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McCarthy, Janice, and Geoffrey Nelson. "An Evaluation of Supportive Housing: Qualitative and Quantitative Perspectives." Canadian Journal of Community Mental Health 12, no. 1 (April 1, 1993): 157–75. http://dx.doi.org/10.7870/cjcmh-1993-0009.
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This paper reports the findings of an evaluation of supportive housing for people who have been hospitalized in psychiatric facilities. Both qualitative and quantitative methods were used to inquire into two key processes, social support and control in the residence, and two key outcomes, quality of life and personal growth. Interviews were conducted with 34 residents of small supportive housing programs, and staff of these settings also provided information. While residents were generally pleased with the amount of support and control they had in their residences, there were some areas in which staff exerted unilateral control (i.e., they made decisions without involving residents in the process). With respect to quality of life, residents were satisfied with their housing, but voiced some concerns over a lack of privacy, stigma, and limited opportunities for participation in the community. Residents reported showing personal growth since entering supportive housing in terms of greater independence, more instrumental role involvement, and improved self-esteem and social skills. Staff confirmed these changes. Residents indicated their increased feelings of competence were due to the social support of staff and friends, acceptance by members of their networks and the community at large, and participation in the residence and community activities. The findings expand our understanding of supportive housing in showing that such programs have beneficial effects besides reduced recidivism rates and increased work productivity for residents and in identifying program processes which contribute to residents' increased competence. Moreover, the findings illustrate the value of using qualitative data in program evaluation.
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Beatty, Bernard L., Robert E. Lamy, Peter R. Peacock, and Brooke A. Saladin. "The faculty-in-residence program." Business Horizons 39, no. 1 (January 1996): 55–64. http://dx.doi.org/10.1016/s0007-6813(96)90084-1.
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Palamar, Ioana. "Iaşi Art Residency International Artist Residency Program. American Artist-In-Residence John Dillard." Review of Artistic Education 22, no. 1 (June 1, 2021): 253–57. http://dx.doi.org/10.2478/rae-2021-0031.
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Abstract Iași Art Residency is an artistic residency program that takes place in Iasi and involves the monthly invitation of an international visual artist, in order to materialize a specific art project related to the experience lived in the cultural space of Iasi. The program aims to connect the students of the Faculty of Visual Arts and Design within “George Enescu” National University of Arts in Iași with the invited artists, in order to exchange artistic experiences. This article will briefly present the activity of the American resident artist John Dillard whuch took place here, in Iasi, in January and February 2019.
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Toftness, Richard F. "The IEEE Engineer in Residence Program." IEEE Potentials 36, no. 3 (May 2017): 33–35. http://dx.doi.org/10.1109/mpot.2017.2655738.
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Buttery, Thomas J., Kenneth T. Henson, Thomas E. Ingram, and Carlton Smith. "The Teacher in Residence Partnership Program." Action in Teacher Education 7, no. 4 (December 1985): 63–66. http://dx.doi.org/10.1080/01626620.1985.10519268.
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Brockberg, Madeline, Andrew Mittelman, Julianne Dugas, Kerry McCabe, Jordan Spector, James Liu, and Alexander Y. Sheng. "Rate of Programs Affected by Resident Attrition and Program Factors Associated With Attrition in Emergency Medicine." Journal of Graduate Medical Education 11, no. 6 (December 1, 2019): 663–67. http://dx.doi.org/10.4300/jgme-d-19-00248.1.
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ABSTRACT Background Resident attrition negatively affects residents and programs. The incidence of attrition in emergency medicine (EM) and program-specific factors associated with attrition remain unclear. Objective We quantified the percentage of EM residencies affected by attrition between 2007 and 2016 and identified program-specific factors associated with attrition. Methods We performed a retrospective analysis of data derived from the American Medical Association National Graduate Medical Education Census. We defined attrition as any postgraduate who left their residency training program prior to completion. We calculated the percentage of residency programs that experienced attrition and the overall incidence of attrition. We used Fisher's exact tests, Wilcoxon rank sum tests, and t tests, as well as multivariable logistic regression, to identify program-specific factors associated with attrition. Results Between 2007 and 2016, 139 EM residency programs (82%) experienced attrition of at least 1 resident. An average of 23% of EM training programs experienced attrition annually. The incidence of EM resident attrition averaged 0.85% per year. Program-specific factors associated with attrition include 4-year residencies (P = .031), programs with medium class size (P = .0003), more female residents (P = .002), and more female faculty (P = .003). After analysis, only medium class size (compared to small) was associated with attrition (odds ratio = 4.96, 95% confidence interval 1.65–14.91). Conclusions Between 2007 and 2016, while the incidence of resident attrition in EM was low (< 1%), the majority of programs experienced resident attrition. Medium class size (7 to 12 residents) was the only program-specific factor associated with increased attrition.
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Fernandes, Marcelo Nunes da Silva, Carmem Lúcia Colomé Beck, Teresinha Heck Weiller, Viviani Viero, Paula Hubner Freitas, and Francine Cassol Prestes. "Suffering and pleasure in the process of forming multidisciplinary health residents." Revista Gaúcha de Enfermagem 36, no. 4 (December 2015): 90–97. http://dx.doi.org/10.1590/1983-1447.2015.04.50300.
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Objective: to identify situations of pleasure and suffering in the process of training multidisciplinary health resident. Method: qualitative research, developed in the Multiprofessional Residence Program in Health at a university from the south of Brazil. Data was collected in 2013 through focus groups with nine residents, and analyzed according to a thematic analysis. Results: The situations of suffering were stimulated by negative situations undergone by the health workers such as difficulties in participating in other professional training activities, excessive number of activities the residents commit to as health workers, lack of knowledge and hindered integration in the areas of Residency. The situations of pleasure were a result of the multiprofessional activities developed and the resident's larning possibility. Conclusion: The situations of pleasure and suffering identified can help in the planning of institutional actions that contribute to a professional training process and the overall wellbeing of the residents.
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Bowman, Deborah. "Folklife and Education." Practicing Anthropology 7, no. 1-2 (January 1, 1985): 10–11. http://dx.doi.org/10.17730/praa.7.1-2.t87245726864k271.
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From 1980 to 1983, I served as the Folklife in Education Coordinator for the Ohio Arts Council. The program is an outgrowth of a collaboration between the Folk Arts and the Artists in Education programs, which the National Endowment for the Arts designed to incorporate folk arts and artists into AIE's Artists-in-Residence program. By 1980 twenty-seven states offered some kind of school or community program where folk artists spent a period of days or weeks working with students of all ages. These programs are increasingly popular. Most states now offer residency programs, curriculum materials, and other opportunities for bringing students into closer communion with the folk traditions of their culture or geographic area through state arts agencies, folklife programs or Parks and Recreation departments.
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Sitaresmi, Devi Triwidya, Ismu Rini Dwi Ari, and I. Nyoman Suluh Wijaya. "Society’s Perception on Residences in Development Area Attachment: A Case Study of PLPBK in Tulusrejo Village, Lowokwaru Sub-District, Malang City." International Journal of Social Sciences and Management 5, no. 1 (January 20, 2018): 46–50. http://dx.doi.org/10.3126/ijssm.v5i1.18502.
