ACADEMIC PEDIATRICS ABSTRACTS e3

rotations as well as an assessment of the student’s overall perfor-mance relative to his/her peers (bottom line).OBJECTIVE: To determine the relative impact of the narrative

description versus the bottom line on reviewer assessment ofapplicant desirability.METHODS: Faculty members (n ¼ 29) from the Department of

Pediatrics at Baylor College of Medicine with experience review-ingMSPE letters as a part of intern selection reviewed two pairs ofsham MSPE letters. In each pair, the narrative in one letter wasclearly superior to that in the other. Two bottom line descriptorsdescribing relative class rank were created. Each subject was firstpresented with a pair of letters with mis-matched bottom lines(study) (i.e. the letter with the better narrative was presentedwith the weaker bottom line and vice versa). He or she was thenpresented with the other pair of letters without bottom lines (con-trol). Letter pairs were randomized as to study or control. Subjectsranked the relative desirability of the two applicants in each set.Responses were considered correct when the subject’s rankingcoincided with the strength of the narrative comments. Associa-tions between categorical variables were evaluated using Chisquare tests (Fisher Exact Test if any cell value was less than 5).RESULTS: Subjects correctly ranked the letters 10/29 times un-

der study conditions versus 24/29 times under control conditions(p ¼ 0.0004). There were no differences in the proportion of cor-rect responses by subject age, gender, academic rank, or interviewexperience.CONCLUSION: The MSPE bottom line descriptor had greater

impact than the narrative description on the determination ofapplicant desirability.

7. TABLETS . . . ARE THEY THE FUTURE OF CLINICALEDUCATION?Lana L. Soylu, MD, Mudra Kumar, MD, University of SouthFlorida, Tampa, FL

BACKGROUND: The increasing conflict between productivityand clinical education, both for patients and providers in training,requires a new paradigmwhich technology may help address. Thepurpose of this pilot study was to evaluate the effectiveness andsatisfaction of using iPads for patient/family education in pediat-ric residency clinics.METHODS: A series of videos were created or downloaded onto

iPads in the resident clinics. Ten general pediatric diagnoses(asthma, otitis media, sinusitis, allergies, anaphylaxis, colds, phar-yngitis, pneumonia, UTI, Influenza) were selected, based on thosemost commonly seen in the acute clinic and availability of elec-tronic teaching tools. Parents and patients 12e17 years of agewere offered video teaching and, if they verbally consented tothe study, they completed a brief, multiple-choice, online surveyat the end of the visit. Pediatric residents were asked to use theiPad as a teaching tool during their rotations in our acute clinicandwere then asked to complete an online, multiple-choice survey.RESULTS: We found that residents spent less face-to-face time

educating their patients/families when using the ipad. Use ofipads for teaching increased (47% of residents never used priorvs 80% using it at least sometimes after). All residents werewilling to use the iPad for future teaching, at least sometimes.None of the residents felt that their patients/families were dissat-isfied with electronic teaching. Over half of the patients/familiespreferred to talk to their doctor and watch a video compared to18% wanting to just talk to their provider without video educa-tion. 84% of patients/families felt they had a better understandingof the diagnosis after video education compared to previous,similar visits without the iPad. 63% felt the time spent teaching

was about the same. More than half of the patients were willingto receive health information via the iPad in the future with98% of them using technology at home.CONCLUSIONS: Given its overall effectiveness and satisfaction

with residents and families, we plan to greatly expand use ofvideo education for acute and well care patients in the pediatricclinics.

8. THE USE OF SOCIAL NETWORKING AND OPINIONSOF SOCIAL NETWORKING POLICIES IN PEDIATRICRESIDENCYBrian F. Flaherty, MD, Michael J. Holland, MD,Lahia Yemane, MD, Rebecca Blankenburg, MD, StanfordUniversity, Palo Alto, CA

INTRODUCTION: Social networking is commonly used by boththe lay public and medical professionals as a valuable communi-cation tool; however, it is also a potential outlet for unprofessionalbehavior. Despite minimal data describing the use of social mediaby pediatrics residents, residency programs are increasingly im-plementing social networking policies.We present data from a na-tional study of pediatrics residents characterizing their pattern ofsocial networking use and their degree of agreement or disagree-ment with common components of social networking policies.METHODS: Anonymous, IRB-exempt, on-line survey of 21 pe-

diatric residency programs.RESULTS:Of the 1332 eligible residents, 241 completed the sur-

vey. The most common social networking sites used are Facebook(92%), Instagram (29%), and Twitter (15%). Sixty percent of res-idents feel that programs should have a social networking policy. Alarge majority of residents agree with the following: residentsshould be allowed to display their affiliated training sites on theirsocial networking pages (95%), the tenets of professionalismshould apply to social networking (93%), program leadershipcan request posts that violate patient privacy laws be removed(91%), social networking is a potential outlet for unprofessionalbehavior (76%), social networking poses a risk to patient confiden-tiality (72%), residents should not be allowed to interact with pa-tients via social networking (71%), residency programs shouldhave a curriculum that teaches residents to safely use socialnetworking (70%). A smaller majority of residents agree withthe following: program leadership can request the removal of poststhey feel are unprofessional (57%), residents can use any languagethey choose on social networking (56%), residents can be disci-plined for their social networking posts (56%). A majority ofresidents disagree with the statement that residency program lead-ership should screen residents’ social networking pages (93%).CONCLUSION: The use of social networking is extremely com-

mon among residents. A large majority of residents would agreewith the development of social networking policies and curriculabased on the tenets of professionalism and protection of patientprivacy. Fewer residents would support measures that limit theirspeech on social networking.

9. WHAT DID THEY LEARNdA QUALITATIVE ANALYSISOFPEDIATRIC RESIDENTCRITICAL INCIDENTESSAYSMacKenzi N. Hillard, MD, Constance D. Baldwin, PhD,University of Rochester Medical Center,Lynn C. Garfunkel, MD, University of Rochester andRochester General Hospital, Laura P. Shone, DrPH, MSW,University of Rochester Medical Center, Rochester, NY

BACKGROUND: Reflective practice is recognized as an essentialcomponent of medical education and professional development.