Journal of academic ophthalmology (2017)最新文献

{"title":"Ergonomics of Ophthalmic Surgery: Evaluating the Effect of a Posture Trainer on Trainee Intraoperative Back Posture.","authors":"Zahra Markatia, Hasenin Al-Khersan, Meghana Kalavar, Arjun Watane, Nicolas Yannuzzi, Jayanth Sridhar","doi":"10.1055/s-0043-1777411","DOIUrl":"10.1055/s-0043-1777411","url":null,"abstract":"<p><p><b>Purpose</b>  Ophthalmic surgeons are at an increased risk for musculoskeletal disorders resulting from ophthalmology-specific routines and equipment, which have become widely associated with poor posture. The purpose of this study was to observe the effect that a commercially available posture trainer, Upright Go, can have on the improvement of posture of ophthalmic surgeons. <b>Methods</b>  Eight ophthalmologists-in-training were studied over a period of 4 weeks during their surgical rotations between September 2020 and June 2021. Participants underwent an \"observation\" period, followed by a 2-week \"training\" period, then a final \"testing\" period. The percentage of time users spent upright intraoperatively pre- and posttraining was evaluated. Pre- and poststudy surveys were also administered to help measure participant satisfaction and self-reported changes in posture. <b>Results</b>  All eight participants demonstrated an increase in the percentage of time spent upright after the training period. Across all participants, the total average percentage spent upright in the observation period was 59.8%, while in the testing period was 87.1%, resulting in an average improvement of 27.3% of time spent in an upright position after the completion of the training period ( <i>p</i>  < 0.0001). The range of improvement of time spent upright was 16.0 to 46.5%. <b>Conclusion</b>  This cohort study utilized the Upright Go device to help determine the effect that its training could have on the improvement of posture in ophthalmic surgeons. The results indicated a significant increase in the average proportion of time spent with upright posture compared after the training period.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e276-e279"},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10697791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138500374","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":"Applicant Perceptions of In-Person versus Virtual Interview Format for Surgical Retina Fellowship.","authors":"Sonya Besagar, Shriji Patel, Lejla Vajzovic, Adrienne W Scott, Xiangyu Ji, Qingxia Chen, Avni Finn","doi":"10.1055/s-0043-1777415","DOIUrl":"10.1055/s-0043-1777415","url":null,"abstract":"<p><p><b>Purpose</b>  This article compares applicants' perceptions of and experiences with virtual and in-person interviews for surgical retina fellowship. <b>Methods</b>  A survey was distributed via email to all applicants of three vitreoretinal surgery fellowship programs for the 2021 to 2022 and 2022 to 2023 application cycles. <b>Main Outcome Measures</b>  Participants were surveyed regarding cost; burden of scheduling; number of applications and interviews completed; ability to gain a true feel of the program, location, and preceptor; and number of work and surgical days missed. <b>Results</b>  Of 151 applicants contacted, 36 completed the survey (23.8% response rate). Of the respondents, 25.0% attended only virtual interviews, 19.4% attended mostly virtual interviews, 30.6% attended mostly in-person interviews, and 25.0% attended half virtual and half in-person interviews. Average expenditure was significantly lower for applicants with mostly and completely virtual interviews compared with applicants with mostly in-person and half virtual, half in-person ( <i>p</i>  < 0.001). Applicants with mostly virtual interviews reported a lower ability to gain a true perception of the program and the program location ( <i>p</i>  = 0.003 and <i>p</i>  < 0.001, respectively). There was no difference in burden of scheduling, number of interviews completed, or number of work and surgical days missed. When applicants were asked what type of interview format they would prefer if they could repeat the cycle, those who interviewed mostly in-person largely chose in-person as their preference (72.7%), while participants who interviewed mostly or completely virtually were evenly split between in-person, virtual, and hybrid ( <i>p</i>  = 0.136). <b>Conclusion</b>  As fellowship programs and institutions decide whether they will return to in-person interviews or maintain a virtual interview format in the long term, they must weigh the lower cost of virtual interviews with the improved ability to gain a more accurate perception of the program and location allowed by in-person interviews, as well as potentially greater satisfaction with the in-person format.