Jennifer Lynn Plitt

Interests

Research

Simulation

Teaching

Simulation Education

Courses

No activities entered.

Scholarly Contributions

Chapters

• Dardis, D., Plitt, J., & Mendelson, J. (2020). I Thought It Was Just a Cold. Do Not Forget to Consider Sepsis.. In Avoiding Common Errors in the Emergency Department. Wolters Kluwer.
• Plitt, J. (2017). Chapter 332: Follow Your Elders' Footsteps, They May be Ataxic. In Avoiding Common Errors in the Emergency Department. Wolters Kluwer.
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  Chapter on dizziness in the elderly in a book presenting common errors in the emergency department

Journals/Publications

• Hansen, M., Harrod, T., Bahr, N., Schoonover, A., Adams, K., Kornegay, J., Stenson, A., Ng, V., Plitt, J., Cooper, D., Scott, N., Chinai, S., Johnson, J., Conlon, L., Salva, C., Caretta-Weyer, H., Huynh, T., Jones, D., Jorda, K., , Lo, J., et al. (2022). The Effects of Leadership Curricula With and Without Implicit Bias Training on Graduate Medical Education: A Multicenter Randomized Trial. Academic Medicine, 97(5). doi:10.1097/ACM.0000000000004573
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  Purpose To determine whether a brief leadership curriculum including high-fidelity simulation can improve leadership skills among resident physicians. Method This was a double-blind, randomized controlled trial among obstetrics-gynecology and emergency medicine (EM) residents across 5 academic medical centers from different geographic areas of the United States, 2015-2017. Participants were assigned to 1 of 3 study arms: the Leadership Education Advanced During Simulation (LEADS) curriculum, a shortened Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum, or as active controls (no leadership curriculum). Active controls were recruited from a separate site and not randomized to limit any unintentional introduction of materials from leadership curricula. The LEADS curriculum was developed in partnership with the Council on Resident Education in Obstetrics and Gynecology and Council of Residency Directors in Emergency Medicine as a novel way to provide a leadership toolkit. Both LEADS and the abbreviated TeamSTEPPS were designed as six 10-minute interactive web-based modules. The primary outcome of interest was the leadership performance score from the validated Clinical Teamwork Scale instrument measured during standardized high-fidelity simulation scenarios. Secondary outcomes were 9 key components of leadership from the detailed leadership evaluation measured on 5-point Likert scales. Both outcomes were rated by a blinded clinical video reviewer. Results One hundred ten obstetrics-gynecology and EM residents participated in this 2-year trial. Participants in both LEADS and TeamSTEPPS had statistically significant improvement in leadership scores from "average" to "good" ranges both immediately and at the 6-month follow-up, while controls remained unchanged in the "average" category throughout the study. There were no differences between LEADS and TeamSTEPPS curricula with respect to the primary outcome. Conclusions Residents who participated in a brief structured leadership training intervention had improved leadership skills that were maintained at 6-month follow-up.
• Guise, J., Guise, J., Plitt, J., & Plitt, J. (2021). The Effects of Leadership Curricula With and Without Implicit Bias Training on Graduate Medical Education: A Multicenter Randomized Trial. Academic Medicine.
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  1. Hansen, Matt MD, MCR1; Harrod, Tabria MPH2; Bahr, Nathan PhD3; Schoonover, Amanda MPH4; Adams, Karen MD5; Kornegay, Josh MD6; Stenson, Amy MD7; Ng, Vivienne MD, MPH8; Plitt, Jennifer MD9; Cooper, Dylan MD10; Scott, Nicole MD11; Chinai, Sneha MD12; Johnson, Julia MD13; Conlon, Lauren Weinberger MD14; Salva, Catherine MD15; Caretta-Weyer, Holly MD, MHPE(c)16; Huynh, Trang MD17; Jones, David MD, MBS, MCR18; Jorda, Katherine MD19; Lo, Jamie MD20; Mayersak, Ryanne MD, MS21; Paré, Emmanuelle MD, MSCE22; Hughes, Kate DO23; Ahmed, Rami DO, MHPE24; Patel, Soha MD, MSPH25; Tsao, Suzana DO26; Wang, Eileen MD27; Ogburn, Tony MD28; Guise, Jeanne-Marie MD, MPH29. The Effects of Leadership Curricula With and Without Implicit Bias Training on Graduate Medical Education: A Multicenter Randomized Trial. Academic Medicine, December 28,2021. doi: 10.1097/ACM.0000000000004573
• Guise, J., Ogburn, T., Wang, E., Tsao, S., Patel, S., Ahmed, R., Hughes, K., Pare, E., Mayersak, R., Lo, J., Jorda, K., Jones, D., Huynh, T., Caretta-Weyer, H., Salva, C., Conlon, L. W., Johnson, J., Chinai, S., Scott, N., , Cooper, D., et al. (2021). The Effects of Leadership Curricula With and Without Implicit Bias Training on Graduate Medical Education: A Multicenter Randomized Trial. Academic Medicine. doi:10.1097/ACM.0000000000004573
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  Approximately 8.5 hours spent on project for 2015Approximately 69.25 hours spent on project for 2016Approximately 15.5 hours spent on project for 2017Approximately 5 hours spent on project for 2017Approximately 3.75 hours spent on project for 2020, manuscript reviewApproximately 2.25 hours spent on project for 2021, manuscript reviewSupported by AHRQ R18 Grant 1 R18 HS023457 01
