observed among first-year residents (94% vs. 78%; P = 0.12) and non-IM residents (100% vs. 81%; P = 0.07). Fifty-three percent of residents believed that there was more burnout in the MICU than other ICU rotations. Three themes emerged as drivers of burnout: patient factors (high acuity, adverse outcomes, ethical dilemmas), team and unit dynamics (interdisciplinary tensions, MICU insider-outsider bias), and the clinical learning environment (limited work-life balance, steep learning curve, normalization of burnout). The primary mitigating factors were meaningful patient interactions, supportive team dynamics, structured debriefing, protected time, and focused skill development.</p><p><strong>Conclusion: </strong>Burnout in residents rotating through the MICU is extremely high, higher than the previously reported baseline resident burnout rate of 50-75%. First-year and non-IM residents may be especially vulnerable because of unfamiliarity with the unique team and unit dynamics and clinical learning environment of the MICU (high acuity, high intensity, frequent exposure to dying patients, and unit insider-outsider bias). This study highlights unique factors, which contribute to burnout among MICU residents, that differ from those affecting other critical care staff and could be addressed through targeted interventions.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"28-43"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13234447/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145202198","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":"Bedside Teaching.","authors":"Ian J Barbash","doi":"10.34197/ats-scholar.2025-0044SN","DOIUrl":"10.34197/ats-scholar.2025-0044SN","url":null,"abstract":"","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"89-91"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13234442/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145453070","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":"Impact of an Asynchronous Fatigue Mitigation Curriculum for Graduate Medical Education.","authors":"Kathleen A McAvoy, Melissa P Knauert","doi":"10.34197/ats-scholar.2025-0007OC","DOIUrl":"10.34197/ats-scholar.2025-0007OC","url":null,"abstract":"<p><strong>Background: </strong>Sleep deprivation in medical trainees is associated with negative outcomes for both trainees and patients. Despite duty hour limitations, sleep deprivation is still common among residents and fellows. The Accreditation Council for Graduate Medical Education requires training programs to educate trainees and faculty members in recognizing fatigue and fatigue mitigation strategies, although there is no guidance on how this education should occur.</p><p><strong>Objective: </strong>To measure the impact of an asynchronous fatigue mitigation curriculum administered to trainees in graduate medical education at a large academic medical center.</p><p><strong>Methods: </strong>In the 2023-2024 academic year, all resident and fellow trainees at a large academic medical center were asked to complete an asynchronous curriculum comprising three instructional videos with teaching on sleep structure and function, recognizing and reporting fatigue, and how to improve sleep. Impact on knowledge and trainee-assessed comfort were assessed via needs assessment, pretest, and posttest surveys. An annual survey was distributed 14 weeks after the initial curriculum launch to assess decay in knowledge and comfort.</p><p><strong>Results: </strong>A total of 970 trainees participated in our asynchronous fatigue mitigation curriculum. Before curriculum launch, trainee comfort with the recognition of fatigue was low (53.5%) and baseline sleep habits were poor, with only 36% of trainees reporting at least 7 hours of sleep each night. After completion of the asynchronous curriculum, there was a significant improvement in trainee knowledge assessed via a six-question test (mean score, 2.87-3.59; P < 0.01), and this knowledge improvement was sustained over 14 weeks (P < 0.01). There were significant improvements in trainee comfort with all five fatigue-related tasks comparing pre- and posttests, with sustained improvement in four of these topics after 14 weeks. There was no significant change in trainee attitudes regarding comfort in reporting concerns about fatigue or requesting coverage when too fatigued to work.</p><p><strong>Conclusion: </strong>Our asynchronous fatigue mitigation curriculum successfully and durably improved knowledge and trainee comfort with fatigue-related tasks in its first year. The asynchronous curriculum offers a sustainable solution to ensure this education reaches medical trainees across a large population of the graduate medical education population encompassing multiple subspecialties.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":"16-27"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13234443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145453580","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":"LEAPPT: Leveraging gEnerative Artificial Intelligence-Pediatric Pulmonology Training. Curriculum and content development.","authors":"Alvin V Singh, Erin Khan, Mary Moffat","doi":"10.1093/atsscholar/aapaf007","DOIUrl":"10.1093/atsscholar/aapaf007","url":null,"abstract":"<p><p>After redesigning the curriculum of the pediatric pulmonology fellowship program at Children's Mercy-Kansas City, leadership continued to make changes based on feedback from a faculty survey concerned about the quality and structure of didactics. These changes included leveraging generative artificial intelligence to create a detailed course content outline containing specific objectives and study points for each subject related to pediatric pulmonology. Using the content outline as a foundational reference for learners, fellowship leadership continues to enhance the curriculum by creating testing questions, flipped classroom sessions and evaluations, and hope that these specific changes will help address decreased passing rates on board certifying exams.