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e271-e275"},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10697792/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138500373","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":"An Ophthalmology Virtual Externship during the COVID-19 Pandemic: A Pilot Study.","authors":"Karim Dirani, Jahan Tajran, Komalpreet Tur, Annmarie Craig, Ryan L Freedman, Niyaz Uddin, Chaesik Kim, Bing X Ross, Mark S Juzych, Anju Goyal","doi":"10.1055/s-0043-1777412","DOIUrl":"10.1055/s-0043-1777412","url":null,"abstract":"<p><p><b>Background</b>  The evolution of medical school curricula, characterized by truncated preclinical periods and reduced emphasis on ophthalmology, presents formidable obstacles to early exposure for aspiring medical students. The constraints imposed by the coronavirus disease 2019 pandemic further exacerbated the limitations on opportunities, compelling the implementation of innovative initiatives aimed at augmenting students' ophthalmology education through virtual means. <b>Purpose</b>  This article assesses the impact of an Ophthalmology Virtual Externship (OVE) on medical students' knowledge, interest, confidence, and seeking mentorship in ophthalmology. <b>Materials and Methods</b>  A total of 76 students voluntarily participated in the program. The OVE encompassed four virtual sessions, facilitated by 4th year medical students employing a near-peer mentorship framework. The initiative was tailored for 2nd and 3rd year medical students and was conducted under the supervision of a faculty member. All participating students completed both pre- and postexternship surveys utilizing a 7-point Likert scale to gauge their levels of interest, confidence, and inclination toward mentorship opportunities in the field of ophthalmology. Furthermore, assessments of ophthalmology knowledge were administered prior to and subsequent to the externship participation. The degree of satisfaction derived from the OVE experience was also evaluated. <b>Results</b>  Participation in the OVE significantly elevated confidence in knowledge ( <i>p</i>  < 0.001) and mentorship interest ( <i>p</i>  = 0.029). Ophthalmology knowledge test scores also notably improved post-OVE across all participants, irrespective of prior experience ( <i>p</i>  < 0.001), with the most significant increase observed among 2nd and 3rd year students ( <i>p</i>  < 0.0001). After OVE participation, 73% of students expressed intent to pursue ophthalmology opportunities, including mentorship or research. The OVE received an average Likert score of 6.35 out of 7 for student satisfaction. <b>Conclusion</b>  The OVE serves as a virtual learning instrument beneficial for 2nd and 3rd year students with a proclivity for ophthalmology, offering a means to circumvent curriculum-related constraints. Moreover, given the decline in formal ophthalmic education, our study contributes to future research assessing the effectiveness of an OVE in addressing ophthalmic knowledge gaps among all medical students.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e261-e270"},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10697793/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138500372","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":"OphthoPods: An Analysis of the Educational Content and Changes of Ophthalmology Podcasts.","authors":"Isaiah I Greene, Fradah E Gold, Nicholas E Tan, Alexander H Fang, Nickisa M Hodgson","doi":"10.1055/s-0043-1776911","DOIUrl":"https://doi.org/10.1055/s-0043-1776911","url":null,"abstract":"<p><p><b>Objective</b>  Podcasts are a novel modality for digitally disseminating ophthalmic knowledge, yet minimal information exists on their offerings. This study sought to describe the growth of ophthalmology podcasts, characterize their features, and analyze clinically pertinent content trends. <b>Materials and Methods</b>  Apple Podcasts, Spotify, Google Podcasts, and Google Search were queried for English- language shows relating primarily to ophthalmology. Ninety-six podcasts and 3,594 episodes were analyzed. <b>Results</b>  Of the 48 currently active shows, most cover general ophthalmology topics ( <i>n</i>  = 25, 52.1%) and are run by multiple hosts ( <i>n</i>  = 29, 60.4%) in both academics and private practice. The majority of podcasts released episodes monthly ( <i>n</i>  = 21, 21.9%) or less frequently than monthly ( <i>n</i>  = 36, 37.5%). Among all episodes, procedural topics ( <i>n</i>  = 951 episodes, 26.4%) and clinical education ( <i>n</i>  = 1385, 38.5%) were the most prevalent categories. Retina was the most represented subspecialty in podcast production, while oculoplastics