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This study involved residents of RT 02 and RT 03, Tulusrejo sub-district. The setting of this study was one of the government’s target residence related to the project of Community-Based City and Residence Planning or Penataan Lingkungan Pemukiman Berbasis Komunitas (PLPBK), which success depended on society’s participation. Social bonds that result from long-term social interaction and life journey create emotional feeling upon their residences (Hummon, 1990). The place where people live and do their daily activities has certain deep meaning for them (Kyle et al, 2004), which at the same time affects the social psychological domain called place attachment (Lewicka, 2011). Thus, it was necessary to create strong social bonds and strengthen residents’ place attachment feeling for the success of the PLPBK program. In this study, social network mapping was analyzed using the Social Network Analysis (SNA). Meanwhile, to explain residents’ perception on their residence, Multidimensional Scaling was used. The result of this study exhibits that some social groups were formed upon certain similarities and membership of a certain organization. Besides, social groups were also formed by similar community attachment.Int. J. Soc. Sc. Manage. Vol. 5, Issue-1: 46-50
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Chow, Bik C., Peggy Hiu Nam Choi, Wendy Yajun Huang, and Chien-yu Pan. "Promoting Physical Activity in Group Home Settings: Staff Perspectives through a SWOT Analysis." International Journal of Environmental Research and Public Health 17, no. 16 (August 11, 2020): 5805. http://dx.doi.org/10.3390/ijerph17165805.
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Purpose: The aim of the study was to investigate perceptions of staff about the promotion of physical activity (PA) in selected group residences of Hong Kong (HK), some of which had experienced a multi-component PA program. Method: Focus group interviews with nineteen staff members from four group homes (two of which received the program) were conducted. Findings: A SWOT analysis provided important insights into residential staff views about key influences on the quality of PA programs for residents with intellectual disabilities (ID). Positive (strengths and opportunities) and negative (weaknesses and threats) influences were identified. They were associated with characteristics of residents, staff, and group residence. Increasing age and low motivation are impediments to PA engagement of adults with ID. Staff competence and prior unsuccessful experience in promoting PA are also implicated. Conclusion: The PA program quality is mediated by the quality of staff interpersonal interactions with their clients and their commitment in encouraging such adults with ID to join and persistent in PA as well as staff seeking external resources and support as well as using initiative to adapt PA promotion activities in their specific group residential context.
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Bendrath, Eduard Angelo, and Jaqueline Rocha dos Reis. "Residência Pedagógica espelhada na Residência Médica: formação de professores sob nova perspectiva?" Caderno de Educação Física e Esporte 19, no. 3 (September 1, 2021): 1–7. http://dx.doi.org/10.36453/cefe.2021.n3.26966.
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INTRODUÇÃO: O programa de Residência Pedagógica é um modelo de formação profissional para cursos de licenciatura, sendo um programa integrado a Política Nacional de Formação de Professores, cujo intuito está no aperfeiçoamento prático por meio da inserção do acadêmico no ambiente escolar. Este programa surgiu com inspiração na Residência Médica, sendo esta uma modalidade de ensino de pós-graduação destinada a médicos já graduados, como forma de especialização clínica. OBJETIVO: Analisar as aproximações e distanciamentos entre o programa na área da Educação Física em relação ao programa da área médica a partir da percepção de coordenadores das áreas de uma universidade pública do Paraná. MÉTODOS: A pesquisa é caracterizada como de abordagem qualitativa, com foco no estudo de caso. Foram entrevistados 4 coordenadores de curso e de programa de residência vinculados aos cursos de Medicina e Educação Física. A análise dos dados foi baseada no princípio de categorização temática com foco na análise de conteúdo. RESULTADOS: Os resultados mostram que há diferenças significativas entre as propostas, tendo a residência médica uma formação em nível de pós-graduação enquanto a residência pedagógica uma formação inicial, isso reflete as definições estruturais e conceituais sobre a forma de inserção de tais modelos formativos no ambiente de atuação profissional. CONCLUSÃO: Conclui-se que o propósito de formação em licenciatura com base em modelos de residência profissional possibilitam novas experiências e caminhos, mas que ainda estão distantes do modelo ofertado na área médica.ABSTRACT. Mirrored Pedagogycal Residence in the Medical Residence: teacher training about new perspective?BACKGROUND: The Pedagogical Residency program is a model of professional training for undergraduate courses, being an integrated program the National Policy of Teacher Training, whose purpose is in practical improvement through the insertion of the academic in the school environment. This program was inspired by the Medical Residency, which is a graduate teaching modality for physicians already graduated, as a form of clinical specialization. OBJECTIVE: To analyze the approximations and distances between the program in the area of Physical Education in relation to the medical program in a public university in Paraná. METHODS: The research is characterized as qualitative, focusing on the case study. Four coordinators of courses and residency programs linked to medical and physical education courses were interviewed. Data analysis was based on the principle of thematic categorization with a focus on content analysis. RESULTS: The results show that there are significant differences between the proposals, with medical residency training at the graduate level while the pedagogical residency is an initial formation, this reflects the structural and conceptual definitions on the way of insertion of such formative models in the professional environment. CONCLUSION: It is concluded that the purpose of teacher training based on professional residency models enables new experiences and paths, but which are still distant from the model offered in the medical area.
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Viesturs, Jānis, Iveta Puķīte, Jānis Vanags, and Irakli Nikuradze. "Limiting the Program of Temporary Residence Permits for Foreigners Based on Real Property Investment in Latvia." Baltic Journal of Real Estate Economics and Construction Management 5, no. 1 (November 27, 2017): 248–58. http://dx.doi.org/10.1515/bjreecm-2017-0019.
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Abstract There exists sharp competition amongst nations regarding the increasing foreign investments; therefore, nations are willing to offer foreign investors and their families some type of political bonus, such as temporary residence permit, permanent residence permit, or even citizenship. The simplest way to entice investors is to offer them and their family members temporary residence permits in exchange for investments - simply by purchasing real property (via the so-called “Golden Visa” program). Such a program was launched in Latvia in 2010; however, significant limitations were placed on it in 2014. This research (1) compares the “Golden Visa” programs in different countries in the world, (2) determines the impact of the program on the real property market of Latvia, and (3) searches for the main reason why limitations were applied to the temporary residence permit program in 2014, which resulted in a significant decrease in the international investments in Latvia (this part of the paper is based on the results of the following research: Viesturs, J., Auziņš, A., & Štaube, T. (2017). Arguments Used for Restricting International Real Property Transactions: Case Study of Latvia).
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Souto, Marta. "Practical teaching. Senses, tensions, alternatives." Praxis Educativa 25, no. 1 (January 1, 2021): 1–16. http://dx.doi.org/10.19137/praxiseducativa-2021-250108.
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The article that we present belongs to the production of the UBACYT Project: "The teaching residence: senses of training based on clinical studies of residents in training devices" and is aimed at communicating some conceptualizations built from the in-depth knowledge of residency cases that we have been carrying out in our program and to think about training from new angles. Secondly, we will work on a problem found around the entrance to the residence through training proposals collected in the investigation and other open ones to provide tools in the construction of roads with transformative responses. We will take some conceptualizations that emerge from the study and that mean reformulations that we consider of interest to make known. These theoretical advances are hypothetical in nature and come from qualitative studies of singular cases that have allowed a greater understanding of the problem stated for this project, not a generalization. We will make proposals for changes to the residence consistent with what has been analyzed in the cases.
