scholarly journals The Struggling Infectious Diseases Fellow: Remediation Challenges and Opportunities

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Michael T Melia ◽  
Armando Paez ◽  
Gail Reid ◽  
Lisa M Chirch ◽  
Vera P Luther ◽  
...  

Abstract Remediation of struggling learners is a challenge faced by all educators. In recognition of this reality, and in light of contemporary challenges facing infectious diseases (ID) fellowship program directors, the Infectious Diseases Society of America Training Program Directors’ Committee focused the 2018 National Fellowship Program Directors’ Meeting at IDWeek on “Remediation of the Struggling Fellow.” Small group discussions addressed 7 core topics, including feedback and evaluations, performance management and remediation, knowledge deficits, fellow well-being, efficiency and time management, teaching skills, and career development. This manuscript synthesizes those discussions around a competency-based framework to provide program directors and other educators with a roadmap for addressing common contemporary remediation challenges.

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S881-S881
Author(s):  
Jehan Budak ◽  
Cristina Brickman ◽  
Emily Abdoler ◽  
Erika Wallender ◽  
Jennifer S Mulliken ◽  
...  

Abstract Background Burnout in graduate medical education is common and reported in ~70% of Internal Medicine (IM) residents. Most studies have described interventions focused on residency training, but fellowship training suffers from similar challenges and likely similar levels of burnout. After conducting a needs assessment amongst fellows within our Infectious Diseases (ID) fellowship program, we developed a wellness program to address these issues. Methods In Spring 2018, we reviewed the existing literature and consulted with local experts on trainee well-being. Based on our findings, we designed a multi-tiered approach to enhance wellness amongst fellows. An ID Fellowship Well-Being Committee (WBC) was created in September 2018 to lead the intervention. The WBC includes an even mix of fellows and faculty at multiple levels at all three main teaching hospitals associated with the program. Meetings occur every other month, and co-chairs (one faculty and one fellow) report back to the program director quarterly. Topic areas and interventions are described in Table 1. Fellows were sent a qualitative survey to evaluate the impact of the well-being interventions to date. Results Four of 5 first year fellows responded to the survey, and all felt the retreat should be repeated yearly. Themes identified from the survey included benefits of having protected time together, convening in a low pressure and informal setting to provide feedback, and spending quality time in a non-clinical setting with co-fellows. Fellows cited the wellness retreat as a strength at our annual fellowship external program review. Conclusion Burnout is likely high among IM sub-specialty fellows, and interventions are needed to support the well-being of those trainees. We describe a roadmap for the development of a well-being program at a relatively large, academic ID fellowship program led by a mixed fellow and faculty committee. We will continue to monitor data on fellow burnout and make programmatic changes based on feedback. We are hopeful that our work will empower other programs to engage in developing their own well-being programs. Disclosures All authors: No reported disclosures.


2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S597-S598
Author(s):  
Amy V Dora ◽  
Tara Vijayan ◽  
Christopher J Graber

Abstract Background In July 2015, the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Internal Medicine (ABIM) jointly outlined an approach to assessing fellow performance using milestone-based core competencies for incorporation into standardized evaluation templates of trainee performance. Limited data exist regarding the clarity, effectiveness, and reproducibility of competency-based evaluations of infectious diseases fellows. Methods From March to May 2019, program directors of ACGME-accredited infectious diseases fellowship programs were invited to complete a Qualtrics-based survey of program characteristics and evaluation methods, including a trainee vignette to gauge evaluation reproducibility. Completed surveys were analyzed with descriptive statistics. Results Forty-three program directors initiated the survey, but 29 completed it. Seventeen (59%) were men, 19 (66%) were on a teaching service for over 8 weeks a year, and 19 (66%) had fewer than four first year fellows in their program. Most respondents agreed the competencies lacking the most clarity were systems-based practice (17/29, 58%), and practice based improvement (16/29, 55%). Eighteen (62%) were at least “somewhat satisfied” with their institution’s assessment tool, and 19 (66%) reported it was at least “moderately effective” in identifying academic deficiencies. Responses rating fellow performance from the vignette ranged from 1.5 to 4 on the standard milestone-based competency scale of 1-5 with 0.5 increments (median 3). For the same scenario using a qualitative ordinal scale, 66% (19/29) categorized the fellow as “early first year” and 34% (9/29) as “advanced first year.” Respondents offered a wide range of comments on milestone-based competencies, including “it works well enough” and “the process seems bloated and educratic.” Conclusion Clarity is needed on how to evaluate specific core competencies in infectious diseases, particularly systems-based practice and practice-based improvement. Describing anchoring milestones and evaluating fellows in accordance to stage in fellowship (i.e. early first year fellow) can help standardize responses. Further exploration on improving the evaluation process is warranted. Disclosures All Authors: No reported disclosures