and neuro-ophthalmology had the fewest podcasts. Episodes on disease pathophysiology ( <i>p</i>  = 0.04) and published research ( <i>p</i>  < 0.001) each declined over time. The proportion of episodes released from 2020 to 2022 that discussed digital technologies was 33.3% greater versus 2005 to 2019 ( <i>p</i>  = 0.005). Personal retrospective episodes doubled, career guidance and patient perspectives tripled, and wellness and social justice topics increased fivefold (all <i>p</i>  < 0.001). <b>Conclusion</b>  In summary, the coronavirus disease 2019 pandemic coincided with a rise in ophthalmology podcasts and shifts in content. Podcasts have trended toward practical advice and technologies, reflecting their value in sharing modern, peer-to-peer pearls. Emphases on storytelling and social justice offer unique, clinically relevant perspectives compared with traditional modalities.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e248-e257"},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10712415/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138804578","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":"Perspectives of Resident and Attending Ophthalmologists on Common Ethical Dilemmas in Research.","authors":"Sarah C Miller, Brittany C Tsou, Michael J Fliotsos, Gary L Legault, Jiangxia Wang, Todd J Mondzelewski, Patrick D Munson, Alice Lorch, Laura K Green, Won I Kim, Ron W Pelton, Fasika A Woreta, Grant A Justin","doi":"10.1055/s-0043-1774394","DOIUrl":"10.1055/s-0043-1774394","url":null,"abstract":"<p><p><b>Purpose</b>  To assess how resident and attending ophthalmologists perceive and evaluate ethically controversial scenarios regarding mentorship, authorship, and ethics compliance that may occur during research involving residents. <b>Methods</b>  An online survey was developed and contained 14 controversial vignettes based on common research scenarios that can occur when conducting research with trainees. The scenarios were designed to capture issues regarding three themes: mentorship, authorship, and compliance with ethical guidelines. Resident and attending ophthalmologists at eight military and civilian academic residency programs in the United States were invited to participate. Respondents used a Likert scale to assess the ethicality of the situations in addition to self-reported demographic characteristics. <b>Results</b>  The response rate was 35.6% (77/216), consisting of 37.7% ( <i>n</i>  = 29) residents and 62.3% ( <i>n</i>  = 48) attendings. More attending ophthalmologists responded than residents ( <i>p</i>  = 0.004). Many respondents identified controversies around compliance (67.3%) and authorship (57.1%) as unethical, whereas situations regarding mentorship were largely viewed as neutral to ethical (68.0%). Responses to two scenarios, one regarding mentorship and one regarding authorship, significantly differed between residents and attendings ( <i>p</i>  = 0.001 and <i>p</i>  = 0.022, respectively). <b>Conclusion</b>  Academic ophthalmologists' perceptions of the ethicality of common research scenarios varied. There is a need for more prescriptive guidelines for authorship and mentorship ethics at all training levels to ensure consistency, fairness, and integrity of research.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e237-e242"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10630083/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71523697","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":"Erratum: Nurse Practitioner Students' Knowledge Assessment and Perceived Preparedness to Triage Ophthalmology Complaints in a Primary Care Setting: An Educational Intervention.","authors":"Grace R Reilly,&nbsp;Nancy G Russell,&nbsp;Kimberly McIltrot,&nbsp;Stephen D Sisson,&nbsp;Adrienne W Scott","doi":"10.1055/s-0043-1776425","DOIUrl":"https://doi.org/10.1055/s-0043-1776425","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1055/s-0043-1771355.].</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e1"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10611533/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415808","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":"Follow-Up Adherence After Community Health Vision Screening Programs: A Review of the Literature.","authors":"Rebecca Zeng,&nbsp;Kara C LaMattina","doi":"10.1055/s-0043-1771354","DOIUrl":"https://doi.org/10.1055/s-0043-1771354","url":null,"abstract":"<p><p><b>Objective</b>  Although the purpose of community eye screening programs is to reduce health care disparities, the effectiveness of these programs is limited by the follow-up adherence of their participants. The aim of this review is to investigate factors that may promote or hinder participants