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Putra, Hatta Musthafa Adham, and Bhanu Rizfa Hakim. "ANALISIS LUAS BANGUNAN DAN FAKTOR SEKUNDER PENENTU KENYAMANAN RUMAH TINGGAL SEDERHANA." Jurnal Arsitektur ARCADE 5, no. 1 (March 30, 2021): 52. http://dx.doi.org/10.31848/arcade.v5i1.608.
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Abstract: Demand of simple housing is growing rapidly as the population increases. Especially for simple housing for residents who run the National Family Planning Program. In principle, a house is not only a place of shelter but a place for various activities of each individual resident of the house so that it will be related to the ideal area. The simple residence has an area of 21 sqm, 36 sqm, 45 sqm and 60 sqm. A certain area of residence will affect the comfort level of residents in their activities. The research will use qualitative and quantitative descriptive methods in analyzing the comfort level of the area to the comfort level of the occupants in activities as seen from the size, shape and function of the space. This research will produce the ideal house area for residents of the Family Planning Program, as well as external factors that affect the comfort of the house.Abstrak: Kebutuhan rumah tinggal sederhana berkembang pesat seiring bertambahnya jumlah penduduk. Khususnya kebutuhan rumah sederhana bagi penghuni yang menjalankan Program Keluarga Berencana Nasional. Rumah tinggal pada prinsipnya bukan hanya menjadi tempat bernaung melainkan sebagai wadah untuk berbagai aktifitas setiap individu penghuni rumah sehingga akan berkaitan dengan luasan ideal. Rumah tinggal sederhana memiliki luasan dari 21 m2, 36 m2, 45 m2, dan 60 m2. Luasan rumah tinggal tertentu akan mempengaruhi tingkat kenyamanan penghuni dalam beraktifitas. Penelitian akan menggunakan metode deskriftif kualitatif dan kuantitatif dalam menganalisa tingkat kenyamanan luasan terhadap tingkat kenyaman penghuni dalam beraktifitas yang dilihat dari luasan, bentuk, dan fungsi-fungsi ruang. Penelitian akan menghasilkan luasan rumah ideal bagi penghuni Program Keluarga Berencana, serta faktor-faktor eksternal yang berpengaruh terhadap kenyamanan rumah tinggal.
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Forrester, David Anthony (Tony), Trish O'Keefe, and Sara Torres. "Professor in Residence Program: A Nursing Faculty Practice." Journal of Professional Nursing 24, no. 5 (September 2008): 275–80. http://dx.doi.org/10.1016/j.profnurs.2007.10.008.
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Guiora, Alexander Z. "The LanguageLearningDistinguished Scholar-in-Residence Program 1995-1996." Language Learning 44, no. 3 (September 1994): 379. http://dx.doi.org/10.1111/j.1467-1770.1994.tb01111.x.
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Guiora, Alexander Z. "THE LANGUAGE LEARNING DISTINGUSHED SCHOLAR-IN-RESIDENCE PROGRAM." Language Learning 44, no. 1 (March 1994): 1–2. http://dx.doi.org/10.1111/j.1467-1770.1994.tb01445.x.
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Guiora, Alexander Z. "TheLanguage LearningDistinguished Scholar-in-Residence Program 1996-1997." Language Learning 45, no. 3 (September 1995): 379–80. http://dx.doi.org/10.1111/j.1467-1770.1995.tb00446.x.
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Guiora, Alexander Z. "TheLanguage LearningDistinguished Scholar-in-Residence Program 1996-1997." Language Learning 45, no. 4 (December 1995): 565. http://dx.doi.org/10.1111/j.1467-1770.1995.tb00454.x.
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Tolman, Steven. "The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success." Journal of International Students 7, no. 3 (July 1, 2017): 522–41. http://dx.doi.org/10.32674/jis.v7i3.285.
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While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of IRP participants with a control group. The results showed the roommate-pairing program had a positive impact on the residential experience of international students. These findings suggest physical environment and structured support are critical factors in the satisfaction and success of international students. This research can inform the practice of Residence Life professionals and aid in the establishment of effective support programs.
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Santalo, Oscar, Joelle Farano, Jacqualine Igwe, and Niaz Deyhim. "Survey of health-system pharmacy administration and leadership residencies." American Journal of Health-System Pharmacy 77, no. 6 (February 6, 2020): 449–56. http://dx.doi.org/10.1093/ajhp/zxz327.
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Abstract Purpose To perform an inquiry with response measurement from health-system pharmacy administration and leadership (HSPAL) residency program directors and residents to distinguish variances between the programs and identify enhancement opportunities for key stakeholders. Methods Members from the Pharmacy Administration Resident Collaboration Research Committee developed separate 20-question survey instruments to assess the strengths and areas of opportunity for HSPAL residency programs from the perspective of residency program directors and residents. The survey instruments were designed to evaluate the level of pharmacy service integration across HSPAL programs nationwide. Results Nearly half of the residency program directors within the listserv (40.74%, 33/81) participated in the survey. The recognized areas of opportunity by residency program directors include community pharmacy leadership, professional organization involvement, sterile compounding, and supply chain management. About a third (32.54%, 41/126) of the residents participated in the survey. Residents reported the least exposure to community pharmacy leadership, human resource management, informatics, professional organizations, and ambulatory care/specialty rotations. The overall recommendations for HSPAL residency programs are to incorporate C-suite–level experiences, improve alumni engagement, develop longitudinal human resource/financial experiences, and encourage resident credential obtainment. Conclusion In order to foster professional and leadership growth for HSPAL residents, residency programs should consider incorporating C-suite–level experiences, longitudinal human resource/finance experiences, alumni engagement opportunities, rotation variety, professional organization involvement, and support in credential obtainment.
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Justin, Grant A., Benjamin L. Custer, Jane B. Ward, Marcus H. Colyer, Stephen G. Waller, and Gary L. Legault. "Global Health Outreach by United States Ophthalmology Residency Programs: Understanding of Host Country Systems-Based Practice." Military Medicine 184, no. 11-12 (April 30, 2019): e642-e646. http://dx.doi.org/10.1093/milmed/usz100.
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Abstract Introduction For medical residents, global health outreach is the first experience of learning how to develop partnerships with foreign medical systems. The overall objective of this project was to develop an overview of global health programs in U.S. ophthalmology residencies. The investigation focused on characterizing the goals and services offered, the didactics taught to residents, and the program director’s understanding of systems-based practice gained in the host country. Materials and Methods An online survey was sent to all U.S. ophthalmology residency program directors. The two outcome measures of the study were characterization of global health outreach and didactics completed by U.S. ophthalmology residency programs and review of program director understanding of host country systems of care. Results Twelve program directors of 117 (10.26%) answered the survey. 100% of programs from the Department of Defense responded. Countries served included Ecuador, Panama, Honduras, Dominican Republic, India, Tanzania, Nepal, Bhutan, Guatemala, Micronesia, Haiti, Mongolia, Bolivia. Sixty five percent worked at a free-standing public hospital. Many programs offered resident participation with only 41.87% giving residents ACGME credit. Most programs (91.67%) offered fewer than 5 hours of global health didactics. When program directors were asked about their knowledge of host country systems of care, most noted understanding of the hospital functions like the referral system, transitions of care, hospital funding, and medical supply chain, but not of the perception of patients with chronic or congenital ophthalmic diseases, host country general or ophthalmic medical education, patient research safeguards and host country malpractice system. Conclusion From the small sample of program directors, Ophthalmology residency program global health outreach varies in faculty and resident participation, and in goals and services offered. In addition, there was a wide variation in ophthalmology program director understanding of host country systems of care.
