Select Publications

Stop the BleedⓇ

Jacobs L, Keating JJ, Hunt RC, Butler FK, Pons PT, Gestring M, Bulger E, Eastman A, Kerby J, Hashmi Z, Fridling J, Inaba K, Matsushima K, Goralnick E, Melnitchouk N, Welten V. Stop the BleedⓇ. Curr Probl Surg. 2022 Oct;59(10):101193. doi: 10.1016/j.cpsurg.2022.101193. Epub 2022 Aug 6. PMID: 36253022.

Virtual Peer-to-Peer Learning to Enhance and Accelerate the Health System Response to COVID-19: The HHS ASPR Project ECHO COVID-19 Clinical Rounds Initiative

Richard C. Hunt MD, Bruce B. Struminger MD, John T. Redd MD, Jack Herrmann MSEd, B. Tilman Jolly MD, Sanjeev Arora MD, Amy J. Armistad MA, Amanda M. Dezan BA, Celine A. Bennett BA, Jon R. Krohmer MD, Lawrence H. Brown PhD

Tasked with identifying digital health solutions to support dynamic learning health systems and their response to COVID-19, the US Department of Health and Human Services Office of the Assistant Secretary for Preparedness and Response partnered with the University of New Mexico’s Project ECHO and more than 2 dozen other organizations and agencies to create a real-time virtual peer-to-peer clinical education opportunity: the COVID-19 Clinical Rounds Initiative. Focused on 3 “pressure points” in the COVID-19 continuum of care—(1) the out-of-hospital and/or emergency medical services setting, (2) emergency departments, and (3) inpatient critical care environments—the initiative has created a massive peer-to-peer learning network for real-time information sharing, engaging participants in all 50 US states and more than 100 countries. One hundred twenty-five learning sessions had been conducted between March 24, 2020 and February 25, 2021, delivering more than 58,000 total learner-hours of contact in the first 11 months of operation.

Facilitating Real-Time, Multidirectional Learning for Clinicians in a Low-Evidence Pandemic Response

Hunt, R., Braunstein, S., Cuddy Egbert, L., Gorbach, K., Rao, M., Pearson, J., . . . Struminger, B. (2023). Facilitating Real-Time, Multidirectional Learning for Clinicians in a Low-Evidence Pandemic Response. Disaster Medicine and Public Health Preparedness, 17, E246. doi:10.1017/dmp.2022.182

As COVID-19 was declared a health emergency in March 2020, there was immense demand for information about the novel pathogen. This paper examines the clinician-reported impact of Project ECHO COVID-19 Clinical Rounds on clinician learning. Primary sources of study data were Continuing Medical Education (CME) Surveys for each session from the dates of March 24, 2020 to July 30, 2020 and impact surveys conducted in November 2020, which sought to understand participants’ overall assessment of sessions. Quantitative analyses included descrip- tive statistics and Mann-Whitney testing. Qualitative data were analyzed through inductive the- matic analysis. Clinicians rated their knowledge after each session as significantly higher than before that session. 75.8% of clinicians reported they would ‘definitely’ or ‘probably’ use content gleaned from each attended session and clinicians reported specific clinical and operational changes made as a direct result of sessions. 94.6% of respondents reported that COVID-19 Clinical Rounds helped them provide better care to patients. 89% of respondents indicated they ‘strongly agree’ that they would join ECHO calls again.COVID-19 Clinical Rounds offers a promising model for the establishment of dynamic peer-to-peer tele-mentoring communities for low or no-notice response where scientifically tested or clinically verified practice evidence is limited.