A New Way To Teach

Cite this article as:
Team DFTB. A New Way To Teach, Don't Forget the Bubbles, 2020. Available at:
https://doi.org/10.31440/DFTB.28420

At DFTB we are very excited to be able to present the DFTB Modules – a set of free, open access teaching modules which are mapped to the UK and Australasian Paediatric Emergency curriculum that you can pick up and run in your own organisation.

This is a project that has been developed by our DFTB Fellows at the Royal London Hospital – Rebecca Paxton, Helena Winstanley, Chris Odedun, and Michelle Alisio. The DFTB Modules would not have been possible without our wonderful community of writers and contributors from around the world who have spent time crafting and reviewing the modules over the past year.

We’ve prioritized flexibility in creating the modules with cases and discussions with both basic and advanced trainees in mind. This way you can adapt them to your learners and existing resources. The first 15 modules have been released and we have another 30 in the pipeline. These will be published over the next few months. We would love to get your feedback or comments at fellows@dontforgetthebubbles.com

Why did we create the project?

The DFTB mission is about taking a “World recognized leadership role in making meaning of information in paediatric medicine, for clinicians“. Our principles are structured around being collaborative, pioneering, community-focused, and evidence-based.

Opportunities for teaching and learning across the curriculum in paediatrics, particularly in paediatric emergency, are variable between hospitals often due to access to useful resources. Whilst there are many fantastic educators in hospitals, many fill clinical roles. This means that their time to prepare for teaching is limited. For trainees, who often rotate from hospital to hospital, having access to structured resources and an opportunity for case-based discussion of a wide range of topics will help strengthen their learning.

By collaborating, as a group of medical professionals across the world, in writing these modules – we are working together as an international community to support thoughtful, evidence-based sessions.

Access the DFTB Modules here

Teaching (virtually) anywhere

Cite this article as:
Dani Hall. Teaching (virtually) anywhere, Don't Forget the Bubbles, 2020. Available at:
https://doi.org/10.31440/DFTB.24154

We all recognize that feeling of belonging and feeling connected that comes with learning with others. Institutions, including our own, are looking for remote learning options so DFTB, with the help of the Twitter FOAMed community, have put together this guide for virtual teaching.

But first, some thoughts about how we need to adapt our teaching to the virtual classroom (ground rules for the teachers, perhaps).

 

Safety

Maslow theorized that learners need to meet some basic needs to be able to learn. Safety is down in the foundations of the learning pyramid and hugely important. In the virtual learning world, this probably doesn’t mean safe at home, curled up on the sofa with a freshly brewed coffee (although that surely must help), but feeling safe in the virtual classroom to really be able to engage with the fabulous teaching you’re giving them. Social cues are lost in virtual learning spaces: the nuances of a smile, a nod, a ‘Tell me more” expression are slightly lost when using the thumbs up emoji. We suggest laying some ground rules for virtual learning to ensure all learners feel safe and therefore able to engage with the awesome learning you’re about to deliver. Have a look at ALiEM’s Rules of Engagement for some pre-briefing ideas.

 

Belonging

Another of Maslow’s fundamentals. It’s that feeling of being connected when we learn with others. When planning your virtual teaching, have a think about whether you’re going to deliver this to your group at the same time or whether you’re going to set some time-independent learning tasks (quizzes to complete, blog posts to read, podcasts to listen to). Whichever model you choose, and you may choose both at different times, think about how you can keep your learners connected. Perhaps you can bring them together for a moderated discussion on the learning they’ve done, either at a set date and time or on a virtual messaging space open over several days. Whichever you choose, strive to make your learners feel like they belong.

 

Helping learners learn

Some great learning can happen when the teacher and learner work together to facilitate learning (this one’s Vygotsky’s social constructivism theory). Hierarchies are flattened and teachers help their learners learn. Without realizing, you do this when you guide learners through a problem-based learning case. Ultimately it all boils down to this, as so eloquently put by our friends at St Emlyn’s: a teacher in constructivism facilitates and does not dictate. This is key to facilitated discussions in a virtual classroom.

