Emergency medicine pharmacist market perceptions: Emergency medicine residency program directors and directors of pharmacy

Abstract Background United States Medical Licensing Examination Step 1 will transition from numeric grading to pass/fail, sometime after January 2022. The aim of this study was to compare how program directors in orthopaedics and internal medicine perceive a pass/fail Step 1 will impact the residency application process. Methods A 27-item survey was distributed through REDCap to 161 U.S. orthopaedic residency program directors and 548 U.S. internal medicine residency program directors. Program director emails were obtained from the American Medical Association’s Fellowship and Residency Electronic Interactive Database. Results We received 58 (36.0%) orthopaedic and 125 (22.8%) internal medicine program director responses. The majority of both groups disagree with the change to pass/fail, and felt that the decision was not transparent. Both groups believe that the Step 2 Clinical Knowledge exam and clerkship grades will take on more importance. Compared to internal medicine PDs, orthopaedic PDs were significantly more likely to emphasize research, letters of recommendation from known faculty, Alpha Omega Alpha membership, leadership/extracurricular activities, audition elective rotations, and personal knowledge of the applicant. Both groups believe that allopathic students from less prestigious medical schools, osteopathic students, and international medical graduates will be disadvantaged. Orthopaedic and internal medicine program directors agree that medical schools should adopt a graded pre-clinical curriculum, and that there should be a cap on the number of residency applications a student can submit. Conclusion Orthopaedic and internal medicine program directors disagree with the change of Step 1 to pass/fail. They also believe that this transition will make the match process more difficult, and disadvantage students from less highly-regarded medical schools. Both groups will rely more heavily on the Step 2 clinical knowledge exam score, but orthopaedics will place more importance on research, letters of recommendation, Alpha Omega Alpha membership, leadership/extracurricular activities, personal knowledge of the applicant, and audition electives.

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Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1722741 ◽

2021 ◽

Vol 13 (01) ◽

pp. e88-e94

Author(s):

Alyssa M. Kretz ◽

Jennifer E. deSante-Bertkau ◽

Michael V. Boland ◽

Xinxing Guo ◽

Megan E. Collins

Keyword(s):

Residency Program ◽

Online Survey ◽

Optimal Strategies ◽

Program Directors ◽

Global Evaluation ◽

Teaching Ethics ◽

Residency Programs ◽

Unprofessional Behavior ◽

Residency Program Directors ◽

Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

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Engage me: Will residency program directors listen?

Annals of Medicine and Surgery ◽

10.1016/j.amsu.2021.102549 ◽

2021 ◽

pp. 102549

Author(s):

Sruthi Selvakumar ◽

Mark McKenney ◽

Adel Elkbuli

Keyword(s):

Residency Program ◽

Program Directors ◽

Residency Program Directors

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Residency program directors' perceptions about the impact of the American Board of Anesthesiology's Objective Structured Clinical Examination

Journal of Clinical Anesthesia ◽

10.1016/j.jclinane.2021.110439 ◽

2021 ◽

Vol 75 ◽

pp. 110439

Author(s):

Dandan Chen ◽

Huaping Sun ◽

David O. Warner ◽

Alex Macario

Keyword(s):

Clinical Examination ◽

Residency Program ◽

Program Directors ◽

Objective Structured Clinical Examination ◽

Residency Program Directors ◽

The Impact

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Exploring Residency Program Directors, Preceptors, and Residents' Intentions to Participate in Multicenter Pediatric Pharmacy Resident Research Projects

The Journal of Pediatric Pharmacology and Therapeutics ◽

10.5863/1551-6776-26.7.708 ◽

2021 ◽

Vol 26 (7) ◽

pp. 708-717

Author(s):

Peter N. Johnson ◽

Brittany Powers Shaddix ◽

Brandi M. Weller ◽

Alexandra Oschman ◽

David George ◽

...

Keyword(s):

