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Logothetis, Hercules, Dmitry Pyatetsky, Jeanine Baqai, and Nicholas Volpe. "Ophthalmology Residents' Internship Selection and Initial Trainee Confidence: An Observational Study." Journal of Academic Ophthalmology 10, no. 01 (January 2018): e72-e78. http://dx.doi.org/10.1055/s-0038-1653971.
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Purpose In this study, we set out to better understand the factors that influenced current ophthalmology residents' internship selection. We then tested the hypothesis that certain clinical or research experiences in medical school and internship may influence residents' confidence upon entering ophthalmology residency. Furthermore, we investigated whether completing internship at the same program as one's residency is correlated with confidence at the start of residency. Design Observational, cross-sectional, multicenter survey. Participants U.S. ophthalmology residents (Post Graduate Year 2/3) belonging to the class of 2018. Eighty surveys were submitted of which 63 were analyzed based on established inclusion criteria. Methods Residents responded to a 22-question online survey addressing how residents chose their internship, internship curriculum, exposure to ophthalmology in medical school and during internship, confidence level entering ophthalmology residency, confidence in managing various ocular pathologies, and factors that built confidence prior to ophthalmology residency. A Likert scale format was used for the majority of survey questions. Kruskal–Wallis testing and Fisher's exact testing were used to compare outcome variables among three groups defined by sense of confidence entering ophthalmology training. Main Outcome Measures Level of confidence at the start of ophthalmology residency. Results Quality of life and geographic location were found to be the most important factors in choosing internship programs, while obtaining ophthalmology skills was least. Although 32.3% of residents either agreed or strongly agreed that they felt confident at the start of ophthalmology residency, 42.9% disagreed or strongly disagreed. Residents who felt most confident for ophthalmology training spent more time on ophthalmology rotations in medical school (p = 0.05) or internship (p = 0.02) and worked up patients independently during their internship ophthalmology rotation (s) (0.01). Completing one's internship at the same institution as one's ophthalmology residency did not correlate with confidence entering residency. Conclusions Residents chose internships based on quality-of-life factors rather than enhancing ophthalmology training. Residents who felt confident at the start of ophthalmology residency had more hands on clinical ophthalmology experience than residents who did not feel confident. No statistically significant correlation was found between completion of internship at the same institution as one's ophthalmology residency and confidence entering residency.
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Andrade, Maria Cristina de, Maria Wany Louzada Strufaldi, Rimarcs Gomes Ferreira, Gilmar Fernandes do Prado, Rosana Fiorini Puccini, and Amélia Miyashiro Nunes dos Santos. "Factors associated with student performance on the medical residency test." Revista da Associação Médica Brasileira 66, no. 10 (October 2020): 1376–82. http://dx.doi.org/10.1590/1806-9282.66.10.1376.
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SUMMARY OBJECTIVE: To determine whether the scores of the Progress test, the Skills and Attitude test, and the medical internship are correlated with the medical residency exam performance of students who started medical school at the Federal University of São Paulo in 2009 METHODS: The scores of 684 Progress tests from years 1-6 of medical school, 111 Skills and Attitude exams (5th year), 228 performance coefficients for the 5th and 6th years of internship, and 211 scores on the medical residency exam were analyzed longitudinally. Correlations between scores were assessed by Pearson's correlation. Factors associated with medical residency scores were analyzed by linear regression. RESULTS: Scores of Progress tests from years 1-6 and the Skills and Attitude test showed at least one moderate and significant correlation with each other. The theoretical exam and final exam scores in the medical residency had a moderate correlation with performance in the internship. The score of the theoretical medical residency exam was associated with performance in internship year 6 (β=0.833; p<0.001), and the final medical residency exam score was associated with the Skills and Attitude score (β=0.587; p<0.001), 5th-year internship score, (β=0.060; p=0.025), and 6th-year Progress test score (β=0.038; p=0.061). CONCLUSIONS: The scores of these tests showed significant correlations. The medical residency exam scores were positively associated with the student's performance in the internship and on the Skills test, with a tendency for the final medical residency exam score to be associated with the 6th-year Progress test.
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Santos, Itamar de Souza, Joaquim Edson Vieira, and Maria do Patrocínio Tenório Nunes. "Length of internship influences performance on medical residency exam." Revista da Associação Médica Brasileira 55, no. 6 (2009): 744–48. http://dx.doi.org/10.1590/s0104-42302009000600021.
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Al Kuwaiti, Ahmed, and Arun V. Subbarayalu. "Factors Influencing Interns’ Satisfaction with the Internship Training Programme Offered at Saudi Medical Schools." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 2 (June 28, 2020): 209. http://dx.doi.org/10.18295/squmj.2020.20.02.012.
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Objectives: This study aimed to assess the perceptions of medical interns with regards to the internship training programme offered at Saudi medical schools and to explore factors influencing their overall satisfaction with this progamme. Methods: This exploratory study was conducted at four medical schools in Saudi Arabia between July 2017 and June 2018. All medical interns undergoing internship training at the selected medical schools during the 2017–2018 academic year were invited to participate in the survey. A questionnaire covering 10 internship dimensions and including a total of 76 items and one global item was designed to assess the medical interns’ satisfaction with the training programme. Results: A total of 295 interns returned completed questionnaires (response rate: 92%). Overall, the interns’ satisfaction with all 10 internship dimensions was high (mean score: ≥3.6). A multiple regression analysis indicated that various factors were significant predictors of medical interns’ overall satisfaction with the internship training programme, including orientation, training site services, supervision, relationships with their superiors and hospital activities (P <0.050 each). Conclusion: Medical interns were highly satisfied with the internship training programme offered at Saudi medical schools, with various factors found to significantly influence overall satisfaction. The findings of this study may help policymakers in Saudi Arabia to improve the internship training programme so as to ensure medical interns’ overall satisfaction and potentially improve their learning outcomes and clinical training.Keywords: Undergraduate Medical Education; Internship and Residency; Attitudes; Clinical Competence; Saudi Arabia.
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Winter, Kelly, Karson Quinn, Stephen Helmer, and Marilee McBoyle. "Residency Prep Course Instills Confidence in Interns." Kansas Journal of Medicine 14 (June 21, 2021): 149–52. http://dx.doi.org/10.17161/kjm.vol1414919.
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Introduction. Physicians entering surgical residency often feel unprepared for tasks expected of them beginning July 1, including responding to pages, writing orders, doing procedures independently, and a multitude of other requirements. Our aim was to design a surgical boot camp to help graduating senior medical students feel more confident entering residency. Methods. A two-week intensive surgery residency prep course was conducted in the spring of 2019 at an Accreditation Council for Graduate Medical Education-accredited General Surgery residency program. The course was designed combining aspects from existing prep courses and innovative ideas tailored to resources available at our institution. Medical students participated in the Surgery Residency Prep Course as an elective at the end of their fourth year of medical school. An anonymous survey was given pre- and post-prep course completion evaluating confidence in medical knowledge, clinical skills, and surgical skills. Data were compared using Wilcoxon Signed-Rank Test. Results. Six students completed the course as a medical elective. Students felt more confident at course completion in most aspects, were significantly more confident in all areas of surgical skills taught and evaluated, and nearly all areas of medical knowledge. Subjectively, students felt as though the course was beneficial and helped them feel more prepared for starting internship. Conclusions. This course designed at our institution was successful in helping prepare and instill confidence in graduating medical students prior to starting their internship.
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Tribble, Curtis G. "On Becoming a Surgical Intern: Navigating the Lurch from Medical School to Internship." Heart Surgery Forum 21, no. 5 (October 3, 2018): E423—E431. http://dx.doi.org/10.1532/hsf.2221.
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There are three major transitions in the educational trajectory of those heading into a career in surgery. The first transition is from the first year or two of medical school to the clerkships of the third year. The second is the transition from medical school into the first postgraduate year of residency training. The third, which is widely held to be the toughest transition of all, is from residency into independent practice. This review, which could be called ‘a rookie’s survival guide,’ will address the second of those ‘lurches,’ that of the transition from medical school into a surgical internship.
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Malone, Tyler L., Zhou Zhao, Tzu-Ying Liu, Peter X. K. Song, Srijan Sen, and Laura J. Scott. "Prediction of suicidal ideation risk in a prospective cohort study of medical interns." PLOS ONE 16, no. 12 (December 2, 2021): e0260620. http://dx.doi.org/10.1371/journal.pone.0260620.
