Development of an evidence-based residency preparation checklist using a Delphi process

2020 ◽  
Vol 77 (5) ◽  
pp. 356-364
Author(s):  
Robert D Beckett ◽  
Dustin D Linn
Keyword(s):  
Grade Point Average ◽  
Work Experience ◽  
Literature Search ◽  
Program Directors ◽  
Delphi Process ◽  
Evidence Based ◽  
Systematic Literature Search ◽  
School Factors ◽  
Grade Point ◽  
Residency Program Directors

Abstract Purpose To develop an evidence-based tool that will provide concise guidance to pharmacy students who want to become competitive postgraduate year 1 (PGY1) residency applicants. Methods A systematic literature search was conducted to identify articles describing student or school factors and specific interventions or activities associated with improved or decreased residency match rates, as well as studies describing residency program directors’ (RPDs’) or preceptors’ perceptions of qualified applicants. An initial checklist was developed, with an item for each relevant factor. A consensus on checklist items was built through a 2-round Delphi process with a panel of RPDs. Ultimately, items that received a median score of at least 5 on a 7-point scale with less than one-third of the ratings being a 1, 2, or 3 were included. Results The initial checklist of 34 items, primarily related to grade point average, professional involvement, work experience, or professional development, was evaluated by a panel of 25 RPD participants. Six of 34 items (18%) were reevaluated in round 2, along with 1 added item and 4 items substantively modified based on comments; 2 items were merged. Ultimately, 33 items met the criteria for consensus and were included in the final checklist. Conclusion A checklist of items to guide prospective pharmacy residency applicants was developed through a systematic literature search and verified by program directors using a Delphi process.

Survey of residency program directors’ perceptions of nontraditional pharmacy residency applicants

2019 ◽  
Vol 76 (21) ◽  
pp. 1788-1793
Author(s):  
Amanda J Khalil ◽  
Krutika N Mediwala ◽  
Meera Mehta ◽  
Amy J Yanicak ◽  
Jared S Ham ◽  
...  
Keyword(s):  
Residency Program ◽  
Work Experience ◽  
Selection Process ◽  
Pharmacy Practice ◽  
Program Directors ◽  
Qualitative Assessment ◽  
Secondary Outcome ◽  
Residency Programs ◽  
Advantages And Disadvantages ◽  
Residency Program Directors

Abstract Purpose The attitudes and expectations of residency program directors (RPDs) regarding nontraditional residency applicants (NTAs) were evaluated. Methods This was a cross-sectional, survey-based study targeting RPDs of American Society of Health-System Pharmacists–accredited residency programs. A 14-question survey requesting information related to demographics, perceptions of NTAs compared with traditional applicants, advantages and disadvantages of NTAs, and advice for NTAs was administered electronically to RPDs. The primary outcome of this study was to determine RPDs’ perceptions of NTAs as suitable residency candidates. The secondary outcome evaluated the rate of NTA acceptance into residency programs and a qualitative assessment of RPDs’ advice for NTAs. Results Of the 1,414 RPDs contacted to participate, 328 (23%) completed the survey. RPDs were primarily affiliated with postgraduate year 1 pharmacy practice (52%) or postgraduate year 2 specialty residencies (30%), and 35% reported having an NTA in their program. Most respondents (87%) reported that NTAs are given equal consideration relative to traditional residency applicants. RPDs rated work experience as the most important quality of an NTA, followed closely by the ability to work with others and teachability. Most (277 [85%]) RPDs agreed that NTAs should possess experiences beyond work experience, such as research, leadership, and community service. The biggest concern regarding NTAs was significant time since graduation prior to application. Conclusion The majority of RPDs did not perceive NTAs differently from traditional applicants in the selection process of prospective candidates.

