LO21: Mentorship in Canadian emergency medicine residency training programs: a needs assessment

Introduction: Research supports the role of mentors in the personal development and career advancement of medical trainees. Compared to non-mentored peers, mentored residents are nearly twice as likely to describe excellent career preparation and demonstrate objective career success. In prior research, only 65% of training programs in Canada had a mentorship program, and 40% indicated a need for more formal mentorship models. Methods: A needs assessment survey was distributed to RCPSC Emergency Medicine (EM) Program Directors across Canada regarding mentorship available to resident physicians training at their centers. Additionally, all EM resident and staff physicians involved in mentorship were surveyed on their perceptions of current models at their institutions. Both surveys were comprised of binary, open ended, and 5 point likert scale questions. Responses were analyzed using Fisher’s exact test. Results: Eleven Program Directors responded to the survey. Formal mentorship programs were found in 82% of training centers, with 77% of programs instituted within the past 5 years. Half of resident/mentor pairings were based on a combination of identified career goals, participant personality traits, or resident request. Other pairing methods included perceived resident needs or attending physician request. Most meetings are face-to-face, with one program requiring mutual scheduled shifts. Residents identified that mentorship was significantly associated with benefits to career (p=0.0016) and niche (p=0.0019) development. Formal mentorship was felt to have a significant association with resident academic development (p=0.05) and lower rates of burnout (p=0.0018) by staff physicians. Staff mentors also associated a personal development benefit related to involvement in a mentorship relationship (p=0.0355). Conclusion: The majority of EM programs have adopted formal mentorship programs within the past 5 years. Residents and staff identify that mentorship relationships are associated with improved career and niche development as well as academic advancement. Future research will include a before and after study of the implementation of a formal mentorship program within the RCPSC-EM program at the University of Manitoba.

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Outcome Feedback within Emergency Medicine Training Programs: An Opportunity to Apply the Theory of Deliberate Practice?

CJEM ◽

10.1017/cem.2014.47 ◽

2015 ◽

Vol 17 (4) ◽

pp. 367-373 ◽

Cited By ~ 1

Author(s):

Timothy R. Dalseg ◽

Lisa A. Calder ◽

Curtis Lee ◽

Jaymie Walker ◽

Jason R. Frank

Keyword(s):

Emergency Medicine ◽

Royal College ◽

Training Programs ◽

Program Directors ◽

Categorical Variables ◽

Continuous Variables ◽

Educational Value ◽

Exact Test ◽

Outcome Feedback

AbstractObjectivesOutcome feedback is the process of learning patient outcomes after their care within the emergency department. We conducted a national survey of Canadian Royal College emergency medicine (EM) residents and program directors to determine the extent to which active outcome feedback and follow-up occurred. We also compared the perceived educational value of outcome feedback between residents and program directors.MethodsWe distributed surveys to all Royal College-accredited adult and pediatric EM training programs using a modified Dillman method. We analyzed the data using student’s t-test for continuous variables and Fisher’s exact test for categorical variables.ResultsWe received 210 completed surveys from 260 eligible residents (80.8%) and 21 of 24 program directors (87.5%) (overall 81.3%). Mandatory active outcome feedback was not present in any EM training program for admitted or discharged patients (0/21). Follow-up was performed electively by 89.4% of residents for patients admitted to the hospital, and by 44.2% of residents for patients discharged home. A majority of residents (76.9%) believed that patient follow-up should be mandatory compared to 42.9% of program directors (p=0.002). The perceived educational value of outcome feedback was 5.8/7 for residents and 5.1/7 for program directors (difference 0.7; p=0.002) based on a seven-point Likert scale (1=not important; 7=very important).ConclusionWhile Canadian EM training programs do not mandate follow-up, it is performed electively by the majority of residents surveyed. Residents place a significantly greater educational value on outcome feedback than their program directors, and believe that follow-up should be a mandatory component of EM residencies.

