Training programs in blood diseases: Mayo Clinic Rochester Hematology-Oncology Fellowship Program

The coronavirus disease (COVID)-19 pandemic has affected graduate medical education training programs, including hematology-oncology fellowship programs, both across the United States and abroad. Within the Dana-Farber Cancer Institute/Mass General Brigham hematology-oncology fellowship program, fellowship leadership had to quickly reorganize the program's clinical, educational, and research structure to minimize the risk of COVID-19 spread to our patients and staff, allow fellows to assist in the care of patients with COVID-19, maintain formal didactics despite physical distancing, and ensure the mental and physical well-being of fellows. Following the first wave of patients with COVID-19, we anonymously surveyed the Dana-Farber Cancer Institute/Mass General Brigham first-year fellows to explore their perceptions regarding what the program did well and what could have been improved in the COVID-19 response. In this article, we present the feedback from our fellows and the lessons we learned as a program from this feedback. To our knowledge, this represents the first effort in the hematology-oncology literature to directly assess a hematology-oncology program's overall response to COVID-19 through direct feedback from fellows.

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Perceptions on Diversity in Cardiology: A Survey of Cardiology Fellowship Training Program Directors

Journal of the American Heart Association ◽

10.1161/jaha.120.017196 ◽

2020 ◽

Vol 9 (17) ◽

Cited By ~ 1

Author(s):

Anna Lisa Crowley ◽

Julie Damp ◽

Melanie S. Sulistio ◽

Kathryn Berlacher ◽

Donna M. Polk ◽

...

Keyword(s):

Training Program ◽

Training Programs ◽

Critical Role ◽

Program Directors ◽

Fellowship Training ◽

Fellowship Program ◽

Rank List ◽

Fellowship Training Program ◽

Definition Of ◽

Diversity Enhancement

Background The lack of diversity in the cardiovascular physician workforce is thought to be an important driver of racial and sex disparities in cardiac care. Cardiology fellowship program directors play a critical role in shaping the cardiology workforce. Methods and Results To assess program directors’ perceptions about diversity and barriers to enhancing diversity, the authors conducted a survey of 513 fellowship program directors or associate directors from 193 unique adult cardiology fellowship training programs. The response rate was 21% of all individuals (110/513) representing 57% of US general adult cardiology training programs (110/193). While 69% of respondents endorsed the belief that diversity is a driver of excellence in health care, only 26% could quote 1 to 2 references to support this statement. Sixty‐three percent of respondents agreed that “our program is diverse already so diversity does not need to be increased.” Only 6% of respondents listed diversity as a top 3 priority when creating the cardiovascular fellowship rank list. Conclusions These findings suggest that while program directors generally believe that diversity enhances quality, they are less familiar with the literature that supports that contention and they may not share a unified definition of "diversity." This may result in diversity enhancement having a low priority. The authors propose several strategies to engage fellowship training program directors in efforts to diversify cardiology fellowship training programs.

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The Impact of COVID-19 on Orthopedic Surgery Fellowship Training: A Survey of Fellowship Program Directors

HSS Journal ® ◽

10.1177/15563316211012006 ◽

2021 ◽

pp. 155633162110120

Author(s):

Braiden M. Heaps ◽

Jeffrey R. Dugas ◽

Orr Limpisvasti

Keyword(s):