Predicting Clinical Success in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (2) ◽  
pp. 479-488
Author(s):  
Lydia Richardson ◽  
Elizabeth Roberts ◽  
Shelley Victor
Keyword(s):  
Graduate Students ◽  
Grade Point Average ◽  
Work Experience ◽  
Clinical Success ◽  
Personality Type ◽  
Speech Language Pathology ◽  
Academic Variables ◽  
Grade Point ◽  
Language Pathology ◽  
Nonacademic Variables

Purpose Admissions committees rely heavily on quantitative academic variables such as undergraduate grade point average (UGPA) and scores on the Graduate Record Examination (GRE). However, the ability of these factors to predict the clinical success of speech-language pathology (SLP) graduate students has not been substantiated. The purpose of the current study was to examine the relationship between academic variables (i.e., UGPA, major grade point average, GRE scores) and nonacademic variables (i.e., age, personality type, prior work experience in the field) and determine the degree to which each of these variables predicts clinical success. Method Data were extracted from academic records of 45 students enrolled in a graduate SLP program at a public institution of higher learning between 2014 and 2016. Descriptive statistics and correlation coefficients were used to identify the relationships between academic and nonacademic variables with clinical success. Results Correlation results did not identify a significant relationship between academic variables and clinical success as well as between nonacademic variables and clinical success. However, relationships between the academic variables and nonacademic variables were discovered. Predictive power of clinical success was not identified due to lack of correlations between the variables. Conclusions Academic variables (GRE, UGPA, major grade point average) nor nonacademic variables (age, personality type, previous work experience) were found to have a significant correlation to clinical success in SLP graduate students. There continues to be a lack of evidence in identifying individual variables as sole predictors for success in SLP graduate programs.

scholarly journals The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors

2017 ◽  
Vol 105 (4) ◽  
Author(s):  
Rachel Boykan ◽  
Robert M. Jacobson
Keyword(s):  
Residency Training ◽  
Residency Program ◽  
Evidence Based Medicine ◽  
Program Directors ◽  
Evidence Based ◽  
Pediatric Residents ◽  
Pediatric Residency ◽  
Based Medicine ◽  
Residency Program Directors

Objective: The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs.Methods: We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015.Results: A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%).Conclusions: While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians’ expertise in teaching EBM is underutilized. Programs should work to better integrate librarians’ expertise, both in the didactic and clinical teaching of EBM.

scholarly journals Admission Criteria for MBA Programs

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401666939 ◽  
Author(s):  
Silvana Dakduk ◽  
José Malavé ◽  
Carmen Cecilia Torres ◽  
Hugo Montesinos ◽  
Laura Michelena
Keyword(s):  
Grade Point Average ◽  
Student Performance ◽  
Learning Strategies ◽  
Work Experience ◽  
Admission Criteria ◽  
Mba Programs ◽  
Grade Point ◽  
Personal Traits ◽  
Achievement Expectations ◽  
Graduate Management Admission Test

This paper reports a review of studies on admission criteria for MBA programs. The method consisted in a literary review based on a systematic search in international databases (Emerald, ABI/INFORM Global, ProQuest Education Journals, ProQuest European Business, ProQuest Science Journal, ProQuest Research Library, ProQuest Psychology Journals, ProQuest Social Science Journals and Business Source Complete) of studies published from January 1990 to December 2013, which explore the academic performance of students or graduates of MBA programs. A quantitative review was performed. Results show that most researchers studied relations between GMAT (Graduate Management Admission Test) and UGPA (Undergraduate Grade Point Average) as predictors of GGPA (Graduate Grade Point Average). On the other hand, work experience and personal traits (such as personality, motivation, learning strategies, self-efficacy beliefs and achievement expectations) and their relation with GGPA had been less studied, and results are not consistent enough to consider them valid predictors of student performance at this time.

Stump management after trans-tibial amputation: A systematic review

2005 ◽  
Vol 29 (1) ◽  
pp. 13-26 ◽  
Author(s):  
S. E. Nawijn ◽  
H. van der Linde ◽  
C. H. Emmelot ◽  
C. J. Hofstad
Keyword(s):  
Functional Outcome ◽  
Methodological Quality ◽  
Literature Search ◽  
Weight Bearing ◽  
Relevant Literature ◽  
Evidence Based ◽  
Systematic Literature Search ◽  
Large Variability ◽  
Early Weight Bearing

