scholarly journals Supplementary Educational Models in Canadian Neurosurgery Residency Programs

2016 ◽  
Vol 44 (2) ◽  
pp. 177-183 ◽  
Author(s):  
Won Hyung A. Ryu ◽  
Sonny Chan ◽  
Garnette R. Sutherland
Keyword(s):  
Surgical Education ◽  
Online Survey ◽  
Teaching Method ◽  
Program Directors ◽  
Educational Models ◽  
Residency Programs ◽  
Educational Methods ◽  
Current Implementation ◽  
Neurosurgical Society ◽  
Work Hour

AbstractBackground: The proposed implementation of work hour restrictions has presented a significant challenge of maintaining the quality of resident education and ensuring adequate hands-on experience that is essential for novice surgeons. To maintain the level of resident surgical competency, revision of the apprentice model of surgical education to include supplementary educational methods, such as laboratory and virtual reality (VR) simulations, have become frequent topics of discussion. We aimed to better understand the role of supplementary educational methods in Canadian neurosurgery residency training. Methods: An online survey was sent to program directors of all 14 Canadian neurosurgical residency programs and active resident members of the Canadian Neurosurgical Society (N=85). We asked 16 questions focusing on topics of surgeon perception, current implementation and barriers to supplementary educational models. Results: Of the 99 surveys sent, 8 out of 14 (57%) program directors and 37 out of 85 (44%) residents completed the survey. Of the 14 neurosurgery residency programs across Canada, 7 reported utilizing laboratory-based teaching within their educational plan, while only 3 programs reported using VR simulation as a supplementary teaching method. The biggest barriers to implementing supplementary educational methods were resident availability, lack of resources, and cost. Conclusions: Work-hour restrictions threaten to compromise the traditional apprentice model of surgical training. The potential value of supplementary educational methods for surgical education is evident, as reported by both program directors and residents across Canada. However, availability and utilization of laboratory and VR simulations are limited by numerous factors such as time constrains and lack of resources.

scholarly journals Education Research: Neurology Resident EEG Education: A Survey of US Neurology Residency Program Directors

Neurology ◽  
2020 ◽  
pp. 10.1212/WNL.0000000000011354
Author(s):  
Fábio A. Nascimento ◽  
Jay R. Gavvala
Keyword(s):  
Online Survey ◽  
Program Directors ◽  
Outpatient Setting ◽  
Objective Measures ◽  
Successful Completion ◽  
Residency Programs ◽  
Educational Methods ◽  
The Us ◽  
The Mean ◽  
Residency Program Directors

Objective:To better understand the EEG education provided to adult neurology residents by surveying program directors (PDs) of adult neurology residency programs in the US.Methods:An online survey focused on characteristics of neurology residency programs and their EEG teaching systems was distributed to the 161 adult neurology residency PDs listed in the ACGME website at the time of the study.Results:Forty-seven (29%) out of the 161 PDs completed the survey – most of the participating programs (89%) were academic. The mean number of 1-month EEG rotation(s) required to graduate was 1.7 (range 0-4, median 1.75). EEG rotations involved the inpatient and outpatient setting in 91% and 70% of programs, respectively. The average number of EEGs read during a typical EEG rotation varied from more than 40, in about one-third of programs, to 0-10, in about 14% of programs. There was significant variability in the requirements for successful completion of EEG rotations, and most PDs (64%) reported not utilizing objective measures to assess EEG milestones. The most commonly used educational methods were didactics throughout the year (95%) and EEG teaching during EEG rotations (93%). The most commonly reported barriers to EEG education were insufficient EEG exposure (32%) and ineffective didactics (11%); possible solutions are summarized in table 1.Conclusion:Our study identified a lack of consistency in teaching and evaluating residents during residency and presented EEG education barriers alongside possible solutions. We encourage PDs across the country to re-evaluate their EEG teaching systems in order to optimize EEG education.

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

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.

scholarly journals An Update of Oral Health Curricula in US Family Medicine Residency Programs

2018 ◽  
Vol 50 (6) ◽  
pp. 437-443 ◽  
Author(s):  
Hugh Silk ◽  
Judith A. Savageau ◽  
Kate Sullivan ◽  
Gail Sawosik ◽  
Min Wang
Keyword(s):  
Oral Health ◽  
Family Medicine ◽  
Online Survey ◽  
Program Directors ◽  
Residency Programs ◽  
Health Curriculum ◽  
Family Medicine Residency ◽  
Important Health ◽  
Dental Professional ◽  
Residency Program Directors