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Education Research: Neuroradiology curriculum in neurology residency training programs

Neurology ◽

10.1212/wnl.0000000000006812 ◽

2019 ◽

Vol 92 (4) ◽

pp. 199-203 ◽

Cited By ~ 2

Author(s):

Paul D. Johnson ◽

Stefan Sillau ◽

Joseph C. Masdeu ◽

Douglas E. Ney ◽

Pearce J. Korb

Keyword(s):

Resource Availability ◽

Training Programs ◽

Program Directors ◽

Residency Programs ◽

The Past ◽

Curriculum Guidelines ◽

Service Training ◽

Training Resources ◽

American Academy Of Neurology ◽

Question Survey

ObjectiveTo better understand how the essential skill of interpreting various neuroimaging studies is taught to neurology residents in Accreditation Council for Graduate Medical Education (ACGME)-accredited training programs.MethodsA 22-question survey was sent electronically to 150 ACGME adult neurology program directors. We collected data regarding the presence of a neuroimaging curriculum, frequency of review sessions and testing, resource availability, and program director confidence in neuroimaging skills of graduating residents. We collected average scores on the neuroimaging section of the Resident In-service Training Examination of graduating residents for the past 3 years, which we attempted to correlate with resource availability.ResultsOne-third of neurology residency programs do not have a neuroimaging curriculum, and half of training programs do not require a neuroimaging rotation. On average, trainees spend 1 hour per week reviewing imaging with radiologists. Program directors believed trainees receive insufficient neuroimaging training, with a median satisfaction rating on a Likert scale (0–100) of 35 (interquartile range 27–47). Few programs take advantage of online training resources.ConclusionOpportunities exist to improve neuroimaging education in neurology resident education. This can be done by closer adherence to the American Academy of Neurology neuroimaging curriculum guidelines, especially by expanding access to online resources and additional emphasis on imaging review with neurology subspecialists.

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Impact of an end-of-fourth-year emergency medicine bootcamp

International Journal of Emergency Medicine ◽

10.1186/s12245-021-00371-8 ◽

2021 ◽

Vol 14 (1) ◽

Author(s):

Jason J. Lewis ◽

Anne V. Grossestreuer ◽

Edward A. Ullman

Keyword(s):

Emergency Medicine ◽

Medical School ◽

Statistical Significance ◽

Program Directors ◽

Procedural Skill ◽

Clinical Knowledge ◽

Procedural Skills ◽

Exact Test ◽

Self Confidence ◽

Residency Program Directors

Abstract Background The final months of the fourth-year of medical school are variable in educational and clinical experience, and the effect on clinical knowledge and preparedness for residency is unclear. Specialty-specific “bootcamps” are a growing trend in medical education aimed at increasing clinical knowledge, procedural skills, and confidence prior to the start of residency. Methods We developed a 4-week Emergency Medicine (EM) bootcamp offered during the final month of medical school. At the conclusion of the course, participants evaluated its impact. EM residency-matched participants and non-participants were asked to self-evaluate their clinical knowledge, procedural skills and confidence 1 month into the start of residency. Program directors were surveyed to assess participants and non-participants across the same domains. A Fisher’s exact test was performed to test whether responses between participants and non-participants were statistically different. Results From 2015 to 2018, 22 students participated in the bootcamp. The majority reported improved confidence, competence, and procedural skills upon completion of the course. Self-assessed confidence was significantly higher in EM-matched participants 1 month into residency compared to EM-matched non-participants (p = 0.009). Self-assessed clinical knowledge and procedural skill competency was higher in participants than non-participants but did not reach statistical significance. Program directors rated EM-matched participants higher in all domains but this difference was also not statistically significant. Conclusions Participation in an EM bootcamp increases self-confidence at the start of residency among EM-matched residents. EM bootcamps and other specialty-specific courses at the end of medical school may ease the transition from student to clinician and may improve clinical knowledge and procedural skills.

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Palliative and end-of-life care education in Canadian emergency medicine residency programs: A national cross-sectional survey

CJEM ◽

10.1017/cem.2018.470 ◽

2019 ◽

Vol 21 (2) ◽

pp. 219-225 ◽

Cited By ~ 3

Author(s):

Jared Baylis ◽

Devin R. Harris ◽

Charlie Chen ◽

Daniel K. Ting ◽

Kevin Clark ◽

...

