scholarly journals Preferences and Practices of U.S. Ophthalmology Residency Program Directors Regarding Post-interview Communication with Residency Applicants

2018 ◽  
Vol 10 (01) ◽  
pp. e43-e47 ◽  
Author(s):  
Allison Chen ◽  
Elaine Tran ◽  
Melissa Clark ◽  
Ingrid Scott ◽  
Paul Greenberg
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Response Rate ◽  
Program Directors ◽  
Web Based ◽  
Residency Programs ◽  
Graduate Medical ◽  
Residency Program Directors ◽  
Residency Match

Importance Little is known about the perspectives and practices of U.S. ophthalmology residency program directors (PDs) regarding communication between PDs and applicants during the post-interview residency match period. Objective To investigate the preferences and practices of ophthalmology residency PDs regarding post-interview communication between PDs and residency applicants during the residency match period. Design and Setting Web-based anonymous survey. Participants Directors of ophthalmology residency programs accredited by the Accreditation Council for Graduate Medical Education. Results The response rate was 64% (74/116). The majority (75%; 55/73) of PDs preferred that PDs and residency applicants not communicate during the post-interview period; the main reasons were that such communication was not ethical and not productive. In addition, 62% (46/74) of PDs believed that the Ophthalmology Matching Program should institute a policy of no post-interview communication between applicants and faculty during the residency match period. Conclusion and Relevance The majority of U.S. ophthalmology residency PDs favor instituting a policy of no post-interview communication between applicants and faculty during the residency match period.

scholarly journals Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

2013 ◽  
Vol 5 (1) ◽  
pp. 60-63 ◽  
Author(s):  
Meredith P. Riebschleger ◽  
Hilary M. Haftel
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Online Survey ◽  
Medical Knowledge ◽  
Program Directors ◽  
Graduate Medical ◽  
Competency Based ◽  
Residency Program Directors

Abstract Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation. Methods We obtained data via an anonymous online survey of pediatrics residency program directors. For the purposes of the survey, remediation was defined as “any form of additional training, supervision, or assistance above that required for a typical resident.” Respondents were asked to quantify 3 groups of residents: (1) residents requiring remediation; (2) residents whose training was extended for remediation purposes; and (3) residents whose training was terminated owing to issues related to remediation. For each group, the proportion of residents with deficiencies in each of the 6 competencies was calculated. Results In all 3 groups, deficiencies in medical knowledge and patient care were most common; deficiencies in professionalism and communication were moderately common; and deficiencies in systems-based practice and practice-based learning and improvement were least common. Residents whose training was terminated were more likely to have deficiencies in multiple competencies. Conclusion Although medical knowledge and patient care are reported most frequently, deficiencies in any of the 6 competencies can lead to the need for remediation in pediatrics residents. Residents who are terminated are more likely to have deficits in multiple competencies. It will be critical to develop and refine tools to measure achievement in all 6 competencies as the graduate medical education community may be moving further toward individualized training schedules and competency-based, rather than time-based, training.

scholarly journals E-learning in graduate medical education: survey of residency program directors

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Christopher M. Wittich ◽  
Anoop Agrawal ◽  
David A. Cook ◽  
Andrew J. Halvorsen ◽  
Jayawant N. Mandrekar ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Program Directors ◽  
Graduate Medical ◽  
E Learning ◽  
Residency Program Directors

scholarly journals Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors

2015 ◽  
Vol 40 (1) ◽  
pp. 95-99 ◽  
Author(s):  
Brian J. Daley ◽  
Jill Cherry-Bukowiec ◽  
Charles W. Van Way ◽  
Bryan Collier ◽  
Leah Gramlich ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Program Directors ◽  
Current Status ◽  
Graduate Medical ◽  
Nutrition Training ◽  
Residency Program Directors

scholarly journals Educational Experiences Residents Perceive As Most Helpful for the Acquisition of the ACGME Competencies

2012 ◽  
Vol 4 (2) ◽  
pp. 176-183 ◽  
Author(s):  
Lourdes R. Guerrero ◽  
Susan Baillie ◽  
Paul Wimmers ◽  
Neil Parker
Keyword(s):  
Medical Education ◽  
Los Angeles ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Role Models ◽  
Monitoring And Evaluation ◽  
Learning Activities ◽  
Web Based ◽  
Residency Programs ◽  
Graduate Medical

