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Educational Diamonds in the COVID-19 Rough
Please join us for the live review of this session at 2:45 PM EST on Thu Nov 11:
https://clp21.secure-platform.com/a/solicitations/8/sessiongallery/schedule/items/118
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COVID-19 has forced psychiatry training programs across the country to swiftly adapt to the ever-changing landscape of the last year. History tells a clear story of how widespread disasters disproportionately affect marginalized communities and uproot educational conventions. Each surge in infections has brought new demands to Consultation-Liaison Psychiatry services, including the educational programs and training rotations supported by these services. CL psychiatrists have turned to innovation, adaptation, and even trial and error to devise solutions to these challenges. As we look towards a hopeful end to the pandemic and reflect on this year of change to traditional training routines, it is useful to consider which innovations we should keep, what we cannot wait to return to, and what we have learned in the process.
This Education Committee sponsored workshop focuses on the experience of CL educators working in academic medical centers that were heavily affected by COVID-19. Challenges and opportunities inherent in educating and running a clinical service during a crisis will be explored, focusing on didactics, supervision, clinical work, administration and wellness.
Dr. Soeprono will discuss the virtues and failures of remote didactics. A review of the educational research related to the use of technology and its effect on access and participation will be presented. Strategies to engage a Zoomed-out audience, and when live versus virtual didactics should be held in future practice will be discussed.
Dr. Ernst will examine the impact of the pandemic on supervision, rounds and bedside teaching, highlighting strategies for remote “bedside teaching” and the supervision of telehealth clinical encounters. Changes to clinical supervision prompted by the concurrent crisis of systemic racism will also be discussed.
Dr. Meyer Karre will address changes to clinical work and postulate the effects on resident skills and knowledge. This will include changes in workflow, rotation sites, telehealth, communication, impact on team cohesion, and resulting effects to patient care.
Dr. Schwartz will consider the future of administrative work, collaboration, and innovation in the anticipated post-COVID period. Flexible staffing models, telehealth, e-consults, and hybrid models will be compared and contrasted.
Dr. Fipps will reflect on resident wellness. Stress during these times necessitates trainee access to formal guidance on how to prevent and treat burnout. Interventions that target both individual level and systemic interventions will be addressed. The dual crisis of the pandemic and racial reckoning will be put into the context of trainee wellness.
Medical education across the country has made sweeping curricular changes to enhance trainee education. By keeping the gems, throwing aside failed attempts, and reflecting on our trials, we can create a more fair, accessible, and effective CL training experience.
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COVID-19 has forced psychiatry training programs across the country to swiftly adapt to the ever-changing landscape of the last year. History tells a clear story of how widespread disasters disproportionately affect marginalized communities and uproot educational conventions. Each surge in infections has brought new demands to Consultation-Liaison Psychiatry services, including the educational programs and training rotations supported by these services. CL psychiatrists have turned to innovation, adaptation, and even trial and error to devise solutions to these challenges. As we look towards a hopeful end to the pandemic and reflect on this year of change to traditional training routines, it is useful to consider which innovations we should keep, what we cannot wait to return to, and what we have learned in the process.
This Education Committee sponsored workshop focuses on the experience of CL educators working in academic medical centers that were heavily affected by COVID-19. Challenges and opportunities inherent in educating and running a clinical service during a crisis will be explored, focusing on didactics, supervision, clinical work, administration and wellness.
Dr. Soeprono will discuss the virtues and failures of remote didactics. A review of the educational research related to the use of technology and its effect on access and participation will be presented. Strategies to engage a Zoomed-out audience, and when live versus virtual didactics should be held in future practice will be discussed.
Dr. Ernst will examine the impact of the pandemic on supervision, rounds and bedside teaching, highlighting strategies for remote “bedside teaching” and the supervision of telehealth clinical encounters. Changes to clinical supervision prompted by the concurrent crisis of systemic racism will also be discussed.
Dr. Meyer Karre will address changes to clinical work and postulate the effects on resident skills and knowledge. This will include changes in workflow, rotation sites, telehealth, communication, impact on team cohesion, and resulting effects to patient care.
