Perceptions of Emergency Medicine Residency and Hand Surgery Fellowship Program Directors in the Appropriate Disposition of Upper Extremity Emergencies

AbstractHand surgery is a unique field that incorporates multiple specialties, aiming to provide the patient with a best possible functional and aesthetic results. Hand surgeons deal with different pathologies that require skills in several aspects of surgery. The field of hand surgery has evolved significantly over the past decades across the globe. This specialty has also been evolving in Saudi Arabia over the past 25 years. Some of the services offered to patients include specialized centers for brachial plexus, peripheral nerve, and pediatric hand surgery as well as centers for work-related hand injuries. There has also been significant contribution to the hand surgery literature from the hand surgeons working in Saudi Arabia, with hundreds of papers published in journals pertaining to hand surgery, orthopedic surgery, and plastic surgery, as well as the publication of several novel mutations causing congenital hand defects in journals concerned with genetics. The recent approval of a hand and microsurgery fellowship program in Saudi Arabia will also help boost this field in the country and the region.

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Improving Knowledge and Process for International Emergency Medicine Fellowship Applicants: A Call for a Uniform Application

Emergency Medicine International ◽

10.1155/2013/737391 ◽

2013 ◽

Vol 2013 ◽

pp. 1-4 ◽

Cited By ~ 3

Author(s):

Gabrielle A. Jacquet ◽

Jamil D. Bayram ◽

William B. Ewen ◽

Bhakti Hansoti ◽

Steven Andescavage ◽

...

Keyword(s):

Emergency Medicine ◽

Program Directors ◽

Application Process ◽

Convenience Sample ◽

Application System ◽

International Emergency Medicine ◽

Application Service ◽

Fellowship Programs ◽

Recent Graduates ◽

Universal Application

Background. There are currently 34 International Emergency Medicine (IEM) fellowship programs. Applicants and programs are increasing in number and diversity. Without a standardized application, applicants have a difficulty approaching programs in an informed and an organized method; a streamlined application system is necessary.Objectives. To measure fellows’ knowledge of their programs’ curricula prior to starting fellowship and to determine what percent of fellows and program directors would support a universal application system.Methods. A focus group of program directors, recent, and current fellows convened to determine the most important features of an IEM fellowship application process. A survey was administered electronically to a convenience sample of 78 participants from 34 programs. Respondents included fellowship directors, fellows, and recent graduates.Results. Most fellows (70%) did not know their program’s curriculum prior to starting fellowship. The majority of program directors and fellows support a uniform application service (81% and 67%, resp.) and deadline (85% for both). A minority of program directors (35%) and fellows (30%) support a formal match.Conclusions. Program directors and fellows support a uniform application service and deadline, but not a formalized match. Forums for disseminating IEM fellowship information and for administering a uniform application service and deadline are currently in development to improve the process.

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Molecular and Cytogenetic Education in Hematopathology Fellowship

American Journal of Clinical Pathology ◽

10.1093/ajcp/aqz048 ◽

2019 ◽

Vol 152 (4) ◽

pp. 438-445 ◽

Cited By ~ 1

Author(s):

Lorinda A Soma ◽

Alexandra E Kovach ◽

Alexa J Siddon ◽

Rose Beck ◽

Sarah E Gibson ◽

...

Keyword(s):

Program Directors ◽

Fellowship Training ◽

Fellowship Program ◽

Basic Principles ◽

Raw Data ◽

Education Committee ◽

Cytogenetic Testing

Abstract Objectives Given the increased complexity of molecular and cytogenetic testing (MOL-CG), the Society for Hematopathology Education Committee (SH-EC) was interested in determining what the current expectations are for MOL-CG education in hematopathology (HP) fellowship training. Methods The SH-EC sent a questionnaire to HP fellowship program directors (HP-PDs) covering MOL-CG training curricula, test menus, faculty background, teaching, and sign-out roles. These findings were explored via a panel-based discussion at the 2018 SH-EC meeting for HP-PDs. Results HP fellows are expected to understand basic principles, nomenclature, and indications for and limitations of testing. Interpretation of common assays is within that scope, but not necessarily proficiency in technical troubleshooting of testing or analysis of complex raw data. Conclusions The consensus was that HP fellows should understand the components of MOL-CG testing necessary to incorporate those results into an accurate, clinically relevant, and integrated HP report.

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The Struggling Infectious Diseases Fellow: Remediation Challenges and Opportunities

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa058 ◽

2020 ◽

Vol 7 (3) ◽

Author(s):

Michael T Melia ◽

Armando Paez ◽

Gail Reid ◽

Lisa M Chirch ◽

Vera P Luther ◽

...

Keyword(s):

Infectious Diseases ◽

Performance Management ◽

Time Management ◽

Well Being ◽

Program Directors ◽

Fellowship Program ◽

Struggling Learners ◽

Challenges And Opportunities ◽

Competency Based ◽

Knowledge Deficits

Abstract Remediation of struggling learners is a challenge faced by all educators. In recognition of this reality, and in light of contemporary challenges facing infectious diseases (ID) fellowship program directors, the Infectious Diseases Society of America Training Program Directors’ Committee focused the 2018 National Fellowship Program Directors’ Meeting at IDWeek on “Remediation of the Struggling Fellow.” Small group discussions addressed 7 core topics, including feedback and evaluations, performance management and remediation, knowledge deficits, fellow well-being, efficiency and time management, teaching skills, and career development. This manuscript synthesizes those discussions around a competency-based framework to provide program directors and other educators with a roadmap for addressing common contemporary remediation challenges.

