scholarly journals Building Bridges: Qualitative Assessment of a Clinical Faculty Exchange Between a Naturopathic and an Allopathic Medical Training Program

EXPLORE ◽  
2011 ◽  
Vol 7 (4) ◽  
pp. 249-253 ◽  
Author(s):  
Rachelle L. McCarty ◽  
Robin Fenn ◽  
Barak Gaster ◽  
Wendy Weber ◽  
Jane Guiltinan
Keyword(s):  
Training Program ◽  
Medical Training ◽  
Qualitative Assessment ◽  
Clinical Faculty ◽  
Faculty Exchange

ARMY-NAVY MEDICAL TRAINING PROGRAM

1943 ◽  
Vol 122 (5) ◽  
pp. 331
Author(s):  
Thomas Maxwell
Keyword(s):  
Training Program ◽  
Medical Training

scholarly journals New Clinical Faculty Training Program: Transforming Practicing Dentists into Part-Time Dental Faculty Members

2017 ◽  
Vol 81 (6) ◽  
pp. 658-666 ◽  
Author(s):  
Brooke N. Adams ◽  
Michele L. Kirkup ◽  
Lisa H. Willis ◽  
Paul E. Reifeis
Keyword(s):  
Training Program ◽  
Faculty Training ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Part Time

scholarly journals Canadian Hematology Mentorship and Career Counseling Resident Survey (2015-2017)

Blood ◽  
2018 ◽  
Vol 132 (Supplement 1) ◽  
pp. 5809-5809
Author(s):  
Pauline Manuel ◽  
Jessica Petrucci ◽  
Martina Trinkaus
Keyword(s):  
Training Program ◽  
Career Counseling ◽  
Medical Training ◽  
Career Planning ◽  
Graduate Training ◽  
Mentoring Programs ◽  
Subspecialty Training ◽  
Post Graduate ◽  
Significant Difference ◽  
Level Of Training

Abstract Introduction Residency is a stressful, overwhelming period during which medical trainees work long hours, experience intense work demands, and often have significant anxiety around the future of their career. Those who support residents through their training play a pivotal and formative role in residents' professional development. These individuals may be described as advisors, teachers, or, simply, mentors. Studies demonstrate that formal mentorship during medical training fosters career progression and decision making, academic productivity, stress reduction, and can enhance clinical skills. Despite this, many residents across various subspecialties report inherent deficiencies in mentoring programs. These include residents in internal medicine, ophthalmology, pediatric primary care, and radiation oncology. No study has investigated hematology resident perspectives on mentorship and career planning. We conducted a needs assessment survey to identify deficiencies in current Canadian hematology residency mentoring programs. Consistent with resident perspectives in other subspecialty training programs, we predict that there is a paucity of effective mentorship in hematology residency curriculums that warrants consideration. Methods This research received an exemption from the University of Toronto Research Ethics Committee. All Canadian PGY4, PGY5, and PGY6 residents enrolled in a Royal College of Canada Hematology Training Program were invited to complete an online survey on training experience at the end of their training program in 2015, 2016, and 2017. The survey was hosted on SurveyMonkey. Content domains explored in the survey included academic influences, career goals and aspirations, and resident perceptions on career planning and mentorship. Participation in this research was voluntary and survey responses were collected anonymously. Comparisons were made in study responses based on categorization by age, gender, and level of training. Results Overall, 156 hematology residents responded to the survey (65% response rate). The gender distribution was 45% (N=70) male and 54% (N=84) female. Forty-three percent (N=66) of respondents were 25-29 years of age, 50% (N=78) were 30-34, and 7% (N=11) were 35 years of age or older. Of all survey respondents, 30% (N=46) were in their fourth year of post-graduate medical training, 39% (N=60) were in their fifth year, and 31% (N=47) of respondents were in their sixth year of post-graduate training or higher. Specific to career planning and mentorship (Table 1), 37% (N=56) of respondents reported that career planning was never a part of their training curriculum. Only 30 individuals (20%) reported having an assigned mentor for career planning. 64% (N=96) of residents reported that they had to seek out their own mentorship for career planning and only 61% (N=92) of trainees indicated that they felt they received meaningful advice on career planning from their mentors. No notable statistically significant difference in study responses were found when comparing by age and level of training. When analyzing the influence of mentorship on pursuing further training following residency, women were found to be more concerned on the influence of mentorship than men (2015: median, 3.0 vs. 4.0, P = 0.0049). Location of employment (2015: median, 4.0 vs. 5.0, P = 0.0407; 2016: median, 4.0 vs. 5.0, P = 0.0132) and perceived lack of academic positions (2015: median, 3.0 vs. 5.0, P = 0.0235; 2016: median, 3.0 vs. 4.0, P = 0.0042) also impacted the pursuit of additional graduate training or clinical fellowships. In this regard, the gender associated statistical significance reflected that women are greater influenced than men. Conclusions Results of this preliminary survey confirm that a significant portion of Canadian hematology trainees do not have sufficient career planning and mentorship during their training. This heralds the need for improvement to current Canadian hematology residency curricula as mentorship is instrumental in making sound decisions for advanced training and career exploration at an early stage. Future surveys are planned to clarify additional factors and interventions that may improve mentorship and career counseling for Canadian hematology trainees that can be extrapolated to all programs internationally. Disclosures No relevant conflicts of interest to declare.

