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Abstract This toolkit is designed for use by attending physicians to teach residents, fellows, medical students, and other healthcare providers and staff how to effectively apply core elements of shared decision-making in clinical encounters with patients regardless of practice setting. Shared decision-making is a two-way strategy to empower the patient to actively make an evidence-based treatment choice with the physician. Incorporating both medical and personal criteria into decisions allows for the deliberation of decisions to include all relevant parties. The toolkit includes self-study materials for trainers, tools for in-situ clinical training for providers, and references for additional resources. Field testing of this training included observation of five providers in the clinic with a total of 16 patients. Observation during training revealed that the most common shared decision-making elements absent from clinical encounters were input from trusted others, patient role, teach back, eliciting preferences, and presenting uncertainties.

Abstract This resource contains the materials and instructor's guide for the highly rated Safe Transitions for Every Patient (STEP) resident workshop. Care transitions are a key component of good patient care, and poor communication is known to be a major contributor to patient harm. Few educational materials are available to train residents in this important skill. To address this gap, the STEP Collaborative, composed of faculty from internal medicine, family medicine, and pediatrics, systematically designed a resident-focused workshop on care transitions. This 1-hour workshop is composed of an introductory presentation, an interactive discussion of critical incidents involving care transitions, and a spirited Jeopardy-like game to reinforce key elements of the standardized care transition process. This workshop packet contains the PRIMARY care transition mnemonic, a critical incident worksheet, a quiz for assessing learner knowledge, and a workshop evaluation form. By using these materials, users can create a fun and valuable interactive care transition training experience for their residents that is easily adaptable to other audiences. Sixty-four family medicine, pediatric, and internal medicine residents attended and evaluated this 1-hour workshop. Eighty-seven percent gave this curriculum a high-pass rating. Resident reaction data were positive, with most mean ratings in the 5–6 range on a 7-point Likert Scale (with 7 = Excellent) in the areas of presenter knowledge, content relevance, material clarity, and the program's effects on learning.

Abstract Knowing and recognizing various types of catheters placed in patients as well as their appropriate and inappropriate positioning is important knowledge to medical students and residents. Acquiring such knowledge can be more effective and efficient with a comprehensive learning resource. The Lines and Tubes Radiology Learning Module was designed to provide a systematic review of correct and incorrect line and tube placements, and is intended for clinical (third- and fourth-year) medical students, interns, and junior radiology residents. The module is a hyperlinked PowerPoint presentation with over 600 slides. The initial compilation of radiographs with line placements was acquired through PACS from one of the author's collections. Digital photographs of the lines alone and those positioned in simulation humanoid models were taken for correlation. Lines and tubes dicussed in the module include: central venous lines, Swan-Ganz catheters, endotracheal tubes, nasogastric tubes, Dobhoff tubes, Foley catheters, pacemakers, PICC, tracheostomy tubes, umbilical catheters, and misplaced guide wires. Images may be accessed by line type, or randomly. Each tube/line type includes normal and abnormal placements, as well as text describing potential complications. Images can be viewed with and without annotation illustrating the tube/line path. The module is designed to be self-administered over several sessions. Overall positive feedback was received, and it was generally perceived as a useful educational tool. A web-based version is being developed.