 

But… this is a post on virtual learning. We’ll skip my favourite educational theory, Narrative Theory (maybe one day I’ll tell you why I love it so much), along with the countless other educational theories and move onto the how of virtual learning. Firstly, what platform will you use?

 

Webinars

When we asked the Twittersphere for suggested virtual learning platforms, there was a surge of comments of experiences with different webinar platforms (have a read through the Twitter thread for suggestions and experiences from our Twitter friends and colleagues).

There are many different webinar platforms out there. Some hospitals will already have subscriptions with a particular platform – if so, great. If not, or even if you do but would like some handy tips on real-time video conferencing, have a look the ALiEM Remote post on just this.

A piece of advice from an author who’s particularly IT-wary. If you’re not familiar with the software, have a play and run a trial session before your teaching event. Tapping the microphone with a puzzled look on your face while rummaging in a draw for headphones is not always the greatest way to spend the first few minutes of a Webinar. ICE Blog from the International Clinical Educators has some handy tips for smooth video conferencing.

Tessa is preparing for #DFTBCOVIDGLOBAL, an international DFTB webinar for healthcare workers looking after children during the COVID-19 pandemic, after running two national webinars this week in the UK and Australasia, #DFTBCOVIDUK and #DFTBCOVIDANZ. She chose WebinarJam after days of research and tested and retested the platform to pull off two events that together brought together more than 400 healthcare professionals, helping them feel part of a connected community.

 

Moderated discussions

It’s not all about the webinar. Incredible learning can also be facilitated on discussion forums, without the need for a camera or microphone. Taking a DFTB module guide (more on those later), you could run a two-hour session on, let’s say, head injuries in children. This is how I did just that for my department’s PED teaching this week:

  1. First, choose your discussion space. We used Slack: it’s something I’m familiar with and use pretty much daily, it’s very intuitive and learners join by invitation only. Other suggestions from the DFTB team include WhatsApp and Google Hangouts.
  2. Invite your learners. I sent email invitations to all our trainees and consultants. Our next session will include the rest of the PED team.
  3. Set some simple rules of engagement and explain how the session will work.
  4. Post some pre-learning material. Using the DFTB head injuries in children guide, I uploaded a mix of blog posts, articles, podcasts and conference videos for the learners to read, listen to and watch before the live event.
  5. Set a date and time. Two hours on a Wednesday morning, our usual PED teaching, was perfect.
  6. And then go for it! I moderated the conversation using case discussions to build on the reading, listening and watching our team had done, asking questions, letting the learners discuss and then guiding them back to key learning points. (There’s social constructivism for you – moderating not dictating).

It was a fun learning session with some really great evidence-based and practice-challenging conversations. It’ll work perfectly for a virtual journal club too, exactly our plan for next week. This was an incredibly rewarding teaching experience and I’ll definitely be using it again.

 

DFTB modules

A little word about the library of paediatric modules being developed by DFTB to help educators around the world provide excellent quality, up-to-date and evidence-backed teaching sessions on all things Paediatric Emergency Medicine. These are incredibly versatile, with pre-learning packages, case-based discussion guides and simulation packages. And they are 100% adaptable for virtual learning. Watch this space for more information.

 

Open forums

Those of us on social media love the way conversations can grow, branch and interconnect. Twitter is a fabulous open forum for teaching and it can (and has been) used for live group learning. You only have to search the hashtag #DFTB_JC to see how rich bringing together a group of people to discuss an article can be. The rules are different in open forums: moderating using a hashtag takes some skill (have a look at the DFTB post on how to be a Twitter moderator) and helping your learners feel safe in the virtual conversation isn’t as easy as a closed forum, although many will be happy to watch the conversations unfold. But it is a fabulous way of interconnecting people and enhancing that feeling of belonging.

 

Live gamification

Splicing fun into gamified education is a wonderful way to maintain staff morale. One way to do this is by running a live interactive quiz using voting and polling software.

