scholarly journals P079: Transition to practice: evaluating the need for formal training in supervision and assessment techniques among senior emergency medicine residents and new to practice emergency physicians

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S84-S85 ◽  
Author(s):  
S. Kilbertus ◽  
K. Pardhan ◽  
G. Bandiera ◽  
J. Zaheer
Keyword(s):  
Emergency Medicine ◽  
Structured Interview ◽  
Formal Training ◽  
Independent Practice ◽  
Formal Curriculum ◽  
University Of Toronto ◽  
Constructive Feedback ◽  
Interview Guide ◽  
The University ◽  
Mcmaster University

Introduction: Final year emergency medicine residents may be transitioning to practice with little to no training on how to effectively supervise and assess trainees. It remains unclear how comfortable final year residents and new-to-practice physicians are with these competencies. The goal of our study was to examine physician comfort with supervision and assessment, whether there was a perceived need for formal training in these areas, and what gaps, barriers and enablers would exist in implementing it. Methods: Qualitative data were collected in two phases during September 2016-November 2017 through interviews of PGY5 emergency residents and new-to-practice staff at the University of Toronto and McMaster University in Ontario, Canada. A semi-structured interview guide was developed and used during the first round of interviews at the University of Toronto during phase one. Results from phase one were used to refine the interview guide, to be used in phase two, to ensure that all potential areas of thematic generation were touched upon. Phase two occurred at the University of Toronto and McMaster University using the refined interview guide. All transcripts were coded, analyzed, and collapsed into themes. Data analysis was guided by a constructivist grounded theory based in a relativist paradigm. Results: Thematic analysis revealed five themes. Residents and staff alike described acquiring the skills of supervision and assessment passively, primarily through modeling the behaviours of others; the training that is available in these areas is variably used, creating a diversity of physician comfort levels within these two competencies; the many competing priorities in the emergency department represent significant barriers to improving supervision and assessment; providing negative feedback is universally difficult and often avoided, sometimes resulting in struggling trainees not being identified until late in residency; the move towards competency based education (CBE) will act as an impetus for more formal curriculum being required in these areas. Conclusion: As residency programs transition to a CBE model, there will be a greater need for formal training in supervision and assessment to achieve a standard level of comfort and competence among senior residents physicians in independent practice. These competencies will also need an emphasis on how to identify struggling trainees, and how to approach negative and constructive feedback.

scholarly journals Transition to practice: Evaluating the need for formal training in supervision and assessment among senior emergency medicine residents and new to practice emergency physicians

CJEM ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. 418-426 ◽  
Author(s):  
Sarah Kilbertus ◽  
Kaif Pardhan ◽  
Juveria Zaheer ◽  
Glen Bandiera
Keyword(s):  
Emergency Medicine ◽  
Negative Feedback ◽  
Structured Interview ◽  
Constructivist Grounded Theory ◽  
Formal Training ◽  
Emergency Physicians ◽  
Formal Curriculum ◽  
University Of Toronto ◽  
Individual Interviews ◽  
Assessment Skills

ABSTRACTObjectivesEmergency medicine residents may be transitioning to practice with minimal training on how to supervise and assess trainees. Our study sought to examine: 1) physician comfort with supervision and assessment, 2) what the current training gaps are within these competencies, and 3) what barriers or enablers might exist in implementing curricular improvements.MethodsQualitative data were collected in two phases through individual interviews from September 2016 to November 2017, at the University of Toronto and McMaster University after receiving ethics approval from both sites. Eligible participants were final year emergency medicine residents, residents pursuing an enhanced skills program in emergency medicine, and attendings within their first 3 years of practice. A semi-structured interview guide was developed and refined after phase one, to reflect content identified in the first set of interviews. All interviews were recorded, transcribed, coded, and collapsed into themes. Data analysis was guided by constructivist grounded theory.ResultsA thematic analysis revealed five themes: 1) Supervision and assessment skills were acquired passively through modelling, 2) the training available in these areas is variably used, creating a diversity of comfort levels, 3) competing priorities in the emergency department represent significant barriers to improving supervision and assessment; 4) providing negative feedback is difficult and often avoided; and 5) competence by design will act as an impetus for formal curriculum development in these areas.ConclusionsAs programs transition to competence by design, there will be a need for formal training in supervision and assessment, with a focus on negative feedback, to achieve a standardized level of competence among emergency physicians.

