scholarly journals Current Educational Issues in the Clinical Neurosciences

2001 ◽  
Vol 28 (4) ◽  
pp. 283-292 ◽  
Author(s):  
R. Desbiens ◽  
M.G. Elleker ◽  
G. Goldsand ◽  
J. Max Findlay ◽  
H. Hugenholtz ◽  
...  
Keyword(s):  
Residency Training ◽  
Royal College ◽  
Clinical Teaching ◽  
Resident Training ◽  
Subspecialty Training ◽  
Optimal Care ◽  
Medical Specialties ◽  
Canadian Health Care System ◽  
Personal Time ◽  
Canadian Association

Objective:Canadian training in the clinical neurosciences, neurology and neurosurgery, faces significant challenges. New balances are being set by residents, their associations and the Royal College of Physicians and Surgeons of Canada between clinical service, education and personal time. The nature of hospital-provided medical service has changed significantly over the past decade, impacting importantly on resident training. Finally, future manpower needs are of concern, especially in the field of neurosurgery, where it appears that soon more specialists will be trained than can be absorbed into the Canadian health care system.Methods:A special symposium on current challenges in clinical neuroscience training was held at the Canadian Congress of Neurological Sciences in June 2000. Representatives from the Canadian Association of Interns and Residents, the Royal College of Physicians and Surgeons of Canada and English and French neurology and neurosurgery training programs made presentations, which are summarized in this report.Results:Residency training has become less service-oriented, and this trend will continue. In order to manage the increasingly sophisticated hospital services of neurology and neurosurgery, resident-alternatives in the form of physician “moonlighters” or more permanent hospital-based clinicians or “hospitalists” will be necessary in order to operate major neuroclinical units. Health authorities and hospitals will need to recognize and assume this responsibility. As clinical experience diminishes during residency training, inevitably so will the concept of the fully competent “generalist” at the end of specialty training. Additional subspecialty training is being increasingly sought by graduates, particularly in neurosurgery.Conclusion:Training in neurology and neurosurgery, as in all medical specialties, has changed significantly in recent years and continues to change. Programs and hospitals need to adapt to these changes in order to ensure the production of fully qualified specialists in neurology and neurosurgery and the provision of optimal care to patients in clinical teaching units.

scholarly journals Current Educational Issues in the Clinical Neurosciences

2001 ◽  
Vol 28 (4) ◽  
pp. 299-308 ◽  
Author(s):  
R. Desbiens ◽  
M.G. Elleker ◽  
G. Goldsand ◽  
H. Hugenholtz ◽  
D. Puddester ◽  
...  
Keyword(s):  
Residency Training ◽  
Royal College ◽  
Clinical Teaching ◽  
Resident Training ◽  
Subspecialty Training ◽  
Optimal Care ◽  
Medical Specialties ◽  
Canadian Health Care System ◽  
Personal Time ◽  
Canadian Association

Objective:Canadian training in the clinical neurosciences, neurology and neurosurgery, faces significant challenges. New balances are being set by residents, their associations and the Royal College of Physicians and Surgeons of Canada between clinical service, education and personal time. The nature of hospital-provided medical service has changed significantly over the past decade, impacting importantly on resident training. Finally, future manpower needs are of concern, especially in the field of neurosurgery, where it appears that soon more specialists will be trained than can be absorbed into the Canadian health care system.Methods:A special symposium on current challenges in clinical neuroscience training was held at the Canadian Congress of Neurological Sciences in June 2000. Representatives from the Canadian Association of Interns and Residents, the Royal College of Physicians and Surgeons of Canada and English and French neurology and neurosurgery training programs made presentations, which are summarized in this report.Results:Residency training has become less service-oriented, and this trend will continue. In order to manage the increasingly sophisticated hospital services of neurology and neurosurgery, resident-alternatives in the form of physician “moonlighters” or more permanent hospital-based clinicians or “hospitalists” will be necessary in order to operate major neuroclinical units. Health authorities and hospitals will need to recognize and assume this responsibility. As clinical experience diminishes during residency training, inevitably so will the concept of the fully competent “generalist” at the end of specialty training. Additional subspecialty training is being increasingly sought by graduates, particularly in neurosurgery.Conclusions:Training in neurology and neurosurgery, as in all medical specialties, has changed significantly in recent years and continues to change. Programs and hospitals need to adapt to these changes in order to ensure the production of fully qualified specialists in neurology and neurosurgery and the provision of optimal care to patients in clinical teaching units.