I was thrilled to catch up with Vicky Meighan, EM Consultant in Ireland and co-organiser of last year’s IAEM conference, about her live quiz. She told me she set a pre-quiz lung ultrasound video for her team and developed an on-topic quiz with some fun questions interspersed. She then set a time and date and the quiz began. Vicky used Poll Everywhere, but Sli.do, Kahoot and many others could achieve the same thing. When I jokingly told Vicky that I’m a secret fan of the cheesy music that goes with a Kahoot quiz, she told me that many of the platforms allow you to tag songs and insert video URLs in the quiz to sit alongside questions (I could just imagine a question on B lines with some Spice Girls playing in the background). Some questions were multiple-choice, some polls and some free text. A conversation ran in parallel via WhatsApp, but Slack would be a great platform to use here too – learners could have two side-by-side windows open on their computer screen, one with the quiz and one with Slack. A starting question, “Where are you right now?” helped bring the team together as comments including, “Hello from the Southside,” and “Hello from bed!” flooded the WhatsApp group. In a time when staff need to look after each other, Vicky said the quiz was a great way to connect the team.

 

Time-independent gamification

There are many time-independent tasks you can signpost your learners towards: you could write a Google Forms quiz and send the link to your learners and watch the answers flood in, or you could choose from the wide-reaching library of FOAMed out there. Have a look at the #DFTBquiz, n=1, or choose a couple of DFTB, Radiopedia, RCEMlearning or LITFL quizzes for your team (other quizzes also available 😉).

 

Pre-recorded teaching

Sometimes bringing your learners together in the same virtual space at the same time is just impractical, particularly with staggered rosters and increasing clinical demands. Pre-record your teaching and then share with your learners, either on a hidden YouTube channel or on a shared workspace. Have a look at the comments thread to Eric Levi’s tweet about just that.

 

Virtual skills and drills

Grace told me about a Zoom teaching session she attended on paediatric chest drain insertion. But here’s an alternative platform my tweenage daughter is more familiar with than me: Instagram Live (HT @PEMDublin). Instagram Live can be adapted for virtual education: a teacher streams a video of up to 60 minutes in real-time to their team who can comment on the video and engage with both the teacher and the rest of the networked learners. The video can be saved to Instagram Stories for later viewing. I can see this working for teaching practical skills: setting up for RSI, simulated lateral canthotomy, applying a traction splint. Something to think about for sure.

 

Microteaching moments

Lastly, although we may not be bringing our learners together in one place, we’re still clinicians with a passion for teaching. Maximise those microteaching opportunities in the clinical environment. If you’re asked to review a child with diabetic ketoacidosis, spend 5 minutes talking about the latest evidence for fluids in DKA. If you’re setting up High Flow Nasal Cannula oxygen for an infant with bronchiolitis, bring your colleagues up to speed on the PARIS trial and the subsequent systematic review of HFNC. If you’re using sedation to facilitate a procedure in ED, this is a great opportunity to chat through the latest RCEM ketamine paediatric procedural sedation guidance. Run mini off-the-cuff skills and drills sessions. Teaching is your gift. In these times of stress on our health systems and social systems, remember to keep those learning connections: we all need to feel like we belong.

 

Bubble Wrap Plus – April/May 2018 Articles

Cite this article as:
Anke Raaijmakers. Bubble Wrap Plus – April/May 2018 Articles, Don't Forget the Bubbles, 2018. Available at:
https://doi.org/10.31440/DFTB.15965

Can’t get enough of Bubble Wrap? The Bubble Wrap Plus is branching out and will be bringing great literature goodness to you every mid month! Bubble Wrap Plus is a monthly paediatric journal club reading list  from Anke Raaijmakers working with Professor Jaan Toelen & his team of the University Hospitals in Leuven. This comprehensive list is developed from 34 journals, including major and subspecialty paediatric journals. We suggest this list can help you  out relevant or interesting articles for your local journal club or simply to keep an finger on the pulse of paediatric research.