Identification of Preferred Healthy Weight Counseling Approaches for Children in the Dental Setting

2018 ◽  
Vol 42 (6) ◽  
pp. 414-421 ◽  
Author(s):  
Jiasheng D Guo ◽  
William F Vann ◽  
Jessica Y Lee ◽  
Michael W Roberts
Keyword(s):  
Structured Interview ◽  
Healthy Weight ◽  
Obesity Epidemic ◽  
Chapel Hill ◽  
Interview Guide ◽  
Dental Setting ◽  
English Speaking ◽  
School Of Dentistry ◽  
The University

Objective: There is a gap in the literature regarding optimal methods for the dental team to help address the childhood obesity epidemic; accordingly, this investigation sought to identify preferred communication approaches the dental team can rely upon to initiate dialogue with caregivers regarding the weight of their children. Study Design: A structured interview guide containing seven potential Healthy Weight Counseling (HWC) approaches and eight follow up questions was developed, pilot-tested, revised and utilized as a structured interview guide. Interviews were conducted at the Children's Clinic at the School of Dentistry at the University of North Carolina at Chapel Hill (UNC-CH) with 50 participants who are English-speaking caregivers of children ages 4–12. Results: Ninety-four percent of the participants were receptive to HWC in the dental setting. Caregivers indicated varying levels of acceptance for the seven HWC-approaches based on specific word choices in each approach. Sixty percent preferred HWC to be delivered with the child not present while 34% preferred the child's presence and 6% had no preference. Conclusions: Caregivers were open to weight-related conversations in the dental setting but to be well received, the dental team must choose their approach carefully and establish the proper doctor/patient relationship prior to HWC delivery. An individualized HWC-approach tailored to the specific needs of each family is indicated.

Pregraduate Training in Emergency Medicine

1993 ◽  
Vol 8 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Louis Binder ◽  
Desmond Colohan ◽  
Wolfgang Dick ◽  
Bernard Nemitz ◽  
Yoel Donchin ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Undergraduate Education ◽  
Medical Center ◽  
Disaster Medicine ◽  
World Congress ◽  
Medical Organization ◽  
University Of Toronto ◽  
Texas Tech University ◽  
The University ◽  
Seventh World

AbstractA panel session on undergraduate education in Emergency Medicine from a worldwide perspective was conducted at the Seventh World Congress of Emergency and Disaster Medicine in Montreal, in May, 1991. Desmond Colohan MD, of the University of Toronto (Canada) was the panel moderator. Panel speakers were: Louis Binder MD, Texas Tech University Health Services Center (USA); Wolfgang Dick MD, University of Mainz (Germany); Bernard Nemitz MD, Faculty de Medicine d'Ameins (France); Yoel Donchin MD, Hadassa Medical Organization (Israel); and Noriyoshi Ohashi MD, Tsukuba Medical Center (Japan).

scholarly journals MP18: Addressing unrealistic expectations: a novel transition to discipline curriculum in emergency medicine

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S48
Author(s):  
L. Costello ◽  
N. Argintaru ◽  
A. Wong ◽  
R. Simard ◽  
M. Chacko ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Exposure ◽  
Professional Activities ◽  
University Of Toronto ◽  
Airway Trauma ◽  
Self Assessments ◽  
Simulation Session ◽  
Interactive Workshop ◽  
The University ◽  
Spaced Repetition