from attending follow-up ophthalmological exams after community eye screenings and identify interventions to increase follow-up rates. <b>Methods</b>  For literature review, PubMed, Web of Science, Embase, Proquest/Global Health Library, and Google Scholar databases were searched to identify studies of community eye screenings published between January 2000 and May 2023. Data from these articles were analyzed to identify barriers and facilitators of follow-up adherence after community eye screenings in the United States and to examine strategies used to increase follow-up rates. Only published manuscripts were included. We excluded studies of school screenings and clinic-based screenings. <b>Results</b>  A total of 28 articles were included. Follow-up rates ranged from 12.5 to 89%. Nineteen articles reviewed facilitators and barriers to follow-up. Eighteen articles were non interventional and seven (see Table 1 and 2 , respectively) articles described interventions that were tested to improve follow-up rates after screening. Interventions included prescheduled appointments, transportation assistance, patient education, and patient navigators. <b>Conclusion</b>  Several interventions are promising to increase follow-up adherence in community eye screenings, but more evidence is needed. Future research should focus on randomized trials of isolated interventions to improve follow-up adherence of disadvantaged populations, although this may be limited given ethical considerations and documented lack of follow-up after screening.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e223-e231"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/e8/55/10-1055-s-0043-1771354.PMC10547536.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41157210","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":"Nurse Practitioner Students' Knowledge Assessment and Perceived Preparedness to Triage Ophthalmology Complaints in a Primary Care Setting: An Educational Intervention.","authors":"Grace R Reilly,&nbsp;Adrienne W Scott,&nbsp;Nancy G Russell,&nbsp;Kimberly McIltrot,&nbsp;Stephen D Sisson","doi":"10.1055/s-0043-1771355","DOIUrl":"10.1055/s-0043-1771355","url":null,"abstract":"<p><p><b>Purpose</b>  In this proof-of-concept pilot study, we aimed to increase nurse practitioner (NP) student knowledge of ophthalmology to prepare NPs for encounters in primary care settings. The Association of University Professors of Ophthalmology (AUPO) and the American Academy of Ophthalmology (AAO) endorse core knowledge that medical students should achieve. We assess the effectiveness of an innovative ophthalmologist-led curriculum based on these competencies tailored to issues NPs encounter in primary care. <b>Methods</b>  Johns Hopkins University NP students enrolled in a pre-post-cohort study and educational intervention. The didactic program was developed according to AUPO and AAO core ophthalmology content for medical students and was taught in-person by an ophthalmologist. Pre-post-assessments evaluated students' perceived readiness to encounter ophthalmic issues in the clinic and baseline knowledge of core competencies of ophthalmology. <b>Results</b>  A total of 42 NP students were included in the analysis. NP students improved in core knowledge and readiness to encounter ophthalmology issues. After the educational event, there was a statistically significant improvement in students' ratings of preparedness to obtain a focused history, exam, perform initial management and decide the urgency of a referral for acute painless vision loss ( <i>p</i>  < 0.001), chronic vision loss ( <i>p</i>  < 0.001), or a patient with a red/painful eye ( <i>p</i>  < 0.001). Students showed a statistically significant improvement in postdidactic event core ophthalmology knowledge assessment scores ( <i>p</i>  = 0.002). <b>Conclusion</b>  Primary care NPs are increasingly the initial point of contact for patients with ophthalmic complaints, and thus, high-quality and thorough education regarding ophthalmology triage and referral for NPs is necessary. NP student comfort with and knowledge of ophthalmic complaints and triage may be improved by a brief educational intervention taught by an ophthalmologist early in the NP curriculum.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e232-e236"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f3/37/10-1055-s-0043-1771355.PMC10547544.