• Hansen, M., Hansen, M., Harrod, T., Harrod, T., Bahr, N., Bahr, N., Schoonover, A., Schoonover, A., Adams, K., Adams, K., Kornegay, J., Kornegay, J., Stenson, A., Stenson, A., Ng, V., Ng, V., Plitt, J., Plitt, J., Cooper, D., , Cooper, D., et al. (2022). The Effects of Leadership Curricula With and Without Implicit Bias Training on Graduate Medical Education: A Multicenter Randomized Trial. Academic Medicine, 97(5), 696-703. doi:10.1097/ACM.0000000000004573
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  Approximately 8.5 hours spent on project for 2015 Approximately 69.25 hours spent on project for 2016 Approximately 15.5 hours spent on project for 2017 Approximately 5 hours spent on project for 2017 Approximately 3.75 hours spent on project for 2020, manuscript review Approximately 2.25 hours spent on project for 2021, manuscript review Supported by AHRQ R18 Grant 1 R18 HS023457 01
• Dalen, J. E., Stein, P. D., Plitt, J. L., Jaswal, N., & Alpert, J. S. (2020). Extended Thromboprophylaxis for Medical Patients. The American journal of medicine, 133(1), 9-11.
• Ahmed, R. A., Bedrick, E. J., Ng, V., Plitt, J., Cahir, T., Hughes, P. G., Hughes, K., Hughes, K., Hughes, P. G., Cahir, T., Plitt, J., Ng, V., Bedrick, E. J., & Ahmed, R. A. (2019). Advanced closed-loop communication training: the blindfolded resuscitation. BMJ Simulation and Technology Enhanced Learning, 6(4), 235-238. doi:10.1136/bmjstel-2019-000498
• Dalen, J. E., Plitt, J. L., Jaswal, N., & Alpert, J. S. (2019). An Alternative to Medicare for All. The American journal of medicine, 132(6), 665-667.
• Hughes, K. E., Hughes, P. G., Cahir, T., Plitt, J., Ng, V., Bedrick, E., & Ahmed, R. A. (2019). Advanced closed-loop communication training: the blindfolded resuscitation.. BMJ Simulation and Technology Enhanced Learning.. doi:doi:10.1136/bmjstel-2019-000498
• Hughes, K., Hughes, P. G., Plitt, J., Cahir, T. M., Ng, V., Bedrick, E., & Ahmed, R. A. (2018). The blindfolded simulated code training exercise (abstract). Simulation in Healthcare.
• Ng, V., Plitt, J., & Biffar, D. (2018). Development of a Novel Ultrasound-guided Peritonsillar Abscess Model for Simulation Training. The western journal of emergency medicine, 19(1), 172-176.
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  Peritonsillar abscess (PTA) is the most common deep space infection of the head and neck presenting to emergency departments.1 No commercial PTA task trainer exists for simulation training. Thus, resident physicians often perform their first PTA needle aspiration in the clinical setting, knowing that carotid artery puncture and hemorrhage are serious and devastating complications. While several low-fidelity PTA task trainers have been previously described, none allow for ultrasound image acquisition.6-9 We sought to create a cost-effective and realistic task trainer that allows trainees to acquire both diagnostic ultrasound and needle aspiration skills while draining a peritonsillar abscess.
• Plitt, J. (2018). Development of a Novel Ultrasound-Guided Peritonsillar Abscess Model for Simulation Training. Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 19. doi:10.5811/westjem.2017.11.36427.
• Plitt, J., & Ng, V. (2017). The Mass Casualty Incident: A Simulation-based Curriculum. Supplement to Annals of Emergency Medicine, 70(4), 409.
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  Abstract published in Supplement to Annals of Emergency Medicine.
• Hiller, K. M., Plitt, J., Gokova, O., Ng, V., Primeau, K., & Wilson, B. (2015). Characterizing Resident and Faculty Evaluation of Medical Students Using a Mock Medical Student Patient Presentation Video. Western Journal of Emergency Medicine, 16.
• Plitt, J. (2009). MISCONCEPTIONS CONCERNING INFECTIOUS DISEASE IN COLLEGE-AGED STUDENTS: A DEVELOPMENTAL APPROACH TO THE DISCOVERY OF MYTHS. University of Arizona.
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  The idea for this thesis began with the acknowledgment of misunderstandings and ignorance concerning infectious disease in college‐aged students, and, through survey research of many classes, ended in the disclosure of several distinct and specific misconceptions. We administered a very general questionnaire to a general microbiology class, freshman colloquium, and upper division virology class asking what misconceptions they had coming into class which were later debunked. The results of this survey showed the majority of students did not understand the means or ease of transmission, the efficacy of washing one’s hands, the use of antibiotics for all infections, the hardiness of microbes, and the belief that they are all harmful. These prominent misconceptions became the hypotheses in our second survey which was more delineated and specific. In this survey it was noted that many students were unaware of the route of transmission of certain pandemics such as cholera, and highly aware of those epidemics with extreme media coverage, such as SARS and HIV. It was shown that students tended to generalize, believing that antibiotics could be used against fungus and viruses and that most antiseptics were extremely effective. Students also evaluated diseases at face value with the belief that symptoms present on the skin could have only arisen from microbes transmitted by direct contact, an extreme standardization of disease. It was also a prominent belief that microbes could not survive more than minutes outside of the human body.