Keyword(s):

Emergency Medicine ◽

End Of Life ◽

End Of Life Care ◽

Training Programs ◽

Program Directors ◽

Primary Objective ◽

Life Care ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Barriers To Implementation

ABSTRACTObjectivesEmergency physicians play an important role in providing care at the end-of-life as well as identifying patients who may benefit from a palliative approach. Several studies have shown that emergency medicine (EM) residents desire further training in palliative care. We performed a national cross-sectional survey of EM program directors. Our primary objective was to describe the number of Canadian postgraduate EM training programs with palliative and end-of-life care curricula.MethodsA 15-question survey in English and French was sent by email to all program directors of both the Canadian College of Family Physicians emergency medicine (CCFP(EM)) and the Royal College of Physicians and Surgeons of Canada emergency medicine (RCPSC-EM) postgraduate training programs countrywide using FluidSurveys™ with a modified Dillman approach.ResultsWe received a total of 26 responses from the 36 (response rate = 72.2%) EM postgraduate programs in Canada. Ten out of 26 (38.5%) programs had a structured educational program pertaining to palliative and end-of-life care. Lectures or seminars were the exclusive choice to teach content. Clinical palliative medicine rotations were mandatory in one out of 26 (3.8%) programs. The top two barriers to implementation of palliative and end-of-life care curricula were lack of time (84.6%) and curriculum development concerns (80.8%).ConclusionsPalliative and end-of-life care training within EM has been identified as an area of need. This cross-sectional survey demonstrates that a minority of Canadian EM programs have palliative and end-of-life care curricula. It will be important for all EM training programs, RCPSC-EM and CCFP(EM), in Canada, to develop an agreed upon set of competencies and to structure their curricula around them.

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The use of free online educational resources by Canadian emergency medicine residents and program directors

CJEM ◽

10.1017/cem.2014.73 ◽

2015 ◽

Vol 17 (2) ◽

pp. 101-106 ◽

Cited By ~ 58

Author(s):

Eve Purdy ◽

Brent Thoma ◽

Joseph Bednarczyk ◽

David Migneault ◽

Jonathan Sherbino

Keyword(s):

Emergency Medicine ◽

Resource Selection ◽

Online Survey ◽

Skills Training ◽

File Sharing ◽

Program Directors ◽

Educational Resources ◽

Exact Test ◽

Online Educational Resources ◽

Entertainment Value

AbstractIntroductionOnline educational resources (OERs) are increasingly available for emergency medicine (EM) education. This study describes and compares the use of free OERs by the Royal College of Physicians and Surgeons of Canada (RCPSC) EM residents and program directors (PDs) and investigates the relationship between the use of OERs and peer-reviewed literature.MethodsA bilingual, online survey was distributed to RCPSC-EM residents and PDs using a modified Dillman method. The chi-square test and Fisher’s exact test were used to compare the responses of residents and PDs.ResultsThe survey was completed by 214/350 (61%) residents and 11/14 (79%) PDs. Free OERs were used by residents most frequently for general EM education (99.5%), procedural skills training (96%), and learning to interpret diagnostic tests (92%). OER modalities used most frequently included wikis (95%), file-sharing websites (95%), e-textbooks (94%), and podcasts (91%). Residents used wikis, podcasts, vodcasts, and file-sharing websites significantly more frequently than PDs. Relative to PDs, residents found entertainment value to be more important for choosing OERs (p<0.01). Some residents (23%) did not feel that literature references were important, whereas all PDs did. Both groups reported that OERs increased the amount of peer-reviewed literature (75% and 60%, respectively) that they read.ConclusionsEM residents make extensive use of OERs and differ from their PDs in the importance that they place on their entertainment value and incorporation of peer-reviewed references. OERs may increase the use of peer-reviewed literature in both groups. Given the prevalence of OER use for core educational goals among RCPSC-EM trainees, future efforts to facilitate critical appraisal and appropriate resource selection are warranted.

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LO55: Signal & noise – do professionalism concerns impact decision-making of competence committees?

