Hello everyone. Welcome and good morning. This is the RESQIPS, a structured curriculum to improve research understanding and participation. To pose any questions to the faculty please use the chat field which is on the left side of your screen. A few housekeeping reminders. To claim CME credit you will need to complete an evaluation for each session that you attend live or on demand during the assembly. All sessions will be recorded and made available to watch live until January 31st 2021. You can visit the Member Resource Center if you have any questions. Also note your feedback on the evaluation helps the program planning committee so please give in your input with suggestive comments. So I wanted to introduce the panelists. I'm Nalita Keoli. I'm a program director at Honor Health and this is for the Physical Medicine and Rehab Residency Program and I'm also the chief of the Physical Medicine and Rehab Department at the Phoenix VA. We have Dr. Priya Radhakrishnan. She is an internist by training and is the designated institutional official and the chief academic officer for Honor Health. We have Carrie Howell. She's a master librarian and works at Honor Health and we have Dr. Allison Essary, a PA who is also the director of the Shiver Research Institute at Honor Health. So we have no disclosures and here are the objectives. We really hope to help you design a curriculum and also learn how to collaborate with your different partners and stakeholders to create a curriculum and we're going to the poll. Okay. I like the poll. Oh, I see that there's some problem with the presentation. You are not able to see my slides. Let's see what the problem is. Okay, looks like you cannot see any slides. I'm not sure. Oh, there we go. So that's the poll question. Are you part of a PM&R residency program? We'll wait a little bit for the results. Okay, I see that. Okay, we'll give it a few minutes. Okay, we've had some participation here so we can go on to the next slide and show the results. It seems like it's about 50-50, so hopefully even those of you who are not part of a residency program will get some benefit from this presentation. We can go on to the next slide. This is our next polling question. If you have a PM&R residency program at your institution, how many years have you had it? If you could just click on that, we'll give a few minutes. I don't see anybody. Can you guys see the poll? Okay. Okay, here we go. We'll give it a few more. I guess some are having difficulty seeing the poll questions. Okay, give it a few more minutes. Okay, so I think it's some have greater than 10 years. That's great. You can move on to the next slide. Okay. So I just want to give a little bit of a history and talk about our journey here at Honor Health. So we are a fairly new program. We've had our program only for two years now. When we decided to embark on the journey of getting a residency program, we are the only one in the state of Arizona. So there was a need. Definitely, we had concern about how to get our faculty and residents involved in scholarly activity. Luckily for us, Honor Health already had four other residency programs. And so we could utilize whatever they had in place to with regards to that endeavor. So the goal really was to support our faculty and residents and increase enthusiasm for scholarly activity to stimulate curiosity and to educate regarding opportunities and resources that we had both at Honor Health, which is our sponsoring institution and the Phoenix VA. So Honor Health is a community, non-for-profit institution. It is not affiliated with any big university. And so as a result of that, we did not have a big research powerhouse. What we did have was RESQIPS, which is which stands for Research Quality Improvement and Patient Safety. It's really an interprofessional network wide initiative to promote scholarship. And you will hear from the next few panelists about how this was developed and what was the impetus to get this started. Utilizing RESQIPS has benefited our residency tremendously. We've had post-presentation at AAP in 2020. And then also at our we have one that's been accepted for a national meeting for next year. Currently, all our residents are involved in research projects. We're leveraging both the resources at Honor Health and also for QI. We're using IHI modules for Honor Health and the Lean Sigma training at the VA. So I'm going to hand this over to our next panelist. That is Dr. Radhakrishnan. And she is going to talk about RESQIPS and what was the reason for it to get started. Thank you, Dr. Keeley and good morning, everybody. I'm going to apologize in advance for some of the slides. They look a little different from what we had initially submitted. So my name is Priya Radhakrishnan. And if you're on Twitter, follow me and we'll continue our conversation. I've been the chief academic officer at Honor Health now for about five years and have a lot of experience in graduate medical education. One of the things that we're going to start with is our poll. So the first question is, do you have a formal research and QI curriculum in your residency program? And as you're thinking about it, if you can answer, I'm going to go to the next slide. And so not applicable for a lot. And I'm going to stop here because I saw that, you know, we had about half our participants who were not in formal residency programs. And one of the things that the RESQIPS program also does is really engage community faculty, especially those who are interested in