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":"7 1","pages":"9-15"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13048462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446151","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":"The Healing Hand or the Machine Mind?","authors":"Medha R Cherabuddi","doi":"10.34197/ats-scholar.2025-0074SN","DOIUrl":"10.34197/ats-scholar.2025-0074SN","url":null,"abstract":"","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":"7 1","pages":"92-93"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13365841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446123","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":"My journey to find fulfillment in life and work.","authors":"Gabriel Bosslet","doi":"10.1093/atsscholar/aapaf001","DOIUrl":"10.1093/atsscholar/aapaf001","url":null,"abstract":"<p><p>This manuscript explores the author's journey of balancing life and work through mindful reflection and intentional changes, prompted by the loss of a close friend and mentor. The author shares 6 key changes he made to align actions with his life priorities: completing clinical work at work, removing work email from his phone, avoiding work outside of work hours, disconnecting during vacations, seeking help when needed, and cultivating fulfilling hobbies. The manuscript emphasizes the importance of regular reflection on priorities and creating a balanced life that values personal well-being alongside professional responsibilities. By sharing personal experiences and practical strategies, the author suggests ways others can assess their priorities and make changes that foster fulfillment and balance.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":"7 1","pages":"4-8"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13048460/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446087","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 practitioner knowledge in interstitial lung disease: a review of free, online resources.","authors":"Josephine Hwang, Giuliana Cerro Chiang, Tristan J Huie, Maryl E Kreider, Tanzira Zaman","doi":"10.1093/atsscholar/aapaf006","DOIUrl":"10.1093/atsscholar/aapaf006","url":null,"abstract":"<p><strong>Background: </strong>Practitioner comfort with diagnosis and management of interstitial lung disease (ILD) remains low despite growing knowledge in the area. Existing educational resources that cater specifically to clinicians and are freely accessible online can provide a valuable tool to address these needs.</p><p><strong>Objective: </strong>We aimed to catalog the current landscape of practitioner-focused ILD educational materials that are freely accessible online. We discuss the ways in which these resources can be applied to learners at varied levels of practice to address knowledge gaps identified in prior literature.</p><p><strong>Methods: </strong>A multiphase search was employed to identify educational resources using Google Search, online medical databases, an artificial intelligence tool (ChatGPT), and a survey of Pulmonary Fibrosis Foundation Education Committee members. Resources that required payment for access or were not readily available were excluded. We classified each resource according to content category, ILD topics covered, and educational strategy utilized.</p><p><strong>Results: </strong>We cataloged 33 ILD educational resources. The majority feature disease overviews on diagnosis and management in a narrative text format. The content ranges from case studies to imaging interpretation and utilizes various delivery methods, from videos to podcasts. Some resources offer learner assessments and free continuing education credits. Peer-reviewed content and clarity on update frequency were lacking.</p><p><strong>Conclusions: </strong>This review provides a catalog of free online ILD educational resources that can supplement ILD education for non-ILD expert practitioners. These resources address identified knowledge gaps and can be utilized for self-directed learning or integration into formal training curricula.</p>","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":"7 1","pages":"74-85"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13048464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446098","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":"ATS Scholar Reviewer List.","authors":"Libby Fellbaum","doi":"10.1093/atsscholar/aapag003","DOIUrl":"https://doi.org/10.1093/atsscholar/aapag003","url":null,"abstract":"","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147319137","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":"Dying by Default: When Silence Replaces Intention in the ICU.","authors":"Salem Harry-Hernandez","doi":"10.1093/atsscholar/aapag005","DOIUrl":"10.1093/atsscholar/aapag005","url":null,"abstract":"","PeriodicalId":72330,"journal":{"name":"ATS scholar","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13220945/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147286355","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}