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The purpose of this study was to identify individual and residency program factors associated with increased suicide risk, as measured by suicidal ideation. We utilized a prospective, longitudinal cohort study design to assess the prevalence and predictors of suicidal ideation in 6,691 (2012–2014 cohorts, training data set) and 4,904 (2015 cohort, test data set) first-year training physicians (interns) at hospital systems across the United States. We assessed suicidal ideation two months before internship and then quarterly through intern year. The prevalence of reported suicidal ideation in the study population increased from 3.0% at baseline to a mean of 6.9% during internship. 16.4% of interns reported suicidal ideation at least once during their internship. In the training dataset, a series of baseline demographic (male gender) and psychological factors (high neuroticism, depressive symptoms and suicidal ideation) were associated with increased risk of suicidal ideation during internship. Further, prior quarter psychiatric symptoms (depressive symptoms and suicidal ideation) and concurrent work-related factors (increase in self-reported work hours and medical errors) were associated with increased risk of suicidal ideation. A model derived from the training dataset had a predicted area under the Receiver Operating Characteristic curve (AUC) of 0.83 in the test dataset. The suicidal ideation risk predictors analyzed in this study can help programs and interns identify those at risk for suicidal ideation before the onset of training. Further, increases in self-reported work hours and environments associated with increased medical errors are potentially modifiable factors for residency programs to target to reduce suicide risk.
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Pereira, Sylvia Porto, and Maria de Fátima Coutinho. "Reception of medical students to internship, the prospective students to medical residency programs: opportunity for reflection." Investigación en Educación Médica 4, no. 14 (April 2015): e17. http://dx.doi.org/10.1016/s2007-5057(15)30060-0.
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Darras, Kathryn E., Rebecca Spouge, Anique de Bruin, Jeff Hu, Will Guest, Colin Mar, Rose Hatala, Cameron Hague, Bruce B. Forster, and Silvia D. Chang. "Development and Evaluation of a Competency-Based Anatomy Rotation for Diagnostic Radiology Residents during Internship Year: A Canadian Experience." Canadian Association of Radiologists Journal 69, no. 4 (November 2018): 356–61. http://dx.doi.org/10.1016/j.carj.2018.07.004.
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Rationale and Aim As medical schools reduce the hours of anatomy teaching, residents in anatomy-intensive residency programs like radiology must independently acquire the anatomy knowledge needed to achieve competency. The purpose of this study was to develop and evaluate a 4-week competency-based self-directed anatomy rotation for junior residents. Methods Seven post-graduate year 1 (PGY-1) radiology residents completed a 4-week rotation of radiologic anatomy. The objectives were developed from standards, senior residents, and expert opinion, and the competency-based curriculum included self-directed modules. Pre-course and post-course tests were administered and test scores were compared using an unpaired t test. In addition, PGY-1 residents completed a course evaluation and survey regarding their anatomy knowledge and anatomy exposure prior to completing the course. Results Out of the 25 points available, the average pre-test score was 10.79 ± 2.78 (range 8–16.5), and the average post-test score was 21.64 ± 2.23 (range 18.5–25). This difference was statistically significant ( P < .0001). The PGY-1 residents reported receiving < 10% of dedicated radiologic anatomy teaching prior to residency and felt unprepared for the anatomy required in residency. Overall, residents felt more confident in looking at images after completing the self-directed radiologic anatomy course. Conclusion This study demonstrates the feasibility of creating a self-directed course for radiology residents that significant improves their anatomy knowledge. Given the trend in medical undergraduate education away from dedicated anatomy teaching, residency programs should consider addressing anatomy education more formally for junior residents to ensure that trainees receive the foundational knowledge required for residency.
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Hou, Andrew, Nikhil Goyal, Deborah Darnley-Fisch, Paul Edwards, and David Goldman. "Exploring the Benefit of an Integrated Ophthalmology Internship (PGY-1)—Perceived Preparedness and the Recommended Duration of Training." Journal of Academic Ophthalmology 12, no. 01 (January 2020): e57-e60. http://dx.doi.org/10.1055/s-0040-1709671.
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Abstract Objective The effective utilization of intern training for ophthalmology residency is undermined by its variability across postgraduate programs. As residency programs shift toward integrating the first postgraduate year (PGY-1) into the ophthalmology-training curriculum, there are no definitive guidelines to build upon. Methods This is a retrospective cross-sectional study of new second postgraduate year (PGY-2) ophthalmology residents. Residents were surveyed in their first 2 months of ophthalmology training. Residents were asked to self-assess preparedness for ophthalmology based on their PGY-1 curriculum. A survey was composed and modified from the Accreditation Council for Graduate Medical Education's assessment of resident training. The Wilcoxon's rank-sum test was used to evaluate survey differences between the transitional year (TY) versus preliminary internal medicine (IM) year and compare survey responses between residents who were below versus above optimal cut points for weeks of ophthalmic training. Results There were 72 PGY-2 residents who responded to blinded surveys collected from July to August of 2017 and 2018. Thirty-nine (54%) residents graduated from a TY, 28 (39%) from preliminary IM, 3 (4%) from preliminary surgery, and 2 (3%) from a categorical ophthalmology year. Both categorical ophthalmology and surgery year were excluded from training year comparison due to low sample size. Using weeks of ophthalmology training as the control variable, there were significant increases in preparedness for addressing the ophthalmic complaint (p = 0.003) with at least 8 weeks of clinical ophthalmology, ability to perform ophthalmic exam (p = 0.018) with at least 12 weeks, ophthalmology medical knowledge (p = 0.005) with at least 10 weeks, and proficiency with hospital electronic health record (p = 0.003) with at least 12 weeks. Conclusion While our study did not find significant differences in perceived preparedness for ophthalmology residency based on the type of PGY-1 programs completed, there were statistically significant associations for specific ophthalmology tasks. These findings suggested a potential merit of integrating 12 weeks of clinical ophthalmology training as a benchmark for resident preparedness.
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Bree, Kelly K., Shari A. Whicker, H. Barrett Fromme, Steve Paik, and Larrie Greenberg. "Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?" Journal of Graduate Medical Education 6, no. 2 (June 1, 2014): 237–48. http://dx.doi.org/10.4300/jgme-d-13-00308.1.
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Abstract Background Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. Methods We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Results Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. Conclusions A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.
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Opar, Susan P., Matthew W. Short, Jennifer E. Jorgensen, Robert B. Blankenship, and Bernard J. Roth. "Acute Coronary Syndrome and Cardiac Arrest: Using Simulation to Assess Resident Performance and Program Outcomes." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 404–9. http://dx.doi.org/10.4300/jgme-d-10-00020.1.
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Abstract Background Simulation training has emerged as an effective method of educating residents in cardiac emergencies. Few studies have used emergency simulation scenarios as an outcome measure to identify training deficiencies within residency programs. Purpose The purpose of this study was to evaluate postgraduate year-1 (PGY-1) residents on their ability to manage an acute coronary syndrome and cardiac arrest scenario before and after internship in order to provide outcome data to improve program performance. Methods A total of 58 PGY-1 residents from 10 medical specialties were evaluated using a human patient simulator before and after internship. They were given 12 minutes to manage a patient with acute coronary syndrome and ventricular fibrillation due to hyperkalemia. An objective checklist following basic and advanced cardiac life support guidelines was used to assess performance. Results A total of 58 interns (age, 25 to 44 years [mean, 29.1]; 38 [65.6%] men; 41 [70.7%] allopathic medical school graduates) participated in both the incoming and outgoing examination. Overall chest pain scores increased from a mean of 60.0% to 76.1% (P < .01). Medical knowledge performance improved from 51.1% to 76.1% (P < .01). Systems-based practice performance improved from 40.9% to 71.0% (P < .01). However, patient care performance declined from 93.4% to 80.2% (P < .01). Conclusions A simulated acute coronary syndrome and cardiac arrest scenario can evaluate incoming PGY-1 competency performance and test for interval improvement. This assessment tool can measure resident competency performance and evaluate program effectiveness.
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Al-Busaidi, Ibrahim S., and Jonas U. Dupo. "Rate and Predictors of Publication of Resident Abstracts Presented at Oman Medical Specialty Board Scientific Meetings." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 4 (March 28, 2019): 501. http://dx.doi.org/10.18295/squmj.2018.18.04.012.
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Objectives: This study aimed to examine the rate and factors associated with the publication of abstracts presented by residents at Oman Medical Specialty Board (OMSB) scientific meetings. Methods: This retrospective study was performed in February 2018. Two previous national OMSB scientific meetings at which resident abstracts were presented were identified, having taken place in January 2014 and December 2016, respectively. Independent searches of the MEDLINE® (National Library of Medicine, Bethesda, Maryland, USA) and Google Scholar (Google LLC, Menlo Park, California, USA) databases were conducted to determine subsequent publication of the abstracts. Results: A total of 68 resident abstracts were presented, of which most were clinical research (92.6%). Residents comprised 36.4% of the authors, of which 73.1% were senior residents. In 64 abstracts (94.1%), a resident was the first author. Overall, 15 abstracts (22.1%) resulted in articles published in 11 journals. Of these, 12 (80%) represented clinical research and 10 articles (66.7%) were published in MEDLINE®-indexed journals. Residents were the first authors of eight articles (53.3%). The median time to publication was 19 months. The presence of two or more resident authors per abstract was significantly associated with publication (odds ratio = 5.50, 95% confidence interval = 1.15–26.36; P = 0.03). Conclusion: The publication rate of resident abstracts presented at two OMSB research meetings was low; however, a higher number of resident authors per abstract significantly increased the likelihood of publication. These findings may influence policymakers to implement measures to support inter-resident collaboration so as to increase research productivity.Keywords: Biomedical Research; Graduate Medical Education; Internship and Residency; Meeting Abstracts; Publications; Oman.