2021 ◽  
Vol 78 (17) ◽  
pp. 1717-1726
Author(s):  
Michael W. Cullen ◽  
Julie B. Damp ◽  
Victor Soukoulis ◽  
Friederike K. Keating ◽  
Islam Abudayyeh ◽  
...  

2020 ◽  
Vol 7 ◽  
pp. 238212052093661
Author(s):  
Richard Mink ◽  
Bruce E Herman ◽  
Carol Carraccio ◽  
Tandy Aye ◽  
Jeanne M Baffa ◽  
...  

Objectives: Fellowship program directors (FPD) and Clinical Competency Committees (CCCs) both assess fellow performance. We examined the association of entrustment levels determined by the FPD with those of the CCC for 6 common pediatric subspecialty entrustable professional activities (EPAs), hypothesizing there would be strong correlation and minimal bias between these raters. Methods: The FPDs and CCCs separately assigned a level of supervision to each of their fellows for 6 common pediatric subspecialty EPAs. For each EPA, we determined the correlation between FPD and CCC assessments and calculated bias as CCC minus FPD values for when the FPD was or was not a member of the CCC. In addition, we examined the effect of program size, FPD understanding of EPAs, and subspecialty on the correlations. Data were obtained in fall 2014 and spring 2015. Results: A total of 1040 fellows were assessed in the fall and 1048 in the spring. In both periods and for each EPA, there was a strong correlation between FPD and CCC supervision levels ( P < .001). The correlation was somewhat lower when the FPD was not a CCC member ( P < .001). Overall bias in both periods was small. Conclusions: The correlation between FPD and CCC assignment of EPA supervision levels is strong. Although slightly weaker when the FPD is not a CCC member, bias is small, so this is likely unimportant in determining fellow entrustment level. The similar performance ratings of FPDs and CCCs support the validity argument for EPAs as competency-based assessment tools.


Blood ◽  
2021 ◽  
Vol 138 (Supplement 1) ◽  
pp. 4941-4941
Author(s):  
Scott Moerdler ◽  
Jennifer C. Kesselheim

