scholarly journals Impact of COVID-19 on radiology residency selection process: a survey of radiology residency programs in the US

2022 ◽  
Author(s):  
Henderson M Jones ◽  
Akhila Ankem ◽  
Erik A Seroogy ◽  
Alborz Kalantar ◽  
Dylan C Goldsmith ◽  
...  
Keyword(s):  
Selection Process ◽  
Residency Programs ◽  
The Us ◽  
Residency Selection ◽  
Radiology Residency

scholarly journals Dermatology Residency Selection Criteria with an Emphasis on Program Characteristics: A National Program Director Survey

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Farzam Gorouhi ◽  
Ali Alikhan ◽  
Arash Rezaei ◽  
Nasim Fazel
Keyword(s):  
Medical School ◽  
Selection Criteria ◽  
Selection Process ◽  
Cross Sectional ◽  
Advanced Degrees ◽  
Residency Programs ◽  
Residency Selection ◽  
Program Characteristics ◽  
Reported Data ◽  
Resident Selection

Background. Dermatology residency programs are relatively diverse in their resident selection process. The authors investigated the importance of 25 dermatology residency selection criteria focusing on differences in program directors’ (PDs’) perception based on specific program demographics.Methods. This cross-sectional nationwide observational survey utilized a 41-item questionnaire that was developed by literature search, brainstorming sessions, and online expert reviews. The data were analyzed utilizing the reliability test, two-step clustering, andK-means methods as well as other methods. The main purpose of this study was to investigate the differences in PDs’ perception regarding the importance of the selection criteria based on program demographics.Results. Ninety-five out of 114 PDs (83.3%) responded to the survey. The top five criteria for dermatology residency selection were interview, letters of recommendation, United States Medical Licensing Examination Step I scores, medical school transcripts, and clinical rotations. The following criteria were preferentially ranked based on different program characteristics: “advanced degrees,” “interest in academics,” “reputation of undergraduate and medical school,” “prior unsuccessful attempts to match,” and “number of publications.”Conclusions. Our survey provides up-to-date factual data on dermatology PDs’ perception in this regard. Dermatology residency programs may find the reported data useful in further optimizing their residency selection process.

scholarly journals Incorporation of Video Vignettes into Pharmacy Residency Application Processes

2017 ◽  
Vol 8 (3) ◽  
pp. 2
Author(s):  
Kenric Ware ◽  
Jessica Johnson ◽  
Hannah Stroud
Keyword(s):  
Selection Process ◽  
Time Saving ◽  
Vast Number ◽  
Healthcare Facilities ◽  
Residency Programs ◽  
Residency Selection ◽  
Video Vignettes ◽  
Residency Application ◽  
Video Vignette ◽  
Methods Of Application

This commentary discusses the introduction of video vignettes (VVs) into the context of pharmacy residency application processes. An extension of the conversation around which items are requested of pharmacy candidates when applying to pharmacy residency programs is provided. In conjunction with other documents that provide insights into candidates’ abilities, video vignettes (VVs) are presented as viable considerations to gain additional perspective. Implications for time-saving and cost conservation by utilizing VVs are also in view. Hiring employees will presumably have the latitude to require the content of VVs to address aspects deemed more relevant to their institutional operating procedures. Foreseeable benefits and challenges to video vignette (VV) adoption are described within this setting. Counterpoints are presented in response to disadvantages to adoption that may surface. An example of a VV has been crafted to actualize sample components that may be feasible for future use. The challenges faced by healthcare facilities to filling pharmacy residency positions from a vast number of applicants remain pronounced. Creativity in the pharmacy residency selection process is often stifled by routinized methods of application review. Innovative models such as VVs could offer a refreshing alternative to candidates for showcasing individualities and perhaps afford evaluating bodies a unique resource for further candidate differentiation.   Type: Commentary

scholarly journals A Critical Disconnect: Residency Selection Factors Lack Correlation With Intern Performance

2020 ◽  
Vol 12 (6) ◽  
pp. 696-704
Author(s):  
John C. Burkhardt ◽  
Kendra P. Parekh ◽  
Fiona E. Gallahue ◽  
Kory S. London ◽  
Mary A. Edens ◽  
...  
Keyword(s):  
Clinical Performance ◽  
Selection Process ◽  
Wound Care ◽  
Core Competencies ◽  
Secondary Analysis ◽  
Advanced Degree ◽  
Linear Regression Models ◽  
Residency Programs ◽  
Residency Selection ◽  
Selection Factors