gaining leadership positions and really help them on quality improvement projects. So that for the faculty themselves, they have, you know, a deeper understanding on how to run projects and how to really accomplish and complete them. And so this curriculum is actually very applicable, whether you're a practicing doctor, a resident or a faculty member. So the origin, like all good things, we started with a problem. And so when I was recruited, we had an ACGME citation on scholarly activity, as well as we had some citations on QI and patient safety. And really not. And this was a sponsoring institution. And so we had a brainstorming session. We brought in our partners and I have a slide later on stakeholders. And we really tried to figure out how can we use the existing system resources to help our residents, help the faculty, as well as help the sponsoring institution. And with that, just by who was on the table. So we had a research institute, which is basic science, you know, phase one trials predominantly in cancer and CBD. Our QI partners and our patient safety partners. And, you know, we were just writing it on the board and it gave birth to ResQuips because it fit well. It was a tagline. And, yes, we are trying to get it patented. And so our original plan and, you know, like with everything, we sat down and asked ourselves, like, what are we trying to accomplish here? Now, we are not like Dr. Keeley had mentioned, we are not we are our identity is a community based hospital. And so our mission is to support the patients that we serve. And so we wanted to make sure that we were able to instill the spirit of inquiry in medicine and really encourage our residents, our faculty, our staff to ask the question, if something doesn't work, why? Or if there's a trend in patients, you know, why? If there is if something works really well, why? And really display that curiosity, move it into scholarship. Now, if you're a traditionalist, if you're a traditional researcher, some of this research is is qualitative, others is quantitative. And so you may actually roll your eyes and say this is not research. But the way that we look at it, it's really the focus of our of the inquiry is to improve care. And whether that's to improve care for the for ourselves. So the medical community, educational discovery, you know, looking at patterns and trends. One of our projects was one of our residents developed a project on LGBTQ really patient asking and making sure patients felt comfortable. And we felt this was really important. And it contributed to that spirit of inquiry. And so, like, what happened? So now currently we are in year four, I want to say, of our SQIPs. So the first year was really building the blocks. And you'll hear from Kerry Howell, who's a librarian. Our librarians were joined at the hip. We were able to demonstrate an increase in resident scholarship by 33 percent. The ACGME requires the residents to really participate and show evidence of posters, presentations and so on. But then in the first couple of years, we found that there was a lag in faculty scholarship. And so we put a lot of resources and support for faculty. And then, like anything, if there's no alignment, it really does not show value. And so one of the things we did was to give priority to the projects that were within the system so that the goal was to improve the care. And projects such as readmissions, falls. And we will show you our opioid award that we got from the WMC to address the opioid epidemic. Our goal was to increase the amount of grants and through philanthropic support, we were able to establish the Office of SQIPs. The Scribner Family Foundation gave us money to really expand this program because they saw the results. And so who are our partners? So basically, all the stakeholders were the health system as well as external. So all the way from Research Institute to the Graduate Medical Education Committee. Our regulatory affairs, patient safety, quality, health policy, and definitely our Honor Health Foundation as well. So some projects, like I said, we really had a pretty significant increase in our scholarship. So we won the WMC award for opioid stewardship. The next phase of our SQIPs program really focuses on social determinants of health. We have launched a food insecurity screening program as well as making sure that our system has a program for diversity, equity and inclusion. And then within the pandemic, of course, like any other health system, we are reeling and seeing large numbers of patients and really making sure that we contribute to the science of COVID-19. And so with that, I'd like to bring Kerry Howell, who is our master librarian. And like I said, our librarians were our partners in crime. And it's really because of our librarians that we were able to roll out the curriculum. Kerry, off to you. And thank you. Thank you, Dr. Radhakrishnan. I'm going to apologize. I had some computer issues with the video. So you're just going to see my slides today. But hopefully, everything will go great. So as Dr. Radhakrishnan said, we did have that citation from ACGME in 2016 that warned of weakness in our program. And the problem that we saw was this. The residents have a core requirement for scholarship for their education requirements. And residency is also the time when they need to develop the skills to become clinicians who can provide excellent patient care and be able to respond to changes in practice. Based on the new research development, engage in quality