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Type and SCREAM STAT! Futility of ordering routine Blood Type and Screens in the ER

Posted by ermentor on April 30, 2013
Posted in: The Health Advocate, The Manager. Leave a Comment
scream-queen-300x214

Where’s that STAT karyotype?!!!

My awesome hematology colleague Dr Karen Dallas was here again – giving us a learn-on on a recent audit of routine Type and Screen testing in our ER’s

Background:

  • Our biggest ER routinely sends a STAT Type & Screen to the Transfusion Medicine Lab [TML].
  • These requests are often accompanied with a request for blood.
  • Sometimes these tests are performed appropriately for emergent cases, but the TML saw an opportunity to study this [based on anecdotal experience that some of these requests may not be necessary.

Methods:

The TML undertook a 7 week chart review of patients who had a STAT T&S and blood products ordered. They uncovered a large source of wastage of pre-transfusion testing. The results would make anyone type and scream!

  • 82% of our patients had a hemoglobin > 100.
    • 15% Hb between 70-100
    • 3% Hb < 70
  • 90% didn't need any blood product
  • even with being very lenient - 30% of the Type and Screen requests were deemed inappropriate

Many of our diagnostic tests do not change patient management. Furthermore they add cost, may confuse the diagnosis and might even force you to perform further tests that can result in harm [e.g. false positive exercise stress test - Patient gets angiogram - patient gets coronary artery dissection]

Discussion:

There are a couple of pearls we can take away from Karen’s plea.

1. Routine testing = thoughtless testing = waste of blood and money.

Those of you who know me know that I often rant about the wastefulness of routine blood panels. Don’t get me wrong. I do think that well-thought out protocols have value for example – at 4 am when I cannot think straight and may miss something. BUT in the middle of the day, coffee-in-hand:

a good clinician should be able to be selective about what he orders -  ANY test he chooses, he does so to either support or refute the pretest probability that a patient has “disease Y”.

2. Quality Improvement projects are valuable and necessary.

I encourage my residents to participate in QI because these projects are doable, supported with funds and often result in tangible benefits. If a project allows you to collaborate with other services to do what’s right – WIN! WIN! WIN!

Recommendations:

If you’re ER is like mine  you can improve on how it orders lab tests by:

Having a Gatekeeper – TML is now screening our orders and phoning the ER doc to clarify. This type of hand-holding is annoying, but may be necessary to change behavior in the short term.

Take a look at your protocols and see if there’s room to improve/reduce. For example, we order many T&S as part of a “Bleeding in Pregnancy” workup to look for the Rh status – We’re going to remove the test from the panel and call the lab to see if it’s on file first [because it usually is].

Educate each other on stewardship [my Earlier Post on Stewardship]

Reduce! Refuse and Reflect!

  1. Reduce the amount of unnecessary testing in your ER. You can only gain from this.
  2. Refuse to bow to requests for unnecessary tests [from patients and colleagues alike]
  3. Reflect on your practice regularly and look for opportunities to change

 For your Interest:

Here’s a what the literature says about routine screening in the ER for:

  1. ER patients in general [England]
  2. ER patients in general 2 [Pakistan]
  3. Psych patients
  4. Patients with severe hypertension
  5. Patients suspected of drug abuse
  6. Patients with new onset seizure
  7. Trauma patients (serum electrolytes)
  8. Orthopedic patients
  9. Adults and blood cultures
  10. Kids and blood cultures
  11. Pediatric Trauma patients
  12. Adult Trauma patients
  13. Adult trauma patients 2

 

 

 

EQ and how it can make you a Selfish Altruist

Posted by ermentor on April 18, 2013
Posted in: Life as I know it, The Communicator, The Health Advocate, The Manager. 1 comment

SIY

I am a fan of Twitter. I use it to “keep my finger on the femoral pulse of Emergency medicine“. Thanks to one of my Tweeps [twitter peeps] Dr Sam Ko [Twitter link] I came across this talk on Emotional Intelligence by author Chade-Meng Tan. You can see the talk yourself here [link]. I have recently taken interest in mindfulness [check out additional resources at the end of this post]. I have also been trying to work on my emotional intelligence. So this talk struck me as a powerful blend of both. It seemed like a positive way to alter one’s approach in life – especially if you are in a position of leadership so I decided to share the basics of the philosophy below. [The pictures come from his presentation] I am sure Meng won’t mind as I just ordered the book. If you want to, you can order it also [from this link]. Okay – Let’s dive in!

Emotional Intelligence – What is it?