Patient Care ◽

Orthopedic Surgery ◽

Training Programs ◽

Negative Impact ◽

Program Directors ◽

Fellowship Training ◽

Fellowship Program ◽

Orthopedic Surgeons ◽

The Future ◽

The Impact

Background: The COVID-19 pandemic has had a wide-reaching impact. Graduate medical education of orthopedic surgeons was not spared from the jarring changes. Purpose: We sought to survey fellowship program directors in the field of orthopedic surgery about how the COVID-19 pandemic affected the education of the 2019 to 2020 and 2020 to 2021 fellowship classes and the future of their programs. Methods: In October 2020, an 18-item survey was distributed by an official of the American Academy of Orthopedic Surgeons (AAOS) to the specialty societies that govern fellowship training. Each specialty society then distributed the survey to its respective program directors. A reminder email was sent during the enrollment period. Each respondent was able to complete the survey once. Survey questions were grouped into 3 sections: general information about the fellowship training programs, the impact of COVID-19 on the 2019 to 2020 fellowship class, and the future impact of COVID-19 on the fellowship training programs. Results: Of the 564 accredited orthopedic surgery fellowship programs in the United States, 190 directors responded. Of these, 73.59% reported COVID-19 had a negative impact on the 2019 to 2020 fellowship class. A normal distribution of responses was found regarding didactic and academic learning, research, and mentorship opportunities. A majority of respondents said they believe that there will be no negative impact on patient care the fellows provide in the years to come. Conclusion: Orthopedic surgery fellowship program directors acknowledged that while there were negative effects to training in the pandemic, they did not think these would negatively affect patient care provided by 2019 to 2020 fellows in the short and medium term. They also reported positive outcomes from the experience of the pandemic, including new ways to educate fellows.

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Survey of regional anesthesiology fellowship directors in the USA on the use of simulation in regional anesthesiology training

Regional Anesthesia and Pain Medicine ◽

10.1136/rapm-2019-100719 ◽

2019 ◽

Vol 44 (11) ◽

pp. 986-989

Author(s):

Garrett W Burnett ◽

Anjan S Shah ◽

Daniel J Katz ◽

Christina L Jeng

Keyword(s):

Residency Training ◽

Training Programs ◽

Fellowship Program ◽

Residency Programs ◽

Simulated Learning ◽

Live Model ◽

The Usa ◽

Fellowship Programs ◽

Question Survey ◽

Gel Phantom

BackgroundDespite a growing interest in simulated learning, little is known about its use within regional anesthesia training programs. In this study, we aimed to characterise the simulation modalities and limitations of simulation use for US-based resident and fellow training in regional anesthesiology.MethodsAn 18-question survey was distributed to regional anesthesiology fellowship program directors in the USA. The survey aimed to describe residency and fellowship program demographics, modalities of simulation used, use of simulation for assessment, and limitations to simulation use.ResultsForty-two of 77 (54.5%) fellowship directors responded to the survey. Eighty per cent of respondents with residency training programs utilized simulation for regional anesthesiology education, while simulation was used for 66.7% of fellowship programs. The most common modalities of simulation were gel phantom models (residency: 80.0%, fellowship: 52.4%) and live model scanning (residency: 50.0%, fellowship: 42.9%). Only 12.5% of residency programs and 7.1% of fellowship programs utilized simulation for assessment of skills. The most common greatest limitation to simulation use was simulator availability (28.6%) and funding (21.4%).ConclusionsSimulation use for education is common within regional anesthesiology training programs, but rarely used for assessment. Funding and simulator availability are the most common limitations to simulation use.

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Impact of a Preinterview Dinner on Candidate Perception of a Fellowship Training Program

Journal of Graduate Medical Education ◽

10.4300/jgme-d-16-00162.1 ◽

2016 ◽

Vol 8 (5) ◽

pp. 763-766 ◽

Cited By ~ 1

Author(s):

Joseph H. Skalski ◽

Megan M. Dulohery ◽

Diana J. Kelm ◽

Kannan Ramar

Keyword(s):