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Sharma, SD. "Issues related to the implementation of internship/ residency program for qualified medical radiation physicists." Journal of Medical Physics 34, no. 1 (2009): 1. http://dx.doi.org/10.4103/0971-6203.48714.
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Laack, Torrey A., James S. Newman, Deepi G. Goyal, and Laurence C. Torsher. "A 1-Week Simulated Internship Course Helps Prepare Medical Students for Transition to Residency." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 5, no. 3 (June 2010): 127–32. http://dx.doi.org/10.1097/sih.0b013e3181cd0679.
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Marsilli, Lucas Ricardo Benfatti, Fernanda Bombonato Smecellato, and Orlando de Castro e. Silva Júnior. "Medical education in COVID-19 pandemic: medical students' point of view." Medicina (Ribeirão Preto) 53, no. 4 (December 11, 2020): 490–94. http://dx.doi.org/10.11606/issn.2176-7262.v53i4p490-494.
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Introduction: With the current reality that we are experiencing with the beginning of the new coronavirus (nCov) pandemic, everyone is dealing with new challenges. Among these, there are medical students, with their practical activities interrupted and many concerns. Objective: This article portrays the experience of medical students attending internship and the impact of the pandemic on medical education. Discussion: Among the multiple issues that students have been experiencing, there is a duality between the desire to engage in the fight against the pandemic and the fear of contamination of their friends and family. Furthermore, there is an increasing offer of online content, such as courses, congresses, and discoveries regarding COVID-19. With the massive adoption of Open and Distance Learning, the student faces the duality between traditional and active teaching methods, in addition to fear about the interruption of practical activities and the question of when they will be re-established. Finally, there are concerns about the students’ future: when and how they will complete the medical course, and the preparation for Medical Residency Exams. Conclusion: It is clear that the pandemic is significantly affecting already concerned medical students, in multiple aspects of their lives, about their training and completion of the course.
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Vallböhmer, Daniel, Hans Fuchs, Ronny Dittmar, and Carsten J. Krones. "Is there anybody out there: what do senior surgeons expect of their youngsters?" Innovative Surgical Sciences 4, no. 1 (February 1, 2019): 3–6. http://dx.doi.org/10.1515/iss-2018-0031.
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AbstractSurgery is indeed one of the most fascinating medical professions. However, it is also a stressful field of work with a high workload, and often leaves little time for personal and family needs. Within the last decade, a noticeable decline occurred in the willingness of medical students to enter a surgical residency. In fact, Generation Y is highly interested in a medical career with a respectful working atmosphere and balanced work and private life, as published in several recent papers. Therefore, surgery must evolve with the times to retain its attractiveness as a career choice for medical students and to compete for the best talents from Generation Y. However, little is known about what senior surgeons really expect from young surgical residents. On the basis of a recent survey by the Professional Association of German Surgeons, this paper tries to give some insights in this very relevant topic and a perspective on how to increase the attractiveness of our fascinating specialty. In fact, in this survey, senior surgeons defined a very clear requirement profile for surgical residency applicants. While the colleagues defined accurate applicant documents, a previous internship, self-motivation, and impressions from the job interview as the most important factors for a successful application for a surgical residency, a standard period of study or a dissertation was deemed of lower importance.
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Teixeira, Leonardo Campos, Isabela Castilho Pellis, Émile Fernandes Spinassi Teixeira, Rogério Saad Vaz, and Maria Rosa Machado Prado. "Competency-Based Education in Medical Internship: Integrative Review." Journal of Education and Training Studies 8, no. 7 (June 27, 2020): 35. http://dx.doi.org/10.11114/jets.v8i7.4863.
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Medical education has undergone profound changes, currently, some medical courses are working competency-based education. This type of education is used in medical residences, however, at the medical internship, it is still not very used. Along with changes in teaching, assessments also had to adapt to contemplate the teaching-learning process. The present work aimed to review articles dealing with competency-based education in the medical internship since this area provides the medical student with the opportunity to experience the professional reality in practice. This is an integrative review study of published articles PubMed and BVS. After the search, the articles were filtered and a total of four publications addressing “internship”, “competency” and “medicine. It was found that competency-based education still is something new and that is gradually being structured in the medical internship, so maybe there are few studies on this topic. Another important point evaluated in the analyzed articles, is the evaluation based on the period of 2015 to 2019 bases on skill and it was realized that it is also something that requires more research on this subject. It was concluded that competency-based education and how to evaluate it is a field that requires more research.
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Lavelle, C., M. Wen, M. McDonald, J. Sherbino, and J. Hulme. "LO36: The state of advocacy in postgraduate medical education: a literature review." CJEM 20, S1 (May 2018): S19. http://dx.doi.org/10.1017/cem.2018.98.
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Introduction: Health advocacy training is an important part of emergency medicine practice and education. There is little agreement, however, about how advocacy should be taught and evaluated in the postgraduate context, and there is no consolidated evidence-base to guide the design and implementation of post-graduate health advocacy curricula. This literature review aims to identify existing models used for teaching and evaluating advocacy training, and to integrate these findings with current best-practices in medical education to develop practical, generalizable recommendations for those involved in the design of postgraduate advocacy training programs. Methods: Ovid MEDLINE and PubMed searches combined both MeSH and non-MeSH variations on advocacy and internship and residency. Forward snowballing that incorporated grey literature searches from accreditation agencies, residency websites and reports were included. Articles were excluded if unrelated to advocacy and postgraduate medical education. Results: 507 articles were identified in the search. A total of 108 peer reviewed articles and 38 grey literature resources were included in the final analysis. Results show that many regulatory bodies and residency programs integrate advocacy training into their mission statements and curricula, but they are not prescriptive about training methods or assessment strategies. Barriers to advocacy training were identified, most notably confusion about the definition of the advocate role and a lower value placed on advocacy by trainees and educators. Common training methods included didactic modules, standardized patient encounters, and clinical exposure to vulnerable populations. Longitudinal exposure was less common but appeared the most promising, often linked to scholarly or policy objectives. Conclusion: This review indicates that postgraduate medical education advocacy curricula are largely designed in an ad-hoc fashion with little consistency across programs even within a given discipline. Longitudinal curriculum design appears to engage residents and allows for achievement of stated outcomes. Residency program directors from emergency medicine and other specialties may benefit from promising models in pediatrics, and a shared portal with access to advocacy curricula and the opportunity to exchange ideas related to curriculum design and implementation.
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Al-Busaidi, Ibrahim S., and Rashid A. Al-Mandhari. "Sustainable Clinical Academic Training Pathways: A framework for implementation in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 251. http://dx.doi.org/10.18295/squmj.2020.20.03.003.
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Clinical academics—medical doctors with additional training in basic science or clinical research—play a pivotal role in translating biomedical research into practical bedside applications. However, international studies suggest that the proportion of clinical academics relative to the medical workforce is dwindling worldwide. Although efforts to reverse this trend are ongoing in many countries, there is little perceptible dialogue concerning these issues in Oman. This article explores the current status of clinical academic training pathways worldwide, concluding with a framework for the implementation of a dual-degree medical-research training programme in Oman in order to stimulate and develop a sustainable national clinical academic workforce.Keywords: Training Programs; Undergraduate Medical Education; Graduate Medical Education; Internship and Residency; Medical Students; Research; Oman.
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NÁCUL, Miguel Prestes, Leandro Totti CAVAZZOLA, and Marco Cezário de MELO. "Current status of residency training in laparoscopic surgery in Brazil: a critical review." ABCD. Arquivos Brasileiros de Cirurgia Digestiva (São Paulo) 28, no. 1 (2015): 81–85. http://dx.doi.org/10.1590/s0102-67202015000100020.
