Impact of PhORCAS references on overall application score for postgraduate year 1 pharmacy residency candidates

2020 ◽  
Vol 77 (15) ◽  
pp. 1237-1242
Author(s):  
Sara A Atyia ◽  
Frank P Paloucek ◽  
Allison R Butts ◽  
Douglas R Oyler ◽  
Craig A Martin ◽  
...  
Keyword(s):  
Retrospective Study ◽  
Application System ◽  
Average Characteristic ◽  
Residency Programs ◽  
Current State ◽  
Candidate Characteristics

Abstract Purpose The disparity between the number of applicants for postgraduate year 1 (PGY1) pharmacy residency positions and the number of available residency positions increases the need to optimize how applicants are evaluated. The purpose of the study described here was to evaluate the correlation of ratings of residency candidate characteristics by academic and professional references listed on residency applications with overall application score, applicant ranking, and the likelihood of candidates receiving an invitation to interview. Methods A multicenter, retrospective study was conducted to evaluate the correlation of reference writers’ ratings of 13 candidate characteristics and their overall recommendations with program-determined outcomes (eg, final application score, applicant ranking, and invitation to interview) through analysis of PGY1 applications submitted through the Pharmacy Online Residency Centralized Application System (PhORCAS) from 2015 through 2018. Keywords and themes within the open-ended section of letters of reference were also analyzed for correlation with overall application score. Results A total of 5,923 references listed on 1,867 applications to 4 PGY1 pharmacy residency programs processed by PhORCAS were included in the analysis. For the majority of applicant characteristic ratings (ie, 74% of 56,872 ratings overall), reference writers rated candidates as exceeding expectations, and applicants were “highly recommended” by these evaluators in 91% of cases. References’ average characteristic ratings and overall recommendations were poorly correlated with final application score (R2 = 0.12 [P < 0.0001] and R2 = 0.08 [P < 0.0001], respectively), final ranking (R2 = 0.02 [P < 0.0001] and R2 = 0.03 [P < 0.0001], respectively), and invitation to interview (R2 = 0.07 [P < 0.0001] and R2 = 0.04 [P < 0.0001], respectively). For the themes evaluated, references’ use of teaching words best correlated with normalized final application score, although the correlation was poor (R2 = 0.007, P = 0.0001). Conclusion Reference writers’ ratings of PGY1 residency candidate characteristics in PhORCAS are poorly correlated with application score, applicant ranking, and invitation to interview. The results of this study suggest that the existing PhORCAS standardized form for submitting references is of limited utility in its current state.

Increasing lengths of rank order lists of applicants and programs of US medical residencies

2021 ◽  
pp. 000313482110508
Author(s):  
Kevin Newsome ◽  
Brendon Sen-Crowe ◽  
Dino Fanfan ◽  
Mark McKenny ◽  
Adel Elkbuli
Keyword(s):  
Retrospective Study ◽  
Training Programs ◽  
Rank Order ◽  
Temporal Trends ◽  
Residency Programs ◽  
The Past ◽  
Current State ◽  
Medical Programs ◽  
Over Time ◽  
Residency Match

Background To match medical students into residency training programs, both the program and student create rank order lists (ROLs). We aim to investigate temporal trends in ROL lengths across 7 match cycles between 2014 and 2021 for both matched and unmatched residency applicants and programs. Methods retrospective study of ROLs of 7 match cycles, 2014-2021. Residency match and ROL data were extracted from the NRMP database to assess the number of programs filled and unfilled, length of ROLs, position matched, and average ranks per position for osteopathic (DO) and allopathic (MD) medical programs. Results For filled residency programs, the average ROL length consistently increased from 70.72 in 2015 to 88.73 in 2021 ( P = .003), with ROL lengths consistently longer for filled vs unfilled residency programs ( P < .001). The average ROL length for matched applicants increased consistently from 10.41 in 2015 to 12.35 in 2021 ( P = .002), with matched applicants having consistently longer ROLs than unmatched applicants ( P < .001). From 2015 to 2021, in both MD and DO applicants, progressively lower proportions of applicants matched their first and second choices. Conclusion Trends across the past 7 residency match cycles suggest that ROL lengths for both programs and applicants have been increasing with matched programs and applicants submitting significantly longer ROLs than unmatched applicants. Additionally, fewer applicants are matching at their preferred programs over time. Our findings support the mounting evidence that the Match has become increasingly congested and we discuss the possible factors that may be contributing to the current state of the Match as well as potential solutions.

scholarly journals 287 A retrospective study of cellulitis outcomes in Ohio hospitals with or without access to dermatology residency programs