Adequacy of Pathology Resident Training for Employment: A Survey Report From the Future of Pathology Task Group

2007 ◽  
Vol 131 (4) ◽  
pp. 545-555 ◽  
Author(s):  
Mary E. Kass ◽  
James M. Crawford ◽  
Betsy Bennett ◽  
Teresa M. Cox ◽  
Margaret M. Grimes ◽  
...  
Keyword(s):  
Residency Training ◽  
Clinical Laboratory ◽  
Medical Knowledge ◽  
Clinical Pathology ◽  
Resident Training ◽  
Recent Change ◽  
Subspecialty Training ◽  
Residency Programs ◽  
Anatomic Pathology ◽  
Recent Graduates

Abstract Context.—The recent change in accreditation requirements for anatomic pathology and clinical pathology residency training from 5 to 4 years and the rapid advances in technologies for pathology services have sparked a renewed debate over the adequacy of pathology residency training. In particular, perceived deficiencies in training have been declared from a variety of sources, both in the form of recent editorial opinions and from surveys of community hospital pathologist employers in 1998, 2003, and 2005 by Dr Richard Horowitz. Objective.—To obtain more comprehensive data on the perceptions of strengths and weaknesses in pathology residency training. Design.—The College of American Pathologists conducted a survey of potential pathology employers (senior College of American Pathologists members, members designated as head of group, and members of the Association of Directors of Anatomic and Surgical Pathology). Also surveyed were recent graduates of pathology residency programs, who were identified as being junior members of the College of American Pathologists, were recent recipients of certification from the American Board of Pathology, or were contacted through their directors of pathology residency programs. Results.—There were 559 employer respondents, of whom 384 were responsible for hiring and/or supervising new pathologists. There were 247 recent graduates of pathology residency training programs who responded. From the employers' standpoint, the majority expressed overall satisfaction with recent graduates, but almost one third of employers indicated that new hires had a major deficiency in a critical area. Specific areas of deficiency were clinical laboratory management and judgment in ordering special stains and studies. In addition, one half of employers agreed that more guidance and support for newly trained pathologists is needed now than was required 10 years ago. Academic employers generally were more satisfied than private sector employers. Newly trained pathologists did not appear to be inappropriately overconfident in their abilities. In addition, their perceptions of those specific areas in which they are most and least prepared are very similar to the ratings provided by employers. On average, newly trained pathologists' ratings of their own preparedness are highest for specific aspects of general pathology and anatomic pathology, and lowest for specific aspects of clinical pathology and administration. In selecting new pathologists, employers perceived medical knowledge and interpersonal skills as the most important discriminating applicant characteristics. When new employees were asked why they thought they were offered their position, the discriminating qualifications cited most often were academic background and training, as well as completion of a fellowship and subspecialty training. Conclusions.—It is our hope that the results of this survey can be used as input for further discussions and recommendations for training of pathology residents so as to further advance the ability of pathologists to provide quality patient care upon their graduation from training.

scholarly journals Incorporating Evidence into Clinical Teaching: Enhanced Geriatrics Specialty Case-Based Residency Presentations

2012 ◽  
Vol 4 (1) ◽  
pp. 83-86 ◽  
Author(s):  
James S. Powers ◽  
Molly Cahall ◽  
Marcia Epelbaum ◽  
Ralf Habermann ◽  
Donna Rosenstiel ◽  
...  
Keyword(s):  
Geriatric Patients ◽  
Clinical Teaching ◽  
Resident Training ◽  
Research Literature ◽  
First Year ◽  
Evidence Based ◽  
Medical Specialties ◽  
Approach To Teaching ◽  
Clinical Content ◽  
Case Based