This edition of Bubble Wrap Plus is a bumper one – featuring both April & May’s journal articles.

April features answers to intriguing questions such as: ‘Does paracetamol accelerate the closure of PDA?’, ‘What is the value of imaging in concussion?’ and ‘Does celiac disease lead to more fractures in children?’

May features answers to intriguing questions such as: ‘Do infants born via CS end up with more pathogenic bacteriae in their gut?’, ‘Is melatonin a good treatment for sleeping disorders in children?’ and ‘How can we efficiently reduce unnecessary tests for children with bronchiolitis?’ There are also  some interesting papers on the topic of teaching and education.

You will find the list is broken down into four sections:

1.Reviews and opinion articles

APRIL

The Key Role of Epigenetics in Human Disease Prevention and Mitigation.

Feinberg AP. N Engl J Med. 2018 Apr 5;378(14):1323-1334.

The medical assessment of fractures in suspected child maltreatment: Infants and young children with skeletal injury.

Chauvin-Kimoff L, et al. Paediatr Child Health. 2018 Apr;23(2):156-160.

Internet Addiction: Starting the Debate on Health and Well-Being of Children Overexposed to Digital Media.

Ferrara P, et al. J Pediatr. 2017 Dec;191:280-281.e1.

The evolutionary saga of circumcision from a religious perspective.

Raveenthiran V. J Pediatr Surg. 2018 Mar 8.

Intervention strategies to improve nutrition and health behaviours before conception.

Barker M, et al. Lancet. 2018 Apr 16.

Origins of lifetime health around the time of conception: causes and consequences.

Fleming TP, et al. Lancet. 2018 Apr 16.

Before the beginning: nutrition and lifestyle in the preconception period and its importance for future health.

Stephenson J, et al. Lancet. 2018 Apr 16.

Diagnostic Use of Base Excess in Acid-Base Disorders.

Berend K. N Engl J Med. 2018 Apr 12;378(15):1419-1428.

Antibiotic Allergy in Pediatrics.

Norton AE, et al. Pediatrics. 2018 Apr 26.

Imaging in Pediatric Concussion: A Systematic Review.

Schmidt J, et al. Pediatrics. 2018 Apr 20.

MAY

Immunization of the immunocompromised child: Key principles.

Moore DL. Paediatr Child Health. 2018 May;23(3):203-205.

Practical approach to the gastrointestinal manifestations of cystic fibrosis.

Bolia R, et al. J Paediatr Child Health. 2018 May 16.

Glucose Requirements of the Developing Human Brain.

Goyal MS, et al. J Pediatr Gastroenterol Nutr. 2018 Jun;66

On King Saul, Two Missing Mules, and Kingella kingae: the Serendipitous Discovery of a Pediatric Pathogen.

Yagupsky P, et al. Pediatr Infect Dis J. 2018 May 14.

Long-acting inhaled bronchodilators for cystic fibrosis.

Smith S, et al. Paediatr Respir Rev. 2018 Apr 22.

What Parents Want to Know after Preterm Birth.

Bell EF, et al. J Pediatr. 2018 May 8.

Microbial Metabolism in the Mammalian Gut: Molecular Mechanisms and Clinical Implications.

Hall A, et al. J Pediatr Gastroenterol Nutr. 2018 Jun;66

Persistent and progressive long-term lung disease in survivors of preterm birth.

Urs R, et al. Paediatr Respir Rev. 2018 Apr 13.

Pediatric Healthcare for Refugee Minors in Europe: Steps for Better Insight and Appropriate Treatment.

Kerbl R, et al. J Pediatr. 2018 Jun;197:323-324.e2.

Achieving and maintaining lung volume in the preterm infant: from the first breath to the NICU.

Lista G, et al. Eur J Pediatr. 2017 Oct;176(10):1287-1293.

Intracranial hemorrhage in neonates: A review of etiologies, patterns and predicted clinical outcomes.

Tan AP, et al. Eur J Paediatr Neurol. 2018 Apr 24.

