The Future is Female: The Influence of Female Faculty and Resident Representation on Female Applicant Match Rate Amongst Urology Residency Programs Over 3 Years

Introduction: Postgraduate education is transitioning to a competency-based curriculum in an effort to standardize the quality of graduating trainees. The learning experiences and opportunities in each institution are likely variable, as no standard exists regarding the teaching curriculum offered through residency. The objective of this study is to examine the various teaching curricula among different Canadian urology residency programs and to identify which teaching modalities are prioritized by program directors. Methods: A 10-question anonymous survey was sent electronically to program directors at all 12 urology residency programs across Canada. Questions were designed to quantify the time allotted for teaching and to assess the various teaching session types prioritized by programs to ensure the successful training of their graduates. We assessed each program’s perceived value of written exams, oral exams, didactic teaching session, and simulation sessions. Responses were assessed using a Likert-scale and a ranking format. Descriptive statistics were performed. Results: Overall survey response rate from residency program directors was 75% (9/12). Sixty-seven percent of programs designated one day of teaching per week, whereas 33% split resident teaching over two days. Review of chapters directly from Campbell-Walsh Urology textbook were deemed the most valuable teaching session. Practice oral exams were also prioritized, whereas most programs felt that simulation labs contributed the least to residency education. All programs included review of the core urology textbook in their weekly teaching, while only 67% of programs included faculty-led didactic sessions and case presentations. Forty-four percent of programs included resident-led didactic sessions. Practice oral exams and simulation labs were the least commonly included teaching modalities. Conclusions: Although most program directors prioritize the review of chapters in the core urology textbook, we found significant heterogeneity in the teaching sessions prioritized and offered in current urology residency curricula. As we move to standardize the quality of graduating trainees, understanding the impact of variable educational opportunities on residency training may become increasingly important.

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Mentorship in Urology Residency Programs in the United States

Urology ◽

10.1016/j.urology.2019.09.053 ◽

2020 ◽

Vol 136 ◽

pp. 58-62 ◽

Cited By ~ 1

Author(s):

Eric Bortnick ◽

Jeffrey Stock ◽

Vannita Simma-Chiang

Keyword(s):

United States ◽

The United States ◽

Residency Programs ◽

Urology Residency

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Outcomes of Reapplication to Otolaryngology Residency: A Prospective Cohort Study

Ear Nose & Throat Journal ◽

10.1177/014556131809700922 ◽

2018 ◽

Vol 97 (9) ◽

pp. 324-328

Author(s):

Colin Fuller ◽

J. Kenneth Byrd ◽

Michael Groves

Keyword(s):

Published Data ◽

Highly Qualified ◽

Success Rates ◽

Residency Programs ◽

Employment Training ◽

Match Rate ◽

Significant Difference ◽

Training Activities ◽

First Time ◽

And Training

Although the field of otolaryngology has experienced a decline in the number of applicants to our residency programs, otolaryngology remains a highly competitive field with an extremely strong applicant pool. Many highly qualified candidates cannot obtain a position in our field each year, and many of these candidates choose to reapply the next year. Data are lacking regarding reapplicants’ success rate and the best gap year employment and training options for these reapplicants. Reapplicants were studied prospectively via a two-stage survey during the 2014–2015 and 2015–2016 application cycles. Success rates for the overall group were compared to those from published data, and success rates between subgroups were also compared. First-time reapplicants in the study performed extremely well. Their match rate (19/22) was not significantly different from that of traditional otolaryngology applicants (551/619, p = 0.73) and was significantly higher than that of nontraditional applicants not in our cohort (23/62, p < 0.001). No significant difference was found between applicants by employment/training activities, with both researchers (11/12) and surgical interns (8/10, p = 0.57) performing well. Predictors of reapplicant success could not be assessed because only 3 reapplicants in the cohort were unsuccessful. First-time otolaryngology reapplicants remain a highly competitive group of applicants to our field, regardless of employment/training activities undertaken after graduating medical school.

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The Current State of Diversity and Multicultural Training in Urology Residency Programs

The Journal of Urology ◽

10.1016/j.juro.2008.04.030 ◽

2008 ◽

Vol 180 (2) ◽

pp. 668-672 ◽

Cited By ~ 7

Author(s):

Vijaya M. Vemulakonda ◽

Mathew D. Sorensen ◽

Byron D. Joyner

Keyword(s):

Multicultural Training ◽

Residency Programs ◽

Current State ◽

Urology Residency

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Transsex Patient Care in Surgical Resident Education: A National Survey of Plastic Surgery and Urology Residency Programs

Journal of the American College of Surgeons ◽

10.1016/j.jamcollsurg.2017.07.965 ◽

2017 ◽

Vol 225 (4) ◽

pp. e162

Author(s):

Shane Morrison ◽

Geolani W. Dy ◽

H. Jonathan Chong ◽

Nathan C. Osbun ◽

Sarah Holt ◽

...

