The American College of Surgeons/Association of Program Directors in Surgery National Skills Curriculum: Adoption rate, challenges and strategies for effective implementation into surgical residency programs

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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Impact of COVID-19 on surgical residency programs: A glass half-full reflection

International Journal of Surgery ◽

10.1016/j.ijsu.2021.105958 ◽

2021 ◽

Vol 89 ◽

pp. 105958

Author(s):

Cristian A. Angeramo ◽

Francisco Schlottmann

Keyword(s):

Residency Programs ◽

Surgical Residency ◽

Full Reflection

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Applications of Narrative Medicine to Surgical Education

The American Surgeon ◽

10.1177/00031348211029851 ◽

2021 ◽

pp. 000313482110298

Author(s):

Carol EH Scott-Conner ◽

Divyansh Agarwal

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Surgical Education ◽

Core Competencies ◽

Narrative Medicine ◽

Medical Schools ◽

Residency Programs ◽

Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

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Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

Journal of Graduate Medical Education ◽

10.4300/jgme-d-11-00114.1 ◽

2012 ◽

Vol 4 (2) ◽

pp. 165-169 ◽

Cited By ~ 8

Author(s):

Diana S. Curran ◽

Pamela B. Andreatta ◽

Xiao Xu ◽

Clark E. Nugent ◽

Samantha R. Dewald ◽

...

Keyword(s):

United States ◽

Response Rate ◽

Educational Leaders ◽

Program Directors ◽

The United States ◽

Obstetrics And Gynecology ◽

Residency Programs ◽

Ethical Conflicts ◽

Communication Practices ◽

E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

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Current Models for Inpatient and Emergency Room Ophthalmology Consultation in U.S. Residency Programs

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1717064 ◽

2020 ◽

Vol 12 (02) ◽

pp. e171-e174

Author(s):

Donna H. Kim ◽

Dongseok Choi ◽

Thomas S. Hwang

Keyword(s):

Emergency Department ◽

Medical Education ◽

Emergency Room ◽

Program Directors ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Direct Supervision ◽

Residency Programs ◽

Residency Program Directors ◽

Competency Assessments

Abstract Objective This article examines models of patient care and supervision for hospital-based ophthalmology consultation in teaching institutions. Design This is a cross-sectional survey. Methods An anonymous survey was distributed to residency program directors at 119 Accreditation Council for Graduated Medical Education accredited U.S. ophthalmology programs in the spring of 2018. Survey questions covered consult volume, rotational schedules of staffing providers, methods of supervision (direct vs. indirect), and utilization of consult-dedicated didactics and resident competency assessments. Results Of the 119 program directors, 48 (41%) completed the survey. Programs most frequently reported receiving 4 to 6 consults per day from the emergency department (27, 55.1%) and 4 to 6 consults per day from inpatient services (26, 53.1%). Forty-seven percent of programs reported that postgraduate year one (PGY-1) or PGY-2 residents on a dedicated consult rotation initially evaluate patients. Supervising faculty backgrounds included neuro-ophthalmology, cornea, comprehensive, or a designated chief of service. Staffing responsibility is typically shared by multiple faculty on a daily or weekly rotation. Direct supervision was provided for fewer of emergency room consults (1–30%) than for inpatient consults (71–99%). The majority of programs reported no dedicated didactics for consultation activities (27, 55.1%) or formal assessment for proficiency (33, 67.4%) prior to the initiation of call-related activities without direct supervision. Billing submission for consults was inconsistent and many consults may go financially uncompensated (18, 36.7%). Conclusion The majority of hospital-based ophthalmic consultation at academic centers is provided by a rotating pool of physicians supervising a lower level resident. Few programs validate increased levels of graduated independence using specific assessments.

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