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INTRODUCTION: The surgeon's formation process has changed in recent decades. The increase in medical schools, new specialties and modern technologies induce an overhaul of medical education. Medical residency in surgery has established itself as a key step in the formation of the surgeon, and represents the ideal and natural way for teaching laparoscopy. However, the introduction of laparoscopic surgery in the medical residency programs in surgical specialties is insufficient, creating the need for additional training after its termination. OBJECTIVE: To review the surgical teaching ways used in services that published their results. METHODS: Survey of relevant publications in books, internet and databases in PubMed, Lilacs and Scielo through july 2014 using the headings: laparoscopy; simulation; education, medical; learning; internship and residency. RESULTS: The training method for medical residency in surgery focused on surgical procedures in patients under supervision, has proven successful in the era of open surgery. However, conceptually turns as a process of experimentation in humans. Psychomotor learning must not be developed directly to the patient. Training in laparoscopic surgery requires the acquisition of psychomotor skills through training conducted initially with surgical simulation. Platforms based teaching problem solving as the Fundamentals of Laparoscopic Surgery, developed by the American Society of Gastrointestinal Endoscopic Surgery and the Laparoscopic Surgical Skills proposed by the European Society of Endoscopic Surgery has been widely used both for education and for the accreditation of surgeons worldwide. CONCLUSION: The establishment of a more appropriate pedagogical process for teaching laparoscopic surgery in the medical residency programs is mandatory in order to give a solid surgical education and to determine a structured and safe professional activity.
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Gan, Bing Siang. "The pyramids of Gizeh, reductionist research-based progress, unintended consequences and the complexity of medicine." Clinical and Investigative Medicine 41 (November 3, 2018): 29–31. http://dx.doi.org/10.25011/cim.v41i2.31434.
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Bing graduated from the Medical Faculty at Erasmus University in Rotterdam, The Netherlands in 1988. He then completed a PhD in Medical Sciences (University of Calgary), internship (University of Regina) and surgical residency (University of Western Ontario) and post-residency clinical fellowships (University of Toronto and Harvard University) followed by a research post-doctoral fellowship (Department of Cell Biology, University of Toronto). Bing has been with the Roth | McFarlane Hand and Upper Limb Centre at St. Joseph’s Health Centre since 1998. He is a Professor of Surgery and Medical Biophysics at Western University. His clinical practice focuses on hand and wrist surgery, microsurgical reconstruction and complex wound reconstruction, with a particular clinical and research interest in patients with Dupuytren’s contracture. He is also interested in other fibrosing conditions, such as hypertrophic scarring. Bing was a Canadian Society for Clinical Investigation (CSCI) Member of Council 2004-2011and CSCI President 2009-2011.
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Stephenson-Famy, Alyssa, Brenda S. Houmard, Sidharth Oberoi, Anton Manyak, Seine Chiang, and Sara Kim. "Use of the Interview in Resident Candidate Selection: A Review of the Literature." Journal of Graduate Medical Education 7, no. 4 (December 1, 2015): 539–48. http://dx.doi.org/10.4300/jgme-d-14-00236.1.
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ABSTRACT Background Although the resident candidate interview is costly and time-consuming for both applicants and programs, it is considered critically important for resident selection. Noncognitive attributes, including communication skills and professionalism, can be assessed by the personal interview. Objective We conducted a review of the literature on the residency interview to identify the interview characteristics used for resident selection and to ascertain to what extent the interview yields information that predicts future performance. Methods We searched PubMed and Scopus using the following search terms: residency, internship, interview, selection, and performance. We extracted information on characteristics of the interview process, including type of interview format, measures taken to minimize bias by interviewers, and testing of other clinical/surgical skills. Results We identified 104 studies that pertained to the resident selection interview, with highly varied interview formats and assessment tools. A positive correlation was demonstrated between a medical school academic record and the interview, especially for unblinded interview formats. A total of 34 studies attempted to correlate interview score with performance in residency, with mixed results. We also identified a number of studies that included personality testing, clinical skills testing, or surgical skills testing. Conclusions Our review identified a wide variety of approaches to the selection interview and a range of factors that have been studied to assess its effectiveness. More research needs to be done not only to address and ascertain appropriate interview formats that predict positive performance in residency, but also to determine interview factors that can predict both residents' “success” and program attrition.
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Woller, John, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker, and Amit Pahwa. "Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States." Journal of Educational Evaluation for Health Professions 18 (June 22, 2021): 12. http://dx.doi.org/10.3352/jeehp.2021.18.12.
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We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.
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Scheurer, Johannah M., Cynthia Davey, Anne G. Pereira, and Andrew P. J. Olson. "Building a Shared Mental Model of Competence Across the Continuum: Trainee Perceptions of Subinternships for Residency Preparation." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110633. http://dx.doi.org/10.1177/23821205211063350.
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INTRODUCTION Toward a vision of competency-based medical education (CBME) spanning the undergraduate to graduate medical education (GME) continuum, University of Minnesota Medical School (UMMS) developed the Subinternship in Critical Care (SICC) offered across specialties and sites. Explicit course objectives and assessments focus on internship preparedness, emphasizing direct observation of handovers (Core Entrustable Professional Activity, “EPA,” 8) and cross-cover duties (EPA 10). METHODS To evaluate students’ perceptions of the SICC's and other clerkships’ effectiveness toward internship preparedness, all 2016 and 2017 UMMS graduates in GME training ( n = 440) were surveyed regarding skill development and assessment among Core EPAs 1, 4, 6, 8, 9, 10. Analysis included descriptive statistics plus chi-squared and Kappa agreement tests. RESULTS Respondents ( n = 147, response rate 33%) rated the SICC as a rotation during which they gained most competence among EPAs both more (#4, 57% rated important; #8, 75%; #10, 70%) and less explicit (#6, 53%; #9, 69%) per rotation objectives. Assessments of EPA 8 (80% rated important) and 10 (76%) were frequently perceived as important toward residency preparedness. Agreement between importance of EPA development and assessment was moderate (Kappa = 0.40-0.59, all surveyed EPAs). CONCLUSIONS Graduates’ perceptions support the SICC's educational utility and assessments. Based on this and other insight from the SICC, the authors propose implications toward collectively envisioning the continuum of physician competency.
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Cortes-Rodríguez, Ada M., Yaritza Inostroza-Nieves, Fernando González, Irvin Maldonado, and Estela S. Estape. "Integrating Distance Strategies to Meet the 2020 Summer Research Internship Competencies and Objectives." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110064. http://dx.doi.org/10.1177/23821205211006414.
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Knowledge of research skills such as information literacy, critical thinking, ability to ask questions, and evidence-based decisions are necessary for all medical students. They will use these skills for clinical decisions, translate research findings to clinical practice, and educate their patients. Research also plays an essential role in the selection process for many residency programs, and it has only become more critical over time. Therefore, research activities are a central component of medical schools’ curriculum throughout the 4 years. One of the research opportunities offered to medical students is their participation in a research summer internship. Nevertheless, due to the COVID-19 pandemic, summer 2020 was impacted by the rapid shut down of academic and research activities to minimize infection. In this article, the authors describe the methodology changes to maintain the summer research internship offering amongst the coronavirus pandemic compared to the previous 6 years (2014-2019). Students answered a survey to assess their insight regarding general aspects of the summer research internship, structure, mentorship, faculty, and research skills development. Overall, students had a positive perception of all the survey areas, especially in mentor performance and research skills development. In conclusion, the authors found 2 critical attitudes toward facing unexpected challenges, such as the impact of COVID-19. These are essential to open new opportunities for the future of medical education research: (1) assuming a fast, encouraging, and constant response from the academic leaders, and (2) facilitating the stakeholders’ interest, resilience, and commitment to help and support.
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Patrick, S., G. Mastoras, and A. Krywenky. "MP24: The University of Ottawa's Department of Emergency Medicine pre-internship boot camp: a descriptive review." CJEM 21, S1 (May 2019): S50—S51. http://dx.doi.org/10.1017/cem.2019.159.
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Innovation Concept: Emergency Medicine (EM) residency programs in Canada have transitioned to competency based medical education and the first stage of the curriculum focuses on standardizing learner competency. Pre-internship boot camps provide a focused opportunity to assist with this standardization prior to residency training. The objective of this descriptive review was to describe our institution's EM pre-internship boot camp in the context of current literature and to summarize the state of EM boot camp curricula across all reported EM residency programs. Methods: The description of our two-day boot camp included its curriculum design, required preparation and resources, and a detailed timeline of each day's events. To compare our boot camp to current literature, a comprehensive search of both primary and gray literature was performed. Curriculum, Tool or Material: Our institution's boot camp is two days of teaching focused on clinical knowledge and procedural competency, with a large component centered on simulation. Day one consisted of an introduction to the boot camp, a review of crisis resource management principles and advanced cardiac life support (ACLS) algorithms, ACLS simulation sessions, and small group skill sessions on common emergency department procedures. Day two contained a point of care ultra sound lecture, an ultrasound guided central venous catheterization session, pigtail and chest tube insertion sessions, and high-fidelity simulation cases. In comparison to the other pre-internship boot camps that were identified in the literature, our boot camp offers a unique focus and format. Conclusion: This review is the first to report on an EM-specific boot camp at a non-American institution, and it provides a framework for the development and refinement of pre-internship EM boot camps at other universities.
