Anna Ng-Pellegrino

By Stephen DeTurk, Shravan Reddy, Anna Ng Pellegrino and John Wilson

Anaphylaxis is a life threatening hypersensitivity reaction that can cause shock. Epidemiology studies show anaphylaxis and anaphylactic shock is relatively rare, but its incidence is increasing. A review of the pathophysiology of anaphylaxis can provide insight into clinical decisions. Diagnosing anaphylaxis can be difficult as symptoms and history are not always obvious. Diagnostic guidelines provide an objective tool to assess for anaphylaxis. Early intervention during anaphylaxis may prevent development of shock. Management is focused on circulation support with epinephrine and IV fluids, and airway maintenance. Following an acute anaphylactic reaction, patients should be provided with a referral for follow up and educated on avoidance of triggers and use of epinephrine autoinjectors.

Part of the book: Clinical Management of Shock

By Stephen N. DeTurk, Anish J. Kaza and Anna Ng Pellegrino

Individuals at any level of the medical field could potentially benefit from feedback and supervision: from medical students, nurses, or physician assistants; to residents, advanced practitioners, and attending physicians. Two of the most common forms of feedback and supervision utilized in medical education are coaching and mentoring. These terms are often used interchangeably but are commonly misunderstood. In this chapter, we will highlight the differences between coaching and mentoring, place emphasis on the use of mentoring in medical education, discuss the characteristics of a successful mentor-mentee relationship, and provide an example of a mentoring program at a local community hospital.

Part of the book: Contemporary Topics in Graduate Medical Education

By Mariah Janowski, Olivia Dahlgren, Kori-Ann Taylor, Isha Kaza, Ambreen Alam, Thomas J. Papadimos, Anna Ng Pellegrino and Stanislaw P. Stawicki

The nature of provider-patient relationship (PPR) goes far beyond the simplified paradigm of “chief complaints,” “clinical problems” and corresponding “therapeutic solutions.” In order to more comprehensively explore the scope of PPR in the context of leadership-based partnership (LBP), various factors and their contributions were researched in terms of both the success and optimization of health-care interactions. This is especially relevant to graduate medical education (GME) and advanced practice (AP) training programs. There are numerous nuances to PPR, including various communication, behavioral, ethical and leadership considerations. Body language and tone of voice are essential in establishing rapport, beginning with the so-called ‘first impression,’ which serves as a foundation for developing the PPR. Health-care providers (HCPs) with greater ability to empathize with their patients may achieve higher levels of treatment adherence, better clinical outcomes, and ultimately increased patient satisfaction. The inclusion of a patient as a co-leader and an essential member of their health-care team (HCT) should be a natural step and a top priority for GME and AP trainees. Such collaboration requires an open-minded approach by all stakeholders. Finally, recognizing patient well-being in all domains, including physical, emotional and spiritual, is critical to the holistic approach toward maximizing the benefits of an optimal PPR. Same can be said about the HCP. In this chapter, we will explore key aspects of PPR in the context of both the trainee and the patient being co-leaders within the bounds of the LBP framework.

Part of the book: Contemporary Topics in Graduate Medical Education

By Anna Ng-Pellegrino and Stanislaw P. Stawicki

Part of the book: Updates in Anesthesia