Abstract Introduction Case-based presentations are widely used in medical education and are a preferred education modality to teach about the care of geriatric patients across a range of medical specialties. Methods We incorporated evidence-based materials from topical literature syntheses into case-based presentations on the care of geriatric patients for use by specialty residents. These enhanced case-based presentations were used to augment learning and to facilitate detection of additional educational needs for future resident training sessions. Results Forty case-based presentations were presented to 11 specialty programs during a 4-year period. The program was popular, and program directors and residents requested additional presentations. Geriatric evidence-based summaries were viewed online 375 times during the course of the project. Geriatric clinical consults increased from an average of 10 consults a year to 141 from 64 different providers during the first year. Discussion Case-based presentation, enhanced with evidence-based summaries of research literature generated by information specialists, is a feasible and effective approach to teaching clinical content. These presentations can be used to target geriatrics educational competencies for resident trainees in nongeriatric specialties.

68. The resident experience in a large urban teaching setting: Results of the 2005-2006 resident exit survey, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 66
Author(s):  
N. Tenn-Lyn ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Quality Control ◽  
Residency Training ◽  
Royal College ◽  
Online Survey ◽  
Career Guidance ◽  
Training Programs ◽  
Program Planning ◽  
Educational Experience ◽  
Care Experience

We developed and implemented an annual online survey to administer to residents exiting residency training in order to (1) assess the quality of the residency experience and (2) identify areas of strength and areas requiring improvement. Long-term goals include program planning, policy-making and maintenance of quality control. Survey content was developed from an environmental scan, pre-existing survey instruments, examination of training criteria established by the CFPC and the CanMEDS criteria established by the RCPSC. The survey included evaluation benchmarks and satisfaction ratings of program director and faculty, preparation for certification and practice, quality of life, quality of education, and work environment. The response rate was 28%. Seventy-five percent of respondents were exiting from Royal College training programs. Results of descriptive statistics determined that the overall educational experience was rated highly, with 98.9% of respondents satisfied or very satisfied with their overall patient care experience. Ninety-six percent of respondents were satisfied or very satisfied with the overall quality of teaching. Preparation for practice was identified as needing improvement, with 26% and 34% of respondents giving an unsatisfactory rating to career guidance and assistance with finding employment, respectively. Although 80% of respondents reported receiving ongoing feedback and 84% discussed their evaluations with their supervisors, only 38% of evaluations were completed by the end of the rotation. The results indicate that residents are generally satisfied with their experiences during residency training, especially with their overall educational experience. Areas of improvement include preparation for practice and timeliness of evaluations. Further iterations of this survey are needed to refine the instrument, identify data trends and maintain quality control in residency training programs. Frank JR (ed.). The CanMEDS competency framework: better standards, better physicians, better care. Ottawa: The Royal College of Physicians and Surgeons of Canada, 2005. Merritt, Hawkins and Associates. Summary Report: 2003 Survey of final-year medical residents. http://www.merritthawkins.com/pdf/MHA2003residentsurv.pdf. Accessed May 1, 2006. Regnier K, Kopelow M, Lane D, Alden A. Accreditation for learning and change: Quality and improvement as the outcome. The Journal of Continuing Education in the Health Professions 2005; 25:174-182.

Trends of core versus subspecialty operative procedures completed in general surgery residency training programs

2021 ◽  
pp. postgradmedj-2021-140503
Author(s):  
Faiz Tuma ◽  
Rafael D Malgor ◽  
Nikit Kapila ◽  
Mohamed K Kamel
Keyword(s):  
Residency Training ◽  
General Surgery ◽  
Operative Procedures ◽  
Steady Increase ◽  
Subspecialty Training ◽  
Paediatric Surgery ◽  
Case Volume ◽  
General Surgery Residency ◽  
The Core ◽  
Case Logs