Training Programs ◽

Fellowship Training ◽

Comparison Study ◽

Single Center ◽

Fellowship Program ◽

Positive View ◽

Electronic Survey ◽

Fellowship Training Program ◽

The Impact ◽

And Training

ABSTRACT Background The interview visit is an important component of residency and fellowship recruitment that requires a substantial expenditure of time and resources for both training programs and candidates. Objective Survey aimed to study the impact of a preinterview dinner on fellowship program candidates. Methods A single center preintervention and postintervention comparison study was conducted using an electronic survey distributed to all Pulmonary and Critical Care Fellowship candidates over 3 years (2013–2015). The interview visit in 2013 did not include a preinterview dinner (no-dinner group), while the candidates interviewing in 2014 and 2015 were invited to a preinterview dinner with current fellows on the evening before the interview day (dinner group). Results The survey was distributed to all candidates (N = 70) who interviewed between 2013 and 2015 with a 59% (n = 41) completion rate. Ninety percent of respondents (37 of 41) reported that a preinterview dinner is valuable, primarily to gain more information about the program and to meet current fellows. Among candidates who attended the dinner, 88% (23 of 26) reported the dinner improved their impression of the program. The dinner group was more likely to have a positive view of current fellows in the program as desirable peers compared to candidates in the no-dinner group. Conclusions This pilot study suggests that a preinterview dinner may offer benefits for candidates and training programs and may enhance candidates' perceptions of the fellowship program relative to other programs they are considering.

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Social Media in GI Training Programs: Preliminary Results of a National Survey of GI Fellowship Program Directors

Gastroenterology ◽

10.1016/s0016-5085(17)31066-1 ◽

2017 ◽

Vol 152 (5) ◽

pp. S232

Author(s):

Austin L. Chiang ◽

Allison L. Yang ◽

Navin L. Kumar ◽

Molly L. Perencevich ◽

Walter W. Chan

Keyword(s):

Social Media ◽

National Survey ◽

Training Programs ◽

Program Directors ◽

Fellowship Program ◽

Preliminary Results

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CAEP 2014 Academic Symposium: “How to make research succeed in your emergency department: How to develop and train career researchers in emergency medicine”

CJEM ◽

10.1017/cem.2015.63 ◽

2015 ◽

Vol 17 (3) ◽

pp. 334-343 ◽

Cited By ~ 12

Author(s):

Jeffrey J. Perry ◽

Carolyn E. Snider ◽

Jennifer D. Artz ◽

Ian G. Stiell ◽

Sedigheh Shaeri ◽

...

Keyword(s):

Emergency Medicine ◽

Phase I ◽

Training Programs ◽

Research Training ◽

Graduate Training ◽

Fellowship Program ◽

Medicine Research ◽

Research Fellowship ◽

Conducting Research ◽

Salary Support

AbstractObjectivesWe sought to 1) identify best practices for training and mentoring clinician researchers, 2) characterize facilitators and barriers for Canadian emergency medicine researchers, and 3) develop pragmatic recommendations to improve and standardize emergency medicine postgraduate research training programs to build research capacity.MethodsWe performed a systematic review of MEDLINE and Embase using search terms relevant to emergency medicine research fellowship/graduate training. We conducted an email survey of all Canadian emergency physician researchers. The Society for Academic Emergency Medicine (SAEM) research fellowship program was analysed, and other similar international programs were sought. An expert panel reviewed these data and presented recommendations at the Canadian Association of Emergency Physicians (CAEP) 2014 Academic Symposium. We refined our recommendations based on feedback received.ResultsOf 1,246 potentially relevant citations, we included 10 articles. We identified five key themes: 1) creating training opportunities; 2) ensuring adequate protected time; 3) salary support; 4) infrastructure; and 5) mentorship. Our survey achieved a 72% (67/93) response rate. From these responses, 42 (63%) consider themselves clinical researchers (i.e., spend a significant proportion of their career conducting research). The single largest constraint to conducting research was funding. Factors felt to be positive contributors to a clinical research career included salary support, research training (including an advanced graduate degree), mentorship, and infrastructure. The SAEM research fellowship was the only emergency medicine research fellowship program identified. This 2-year program requires approval of both the teaching centre and each applying fellow. This program requires training in 15 core competencies, manuscript preparation, and submission of a large grant to a national peer-review funding organization.ConclusionsWe recommend that the CAEP Academic Section create a process to endorse research fellowship/graduate training programs. These programs should include two phases: Phase I: Research fellowship/graduate training would include an advanced research university degree and 15 core learning areas. Phase II: research consolidation involves a further 1-3 years with an emphasis on mentorship and scholarship production. It is anticipated that clinician scientists completing Phase I and Phase II training at a CAEP Academic Section-endorsed site(s) will be independent researchers with a higher likelihood of securing external peer-reviewed funding and be able to have a meaningful external impact in emergency medicine research.

