Scholarly Activity Training During Pediatric Residency: How Well Aligned Are Program Directors and Residents?

2020 ◽  
Vol 20 (7) ◽  
pp. 998-1006
Author(s):  
Erika L. Abramson ◽  
Monique M. Naifeh ◽  
Michelle D. Stevenson ◽  
Elizabeth Mauer ◽  
Linda M. Gerber ◽  
...  
MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Kimberly Fenton ◽  
Jiyeon Kim ◽  
Erika Abramson ◽  
Linda Waggoner-Fountain ◽  
Monique Naifeh ◽  
...  

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_3) ◽  
pp. 984-988
Author(s):  
Joel J. Alpert ◽  
Suzette M. Levenson ◽  
Cindy J. Osman ◽  
Sabin James

Objective. Many organizations make efforts to identify future pediatric leaders, often focusing on chief residents (CRs). Identifying future leaders is an issue of great importance not only to the ultimate success of the organization but also to the profession. Because little is known regarding whether completing a CR predicts future leadership in medicine, we sought to determine if former pediatric CRs when compared with pediatric residents who were not CRs reported more often that they were leaders in their profession. Design/Methods. Twenty-four pediatric training programs stratified by resident size (<18, 18–36, and >36) and geography (East, South, Midwest, and West) were selected randomly from the Graduate Medical Education Directory(American Medical Association, Chicago, IL). Program directors were contacted by mail and telephone and asked to provide their housestaff rosters from 1965–1985. The resulting resident sample was surveyed by questionnaire in 1995. Results. Fifteen of 17 program directors (88%) who possessed the requested data provided 1965–1985 rosters yielding a sample of 963 residents. Fifty-five percent of the resident sample (533) responded. Fifty-eight of the respondents had not completed a pediatric residency, leaving a survey sample of 475. Thirty-four percent (163) were CRs. The sample had a mean age of 47, 67% were male and 87% married. Fellowships were completed by 51%. More former CRs compared with non-CRs (75% vs 64%), more former fellows than non-fellows (75% vs 60%) and more males than females (74% vs 55%) reported they were professional leaders. These associations persisted in a logistic regression that controlled for CR status, gender, marital status, and fellowship status as leadership predictors. Former CRs, former fellows, and men were, respectively, 1.8, 2.3, and 2.3 times more likely to report professional leadership. Conclusions. Pediatric residents who were former CRs and/or fellows, and males were more likely to report professional leadership. Although men were more likely to report professional leadership, with more women entering pediatrics the reported gender differences will likely disappear over time.


2017 ◽  
Vol 17 (5) ◽  
pp. e27-e28
Author(s):  
Erika L. Abramson ◽  
Michelle Stevenson ◽  
Monique Naifeh ◽  
Hoda Hammad ◽  
Linda Gerber ◽  
...  

2015 ◽  
Vol 22 (11) ◽  
pp. 1337-1344 ◽  
Author(s):  
Brian C. Geyer ◽  
Amy H. Kaji ◽  
Eric D. Katz ◽  
Alan E. Jones ◽  
Vikhyat S. Bebarta

2019 ◽  
Vol 112 (5) ◽  
pp. 259-262
Author(s):  
Alexander Kirkpatrick ◽  
Tom Doran ◽  
David Mullins ◽  
David Gnugnoli ◽  
John Ashurst

2012 ◽  
Vol 4 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Jennifer C. Kesselheim ◽  
Theodore C. Sectish ◽  
Steven Joffe

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric residency programs to teach professionalism but does not provide concrete guidance for fulfilling these requirements. Individual programs, therefore, adopt their own methods for teaching and evaluating professionalism, and published research demonstrating how to satisfy the ACGME professionalism requirement is lacking. Methods We surveyed pediatric residency program directors in 2008 to explore the establishment of expectations for professional conduct, the educational experiences used to foster learning in professionalism, and the evaluation of professionalism. Results Surveys were completed by 96 of 189 program directors (51%). A majority reported that new interns attend a session during which expectations for professionalism are conveyed, either verbally (93%) or in writing (65%). However, most program directors reported that “None or Few” of their residents engaged in multiple educational experiences that could foster learning in professionalism. Despite the identification of professionalism as a core competency, a minority (28%) of programs had a written curriculum in ethics or professionalism. When evaluating professionalism, the most frequently used assessment strategies were rated as “very useful” by only a modest proportion (26%–54%) of respondents. Conclusions Few programs have written curricula in professionalism, and opportunities for experiential learning in professionalism may be limited. In addition, program directors express only moderate satisfaction with current strategies for evaluating professionalism that were available through 2008.


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