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Khan, Meena, Ansley Splinter, Nick Kman, Cynthia Leung, Kristen Rundell, John Davis, and Jennifer McCallister. "Transition to Residency: Using Specialty-Specific Clinical Tracks and Advanced Competencies to Prepare Medical Students for Internship." Medical Science Educator 27, no. 1 (December 12, 2016): 105–12. http://dx.doi.org/10.1007/s40670-016-0355-3.
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LaRochelle, Jeffrey S., Ting Dong, and Steven J. Durning. "Preclerkship Assessment of Clinical Skills and Clinical Reasoning: The Longitudinal Impact on Student Performance." Military Medicine 180, suppl_4 (April 1, 2015): 43–46. http://dx.doi.org/10.7205/milmed-d-14-00566.
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ABSTRACT Purpose: Many medical schools across the United States are undergoing curriculum reform designed, in part, to integrate basic sciences and clinical skills. Evidence has suggested that preclerkship courses in clinical skills and clinical reasoning are predictive of student performance on the clerkship. We hypothesized that a combination of outcome measures from preclerkship clinical skills and clinical reasoning courses (Objective Structured Clinical Examination scores, preceptor evaluations, National Board of Medical Examiners subject examination scores, and small group participation grades) would be correlated to performance in internship (program director [PD] evaluation form at end of first postgraduate year). Methods: Outcome measures from preclerkship clinical skills and clinical reasoning courses and PD evaluation forms from 514 medical students graduating between 2009 and 2011 were analyzed in a multiple linear regression model. Results: Preclerkship clinical skills and clinical reasoning outcome measures were significant contributors to the linear regression model and were able to explain 13.9% of the variance in expertise and 7.6% of the variance in professionalism as measured by the PD evaluation form. Conclusion: Clinical skills and clinical reasoning courses during the preclerkship period explained a significant amount of performance at the graduate medical education level. Our data suggest that these courses provide valuable information regarding student abilities in internship. Early recognition of struggling students may provide an opportunity to break a cycle of poor performance that can persist into residency training.
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Constantinescu, Gabriel, Gina Gheorghe, Vlad Alexandru Ionescu, Oana-Mihaela Plotogea, Vasile Sandru, Camelia Cristina Diaconu, Valentin Nicolae Varlas, Nicolae Bacalbasa, Carmen Cristina Diaconu, and Madalina Stan-Ilie. "COVID-19 Pandemic and Its Impact on Training Programs of Medical Residency in Romania." Gastroenterology Insights 13, no. 1 (March 1, 2022): 106–16. http://dx.doi.org/10.3390/gastroent13010012.
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Background: The COVID-19 pandemic has had a negative impact on the training process for resident physicians. The objective of this study was to evaluate the impact of the COVID-19 pandemic on professional training, and also the subjective perception of the levels of stress, anxiety, and depression among resident doctors specializing in gastroenterology in Romania. Methods: We conducted an observational cross-sectional study, for a period of two months, among 180 resident doctors specializing in gastroenterology, working in university hospitals in Romania. A questionnaire consisting of 29 questions distributed through social media platforms was completed in Google Forms. Statistical analyses were performed using IBM SPSS software v.20. Results: A linear relationship was identified between the number of daily hospitalizations in the gastroenterology department and the rate of SARS-CoV-2 infection among resident physicians. In total, 80% of the participants reported an increase in the levels of stress, anxiety, and depression during the COVID-19 pandemic, and 88.3% stated that they were unsatisfied by online courses. Conclusions: The COVID-19 pandemic has had negative effects on both professional training and levesl of stress, anxiety and depression of resident doctors specializing in gastroenterology. In the specialty of gastroenterology there may be certain peculiarities, due to the interventional aspects that this medical specialty involves, for example, endoscopic procedures. Thus, the necessity to acquire practical skills in addition to theoretical knowledge increases the negative impact on gastroenterology internship.
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Rivero, Steven, Joseph Ippolito, Maximilian Martinez, Kathleen Beebe, Joseph Benevenia, and Wayne Berberian. "Analysis of Unmatched Orthopaedic Residency Applicants: Options After the Match." Journal of Graduate Medical Education 8, no. 1 (February 1, 2016): 91–95. http://dx.doi.org/10.4300/jgme-d-15-00176.1.
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ABSTRACT Background Orthopaedic surgery is one of the most competitive specialties, resulting in many applicants going unmatched. Many unmatched applicants pursue a preliminary internship or research fellowship, but whether these activities make them more successful in subsequent match cycles has not been studied. Objective To determine the effectiveness of activities during the intervening period on match success in a subsequent cycle. Methods After reviewing rank order lists for our program and National Resident Matching Program correspondence from 1994 to 2013, we identified 198 of 1216 ranked applicants (16.3%) who did not initially match. Of these, 57 applicants who matched through the Supplemental Offer and Acceptance Program did not reapply to orthopaedics or trained overseas. Results Of 141 reapplicants, 56 matched into orthopaedic surgery, with 87.5% (P < .001) matching at a program in the same region where they had either completed their medical degree or postgraduate year, and 37.5% matching at their home institution (P < .001). Successful reapplicants after a research fellowship had a significantly higher number of publications than unsuccessful reapplicants (P < .05). There was no significant difference in success after research or internship (P = .80) and no significant difference in success rates for US versus international reapplicants (P = .43). Conclusions Success of reapplication into orthopaedic surgery may be less dependent on the route taken during the interim period, and more dependent on developing relationships with faculty at a local or regional institution.
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Kovalev, A. V., G. Kh Romanenko, I. Yu Makarov, V. V. Zharov, and A. V. Bereznikov. "Professional competence of the graduates of the clinical residency and internship in the speciality 31.08.10 'forensic medical expertise'." Sudebno-meditsinskaya ekspertiza 60, no. 6 (2017): 44. http://dx.doi.org/10.17116/sudmed201760644-53.
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Adler, Daniel A., Vincent W. S. Tseng, Gengmo Qi, Joseph Scarpa, Srijan Sen, and Tanzeem Choudhury. "Identifying Mobile Sensing Indicators of Stress-Resilience." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 5, no. 2 (June 23, 2021): 1–32. http://dx.doi.org/10.1145/3463528.
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Resident physicians (residents) experiencing prolonged workplace stress are at risk of developing mental health symptoms. Creating novel, unobtrusive measures of resilience would provide an accessible approach to evaluate symptom susceptibility without the perceived stigma of formal mental health assessments. In this work, we created a system to find indicators of resilience using passive wearable sensors and smartphone-delivered ecological momentary assessment (EMA). This system identified indicators of resilience during a medical internship, the high stress first-year of a residency program. We then created density estimation approaches to predict these indicators before mental health changes occurred, and validated whether the predicted indicators were also associated with resilience. Our system identified resilience indicators associated with physical activity (step count), sleeping behavior, reduced heart rate, increased mood, and reduced mood variability. Density estimation models were able to replicate a subset of the associations between sleeping behavior, heart rate, and resilience. To the best of our knowledge, this work provides the first methodology to identify and predict indicators of resilience using passive sensing and EMA. Researchers studying resident mental health can apply this approach to design resilience-building interventions and prevent mental health symptom development.
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Mutter, M. K., and A. Matuskowitz. "66 Internship Preparation Course: Can a Fourth-Year Medical School Course Lead to Sustained Confidence With Medical Decisionmaking, Procedures, and Communication Several Months Into Residency?" Annals of Emergency Medicine 68, no. 4 (October 2016): S29. http://dx.doi.org/10.1016/j.annemergmed.2016.08.077.
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Twine, Nicole, and Sandra Cesario. "Experience of nurse practitioners transitioning into independent practice: A qualitative study." Journal of Nursing Education and Practice 9, no. 12 (August 23, 2019): 41. http://dx.doi.org/10.5430/jnep.v9n12p41.
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Objective: The purpose of this phenomenological study was to explore and describe the role transition of new Nurse Practitioners (NPs) following participation in an internship program with simulated learning to better understand the barriers and facilitators of achieving an autonomous role as an NP.Methods: In a large academic research medical center in Houston, Texas, purposive sampling was used to recruit a sample of 14 acute care NPs who had recently participated in a pre-graduate internship program. Demographic data were collected and in-depth, one-on-one interviews were conducted using a semi-structured interview guide. The interviews were audio-recorded and transcribed verbatim. Colaizzi’s process for phenomenological data analysis was used.Results: Four themes emerged from the analysis of the interviews: Putting on My NP Shoes, which described the participants’ statements about progression in their new role; We’re Only as Good as We Train, which described the participants’ statements about how NPs are trained to practice compared with other professionals; My Internship Prepared Me, which described how additional education and exposure to an internship program prepared the participants for entry into practice; and Relationships Provided Success, which described the participants’ statements about building collaborative relationships with physicians and staff that impacted their transition.Conclusions: The findings from this phenomenological study will provide knowledge to develop or adapt educational programs for NPs and to further develop internship or postgraduate residency programs for advance practice nurses.
