Residency programs for teachers: Trailblazers in the trenches

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

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

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1722741 ◽

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.

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The President’s Commission on the Health Needs of the Nation / Dental Care Programs for Indigent Children and Administration of Dental Welfare Programs / The American Dental Association Film Library / Dental Program of the Veterans Administration / List of Certified Dental Materials / Survey of Needs for Dental care III. Dental Needs According to Length of Time since Last Visit to a Dentist / Additional Dental Internship and Residency Programs Approved

The Journal of the American Dental Association ◽

10.14219/jada.archive.1953.0096 ◽

1953 ◽

Vol 46 (5) ◽

pp. 547-575

Keyword(s):

Dental Care ◽

Dental Materials ◽

Internship And Residency ◽

Health Needs ◽

Veterans Administration ◽

Welfare Programs ◽

Film Library ◽

Residency Programs ◽

American Dental Association ◽

Dental Needs

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COVID-19 and the Ophthalmology Residency Match: Data from Applicants' Perspectives

Journal of Academic Ophthalmology ◽

10.1055/s-0041-1728759 ◽

2021 ◽

Vol 13 (01) ◽

pp. e73-e77

Author(s):

Benjamin Steren ◽

Ankur Parikh ◽

Bilal Ahmed ◽

Benjamin Young ◽

Jayanth Sridhar ◽

...

Keyword(s):

Interest Groups ◽

The United States ◽

Application Process ◽

Substantial Impact ◽

Clinical Exposure ◽

Residency Programs ◽

Informed Decisions ◽

Rank List ◽

Perceived Impacts ◽

Residency Application

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical education, particularly for those applying to residency programs in 2020 to 2021. This study describes the challenges for potential ophthalmology residency applicants so that residency leadership can make informed decisions about changes to the process. Methods A survey was distributed electronically via social media and medical school ophthalmology interest groups from June 18, 2020 to July 2, 2020 to individuals interested in applying to ophthalmology residency in the United States. Survey questions included demographics and perceived impacts of COVID-19 on ability, confidence, intention to apply, and perceptions toward changes in the application process for the 2020 to 2021 ophthalmology residency application cycle. Results One-hundred sixteen total responses were received. Eighty-six responses (74%) were from individuals intending to apply in the 2020 to 2021 application cycle. Most respondents (86%) felt that their application would be affected by COVID-19 with 51% feeling less confident. Only four (5%) felt that they could adequately compile a rank list following a video interview, and over half (51%) anticipated applying to more programs than they originally intended. Academic plans of seven (8%) respondents were significantly altered via deferral of application or cancellation of a research year. Thirty-nine (45%) students reported delayed ophthalmology electives, with less than half (41%) feeling that they had adequate clinical exposure to be prepared for residency. Conclusion The COVID-19 pandemic has had a substantial impact on the 2020 to 2021 ophthalmology residency application cycle. As stakeholders begin to approach this cycle, these findings will help them make effective and informed decisions to create the best overall experience for all involved.

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Deferred Action for Childhood Arrivals (DACA) medical students – an examination of their journey and experiences as medical students in limbo

BMC Medical Education ◽

10.1186/s12909-021-02787-5 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Christina Gillezeau ◽

Wil Lieberman-Cribbin ◽

Kristin Bevilacqua ◽

Julio Ramos ◽

Naomi Alpert ◽

...

Keyword(s):

Medical Students ◽

Medical School ◽

First Year ◽

Convenience Sample ◽

Student Sample ◽

Medical Specialties ◽

Residency Programs ◽

Deferred Action ◽

The Status ◽

Depth Interviews

Abstract Background Although the value of DACA medical students has been hypothesized, no data are available on their contribution to US healthcare. While the exact number of DACA recipients in medical school is unknown, DACA medical students are projected to represent an increasing proportion of physicians in the future. The current literature on DACA students has not analyzed the experiences of these students. Methods A mixed-methods study on the career intentions and experiences of DACA medical students was performed utilizing survey data and in-depth interviews. The academic performance of a convenience sample of DACA medical students was compared to that of matriculated medical students from corresponding medical schools, national averages, and first-year residents according to specialty. Results Thirty-three DACA medical students completed the survey and five participated in a qualitative interview. The average undergraduate GPA (SD) of the DACA medical student sample was 3.7 (0.3), the same as the national GPA of 2017–2018 matriculated medical students. The most common intended residency programs were Internal Medicine (27.2%), Emergency Medicine (15.2%), and Family Medicine (9.1%). In interviews, DACA students discussed their motivation for pursuing medicine, barriers and facilitators that they faced in attending medical school, their experiences as medical students, and their future plans. Conclusions The intent of this sample to pursue medical specialties in which there is a growing need further exemplifies the unique value of these students. It is vital to protect the status of DACA recipients and realize the contributions that DACA physicians provide to US healthcare.

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