Innovation Concept: Emergency medicine (EM) programs have restructured their training using a Competence by Design model. This model emphasizes entrustable professional activities (EPAs) that residents must fulfill before advancing in their training. The first EPA (EPA 1) for the transition to discipline (TTD) stage involves managing the unstable patient. Data from the University of Toronto (U of T) program suggests residents lack enough exposure to these patient presentations during TTD – creating a disconnect between anticipated clinical exposure and the expectation for residents to achieve competence in EPA 1. Methods: To overcome this gap, U of T EM faculty specifically targeted EPA 1 while designing the TTD curriculum. Kern's six-step approach to curriculum development in medical education was used. This six-step approach involves: problem identification, needs assessment, goals and objectives, education strategies, implementation and evaluation. To maximize feasibility of the new curriculum, existing sessions were mapped against EPAs and required training activities to identify synchrony where possible. Residents were scheduled on EM rotations with weekly academic days that included this novel curriculum. Curriculum, Tool or Material: Didactic lectures, procedural workshops and simulation were closely integrated in TTD to address EPA 1. Lectures introduced approaches to cardinal presentations. An interactive workshop introduced ACLS and PALS algorithms and defibrillator use. Three simulation sessions focused on ACLS, shock, airway, trauma and the altered patient. A final simulation session allowed spaced-repetition and integration of these topics. After the completion of TTD, residents participated in a six-scenario simulation OSCE directly assessing EPA 1. Conclusion: The curriculum was evaluated using a multifaceted approach including surveys, self-assessments, faculty feedback and OSCE performance. Overall, the curriculum achieved its goal in addressing EPA 1. It was well-received by faculty and residents. Residents rated the sessions highly, and self-reported improved confidence in assessing unstable patients and adhering to ACLS algorithms. The simulation OSCE demonstrated expected competency by residents in EPA 1. One limitation identified was the lack of a pediatric simulation session which has now been incorporated into the curriculum. Moving forward, this innovative curriculum will undergo continuous cycles of evaluation and improvement with a goal of applying a similar design to other stages of CBD.

scholarly journals Six ways to get a grip on teaching medical trainees on the convergence of Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum

2021 ◽  
Author(s):  
Aarti Sayal ◽  
Lisa Richardson ◽  
Allison Crawford
Keyword(s):  
Indigenous Health ◽  
School Curriculum ◽  
Research Literature ◽  
Formal Curriculum ◽  
Health Curriculum ◽  
Indigenous Knowledges ◽  
University Of Toronto ◽  
Curriculum Map ◽  
The University ◽  
Improve Health

As Indigenous knowledges and biomedicine come together in healthcare today, to improve health outcomes and strengthen cultural identity among Indigenous Peoples, it is vital for physicians to learn about this convergence during their training. This narrative review article aims to provide practical advice for educators when implementing teaching regarding this topic, using examples from the research literature, and pedagogical and practice-based methods used at the University of Toronto (UofT). The methodology on obtaining the research literature included a search of a computer database called Medline. Moreover, the medical school curriculum information specific to UofT, was obtained through the formal curriculum map and UofT’s Office of Indigenous Medical Education. The following six recommendations provide a way to successfully implement the teachings on Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum.

Use of electronic resources by law academics: a case study from the University of Namibia

2020 ◽  
Vol 39 (3) ◽  
pp. 57-68
Author(s):  
Anna Leonard ◽  
Nampa Meameno Hamutumwa ◽  
Chiku Mnubi-Mchombu
Keyword(s):  
Quantitative Research ◽  
Academic Staff ◽  
Sampling Technique ◽  
Structured Interview ◽  
Electronic Resources ◽  
Content Type ◽  
Quantitative Research Methods ◽  
Interview Guide ◽  
The University