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Jackson, Deborah L., Laura Walling, and Amy Thompson. "Recreational Sports Participation as a Mediating Factor for College Student Alcohol Use." Recreational Sports Journal 31, no. 2 (October 2007): 119–30. http://dx.doi.org/10.1123/rsj.31.2.119.
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Research indicates that college students involved in extracurricular activities are less likely to abuse alcohol or other drugs. This study investigated whether or not involvement in recreational sports acts as a protective factor in preventing abuse and explored whether substance use differs by type of recreational sports program: team sports, individual or dual sports, fitness programs, and nonparticipation in any recreational sports activity. Trained resident assistants surveyed college freshmen ( N = 316) living in residence halls. Descriptive statistics and multivariate analyses of variance were calculated. Overall, no significant differences in alcohol use based on participation and type of activity were found regarding recreational sports participants; however, findings are useful in providing future direction for recreational sports programs. Implications for campus recreation professionals related to program planning, student employee and sports officials training, team captain training or orientation, and use of peer educators are addressed.
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Weidner, Amanda, Ryan Gilles, and Dean A. Seehusen. "Residency Scholarship Within Practice-based Research Networks." Family Medicine 52, no. 2 (February 7, 2020): 91–96. http://dx.doi.org/10.22454/fammed.2020.303653.
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Background and Objectives: Finding scholarship opportunities is a common struggle for family medicine residency programs, especially community-based programs. Participation in practice-based research networks (PBRNs) has been suggested as one option, but little is known about resident engagement in PBRNs. This study explores how PBRNs are currently involving family medicine residency programs and whether there are additional opportunities for engagement. Methods: We conducted a cross-sectional survey of 126 primary care PBRN directors regarding residency program involvement in PBRN governance and scholarly activity. We used descriptive statistics to characterize our sample and bivariate analyses to assess association between involvement of residency programs in PBRNs and PBRN characteristics. Results: Most responding PBRNs (N=56, 44.4% response rate) included at least one residency program (80%) and many had residency faculty involved in projects (67.3%), though involvement of residents was less common (52.7%). When involved, residents were part of fewer projects but participated in the full range of research activities. Few PBRNs had deeper engagement with residencies such as written goals specifying their inclusion in projects (23.6%) or residency faculty participation in the PBRN’s governing body (45.5%). Most PBRNs not currently involving residents are interested in doing so (73.9%), and half of these have the resources to do this. Conclusions: Most family medicine and primary care PBRNs have some involvement with residency programs, usually at the faculty level. Building on current PBRN involvement and making connections between local PBRNs and residency programs where none exist represents an excellent opportunity for education and for growing the research capacity of the discipline.
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Starosta, Kaitlin, Susan L. Davis, Rachel M. Kenney, Michael Peters, Long To, and James S. Kalus. "Creating objective and measurable postgraduate year 1 residency graduation requirements." American Journal of Health-System Pharmacy 74, no. 6 (March 15, 2017): 389–96. http://dx.doi.org/10.2146/ajhp160138.
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Abstract Purpose The process of developing objective and measurable postgraduate year 1 (PGY1) residency graduation requirements and a progress tracking system is described. Summary The PGY1 residency accreditation standard requires that programs establish criteria that must be met by residents for successful completion of the program (i.e., graduation requirements), which should presumably be aligned with helping residents to achieve the purpose of residency training. In addition, programs must track a resident’s progress toward fulfillment of residency goals and objectives. Defining graduation requirements and establishing the process for tracking residents’ progress are left up to the discretion of the residency program. To help standardize resident performance assessments, leaders of an academic medical center–based PGY1 residency program developed graduation requirement criteria that are objective, measurable, and linked back to residency goals and objectives. A system for tracking resident progress relative to quarterly progress targets was instituted. Leaders also developed a focused, on-the-spot skills assessment termed “the Thunderdome,” which was designed for objective evaluation of direct patient care skills. Quarterly data on residents’ progress are used to update and customize each resident’s training plan. Implementation of this system allowed seamless linkage of the training plan, the progress tracking system, and the specified graduation requirement criteria. Conclusion PGY1 residency requirements that are objective, that are measurable, and that attempt to identify what skills the resident must demonstrate in order to graduate from the program were developed for use in our residency program. A system for tracking the residents’ progress by comparing residents’ performance to predetermined quarterly benchmarks was developed.
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Wayman, Laura, John Chen, and Jacqueline Leavitt. "Neuro-ophthalmology Training in Ophthalmology Residency Programs in the United States." Journal of Academic Ophthalmology 10, no. 01 (January 2018): e12-e15. http://dx.doi.org/10.1055/s-0038-1626731.
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Background The status of neuro-ophthalmology education in ophthalmology residency training in the United States is unknown. There are numerous articles in the literature detailing resident outcomes for surgical procedures; however, there are no articles detailing teaching of a nonprocedural specialty. There are no specific Accreditation Council for Graduate Medical Education (ACGME) requirements for neuro-ophthalmology training within ophthalmology residency. Each program determines the amount of neuro-ophthalmology training and level of training within ophthalmology residency. There are no publications that detail the extent of neuro-ophthalmology training during ophthalmology residency. Objective To determine the status of neuro-ophthalmology education in ophthalmology residency training programs in the United States. Methods A survey was sent in 2014 to residency directors and neuro-ophthalmologists of all ophthalmology residency programs who participated in the Ophthalmology Residency Matching Program in the United States to determine the amount of neuro-ophthalmology training that residents receive. Results From a total of 113 ophthalmology residency programs in the United States utilizing the Ophthalmology Residency Matching Program, 104 surveys were returned (92% response rate). Duration of neuro-ophthalmology training ranged from 1 to 112 days, with an average of 34.5 days. Most rotations occurred within postgraduate year 2 or 3. Conclusion This is the first evaluation of the amount of neuro-ophthalmology training within ophthalmology residencies participating in the matching program in the United States, which demonstrates large variability among the different programs. Future studies could ascertain if there is a correlation between resident satisfaction in neuro-ophthalmology training and the amount of training.
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Kenny, Tim, and Emily Hoover. "Children's Garden in Residence Program at the Minnesota Landscape Arboretum." HortScience 40, no. 4 (July 2005): 1137A—1137. http://dx.doi.org/10.21273/hortsci.40.4.1137a.
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The Minnesota Landscape Arboretum has been educating urban youth in a garden setting through the Children's Garden in Residence program located in Minneapolis, Minn., for 20 years. The program partners with community groups to teach pre-K to 4th grade students about the wonders of science and nature. The program presently educates between 100 and 120 children each summer. In addition to serving more children, the program curriculum and activities have evolved through the years, developing, trying, redesigning, and trying again curricula to meet the needs of urban children. The result of this process is a program that emphasizes hands-on, garden-based lessons in science, nutrition, and art. We are in the process of documenting the curricula used in the program. This paper will discuss the history of the program, highlight a few units used at the different grade levels, and discuss the documentation process.