Background and Objectives: National initiatives have encouraged oral health training for family physicians and other nondental providers for almost 2 decades. Our national survey assesses progress of family medicine residency programs on this important health topic since our last survey in 2011. Methods: Family medicine residency program directors (PDs) completed an online survey covering various themes including number of hours of oral health (OH) teaching, topics covered, barriers, evaluation, positive influences, and program demographics. Results: Compared to 2011, more PDs feel OH should be addressed by physicians (86% in 2017 vs 79% in 2011), yet fewer programs are teaching OH (81% vs 96%) with fewer hours overall (31% vs 45% with 4 or more hours). Satisfaction with the competence of graduating residents in OH significantly decreased (17% in 2017 vs 32% in 2011). Program directors who report graduates being well prepared to answer board questions on oral health topics are more likely to have an oral health champion (P<0.001) and report satisfaction with the graduates’ level of oral health competency (P<0.001). Programs with an oral health champion, or having a relationship with a state or national oral health coalition, or having routine teaching from a dental professional are significantly more likely to have more hours of oral health curriculum (P<0.001). Conclusions: Family medicine PDs are more aware of the importance of oral health, yet less oral health is being taught in residency programs. Developing more faculty oral health champions and connecting programs to dental faculty and coalitions may help reduce this educational void.

scholarly journals EEG education in Brazil: a national survey of adult neurology residents

2021 ◽  
Author(s):  
Elora Sampaio Lourenço ◽  
Dora Pedroso Kowacs ◽  
Jay Raman Gavvala ◽  
Pedro André Kowacs ◽  
Fábio Augusto NASCIMENTO
Keyword(s):  
National Survey ◽  
Education System ◽  
Online Survey ◽  
Teaching Method ◽  
Residency Programs ◽  
Current State ◽  
Level Of Confidence ◽  
Survey Results ◽  
Education Requirements ◽  
Education In Brazil

ABSTRACT Background: In light of the established challenges of resident EEG education worldwide, we sought to better understand the current state of neurology resident EEG education in Brazil. Objective: To define Brazilian EEG practices including in-residency requirements for EEG training and competency. Methods: We assessed the perspectives of adult residents (PGY1-3) on EEG education and their level of confidence interpreting EEG with a 24-question online survey. Results: We analyzed 102 responses from 52 Brazilian neurology residency programs distributed in 14 states. There were 18 PGY1s, 45 PGY2s, and 39 PGY3s. Ninety-six percent of participants reported that learning how to read EEG during residency was very or extremely important. The most commonly reported barriers to EEG education were insufficient EEG exposure (70%) and ineffective didactics (46%). Residents believed that standard EEG lectures were the most efficient EEG teaching method followed by interpreting EEG with attendings’ supervision. Roughly half of residents (45%) reported not being able to read EEG even with supervision, and approximately 70% of all participants did not feel confident writing an EEG report independently. Conclusion: Despite the well-established residency EEG education requirements recommended by the Brazilian Academy of Neurology (ABN), there seems to be a significant lack of comfort interpreting EEG among Brazilian adult neurology residents. We encourage Brazilian neurology residency leadership to re-evaluate the current EEG education system in order to ensure that residency programs are following EEG education requirements and to assess whether EEG benchmarks require modifications.

scholarly journals New Professionalism Challenges in Medical Training: An Exploration of Social Networking

2014 ◽  
Vol 6 (1) ◽  
pp. 100-105 ◽  
Author(s):  
Jennifer C. Kesselheim ◽  
Maneesh Batra ◽  
Frank Belmonte ◽  
Kimberly A. Boland ◽  
Robert S. McGregor
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Online Survey ◽  
Ad Hoc ◽  
Medical Training ◽  
Program Directors ◽  
The United States ◽  
Inappropriate Behavior ◽  
Online Activity ◽  
Residency Programs

Abstract Background Innovative online technology can enhance the practice of medicine, yet it also may be a forum for unprofessional behavior. Objective We surveyed program directors regarding their perceptions and experiences with residents' use of social networking sites (SNS). Methods In September 2011, we sent an online survey to program directors and associate program directors of pediatrics residency programs within the United States who are members of the Association of Pediatric Program Directors. Results A total of 162 program directors or associate program directors (representing 50% of residency programs) responded to the survey. One-third of respondents are “very familiar” with SNS and 23% use them “daily or often.” Most respondents (70%) rated “friending” peers as “completely appropriate,” whereas only 1% of respondents rated “friending” current or past patients as “completely appropriate.” More than one half of respondents believe inappropriate behavior on SNS is “somewhat” or “very” prevalent, and 91% are “somewhat” or “very” concerned that the prevalence of inappropriate behavior on SNS may increase. The most commonly reported problematic online activity was posting inappropriate comments about the workplace. Posting of inappropriate comments about self, patients, and staff also was observed. Residency programs commonly educate trainees about SNS during intern orientation (45%), or using written guidelines (29%) and ad hoc remediation (16%). Conclusions As educators teach trainees principles of online professionalism, appropriate use of SNS needs to be included in the training process. Curricular efforts may be hindered by some program directors' lack of familiarity with SNS.

