scholarly journals The Advocacy Journal Club

2019 ◽  
Vol 153 (2) ◽  
pp. 175-180
Author(s):  
Geoffrey Talmon ◽  
Alejandro Wolf ◽  
Mariam Molani ◽  
Kimberly Martin ◽  
Elizabeth Waibel ◽  
...  
Keyword(s):  
Medical Education ◽  
Health Policy ◽  
Graduate Medical Education ◽  
Journal Club ◽  
Advocacy Groups ◽  
Education Programs ◽  
Local Practice ◽  
Professional Societies ◽  
Significant Difference

Abstract Objectives To describe a method of educating pathologists about health policy. Methods The Advocacy Journal Club was a series of six conferences. Topics were of those in the news or affecting local practice. Participants reviewed preparatory readings, completed a six- to 10-question pretest, attended an interactive presentation stressing advocacy groups’ efforts, and completed a posttest. All were invited to complete a survey after the sessions. Results Faculty and residents had increased posttest scores following each presentation with a significant difference in four and three sessions, respectively. More than 80% agreed they could discuss the topics with others and understood how regulations affect practice. More than 90% agreed that they gained an understanding of how involvement in organizations’ advocacy initiatives affects policy. Conclusions We present a method for educating pathologists about policy and the role of professional societies that could be implemented by nearly all graduate medical education programs.

A Survey of the Work Effort of Full-time Surgeons of the Southeastern Surgical Congress

2005 ◽  
Vol 71 (8) ◽  
pp. 674-681
Author(s):  
Thomas R. Gadacz ◽  
James J. Bason
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Statistical Significance ◽  
Professional Activity ◽  
Full Time ◽  
Work Effort ◽  
Education Programs ◽  
Graduate Medical ◽  
Community Activities ◽  
Significant Difference

This is a survey research project to determine the work hours of practicing surgeons and compare those hours with hours that have been mandated for graduate medical education programs by the Accreditation Council for Graduate Medical Education (ACGME). The survey conducted of the membership of the Southeastern Surgical Congress focused on the amount of time devoted to professional activity. Although several categories of membership were surveyed, those surgeons in full-time practice were used for this report. Five hundred ninety-two general surgeons and some surgical specialties from 17 states reported a total professional work effort of 65 hours per week averaged over a month. Twenty per cent reported working more than 80 hours per week. Statistically significant ( P < 0.05) factors that characterized these individuals included years in practice (1 to 10 years), more clinical hours per week, fewer administrative hours per week, fewer teaching hours per week, fewer continuing medical education (CME) hours per year, and an increase in recent clinical practice. Interestingly, there was no significant difference in CME over a 2- or 5-year period. Other factors such as type of practice did not have statistical significance. There was no difference between states and no difference in time commitment to political or community activities. This survey indicates that surgeons going into practice in the Southeast from general surgery graduate medical education programs can expect to have a mean work week of 65 hours, and 20 per cent can expect to exceed an 80-hour work week.

A Survey of Neurological Surgery Residency Program Mentorship Practices Compared to Accreditation Council for Graduate Medical Education Resident Outcome Data

Neurosurgery ◽  
2019 ◽  
Vol 87 (5) ◽  
pp. E566-E572 ◽  
Author(s):  
Nickalus R Khan ◽  
Pamela L Derstine ◽  
Andrew J Gienapp ◽  
Paul Klimo ◽  
Nicholas M Barbaro
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Scholarly Activity ◽  
Pass Rates ◽  
Mentorship Program ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Significant Difference ◽  
Survey Results ◽  
Mentorship Programs

Abstract Mentorship can be a powerful and life-altering experience during residency training, but there are few articles discussing mentorship models within neurosurgery. In this study, we surveyed US neurosurgical department mentorship practices and linked them to resident outcomes from the Accreditation Council for Graduate Medical Education (ACGME), including resident survey responses, board pass rates, and scholarly activity. A 19-question survey was conducted from October to December 2017 with the assistance of the Society of Neurological Surgeons. De-identified data were then obtained from the ACGME and correlated to these results. Out of 110 programs, 80 (73%) responded to the survey and gave informed consent. The majority (65%) had a formal mentorship program and assigned mentor relationships based on subspecialty or research interest. Barriers to mentorship were identified as time and faculty/resident “buy-in.” Mentorship programs established for 5 or more years had superior resident ACGME outcomes, such as board pass rates, survey results, and scholarly activity. There was not a significant difference in ACGME outcomes among programs with formal or informal/no mentorship model (P = .17). Programs that self-identified as having an “unsuccessful” mentorship program had significant increases in overall negative resident evaluations (P = .02). Programs with well-established mentorship programs were found to have superior ACGME resident survey results, board pass rates, and more scholarly activity. There was not a significant difference among outcomes and the different models of formal mentorship practices. Barriers to mentorship, such as time and faculty/resident “buy-in,” are identified.

scholarly journals Interest in part-time graduate medical education programs

1980 ◽  
Vol 55 (5) ◽  
pp. 447-9
Author(s):  
A I Sutnick ◽  
G L Burkett ◽  
I W Gabrielson
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Education Programs ◽  
Graduate Medical ◽  
Part Time

scholarly journals From Creation to Evaluation: A Comprehensive Global Health Scholars Program for Graduate Medical Education Trainees

2020 ◽  
Vol 7 ◽  
pp. 238212052095182
Author(s):  
Jennifer Morgan ◽  
Shannon Galvin ◽  
Joshua Goldstein ◽  
Colleen Fant ◽  
Robert Murphy ◽  
...  
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Graduate Medical Education ◽  
Underserved Populations ◽  
Journal Club ◽  
Clinical Care ◽  
Ethical Challenges ◽  
Graduate Medical ◽  
Global Health Education ◽  
The Many

Introduction: Recently, participation in clinical global health rotations has significantly increased among graduate medical education (GME) trainees. Despite the many benefits these experiences provide, many ethical challenges exist. Well-intentioned partnerships and participants often encounter personal and professional dilemmas related to safety, social responsibility, and accountability. We designed a curriculum to provide trainees of all specialties with a comprehensive educational program aimed at delivering culturally mindful and ethically responsible clinical care in resource-constrained settings. Methods: The McGaw Global Health Clinical Scholars Program (GHCS) at Northwestern University offers a 2-year curriculum for selected GME trainees across specialties interested in global health. Each trainee must complete the following components: core lectures, peer journal club, specialty-specific lectures, a mentorship agreement, ethics and skill-based simulations, a global health field experience, a poster presentation, and a mentored scholarly project. Results: Since 2014, 84 trainees from 13 specialties have participated in the program with 50 current trainees and 39 graduates. Twenty-five trainees completed exit surveys, of which 95% would recommend this program to other trainees and 84% felt more prepared to deliver global health care. In addition, 78% reported career plans that included global health and/or work with underserved populations. Trainees described “acceptance of differences and respect for those differences” and “understanding sustainability” as learning points from the program. Discussion: Providing a comprehensive global health education program across specialties can be feasible and effective. GME trainees who participated in this program report feeling both more prepared for clinical experiences and more likely to serve the underserved anywhere.

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