scholarly journals 4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce

2020 ◽  
Vol 4 (s1) ◽  
pp. 60-60
Author(s):  
Yulia A. Strekalova ◽  
H. Robert Kolb ◽  
Holly Morris ◽  
Rebecca Austin-Datta
Keyword(s):  
Professional Development ◽  
Translational Research ◽  
Training Program ◽  
Outcome Evaluation ◽  
Qualitative Assessment ◽  
Competency Assessment ◽  
Mentoring Program ◽  
Mentor Training ◽  
Significant Difference ◽  
Talent Retention

OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.

scholarly journals Training in neurology: Flexibility and adaptability of a neurology training program at the epicenter of COVID-19

Neurology ◽  
2020 ◽  
Vol 94 (24) ◽  
pp. e2608-e2614 ◽  
Author(s):  
Shashank Agarwal ◽  
Sakinah Sabadia ◽  
Nada Abou-Fayssal ◽  
Arielle Kurzweil ◽  
Laura J. Balcer ◽  
...  
Keyword(s):  
New York ◽  
Training Program ◽  
Structural Changes ◽  
Medical Training ◽  
Residency Training Program ◽  
The United States ◽  
Outpatient Services ◽  
Continuity Clinic ◽  
Global Pandemic ◽  
Medical Crisis

ObjectiveTo outline changes made to a neurology residency program in response to coronavirus disease 2019 (COVID-19).MethodsIn early March 2020, the first cases of COVID-19 were announced in the United States. New York City quickly became the epicenter of a global pandemic, and our training program needed to rapidly adapt to the increasing number of inpatient cases while being mindful of protecting providers and continuing education. Many of these changes unfolded over days, including removing residents from outpatient services, minimizing the number of residents on inpatient services, deploying residents to medicine services and medical intensive care units, converting continuity clinic patient visits to virtual options, transforming didactics to online platforms only, and maintaining connectedness in an era of social distancing. We have been able to accomplish this through daily virtual meetings among leadership, faculty, and residents.ResultsOver time, our program has successfully rolled out initiatives to service the growing number of COVID-related inpatients while maintaining neurologic care for those in need and continuing our neurologic education curriculum.ConclusionIt has been necessary and feasible for our residency training program to undergo rapid structural changes to adapt to a medical crisis. The key ingredients in doing this successfully have been flexibility and teamwork. We suspect that many of the implemented changes will persist long after the COVID-19 crisis has passed and will change the approach to neurologic and medical training.

scholarly journals Learner perception of oral and written examinations in an international medical training program