improvement, implementation for both the hospital system or their own offices in order to respond to the legislative changes. And also really develop that ability to analyze problems, see what the problem is, analyze it, and try and figure out a way to solve it. The clinicians and residents at Honor Health, you know, they could see that there was research that needed to be done. And they could see that there were problems, like with quality improvement and, you know, just the way things wind up being done in a hospital system sometimes are not the most efficient. But there was a path between project ideas and project execution that really wasn't there. And it wasn't there so that they could get credit for the work that they were doing to solve them, you know, scholarly activity, QI, patient safety. And projects were always getting stuck in places. You know, people didn't know the right path of how to do things and, like, had questions. When do you go in front of the IRB? Do they have to go in front of the IRB? Is this data that I think is important, is it collected? And if so, who has it? How do I access it? What do I need? Where's the librarian? Anything from basic to super complex. So research was a discouraging quagmire and nobody could fully navigate it. And, of course, we had the perennial issue of commitment, time, and knowledge. You know, no one person has enough of all three to tackle a project at any time. One of the things that I like to say is that research is a team sport. I also say science is a team sport, too. But the problem was is that our team sport, no one knew who was on the team and no one knew what sport they were playing. And it was not their fault. So that just meant that we needed to create a resource that was flexible, that was interdisciplinary, and that could draw people in to make the connections between what they saw and how they wanted to address it and what resources were available to them. All right. So how did we do this? Well, we put four groups of stakeholders who worked together as a committee to develop this framework, Refresh Webs. So because we're a community-based hospital system, excellent patient care is really our highest priority, and we're known for innovation and care for the individual. So we have the Honor Health Clinical Research Institute, which runs clinical trials across our system, clinical trials across our system in heart and vascular research, trauma studies, neurologic and spine research, cancer treatment trials. And we've also got our quality improvement and patient safety team. And they were an obvious choice to partner with because they're the ones who are keeping that data that help us maintain our high standard of care. They can see the areas where we can make improvements. And there are also excellent resources for residents because their data is the stuff that confirms if there's an issue or not, and it provides the benchmarks for the quality of care, cost savings, was their intervention successful or not. Our residency faculty were also at the table, not just because of their experience with guiding residents, but because they know what kind of practical research challenges they face in their own practices and the struggles that the residents are facing trying to develop and complete projects. And finally, the librarians. The librarians were leading the charge. First, I just kind of wanted to say to chat, you know, if you could tell me a little bit if you have access to librarians and what your relationship is like and, you know, how easy it is to find resources. I actually really love to hear that. And here's the other thing about librarians is that we tend to be fantastic resources that are overlooked. And here's why. We are the natural connectors of people to people and people to information. So what that means is that if you can't find what you need, call us in, because we have a different perspective on information and how it's connected, who collects it, how is it organized, and what might be useful. We're very interdisciplinary by nature. We're also a great source for institutional knowledge and who might be a specialist in something that doesn't appear obvious at first and whose skills they have. You know, Dr. Radhakrishnan said, you know, some people consider only like research as research and have very rigid ideas about that. Librarians understand that that research might be based on other topics and smaller projects that help build the larger case for it. When I talk to people, I always tell them, hey, you have to make a case for this is an issue, this is a problem. How are you going to do that? And certainly all those scholarship type activities help researchers because they are part of the information network. And Dr. Radhakrishnan also likes to talk about finding an easy button for things and we want to be your easy button. Librarians want you to succeed. Okay, so that's over. Anyway, so REST-QIPS is two things under one label. First, it's a framework for research curriculum that's designed to make research at Honor Health, particularly among the medical residencies but not exclusively for them, an integral part of their medical education with the goal of producing evidence-based results to improve practice at Honor Health. And second, REST-QIPS is a series of educational events that build on each other to offer practical advice and connections to Honor Health residents and the staff to increase their research opportunities and projects. So we have a poll next. Do you