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Patel, Mitesh, Jasneet S. Bhullar, Gokulakkrishna Subhas, and Vijay Mittal. "Present Status of Autonomy in Surgical Residency—a Program Director's Perspective." American Surgeon 81, no. 8 (August 2015): 786–90. http://dx.doi.org/10.1177/000313481508100816.
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As surgery residents graduate and begin their careers as junior attending surgeons, the question of whether a surgeon can complete a case alone still lingers. Allowing autonomy during residency answers this question. The purpose of this study was to gather input from general surgery residency program directors on how they achieve autonomy for residents in their programs. An online survey of 18 questions was sent to all general surgery residency program directors in the United States between April and June of 2013 via e-mail. Questions were asked regarding classification of autonomy, percentage of case completed by the resident independently, and in what area a resident worked with minimal supervision. Of the 202 delivered, 85 program directors were responded (42%). Seventy-eight per cent of programs classified a resident as surgeon junior whether the resident completed more than 50 per cent of the case. Most classified autonomy as either the resident completing >75 per cent of a case (41%) or completing the critical steps of a surgery (41%). Eighty-eight per cent stated that chief residents completed the majority of cases under supervision, whereas only 12 per cent stated the chief had autonomy in the operating room and also acted as teaching assistant. While, 60 per cent stated their chief residents did not work in any area of the hospital independently. Despite differences in how autonomy is defined among programs, most program directors feel that their chief residents do not achieve complete autonomy. Programs should allow their residents to work in a progressive responsibility as they progress into their fourth and fifth years of residency to achieve autonomy.
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Nasr, Viviane G., Iqbal Ahmed, Iwona Bonney, and Roman Schumann. "Research and Scholarly Activity in US Anesthesiology Residencies: A Survey of Program Directors and Residents." ISRN Anesthesiology 2012 (April 12, 2012): 1–9. http://dx.doi.org/10.5402/2012/652409.
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Background. Effective 2007, the ACGME required scholarly activity during residency. Although many programs have ongoing research, residents' involvement may be limited. This US anesthesiology residency survey assesses the current scholarly environment, research activity and program support during training. Methods. Following IRB approval, 131 US anesthesiology program directors were invited to participate in a web-based survey. Questions to directors and residents included program structure, research activity, funding and productivity. We categorized residencies threefold based on their size. Results are summarized descriptively. Results. The response rate was 31.3% (n=41) for program directors and 15.3% (n=185) for residents. Residents' responses mirrored those of program directors' regarding the presence of didactic curricula (51% versus 51.9%), research rotations (57% versus 56.2%) and a project requirement (37% versus 40%). Demands of residency (27.0%) and early stage in training (22.2%) were the main obstacles to research cited by trainees. Residents' financial support was available in 94.3% of programs. Medium and large programs had multiple funding sources (NIH, industrial and private). Conclusion. Programs are dedicated to incorporate research into their curriculum. Residents' financial support and mentorship are available, while research time is limited. Systematic improvements are needed to increase trainee research in US anesthesiology residencies.
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McCrary, Hilary C., Sierra R. McLean, Abigail Luman, Patricia O’Sullivan, Brigitte Smith, and Richard B. Cannon. "A National Survey of Robotic Surgery Training Among Otolaryngology—Head and Neck Surgery Residents." Annals of Otology, Rhinology & Laryngology 130, no. 9 (February 22, 2021): 1085–92. http://dx.doi.org/10.1177/0003489421996968.
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Objective: The aim of this study is to describe the current state of robotic surgery training among Otolaryngology—Head and Neck Surgery (OHNS) residency programs in the United States. Methods: This is a national survey study among OHNS residents. All OHNS residency programs were identified via the Accreditation Council for Graduate Medical Education website. A total of 64/127 (50.3%) of OHNS programs were selected based on a random number generator. The main outcome measure was the number of OHNS residents with access to robotic surgery training and assessment of operative experience in robotic surgery among those residents. Results: A total of 140 OHNS residents participated in the survey, of which 59.3% (n = 83) were male. Response rate was 40.2%. Respondents came from middle 50.0% (n = 70), southern 17.8% (n = 25), western 17.8% (n = 25), and eastern sections 14.3% (n = 20). Most respondents (94.3%, n = 132) reported that their institution utilized a robot for head and neck surgery. Resident experience at the bedside increased in the junior years of training and console experience increased across the years particularly for more senior residents. However, 63.4% of residents reported no operative experience at the console. Only 11.4% of programs have a structured robotics training program. Conclusion: This survey indicated that nearly all OHNS residencies utilize robotic surgery in their clinical practice with residents receiving little formal education in robotics or experience at the console. OHNS residencies should aim to increase access to training opportunities in order to increase resident competency. Level of Evidence: IV
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Simbolon, Agustina Sri Rezeki, Dwira Nirfalini Aulia, and Hilma Tamiami Fachrudin. "Analysis of the residential space transformation of government-subsidized housing program." ARTEKS : Jurnal Teknik Arsitektur 6, no. 1 (April 1, 2021): 105–18. http://dx.doi.org/10.30822/arteks.v6i1.627.
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The government is currently conducting programs to provide subsidized housing in order to meet the needs of low-income people. Some of the houses provided have, however, been modified by the residents to ensure proper and effective implementation of their activities and this indicates a benchmark of the dissatisfaction of the residents and omission of a particular thing in the initial design of the subsidized housing program provided by the government. The Grand Permata Residence II Housing used as a case study has a house with type 36/91 m2 and 13 out of 14 respondents have transformed their residential space according to their economic capacity as low-income people. This study was, therefore, conducted to map the residential space transformation of the subsidized housing program provided by the government and determine the causative factors. Primary data were obtained in the form of designs and photos of space transformation through direct observation and interviews with residents while secondary data were in the form of initial floor plans retrieved from the housing manager and analyzed using descriptive analysis techniques. The findings serve as an evaluation for the government in designing subsidized housing which meets the target and needs of low-income people.
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"Call for Applicants: Concordia University Library’s Researcher-in-Residence Program." Evidence Based Library and Information Practice 11, no. 2 (June 20, 2016): 215. http://dx.doi.org/10.18438/b8005n.
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Kelter, Paul, Ken Hughes, Anne Murphy, Kathleen Condon, Paulette Heil, Michael Lehman, David Netz, and Travis Wager. "The Scientist-in-Residence Program: A Chemistry-Based Outreach Initiative." Journal of Chemical Education 71, no. 10 (October 1994): 864. http://dx.doi.org/10.1021/ed071p864.
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Knis-Matthews, Laurie, Lynne Richard, Leiden Marquez, and Nili Mevawala. "Implementation of Occupational Therapy Services for an Adolescent Residence Program." Occupational Therapy in Mental Health 21, no. 1 (January 26, 2005): 57–72. http://dx.doi.org/10.1300/j004v21n01_04.
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Orchowski, Lindsay M., Paul Castelino, H. Mei Ng, David Cosio, and Jeanne A. Heaton. "The Design and Implementation of a Counselor-in-Residence Program." Journal of College Student Psychotherapy 25, no. 3 (July 2011): 241–58. http://dx.doi.org/10.1080/87568225.2011.556968.
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Boyd, MA. "AADS/Warner-Lambert Enid A. Neidle Scholar-in-Residence program." Journal of Dental Education 63, no. 3 (March 1999): 242–43. http://dx.doi.org/10.1002/j.0022-0337.1999.63.3.tb03271.x.