Abstract Introduction: The workforce of Pediatric Hematology Oncology (PHO) has been evolving over the last decade. Recently, fellowship application volume has declined, with almost half of the programs at least partly unfilled during the previous MATCH. A perceived paucity of PHO jobs for graduating fellows may exacerbate this declining interest in the field. By surveying fellows, fellowship program directors, and PHO division chiefs, this study aims to investigate PHO fellows' preparation for, and experience with, the search for an initial faculty position. Methods: After pilot testing with faculty and fellows, all PHO division chiefs and program directors from 115 programs (N=222) were invited to complete the survey and to disseminate the instrument to their fellows. The survey included questions on demographics, job search preparation, job search experiences including barriers and helpful tools, and consequences for well-being such as stress and anxiety. Results: Some programs chose not to participate, evidenced by representation from 35 states, and many states with multiple fellowship programs only had one response from program leadership. A total of 166 individuals responded to all questions, representing approximately 24% response rate. Of the participants 83 were fellows and 83 were program leaders including fellowship program directors and division chiefs. Nearly 82% (n=136/166) of all respondents believe that PHO fellows are struggling to find a job that aligns with their goals. Program leaders identified common barriers influencing fellows' job search including geographic constraints (N=60/83, 73%) followed by only a few jobs available (N=51/83, 61%), clinical focus constraints (N=43/83, 52%), and few positions being posted (N=41/83, 49%). Fellows who have started the job search process commonly reported geographic constraints as a barrier (N=26/46, 57%), followed by partner employment opportunities (N=17/46, 37%), and their own clinical interests (N=15, 33%). Of 42 open-ended responses written by fellows, almost half (N=18/42, 43%) cited limited number of jobs available, and 21% (N=9/42) cited difficulties related to job postings. Almost half of fellows (47%, n=37/79) reported a lack of formal education on the job search process, as opposed to less than 10% of leadership (n=8/83) who agreed. When offered, education most commonly involved strategies for CV building (37%, n=31/83) and less frequently focused on the rest of the job process including negotiation, job talking, interviewing, and writing cover letters. Nearly all (N=79/83, 95%) of program leaders believe that fellows are somewhat/extremely stressed about the job search process. 75% (n=59/79) of fellows self-reported feeling somewhat/extremely stressed due to the job search process. Nearly 20% (n=15/79) of fellows self-reported severe anxiety over the job search process, and another 25% (n=21/79) reported moderate anxiety. Conclusions: This study highlights numerous shortcomings in the job search process among PHO fellows. A majority perceive difficulty securing a job which aligns with one's goals. While geography was the most cited barrier, finding a position with the optimal clinical focus was also problematic, a finding especially worrisome given the increasing popularity of additional 4 th year fellowship training in PHO. Other commonly recognized challenges surround the number of positions available as well as how those positions are publicized. Importantly, the job search may negatively impact wellness. Fellows' reports of stress and anxiety surrounding the job search, also acknowledged by program leaders should prompt change. Next steps include follow up studies including qualitative interviews to better understand the fellows' experiences, development of educational programs to prepare fellows for the job search process, enhanced career counseling, as well as improved support programs focused on the relevant stressors. Educational interventions to help prepare CVs, cover letters, and practice interviewing or negotiation may be able to help alleviate some of the stress fellows experience while undergoing the job search process. These data represent a need to further understand the PHO workforce to determine why fellows and leadership sense difficulty in securing a position that aligns with one's goals, as well as whether these perceptions represent the realities of the current workforce. Disclosures No relevant conflicts of interest to declare.


PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260057
Author(s):  
Daniel Sabido Jamorabo ◽  
Amrin Khander ◽  
Vasilios Koulouris ◽  
Jeremy Eli Feith ◽  
William Matthew Briggs ◽  
...  

Introduction Determine the consistency, accessibility, and adequacy of parental leave policies for adult and pediatric medicine fellowship programs. Methods We administered a 40-question survey to fellowship program directors (PDs) and trainees in adult and pediatric cardiology, hematology/oncology, gastroenterology, and pulmonology/critical care fellowship programs in the United States. We used Chi-square tests to compare proportions for categorical variables and t-tests to compare means for continuous variables. Results A total of 190 PDs from 500 programs (38.0%) and 236 trainees from 142 programs (28.4%) responded. Most respondents did not believe that parental leave policies were accessible publicly (322/426; 75.6%), on password-protected intranet (343/426; 80.5%), or upon request (240/426; 56.3%). The PDs and trainees broadly felt that parental leave for fellows should be 5–10 weeks (156/426; 36.6%) or 11–15 weeks (165/426; 38.7%). A majority of PDs felt that there was no increased burden upon other fellows (122/190; 64.2%) or change in overall well-being (110/190; 57.9%). When asked about the biggest barrier to parental leave support, most PDs noted time constrains of fellowship (101/190; 53.1%) and the limited number of fellows (43/190; 22.6%). Trainees similarly selected the time constraints of training (88/236; 37.3%), but nearly one-fifth chose the culture in medicine (44/236; 18.6%). There were no statistically significant differences in answers based on the respondents’ sex, specialty, or subspecialty. Discussion Parental leave policies are broadly in place, but did not feel these were readily accessible, standardized, or of optimum length. PDs and trainees noted several barriers that undermine support for better parental leave policies, including time constraints of fellowship, the limited number of fellows for coverage, and workplace culture. Standardization of parental leave policies is advisable to allow trainees to pursue fellowship training and care for their newborns without undermining their educational experiences.