The following was taken from psychologist Kendra Cherry’s article [link here]: [Follow her on Twitter here]

  • The concept evolved from the 1930′s when thinkers began to explore “the ability to get along with others”.
  • The term “Emotional Intelligence” was coined by Wayne Payne in his doctoral dissertation in 1985.
  • The term Emotional Quotient – EQ [as opposed to IQ] has been contentiously attributed a Mensa Magazine article that came about at the same time.
  • In 1990 Peter Salovey and John Mayer publish their landmark article, “Emotional Intelligence,” in the journal Imagination, Cognition, and Personality, in which they outline the following components:
  1. Perceiving Emotions

  2. Reasoning with emotions

  3. Understanding emotions

  4. Managing emotions

 

EQ

It’s interesting that Meng – an Engineer – was reflecting on how to solve the problem of world peace when he gained this insight! He contends that the two ingredients to creating world peace are solving global poverty and creating a collective culture mindfulness. He figured that Bill Gates is already working on the former so he decided to work on the latter :) It was this quest that lead him to us today. He wrote a book and then spoke about it and his message is that:

Emotional Intelligence Can Be Learned in as little as 7 weeks

Screen Shot 2013-04-17 at 2.40.50 PM

 

Chade-Meng describes this reciprocal relationship between our brain physiology and our behavior when speaking about emotions:

Emotions – just like pain – result from a nervous system response to a stimulus. Where pain comes from mechanical and chemical receptors that transmit signals to the brain  – which then forms the thought “OUCH!’ Perceived threats [real ones or ones that threaten us emotionally] set off a cascade of nerves and chemicals (particularly in the amygdala of the brain) and these create  feelings “FEAR” or “ANGER” or “SELF DEFENCE”.

Furthermore, Tan tells us that we often cannot ‘diagnose’ our feelings and tend to get overwhelmed by them. When we are flooded with emotions, the amygdala takes over and shuts down the rest of the cerebral cortex. This means that you literally cannot think and feel at the same time. Those of us that teach simulation know just how paralysing fear can be – most of us have learned to overcome fear of the sick patient through training, but we aren’t always so cool and collected when it comes to emotional interactions with others:

Imagine a recent awful interaction with a patient, colleague or consultant colleague. Wouldn’t it have been nice if you could have not let them get to you? Wouldn’t it have been better to have been able to keep a cool head and think your way (levelly) through the problem?

Meng provides us with a way to learn how to manage our emotions. He illustrates through the use of relevant research that what we pay attention to can lead to changes in our brain function. We can also learn to harness our EQ for personal growth and advancement and at the same time learn to control our emotions and keep a cool head. There’s probably more to it, but here’s a brief summary:

 Screen Shot 2013-04-17 at 2.38.48 PM

 

STEP 1: ATTENTION TRAINING

Creating a state of mind where you’re cool and and calm IS ACHIEVABLE: You have to learn how to pay attention in a particular way without distraction e.g:

Try focusing only on your breathing for 5 seconds without distraction. Breathe in … breath out … there! Mindfulness!

Creating a state of mindfulness on demand [and especially when the sh*t is hitting the fan] – simply takes practice.

It just takes practice?! I bet you’re thinking about Malcom Gladwell and saying “I don’t have no 10,000 hours!” Yes in truth when you look at functional MRI in monks – they can objectively down-regulate neuron activity in the amygdala with thousands of hours meditation:

Screen Shot 2013-04-17 at 3.04.31 PM

 ”BUT EVEN IF YOU’RE NOT A MONK, IT ONLY TAKES 100 MINUTES OF MINDFULLNESS TRAINING TO SEE A MEASURABLE EFFECT” Chade-Meng Tan

So take that 5 second breath and see if you can stretch it out to 20 breaths or more over the next few weeks.

STEP 2: SELF- KNOWLEDGE AND SELF-MASTERY

Anyone ever tried to learn how to flex their pec muscles [or raise only one eyebrow]? What about when you learned to whistle? I think of mindfulness like learning to twitch an isolated muscle – probably will only take a couple of weeks of practice before you start to get the hang of it. Once you do, practising it will pay off in the following ways:

  •  Mindfulness makes the mind sharp. Through conscious attention, we can become in-tune with our body – including our emotions. With practice  we can perceive the smallest of changes.
  • The increased resolution allows you to even perceive emotions as they arise. This give you the power to control them rather than the other way around. So that feeling of “I wish I wouldn’t let so-and-so get to me” becomes a willful choice to not let it happen [because you perceived your emotional response to the situation early and chose not to react ... makes sense?]
  • You begin to see yourself more objectively, empathetically and reflexively. You thus gain insights into your deepest values, strengths and assets. This means that you are in a better position to seek opportunities that may change your life.

ALIGNING YOURSELF WITH or SEEKING OUT OPPORTUNITIES THAT REFLECT your INNER VALUES AND ASSETS is how you achieve meaningful change in your life.