Focus Groups ◽

Residency Program ◽

Program Directors ◽

Subjective Norms ◽

Mitigation Strategies ◽

Research Projects ◽

Research Experience ◽

Resident Research ◽

Salient Beliefs ◽

Residency Program Directors

OBJECTIVE The purpose was to explore preceptors, residency program directors (RPDs), and residents' beliefs and intentions in participating in multicenter pediatric resident research projects (PRRPs). METHODS This exploratory qualitative study used the theory of planned behavior to explore beliefs, attitudes, and intentions toward participation in a multicenter PRRP. Two focus groups were formed: RPDs/preceptors and pharmacy residents. The primary objective was to identify attitudes/salient beliefs, subjective norms, and perceived behavioral controls regarding participation in multicenter PRRPs. The secondary objectives included identifying potential barriers and mitigation strategies for multicenter PRRPs. Descriptive statistics and a thematic analysis were performed. RESULTS The 2 focus groups included 24 participants: RPDs/preceptors (n = 16) and pharmacy residents (n = 8). The RPD/preceptor group had a mean of 7.4 ± 5.4 years of research experience; all residents had prior research experience as students. Participants shared and contrasted their salient beliefs, subjective norms, and perceived behavioral control beliefs about logistical challenges, networking, mentoring, sample size, collaboration, workload, shared responsibilities for data collection and the institutional review board application, and resources associated with participation in multicenter PRRPs. Other items that participants felt were important were discussion of authorship order and dedicated research time for residents. CONCLUSIONS Participants provided favorable comments toward multicenter PRRPs but acknowledged some barriers. The resident, preceptor, and RPD intention to participate in multi-center PRRPs is very likely if they perceive this as an opportunity for increased networking and mentorship, increased likelihood of publication, enhanced research skill experience, and shared resources and responsibilities.

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National survey of Canadian residents and program directors regarding parental leave during residency

Canadian Medical Education Journal ◽

10.36834/cmej.68486 ◽

2020 ◽

Author(s):

Karen Willoughby ◽

Marie Julien ◽

Benjamin Rich Zendel ◽

Vernon Curran

Keyword(s):

Return To Work ◽

Residency Program ◽

Parental Leave ◽

Average Duration ◽

Program Directors ◽

Work Hours ◽

Medical Resident ◽

The Mean ◽

Almost All ◽

Residency Program Directors

Background: Despite the advantages of having a child as a medical resident, the transition back to residency after parental leave can be challenging. This study is the first to investigate this issue using a nation-wide Canadian sample of both residents and program directors. Method: A questionnaire was developed and made available online. Respondents included 437 female residents, 33 male residents, and 172 residency program directors. The mean length of parental leave was nine months for female residents and six weeks for male residents. Almost all female residents (97.5%) breastfed with an average duration of 12 months. The top challenges reported by residents were feeling guilty for being away from their family, long and unpredictable work hours, sleep deprivation, and finding time to study. When female residents and program directors were matched to both school and program (N = 99 pairs), there was no difference in the total number of challenges reported, but program directors reported offering significantly more accommodations than female residents reported being offered, t(196) = 13.06, p < .001. Results: Our data indicate there is a need for better communication between resident parents and program directors, as well as clear program-specific parental leave policies, particularly for supporting breastfeeding mothers as they return to work.

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What do I do? Developing a competency inventory for postgraduate (residency) program directors

Medical Teacher ◽

10.3109/0142159x.2016.1147532 ◽

2016 ◽

Vol 38 (10) ◽

pp. 1011-1016 ◽

Cited By ~ 3

Author(s):

Susan J. Lieff ◽

Ari Zaretsky ◽

Glen Bandiera ◽

Kevin Imrie ◽

Salvatore Spadafora ◽

...

Keyword(s):

Residency Program ◽

Program Directors ◽

Residency Program Directors

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Survey of health-system pharmacy administration and leadership residencies

American Journal of Health-System Pharmacy ◽

10.1093/ajhp/zxz327 ◽

2020 ◽

Vol 77 (6) ◽

pp. 449-456

Author(s):

Oscar Santalo ◽

Joelle Farano ◽

Jacqualine Igwe ◽

Niaz Deyhim

Keyword(s):

Health System ◽

Human Resource ◽

Residency Program ◽

Program Directors ◽

Professional Organization ◽

Residency Programs ◽

Pharmacy Administration ◽

Alumni Engagement ◽

Survey Instruments ◽

Residency Program Directors

Abstract Purpose To perform an inquiry with response measurement from health-system pharmacy administration and leadership (HSPAL) residency program directors and residents to distinguish variances between the programs and identify enhancement opportunities for key stakeholders. Methods Members from the Pharmacy Administration Resident Collaboration Research Committee developed separate 20-question survey instruments to assess the strengths and areas of opportunity for HSPAL residency programs from the perspective of residency program directors and residents. The survey instruments were designed to evaluate the level of pharmacy service integration across HSPAL programs nationwide. Results Nearly half of the residency program directors within the listserv (40.74%, 33/81) participated in the survey. The recognized areas of opportunity by residency program directors include community pharmacy leadership, professional organization involvement, sterile compounding, and supply chain management. About a third (32.54%, 41/126) of the residents participated in the survey. Residents reported the least exposure to community pharmacy leadership, human resource management, informatics, professional organizations, and ambulatory care/specialty rotations. The overall recommendations for HSPAL residency programs are to incorporate C-suite–level experiences, improve alumni engagement, develop longitudinal human resource/financial experiences, and encourage resident credential obtainment. Conclusion In order to foster professional and leadership growth for HSPAL residents, residency programs should consider incorporating C-suite–level experiences, longitudinal human resource/finance experiences, alumni engagement opportunities, rotation variety, professional organization involvement, and support in credential obtainment.

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