evaluate your research and QI curriculum? If you could just take a second to answer that. Okay. So we kind of got an N.A. on that at the moment. No? Okay. So it's kind of like you're just doing stuff. All right. Well, hopefully some of the things that we'll discuss will give you some ideas for what sort of metrics you should be tracking in the future. All right. So okay. So just to talk about the, this format of things that we do. RESQIPS is, so because of its format, RESQIPS has been able to adjust itself to the needs of participants in terms of those educational activities. So our first in 2017 was a half day presentations of research by faculty and staff coming from all across the organization. And they were really aimed to be practical lessons designed to excite and pique the interest of residents. So, and we really kind of followed the, everybody has probably has something that they can teach or something they can talk about that offers those lessons. So I spoke about like, so I spoke about project management and planning and that was drawing on my own past history as a state performance auditor and in medical publication. Talked about how to assemble the team, how to make a timeline, how to build extra time into your timeline, how to make sure that, you know, no one person winds up burnt out by doing all of the work. So anyway, other topics included study protocols, the grants, data analysis, statistics, real life research examples and discussion methods by people who use them successfully. 2018 sessions in spring and fall focused on research design and showing how to build a project from idea to dissemination. 2019, our spring sessions were RESQIPS on the road, a focus set of lessons on creating posters and presenting and we created an enduring materials video of tips for presenting, featuring our faculty. The 2019 fall session was our first with keynote speakers from outside honor health community and it was focused on changes in practice and resulted honor health and the community achieved through research. So every session of RESQIPS we ask the participants what they want to see next, what they think they need more information on and if they have a project in mind that they're, or something that they're working on. And then the library staff actually follows up with those who indicate they feel they've gotten stuck in order to suggest resources within the organization, who they might want to talk to and any other kind of help that we can get. So because of this flexibility we've been able to more than double our participation level at RESQIPS to help increase the number of research and QI projects finished. And another thing is because of all these changes in content and presentation each time, our third year residents are getting as much out of RESQIPS as our first years. And because of the emphasis on practical content and lessons in doing, they're able to incorporate information and methods gleaned from the presentations into their future work. And whether that's a QI project, patient care, research and academic scholarship, we've seen a lot of great response to this. And a lot of changes institutionally leading to, you know, a formal position full time working on RESQIPS and other activities. And that is going to be Dr. Allison Essary, who is our next speaker. Allison? Hi, everyone. Thanks so much for joining us today. This is obviously an area of interest and passion for us. And we thank you very much for joining us on a weekend to share a topic of passion. And we know that this is, you know, time that's precious to you. And so we hope that this is valuable content that you can take back to your institutions and share. So my name is Allison Essary. I am the Scrivener Family Director of Research Quality Improvement and Patient Safety at Honor Health. And I have the pleasure of working with the panelists here today. So what I'm going to talk about today is the kind of RESQIPS framework and a little bit about where we've been, but more importantly, where we're going. So first and foremost, this is the research roadmap that we use. And, you know, I can't take credit for this. This is 100% the work of our wonderful medical librarians. And they put this together to help, as both Kerry and Dr. Radhakrishnan spoke about, to help kind of put a framework, an easy button around what faculty, residents, and fellows need to kind of get started and what their pathway to research looks like. So where do you start? And then what does your pathway look like so you can be successful with an emphasis on success? And, you know, a secondary emphasis on, you know, what does your team look like? What does your support network look like? So that folks don't feel like they're out there kind of floating in the deep end of the pool all alone without lifeline, without a life jacket. So, you know, putting that kind of infrastructure in place was the first step towards the RESQIPS journey. So this is called, for lack of a better description, the Big R. And this kind of guides our work now. And quite often, I actually reflect back and look at this R to kind of remind myself, okay, this is what our foundation is. So I'm going to move to the next slide here. And this is a poll, but I'm going to skip this because I'm a little bit worried that some of this technology might boot me off. So if you don't mind, I'm going to skip this and then go to the next slide. So one of the things that we also work with our library and CME department on is accrediting and designating CE and CME