2. Original clinical studies

APRIL

Antibiotic Use After Removal of Penicillin Allergy Label.

Vyles D, et al. Pediatrics. 2018 Apr 20. [This article is covered in the 18th Bubble Wrap]

Acetaminophen in the Neonatal Intensive Care Unit: Shotgun Approach or Silver Bullet.

van den Anker JN, Allegaert K. J Pediatr. 2018 Mar 28.

Paracetamol Accelerates Closure of the Ductus Arteriosus after Premature Birth: A Randomized Trial.

Härkin P, et al. J Pediatr. 2016 Oct;177:72-77

Reading Aloud, Play, and Social-Emotional Development.

Mendelsohn AL, et al. Pediatrics. 2018 Apr 9.

Evaluation of Intussusception after Monovalent Rotavirus Vaccination in Africa.

Tate JE, et al. N Engl J Med. 2018 Apr 19;378(16):1521-1528.

Change in Overweight from Childhood to Early Adulthood and Risk of Type 2 Diabetes.

Bjerregaard LG, et al. N Engl J Med. 2018 Apr 5;378(14):1302-1312.

The impact of general anesthesia on child development and school performance: a population-based study.

Schneuer FJ, et al. Paediatr Anaesth. 2018 Apr 27.

Kingella kingae as the Main Cause of Septic Arthritis: Importance of Molecular Diagnosis.

Hernández-Rupérez MB, et al. Pediatr Infect Dis J. 2018 Mar 31.

Mortality After Pediatric Arterial Ischemic Stroke.

Beslow LA, et al. Pediatrics. 2018 Apr 25.

Helmet use in bicycles and non-motorised wheeled recreational vehicles in children.

Ong JS, et al. J Paediatr Child Health. 2018 Apr 24.

Identification of early childhood caries in primary care settings.

Nicolae A, et al. Paediatr Child Health. 2018 Apr;23(2):111-115.

Electronic Cigarettes and Future Marijuana Use: A Longitudinal Study.

Dai H, et al. Pediatrics. 2018 Apr 23.

Risk of Fractures in Youths with Celiac Disease-A Population-Based Study.

Canova C, et al. J Pediatr. 2018 Apr 19.

Improving Anaphylaxis Care: The Impact of a Clinical Pathway.

Lee J, et al. Pediatrics. 2018 Apr 3.

Clinical aspects of incorporating cord clamping into stabilisation of preterm infants.

Knol R, et al. Arch Dis Child Fetal Neonatal Ed. 2018 Apr 21.

Ethical considerations of researchers conducting pediatric clinical drug trials: a qualitative survey in two Belgian university children’s hospitals.

Van Hoof W, et al. Eur J Pediatr. 2018 Apr 21.

Eyelash length for the diagnosis of atopic dermatitis and ichthyosis vulgaris in children-a case control study.

Singh M, et al. Eur J Pediatr. 2018 Apr 19.

Oxygenation of the Immature Infant: A Commentary and Recommendations for Oxygen Saturation Targets and Alarm Limits.

Saugstad OD. Neonatology. 2018 Apr 18;114(1):69-75.

Neurodevelopmental Impairment Among Extremely Preterm Infants in the Neonatal Research Network.

Adams-Chapman I, et al. Pediatrics. 2018 Apr 17.

Are Neurodevelopmental Outcomes of Infants Born Extremely Preterm Improving Over Time?

Doyle LW. Pediatrics. 2018 Apr 17.

Prevalence of Functional Defecation Disorders in Children: A Systematic Review and Meta-Analysis.

Koppen IJN, et al. J Pediatr. 2018 Apr 12.

Respiratory Management of Extremely Preterm Infants: An International Survey.

Beltempo M, et al. Neonatology. 2018 Apr 13;114(1):28-36.

Characteristics of children admitted to intensive care with acute bronchiolitis.

Ghazaly M, et al. Eur J Pediatr. 2018 Apr 13.

Joint Laxity in Preschool Children Born Preterm.

Romeo DM, et al. J Pediatr. 2018 Apr 9.

