scholarly journals Towards Inclusion: a Guidebook for Championing Diversity for Internal Medicine Chief Medical Residents

2021 ◽  
Author(s):  
Sneha Thatipelli ◽  
Nkiru Osude ◽  
Quentin R. Youmans
Keyword(s):  
Internal Medicine ◽  
Medical Residents

scholarly journals 1319. Examining PrEP Knowledge and Prescribing Likelihood Among Medical Residents Before and After PrEP Education

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S403-S403 ◽  
Author(s):  
Elizabeth Christian ◽  
Wendy Craig ◽  
Kinna Thakarar
Keyword(s):  
Internal Medicine ◽  
Educational Intervention ◽  
Care Center ◽  
Tertiary Care ◽  
Knowledge Score ◽  
Medical Residents ◽  
Convenience Sample ◽  
Before And After ◽  
Student’S T ◽  
Motivating Factor

Abstract Background Pre-exposure prophylaxis (PrEP) is effective for HIV prevention, but prescribing rates remain low. We examined the effect of an educational intervention on PrEP knowledge and prescribing likelihood among medical residents. Methods This was a prospective study using a convenience sample of Internal Medicine and Internal Medicine-Pediatrics residents at a tertiary care center in Portland, Maine. Participants attended a resident-led teaching session on PrEP and completed pre- and post-session surveys. PrEP knowledge was measured with five questions (definition, evidence, patient selection criteria, medication choice, and guidelines), and prescribing likelihood was assessed on a Likert scale. Participants identified motivating factors and barriers to prescribing. Survey data were analyzed with McNemar’s test or a paired Student’s t test as appropriate. Results Thirty residents completed the study; of these, 24 (83%) had at least 1 patient that they considered at high risk for HIV, and 14 (46%) reported having >5 such patients. None had ever prescribed PrEP. Average PrEP knowledge score increased after the intervention (pre = 2.33 vs. post = 4.1, P < 0.001). After the intervention, more participants reported that they would be likely to prescribe PrEP (pre = 76% vs. post = 90%, P = 0.014), fewer identified unfamiliarity with PrEP guidelines as a barrier (pre = 73% vs. post = 27%, P < 0.001), and Òother residents are prescribing PrEPÓ became a significant motivating factor (pre = 47% vs. post = 70%, P = 0.04). Preceptor comfort with prescribing PrEP was a consistently important influence on prescribing likelihood (90% vs. 82%, P = 0.22). Conclusion Familiarity with PrEP is relevant to resident practice, and an educational intervention is effective in the short term for addressing inadequate knowledge as a barrier to offering PrEP. Resident practice is influenced by preceptors and peers, suggesting that it may be helpful to include attending physicians in future PrEP education efforts at our institution. Disclosures All authors: No reported disclosures.

scholarly journals The Canada-Guyana medical education partnership: using videoconferencing to supplement post-graduate medical education among internal medicine trainees

2017 ◽  
Vol 8 (2) ◽  
pp. e18-24 ◽  
Author(s):  
William Stokes ◽  
Shannon Ruzycki ◽  
Ramdeo Jainarine ◽  
Debra Isaac ◽  
Joanna Cole
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Residents ◽  
Residency Programs ◽  
Post Graduate ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Similar Survey ◽  
The University

Background: A Guyana-based, internal medicine (IM) post-graduate medical education program was established in 2013. However, lack of formal teaching sessions are barriers to the program’s success.Objective: To describe the partnership between the University of Calgary and the University of Guyana’s internal medicine residency programs (IMRP). This partnership was created to support the Guyana’s IM academic half-day and is characterized by mutually beneficial, resident-led videoconference teaching sessions.Methods: Calgary medical residents volunteered to create and present weekly teaching presentations to Guyanese residents via videoconference. Questionnaires were completed by Guyanese residents and provided to Calgary residents as feedback on their teaching and presentation skills. A similar survey was completed by Calgary residents.Lessons learned: Twenty-four videoconference teaching sessions were conducted over eight months with a total of 191 and 16 surveys completed by Guyana and Calgary residents, respectively. Over 92% of both Guyana and Calgary residents agreed that the sessions enhanced their learning and over 93% reported increased interest in becoming more involved in international collaborations. 88% of Calgary residents felt the sessions improved their teaching skills.Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education. 

scholarly journals Residents' practice and perceptions during the COVID-19 pandemic

2020 ◽  
Author(s):  
Miao Fang ◽  
Shunju Xiang ◽  
Yang Si
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Online Courses ◽  
Medical Residents ◽  
Basic Information ◽  
Continuous Training ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Impact ◽  
Second Wave