Presentations

• Ahmed, R., Bedrick, E., Ng, V., Cahir, T., Plitt, J., Hughes, P., & Hughes, K. (2019, October). Crisis Resource Management Training: The Blindfold Code Exercise. American College of Emergency Physicians. Denver, CO: American College of Emergency Physicians.
• Ahmed, R., Bedrick, E., Ng, V., Plitt, J., Cahir, T., Hughes, P., & Hughes, K. (2019, January). The Blindfolded Simulated Code Exercise. International Meeting for Simulation in Healthcare. San Antonio, TX.
• Ng, V., Ng, V., Plitt, J., Plitt, J., Biffar, D., & Biffar, D. (2018, January). Development of a Novel Ultrasound-guided Peritonsillar Abscess Model for Simulation Training. International Meeting for Simulation in Healthcare Spectrum of Ideas Showcase. Los Angeles, CA: International Meeting for Simulation in Healthcare.
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  Approximately 13 hours spent on project for 2016Approximately 74.5 hours spent on project for 2017Approximately 6.5 hours spent on project for 2018Abstract submitted, accepted and presented at CORD, April 28, 2017.Abstract invited and presented at AMES, April 28, 2017.Abstract submitted, accepted and presented at IMSH, January 14, 2018.
• Plitt, J. (2015, April 2015). Characterizing resident and faculty evaluation of medical students using a mock medical student patient presentation video. Council of Residency Directors. Phoenix, AZ.
• Plitt, J. (2015, March 2015). Near-peer mentoring for medical students applying to emergency medicine. Western, Society of Academic Emergency Medicine. Tucson, AZ.
• Plitt, J. (2015, March). Characterizing resident and faculty evaluation of medical students using a mock medical student patient presentation video. Western, society of academic emergency medicine. Tucson, AZ.
• Plitt, J. (2017, April). Near-peer mentoring for medical students applying to emergency medicine.. Council of Residency Directors. Phoenix, AZ.