scholarly journals A Consensus Guideline to Support Resident-as-Teacher Programs and Enhance the Culture of Teaching and Learning

2019 ◽  
Vol 11 (3) ◽  
pp. 313-318 ◽  
Author(s):  
Bri Anne McKeon ◽  
Hope A. Ricciotti ◽  
Thomas J. Sandora ◽  
Subha Ramani ◽  
Richard Pels ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Program Directors ◽  
Teaching Hospitals ◽  
Consensus Guideline ◽  
Local Resident ◽  
Residency Programs ◽  
Road Map ◽  
Teaching Awards ◽  
Culture Of Teaching

ABSTRACT Background Methods for assessing residents as teachers are limited, and it can be difficult to discern optimal curricula for training residents as educators. A guideline may be a tool to assess resident-as-teacher programs and to help enhance a culture of teaching and learning. Objective We developed a consensus guideline to assess academic medical centers' resident-as-teacher programs and teaching environments. Methods Faculty representing 8 specialties from 5 teaching hospitals created a guideline for resident-as-teacher programs through an iterative expert consensus development process. To assess local resident-as-teacher practices, the guideline was administered as an online survey to program directors from 47 residency programs at 5 hospitals. The survey included 26 items addressing curricula, educational climate, financial support, assessment, professional development, and promotion. Results Forty-nine percent of residency programs surveyed completed the questionnaire, representing 65% of specialties (17 of 26). Respondents reported that residents were required to participate in a teaching orientation in 78% of programs (18 of 23) and were evaluated on teaching in 91% (21 of 23). There were special educational programs and teaching awards in 91% of programs (21 of 23), respectively. All programs included evaluations of faculty teaching, which were linked to faculty annual reviews in 52% of programs (12 of 23), but to faculty promotion or salary in only 22% of programs (5 of 23). Conclusions We developed a resident-as-teacher consensus guideline that could provide a road map for program directors and institutions to think broadly about how they educate residents and fellows as teachers.

scholarly journals Education Research: The current state of neurophysiology education in selected neurology residency programs

Neurology ◽  
2018 ◽  
Vol 90 (15) ◽  
pp. 708-711 ◽  
Author(s):  
Kate M. Daniello ◽  
Daniel J. Weber
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Program Directors ◽  
Study Program ◽  
Learning To Read ◽  
Residency Programs ◽  
Educational Methods ◽  
Current State ◽  
Methods Of Learning ◽  
Over Time

ObjectivePrior research has illustrated there is a knowledge gap in neurology residents' neurophysiology education (EEG and EMG), and we sought to understand whether this is still an issue and to recognize the barriers in order to create solutions and improve education.MethodsSurveys were developed for adult neurology residents and one for program directors asking about confidence in neurophysiology knowledge, percent of graduates reaching level 4 ACGME (American Council of Graduate Medical Education) milestones in EEG and EMG, methods of learning used, interest in the subjects, and suggestions for improvements.ResultsTwenty-six program directors (19% responder rate) and 55 residents (from at least 16 different programs) completed the survey. Program directors thought that 85% of graduating residents met level 4 milestones in EEG and only 75% in EMG. Structured rotations and more time allocated to education of these topics were frequent barriers mentioned. Postgraduate year 4 residents were 60% and 67% confident in EEG and 64%, 59%, and 62.3% in EMG level 4 milestones. Learning to read EEGs was considered important throughout residents' training; however, this interest and value decreased over time with EMG.ConclusionIn our study, program directors suspect up to a quarter of residents may graduate not meeting level 4 ACGME milestones, and residents expressed lack of confidence in these areas. The educational methods used to instruct residents in EEG and EMG were similar as were the barriers they face across programs. This information hopefully will help fuel curriculum design and interest in these important neurology techniques.

Factors Affecting Attrition in Graduate Surgical Education

2007 ◽  
Vol 73 (10) ◽  
pp. 963-966 ◽  
Author(s):  
Som Kohanzadeh ◽  
Yukiharu Hayase ◽  
Maarten K. Lefor ◽  
Yasuhiro Nagata ◽  
Alan T. Lefor
Keyword(s):  
United States ◽  
Training Program ◽  
Surgical Education ◽  
Program Directors ◽  
The United States ◽  
Counseling Services ◽  
Factors Affecting ◽  
Institutional Review ◽  
Work Hour

