Innovations in undergraduate medical education and in graduate medical training

1997 ◽  
Vol 17 (4) ◽  
pp. 214-223 ◽  
Author(s):  
Patricia J. McArdle
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Training ◽  
Graduate Medical

scholarly journals Prevalence and Etiology of Burnout in a Community-Based Graduate Medical Education System: A Mixed-Methods Study

2019 ◽  
Vol 51 (9) ◽  
pp. 766-771 ◽  
Author(s):  
Samuel Ofei-Dodoo ◽  
Paul Callaway ◽  
Kendra Engels
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Maslach Burnout Inventory ◽  
Faculty Members ◽  
Published Data ◽  
Health Care Environment ◽  
Difficult Patient ◽  
Graduate Medical ◽  
Core Faculty

Background and Objectives: Burnout rates among American physicians and trainees are high. The objectives of this study were: (1) to compare burnout rates among residents and faculty members of the graduate medical education (GME) programs sponsored by the University of Kansas School of Medicine-Wichita (KUSM-W) to previously published data, and (2) to evaluate the physicians’ feedback on perceived causes and activities to promote wellness. Methods: Between April and May 2017, we surveyed 439 residents and core faculty members from 13 residency programs sponsored by the KUSM-W. The survey included the Abbreviated Maslach Burnout Inventory, two open-ended questions, and demographic questions. The authors used Kruskal-Wallis and Fisher exact tests to analyze the quantitative data, and an immersion-crystallization approach to analyze the open-ended data. Results: Forty-three percent of all respondents met the criteria for burnout, and the overall response rate was 50%. When compared with core faculty members, rates of burnout among residents were higher (51% vs 31%, P<.05). The immersion-crystallization approach revealed five interconnected themes as possible causes of burnout among physicians: work-life imbalance, system issues, poor morale, difficult patient populations, and unrealistic expectations. Promotion of healthy and mindfulness activities; enhanced program leadership; and administration, program, and system modification were identified as activities/resources that can promote wellness among physicians. Conclusions: The findings show that burnout is prevalent among physicians within GME. Wellness and burnout prevention should be addressed at the beginning of medical training and longitudinally. Potential intervention should include activities that allow physicians to thrive in the health care environment.

scholarly journals Mystery behind the match: an undergraduate medical education–graduate medical education collaborative approach to understanding match goals and outcomes

2016 ◽  
Vol 21 (1) ◽  
pp. 32235
Author(s):  
Alisa Nagler ◽  
Deborah L. Engle ◽  
Mariah Rudd ◽  
Saumil M. Chudgar ◽  
John L. Weinerth ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Collaborative Approach ◽  
Graduate Medical

scholarly journals Facing Adversity during Graduate Medical Training: The Concept of ‘Coping Intelligence’

2021 ◽  
Author(s):  
Nicholas Taylor ◽  
Katie Clare Kelley ◽  
Michael S. Firstenberg ◽  
H. Tracy Davido ◽  
Thomas J. Papadimos ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Cognitive Load ◽  
Medical Training ◽  
Behavioral Skills ◽  
Graduate Medical ◽  
Extreme Stress ◽  
Novel Concept ◽  
Competing Priorities ◽  
Significant Opportunity

Effective coping strategies are of great importance for trainees actively navigating the challenges and stresses of graduate medical education (GME). Although there is increasing emphasis on the concept of emotional intelligence (EI) in medical curricula, the range of behavioral skills learned in typical EI training may not be sufficient when dealing with extreme stress – something that healthcare students in general, and GME trainees as a subset, continue to struggle with. Under the conditions of extreme stress, multiple competing priorities and high cognitive load, even those with excellent command of EI skills may not be able to universally maintain sufficient emotional control. This, in turn, exposes a significant opportunity for further understanding and development in this dynamically evolving area of investigation. Increasing amount of research suggests that a unique skill set exists, known as ‘coping intelligence’ (CI), that may help fill the gap under the conditions of extreme stress and significantly elevated cognitive load. This chapter will discuss CI as a unique and novel concept, further exploring the possibility of introducing this new construct into the realm of GME.

scholarly journals A Consensus Approach to Identify Tiered Competencies in Quality Improvement and Patient Safety