In order to achieve stump healing after trans-tibial amputation, various methods are applied, such as soft dressings followed by elastic wrapping of the stump, rigid dressings, semi-rigid dressings, and more recently the application of silicon or gel-liners. A systematic literature search was performed to identify the optimal post-amputation management. The methodological quality of the studies was systematically evaluated by using a predefined list of criteria. Only 11 controlled studies were identified and evaluated for their methodological quality. From these studies, no studies were classified as A-level studies, whereas three were classified as B-level, and 8 were classified as C-level studies. Relevant literature appears heterogeneous with respect to patient selection, intervention and outcome measures. Despite the large variability of included studies, this review reveals a trend in favour of rigid and semi-rigid dressings for achieving stump healing and reduction of stump volume. No conclusions can be drawn with regard to the effect on functional outcome. The literature is not conclusive on the effects of early weight bearing on stump healing, volume reduction, and functional outcome. More research is needed for the development of evidence-based clinical practice guidelines concerning management after trans-tibial amputation.

scholarly journals Exploring selected factors that determine graduation times in an undergraduate programme

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Grade Point Average ◽  
Work Experience ◽  
Health Program ◽  
Health Science ◽  
First Year ◽  
Grade Point ◽  
University Of Technology ◽  
Undergraduate Programme ◽  
The Mean ◽  
Aggregate Grade

Introduction: Timely graduation is of colossal importance to students, universities, and other stakeholders. The purpose of this retrospective study was to examine the time taken to graduate and to determine if pre-enrolment demographic and experiential characteristics of students are predictive of the aggregate grade point average. The secondary purpose of the study was to identify individual aspects between cohorts based on the time taken to complete the course. Method: The sample for this study included all students enrolled in the Bachelor of Health Science (Oral Health) program at the Auckland University of Technology from 2008 to 2016. The desensitized data were subjected to descriptive and inferential statistical analysis. Results: The mean grade point average in the first year was lowest in the cohort that took five years to complete and highest in the cohort that took three years to complete. Each year’s grade point average was positively correlated to the next year’s grade point average. The level of prior education and work experience were predictive of the aggregate grade point average in those completing in three years (P<0.05) but not in those completing in four years (P>0.05). Conclusion: Pre-enrollment factors, level of prior education and work experience were predictive of aggregate grade point average in the cohort completing in three years but not in the cohort completing in four years.  

Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education?

2020 ◽  
pp. 216514342097652
Author(s):  
Joseph W. Madaus ◽  
Nicholas Gelbar ◽  
Lyman L. Dukes ◽  
Ashley Taconet ◽  
Michael Faggella-Luby
Keyword(s):  
Students With Disabilities ◽  
Grade Point Average ◽  
Postsecondary Education ◽  
College Success ◽  
College Persistence ◽  
Evidence Based ◽  
Predictors Of Success ◽  
Evidence Based Practices ◽  
Grade Point ◽  
Core Set

Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation.

Factors Considered by Ohio Juvenile Court Judges in Judicial Bypass Judgments: A Policy-Capturing Approach

1996 ◽  
Vol 15 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Christine Cregan Sensibaugh ◽  
Elizabeth Rice Allgeier
Keyword(s):  
Grade Point Average ◽  
Extracurricular Activities ◽  
Work Experience ◽  
Juvenile Court ◽  
Policy Capturing ◽  
Grade Point ◽  
Past Work ◽  
A Minor ◽  
Insight Into

Judicial bypass is a procedure by which a minor can bypass notification of her parents to obtain an abortion if a judge finds her to be sufficiently mature. We examined the factors used by juvenile court judges in judicial bypass. Nine Ohio juvenile court judges indicated the likelihood of granting judicial bypass for 48 fictitious adolescents based on six factors relevant to each minor's maturity. Individual policies were calculated according to how each factor was weighed. The policies indicated that age, coercion of the minor's decision, and assessment of risk were more heavily weighed than were grade point average, extracurricular activities, and past work experience. Although the judges used the same factors, there were large differences in how those factors were used and in the total cases judged mature. The results indicated that the judges had little insight into their own judgment policies.

Sign in / Sign up

Export Citation Format

Share Document