ABSTRACT Background Emergency medicine (EM) residency programs want to employ a selection process that will rank best possible applicants for admission into the specialty. Objective We tested if application data are associated with resident performance using EM milestone assessments. We hypothesized that a weak correlation would exist between some selection factors and milestone outcomes. Methods Utilizing data from 5 collaborating residency programs, a secondary analysis was performed on residents trained from 2013 to 2018. Factors in the model were gender, underrepresented in medicine status, United States Medical Licensing Examination Step 1 and 2 Clinical Knowledge (CK), Alpha Omega Alpha (AOA), grades (EM, medicine, surgery, pediatrics), advanced degree, Standardized Letter of Evaluation global assessment, rank list position, and controls for year assessed and program. The primary outcomes were milestone level achieved in the core competencies. Multivariate linear regression models were fitted for each of the 23 competencies with comparisons made between each model's results. Results For the most part, academic performance in medical school (Step 1, 2 CK, grades, AOA) was not associated with residency clinical performance on milestones. Isolated correlations were found between specific milestones (eg, higher surgical grade increased wound care score), but most had no correlation with residency performance. Conclusions Our study did not find consistent, meaningful correlations between the most common selection factors and milestones at any point in training. This may indicate our current selection process cannot consistently identify the medical students who are most likely to be high performers as residents.

scholarly journals Systems-Level Reforms to the US Resident Selection Process: A Scoping Review

2021 ◽  
Vol 13 (3) ◽  
pp. 355-370
Author(s):  
Ryley K. Zastrow ◽  
Jesse Burk-Rafel ◽  
Daniel A. London
Keyword(s):  
Scoping Review ◽  
Selection Process ◽  
Qualitative Content Analysis ◽  
Current System ◽  
Inclusion Criteria ◽  
Residency Programs ◽  
Scoping Reviews ◽  
The Us ◽  
Meta Analyses ◽  
Resident Selection

ABSTRACT Background Calls to reform the US resident selection process are growing, given increasing competition and inefficiencies of the current system. Though numerous reforms have been proposed, they have not been comprehensively cataloged. Objective This scoping review was conducted to characterize and categorize literature proposing systems-level reforms to the resident selection process. Methods Following Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines, searches of Embase, MEDLINE, Scopus, and Web of Science databases were performed for references published from January 2005 to February 2020. Articles were included if they proposed reforms that were applicable or generalizable to all applicants, medical schools, or residency programs. An inductive approach to qualitative content analysis was used to generate codes and higher-order categories. Results Of 10 407 unique references screened, 116 met our inclusion criteria. Qualitative analysis generated 34 codes that were grouped into 14 categories according to the broad stages of resident selection: application submission, application review, interviews, and the Match. The most commonly proposed reforms were implementation of an application cap (n = 28), creation of a standardized program database (n = 21), utilization of standardized letters of evaluation (n = 20), and pre-interview screening (n = 13). Conclusions This scoping review collated and categorized proposed reforms to the resident selection process, developing a common language and framework to facilitate national conversations and change.

scholarly journals The Feasibility of Blinding Residency Programs to USMLE Step 1 Scores During GME Application, Interview, and Match Processes

2021 ◽  
Vol 13 (2) ◽  
pp. 276-280
Author(s):  
Kathy W. Smith ◽  
Richard Amini ◽  
Madhulika Banerjee ◽  
Conrad J. Clemens
Keyword(s):  
Selection Process ◽  
First Year ◽  
Factors Affecting ◽  
Residency Programs ◽  
Rank List ◽  
Residency Selection ◽  
Residency Recruitment ◽  
Usmle Step 1 ◽  
Final Rank ◽  
Second Year

ABSTRACT Background With the recent announcement that Step 1 score reporting will soon change to pass/fail, residency programs will need to reconsider their recruitment processes. Objective We (1) evaluated the feasibility of blinding residency programs to applicants' Step 1 scores and their number of attempts throughout the recruitment process; (2) described the selection process that resulted from the blinding; and (3) reviewed if a program's initial rank list, created before scores were known, would be changed before submission for the Match. Methods During the 2018–2019 and 2019–2020 recruitment seasons, all programs at a single sponsoring institution were invited to develop selection criteria in the absence of Step 1 data, and to remain blinded to this data throughout recruitment. Participating programs were surveyed to determine factors affecting feasibility and metrics used for residency selection. Once unblinded to Step 1 scores, programs had the option to change their initial rank lists. Results Of 24 residency programs, 4 participated (17%) in the first year: emergency medicine, neurology, pediatrics, and psychiatry. The second year had the same participants, with the addition of family and community medicine and radiation oncology (n = 6, 25%). Each program was able to determine mission-specific qualities in the absence of Step 1 data. In both years, one program made changes to the final rank list. Conclusions It was feasible for programs to establish metrics for residency recruitment in the absence of Step 1 data, and most programs made no changes to final rank lists after Step 1 scores were known.