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How Well Do Core Faculty Understand The Emeregency Medicine Milestones?

Western Journal of Emergency Medicine ◽

10.5811/westjem.2019.11.44289 ◽

2019 ◽

Vol 21 (1) ◽

pp. 160-162

Author(s):

Randy Sorge ◽

Simiao Li-Sauerwine ◽

Jorge Fernandez ◽

Gene Hern

Keyword(s):

Emergency Medicine ◽

National Survey ◽

Response Rate ◽

Program Directors ◽

Electronic Media ◽

Survey Tool ◽

Core Faculty ◽

Poor Understanding ◽

Competency Based ◽

Single Response

Introduction: It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones. Methods: Our survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient. Results: Our survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool. Conclusion: These data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

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LO40: Describing CCFP(EM) programs in Canada: a national survey of program directors

CJEM ◽

10.1017/cem.2018.102 ◽

2018 ◽

Vol 20 (S1) ◽

pp. S20-S21 ◽

Cited By ~ 1

Author(s):

A. Nath ◽

K. Yadav ◽

J. J. Perry

Keyword(s):

Emergency Medicine ◽

Skills Training ◽

Program Directors ◽

Intrauterine Pregnancy ◽

Administrative Structure ◽

In Situ Simulation ◽

Ultrasound Simulation ◽

Content Development ◽

Quality Assurance Project ◽

Competency Based

Introduction: Enhanced skills training in emergency medicine (EM) for family physicians (CCFP(EM)) has existed since the 1970s. Accreditation standards define what every program must and should have, yet little is known on what is currently done across Canada. Our objectives were to: 1) describe major components of CCFP(EM) programs; and 2) determine how programs incorporate these components into their curriculum. Methods: A rigorous development process included expert content development and in-person pilot testing using Royal College Emergency Medicine Program Directors. An electronic survey questionnaire comprised of 63 questions was administered to all 17 CCFP(EM) program directors using a modified Dillman technique. Non-responders were sent a reminder email every 2 weeks over a 6-week period and an in-person reminder was given to non-responders at a face to face meeting 4 weeks after the initial survey was sent in June 2016. Results: All 17/17 (100%) program directors responded. There was considerable variation in administrative structure and financial support for each program. All programs provided ultrasound courses for basic skills (trauma, abdominal aortic aneurysm, intrauterine pregnancy). Variation exists for offering independent ultrasound certification (77%), advanced scanning (18%) and protected academic time for scanning (53%). All programs utilize high fidelity simulation. Some programs use in situ simulation (18%) and hold a simulation boot camp (41%). Most centres required an academic project, most commonly a quality assurance project (53%) and/or a critical appraisal of the literature (59%). Publication or national conference presentations were required by 12% of programs. Competency based assessments use simulation (88%) and direct observations (53%). Only 24% of programs have a transition to practice curriculum. All programs maintain strong connections to family medicine. Conclusion: This study demonstrates diverse structures of CCFP(EM) programs across Canada. Programs are similar regarding the provision of ultrasound, simulation and protected teaching time. Variation exists in administrative structure and financial resources of each program, academic project requirements, and how programs perform competency based assessments.

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Determining content for a simulation-based curriculum in pediatric emergency medicine: results from a national Delphi process

CJEM ◽

10.1017/cem.2015.11 ◽

2015 ◽

Vol 17 (6) ◽

pp. 662-669 ◽

Cited By ~ 14

Author(s):

Ilana Bank ◽

Adam Cheng ◽

Peter McLeod ◽

Farhan Bhanji

Keyword(s):

Emergency Medicine ◽

Delphi Study ◽

Formal Education ◽

National Curriculum ◽

Program Directors ◽

Pediatric Emergency ◽

Primary Objective ◽

Pediatric Emergency Medicine ◽

Core Content ◽

Simulation Based

ABSTRACTObjectivesBy the end of residency training, pediatric emergency medicine (PEM) residents are expected to have developed the confidence and abilities required to manage acutely ill children. Acquisition of competence requires exposure and/or supplemental formal education for critical and noncritical medical clinical presentations. Simulation can provide experiential learning and can improve trainees’ knowledge, skills, and attitudes. The primary objective of this project was to identify the content for a simulation-based national curriculum for PEM training.MethodsWe recruited participants for the Delphi study by contacting current PEM program directors and immediate past program directors as well as simulation experts at all of the Canadian PEM fellowship sites. We determined the appropriate core content for the Delphi study by combining the PEM core content requirements of the Royal College of Physicians and Surgeons of Canada (RCPSC) and the American Board of Pediatrics (ABP). Using the Delphi method, we achieved consensus amongst the national group of PEM and simulation experts. The participants completed a three-round Delphi (using a four-point Likert scale).ResultsResponse rates for the Delphi were 85% for the first round and 77% for second and third rounds. From the initial 224 topics, 53 were eliminated (scored <2). Eighty-five topics scored between 2 and 3, and 87 scored between 3 and 4. The 48 topics, which were scored between 3.5 and 4.0, were labeled as “key curriculum topics.”ConclusionWe have iteratively identified a consensus for the content of a national simulation-based curriculum.

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