Keyword(s):

Patient Care ◽

Plastic Surgery ◽

National Survey ◽

Resident Education ◽

Surgical Resident ◽

Residency Programs ◽

Urology Residency

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Exposure to radiation and medical oncology training: A survey of Canadian urology residents and fellows

Canadian Urological Association Journal ◽

10.5489/cuaj.5147 ◽

2018 ◽

Vol 12 (10) ◽

Author(s):

Amandeep S. Taggar ◽

Kevin Martell ◽

Siraj Husain ◽

Michael Peacock ◽

Michael Sia ◽

...

Keyword(s):

Residency Program ◽

Radiation Oncology ◽

Overall Response Rate ◽

Response Rate ◽

Medical Oncology ◽

Training Programs ◽

Online Questionnaire ◽

Clinical Exposure ◽

Residency Programs ◽

Urology Residency

Introduction: Residency experiences and teaching in oncology among urology residents are variable across Canada. We sought to identify how radiation and medical oncology concepts, as they pertain to genitourinary malignancies, are taught to urology residents.Methods: A total of 190 trainees enrolled in Canadian urology residency training programs were invited to participate in the study from January 2016 to June 2016. Participants completed an online questionnaire addressing the training they received.Results: The overall response rate was 32%. Twenty-three percent of respondents were in their fellowship year; 17%, 20%, 10%, 17%, and 12% were first-, second-, third-, fourth-, and fifth-year residents, respectively, with a median of four (range 1–9) respondents from each training program. Ninety-five percent of respondents had academic half-day (AHD) as part of their training that included radiotherapy (61%) and chemotherapy (51%) teaching. Most respondents indicated their main exposure to chemotherapy and radiation came from informal teaching in urology clinics. Twentynine percent and 41%, of participants had mandatory rotations in radiation and medical oncology, respectively. Only 6% of respondents used their voluntary elective time in these disciplines and most voluntary electives were of 1–2-week duration. Despite this, 90% of respondents preferred some mandatory radiation and medical oncology training.Conclusions: Most of the limited exposure that urology residents have to medical and radiation oncology is through AHD or informal urology clinics, despite a desire among current urology trainees to have clinical exposure in these areas. Moving forward, urology residency programs should consider integrating medical and radiation oncology rotations into the residency program curriculum.

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Gender diversity in United States neurosurgery training programs

Journal of Neurosurgery ◽

10.3171/2020.7.jns192647 ◽

2021 ◽

pp. 1-6

Author(s):

Katelyn Donaldson ◽

Katherine E. Callahan ◽

Aaron Gelinne ◽

Wyll Everett ◽

S. Elizabeth Ames ◽

...

Keyword(s):

Training Programs ◽

Gender Diversity ◽

Academic Rank ◽

Female Faculty ◽

Leadership Positions ◽

Gender Distribution ◽

Medical Specialties ◽

Residency Programs ◽

Neurological Surgery ◽

Academic Year

OBJECTIVENeurosurgery continues to be one of the medical specialties with the lowest representation of females in both the resident and faculty workforce. Currently, there are limited available data on the gender distribution of faculty and residents in Accreditation Council for Graduate Medical Education (ACGME)–accredited neurosurgery training programs. This information is critical to accurately measure the results of any effort to improve both the recruitment and retention of women in neurosurgery. The objective of the current study was to define the current gender distribution of faculty and residents in ACGME-accredited neurosurgery training programs.METHODSData publicly available through institutional and supplemental websites for neurosurgical faculty and residents at ACGME-accredited programs were analyzed for the 2017–2018 academic year. Data collected for faculty included gender, age, year of residency graduation, academic rank, h-index, American Board of Neurological Surgery certification status, and leadership positions. Resident data included gender and postgraduate year of training.RESULTSAmong the 109 ACGME-accredited neurosurgical residency programs included in this study, there were 1350 residents in training, of whom 18.2% were female and 81.8% were male. There are 1320 faculty, of whom 8.7% were female and 91.3% were male. Fifty-eight programs (53.2%) had both female faculty and residents, 35 programs (32.1%) had female residents and no female faculty, 4 programs (3.7%) had female faculty and no female residents, and 6 programs (5.5%) lacked both female residents and faculty. Six programs (5.5%) had incomplete data. Female faculty were younger, had lower h-indices, and were less likely to be board certified and attain positions of higher academic rank and leadership.CONCLUSIONSThis study serves to provide a current snapshot of gender diversity in ACGME-accredited neurosurgery training programs. While there are still fewer female neurosurgeons achieving positions of higher academic rank and serving in leadership positions than male neurosurgeons, the authors’ findings suggest that this is likely due to the small number of women in the neurosurgical field who are the farthest away from residency graduation and serves to highlight the significant progress that has been made toward achieving greater gender diversity in the neurosurgical workforce.

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