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41160918","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":"Evaluation of an Instructional Video and Simulation Model for Teaching Slit Lamp Examination to Medical Students.","authors":"Sophia Collis,&nbsp;Madeline Yung,&nbsp;Neeti Parikh","doi":"10.1055/s-0043-1775577","DOIUrl":"https://doi.org/10.1055/s-0043-1775577","url":null,"abstract":"<p><p><b>Purpose</b>  This article assesses the efficacy of an instructional video and model eye simulation for teaching slit lamp exam to medical students as compared to traditional preceptor teaching. <b>Methods</b>  First through 4th year students from the University of California, San Francisco School of Medicine were recruited via email to participate in the study. Students were randomized into two groups. The experimental \"model eye\" group watched an instructional video on slit lamp exam, spent 10 minutes practicing on the model eye, then practiced for 25 minutes with a student partner. The control \"preceptor teaching\" group received 25 minutes of in-person preceptor teaching on slit lamp exam, then spent 25 minutes practicing with a student partner. Students were objectively assessed by a blinded grader who scored their examination skills with a 31-item checklist. Qualtrics surveys that measured student perceptions were distributed before and after the intervention. <b>Results</b>  Seventeen medical students participated in the study. Students in the model eye group achieved higher mean objective assessment scores than students in the preceptor teaching group on skills relating to slit lamp set up (1.75, standard deviation [SD] = 0.50 and 1.50, SD = 0.80 out of 2 points, <i>p</i>  = 0.03) and on the total score (1.69, SD = 0.6 and 1.48, SD = 0.8 out of 2 points, <i>p</i>  < 0.01). Both groups reported a significant increase in their understanding of what a slit lamp is used for ( <i>p</i>  < 0.01) and in their confidence using a slit lamp ( <i>p</i>  < 0.01). All students felt their skills improved with the workshop, 94% found the workshop to be useful, and 88% enjoyed the workshop, with no intergroup differences on these metrics. <b>Conclusion</b>  An instructional video combined with a simulation model is as effective as traditional preceptor teaching of the slit lamp exam. Such a teaching module may be considered as an adjunct to traditional methods.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e215-e222"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/d2/ec/10-1055-s-0043-1775577.PMC10522417.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41179698","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 Sleep During Traditional Home Call Compared to Night Float.","authors":"Apoorva Chowdhary,&nbsp;John A Davis,&nbsp;Leona Ding,&nbsp;Parisa Taravati,&nbsp;Shu Feng","doi":"10.1055/s-0043-1775578","DOIUrl":"https://doi.org/10.1055/s-0043-1775578","url":null,"abstract":"<p><p><b>Purpose</b>  This article aims to compare resident sleep while on night float with a traditional home call. <b>Methods</b>  We conducted a crossover observational study assessing sleep patterns of seven postgraduate year-2 ophthalmology residents at the University of Washington from 2019 to 2021 using the Fitbit Alta HR device. Overnight call was scheduled from 5 p.m. to 8 a.m. on weekdays, and 8 a.m. to 8 a.m. on weekends. The residency program implemented a partial night float rotation, during which two to three nights of consecutive call were assigned to a resident without other clinical duties. Sleep was recorded using the Fitbit Alta HR for residents while on a 5-week partial night float rotation, on 10-week home call rotations, with postcall relief, and for stretches of seven or more days without call responsibilities. Mixed model regression analysis was used to compare average sleep on home call, night float, and periods without call. <b>Results</b>  Sleep data were recorded for a total of 1,015 nights, including 503 nights on home call rotation and 230 nights on night float rotation. Residents slept more during periods away from call compared to either night float or home call rotations ( <i>p</i>  < 0.001). Residents experienced increased average overall sleep during 10-week rotations on night float compared to home call ( <i>p</i>  = 0.008). While there was no difference in overnight sleep on call between night float and home call ( <i>p</i>  = 0.701), residents experienced more sleep overall while on call on night float compared to home call due to more sleep being recorded during postcall naps ( <i>p</i>  = 0.016). <b>Conclusion</b>  Implementing a night float system can increase resident sleep by allowing for more sleep recovery during time away from clinical duties.</p>","PeriodicalId":73579,"journal":{"name":"Journal of academic ophthalmology (2017)","volume":"15 2","pages":"e204-e208"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/28/c5/10-1055-s-0043-1775578.PMC10513783.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41163485","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}