Purpose The purpose of this paper is to examine the use of e-resources by the Faculty of Law’s academic staff at the University of Namibia’s (UNAM’s) main campus. The study aimed to determine their level of awareness of electronic resources (e-resources) available to them, how useful and effective they found these e-resources, and the challenges they face in accessing them. Design/methodology/approach A convenient sampling technique was used to select a sample of 12 law academics from the population of 17. The study used both qualitative and quantitative research methods using questionnaires and a semi-structured interview guide. Findings Findings revealed that the majority of the law academics were aware of the e-resources subscribed by UNAM’s library, although some were not aware of the newly subscribed international law databases. The findings further revealed that the academics used e-resources for research, publications and teaching purposes, but irregular training, bandwidth problems and limited searching skills hindered their use of e-resources. Practical implications Findings could be used to inform future collection-development decisions, realignment of information-literacy training and promotion and marketing of library services. Originality/value This study has made a significant contribution in the understanding the use of electronic legal resources by law academics at UNAM. The findings and recommendations could also benefit similar academic institutions in developing countries like Namibia.

scholarly journals LO15: Not a hobby anymore: Establishment of the Global Health Emergency Medicine organization at the University of Toronto to facilitate academic careers in global health for faculty and residents

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S32
Author(s):  
C. Hunchak ◽  
L. Puchalski Ritchie ◽  
M. Salmon ◽  
J. Maskalyk ◽  
M. Landes
Keyword(s):  
Emergency Medicine ◽  
Global Health ◽  
Academic Career ◽  
Critical Mass ◽  
Practice Research ◽  
University Of Toronto ◽  
Academic Benefits ◽  
Seed Funding ◽  
Academic Plan ◽  
The University

Introduction/Innovation Concept: Demand for training in global health emergency medicine (EM) practice and education across Canada is high and increasing. For faculty with advanced global health EM training, EM departments have not traditionally recognized global health as an academic niche warranting support. To address these unmet needs, expert faculty at the University of Toronto (UT) established the Global Health Emergency Medicine (GHEM) organization to provide both quality training opportunities for residents and an academic home for faculty in the field of global health EM. Methods: Six faculty with training and experience in global health EM founded GHEM in 2010 at a UT teaching hospital, supported by the leadership of the ED chief and head of the Divisions of EM. This initial critical mass of faculty formed a governing body, seed funding was granted from the affiliated hospital practice plan and a five-year strategic academic plan was developed. Curriculum, Tool, or Material: GHEM has flourished at UT with growing membership and increasing academic outputs. Five governing members and 9 general faculty members currently run 18 projects engaging over 60 faculty and residents. Formal partnerships have been developed with institutions in Ethiopia, Congo and Malawi, supported by five granting agencies. Fifteen publications have been authored to date with multiple additional manuscripts currently in review. Nineteen FRCP and CCFP-EM residents have been mentored in global health clinical practice, research and education. Finally, GHEM’s activities have become a leading recruitment tool for both EM postgraduate training programs and the EM department. Conclusion: GHEM is the first academic EM organization in Canada to meet the ever-growing demand for quality global health EM training and to harness and support existing expertise among faculty. The productivity from this collaborative framework has established global health EM at UT as a relevant and sustainable academic career. GHEM serves as a model for other faculty and institutions looking to move global health EM practice from the realm of ‘hobby’ to recognized academic endeavor, with proven academic benefits conferring to faculty, trainees and the institution.

scholarly journals Occupational Stress among Lecturers: The Case of Female Lecturers in University Education, Winneba

2021 ◽  
pp. 20-35
Author(s):  
Veronica Esinam Eggley ◽  
Joshua-Luther Ndoye Upoalkpajor ◽  
Alfred Alunga Anovunga
Keyword(s):  
Occupational Stress ◽  
Structured Interview ◽  
University Education ◽  
Career Expectations ◽  
Home Life ◽  
Interview Guide ◽  
The University ◽  
Quantitative And Qualitative Methods ◽  
Method Approach ◽  
Assertive Training