2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S585-S586
Author(s):  
Vera Luther ◽  
Rachel A Shnekendorf ◽  
Spicer O Jennifer ◽  
Ashleigh Logan ◽  
Alice Barsoumian ◽  
...  

Abstract Background The Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020. Methods IDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. The workgroup conducted two surveys of ID Fellowship Program Directors, one in 2016 for the core curriculum and a second in 2018 for the advanced curriculum, to assess existing AS educational resources and determine needs for additional AS educational and evaluation resources. The workgroup used the evaluation data to inform the content, delivery methods, and assessment tools for the curricula. The Core AS Curriculum is designed to provide fellows foundational knowledge and skills in AS. The Advanced AS Curriculum is designed to provide fellows the knowledge and skills to become leaders in AS. The Core AS Curriculum was piloted by 56 ID Fellowship Programs in 2018 and then made broadly available via IDSA Academy in 2019. Pilot data will be used to improve future iterations of the curriculum. The Advanced AS Curriculum pilot will begin in 2020 and will be broadly available in 2021. Results The curricular packages contain a variety of training resources including eLearning modules, lectures slides, case-based questions, videos, reading materials, pocket cards, group-based learning, role play exercises and simulations. The modules can be taught by faculty to fellows or conducted as a self-directed learning experience. Program directors and fellows who participated in the Core AS Curriculum pilot reported that their fellowship program was significantly more effective in teaching multiple key stewardship content areas (Table). Table. Conclusion Evaluation data from programs who piloted the Core AS Curriculum indicate that this blended learning experience is an effective method for teaching AS and in providing educational and assessment tools for ID fellowship programs. The Advanced AS Curriculum will be similarly evaluated. Disclosures Julie Ann Justo, PharmD, MS, BCPS-AQ ID, bioMerieux (Speaker’s Bureau)TRC Healthcare (Speaker’s Bureau)


Author(s):  
Nguyen Viet Hung ◽  
Phan Van Hung ◽  
Be Trung Anh

Data mode “good governance” developed in the last century for process of sustainable base system, providing basic information and on-line services, supports the development, challenges and opportunities in the context of globalization and integration. In this paper I discuss a framework for the design of e-Local Governance (eLG) that integrates Information System (IS), Geographical Information System (GIS) and Atlas with focus on ethnic minorities in Vietnam. The design framework is based on various classifications such categories as sex, age, ethnic group, education background and income. The database system is built to enhance the Committee for Ethnic Minority Affairs (CEMA) capabilities in the planning and decision making process by providing the authorities with data, internet GIS, internet communication and some ecological economic models to disseminate results to the ethnic minorities. The unique feature of the CEMADATA using GIS is that it helps users not only to improve the public services and to provide information and encourage ethnic minorities to participate in decision making processes, but also to support the competency-based training for IT staff


2018 ◽  
Author(s):  
Andrew S. Fox ◽  
Regina Lapate ◽  
Alexander J. Shackman ◽  
Richard J Davidson

Emotion is a core feature of the human condition, with profound consequences for health, wealth, and wellbeing. Over the past quarter-century, improved methods for manipulating and measuring different features of emotion have yielded steady advances in our scientific understanding emotional states, traits, and disorders. Yet, it is clear that most of the work remains undone. Here, we highlight key challenges facing the field of affective sciences. Addressing these challenges will provide critical opportunities not just for understanding the mind, but also for increasing the impact of the affective sciences on public health and well-being.


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