2010 ◽  
Vol 3 (1) ◽  
pp. 21-26 ◽  
Author(s):  
Sean P. Kelly ◽  
Scott G. Weiner ◽  
Philip D. Anderson ◽  
Julie Irish ◽  
Greg Ciottone ◽  
...  
Keyword(s):  
Training Program ◽  
Medical Training ◽  
International Medical ◽  
Learner Perception

scholarly journals Feasibility of Virtual Reality based Training for Optimising COVID-19 Case Handling in Uganda

2021 ◽  
Author(s):  
Paul Buyego ◽  
Elizabeth Katwesigye ◽  
Grace Kebirungi ◽  
Mike Nsubuga ◽  
Shirley Nakyejwe ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Graphics Processing Units ◽  
Medical Training ◽  
Health Workers ◽  
Qualitative Assessment ◽  
Infection Prevention And Control ◽  
P Value ◽  
High Morbidity ◽  
Information Retention ◽  
Frontline Health Workers

Abstract BackgroundEpidemics and pandemics are causing high morbidity and mortality on a still-evolving scale exemplified by the COVID-19 pandemic. Infection prevention and control (IPC) training for frontline health workers is thus essential. However, classroom or hospital ward based training portends an infection risk due to the in-person interaction of participants. We explored the use of Virtual Reality (VR) simulations for frontline health worker training since it trains participants without exposing them to infections that would arise from in-person training. It does away with the requirement for expensive Personal Protective Equipment (PPE) that has been in acute shortage and improves learning, retention and recall. This represents the first attempt in deploying VR-based pedagogy in a Ugandan medical education context.MethodsWe used animated VR-based simulations of bedside and ward-based training scenarios for frontline health workers. The training covered the wearing and stripping of PPE, case management of COVID-19 infected individuals and hand hygiene. It used VR headsets and Graphics Processing Units (GPUs) to actualize an immersive experience, via a hybrid of VR renditions and 360degrees videos. We then compared the level of knowledge acquisition between individuals trained using this method to comparable cohorts previously trained in a classroom setting. That evaluation was supplemented by a qualitative assessment based on feedback from participants about their experience.ResultsThe effort resulted into a well-designed COVID-19 IPC VR curriculum, equivalent VR content and a pioneer cohort of trained frontline health workers. The formalized comparison with classroom-trained cohorts showed relatively better outcomes by way of skills acquired, speed of learning and rates of information retention (P-value =4.0e-09) - suggesting the effectiveness and feasibility of VR as a medium of medical training. Additionally, in the qualitative assessment 90% of the participants rated the method as very good, 58.1% strongly agreed that the activities met the course objectives, and 97.7 % strongly indicated willingness to refer the course to colleagues. ConclusionVR-based COVID-19 IPC training is feasible, effective and achieves enhanced learning while protecting participants from infections within a pandemic context in Uganda. It is a delivery medium transferable to the contexts of other highly infectious diseases.

An Overview of the Special Operations Interactive Medical Training Program (SOIMTP).

1998 ◽  
Author(s):  
Lawrence A. Hermansen ◽  
Hoa L. Ly
Keyword(s):  
Training Program ◽  
Medical Training ◽  
Special Operations

scholarly journals 283 Short supervised medical training program for sedentary overweight individuals in prevention of cardiovascular disease. Results at 12 months

2011 ◽  
Vol 3 (1) ◽  
pp. 94
Author(s):  
Sonia Corone ◽  
Stéphanie Hardy ◽  
Françoise Bellemain ◽  
Anne Lordon ◽  
Monique Valls ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Training Program ◽  
Medical Training ◽  
Prevention Of Cardiovascular Disease

The Effectiveness of an Interactive Videodisc Qualitative Assessment Training Program

1989 ◽  
Vol 60 (3) ◽  
pp. 280-285 ◽  
Author(s):  
Jeffrey W. Walkley ◽  
Luke E. Kelly
Keyword(s):  
Training Program ◽  
Qualitative Assessment ◽  
Interactive Videodisc ◽  
Assessment Training
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