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Jan, Yih-Jena. "A simple program for plotting streamlines and calculating residence times." Communications in Applied Numerical Methods 4, no. 6 (November 1988): 699–707. http://dx.doi.org/10.1002/cnm.1630040602.
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Guiora, Alexander Z. "The Language Learning Distinguished Scholar-in-Residence Program 1995-1996." Language Learning 44, no. 4 (December 1994): 567. http://dx.doi.org/10.1111/j.1467-1770.1994.tb00631.x.
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Pien, Lily C., Christine A. Taylor, Elias Traboulsi, and Craig A. Nielsen. "A Pilot Study of a “Resident Educator And Life-long Learner” Program: Using a Faculty Train-the-Trainer Program." Journal of Graduate Medical Education 3, no. 3 (September 1, 2011): 332–36. http://dx.doi.org/10.4300/jgme-03-03-33.
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Abstract Purpose We sought to create a resident educator program using a Train-the-Trainer (TTT) approach with adaptable curricula at a large tertiary health care center with a medical school and 60 accredited residency programs. Methods The Resident Educator And Life-long Learner (REALL) Program was designed as a 3-phase model. Phase 1 included centralized planning and development that led to the design of 7 teaching modules and evaluation tools for TTT and resident sessions. Phase 2 entailed the dissemination of the TTT modules (Learning Styles, Observational Skills, Giving Feedback, Communication Skills: The Angry Patient, Case-Based Teaching, Clinical Reasoning, Effective Presentations) to faculty trainers. In phase 3, specific modules were chosen and customized by the faculty trainers, and implemented for their residents. Evaluations from residents and faculty were collected throughout this process. Results A total of 45 faculty trainers representing 27 residency programs participated in the TTT program, and 97% of trainers were confident in their ability to implement sessions for their residents. A total of 20 trainers from 11 residency programs implemented 33 modules to train 479 residents, and 97% of residents believed they would be able to apply the skills learned. Residents' comments revealed appreciation of discussion of their roles as teachers. Conclusion Use of an internal TTT program can be a strategy for dissemination of resident educator and life-long learner curricula in a large academic tertiary care center. The TTT model may be useful to other large academic centers.
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Gillman, L. M., A. Vergis, J. Park, and M. Taylor. "53. Resident training and the dictated operative report - A national perspectives." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 56. http://dx.doi.org/10.25011/cim.v30i4.2814.
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Operative dictation training is a poorly studied area of surgical resident education and there is currently no literature on the national experience with operative dictation training in Canada. We therefore undertook a web-based survey of residents and program directors in general surgery training programs in Canada to determine if there is an ongoing desire for formal operative dictation training.
Every resident and program director in English speaking General Surgery programs in Canada was contacted by email and asked to participate in the study. A secure, web based survey program was developed to conduct the survey and collect the data. The survey contained questions regarding comfort level with dictation, feedback on dictations and methods of dictation training employed by the individual residents and the resident training programs.
Two hundred and seventy-four residents and 11 program directors responded to the survey (70.4% and 78.5% response rate, respectively). Among residents, 201 residents (73.3%) reported that their dictations were in need of improvement while 191 residents (69.7%) requested further training in dictation. Two-hundred and six residents (75.2%) reported that their training program did not employ any formal methods to help improve their dictations. Furthermore, 153 residents (55.8%) had never received feedback on their dictations.
Ten program directors (90.9%) felt that residency programs should include formal training in operative dictation. Unfortunately, half of these program directors could not identify any formal methods currently being employed in their training programs, this despite the fact that 45.5% of program directors could identify specific instances where direct patient care was negatively affected by a poor operative report.
Both program directors and residents identified operative dictation templates and formal feedback on dictations as the two interventions they would like to see instituted to improve operative dictations in their residency training programs.
Residents and program director recognize a need for the development of formal operative dictation training in Canada.
Eichholz AC, Van Voorhis BJ, Sorosky JI, Smith BJ, Sood AK. Operative note dictation: should it be taught routinely in residency programs? Obstetrics and Gynecology 2004; 103:342-6.
Menzin AW, Spitzer M. Teaching operative dictation. A survey of obstetrics/gynecology residency program directors. Journal of Reproductive Medicine 2003; 48:850-2.
Moore RA. The dictated operative note: important but is it being taught? Journal of the American College of Surgeons 2000; 190:639-40.
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Krasniak, Anne, William Darko, Christopher D. Miller, Robert Seabury, and Luke A. Probst. "Changes in Pharmacy Residency Training Design Between 2012 and 2017: A Perspective of Academic Medical Centers." Hospital Pharmacy 53, no. 2 (November 3, 2017): 113–20. http://dx.doi.org/10.1177/0018578717738509.
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Purpose:The role of health-system pharmacists continues to expand, and this area of pharmacy practice increasingly requires augmented baseline training. It is unclear how Post Graduate Year 1 (PGY-1) pharmacy residencies may be changing to meet these needs.The objectives of our survey were to describe PGY-1 pharmacy residency program design among academic medical centers, characterize program changes enacted over 5-year period, and describe career paths among PGY-1 pharmacy residency graduates. Methods: A 32-item questionnaire was developed independently, which was reviewed and validated by 4 residency program directors. The survey was uploaded to an online survey tool and sent electronically to residency program directors of 109 Vizient academic medical centers with PGY-1 pharmacy residency programs. Residency program directors were identified from a list of Vizient-participating hospitals. The survey was re-sent at 2-week intervals on 4 occasions to improve response rates. SPSS version 23.0 was used to analyze the data. Results: Overall, 49 (45%) of hospitals responded to the survey. Survey responses showed statistically significant increases over the 5-year survey period in the following areas: the number of PGY-1 resident positions offered ( P = .001), percent of time spent on teaching experiences ( P = .001), and percentage of PGY-1 residents pursuing PGY-2 or fellowship training ( P = .026). Conclusion: We found that PGY-1 pharmacy residency programs at Vizient academic medical centers have undergone limited changes over the 5-year survey period and substantial variation exists between program designs. The most common change to program design was an increase in the percentage of time residents spend on teaching experiences. There was an increase in residents pursuing PGY-2 or fellowship training, which may suggest a shift toward increased specialization in clinical pharmacy practice or may reflect changes in the availability of job opportunities.
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Silva, Thais Maria de Souza, Carla Cristiane da Silva, Daniel Maciel Crespilho, and Flávia Évelin Bandeira Lima. "Formação inicial docente durante a pandemia: um relato de experiência de uma residente a partir do Programa Residência Pedagógica em Educação Física." Caderno de Educação Física e Esporte 19, no. 3 (September 1, 2021): 1–7. http://dx.doi.org/10.36453/cefe.2021.n3.27496.