for all of our RESQIPS programs. So not only are our medical librarians responsible for the multitude of things that librarians are responsible for in a hospital and network setting, but they also oversee our CE and CME department. So they are tremendously important to the professional development and education of the staff, clinicians, faculty, residents, fellows within the honor health system. So for those of you who have not worked with medical librarians, with your librarians, you're missing out. They are instrumental and have been instrumental in our success. They're key team members for us as we build up our research and QI infrastructure. The residents, the fellows, the faculty, they know them by name. They know that they need them in order to be successful in their research journey. And, you know, quite honestly, we couldn't do it without them. So hopefully you're motivated to kind of go out and work even more if you already do work with your medical librarians. And if you don't, maybe seek them out and work a little bit more directly with them. So we've presented the results of the program at multiple conferences. And in addition to all the hard work that our medical librarians have done to kind of meet the needs of our residents, fellows, and faculty, they've done a remarkable job meeting their needs in a very disciplinary specific way as well. So they've built out specific library sites for each of our residency and program sites. So physical medicine and rehab, they have their own library page. So they have their own site where they can go to find specific resources, specific resources for research. We're trying to build out like a call for abstracts, conferences, posters. So these are things that are constantly in their iterative phases. But the medical librarians are just fantastic in terms of being open to feedback and being kind of that key team member to help everybody be successful, particularly in the GME world. They've done a remarkable job meeting the needs of the academic affairs and GME teams, as well as the network at large with two of our major key strategic initiatives. So they've built out a library page and a library guide around COVID-19, which was a remarkable feat. I think they did it in a period of 24 to 48 hours. Similarly, another institutional initiative is around diversity, equity, and inclusion. And they built out a library guide and page around that initiative within 24 to 48 hours. So their contribution to the education and development of our staff and our workforces is, you know, it's difficult to describe without sounding, you know, dramatic, but it's truly remarkable. So we're fortunate to have them as part of our team. So similar to what Carrie and Dr. Radhakrishnan were talking about in terms of the timeline that we put together, you can see that we started just not too long ago, 2016, in terms of when Dr. Radhakrishnan pulled together all of those stakeholders from her pie chart, you know, brought those folks together and developed what is now REST-QIPS, the REST-QIPS curriculum, the REST-QIPS team, and push that out under the leadership of our medical librarians. And that was in 2017. Very, you know, similar to what Carrie Howell talked about in terms of, you know, we saw results with resident research productivity, a little bit of a lag with faculty productivity. So we're working on that a little bit. But 2019 to 2020, we've had a lot of But 2019 to 2020 was a time period where we realized that in order to truly kind of engage faculty, clinicians across the network, we really needed to leverage kind of existing programs and existing expertise in the community. Since we don't have a medical school at Honor Health, what we did is we reached out into the community, as Carrie said, and we brought in other academic institutions to showcase what types of community-embedded projects, health-related projects were going on that our faculty could engage with. And so that way, we could form these partnerships and form a truly team-based approach. You know, and Dr. Chioli and I have talked about this in the past in terms of, you know, what does team-based really mean, right? We know from the literature that team-based outcomes, you know, or team-based approaches to clinical care suggest better patient outcomes. And so why aren't we modeling that in our research and QI activities as well? So what we did is we brought in some academic partners to talk about health equity, health policy, social determinants of health. And within those spaces, we really generated some wonderful ideas out of that fall symposium in 2019, some wonderful team-based projects out of that symposium in 2019. And with that, and I'm going to, you know, kind of shine a light on Dr. Chioli here a minute. She's very good about bragging about her residents and other folks within her department, but she's been very active and she's been, you know, a real, you know, bright star in terms of engaging in these team-based projects as well. So she's been involved in grant submissions. She's been involved in posters with NIDA around substance use and opioid use disorder. And she's involved in our recent initiative with the COVID Action Network, which is an AHRQ-sponsored and Institute for Healthcare Improvement-sponsored initiative to reduce the incidence of COVID in nursing homes. So she's been a real leader in this initiative, and so she deserves some recognition for that. Now with 2020, this provided us with kind of a period of reflection for many reasons. You