The potential impact of graduate medical education policy initiatives on internal medicine residency programs—Response from a survey of program directors

1996 ◽  
Vol 100 (3) ◽  
pp. 251-256
Author(s):  
Richard E. Rieselbach ◽  
Donald L. Libby ◽  
Thomas G. Cooney
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Education Policy ◽  
Graduate Medical Education ◽  
Program Directors ◽  
Internal Medicine Residency ◽  
Residency Programs ◽  
Policy Initiatives ◽  
Graduate Medical ◽  
Potential Impact

scholarly journals A Practical Approach for Residency Programs to Revive Graduate Medical Education during the Novel Coronavirus Disease 2019 (COVID-19) Pandemic: A Battle Proven Concept

2021 ◽  
Vol 8 (3) ◽  
pp. 01-02
Author(s):  
Yousif Al-Saiegh
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Educational Environment ◽  
Internal Medicine Residency ◽  
The Novel ◽  
First Line ◽  
Residency Programs ◽  
Novel Coronavirus ◽  
Continued Medical Education

The Novel Coronavirus Disease 2019 (COVID-19) Pandemic impacted the educational environment of Internal Medicine residency programs tremendously, shifting the focus from continued medical education to being the first line of defense while taking care of patients with COVID-19. Our article discusses an approach to reestablish medical education in the midst of a pandemic.

scholarly journals The Canada-Guyana medical education partnership: using videoconferencing to supplement post-graduate medical education among internal medicine trainees

2017 ◽  
Vol 8 (2) ◽  
pp. e18-24 ◽  
Author(s):  
William Stokes ◽  
Shannon Ruzycki ◽  
Ramdeo Jainarine ◽  
Debra Isaac ◽  
Joanna Cole
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Residents ◽  
Residency Programs ◽  
Post Graduate ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Similar Survey ◽  
The University

Background: A Guyana-based, internal medicine (IM) post-graduate medical education program was established in 2013. However, lack of formal teaching sessions are barriers to the program’s success.Objective: To describe the partnership between the University of Calgary and the University of Guyana’s internal medicine residency programs (IMRP). This partnership was created to support the Guyana’s IM academic half-day and is characterized by mutually beneficial, resident-led videoconference teaching sessions.Methods: Calgary medical residents volunteered to create and present weekly teaching presentations to Guyanese residents via videoconference. Questionnaires were completed by Guyanese residents and provided to Calgary residents as feedback on their teaching and presentation skills. A similar survey was completed by Calgary residents.Lessons learned: Twenty-four videoconference teaching sessions were conducted over eight months with a total of 191 and 16 surveys completed by Guyana and Calgary residents, respectively. Over 92% of both Guyana and Calgary residents agreed that the sessions enhanced their learning and over 93% reported increased interest in becoming more involved in international collaborations. 88% of Calgary residents felt the sessions improved their teaching skills.Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education. 

scholarly journals Preferences and Practices of U.S. Ophthalmology Residency Program Directors Regarding Post-interview Communication with Residency Applicants

2018 ◽  
Vol 10 (01) ◽  
pp. e43-e47 ◽  
Author(s):  
Allison Chen ◽  
Elaine Tran ◽  
Melissa Clark ◽  
Ingrid Scott ◽  
Paul Greenberg
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Response Rate ◽  
Program Directors ◽  
Web Based ◽  
Residency Programs ◽  
Graduate Medical ◽  
Residency Program Directors ◽  
Residency Match

Importance Little is known about the perspectives and practices of U.S. ophthalmology residency program directors (PDs) regarding communication between PDs and applicants during the post-interview residency match period. Objective To investigate the preferences and practices of ophthalmology residency PDs regarding post-interview communication between PDs and residency applicants during the residency match period. Design and Setting Web-based anonymous survey. Participants Directors of ophthalmology residency programs accredited by the Accreditation Council for Graduate Medical Education. Results The response rate was 64% (74/116). The majority (75%; 55/73) of PDs preferred that PDs and residency applicants not communicate during the post-interview period; the main reasons were that such communication was not ethical and not productive. In addition, 62% (46/74) of PDs believed that the Ophthalmology Matching Program should institute a policy of no post-interview communication between applicants and faculty during the residency match period. Conclusion and Relevance The majority of U.S. ophthalmology residency PDs favor instituting a policy of no post-interview communication between applicants and faculty during the residency match period.