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Farid, Marjan. "Pearls for Secondary Intraocular Lens Implantation." US Ophthalmic Review 10, no. 01 (2017): 13. http://dx.doi.org/10.17925/usor.2017.10.01.13.
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Marjan Farid is Director of the Cornea, Cataract, and Refractive Surgery Faculty and Vice-chair of the Ophthalmic Faculty at the Gavin Herbert Eye Institute (GHEI) at the University of California, Irvine (UCI), California, US. Dr Farid’s clinical practice is divided between patient care, teaching, and research. She enjoys teaching ophthalmology to medical students, ophthalmology residents, and cornea fellows. She serves on the Residency Education Committee and is the Director of the cornea fellowship program at the GHEI. Her research interests focus on corneal surgery, specifically in the use of the femtosecond laser for corneal transplantation. She performs all forms of corneal transplantation—femtosecond enabled and lamellar keratoplasty (DSEK and DALK). Dr Farid is also the founder of the severe ocular surface disease center at UCI. She performs limbal stem cell transplants, as well as artificial corneal transplantation for the treatment of patients with severe ocular surface disorders. She serves as an associate medical director for the Sight Life Eye Bank. Her work has been published in numerous peer-reviewed journals, she has authored six textbook chapters, and travels to multiple national meetings to present her research work. She serves as an Editorial Board member of Ophthalmology, the leading journal in her field. Dr Farid graduated summa cum laude from UCLA with a degree in biology. She earned her medical degree at UC-San Diego in 2002 and completed a transitional year internship at Scripps-Mercy Hospital in San Diego. She completed her residency training in ophthalmology at UCI. She subsequently completed her fellowship training in the area of cornea/external disease and refractive surgery under the mentorship of Dr Roger Steinert at UCI.
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Nanda, Tavish, Dan Gong, Royce W. S. Chen, George A. Cioffi, Gustavo De Moraes, and Lora R. Dagi Glass. "The New Ophthalmology Internship: A Trainee Curricular Survey." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e134-e142. http://dx.doi.org/10.1055/s-0040-1716363.
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Abstract Background The American Academy of Ophthalmology, in conjunction with the Accreditation Council of Graduate Medical Education (ACGME), has mandated the creation of a linked ophthalmology internship year for all programs by 2021. This mandate provides a unique opportunity to tailor a curriculum specific to the ophthalmology trainee. This study reports the results of a national survey of ophthalmology residents and fellows regarding the relevance and applicability of extramural content to their ophthalmology training. Methods Using the online portal SurveyMonkey, an anonymous survey was sent to 119 ACGME-accredited ophthalmology residencies. It consisted of nine questions formulated to measure the perceived applicability and relevance of other specialties to ophthalmology training. Responses were summarized with descriptive statistics. Outcomes were compared by one-way analysis of variance with Tukey's post hoc analysis for between group differences and Benjamini–Hochberg for multiple comparisons. Results Ninety-four respondents (residents and fellows) completed the survey (January–February 2020); 52.1% completed an internal medicine internship, 42.6% transitional, and 5.3% general surgery. Overall, prior internship experience was rated favorably. Otolaryngology and radiology were deemed the most relevant to ophthalmology training. Intensive care unit (ICU) was considered the least beneficial, followed by general surgery, primary care, and pediatrics. Neuroradiology was overwhelmingly preferred over general radiology. The majority of respondents reported minimal exposure to oral and maxillofacial surgery (OMFS) in medical school/internship. When choosing a reason for inclusion in the new curriculum, respondents reported a high level of surgical overlap with otolaryngology, OMFS, and plastic surgery; clinical overlap with neurology; and ophthalmic consultation with emergency medicine. Conclusion Several specialties—notably otolaryngology, radiology, and neurology—were considered highly relevant but lacking in preresidency exposure. The preference for neuroradiology was almost unanimous. In contrast, general surgery and ICU were found to be minimally relevant. Overall, ophthalmology residents reported a high level of satisfaction with their internship experience, an important consideration when building a curriculum that will appeal to potential applicants. The findings of this survey provide a framework to build a curricular plan based on current resident and fellow experience.
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Matyushkina, E. Y., O. Y. Mikita, and A. B. Kholmogorova. "Burnout Level in Medical Residents Doing Internship in Emergency Medicine Hospital before the Pandemic." Консультативная психология и психотерапия 28, no. 2 (2020): 46–69. http://dx.doi.org/10.17759/cpp.2020280203.
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The review of modern studies on the issue of professional burnout in young doctors and medical residents revealed the highest emotional distress in young residents doing internships in intensive care and emergency units. The paper presents the results of the study on 143 medical residents in the multi-profile hospital of emergency medicine. The methodical complex used included Maslach Burnout Inventory, Symptom Checklist‐90‐Revised (SCL-90-R) by L. Derogatis, and a survey on the attitude to professional troubles. Most young doctors pointed out the close relationship between problems with physical health and emotional wellbeing to their professional activity. The vast majority of the participants met the criteria for burnout, as indicated by high emotional exhaustion (69%) and depersonalization (85%) indications from the Maslach Inventory. Although most residents didn’t endorse any problems in communicating with the patients, their high level of depersonalization is more likely to attest to formalizing their relationships with the patients as opposed to having high social competence. The yielded results let us conclude that it is necessary to develop and implement into training programs for medical residents of the multi-profile hospital of emergency medicine programs promoting their communication competence, coping with distress, and preventing professional burnout.
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Al-Salmani, Asma Ali, Asma Al-Shidhani, Najlaa Jaafar, and Abdulaziz Al-Mahrezi. "Factors Associated with Choice of Career in Family Medicine Among Junior Doctors in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 337. http://dx.doi.org/10.18295/squmj.2020.20.03.014.
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Objectives: The number of family physicians in Oman is far below that recommended by the World Health Organization. This study aimed to determine factors influencing junior doctors’ choice of a career in family medicine. Methods: This cross-sectional study was conducted between March and June 2018 and targeted applicants to Oman Medical Specialty Board residency programmes during the 2018–2019 academic year. Applicants were grouped according to their choice of either family medicine (n = 64) or other specialities (n = 81). A self-administered questionnaire was utilised to compare the applicants’ sociodemographic characteristics, factors influencing their choice of career and their Myers-Briggs Type Indicator® (MBTI) personality traits. Results: A total of 52 family medicine and 43 other residency applicants participated in the study (response rates: 81.3% and 53.1%, respectively). Most family medicine applicants were female (86.5%), married (65.4%) and resided in rural areas (73.1%); moreover, 19.2% were ≥30 years of age. Overall, emphasis on continuity of care, opportunity to deal with a variety of medical problems, the ability to use a wide range of skills and knowledge, early exposure to the discipline, opportunity to teach and perform research and the influence of family or friends were important factors in determining choice of a career in family medicine. Moreover, the MBTI analysis revealed that family medicine applicants were commonly extroverted-sensing-thinking-judging personality types. Conclusion: Knowledge of the factors influencing career choice among junior doctors may be useful in determining future admission policies in order to increase the number of family physicians in Oman.Keywords: Career Choice; Internship and Residency; Medical Specialty; Family Practice; Family Physicians; Myers-Briggs Type Indicator; Oman.
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Stefanescu, Maria-Christina, Jasmina Sterz, Sebastian Herbert Hoefer, and Miriam Ruesseler. "Young surgeons’ challenges at the start of their clinical residency: a semi-qualitative study." Innovative Surgical Sciences 3, no. 4 (June 4, 2018): 235–43. http://dx.doi.org/10.1515/iss-2018-0015.