know, one of the, you know, challenging opportunities, so to speak, that we face is, you know, under Dr. Radhakrishnan's leadership, we saw tremendous growth. You know, we started with one to two residency and fellowship programs. Now we have 10 or 11. And so we realize, you know, and again, when I say we, it's our team, our small but mighty team that includes the medical librarians. We realize that we can't be everything to everyone. So how do we kind of adapt and evolve, right? Part of that includes bringing in our community partners, our academic partners, and trying to kind of fit those teams and fit those models within different residency and fellowship programs. But we also recognize that we still needed to work through kind of our own internal workflow governance structures. So with that, we kind of spent and have spent the past six months working on some workflow-related issues around, you know, IRB. Again, how can we put in place like an easy button? And then how can we incorporate some more of some content that, you know, highlights the decrease in time between research findings and clinical practice, right? And so, you know, on this next slide, what we've done is we've introduced the podcast series, which will start actually next year. And this is around health system science. And the basis for health system science is really, you know, these concepts that help reduce that time lag, right? We know that from bench top to practice, that time period is exceedingly long, right? And it really doesn't need to be. So how do we reduce that time? How do we push out the evidence? How do we identify best practices, share it with other institutions, in addition to sharing it internally with our own network and our own clinicians? And so, you know, developing this podcast series with our academic partners at Arizona State University, where we partner with academic experts at the university, but clinical experts within Honor Health to share some of that knowledge and push it out and disseminate those best practices so that we can improve patient care faster, quicker, more efficiently, and under an evidence-based framework. So this podcast series, there's nothing like it out there now. And so we're hoping to really fill a gap there. We've already talked a little bit about Project ECHO and the Nursing Home COVID Action Network, but we also have two other ECHO programs that our residents, our fellows, and our faculty are engaged in. We have one for palliative care, and another for medication-assisted treatment. And our residents and our fellows have presented cases for both of those ECHO partnerships. So that's very exciting. It's a real-time tele-mentoring program that allows residents to participate, to engage in a very low-risk endeavor, and to learn from subject matter experts. So we're very fortunate, and it's a very exciting partnership to be a part of. So challenges and opportunities, we've discussed a little bit in terms of faculty uptake. You know, we are moving really fast under Dr. Radhakrishnan's leadership. She does not let the grass grow under her feet. So we have an incredible amount of growth in terms of residency and fellowship programs. And so I think, you know, kind of balancing the needs of the programs with the time, right, that Carrie Howell talked about. And so how do we put in place easy buttons? How do we build an infrastructure? How do we build in transparency so that it makes it easier for faculty, residents, and fellows to go in and say, okay, this is how I get my project done? The core competencies in terms of those IRB competencies, project generation, again, Carrie already talked about, how do we put the easy button in place? And then again, for the past year, we've really tried to solidify that data governance and workflow. Because as we really ramp up our programs, as we really ramp up, you know, data sets, dashboards, and the need to use those data to improve practice? How do we implement and institute practices that are internally safe and accepted? And then how do we implement practices and policies that make it easy for faculty, residents, and fellows to utilize those data to improve patient care? So just some small challenges. So with that, we will take some questions. And I'm gonna hand it over now to Dr. Keole, and we have some time for discussion and engagement with all of you. And again, thanks so much for joining us on your weekend. We know your time is precious. Dr. Keole, you're on. So I think we'll go to questions now. Dr. Keole, do you want to lead us in? I don't know if she can hear us. Okay, so we'll go to questions now. Dr. Keole, do you want to lead us in? I don't know if she can hear us. If not, there's been some really good conversation on the chat, so I'm gonna start with Dr. David Bolzer. He had a really good comment. Our PM&R department has a librarian, mostly used to find articles to help write book chapters and find journal club articles. And sometimes the amount of literature found by the librarians is intimidating, and it's hard to think about how to involve our librarian past the initial data gathering stage. And Keri, do you want to take that? Yeah, so I can understand the finding the amount of information intimidating. Sometimes I think, though, that people don't think, I'm guilty of that myself, frankly, I am. Okay, can you guys hear me? Quite a lot of citations, possibly. So if you have a situation where you need to, you should have a free and easy conversation with your librarian where you