Dr. Schwartz will consider the future of administrative work, collaboration, and innovation in the anticipated post-COVID period. Flexible staffing models, telehealth, e-consults, and hybrid models will be compared and contrasted.
Dr. Fipps will reflect on resident wellness. Stress during these times necessitates trainee access to formal guidance on how to prevent and treat burnout. Interventions that target both individual level and systemic interventions will be addressed. The dual crisis of the pandemic and racial reckoning will be put into the context of trainee wellness.
Medical education across the country has made sweeping curricular changes to enhance trainee education. By keeping the gems, throwing aside failed attempts, and reflecting on our trials, we can create a more fair, accessible, and effective CL training experience.
Speakers
Thomas Soeprono
Director of Transplant Psychiatry, Residency Associate Program Director, Assistant Professor | University of Washington
Tom completed his residency in psychiatry and fellowship in consult liaison psychiatry at the University of Washington, Seattle. Leadership and Education are at the core of his academic interests. One of his primary roles is the Associate Program Director for psychiatry at UWMC. He is currently the director of transplant psychiatry, a primary care consult psychiatrist in a collaborative care clinic, and a Psychiatry Consultation Line provider to all medical providers in Washington state. He serves on the ACLP Residency Education Subcommittee.
Carrie Ernst
Associate Professor of Psychiatry, Director Consultation Liaison Psychiatry Fellowship | Icahn School of Medicine at Mount Sinai
Dr. Carrie Ernst attended medical school at Weill Cornell Medical College, followed by psychiatry residency training at Cambridge Health Alliance and Consultation-Liaison (CL) Psychiatry fellowship at Massachusetts General Hospital. Dr. Ernst currently works as an attending on the CL Psychiatry Service at Mount Sinai Hospital, where she also runs the CL Psychiatry Fellowship and directs medical student education in Psychiatry.
VaKara Meyer Karre
Assistant Professor | University of Nebraska Medical Center
VaKara M. Meyer Karre, M.D., is board certified in psychiatry, consultation-liaison psychiatry, and addiction medicine. Her clinical expertise lies in integrated treatment for co-occurring psychiatric and medical disorders, with specific interests in transplant psychiatry, psycho-oncology, and perinatal psychiatry. She has most recently been focused on treatment of co-occurring substance use and other psychiatry disorders. As core faculty for the new general psychiatry residency training program and new addiction medicine fellowship training program at the University of Nebraska Medical Center, Dr. Meyer Karre is actively involved in program development for education and training of residents. She recently developed and is the co-director of the inpatient Addiction Psychiatry Consultation-Liaison Service for Nebraska Medicine.
Ann Schwartz
Professor | Emory University
Dr. Ann Schwartz is a Professor in the Department of Psychiatry and Behavioral Sciences at Emory University School of Medicine. She is currently the Director of Residency Education for the general adult training program in the Department of Psychiatry and Behavioral Sciences. Her main clinical responsibilities are on the Consultation-Liaison Service at Grady Memorial Hospital, which is one of the busiest, highest acuity C/L programs in the country. In this role, she is actively involved in teaching to psychiatric residents and fellows, as well as medical students. She serves on and has been active in committees in the local community, within Emory, as well as on a national level, largely centered on education issues.
David Fipps
Consultation-Liaison Attending | Mayo Clinic, Rochester, MN
Dr. David Fipps graduated summa cum laude from Southern Wesleyan University with a bachelor of science in biology and a minor in chemistry. He completed his medical school training at Lake Erie College of Osteopathic Medicine, Bradenton and his adult psychiatry residency at the University of South Carolina, Greenville. He completed a consultation-liaison psychiatry fellowship at Mayo Clinic in Rochester, MN. He received the 2019 William Webb Fellowship via the Academy of Consultation Liaison Psychiatry (ACLP) and serves on the residency education subcommittee of ACLP. He holds an academic interest in fellowship education, teaching, and recruitment for CL-psychiatry fellowship. His clinical and research experience includes a bariatric surgery psychiatry and transplant psychiatry.
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