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AbstractIntroductionAccording to German regulations on licensing to practice medicine, the aim of undergraduate medical training is to produce a scientifically and practically trained physician who is able to work independently. More precisely, medical training has to impart the required knowledge and skills in diagnostics, therapy, health promotion, prevention, and rehabilitation. From the young residents’ point of view, this aim is not achieved, and they do not feel prepared to be a doctor. However, the literature on this subject relies mostly on data based on surveys, and there is a lack of deep analysis of the specific details of the topic. The aim of this study was to analyze in depth how junior doctors in their first and second years felt about their preparation for clinical practice as a doctor from their undergraduate training, as well as which teaching formats and factors influence their preparedness.MethodsThis semi-qualitative study is based on recorded interviews conducted using a structured interview manual. This serves to limit the subject matter of the interview and to target the topics. The study participants were 35 residents of general and visceral surgery, trauma surgery, and urology in their first and second years of medical specialty training. The number of participants was defined by the concept of saturation of the content. Basic data regarding age and the location and length of study were collected using a questionnaire. The audio recordings were transcribed word by word and analyzed with structured qualitative content analysis techniques.ResultsOnly 43% (n=15) of the 35 participating residents stated they were sufficiently prepared to be a doctor from undergraduate medical training, and 22.9% stated that they were not prepared for their work as a resident (8/35). However, 34.3% of the residents stated that undergraduate medical training did prepare them for some of the parts they were expected to master in daily clinical practice, but not other parts. Most of the participants described their first weeks as doctors as particularly stressful and exhausting. As major hurdles during their daily clinical work, participants described knowledge gaps regarding organizational and administrative pathways (71%), deficits in linking knowledge to clinical reasoning (71%), decision making (54%), and therapy planning (51%). Most participants stated that the practical placements during the semester, the clinical clerkships, and the last year internship were most effective as preparation for clinical residency. To be better prepared for clinical practice, participants suggested providing a clearer structure and that the course subjects bear better relations to each other. Nearly all participants proposed increasing patient encounters directly from the beginning of medical training as a longitudinal approach.DiscussionEven though we were able to demonstrate an increase in residents’ preparedness, 57% of the study participants still felt unprepared for their job to some extent. One might argue that starting a new profession will always result in a feeling of being unprepared to some extent. However, this unpreparedness can increase the risk for patients’ well being due to medical errors, which actually represents the third leading cause of death in the US after malignant tumors and cardiovascular diseases. Structured on-the-job adjustment, structured qualification training, and guided professional training are becoming increasingly important for future doctors as selection criteria for career choice and choice of employer. Thus, the surgical disciplines that are struggling with new young residents have to improve their concepts.
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Nabors, Christopher, Stephen J. Peterson, Roger Weems, Leanne Forman, Arif Mumtaz, Randy Goldberg, Kausik Kar, et al. "A Multidisciplinary Approach for Teaching Systems-Based Practice to Internal Medicine Residents." Journal of Graduate Medical Education 3, no. 1 (March 1, 2011): 75–80. http://dx.doi.org/10.4300/jgme-d-10-00037.1.
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Abstract Background Rapid growth in the complexity of the health care environment (including monitoring systems for health care quality and patient safety) may result in graduating internists not being adequately prepared for the demands the system places on them. In response, the Residency Review Committee for Internal Medicine created the Educational Innovations Project (EIP) to encourage select residency training programs to develop new strategies and methods to meet changing demands in graduate medical education. Methods As part of the EIP, our program created an innovative administrative internship. This multiyear curriculum provides systems-based practice training and consists of a series of rotations that take place during the 3 years of internal medicine residency. Each session involves close interaction with the nonphysician personnel who are instrumental in making our institution a functional and cohesive unit. To assess the potential impact of the rotations, we survey senior residents, recent graduates, and faculty educators. In conjunction with the Performance and Patient Experience departments of the hospital, we track several systems-based practice metrics for residents, including compliance with core health care measures, length of stay, and patient satisfaction. Results Residents recognize the need to develop systems-based practice skills, to readily participate in structured curricula designed to enhance such skills, and to provide leadership in organizing and publishing quality improvement initiatives, and upon graduation, they may lament that they did not receive even more vigorous training in these areas. Conclusion Although internal medicine residencies continue to improve their training in systems-based practice, our experience suggests that an even greater emphasis on these skills may be warranted.
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Dzongowski, Emily, and Dino D'Andrea. "CSTAR, Robotics, and Minimally Invasive Surgery: An Interview with Dr. Christopher Schlachta." University of Western Ontario Medical Journal 87, no. 2 (March 12, 2019): 62–63. http://dx.doi.org/10.5206/uwomj.v87i2.1128.
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Dr. Schlachta received his undergraduate and medical degrees from McGill University. With a keen interest in various types of surgery, he then completed a surgery internship at Toronto General Hospital before choosing to pursue residency in general surgery here at Western. Subsequently, he returned to Toronto for a fellowship in advanced minimally invasive surgery and subsequently worked as a staff surgeon at the Wellesley Hospital and St. Michael’s Hospital, where he was the head of the division. Finally, Dr. Schlachta was recruited back to London to serve as the medical director of Canadian Surgical Technologies & Advanced Robotics (CSTAR) in 2005. He presently holds this position, as well as cross-appointment as a Professor in the Departments of Surgery and Oncology. He has been involved in numerous Canadian and world firsts in robotic gastrointestinal surgery. We had the opportunity to speak with Dr. Schlachta to discuss his surgical practice, current research, and the technology at CSTAR.
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Rosha, L. G. "IMPLEMENTATION OF EDUCATIONAL OBJECTIVES IN TEACHING PATHOMORPHOLOGY IN HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 18, no. 4 (December 20, 2018): 115–21. http://dx.doi.org/10.31718/2077-1096.18.4.115.
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Higher medical education should provide high-quality training for students and become an important component of reforming the health care. The purpose of the higher education reforms is to establish the unified criteria, methodology and control systems, as well as to promote mutual recognition of higher education diplomas and students’ mobility. The practice of teaching pathomorphology and biopsy sectional course at the department of pathological anatomy proves that there is poorly developed integration between disciplines due to the lack of clear prevailing curricula. The merging of the material and technical resources and staff resources of the universities and the pathoanatomical service will increase the level of teaching work and will ensure objectivity in assessing the students’ practical skills. The close interaction between the department of pathological anatomy and medical institutions can contribute to eliminate the gap between theory and practice, to carry out training of highly skilled personnel through primary specialization, internship, residency and postgraduate study.
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Al Salehi, Asma, Tamima Al Dughaishi, Gauhar Rizvi, and Vaidyanathan Gowri. "Obstetrics and Gynaecology as a Future Career for Medical Graduates in Oman: Factors that attract and discourage graduates." Sultan Qaboos University Medical Journal [SQUMJ] 19, no. 1 (May 30, 2019): 58. http://dx.doi.org/10.18295/squmj.2019.19.01.011.
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Objectives: Obstetrics and gynaecology (OBGYN) is a major speciality in the medical field that is often demanding yet rewarding; however, OBGYN receives the least number of applicants in Oman. This study aimed to determine the factors that influence graduates in choosing OBGYN as their speciality. Methods: This cross-sectional questionnaire-based study was conducted from February to March 2017 at Sultan Qaboos University Hospital, Royal Hospital, Khoula Hospital and Al Nahdha Hospital, Muscat, Oman. The questionnaire was distributed to 150 Omani medical graduates (interns and post-intern doctors). Results: A total of 145 Omani graduates took part in the study (response rate: 96.7%) and the participants’ average age was 26 years. Family medicine ranked as the first choice followed by paediatrics and emergency medicine. OBGYN was the first choice for eight female graduates. The top factors attracting male graduates to the OBGYN speciality were its surgical opportunities (80.6%), intellectual content (77.4%), faculty interactions and the opportunity to care for a healthy population (54.8% each); however, the top factors attracting females were the intellectual content (88.6%), patients’ desire for female physicians (85.1%), the opportunity to care for a healthy population (76.3%) and cultural expectations (69.5%). The most discouraging factors for male graduates were cultural expectations (100%), the patients’ desire for a female physician (93.5%) and the level of stress (71%), while the discouraging factors for female graduates were the level of stress (82.5%), time demands (78.1%), night duties and the length of the residency (71.9% each). Conclusion: Most of the factors that discourage female graduates from choosing OBGYN are to some extent modifiable. These changes should be considered to encourage the selection of OBGYN as a career by medical students.Keywords: Career Choice; Obstetrics and Gynecology Department, Hospital; Internship and Residency; Medical Student; Oman.
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Hayashi, Mikio, Katsumi Nishiya, and Kazunari Kaneko. "Transition from undergraduates to residents: A SWOT analysis of the expectations and concerns of Japanese medical graduates during the COVID-19 pandemic." PLOS ONE 17, no. 3 (March 30, 2022): e0266284. http://dx.doi.org/10.1371/journal.pone.0266284.
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Introduction Interruptions in undergraduate clinical clerkship during the COVID-19 pandemic have reduced the confidence and preparedness of residents beginning their postgraduate training. We explore the thoughts of new residents about this transition and reflect on the support needed. Methods An exploratory qualitative case study was conducted with 51 residents. All had experienced interruptions in clinical training due to the pandemic and had just started their postgraduate training. Qualitative data were collected through 6 focus groups and 12 individual follow-up interviews. A thematic analysis was undertaken, and the data were categorised using a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework. Results Graduates beginning their residency were aware of their professionalism and independence during the transition. They also faced the predicament of needing close supervision while their supervisors managed pandemic conditions. Residents emphasised the importance of developing relationships with colleagues and supervisors during the transition to residency and wanted direct observation and detailed feedback from their supervisors during procedures. Conclusions The experiences of residents were not uniformly negative. In fact, some had developed a positive mindset when entering the clinical field. Medical faculty members reflecting on interactions with new residents and planning future clinical internships could benefit from placing a high value on building relationships among residents, who may expect direct observation and detailed feedback from their supervisors.