Association Between Early Caffeine Citrate Administration and Risk of Acute Kidney Injury in Preterm Neonates: Results From the AWAKEN Study.

Harer MW, et al. JAMA Pediatr. 2018 Apr 2:e180322.

Neurobehavioral Outcomes 11 Years After Neonatal Caffeine Therapy for Apnea of Prematurity.

Mürner-Lavanchy IM, et al. Pediatrics. 2018 Apr 11.

Developmental Trajectory of Language From 2 to 13 Years in Children Born Very Preterm.

Nguyen TN, et al. Pediatrics. 2018 Apr 9.

Advanced maternal age during pregnancy and the risk for malignant morbidity in the childhood.

Imterat M, et al. Eur J Pediatr. 2018 Apr 8.

Variations in Mechanisms of Injury for Children with Concussion.

Haarbauer-Krupa J, et al. J Pediatr. 2018 Mar 27.

Smartphone addiction risk and daytime sleepiness in Korean adolescents.

Chung JE, et al. J Paediatr Child Health. 2018 Apr 6.

Transient Tachypnea of the Newborn is Associated with an Increased Risk of Hospitalization Due to RSV Bronchiolitis.

Heinonen S, et al. Pediatr Infect Dis J. 2018 Apr 2.

The viability of probiotics in water, breast milk, and infant formula.

Watkins C, et al. Eur J Pediatr. 2018 Apr 2.

Association Between Use of Acid-Suppressive Medications and Antibiotics During Infancy and Allergic Diseases in Early Childhood.

Mitre E, et al. JAMA Pediatr. 2018 Apr 2:e180315.

Vitamin A Deficiency Due to Selective Eating as a Cause of Blindness in a High-Income Setting.

Martini S, et al. Pediatrics. 2018 Apr;141

Prophylactic Dextrose Gel Does Not Prevent Neonatal Hypoglycemia: A Quasi-Experimental Pilot Study.

Coors SM, et al. J Pediatr. 2018 Mar 28.

MAY

Diagnosis and management of conductive hearing loss in children with trisomy 21.

Stewart R, et al. J Paediatr Child Health. 2018 May 22.

Short-term Seizure Outcomes in Childhood Epilepsy.

Aaberg KM, et al. Pediatrics. 2018 May 22.

Clinical Metabolomics in Neonatology: From Metabolites to Diseases.

Fanos V, et al. Neonatology. 2018;113(4):406-413.

The Neonatal Microbiome and Its Partial Role in Mediating the Association between Birth by Cesarean Section and Adverse Pediatric Outcomes.

Montoya-Williams D, et al. Neonatology. 2018 May 22;114(2):103-111.

Impact of Blood Donor Sex on Transfusion-Related Outcomes in Preterm Infants.

Murphy T, et al. J Pediatr. 2018 May 18.

Breastfeeding Trends Among Very Low Birth Weight, Low Birth Weight, and Normal Birth Weight Infants.

Campbell AG, et al. J Pediatr. 2018 May 18.

Epidemiology and Etiology of Invasive Bacterial Infection in Infants ≤60 Days Old Treated in Emergency Departments.

Woll C, et al. J Pediatr. 2018 May 18.

Soy protein supplement intake for 12 months has no effect on sexual maturation and may improve nutritional status in pre-pubertal children.

Duitama SM, et al. J Paediatr Child Health. 2018 May 20.

Using feeding to reduce pain during vaccination of formula-fed infants: a randomised controlled trial.

Bos-Veneman NGP, et al. Arch Dis Child. 2018 May 16.

The change in management of bronchiolitis in the intensive care unit between 2000 and 2015.

Mecklin M, et al. Eur J Pediatr. 2018 May 15.

The use of overnight oximetry in neonates: A literature review.

Flint A, et al. J Paediatr Child Health. 2018 May 15.

Clinical Characteristics of Disaccharidase Deficiencies Among Children Undergoing Upper Endoscopy.