Rationale, aims and objectives: This study aimed to determine the residents’ perspectives on clinical practice during the pandemic of coronavirus disease 2019 (COVID-19). Methods: A cross-sectional survey was carried out online among medical residents in our hospital. The survey covered basic information, condition of clinical practice, and perspectives related to the COVID-19. Results: total 174 (26.8%) residents responded and completed the survey. Nearly half of the residents (51.7%) expressed willingness of going to the frontline to fight against the virus and 62.3% of the residents showed good morale. Online courses were delivered to 87.9% of the residents with satisfaction at 89.7%. Approximate one third of the residents concerned the impact of the epidemic on graduation (34.0%) and taking up an occupation (32.8 %). Majorities (79.3%) determined to be a doctor after the pandemic. Notablely 40.2% of the residents thought they were underpaid. 21.8% of the residents reported to be unfairly treated in clinical practice. Overall no statistical differences were revealed between internal medicine and surgery residents, and between those married and singles, regarding the perceptions related to the COVID-19. Conclusion: Administrators should take cognizance of perspective of the residents and formulate corresponding strategies to reassure trainees’ safety and continuous training, address the residents’ concerns and get prepared for the second wave of COVID-19.

Curriculum at the Scholl College. Toward mainstream medical education

1992 ◽  
Vol 82 (6) ◽  
pp. 300-303 ◽  
Author(s):  
JH Becker
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Teaching Hospital ◽  
Joint Venture ◽  
Medical Center ◽  
College Campus ◽  
Faculty Members ◽  
Medical Residents ◽  
Clinical Curriculum ◽  
Set Up

The Dr. William M. Scholl College of Podiatric Medicine in Chicago recently affiliated with a teaching hospital, the Illinois Masonic Medical Center, and used this alliance as a catalyst to effect a change in the clinical curriculum. The affiliation set up a joint venture to operate two clinics, one on Scholl College's traditional campus and one at the teaching hospital. At the hospital site, Scholl College students rotate through clinical externships in areas such as internal medicine, emergency medicine, and podiatric elective; podiatric and general medical residents assist in the tutelage of the students. At the Scholl College campus, beginning clinical students learn basic skills in a teaching clinic, then refine and further their skills in a comprehensive clinic under the guidance of faculty members. The faculty and administration at Scholl College have embraced the concept of mainstream medical education, and are striving to prepare podiatric physicians to practice 21st century medicine.

Empiric Antibiotic Prescribing Decisions Among Medical Residents: The Role of the Antibiogram

2018 ◽  
Vol 39 (5) ◽  
pp. 578-583 ◽  
Author(s):  
Gregory B. Tallman ◽  
Rowena A. Vilches-Tran ◽  
Miriam R. Elman ◽  
David T. Bearden ◽  
Jerusha E. Taylor ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Professional Training ◽  
Medical Center ◽  
Academic Medical Center ◽  
Medical Residents ◽  
Empiric Antibiotic Therapy ◽  
Antibiotic Prescribing ◽  
Correct Identification ◽  
Clinical Vignettes ◽  
Empiric Antibiotic

OBJECTIVETo assess general medical residents’ familiarity with antibiograms using a self-administered surveyDESIGNCross-sectional, single-center surveyPARTICIPANTSResidents in internal medicine, family medicine, and pediatrics at an academic medical centerMETHODSParticipants were administered an anonymous survey at our institution during regularly scheduled educational conferences between January and May 2012. Questions collected data regarding demographics, professional training; further open-ended questions assessed knowledge and use of antibiograms regarding possible pathogens, antibiotic regimens, and prescribing resources for 2 clinical vignettes; a series of directed, closed-ended questions followed. Bivariate analyses to compare responses between residency programs were performed.RESULTSOf 122 surveys distributed, 106 residents (87%) responded; internal medicine residents accounted for 69% of responses. More than 20% of residents could not accurately identify pathogens to target with empiric therapy or select therapy with an appropriate spectrum of activity in response to the clinical vignettes; correct identification of potential pathogens was not associated with selecting appropriate therapy. Only 12% of respondents identified antibiograms as a resource when prescribing empiric antibiotic therapy for scenarios in the vignettes, with most selecting the UpToDate online clinical decision support resource or The Sanford Guide. When directly questioned, 89% reported awareness of institutional antibiograms, but only 70% felt comfortable using them and only 44% knew how to access them.CONCLUSIONSWhen selecting empiric antibiotics, many residents are not comfortable using antibiograms as part of treatment decisions. Efforts to improve antibiotic use may benefit from residents being given additional education on both infectious diseases pharmacotherapy and antibiogram utilization.Infect Control Hosp Epidemiol 2018;39:578–583

scholarly journals Time management of Internal Medicine medicalresidents, São Paulo, Brasil