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2268 Utilizing digital pedagogy to build communication skills in predoctoral training programs

Journal of Clinical and Translational Science ◽

10.1017/cts.2018.234 ◽

2018 ◽

Vol 2 (S1) ◽

pp. 63-63

Author(s):

Karen M. Weavers ◽

Becca Gas

Keyword(s):

Communication Skills ◽

Mayo Clinic ◽

Management System ◽

Training Programs ◽

Learning Management System ◽

Video Recording ◽

Deliberate Practice ◽

Self Evaluation ◽

Constructive Feedback ◽

Learning Management

OBJECTIVES/SPECIFIC AIMS: A key factor for success in science is the ability to communicate clearly and succinctly using language appropriate to the audience. Most predoctoral training programs offer opportunities for students to build oral and written communication skills at local and national conferences. However, this rarely provides specific feedback and tends to be episodic. The Mayo Clinic Center for Clinical and Translational Science (CCaTS) has developed an environment for deliberate practice of presentation skills within a weekly Works in Progress and Journal Club session using a learning management system, Blackboard Collaborate. The learning management system captures the presentation that can then be viewed by the student. Watching yourself give a presentation is a powerful learning tool. The learning objectives of the sessions provide students deliberate practice to: (1) Build critical presentation skills for a 1-minute elevator talk, a 2-minute poster overview, a 10-minute oral presentation of your science to a science audience and to a non-science audience. (2) Develop constructive reviewer skills by completing peer reviews of presentations. (3) Develop critical thinking skills to ask thought provoking questions during presentations. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills. METHODS/STUDY POPULATION: All CCaTS predoctoral students are asked to prepare presentations in several formats for the weekly 1-hour session. The students’ presentations of their science or journal articles are recorded and saved within Blackboard; a link is provided for the student to review personally, with a mentor, and with the Education Coordinator to discuss the strengths and weaknesses of the presentation. During each session, faculty facilitators encourage students to ask thought provoking questions, and student reviewers are assigned to provide critical and constructive written feedback to the presenter. Sessions providing tools and guidelines for constructive feedback and developing critical and constructive questions are regularly interspersed. RESULTS/ANTICIPATED RESULTS: By reviewing a video recording of their presentations, CCaTS predoctoral students get the opportunity to self-evaluate their performance as an audience member. By going through this process of preparing, presenting, reflecting on their presentations, and discussing their strengths and weaknesses with mentors and classmates, the students gain both powerful presentation skills and methods to improve their delivery and reviewer skills. DISCUSSION/SIGNIFICANCE OF IMPACT: Successful scientists, whether in academia or industry, have the ability to communicate their science clearly using appropriate and common language specific to each audience they present to. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills.

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Impact of COVID-19 on an Academic Pain Fellowship Program

January 2018 - Pain Physician ◽

10.36076/ppj.2020/23/s433 ◽

2020 ◽

Vol 4S;23 (8;4S) ◽

pp. S433-S437

Author(s):

Anand Prem

Keyword(s):

United States ◽

Medical Education ◽

Training Programs ◽

Free Fall ◽

The United States ◽

Fellowship Training ◽

Academic Programs ◽

Pain Clinic ◽

Fellowship Program ◽

Clinic Medical

Background: While the COVID-19 pandemic still rages on in the United States, leaving in its wake hundreds of thousands of infected patients, families shattered by the untimely death of their loved ones, an economy in free fall that hit all-time highs barely a few months ago, and a fearful citizenry unsure of what the future holds, the effect it has had on residency and fellowship training programs across the country may appear inconsequential to the general populace. However, if you are a graduating trainee confronted with this unusual set of circumstances, fear of the virus is not the only thing that is foremost in your mind. Methods: Literature review. Results: We discuss the unique challenges our pain fellowship program continues to deal with during this pandemic and particularly its impact on our fellows. It is entirely likely these concerns are mirrored in academic programs all over the United States. Limitations: A narrative review with paucity of literature. Key words: COVID-19, pain fellowship, interventional pain, graduating trainees, pain clinic, medical education during a pandemic

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