Cohen SA, et al. J Pediatr Gastroenterol Nutr. 2018 Jun;66

Home oximetry to screen for obstructive sleep apnoea in Down syndrome.

Hill CM, et al. Arch Dis Child. 2018 May 14.

Differences in Prehospital Patient Assessments for Pediatric Versus Adult Patients.

Ramgopal S, et al. J Pediatr. 2018 May 11.

Methicillin-Resistant Staphylococcus aureus: The Effects Are More Than Skin Deep.

Muenks CE, et al. J Pediatr. 2018 May 11.

Attitudes Surrounding the Management of Neonates with Severe Necrotizing Enterocolitis.

Pet GC, et al. J Pediatr. 2018 May 10.

Adherence to Polyethylene Glycol Treatment in Children with Functional Constipation Is Associated with Parental Illness Perceptions, Satisfaction with Treatment, and Perceived Treatment Convenience.

Koppen IJN, et al. J Pediatr. 2018 May 10.

The Use of a Fitbit Device for Assessing Physical Activity and Sedentary Behavior in Preschoolers.

Byun W, et al. J Pediatr. 2018 May 10.

24-Hour Ambulatory Blood Pressure after Adenotonsillectomy in Childhood Sleep Apnea.

Hsu WC, et al. J Pediatr. 2018 May 9.

Probiotics for respiratory tract infections in children attending day care centers-a systematic review.

Laursen RP, et al. Eur J Pediatr. 2018 May 12.

Interventions to Reduce Over-Utilized Tests and Treatments in Bronchiolitis.

Tyler A, et al. Pediatrics. 2018 May 11.

Prevalence of Functional Gastrointestinal Disorders in Children and Adolescents: Comparison Between Rome III and Rome IV Criteria.

Saps M, et al. J Pediatr. 2018 May 7.

Obesity, Blood Pressure, and Retinal Vessels: A Meta-analysis.

Köchli S, et al. Pediatrics. 2018 May 9.

Severity Adjusted Risk of Long-Term Adverse Sequelae Among Children with Osteomyelitis.

Vorhies JS, et al. Pediatr Infect Dis J. 2018 May 4.

Characteristics of severe RSV infection needing intensive care.

Resch B, et al. Eur J Pediatr. 2018 May 8.

Safety on the slopes: ski versus snowboard injuries in children treated at United States trauma centers.

Polites SF, et al. J Pediatr Surg. 2018 May;53(5):1024-1027.

Evaluation of the current use of imaging modalities and pathogen detection in children with acute osteomyelitis and septic arthritis.

Manz N, et al. Eur J Pediatr. 2018 May 4.

Improved Diagnosis and Treatment of Bone and Joint Infections Using an Evidence-based Treatment Guideline.

Quick RD, et al. J Pediatr Orthop. 2018 May 2.

Physical activity during pregnancy and offspring neurodevelopment: A systematic review.

Niño Cruz GI, et al. Paediatr Perinat Epidemiol. 2018 May 4.

Melatonin for the management of sleep problems in children with neurodevelopmental disorders: a systematic review and meta-analysis.

Abdelgadir IS, et al. Arch Dis Child. 2018 May 2.

Serious complications after button battery ingestion in children.

Krom H, et al. Eur J Pediatr. 2018 May 2.

Inhaled Combined Budesonide-Formoterol as Needed in Mild Asthma.

O’Byrne PM, et al. N Engl J Med. 2018 May 17;378(20):1865-1876.

As-Needed Budesonide-Formoterol versus Maintenance Budesonide in Mild Asthma.

Bateman ED, et al. N Engl J Med. 2018 May 17;378(20):1877-1887.

Hydrolyzed Formula Compared With Standard Formula for Preterm Infants.

Ng DHC, et al. JAMA. 2018 Apr 24;319(16):1717-1718.

Safety of Oral Propranolol for Infantile Hemangioma.

Droitcourt C, et al. Pediatrics. 2018 May 29.

Study of movement of umbilical venous catheters over time.

Hoellering A, et al. J Paediatr Child Health. 2018 May 28.