2021 ◽  
Vol 141 (5) ◽  
pp. S51
Author(s):  
M. Goldenberg ◽  
N. Ly ◽  
N. Spaccarelli ◽  
A. Korman ◽  
C. Chung ◽  
...  
Keyword(s):  
Retrospective Study ◽  
Residency Programs

The Current State of Diversity and Multicultural Training in Urology Residency Programs

2008 ◽  
Vol 180 (2) ◽  
pp. 668-672 ◽  
Author(s):  
Vijaya M. Vemulakonda ◽  
Mathew D. Sorensen ◽  
Byron D. Joyner
Keyword(s):  
Multicultural Training ◽  
Residency Programs ◽  
Current State ◽  
Urology Residency

scholarly journals Current US neurosurgical resident involvement, interest, and barriers in global neurosurgery

2020 ◽  
Vol 48 (3) ◽  
pp. E16 ◽  
Author(s):  
Paige Lundy ◽  
Christopher Miller ◽  
Sarah Woodrow
Keyword(s):  
Surgical Care ◽  
World Health ◽  
Residency Programs ◽  
Current State ◽  
Industrialized Nations ◽  
Interest Level ◽  
Limited Opportunity ◽  
Health Organization ◽  
High Level ◽  
Training Opportunities

OBJECTIVEIt is estimated that nearly 47 million preventable deaths occur annually due the current worldwide deficit in surgical care; subsequently, the World Health Organization resolved unanimously to endorse a decree to address this deficit. Neurosurgeons from industrialized nations can help address the needs of underserved regions. Exposure during training is critical for young neurosurgeons to gain experience in international work and to cultivate career-long interest. Here, the authors explore the opinions of current residents and interest in global neurosurgery as well as the current state of international involvement, opportunities, and barriers in North American residency training.METHODSAn internet-based questionnaire was developed using the authors’ university’s REDCap database and distributed to neurosurgical residents from US ACGME (Accreditation Council for Graduate Medical Education)–approved programs. Questions focused on the resident’s program’s involvement and logistics regarding international rotations and the resident’s interest level in pursuing these opportunities.RESULTSA 15% response rate was obtained from a broad range of training locations. Twenty-nine percent of respondents reported that their residency program offered elective training opportunities in developing countries, and 7.6% reported having participated in these programs. This cohort unanimously felt that the international rotation was a beneficial experience and agreed that they would do it again. Of those who had not participated, 81.3% reported interest or strong interest in international rotations.CONCLUSIONSThe authors’ results indicate that, despite a high level of desire for involvement in international rotations, there is limited opportunity for residents to become involved. Barriers such as funding and rotation approval were recognized. It is the authors’ hope that governing organizations and residency programs will work to break down these barriers and help establish rotations for trainees to learn abroad and begin to join the cause of meeting global surgical needs. To meet overarching international neurosurgical needs, neurosurgeons of the future must be trained in global neurosurgery.

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.

The Current State of Radiology Call Assistant Triage Programs Among US Radiology Residency Programs

2018 ◽  
Vol 25 (2) ◽  
pp. 250-254 ◽  
Author(s):  
Jennifer Shaffer Ngo ◽  
Charles M. Maxfield ◽  
Gary R. Schooler
Keyword(s):  
Residency Programs ◽  
Current State ◽  
Radiology Residency

scholarly journals A National Obstetrics and Gynecology Residency Education Curriculum: National Needs Assessment

2020 ◽  
Vol 1 (3) ◽  
pp. 216-223
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
Residency Education ◽  
Program Directors ◽  
Education Curriculum ◽  
Web Based ◽  
Diverse Range ◽  
Residency Programs ◽  
Current State ◽  
Program Leadership ◽  
Almost All

While standardized national residency education curricula have been successfully implemented in other specialties, there is no such curriculum in Obstetrics & Gynecology (Ob/Gyn). With this study, we sought to evaluate: (1) the current state of and satisfaction with resident didactic education (2) perceptions regarding centralization and standardization of resident didactic education and (3) the need for a standardized national Ob/Gyn residency education curriculum. In 2019, a web-based needs assessment survey was administered to residents and program leadership from all 267 Ob/Gyn residency programs nationwide. Main outcomes were reported with descriptive statistics. A total of 782 (83 program directors, 46 assistant program directors, and 653 residents) participants completed the survey. Respondents represented a diverse range of regions, program types, and program sizes. Almost all (97%) participants agreed or strongly agreed that residents nationwide should have equal access to high quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core resources should be centrally located. A majority (78%) agreed or strongly agreed that there is a need for a national Ob/Gyn residency education curriculum. Our results demonstrate a perceived need for a centrally located, standardized, national residency education curriculum in Ob/Gyn.

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