scholarly journals Medicine in the 21st Century: Recommended Essential Geriatrics Competencies for Internal Medicine and Family Medicine Residents

2010 ◽  
Vol 2 (3) ◽  
pp. 373-383 ◽  
Author(s):  
Brent C. Williams ◽  
Gregg Warshaw ◽  
Anne Rebecca Fabiny ◽  
Nancy Lundebjerg, MPA ◽  
Annette Medina-Walpole ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Primary Care ◽  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Care Hospital ◽  
Residency Programs ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Family Medicine Residents

Abstract Background Physician workforce projections by the Institute of Medicine require enhanced training in geriatrics for all primary care and subspecialty physicians. Defining essential geriatrics competencies for internal medicine and family medicine residents would improve training for primary care and subspecialty physicians. The objectives of this study were to (1) define essential geriatrics competencies common to internal medicine and family medicine residents that build on established national geriatrics competencies for medical students, are feasible within current residency programs, are assessable, and address the Accreditation Council for Graduate Medical Education competencies; and (2) involve key stakeholder organizations in their development and implementation. Methods Initial candidate competencies were defined through small group meetings and a survey of more than 100 experts, followed by detailed item review by 26 program directors and residency clinical educators from key professional organizations. Throughout, an 8-member working group made revisions to maintain consistency and compatibility among the competencies. Support and participation by key stakeholder organizations were secured throughout the project. Results The process identified 26 competencies in 7 domains: Medication Management; Cognitive, Affective, and Behavioral Health; Complex or Chronic Illness(es) in Older Adults; Palliative and End-of-Life Care; Hospital Patient Safety; Transitions of Care; and Ambulatory Care. The competencies map directly onto the medical student geriatric competencies and the 6 Accreditation Council for Graduate Medical Education Competencies. Conclusions Through a consensus-building process that included leadership and members of key stakeholder organizations, a concise set of essential geriatrics competencies for internal medicine and family medicine residencies has been developed. These competencies are well aligned with concerns for residency training raised in a recent Medicare Payment Advisory Commission report to Congress. Work is underway through stakeholder organizations to disseminate and assess the competencies among internal medicine and family medicine residency programs.

scholarly journals Empathy Can Be Taught, and Patients Teach it Best

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Sudhagar Thangarasu ◽  
Gowri Renganathan ◽  
Piruthiviraj Natarajan
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Core Competency ◽  
Role Modeling ◽  
Residency Programs ◽  
Graduate Medical ◽  
Mixed Messages ◽  
Attending Physicians ◽  
Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

scholarly journals Results From a Transitional-Year Program Director Survey: Identifying Crucial Issues and Concerns

2012 ◽  
Vol 4 (1) ◽  
pp. 28-33
Author(s):  
Steven R. Craig ◽  
Hayden L. Smith ◽  
Matthew W. Short
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Administrative Support ◽  
Program Directors ◽  
Program Director ◽  
Community Hospitals ◽  
Graduate Medical ◽  
Program Coordinators ◽  
Critical Issues ◽  
Preparatory Year

Abstract Background Transitional Year (TY) programs meet an important need by preparing residents for specialties that accept individuals after an initial preparatory year. To our knowledge, no surveys to date have been conducted to identify attributes of TY programs and concerns of TY program directors. Purpose The purpose of this study was to review TY program characteristics and identify critical issues and concerns of TY program directors (TYPDs). Methods A web-based, 22-question survey was sent to all 114 TYPDs of programs accredited by the Accreditation Council for Graduate Medical Education between January and April 2011. The survey included open-formatted and closed-formatted questions addressing program and institution demographics, program director time, administrative support, satisfaction, and future plans. Results The survey response rate was 86%. The median age of TY programs was 28 years, with few new programs. More than 80% of TY programs were conducted at community hospitals and university-affiliated community hospitals. Of the responding TYPDs, 17% had served less than 2 years, and 32% had served 10 years or more. Common sponsoring TY programs included internal medicine (88%), general surgery (42%), family medicine (25%), emergency medicine (24%), and pediatrics (18%). Overall, TYPDs were satisfied with their positions. They expressed concerns about inadequate time to complete duties, salary support, and administrative duties assigned to program coordinators. Forty-nine percent of TYPDs reported they planned to leave the position within the next 5 years. Conclusions Our survey provides useful information to assist institutions and the graduate medical education community in meeting the needs of TYPDs and strengthening TY programs.

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