IntroductionGeneral surgery residency involves performing subspecialty procedures in addition to the core general procedures. However, the proportion of core general surgery versus subspecialty procedures during training is variable and its temporal changes are unknown. The goal of our study was to assess the current trends in core general surgery and subspecialty procedure distributions during general surgery residency training.MethodsData were collected from the ACGME core general surgery national resident available report case logs from 2007 to 2019. Descriptive and time series analyses were used to compare proportions of average procedures performed per resident in the core general surgery category versus the subspecialty category. F-tests were conducted to show whether the slopes of the trend lines were significantly non-zero.ResultsThe mean of total procedures completed for major credit by the average general surgery resident increased from 910.1 (SD=30.31) in 2007 to 1070.5 (SD=37.59) in 2019. Over that same period, the number of general, cardiothoracic, plastic and urology surgery procedures increased by 24.9%, 9.8%, 76.6% and 19.3%, respectively. Conversely, vascular and paediatric surgery procedures decreased by 7.6% and 30.7%, respectively. The neurological surgery procedures remain stable at 1.1 procedures per resident per year. A significant positive correlation in the trend reflecting total (p<0.0001), general (p<0.0001) and plastic (p<0.0016) surgery procedures and the negative correlation in the trend lines for vascular (p<0.0006) and paediatric (p<0.0001) surgery procedures were also noted.ConclusionsTrends in overall surgical case volume performed by general surgery residents over the last 12 years have shown a steady increase in operative training opportunity despite the increasing number of subspecialty training programmes and fellowships. Further research to identify areas for improvement and to study the diversity of operative procedures, and their outcomes is warranted in the years to come.

Part-Time Residency Training

1981 ◽  
Vol 26 (7) ◽  
pp. 484-486 ◽  
Author(s):  
Sandra Fisman ◽  
Lynne Ginsburg
Keyword(s):  
United States ◽  
Career Development ◽  
Residency Training ◽  
Young Women ◽  
Royal College ◽  
The United States ◽  
Women Physicians ◽  
Psychiatry Residents ◽  
Advantages And Disadvantages ◽  
Part Time

The development of part-time training in the United States and Canada is described. The flexibility required for young women physicians who attempt to combine childbearing and career development, together with the increasing number of women entering medicine, underlines the importance of part-time training schedules. A variety of flexible training options have been defined and a set of guidelines has been produced by the Canadian Royal College of Physicians and Surgeons. The experiences of part-time psychiatry residents at Queen's University, Kingston is presented. Thus far this has involved a total of six residents over a four year period, including the authors of this paper. The advantages and disadvantages, viewed from both the resident and system viewpoint, are discussed.

Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart)

2016 ◽  
Vol 125 (5) ◽  
pp. 1056-1065 ◽  
Author(s):  
Kiki M. J. M. H. Lombarts ◽  
Andrew Ferguson ◽  
Markus W. Hollmann ◽  
Bente Malling ◽  
Onyebuchi A. Arah ◽  
...  
Keyword(s):  
Residency Training ◽  
Clinical Teaching ◽  
Teaching Performance ◽  
Self Evaluation ◽  
Faculty Teaching ◽  
Multicenter Survey ◽  
Scale Scores ◽  
Global Ratings ◽  
Evaluation Of Teaching ◽  
Generalizability Analysis

Abstract Background Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents’ evaluations needed per anesthesiology faculty to use the instruments reliably. Methods Two SETQ Smart questionnaires—for faculty self-evaluation and for resident evaluation of faculty—were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents’ evaluations needed per faculty. Results In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α’s were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. Conclusions The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

scholarly journals Investigating the importance of clinical topics for developing a curriculum on gastroenterology for pediatric residents

2021 ◽  
Author(s):  
Kathleen McNeil ◽  
Mohsin Rashid
Keyword(s):  
Celiac Disease ◽  
Gastroesophageal Reflux ◽  
Residency Training ◽  
Royal College ◽  
Learning Objectives ◽  
Pediatric Practice ◽  
Pediatric Residents ◽  
Effective Learning ◽  
Pediatric Residency ◽  
Clinical Problems