can narrow that down, hopefully, and then really, librarian to patron should be kind of more back and forth, I think, than really, we really think of the relationship. Anyway, other than that, I would also say, maybe it's just because of my background, but I do get pulled in a lot on things to do with citations, how to manage your documents and keep them in order so that you can easily write papers and develop your own personal library. A lot of one-on-one teaching, too, of people, because that actually works a lot better than being in a big class. And also, discussing, or being used for a ready reference kind of thing, where somebody's like, you know, I feel like somebody must have answered this question, but can you find something? Looking for a particular answer. So yeah, you can use this in lots of ways, not just with research in general. We also have on our staff one librarian who's really an excellent proofreader and very good at boiling down some complex topics for intra-hospital publications, particularly in the area of health literacy. So yeah. And so I'll add a little to that. One of the things which is interesting is, when we started this program, I really did not have any idea about the breadth and depth of what librarians can do. All the way from, one of our librarians is certified on health literacy. So really, some of our health literacy projects, we route through our librarians to make sure that the content is good. And so if, say, your residents, or you as an attending physician, are working on a project about falls and you want to develop some materials, that's a very simple project. It's a great project that has a huge impact on your department. And as the librarians review your materials and then you do a pre and post, that becomes into scholarship. And this is important scholarship because all of us struggle with these major health issues across our institutions. The same thing was for opioids, for example. As we headed into opioid stewardship, really having the librarians help us into what are the programs that are out there and link them up with the data analytics part of our patient safety folks. And voila, we had a project. We had an Enduring Materials CME, which won its own AMA award. And while the awards are just a measure of the success, it's really about connecting the dots within the institution and then thereby also providing support to the institution. I'm gonna read, Dr. Keely, I know is having some technical issues. So I'm going to read the next comment from Dr. Anaswamy. Librarians are underutilized for PM&R resident research in addition to what's listed above. I think using the help in planning and conducting systematic reviews for increasing research productivity is a good idea. And I think that's really brilliant. Kerry, do you wanna comment on that? I wanna say also, aside from research, one of the things you might wanna think about doing is inviting your librarian to whatever morning report you have, simply because they might be able to see these areas where a little extra information would be helpful and pull it up quickly. They also would probably appreciate the chance to really maybe give feedback about what they see could be a potential research topic coming up out of your daily discussions. Okay, that was great, thank you, Kerry. I actually have a question for Dr. Radhakrishnan on the panel. I know that through ResQuip, you have implemented the P3 paper poster paper and podium presentation as a model. So do you use that sort of as, do you need that as a step for advancement of residents or how do you sort of make sure that that's how they progress in scholarship? Yeah, thank you for that question. So when we started out, like with everything else, being the TIO and the challenge that I had was really jumpstarting and lighting a fire. And so we can't be expected to go from almost no research all the way to articles in nature. So we developed a pathway and for most of our residency programs, I called it P3. So starting with year one with a poster and then year two with a podium presentation. And then finally, I'm sorry, this is my mom who calls from WhatsApp in India, so I can't turn this off. So we developed a pathway and then year two with a podium presentation. And then finally, I'm sorry, this is my mom who calls from WhatsApp in India, so I can't turn this off. And finally, P3 was the paper presentation that we actually expect our residents. And understanding that the paper may or may not be accepted. So, and that went really well. Our internal medicine program really shot it up. We had a wonderful ACP conference. And then in year two, many of them get accepted for national presentations in the year three papers. The other is PM&R program. I was so pleased to see how our residents presented in AAPM&R last year, our first year residents. So it's really been that journey and really wonderful. Back to you. Yeah, thank you. That was great. I do think that this, utilizing this model also helps with sort of visibility because again, seeing a community program, I think research is a good way for us to sort of showcase our residents' talents on a bigger platform. So then, Terry, I have just one other question for you. And that is, what outcomes did you use to evaluate the ResQuest curriculum? Because I know you guys have been doing some research on that. Thanks. So our primary outcome that we've been tracking has been the amount of projects completed and also the amount of people who are participating. So as we