scholarly journals Validation of an informatics tool to assess resident’s progress in developing reporting skills

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Facundo N. Diaz ◽  
Marina Ulla
Keyword(s):  
Communication Skills ◽  
Residency Program ◽  
Preliminary Report ◽  
Objective Assessment ◽  
Final Report ◽  
Residency Programs ◽  
Case Based Learning ◽  
Radiology Residency ◽  
Clinically Significant ◽  
Diagnostic Capabilities

Abstract Background Diagnostic radiology residency programs pursuits as main objectives of the development of diagnostic capabilities and written communication skills to answer clinicians’ questions of referring clinicians. There has been also an increasing focus on competencies, rather than just education inputs. Then, to show ongoing professional development is necessary for a system to assess and document resident’s competence in these areas. Therefore, we propose the implementation of an informatics tool to objectively assess resident’s progress in developing diagnostics and reporting skills. We expect to found decreased preliminary report-final report variability within the course of each year of the residency program. Results We analyzed 12,162 evaluations from 32 residents (8 residents per year in a 4-year residency program) in a 7-month period. 73.96% of these evaluations belong to 2nd-year residents. We chose two indicators to study the evolution of evaluations: the total of discrepancies over the total of preliminary reports (excluding score 0) and the total of likely to be clinically significant discrepancies (scores 2b, 3b, and 4b) over the total of preliminary reports (excluding score 0). With the analysis of these two indicators over the evaluations of 2nd-year residents, we found a slight decrease in the value of the first indicator and relative stable behavior of the second one. Conclusions This tool is useful for objective assessment of reporting skill of radiology residents. It can provide an opportunity for continuing medical education with case-based learning from those cases with clinically significant discrepancies between the preliminary and the final report.

Analysis of Gender Disparity in US and Canadian Radiology Residency Programs

2021 ◽  
Author(s):  
Sami Adham ◽  
Frank J. Rybicki ◽  
Mary C. Mahoney ◽  
Charlotte J. Yong-Hing ◽  
Faisal Khosa
Keyword(s):  
Gender Disparity ◽  
Residency Programs ◽  
Radiology Residency

scholarly journals Education Research: Neurology Resident EEG Education: A Survey of US Neurology Residency Program Directors

Neurology ◽  
2020 ◽  
pp. 10.1212/WNL.0000000000011354
Author(s):  
Fábio A. Nascimento ◽  
Jay R. Gavvala
Keyword(s):  
Online Survey ◽  
Program Directors ◽  
Outpatient Setting ◽  
Objective Measures ◽  
Successful Completion ◽  
Residency Programs ◽  
Educational Methods ◽  
The Us ◽  
The Mean ◽  
Residency Program Directors

Objective:To better understand the EEG education provided to adult neurology residents by surveying program directors (PDs) of adult neurology residency programs in the US.Methods:An online survey focused on characteristics of neurology residency programs and their EEG teaching systems was distributed to the 161 adult neurology residency PDs listed in the ACGME website at the time of the study.Results:Forty-seven (29%) out of the 161 PDs completed the survey – most of the participating programs (89%) were academic. The mean number of 1-month EEG rotation(s) required to graduate was 1.7 (range 0-4, median 1.75). EEG rotations involved the inpatient and outpatient setting in 91% and 70% of programs, respectively. The average number of EEGs read during a typical EEG rotation varied from more than 40, in about one-third of programs, to 0-10, in about 14% of programs. There was significant variability in the requirements for successful completion of EEG rotations, and most PDs (64%) reported not utilizing objective measures to assess EEG milestones. The most commonly used educational methods were didactics throughout the year (95%) and EEG teaching during EEG rotations (93%). The most commonly reported barriers to EEG education were insufficient EEG exposure (32%) and ineffective didactics (11%); possible solutions are summarized in table 1.Conclusion:Our study identified a lack of consistency in teaching and evaluating residents during residency and presented EEG education barriers alongside possible solutions. We encourage PDs across the country to re-evaluate their EEG teaching systems in order to optimize EEG education.

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