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INTRODUÇÃO: O Programa Residência Pedagógica objetiva aperfeiçoar a formação prática nos cursos de licenciatura, proporcionando uma imersão do acadêmico na escola de Educação Básica. OBJETIVO: Relatar as experiências vivenciadas por uma residente nos primeiros seis meses do Programa Residência Pedagógica de um curso de Educação Física, frente aos desafios da pandemia de COVID-19 para a formação inicial docente. MÉTODOS: O programa foi realizado em uma escola-campo na cidade de Ourinhos (SP) e contou com a participação de 10 residentes que desenvolveram atividades para alunos do 4º e 5º ano do Ensino Fundamental. O cronograma do primeiro módulo foi dividido em três etapas: (A) ambientação, (B) observação estruturada e (C) regência. RESULTADOS: A pandemia de COVID-19 resultou em um processo de regência através do ensino remoto, o que causou certa insegurança e a adaptação do ponto de vista da residente autora. Entretanto, a preparação das etapas de ambientação e observações auxiliaram de forma efetiva a construção do processo de regência. A regência foi dinâmica e encorajadora, e incentivou a atuação no âmbito da Educação Física Escolar. CONCLUSÃO: Apesar das dificuldades encontradas no ensino remoto, todas as experiências vivenciadas pela autora deste relato durante o primeiro módulo do programa contribuíram de forma crucial para a sua formação inicial. ABSTRACT. Initial teacher training during the pandemic: an experience report of a resident from the Pedagogical Residency Program in Physical Education.BACKGROUND: The Pedagogical Residency Program aims to improve practical training in undergraduate courses, providing academic immersion in the Basic Education school. OBJECTIVE: To report the experiences of a resident in the first six months of the Pedagogical Residency Program of a Physical Education course, facing the challenges of the COVID-19 pandemic for initial teacher training. METHODS: The program was carried out in a country school in the city of Ourinhos, SP, Brazil, and had the participation of 10 residents who developed activities for students from the 4th and 5th years of elementary school. The schedule of the first module was divided into three stages: (A) setting, (B) structured observation and (C) conducting. RESULTS: The COVID-19 pandemic resulted in a process of conducting through remote learning, which caused some insecurity and adaptation from the resident author’s point of view. However, the preparation of the stages of setting and observations effectively helped the construction of the conducting process. The regency was dynamic and encouraging, and encouraged action in the context of Physical Education at School. CONCLUSION: Despite the difficulties encountered in remote education, all the experiences lived by the author of this report during the first module of the program contributed crucially to her initial training.
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Hodax, Jonathan D., Andrew D. Sobel, Steven DeFroda, Alison B. Chambers, and Michael J. Hulstyn. "Orthopaedic Resident Preparation and Confidence in Treating On-Field Injuries." Orthopaedic Journal of Sports Medicine 5, no. 5 (May 1, 2017): 232596711770828. http://dx.doi.org/10.1177/2325967117708286.
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Background: Orthopaedic surgery residents may cover athletic events, although the training provided to prepare residents for this role and oversight from attending physicians during these activities is not well understood. Purpose: To survey orthopaedic residents about the training provided by their residency program for on-field athletic coverage and to understand their levels of preparation for this role and confidence in treating commonly encountered on-field conditions. Study Design: Descriptive epidemiology study. Methods: An anonymous survey was emailed to residents in all American College of Graduate Medical Education–accredited, allopathic, nonmilitary orthopaedic surgery residency programs. This survey queried residents about their demographics, the opportunities their residencies require or allow for athletic coverage, their level of preparation for serving an on-field physician, and their comfort level with treating a number of on-field conditions. Likert-type scales were used to assess resident comfort level for treating 13 orthopaedic and nonorthopaedic conditions as well as their perceived level of preparedness. Results: Of 148 residency programs contacted, 57 programs responded (39%). Of the 57 programs responding, 51 (89.5%) allowed or required residents to cover athletic events, and 27 of 51 (52.9%) reported that training to prepare for this role was provided. Only 6 of 24 programs without training available (25%) had direct attending supervision of residents at all athletic events. Residents who answered that their residency programs mandate training prior to their participation in athletic coverage activities reported a higher level of preparation for this role than those with no training, optional training, or those who were unsure of their training requirement ( P < .0001, P = .035, and P = .013, respectively). In addition, the more senior the resident was, the higher the level of confidence was in treating all orthopaedic and some nonorthopaedic conditions. Residents who had mandatory training displayed a higher comfort level in treating on-field orthopaedic and nonorthopaedic conditions than those without training. Conclusion: Formal training of orthopaedic residents prior to their covering athletic events can improve confidence in treating orthopaedic and nonorthopaedic conditions. Many programs do not ensure that residents are familiar with key and potentially life-saving equipment. An opportunity exists to improve resident education.
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Nagubadi, Venkatarao, Kevin T. McNamara, William L. Hoover, and Walter L. Mills. "Program Participation Behavior of Nonindustrial Forest Landowners: A Probit Analysis." Journal of Agricultural and Applied Economics 28, no. 2 (December 1996): 323–36. http://dx.doi.org/10.1017/s1074070800007343.
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AbstractThis study provides an analysis of nonindustrial private forest (NIPF) landowners' participation in forestry assistance programs. A probit model was used for data collected from a random sample of 329 Indiana landowners. The analysis revealed that total land owned, commercial reasons for ownership, government sources of information, and membership in forestry organizations influenced NIPF landowners' program participation. Age, fear of loss of property rights, and duration since the first wooded tract was acquired also influenced program participation. Location of landowners' residence on their wooded land and landowners' knowledge of and willingness to participate in a conservation easement influenced the participation in cost-share programs.
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Raman, Hari S., David D. Limbrick, Wilson Z. Ray, Dean W. Coble, Sophie Church, Ralph G. Dacey, and Gregory J. Zipfel. "Prevalence, management, and outcome of problem residents among neurosurgical training programs in the United States." Journal of Neurosurgery 130, no. 1 (February 2018): 322–26. http://dx.doi.org/10.3171/2017.8.jns171719.
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OBJECTIVEThe challenging nature of neurosurgical residency necessitates that appropriate measures are taken by training programs to ensure that residents are properly progressing through their education. Residents who display a pattern of performance deficiencies must be identified and promptly addressed by faculty and program directors to ensure that resident training and patient care are not affected. While studies have been conducted to characterize these so-called “problem residents” in other specialties, no current data regarding the prevalence and management of such residents in neurosurgery exist. The purpose of this study was to determine the rate and the outcome of problem residents in US neurosurgical residency programs and identify predictive risk factors that portend a resident’s departure from the program.METHODSAn anonymous nationwide survey was sent to all 108 neurosurgical training programs in the US to assess a 20-year history of overall attrition as well as the management course of problem residents, including the specific deficiencies of the resident, management strategies used by faculty, and the eventual outcome of each resident’s training.RESULTSResponses were received from 36 centers covering a total of 1573 residents, with the programs providing a mean 17.4 years’ worth of data (95% CI 15.3–19.4 years). The mean prevalence of problem residents among training programs was 18.1% (95% CI 14.7%–21.6%). The most common deficiencies recognized by program directors were poor communication skills (59.9%), inefficiency in tasks (40.1%), and poor fund of medical knowledge (39.1%). The most common forms of program intervention were additional meetings to provide detailed feedback (93.9%), verbal warnings (78.7%), and formal written remediation plans (61.4%). Of the identified problem residents whose training status is known, 50% graduated or are on track to graduate, while the remaining 50% ultimately left their residency program for other endeavors. Of the 97 residents who departed their programs, 65% left voluntarily (most commonly for another specialty), and 35% were terminated (often ultimately training in another neurosurgery program). On multivariable logistic regression analysis, the following 3 factors were independently associated with departure of a problem resident from their residency program: dishonesty (OR 3.23, 95% CI 1.67–6.253), poor fund of medical knowledge (OR 2.54, 95% CI 1.47–4.40), and poor technical skill (OR 2.37, 95% CI 1.37–4.12).CONCLUSIONSThe authors’ findings represent the first study to characterize the nature of problem residents within neurosurgery. Identification of predictive risk factors, such as dishonesty, poor medical knowledge, and/or technical skill, may enable program directors to preemptively act and address such deficiencies in residents before departure from the program occurs. As half of the problem residents departed their programs, there remains an unmet need for further research regarding effective remediation strategies.