One big thing I learned from the talk was that:

We need to understand that our emotions are NOT us, yet we are taught to express our feelings as though they are. Example “I am sad” “I am angry”

  • The above statements are existential ones. The emotion becomes you – even though there is no real basis for this. [remember your emotions are simply a neurochemical response to a stimulus right?]
  • Instead – focus on a more experiential statement. “I am experiencing sadness” – so [just as if you were experiencing pain] you can chose to do something about it like take an analgesic – or ignore it.

STEP 3: CREATING USEFUL MENTAL HABITS

Meng finished his talk by illustrating that practising kindness and empathy leads to personal success – especially if you are a leader.

  • Practising Kindness:

The simple act of thinking that you actually want your audience/staff to be happy is not only good for you [because you're rehearsing good emotions], but it also changes your non-verbal communication. People perceive this and respond to it positively leading to your success. You know – maybe it’s NOT such a bad thing to want to win a “popularity contest” :

Screen Shot 2013-04-17 at 3.52.01 PM

  • Practising empathy:

Similarly, the act of thinking of other people as “someone just like me” has both selfish and altruistic benefits. On the personal level,by seeing yourself as just like others -  you can develop a more grounded approach to life. The benefits are that you are better able to manage your expectations. [Ever heard that the key to happiness is to manage your expectations?]

Furthermore good interpersonal relationships develop into more meaningful ones and rocky relationships may actually find some middle ground – making your life in general less stressful. The altruistic effect is that you’re creating goodwill among others – perhaps making their lives less stressful. There is not only a ripple effect [altruistic] , but also a positive feedback mechanism as goodwill begets good feelings [selfish] – So get out there and be kind and empathetic because ultimately you benefit

Hopefully I have shared something useful to you and maybe even inspired a couple of you to think differently. I am sure that there’s way more to it than I have summarised and am intrigued to get the book and read it [Meng - if you read this - be kind :) ]

MY HOMEWORK

  1. Practise mindfulness

  2. Practise random intention of wanting others to be happy

  3. Reap the rewards :)

 ADDITIONAL RESOURCES:

Ian Miller of The ImpactedNurse recently posted stuff on Mindfullness check it out here [link]

Robert Cooney did a 2-part blog on Mindfulness here are the links: Part 1 and Part 2

Emergency Medicine Tutorials recently also posted on this [link]

 

 

 

 

 

 

 

How Can EM Faculty Be Better Evaluators?

Posted by ermentor on March 6, 2013
Posted in: Teaching Toolkit. 4 comments
failing-grade

from http://www.fitsnews.com

One of my colleagues  – Dr Van De Kamp -  gave us a talk on how we can improve on our evaluations of learners. [I have taken her talk and added some of my own reflections/literature].Duff et al in 2003 illustrate:

“Giving the benefit of the doubt has consequences for future mentors, students and, may ultimately, have professional consequences”

This talk was quite topical as a recent publication in the New York Times [read here] highlighted how we as a medical community seem to continually pass problem learners [nursing also seems to be afflicted with the same blight]. As one colleague recently remarked:

“The only thing harder than getting into medical school is getting out!”

Schaana collates all the learner evaluations and lamented about what she observed as “leniency bias” on the evaluations …

The vast majority of evaluation forms evaluate learners as “exceeding expectations” when, in reality, it’s IMPOSSIBLE for ALL these learners to be excellent!

Why do we do this? What is so hard about grading students?

  • Our fellow high school, undergraduate and postgraduate educators don’t seem to have a problem with failing students!
  • As many as 30% PhD candidates fail.
  • Interestingly we don’t seem to have the same problem with evaluating International Medical Grads [article]

Why our feedback fails:

There is no one reason why faculty aren’t very good at evaluation. Most of the factors that I have listed below aren’t entirely exclusive of each other.

Why Leniency Bias?

Woodward et al [Pubmed Link] suggest that there exists a leniency bias whereby evaluators inflate the ratings of students. Bass [in an ancient article - link] suggests 8 reasons why we’re so lenient [I have highlighted the ones that seem valid to me]

  1. Rating a learner poorly [who is under your jurisdiction] may reflect on our own unworthiness.
  2. Assuming that the real under-performers should have failed already.
  3. Fear of interpersonal discord from giving a poor evaluation.
  4. Trying to pass a learner on in order to influence them in the future.
  5. Projecting.
  6. Feel the need to approve of others as a way of feeling self-approval.
  7. Operating on the basis that “he who associates with me is meritorious therefore I too am meritorious”
  8. We exist in a culture of approval.

There’s little doubt that leniency bias exists and it’s roots may be multifactorial and difficult to get at. One of the tenets of curing a disease is to identify it.

The Feedback Form May be Flawed

  • Thompson et al in 1990 [PubMed Link] suggested that the problem might be with the actual evaluation forms. In the last three years, we’ve modified ours twice.
  • However, Bandiera and Lendrum show that, even when we create a better daily evaluation card, leniency bias still creeps in [Link].