This study was undertaken to identify characteristics of residents who left their training program before the end of the program. A survey was sent to 248 Program Directors in the United States, after institutional review. Anonymous responses were received from 27 (11%) programs. Data was received on 166 residents, including 111 males and 55 females. The group included 146 categorical residents and 20 preliminary residents. Of these, 60 residents left in the middle of the year and 105 left at the end of the year. Of the 164 residents for whom data was reported, 30 (21%) used counseling services. Of 110 residents who left before 2004, 54 (49%) left to choose another specialty. In 2004, of 25 residents who left, 13 (52%, P > 0.05) pursued training in another specialty, and in 2005 of 31 residents who left, 23 (74%, P < 0.025) chose another specialty. Significantly more residents who started a career in surgery after 2004 left to train in another specialty. This may be due to implementation of work hour restrictions in 2003 leading residents to enter surgery who would not have done so previously. Strategies for better retention of matched residents are necessary to reverse this worrisome trend.

scholarly journals Canadian Plastic Surgery Resident Work Hour Restrictions: Practices and Perceptions of Residents and Program Directors

2018 ◽  
Vol 26 (1) ◽  
pp. 11-17
Author(s):  
Colin W. McInnes ◽  
Joshua Vorstenbosch ◽  
Ryan Chard ◽  
Sarvesh Logsetty ◽  
Edward W. Buchel ◽  
...  
Keyword(s):  
Plastic Surgery ◽  
Online Survey ◽  
Program Directors ◽  
Surgical Skills ◽  
Resident Work ◽  
Resident Wellness ◽  
Work Hour ◽  
Controversial Topic ◽  
Surgery Resident ◽  
The Impact

Background: The impact of resident work hour restrictions on training and patient care remains a highly controversial topic, and to date, there lacks a formal assessment as it pertains to Canadian plastic surgery residents. Objective: To characterize the work hour profile of Canadian plastic surgery residents and assess the perspectives of residents and program directors regarding work hour restrictions related to surgical competency, resident wellness, and patient safety. Methods: An anonymous online survey developed by the authors was sent to all Canadian plastic surgery residents and program directors. Basic summary statistics were calculated. Results: Eighty (53%) residents and 10 (77%) program directors responded. Residents reported working an average of 73 hours in hospital per week with 8 call shifts per month and sleep 4.7 hours/night while on call. Most residents (88%) reported averaging 0 post-call days off per month and 61% will work post-call without any sleep. The majority want the option of working post-call (63%) and oppose an 80-hour weekly maximum (77%). Surgical and medical errors attributed to post-call fatigue were self-reported by 26% and 49% of residents, respectively. Residents and program directors expressed concern about the ability to master surgical skills without working post-call. Conclusions: The majority of respondents oppose duty hour restrictions. The reason is likely multifactorial, including the desire of residents to meet perceived expectations and to master their surgical skills while supervised. If duty hour restrictions are aggressively implemented, many respondents feel that an increased duration of training may be necessary.

Disaster Education: A Survey Study to Analyze Disaster Medicine Training in Emergency Medicine Residency Programs in the United States

2017 ◽  
Vol 32 (4) ◽  
pp. 368-373 ◽  
Author(s):  
Ritu R. Sarin ◽  
Srihari Cattamanchi ◽  
Abdulrahman Alqahtani ◽  
Majed Aljohani ◽  
Mark Keim ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
Online Survey ◽  
The United States ◽  
Disaster Medicine ◽  
Survey Study ◽  
Educational Approach ◽  
Educational Models ◽  
Residency Programs ◽  
Disaster Education

AbstractBackgroundThe increase in natural and man-made disasters occurring worldwide places Emergency Medicine (EM) physicians at the forefront of responding to these crises. Despite the growing interest in Disaster Medicine, it is unclear if resident training has been able to include these educational goals.HypothesisThis study surveys EM residencies in the United States to assess the level of education in Disaster Medicine, to identify competencies least and most addressed, and to highlight effective educational models already in place.MethodsThe authors distributed an online survey of multiple-choice and free-response questions to EM residency Program Directors in the United States between February 7 and September 24, 2014. Questions assessed residency background and details on specific Disaster Medicine competencies addressed during training.ResultsOut of 183 programs, 75 (41%) responded to the survey and completed all required questions. Almost all programs reported having some level of Disaster Medicine training in their residency. The most common Disaster Medicine educational competencies taught were patient triage and decontamination. The least commonly taught competencies were volunteer management, working with response teams, and special needs populations. The most commonly identified methods to teach Disaster Medicine were drills and lectures/seminars.ConclusionThere are a variety of educational tools used to teach Disaster Medicine in EM residencies today, with a larger focus on the use of lectures and hospital drills. There is no indication of a uniform educational approach across all residencies. The results of this survey demonstrate an opportunity for the creation of a standardized model for resident education in Disaster Medicine.SarinRR, CattamanchiS, AlqahtaniA, AljohaniM, KeimM, CiottoneGR. Disaster education: a survey study to analyze disaster medicine training in emergency medicine residency programs in the United States. Prehosp Disaster Med. 2017;32(4):368–373.

Sign in / Sign up

Export Citation Format

Share Document