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Doughty, Robert A., Patricia D. Williams, Timothy P. Brigham, and Charles Seashore. "Experiential Leadership Training for Pediatric Chief Residents: Impact on Individuals and Organizations." Journal of Graduate Medical Education 2, no. 2 (June 1, 2010): 300–305. http://dx.doi.org/10.4300/jgme-02-02-30.
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Abstract Background The past decade has seen a proliferation of leadership training programs for physicians that teach skills outside the graduate medical education curriculum. Objective To determine the perceived value and impact of an experiential leadership training program for pediatric chief residents on the chief residents and on their programs and institutions. Methods The authors conducted a retrospective study. Surveys were sent to chief residents who completed the Chief Resident Training Program (CRTP) between 1988 and 2003 and to their program directors and department chairs asking about the value of the program, its impact on leadership capabilities, as well as the effect of chief resident training on programs and institutions. Results Ninety-four percent of the chief residents and 94% of program directors and department chairs reported that the CRTP was “very” or “somewhat” relevant, and 92% of the chief residents indicated CRTP had a positive impact on their year as chief resident; and 75% responded it had a positive impact beyond residency. Areas of greatest positive impact included awareness of personality characteristics, ability to manage conflict, giving and receiving feedback, and relationships with others. Fifty-six percent of chief residents reported having held a formal leadership position since chief residency, yet only 28% reported having received additional leadership training. Conclusion The study demonstrates a perceived positive impact on CRTP participants and their programs and institutions in the short and long term.
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Terrion, Jenepher Lennox, and Jean-Luc Daoust. "Assessing the Impact of Supplemental Instruction on the Retention of Undergraduate Students after Controlling for Motivation." Journal of College Student Retention: Research, Theory & Practice 13, no. 3 (November 2011): 311–27. http://dx.doi.org/10.2190/cs.13.3.c.
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The University of Ottawa (UofO) in Ottawa, Canada offers a formal supplemental instruction program, called the residence study group program (RSGP), to residence students registered in first year courses that are associated with a high degree of failure or attrition. The objective of this study was to assess the impact of this program by comparing a sample of first year residence students who participated in the RSGP with a sample who did not participate. The study compared final grades of students in these courses after controlling for personal motivation and found that while those who participated in the RSGP did not receive higher final grades than non-participants, they were more likely to persist in their studies. It appears that the RSGP contributes in many important ways to the academic and social integration of first year students and these are critical to persistence beyond the first year.
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Haidar, Cyrine E., James M. Hoffman, Roseann S. Gammal, Mary V. Relling, and Kristine R. Crews. "Development of a postgraduate year 2 pharmacy residency in clinical pharmacogenetics." American Journal of Health-System Pharmacy 74, no. 6 (March 15, 2017): 409–15. http://dx.doi.org/10.2146/ajhp160174.
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Abstract Purpose The structure and development of an innovative, ASHP-accredited postgraduate year 2 (PGY2) clinical pharmacogenetics residency program are described. Summary A 12-month PGY2 clinical pharmacogenetics residency was created at St. Jude Children’s Research Hospital in accordance with the ASHP standards for advanced practice residencies. The purpose of this 12-month residency program is to prepare pharmacy residents to implement pharmacogenetics in clinical practice. The program helps residents develop expertise in the science of pharmacogenetics as well as an understanding of translational research, innovative pharmacy practice model development, and clinical informatics. The resident learns to optimize patient outcomes through the expert provision of evidence-based, patient-centered precision medicine as an integral part of an interprofessional team. After completing the program, residents are expected to have the clinical skills necessary to practice in the field of clinical pharmacogenetics and independently implement pharmacogenetic testing in other health-system settings. Because implementation of pharmacogenetics requires collaboration across many disciplines, residents works within an interprofessional team of physicians, nurses, informatics specialists, pharmacists, and clinical laboratory personnel to achieve program goals. Since the first resident graduated in 2012, the program has graduated 1 resident each year. Graduated residents have accepted pharmacogenetics positions at major academic medical centers and community hospitals, as well as academic and research positions with a pharmacogenetics emphasis. Conclusion A PGY2 clinical pharmacogenetics residency was successfully developed at St. Jude in 2013. After completion of the program, residents are equipped with the clinical skills and necessary experience to drive precision medicine forward and lead the implementation of pharmacogenetic testing in other healthcare settings.
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Dermody, Sarah M., William Gao, Johnathan D. McGinn, and Sonya Malekzadeh. "Case-Logging Practices in Otolaryngology Residency Training: National Survey of Residents and Program Directors." Otolaryngology–Head and Neck Surgery 156, no. 6 (April 18, 2017): 1072–77. http://dx.doi.org/10.1177/0194599817702622.
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Objective (1) Evaluate the consistency and manner in which otolaryngology residents log surgical cases. (2) Assess the extent of instruction and guidance provided by program directors on case-logging practices. Study Design Cross-sectional national survey. Setting Accreditation Council for Graduate Medical Education otolaryngology residency programs in the United States. Subjects and Methods US otolaryngology residents, postgraduate year 2 through graduating chiefs as of July 2016, were recruited to respond to an anonymous questionnaire designed to characterize surgical case-logging practices. Program directors of US otolaryngology residency programs were recruited to respond to an anonymous questionnaire to elucidate how residents are instructed to log cases. Results A total of 272 residents and 53 program directors completed the survey, yielding response rates of 40.6% and 49.5%, respectively. Perceived accuracy of case logs is low among residents and program directors. Nearly 40% of residents purposely choose not to log certain cases, and 65.1% of residents underreport cases performed. More than 80% of program directors advise residents to log procedures performed outside the operating room, yet only 16% of residents consistently log such cases. Conclusion Variability in surgical case-logging behaviors and differences in provided instruction highlight the need for methods to improve consistency of logging practices. It is imperative to standardize practices across otolaryngology residency programs for case logs to serve as an accurate measure of surgical competency. This study provides a foundation for reform efforts within residency programs and for the Resident Case Log System.
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Wang, Chen. "Immigration Gridlock: Assessing Whether Canada’s Express Entry is an Effective Immigration System for International Students’ Transition into Permanent Residency?" Journal of International Students 8, no. 2 (April 1, 2018): 1059–78. http://dx.doi.org/10.32674/jis.v8i2.132.
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This research critically analyzes the introduction of the Express Entry system in Canada, requiring foreign nationals to submit an Expression of Interest (EOI) and wait for an invitation before being allowed to apply for permanent residence. Drawing on available empirical data, I argue that this reform jeopardized international students’ chance to become permanent residents. Despite recent modifications that intended to improve their situation, the pathways to permanent residence of international students are still restricted. Particularly, international PhD students are negatively impacted as the previously existing PhD stream under the Federal Skilled Worker Program covertly disappeared from the current regime. This research concludes with suggestions on how to further modify the current immigration system to facilitate international students’ transitions into Canada.