Despite these drawbacks, one should never be afraid of modifying and re-modifying the evaluation tool – because, in truth, the data on the evaluation form needs to reflect the outcome that you are trying to assess.

 The Quality and Timing of the Evaluation

  • We seldom take the time to actually observe a history being taken, physical exam or discharge instructions being stated [infact we may inadvertently hijack the latter].
  • In the ER evaluations usually occur at the end of a busy shift when one is rushing to go pick up the kids – this also sets us up to fail. One has to set aside time for a proper evaluation.
  • Furthermore, we know that instructor presence positively influences student evaluations of the instructor – so does this mean that if the learner is sitting in front of you – you’re more likely to be lenient? I think so.

Having a learner on shift comes with responsibility. You have an aprrentice that needs observation, guidance and feedback. You have to change the way you approach the shift. [Refer to my previous blogs about teaching in a busy ED and assessing the learner] I cannot stress enough the importance of direct observation.

The “Halo Effect”

  • Thompson et al also refer to a “halo effect” – allowing the general perception of the learner to bias the evaluation of specific competencies. i.e. “I like Bob – so I am more likely to overlook his below-average suturing skills”

I would argue – if you really like Bob – for his own benefit you need to highlight his inadequacies.

Lack of Self-Efficacy:

  • Most EM docs are just that – EM docs! That is many perceive that they are clinicians and not educators. This lack of self-belief [in ones ability to effectively evaluate] leads to leniency.

Here in Saskatoon we have tried to address this by having Faculty Development [where this topic was discussed].

“Isolated event” hypothesis.

  • Many of us only get one shift with that specific learner. We therefore may tend to discount our ability to grade a learner objectively – after all – what if the student is just having a bad day?

Enter the Daily Encounter Card. We need to stress to our faculty that they are providing formative feedback for that shift only. Faculty need to feel empowered to “be the bad guy” and fail the student on a specific role … or even fail that particular shift.

Additionally scheduling faculty and learner together for a series of shifts may help identify weaknesses.

Lack of support, engagement and coordination.

  • Most EM clinicians are “community faculty” they don’t have an office. They don’t know the who’s-who in the Undergrad office, and most of them have never met the Dean. They work in isolation without much engagement from the college.
  • There may also be a perception that they are not ultimately responsible for this student.

These are clear disincentives to take the time and effort to properly evaluate learners rather than give a cursory shot at it. There is a dire need for a coordinated and multi-disciplinary approach to all learners that includes 360 feedback, more observation, more emphasis on the “soft skills” and perhaps – prescribing more failure.

“Big Deal” Hypothesis.

  • Okay there’s no such label. But in my experience, evaluators tend to be more lenient when they perceive that their negative evaluation may have negative consequences.We know from the literature that feedback for the purposes of academic promotion tends to be more lenient.
  • Related to this is the huge investment that has already been made and needs to be made if the learner were to be held back. I think that this is at the heart of what happens when we pass on problem learners. I have heard – it takes an inordinate amount of effort to remediate and potentially fail a learner rather than minimise some inadequacies – especially if they are “soft skills”.

Collectively as faculty we need to take ownership and almost seek opportunities to critique [or even fail a leaner] – It’s like screening for sepsis … you won’t find it unless you look for it.

We shouldn’t feel like its a huge challenge because it’s not. The conscientious learner will actually thank you for it. The rewards of turning a learner around is well worth it:)

Humans are flawed

  • We’re not perfect. Far from it, we’re in fact set up to make biased decisions. We are thus predisposed to make flawed evaluations.

The key is to recognise when you’re making judgements about the learners and when you may not be fit to evaluate objectively [you're stressed and angry]. Critique only directly observed characteristics objectively and specifically [more on this to follow]

HOMEWORK

I am interested in learning more from your comments. In the meantime my short-term goals are to:

Give Specific Feedback about characteristics observed during that shift:

  • Download a picture of the CANMEDs Roles. Use them as a guide!
  • Alternatively use Pangoro’s RIME Criteria [Link]

Give More Tough Love

Screen Shot 2013-03-06 at 1.39.14 PM

REFERENCES:

BERNARD M. BASS. Reducing Leniency in Merit Ratings. Personnel Psychology. Volume 9, Issue 3, September 1956, Pages: 359–369,

Howard K. Wachtel (1998): Student Evaluation of College Teaching Effectiveness: a brief review, Assessment & Evaluation in Higher Education, 23:2, 191-212

This is a great article for would-be edumacators:

Reed G. Williams , Debra A. Klamen & William C. McGaghie (2003): SPECIAL ARTICLE: Cognitive, Social and Environmental Sources of Bias in Clinical Performance Ratings, Teaching and Learning in Medicine: An International Journal, 15:4, 270-292

 

 

 

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