2018 ◽  
Vol 10 (6) ◽  
pp. 646-650 ◽  
Author(s):  
Brennan D. Kruszewski ◽  
Nathan O. Spell
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Continuing Professional Development ◽  
Independent Practice ◽  
Graduate Medical ◽  
Modified Delphi

ABSTRACT Background Quality improvement and patient safety (QI/PS) competencies have been proposed separately for undergraduate medical education (UME) and graduate medical education (GME). The work forms a foundation at each educational level, yet curriculum development would benefit from more specific guidance that considers the continuum of physician training. Objective We identified a core set of QI/PS items to be taught during medical school, residency, and independent practice, with specificity to guide curriculum development at each level. Methods A panel of 12 QI leaders and educators with backgrounds in internal medicine from 10 academic institutions participated in consensus development using a modified Delphi technique. Three rounds of anonymous surveys were conducted, followed by a teleconference and then a fourth survey round, until consensus regarding the relevance of candidate items was reached. Items considered relevant were recommended for teaching at 1 of the 3 stages. Results The panel identified 30 QI/PS items for learners. Of the 30 (80%), 24 were unanimously agreed on as relevant, while 6 of 30 (20%) had the agreement of 11 of the 12 experts and the assent of the remaining expert. Thirteen items were identified as appropriate for undergraduate medical education, 14 for graduate medical education, and 3 for the continuing professional development level. Conclusions There was a high degree of agreement among 12 internists from geographically diverse institutions on the relevance of 30 QI/PS items identified for trainees in competency-based educational settings.

scholarly journals Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor

2013 ◽  
Vol 4 (1) ◽  
pp. e49-e58 ◽  
Author(s):  
Teresa Paslawski ◽  
Ramona Kearney ◽  
Jonathan White
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Training ◽  
Teacher Satisfaction ◽  
Problem Based Learning ◽  
Faculty Members ◽  
Small Group Learning ◽  
Structured Interviews ◽  
Recruitment And Retention ◽  
Medical Education Program

Introduction: Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education. Method: From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data. Results: Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program. Discussion: We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education.

scholarly journals Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology

2017 ◽  
Vol 4 ◽  
pp. 238212051769649 ◽  
Author(s):  
Benjamin Morrissey ◽  
Marta E Heilbrun
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Care Delivery ◽  
Lessons Learned ◽  
Diagnostic Radiology ◽  
Institute Of Medicine ◽  
Graduate Medical ◽  
Radiology Training

The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation’s Health Needs, challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a “case study” to frame the review.

scholarly journals The genealogy of teaching clinical reasoning and diagnostic skill: the GEL Study

Diagnosis ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 197-203 ◽  
Author(s):  
Stephen W. Russell ◽  
Sanjay V. Desai ◽  
Paul O’Rourke ◽  
Neera Ahuja ◽  
Anand Patel ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Clinical Skill ◽  
Well Being ◽  
Training Environment ◽  
Graduate Medical ◽  
Diagnostic Skills ◽  
Professional Fulfillment ◽  
Diagnostic Skill

AbstractThe genealogy of graduate medical education in America begins at the bedside. However, today’s graduate medical trainees work in a training environment that is vastly different from medical training a century ago. The goal of the Graduate Medical Education Laboratory (GEL) Study, supported by the American Medical Association’s (AMA) “Reimagining Residency” initiative, is to determine the factors in the training environment that most contribute to resident well-being and developing diagnostic skills. We believe that increasing time at the bedside will improve clinical skill, increase professional fulfillment, and reduce workplace burnout. Our graduate medical education laboratory will test these ideas to understand which interventions can be shared among all training programs. Through the GEL Study, we aim to ensure resident readiness for practice as we understand, then optimize, the learning environment for trainees and staff.

Evaluation of undergraduate medical education in Finnish community-oriented and traditional medical faculties: a 10-year follow-up

2000 ◽  
Vol 34 (12) ◽  
pp. 1016-1018 ◽  
Author(s):  
Harri Hyppola ◽  
Esko Kumpusalo ◽  
Irma Virjo ◽  
Kari Mattila ◽  
Liisa Neittaanmaki ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Faculties
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