The purpose of this study was to explore occupational stress among female lecturers in University of Education, Winneba. Two research questions were framed to guide the study. A triangulatory mixed method approach of quantitative and qualitative methods were used in order to obtain a fuller picture on female lecturers’ stress with future recommendations grounded in the research. Descriptive statistics and thematic analysis were used to analyse the quantitative and qualitative data respectively. Seventy-five respondents were selected using purposive sampling method using structured questionnaires and six were interviewed using semi-structured interview guide. The results revealed that the causes of stress among the female lecturers are abundant and wide-ranging extending from heavy workload, pressure from meeting deadlines, overlapping responsibilities, demands from career expectations, to working home at the expense of rest among others. Stress experienced by female lecturers affected their work as well as their home life. The study recommended amongst others that the university should reduce the workload of female lecturers by employing the services of more lecturers or Teaching Assistants and also female lecturers should be supported to manage stress through counselling and assertive training.

scholarly journals Cross-cultural adaptation of the Work Disability Diagnosis Interview (WoDDI) for the Brazilian context

2012 ◽  
Vol 20 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Vivian Aline Mininel ◽  
Vanda Elisa Andres Felli ◽  
Patrick Loisel ◽  
Maria Helena Palucci Marziale
Keyword(s):  
Cultural Adaptation ◽  
Work Disability ◽  
Structured Interview ◽  
Cross Cultural ◽  
Expert Committee ◽  
Cross Cultural Adaptation ◽  
Work Related ◽  
Interview Guide ◽  
Back Translation ◽  
The University

The Work Disability Diagnosis Interview (WoDDI) is a structured interview guide developed by the University of Sherbrooke, Canada to help clinicians detect the most important work-related disability predictors and to identify one or more causes of prolonged absenteeism. This methodological study aims for the cross-cultural adaptation of the WoDDI for the Brazilian context. The method followed international guidelines for studies of this kind, including the following steps: initial translation, synthesis of translations, back translation, evaluation by an expert committee and testing of the penultimate version. These steps allowed obtaining conceptual, semantic, idiomatic, experiential and operational equivalences, in addition to content validity. The results showed that the translated WoDDI is adapted to the Brazilian context and can be used after training.

scholarly journals Emergency medicine preclerkship observerships: evaluation of a structured experience

CJEM ◽  
2009 ◽  
Vol 11 (03) ◽  
pp. 235-239 ◽  
Author(s):  
Rick Penciner
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Medical School ◽  
Role Models ◽  
Online Survey ◽  
Career Decisions ◽  
Convenience Sample ◽  
University Of Toronto ◽  
Perceptions And Attitudes ◽  
The University

ABSTRACT Objective: Medical students are expected to make residency and career decisions early in their undergraduate medical education. In medical school curricula, there is limited exposure to emergency medicine (EM) in the preclerkship years. The purpose of this study was to evaluate a structured EM observership program for preclerks by surveying the students’ perceptions and attitudes about the program following their participation. Methods: A structured observership program was developed and implemented at the University of Toronto Medical School in February 2007. All first- and second-year students were eligible to participate on a voluntary basis. Nine emergency department (ED) teaching sites were enlisted, with each site recruiting interested preceptors. The observership consisted of two 4-hour shifts with 1 preceptor at 1 site. Specific expectations were provided to the students at the start of the observership. A convenience sample was used for the period between Feb. 26 and Nov. 4, 2007, to conduct an anonymous online survey about the students' experience after the ob servership. Results: During the study period, 82 students completed 99 observerships at 9 sites with 54 different preceptors. Of the 82 students who completed the observerships, 70 students completed the survey. Overall, all the students (70/70) found the experience to be worthwhile. Most students (68/70) viewed the preceptors as good role models. As a result of the observership, 47 of 70 students reported that their attitudes about and interest in EM had changed and most (59/70) planned on exploring other opportunities in EM (e.g., electives). Conclusion: Structured EM observerships are viewed by medical students to be worthwhile. These observerships can change attitudes about and interest in EM and allow students to make more informed career choices.

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