CJEM ◽

10.1017/cem.2019.98 ◽

2019 ◽

Vol 21 (S1) ◽

pp. S27

Author(s):

S. Odorizzi ◽

W. Cheung ◽

J. Sherbino ◽

A. Lee ◽

L. Thurgur ◽

...

Keyword(s):

Decision Making ◽

Emergency Medicine ◽

Residency Training ◽

Educational Intervention ◽

Royal College ◽

Training Programs ◽

Program Directors ◽

Faculty Members ◽

Signal Noise ◽

Home Institution

Introduction: Competence committees (CCs) struggle with incorporating professionalism issues into resident progression decisions. This study examined how professionalism concerns influence individual faculty decisions about resident progression using simulated CC reviews. Methods: In 2017, the investigators conducted a survey of 25 program directors of Royal College emergency medicine residency training programs in Canada and those faculty members who are members of the CCs (or equivalent) at their home institution. The survey contained twelve resident portfolios, each containing formative and summative information available to a CC for making progression decisions. Six portfolios outlined residents progressing as expected and six were not progressing as expected. Further, a professionalism variable (PV) was added to six portfolios, evenly split between those residents progressing as expected and not. Participants were asked to make progression decisions based on each portfolio. Results: Raters were able to consistently identify a resident needing an educational intervention versus those who did not. When a PV was added, the consistency among raters decreased by 34.2% in those residents progressing as expected, versus increasing by 3.8% in those not progressing as expected (p = 0.01). Conclusion: When using an unstructured review of a simulated resident portfolio, individual reviewers can better discriminate between trainees progressing as expected when professionalism concerns are added. Considering this, educators using a competence committee in a CBME program must have a system to acquire and document professionalism issues to make appropriate progress decisions.

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Training in Emergency Obstetrics: A Needs Assessment of U.S. Emergency Medicine Program Directors

Western Journal of Emergency Medicine ◽

10.5811/westjem.2017.10.35273 ◽

2018 ◽

pp. 87-92 ◽

Cited By ~ 2

Author(s):

Daniel Robinson ◽

Michael Anana ◽

Mary Edens ◽

Marc Kanter ◽

Sorabh Khandelwal ◽

...

Keyword(s):

Emergency Medicine ◽

Needs Assessment ◽

Program Directors

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52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2813 ◽

2007 ◽

Vol 30 (4) ◽

pp. 56

Author(s):

I. Rigby ◽

I. Walker ◽

T. Donnon ◽

D. Howes ◽

J. Lord

Keyword(s):

Internal Medicine ◽

Emergency Medicine ◽

Medical Education ◽

Family Medicine ◽

Training Program ◽

Correlation Coefficient ◽

Training Programs ◽

Self Assessment ◽

Procedural Skills ◽

Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

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PRACTICAL BASE OF FORMULATING RETRAINING PROGRAMS ON ETHNIC MINORITY AFFAIRS KNOWLEDGE FOR CADRES, CIVIL SERVANTS UP TO 2030

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/154 ◽

2018 ◽

Author(s):

Nguyen Van Dung ◽

Giang Khac Binh

Keyword(s):

Ethnic Minority ◽

Training Program ◽

Political System ◽

Prime Minister ◽

Training Programs ◽

Civil Servants ◽

The Political ◽

Target Groups ◽

The Core ◽

The Past

As developing programs is the core in fostering knowledge on ethnic work for cadres and civil servants under Decision No. 402/QD-TTg dated 14/3/2016 of the Prime Minister, it is urgent to build training program on ethnic minority affairs for 04 target groups in the political system from central to local by 2020 with a vision to 2030. The article highlighted basic issues of practical basis to design training program of ethnic minority affairs in the past years; suggested solutions to build the training programs in integration and globalization period.

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Neurocognitive Bases of Crossmodal Integration Deficit in Dyslexia

10.31234/osf.io/4q9z8 ◽

2019 ◽

Author(s):

Margaret Gullick ◽

James R. Booth

Keyword(s):

Reading Interventions ◽

Training Programs ◽

Reading Difficulties ◽

Visual Representations ◽

Future Research ◽

Typically Developing ◽

Critical Component ◽

Crossmodal Integration ◽

Phonological Deficits ◽

And Training

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

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