mentioned, this is not just a one-time thing. This is not just a CME accredited presentation day, but it's also the pharmacy and nursing can also get credit for it. So actually, we've been increasing our participation from those groups also. We are a magnet organization. So basically, all our nurses have BS, or 85% of our nurses have BSNs or higher. So they are very active in research on their own, not just to do evidence-based research to improve things in terms of patient care, but also they would be continuing for master's, NP, or DNP even. So really getting in them, excellent work. Great, thank you. Sorry, go ahead. No, that's it. Okay, wonderful. I mean, I would also say that we've seen also different types of projects being proposed than we had in previous years. Really enhancing the complexity and also looking at some really ambitious projects with the idea of publishing too. Yeah, great. I think using ResQuip and using the scholarly activity, or rather mainly the curriculum, has helped us take a little bit of this onus away from a resident-led, because otherwise, I shouldn't say resident-led, but a lot of it was previously, from my understanding, dependent a lot on resident motivation. And as we all know, some residents are more motivated than others. Have you found that using ResQuip, that has been less of an issue? I only have experience of one year going to the second. So I just wanted to reach out to you and ask the panel as to whether ResQuip has helped decrease this being more dependent on residents' interest in research and, or whether something like a B3 model is still needed. Alison, do you wanna take that? Sorry. Go ahead, Carrie. Hi. Sorry, I was, no, go ahead, Carrie, you started. Okay, so I want, so I mean, as Alison just said in chat, you know, one of the things that we're doing is we're really working with people to expand their definition of research, to include, you know, other work, policy papers, DEI work, op-eds. I believe Dr. Radhakrishnan, you know, had a day in which she and some of the residents went and talked to the Arizona State House about some of the legislation that they had coming up. And, but also, you know, really, I think that the whole thing with ResQuip is getting everybody in a room and emphasizing that, A, we want them to succeed and that they don't have to do it alone, that there are lots of places to ask for help and really lots of different ways that we can start a project and then maybe tailor it as, you know, the time commitment, research, you know, time commitment and ability, you know, to incorporate other people or to really help it become something. I think that's really well said. Alison? I'm gonna defer to Dr. Essary. Since my boss is calling on me, one of the programs that we just introduced this summer includes a pipeline program with medical students who can work with us remotely with a COVID-19 vaccine. Medical students who can work with us remotely with COVID, obviously, and pre-health undergraduate students from one of the local universities, Arizona State University. And, you know, having the, you know, university students, medical students work with, you know, faculty and residents and fellows, you know, they really, you know, collectively, I'm gonna generalize a little bit, they just bring a fresh perspective they are bright, they're talented, and they bring just this new energy that has really sparked some very interesting and wonderful projects that we're excited to see the results of over the next, I would say, year. So I think that's another way to really kind of, you know, spark some energy among your teams. And, you know, maybe recognize that research doesn't always mean benchtop research. Research can encompass a lot of different things like Carrie said, it can encompass health policy, it can encompass health econ, it can encompass, you know, your QI can translate into research. And so, you know, expanding our definition of what research can be, particularly in today's healthcare environment, I think is really, really important. And our residents, our students, you know, can really make a positive impact on what that looks like. Yeah, thank you. I think we're almost at the end of this presentation. I just wanted to take a minute to really thank our panelists, you know, Dr. Radhakrishnan, Dr. Estery, and Carrie Howell. Thank you so much for all the time you've taken, not only to create RESTlist, but also to work on this presentation, which is originally supposed to be live, and then we changed it to a virtual platform, which came with all its challenges. So thank you very much. And I'm not sure if you have any last closing thoughts. A big shout out to Dr. Keeley, who being sort of the inaugural program director has really run with it. In fact, I want to say the ACGME accreditation site visit, she got commended for really making sure that all of these resources were utilized. You know, you could have resources, but I think it takes a program director to really, you know, own it and promote it within the program. So, and thank you for the wonderful chat with the participants. It's been fun to look at the chat function. And hopefully we'll have a in-person live meeting next year. Although. Yeah, you all. And thank you to the tech team. Yes, thank you. Thank you, tech. Thank you all. Absolutely. Bye-bye.

RESQIPS program

structured curriculum

research understanding

research participation

curriculum design

collaboration with partners

librarians' role

projects undertaken

faculty uptake