2019 ◽  
Vol 65 (8) ◽  
pp. 1048-1054
Author(s):  
Rafael Augusto Tamasauskas Torres ◽  
Frida Marina Fischer
Keyword(s):  
Internal Medicine ◽  
Time Management ◽  
Management Strategies ◽  
Work Organization ◽  
Sao Paulo ◽  
University Hospital ◽  
Medical Residents ◽  
Daily Routine ◽  
Medical Residency ◽  
São Paulo

SUMMARY INTRODUCTION Medical Residency is a recognized form of professional qualification, but there are criticisms regarding the overload of work activities. Given the length of the daily and weekly workdays, residents develop practices that enable them to reconcile the Residency with their personal life. AIM To describe time management strategies in the daily routine of Internal Medicine Medical Residents of a university hospital in São Paulo, Brasil. METHODS Eight interviews were conducted with resident physicians of the second year, addressing aspects of personal and family life, theoretical study, practical activities, and work bonds. Content analysis was carried out using the MaxQDA software. RESULTS Six thematic categories emerged from the reports: work organization at the Medical Residency; learning and/or professional activities; housing, financial planning, and household activities; time for leisure and interpersonal relationship; family planning/children; rest/sleep. DISCUSSION Several strategies are adopted for time management: residing near the hospital, domestic activities helped by housekeepers, postponement of maternity leave, and social support centered on interacting with other residents. There are paid activities not associated with the Residency, which lead to reduced time for rest, study, and leisure, with a greater loss during work at night shifts. CONCLUSIONS Residents experience a period of intense learning, which requires a high workload and complex work. The evaluation of the work organization of medical residents should include not only time for rest but also time management strategies for daily activities, which can reduce the negative outcomes associated with long working hours.

scholarly journals Five Questions for Residency Leadership in the Time of COVID-19: Reflections of Chief Medical Residents From an Internal Medicine Program

2020 ◽  
Vol 95 (8) ◽  
pp. 1152-1154 ◽  
Author(s):  
Shana Rakowsky ◽  
Bess M. Flashner ◽  
Jim Doolin ◽  
Zachary Reese ◽  
Jason Shpilsky ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Residents

scholarly journals A Novel Curriculum to Prepare Internal Medicine Residents for Fellowship Interviews

2019 ◽  
Vol 6 ◽  
pp. 238212051985593
Author(s):  
Matthew Sinclair ◽  
John Raimo ◽  
Kelvin Wong ◽  
Myriam Kline ◽  
Karen Friedman
Keyword(s):  
Internal Medicine ◽  
Medical Residents ◽  
Rank Test ◽  
Medical Resident ◽  
Resident Performance ◽  
High Data ◽  
Perceived Performance ◽  
Internal Medicine Residents ◽  
Survey Responses ◽  
The Impact

Background: Applications to the Fellowship Match through the National Resident Matching Program (NRMP) Specialties Matching Service (SMS) are at an all-time high. Data regarding the preparedness of medical residents who go through the interview process is limited. Objective: To assess whether the implementation of an interview curriculum could improve medical resident preparedness for and performance during fellowship interviews. Methods: All third-year internal medicine residents (N = 18) at the Zucker School of Medicine at Hofstra/Northwell (Northwell) applying to subspecialty fellowship participated in an interview curriculum that comprised a didactic session and an Objective Structured Teaching Exercise (OSTE). Participants were surveyed on preparedness before and after the curriculum and medical residents and faculty were surveyed on medical resident performance after their OSTE and after their Northwell fellowship interview. Results: Out of the total possible number of participants, 16 (89%) were included in our analysis. Pre and post-test statistical differences in survey responses were evaluated using the Wilcoxon signed rank test. Medical resident preparedness and resident perceived performance increased in all measured categories, including overall preparedness ( P = .001) and overall interview skills ( P = .008). No significant change in faculty-rated resident performance was observed. Conclusion: The development and institution of a formal interview curriculum improved medical resident preparedness and perceived performance. However, this significant improvement seen between medical resident pre and post surveys did not translate to improvement between faculty pre and post surveys. Future studies should look at fellowship match rates to objectively assess the impact of the curriculum.

Sign in / Sign up

Export Citation Format

Share Document