Poster Presentations

• Amini, R., Situ-LaCasse, E. H., Bradshaw, H. R., Stea, N., Medina, T., Williams, C., Berkman, M. R., Ng, V., Min Simpkins, A. A., Plitt, J., Tolby, N., & Keim, S. M. (2023). Emergency Medicine Advising Program 2.0: An Innovative Approach to Medical Student Advising. Association of American Medical Colleges Learn Serve Lead. Seattle, Washington.
• Amini, R., Situ-LaCasse, E. H., Bradshaw, H. R., Stea, N., Medina, T., Williams, C., Berkman, M. R., Ng, V., Min Simpkins, A. A., Plitt, J., Tolby, N., Keim, S. M., Amini, R., Situ-LaCasse, E. H., Bradshaw, H. R., Stea, N., Medina, T., Williams, C., Berkman, M. R., , Ng, V., et al. (2023, November). Emergency Medicine Advising Program 2.0: An Innovative Approach to Medical Student Advising. Association of American Medical Colleges Learn Serve Lead. Seattle, WA: Association of American Medical Colleges.
• Ahmed, R. A., Bedrick, E. J., Ng, V., Plitt, J., Cahir, T., Hughes, P. G., & Hughes, K. (2020, January). Crisis resource management training: the blindfold code exercise. International Meeting on Simulation in Healthcare. San Diego, CA.
• Ng, V., & Plitt, J. (2017, April). Development of a Novel Ultrasound Peritonsillar Abscess Model for Simulation Training. Academy of Medical Education Scholars Medical Education Research Day. Tucson, AZ: Academy of Medical Education Scholars Medical Education.
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  Approximately 13 hours spent on project for 2016Approximately 74.5 hours spent on project for 2017Abstract submitted, accepted and presented at CORD, April 28, 2017.Abstract invited and presented at AMES, April 28, 2017.
• Plitt, J. (2017, April). Development of a Novel Ultrasound Peritonsillar Abscess Model for Simulation Training.. Council of Residency Directors.
• Plitt, J. (2017, October). The Mass Casualty Incident: A Simulation-Based Curriculum.. American College of Emergency Physicians. Washington, D.C..
• Plitt, J. (2015, March). Psychometric Analysis of the Evaluation of Fourth Year Medical Students in their Emergency Medicine Acting Internship. western society of academic emergency medicine. Tucson, AZ.
• Plitt, J. (2015, May). Near-peer mentoring for medical students applying to emergency medicine.. Society of Academic Emergency Medicine. San Diego, CA.
• Plitt, J. (2015, October). Congenital lead poisoning in three siblings from a mother with retained bullet fragments.. North American Congress of Clinical Toxicology. San Francisco, CA.

Other Teaching Materials

• Kutob, R. M., Sam, A., Thajudeen, B., Pritchard, G., Matika, R. W., Combs, D. A., Plitt, J., Ebert, V., Desoky, S. M., Winegar, B., Thienhaus, O. J., & Theodorou, A. (2021. Professionalism: Communicating with the Health Care Team. Virtual Lecture Hall.
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  Collaborated with University of Arizona College of Medicine Continuing Medical Education committee on development of this online, case-based, interactive course accredited for 1.5 CME credits, available to physicians nationwide on Virtual Lecture Hall Available from: https://www.vlh.com/shared/courses/course_info.cfm?courseno=1807 (accessed September 16, 2021).
• Plitt, J. (2021. Professionalism and Patient Care: Training the Health Care Team. Online course.. virtual lecture hall- CME courses.
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  1. Kutob, R., Sam, A., Thajudeen, B., Pritchard, G., Matika, R., Combs, D., Plitt, J., Ebert, V., Desoky, S., Winegar, B., Thienhaus, O., Theodorou, A. (2021). Professionalism and Patient Care: Training the Health Care Team. Online course. Virtual Lecture Hall-Arizona CME Courses Online. https:www.vlh.com/.

Others

• Hughes, K., Plitt, J., Hughes, P., & Hughes, M. (2021, January). Simulation for Litigation Preparedness: Webinar Series for Educators.. IMSH.
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  Legal simulation course reviewing how to run a malpractice simulation and mock/deposition or trial for residents.