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O'Neill, Søren F. D., Mikkel B. Konner, Rene Fejer, and Susanne V. Vesterager. "Establishing a residency program for a chiropractic specialty in a public hospital system: Experiences from Denmark." Journal of Chiropractic Education 34, no. 2 (April 30, 2019): 164–71. http://dx.doi.org/10.7899/jce-18-6.
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Objective We describe the experiences and lessons learned from establishing a 5-year postgraduate hospital-based residency program for chiropractors in Denmark. The program was established with the aim of qualifying those chiropractors to undertake common and several specialized functions in relation to musculoskeletal disorders, at the highest professional level, within the particular conditions of a hospital setting. Methods We provide an overall description of this unique program, examples of specific educational goals, and the process used to develop the program. Results Three pilot programs were conducted between 2009 and 2016. The internship program and educational goals were revised extensively during this period. Between revisions and semistructured interviews with key medical officers following the pilot program, the program was well received and considered appropriate for further qualifying chiropractors for specialized, hospital-based practice. Conclusion The structure and content of the program will likely require further improvements in years to come, but currently forms the basis of the first regular 5-year, postgraduate in-hospital residency program for chiropractors in Denmark and perhaps elsewhere.
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Bangal, Vidyadhar B. "Work place based assessment of medical interns on surgical asepsis following training in Obstetrics and Gynecology." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 6, no. 12 (November 23, 2017): 5609. http://dx.doi.org/10.18203/2320-1770.ijrcog20175290.
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Background: Internship programme for medical interns is meant to develop basic skills and to have experience in management of common illnesses and emergencies. Medical interns are often posted to the clinical disciplines, without adequate instructions on surgical asepsis and bio-safety measure. Training need was identified for interns in the subject of surgical asepsis.Methods: Hands on training programme was organized for interns that included common procedures performed by them in wards, operation theatre and labour room complex on day to day basis. A pre and post test was performed to assess the gain in knowledge by interns. Subsequently, interns were supervised by residents, nurses and faculty members in labour room, operation theatre and wards. The observations were documented, and immediate feedback was given to interns. Feedback from interns was obtained at the end of the rotation in Obstetrics and Gynecology.Results: There was significant gain in knowledge by interns following training programme. Interns adopted good aseptic precautions during their posting. Compliance to aseptic precautions was significantly more in female interns as compared to male. A demand got generated from other batches of interns in conducting similar training programme for them. Nurses, faculty members and co-ordinator of internship programme gave positive feedback about the changes observed in the batch of interns who underwent training as compared to previous batches.Conclusions: Adoption of techniques of surgical asepsis by interns was improved following training programme held at the beginning of rotation posting in Obstetrics and Gynecology. It is recommended to include the topic in internship orientation programme.
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Coêlho, Prisca Dara Lunieres Pêgas, Sandra Greice Becker, Maria Alex Sandra Costa Lima Leocárdio, Maria Luíza Carvalho De Oliveira, Renan Sallazar Ferreira Pereira, and Graciana De Sousa Lopes. "Processo saúde-doença e qualidade de vida do residente multiprofissional." Revista de Enfermagem UFPE on line 12, no. 12 (December 2, 2018): 3492. http://dx.doi.org/10.5205/1981-8963-v12i12a236072p3492-3499-2018.
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RESUMO Objetivo: refletir sobre a relação da Residência Multiprofissional em Saúde no processo saúde-doença e na qualidade de vida do profissional de saúde residente. Método: trata-se de um estudo qualitativo, do tipo reflexivo. Refere-se a coleta de dados a uma pesquisa documental e à revisão de literatura com busca nas bases de dados PUBMED/MEDLINE, LILACS, e biblioteca virtual SCIELO com 16 artigos submetidos à análise. Resultados: destacam-se as categorias “Condicionantes legislativos da residência e a interface na saúde do trabalhador” e “Residência versus qualidade de vida”. Conclusão: percebem-se condicionantes negativos sobre a residência que podem influenciar o adoecimento do residente. Espera-se, porém, que esta pesquisa contribua para gerar subsídios tanto de políticas públicas sobre a residência, como de material para aperfeiçoar o regulamento interno dos cursos, políticas essas que ofereçam diretrizes que favoreçam o desenvolvimento de boas práticas em formação e saúde. Descritores: Internato não Médico; Saúde do Trabalhador, Qualidade de Vida; Esgotamento Profissional; Capacitação Profissional; Especialização.ABSTRACTObjective: to reflect on the relationship of the Multiprofessional Residency in Health in the health-disease process and in the quality of life of the resident health professional. Method: this is a qualitative, reflexive type study. Refers to the collection of data to a documentary research and literature review with search in the databases PUBMED / MEDLINE, LILACS, and SCIELO virtual library with 16 articles submitted to the analysis. Results: the categories "Legislative conditions of residence and the interface in workers' health" and "Residence versus quality of life" stand out. Conclusion: negative conditioners on residence can be seen that can influence the resident's illness. It is hoped, however, that this research will contribute to generating subsidies for both public policies on residence and material to improve the internal regulation of the courses, policies that offer guidelines that favor the development of good practices in training and health. Descriptors: Non-Medical Internship; Worker Health, Quality of Life; Professional Exhaustion; Professional Training; Specialization.RESUMENObjetivo: reflexionar sobre la relación de la Residencia Multiprofesional en Salud en el proceso salud-enfermedad y en la calidad de vida del profesional de salud residente. Método: se trata de un estudio cualitativo, del tipo reflexivo. Se refiere a la recolección de datos a una investigación documental y a la revisión de literatura con búsqueda en las bases de datos PUBMED / MEDLINE, LILACS, y biblioteca virtual SCIELO con 16 artículos sometidos al análisis. Resultados: se destacan las categorías "Condicionantes legislativos de la residencia y la interfaz en la salud del trabajador" y "Residencia versus calidad de vida". Conclusión: se percibe condicionantes negativos sobre la residencia que pueden influenciar la enfermedad del residente. Se espera, sin embargo, que esta investigación contribuya a generar subsidios tanto de políticas públicas sobre la residencia, como de material para perfeccionar el reglamento interno de los cursos, políticas que ofrezcan directrices que favorezcan el desarrollo de buenas prácticas en formación y salud. Descriptores: Internado no Médico; Salud Laboral; Calidad de Vida; Agotamiento Profesional; Capacitación Profesional; Especialización.
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Kovalev, A. V., G. Kh Romanenko, I. Yu Makarov, V. Yu Vladimirov, and A. V. Bereznikov. "The program for the clinical residency and internship in the speciality 31.08.10 'forensic medical expertise' as a component of the integral educational space." Sudebno-meditsinskaya ekspertiza 60, no. 6 (2017): 37. http://dx.doi.org/10.17116/sudmed201760637-43.
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Sucharitha, Sree T., Suganya E., Balaji Arumugam, Karthik R. C., Radhakrishnan A., and Dhanuraja V. "Describing the perceptions of bioethics training requirements among young medical professionals: an observational studies." International Journal Of Community Medicine And Public Health 7, no. 3 (February 27, 2020): 1153. http://dx.doi.org/10.18203/2394-6040.ijcmph20200983.
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Background: Medical Council of India emphasises the training on bioethics for medical graduates and included the same in medical curriculum reforms. However, the universal implementation of structured training in bioethics remains elusive due to many challenges. Hence the study was planned to describe the perception about the bioethics training needs among trainee interns and junior residents training at tertiary medical teaching hospitals across Tamil Nadu.Methods: A web-based cross-sectional survey was conducted during September-December 2019.Google forms survey was designed, and link was disseminated using affinity groups and snowballing techniques through social media among current medical interns and junior resident doctors working at tertiary care teaching hospital settings across Tamil Nadu. Data was analyzed using MS Excel auto generated through google forms and descriptive statistics were performed.Results: Among 136 respondents of online survey from across 25 medical colleges in Tamil Nadu, 73 (57.5%) were females, 57 (42.2%) had training on bioethics and 31 (54.4%) during internship period. During these trainings, experts in bioethics scholarship conducted training for only 34% of participants. Self-reported inadequate levels of awareness on bioethics was seen in 20.6% subjects and 17.8% subjects professed awareness on Indian Council of Medical Research clinical research ethics guidelines. Combination of curriculum and self-directed learning was the favoured teaching-learning method.Conclusions: This study reveals major gaps in knowledge and attitudes of young medical professionals towards bioethics training and can be addressed through testing novel methods of training.