Background: Focused objectives provide effective learning. Pediatric residents in Canada follow objectives set by the Royal College of Physicians and Surgeons of Canada (RCPSC) with the goal of becoming competent general pediatricians. During the gastroenterology rotation, it remains unclear as to what clinical problems listed in the aforementioned objectives are crucial to understand as part of general pediatric practice. The purpose of this study was to identify the gastroenterological conditions of most importance to incorporate into a focused curriculum for pediatric residents. Methods: All pediatricians across four Canadian Atlantic provinces were surveyed by a mailed questionnaire. Questions included demographics and ranking of the 14 clinical problems currently listed in the RCPSC objectives along with six more generated after input was gained from pediatric gastroenterologists. Results: Of the 234 pediatricians surveyed, 132 (56%) responded, 48% of whom were general pediatricians. Celiac disease, gastroesophageal reflux, and obesity (currently not on the RCPSC list) were identified as important/very important conditions to understand by 94.4%, 96.1%, and 96.0% of respondents, respectively. There were no significant differences in rankings between general pediatricians and subspecialists. Most (75.6%) recommended  that a rotation in gastroenterology be mandatory during pediatric residency. Conclusions: A survey of Canadian pediatricians provided an overview of the importance of different diseases to use in developing a  gastroenterology curriculum for core pediatric residency training. Such information is crucial as it can identify gaps in RCPSC learning objectives. Ongoing input from practicing general pediatricians can help keep medical schooling curricula updated.

scholarly journals General Internal Medicine Subspecialty Training Update

2016 ◽  
Vol 7 (4) ◽  
Author(s):  
Sharon E. Card MD MSc
Keyword(s):  
Internal Medicine ◽  
Training Program ◽  
General Internal Medicine ◽  
Royal College ◽  
Working Group ◽  
Subspecialty Training ◽  
Internal Medicine Training ◽  
General Internal

The vast majority of general internal medicine (GIM) programs in Canada have become distinct entities that provide training in additional competencies and leadership above and beyond those required for the specialty of internal medicine. In December 2010, after many years of effort, GIM finally achieved recognition as a distinct subspecialty by the Royal College of Physicians and Surgeons of Canada. A GIM Working Group has finalized the objectives and requirements for a 2-year subspecialty training program in GIM that will follow after the existing 3-year core internal medicine training program. These documents have now been approved by the Royal College.

scholarly journals P137: Methods for teaching managerial skills in the emergency department: a survey of Canadian educators

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S113-S114
Author(s):  
A. Chorley ◽  
A. Welsher ◽  
A. Pardhan ◽  
T. Chan
Keyword(s):  
Emergency Department ◽  
Teaching Strategies ◽  
Royal College ◽  
Management Skills ◽  
Teaching Techniques ◽  
Managerial Skills ◽  
Physician Decision Making ◽  
Canadian Association ◽  
Educational Role ◽  
Level Of Training

Introduction: Emergency department (ED) crowding and increased patient load has been shown to have an impact on physician decision making and patient mortality. As the volumes in Canadian EDs increase, so does the need to effectively prepare new learners for the challenges ahead. This study aims to determine which level of training varying teaching techniques should be employed to educate Emergency Medicine (EM) residents about ED management and flow in the age of competency based medical education. Methods: We designed a survey that contained a previously derived list of ED flow and management teaching strategies. We piloted and edited the survey based on feedback from operations and educational experts. A total of 21 teaching techniques were included in the final survey ranging from didactic teaching sessions to experiential techniques such as residents running the department with supervision. Then, we invited members of the Royal College of Physicians and Surgeons of Canada EM specialty committee, the Canadian Association of Emergency Physicians Education Scholarship Section, and the Canadian EM Simulation Educators Collaborative to participate in our survey. We analysed the results using simple descriptive statistics. Results: A total of 21 EM (38% female, 62% male) educators from 11 programs (78% of Royal College Training sites) responded to the survey, representing 7/10 provinces, with a mean years-in-practice of 15.2 years (SD 9.7). All respondents were involved in resident education; 66% had a current formal educational role, such as Program Director. Results showed a universal trend towards teaching flow and management skills later in residency. Participants endorsed 35.93% of teaching strategies for the “Core of discipline” and 39.65% for the “Transition to practice” stages of training. Didactic and observational techniques were occasionally considered acceptable at earlier training stages, whereas experiential teaching techniques were skewed towards the later stages of residency. Conclusion: EM educators from across Canada believe that most teaching techniques for flow are better suited for the later stages of residency training, with didactic techniques more suitable earlier on. This work will inform faculty development on managerial/leadership skills teaching in the ED.

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