Cardiopulmonary Adaptation During First Day of Life in Human Neonates.

Jain A, et al. J Pediatr. 2018 May 23

3. Guidelines and best evidence

APRIL

Thomas M, et al. Paediatr Anaesth. 2018 Apr 27.

External Validation of the PediBIRN Clinical Prediction Rule for Abusive Head Trauma.

Pfeiffer H, et al. Pediatrics. 2018 Apr 26.

A Modified Algorithm for Critical Congenital Heart Disease Screening Using Pulse Oximetry.

Diller CL, et al. Pediatrics. 2018 Apr 24.

Pharmacokinetic studies in children: recommendations for practice and research.

Barker CIS, et al. Arch Dis Child. 2018 Apr 19.

Clinical prediction rules for abusive head trauma: a systematic review.

Pfeiffer H, et al. Arch Dis Child. 2018 Apr 5.

Question 2: Is there a role for Montelukast in the management of viral-induced wheeze in preschool children?

Burman A. Arch Dis Child. 2018 May;103(5):519-520.

Neonatal Abstinence Syndrome: Advances in Diagnosis and Treatment.

Wachman EM, et al. JAMA. 2018 Apr 3;319(13):1362-1374.

MAY

Management of Paediatric Ulcerative Colitis, Part 1: Ambulatory Care- an Evidence-Based Guideline from ECCO and ESPGHAN.

Turner D, et al. J Pediatr Gastroenterol Nutr. 2018 May 30.

Management of Paediatric Ulcerative Colitis, Part 2: Acute Severe Colitis; An Evidence-based Consensus Guideline from ECCO and ESPGHAN.

Turner D, et al. J Pediatr Gastroenterol Nutr. 2018 May 30.

Current treatment approaches for paediatric CFS/ME.

Loades M, et al. Paediatr Child Health. 2017 Sep;27(9):432-434.

Do feeding practices during transfusion influence the risk of developing necrotising enterocolitis in preterm infants?

Hilditch C, et al. J Paediatr Child Health. 2018 May;54(5):582-584.

4. Case reports

APRIL

A 14-year-old girl with short stature, incomplete puberty and severe menstrual bleeding.

Marr A, et al. Paediatr Child Health. 2018 Apr;23(2):85-88.

An 18-Year-Old With Acute-on-Chronic Abdominal Pain.

Corden MH, et al. Pediatrics. 2018 Apr 10.

An Eight-Year-Old Boy with Fever and Abdominal Pain.

Howard G, et al. Pediatr Infect Dis J. 2018 Apr 9

Relapsing Pityriasis Rosea With HHV-7 Reactivation in an 11-Year-Old Girl.

Engelmann I, et al. Pediatrics. 2018 Apr 19.

Epigastric Abdominal Pain and Weight Loss in a 17-Year-Old Male.

Sanchez MJ, et al. Clin Pediatr (Phila). 2018 Apr 1:

Recurrent Nontyphoidal Salmonella Bacteremia in a 3-Year Old Male.

Singh P, et al. Pediatr Infect Dis J. 2018 Apr 2.

MAY

Failing to thrive, abdominal pain and vomiting: A hairy situation.

Au VA, et al. Paediatr Child Health. 2018 May;23(3):173-175.

Hypersensitivity Pneumonitis and Acute Respiratory Distress Syndrome From E-Cigarette Use.

Sommerfeld CG, et al. Pediatrics. 2018 May 17.

Acute small bowel obstruction in a child with a strict raw vegan diet.

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Teaching old docs new tricks: how to better teach your junior staff by Grace Leo

If you give a man a fish, you feed him for a day – but if you teach a man to fish – you feed him for a lifetime”.

Grace speaks as a junior doctor in training about ways she believes we can be become educators to juniors and our peers. She shares some of her insights into and experience of receiving effective teaching to suggests practical ways we can integrate teaching into the every-moment at work.

Don't Forget the Bubbles
Teaching old docs new tricks: how to better teach your junior staff by Grace Leo







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