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires physicians in training to be educated in 6 competencies considered important for independent medical practice. There is little information about the experiences that residents feel contribute most to the acquisition of the competencies. Objective To understand how residents perceive their learning of the ACGME competencies and to determine which educational activities were most helpful in acquiring these competencies. Method A web-based survey created by the graduate medical education office for institutional program monitoring and evaluation was sent to all residents in ACGME-accredited programs at the David Geffen School of Medicine, University of California-Los Angeles, from 2007 to 2010. Residents responded to questions about the adequacy of their learning for each of the 6 competencies and which learning activities were most helpful in competency acquisition. Results We analyzed 1378 responses collected from postgraduate year-1 (PGY-1) to PGY-3 residents in 12 different residency programs, surveyed between 2007 and 2010. The overall response rate varied by year (66%–82%). Most residents (80%–97%) stated that their learning of the 6 ACGME competencies was “adequate.” Patient care activities and observation of attending physicians and peers were listed as the 2 most helpful learning activities for acquiring the 6 competencies. Conclusion Our findings reinforce the importance of learning from role models during patient care activities and the heterogeneity of learning activities needed for acquiring all 6 competencies.

US Internal Medicine Program Director Perceptions of Alignment of Graduate Medical Education and Institutional Resources for Engaging Residents in Quality and Safety

2017 ◽  
Vol 33 (4) ◽  
pp. 405-412 ◽  
Author(s):  
Karen M. Chacko ◽  
Andrew J. Halvorsen ◽  
Sara L. Swenson ◽  
Sandhya Wahi-Gururaj ◽  
Alwin F. Steinmann ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Response Rate ◽  
Quality And Safety ◽  
Graduate Medical ◽  
Institutional Leadership ◽  
Adequate Funding ◽  
Institutional Resources ◽  
Residency Program Directors

Alignment between institutions and graduate medical education (GME) regarding quality and safety initiatives (QI) has not been measured. The objective was to determine US internal medicine residency program directors’ (IM PDs) perceived resourcing for QI and alignment between GME and their institutions. A national survey of IM PDs was conducted in the Fall of 2013. Multivariable linear regression was used to test association between a novel Integration Score (IS) measuring alignment between GME and the institution via PD perceptions. The response rate was 72.6% (265/365). According to PDs, residents were highly engaged in QI (82%), but adequate funding (14%) and support personnel (37% to 61%) were lower. Higher IS correlated to reports of funding for QI (76.3% vs 54.5%, P = .012), QI personnel (67.3% vs 41.1%, P < .001), research experts (70.5% vs 50.0%, P < .001), and computer experts (69.0% vs 45.8%, P < .001) for QI assistance. Apparent mismatch between GME and institutional resources exists, and the IS may be useful in measuring GME–institutional leadership alignment in QI.

scholarly journals Program Director Perceptions of Subspecialty Tracking in Obstetrics and Gynecology Residency

2018 ◽  
Vol 10 (6) ◽  
pp. 665-670 ◽  
Author(s):  
Eduardo Hariton ◽  
Taylor S. Freret ◽  
Roni Nitecki ◽  
Emily Hinchcliff ◽  
Amy Stagg
Keyword(s):  
Medical Education ◽  
Residency Program ◽  
Resident Training ◽  
Work Hours ◽  
Obstetrics And Gynecology ◽  
Case Volume ◽  
Web Based ◽  
Residency Programs ◽  
Barriers To Implementation ◽  
Residency Program Directors

ABSTRACT Background Residency programs have experienced a trend toward decreased work hours and case volumes, negatively affecting the perception of graduating residents' competence. Subspecialty tracks have been proposed to help address these issues. Objective We evaluated the perceptions of obstetrics and gynecology (ob-gyn) residency program directors (PDs) on subspecialty tracking during training. Methods In 2017, a web-based, anonymous survey with Likert scale and open-ended items was e-mailed to US ob-gyn PDs. Results Of 250 PDs surveyed, 169 (68%) responded. More than half (54%) reported tracking would positively affect training of future ob-gyn physicians; 80% agreed it would increase resident preparedness for fellowship. Nearly half (49%) indicated it should be available for interested residents. However, some respondents expressed concerns this would negatively affect resident training (38%) and could decrease the number of ob-gyn generalists (50%). Most (88%) believed that tracking, if implemented, should not be mandatory, and 84% agreed that a tracking curriculum should be accompanied by Accreditation Council for Graduate Medical Education (ACGME) and American Board of Obstetrics and Gynecology changes. Only 31% of PDs felt tracking could be successfully implemented in their programs. Barriers to implementation included too few residents to divide into tracks, challenging administrative logistics, and concerns about meeting ACGME case volume requirements. Conclusions PDs have defined but diverse opinions on the implementation of tracking in ob-gyn. Slightly more than half of responding PDs reported tracking would positively affect the training of future ob-gyn physicians, and less than one-third indicated that their program could successfully implement tracking.

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