scholarly journals How are residents trained in neuropathology? A survey of neurology program directors in the United States

2020 ◽  
Author(s):  
Appaji Rayi ◽  
Kiran Rajneesh ◽  
Vineet Punia ◽  
Amanda Start
Keyword(s):  
United States ◽  
Residency Training ◽  
Assessment Tool ◽  
Descriptive Analysis ◽  
Program Directors ◽  
The United States ◽  
Categorical Variables ◽  
Child Neurology ◽  
Service Training ◽  
Program Characteristics

To understand the current state of neuropathology education during neurology residency training in the United States, we electronically distributed a 16-item survey to 150 adult and 70 child neurology program directors (PDs). The survey inquired about their residency program characteristics, neuropathology curriculum and assessment methods, trainee performance in the subject and attitude about neuropathology education. Descriptive analysis was used to summarize categorical variables as frequencies and percentages and continuous as means and standard deviations. We conducted a series of Mann-Whitney U and Fishers exact tests to evaluate differences between various program characteristics. Sixty-four (29%) PDs responded to the survey, including 45 (30%) adult and 19 (27%) child neurology PDs. Thirty-one programs required a dedicated neuropathology rotation typically during the latter years of the program. Residency in-service training exam (RITE) was the main assessment tool (92%) for assessing the trainees knowledge in neuropathology. Overall, 87% of the PDs agreed that neuropathology is essential and 85% agreed that there is a clear need for a defined neuropathology curriculum during residency training. There was no difference in the RITE scores between programs with and without a dedicated neuropathology rotation. We conclude that a neuropathology rotation was felt to be essential even though the RITE scores did not differ between programs with and without a dedicated rotation. Alternative evaluation methods and neuropathology training techniques such as web modules, virtual reality may be helpful tools to optimize training and need consideration.

scholarly journals How Are Residents Trained in Neuropathology? A Survey of Neurology Program Directors in the United States

2020 ◽  
Vol 79 (11) ◽  
pp. 1218-1222
Author(s):  
Appaji Rayi ◽  
Kiran Rajneesh ◽  
Vineet Punia ◽  
Amanda R Start
Keyword(s):  
Descriptive Analysis ◽  
Program Directors ◽  
The United States ◽  
Categorical Variables ◽  
Training Methods ◽  
Child Neurology ◽  
Alternative Evaluation ◽  
Current State ◽  
Service Training ◽  
Program Characteristics

Abstract To understand the current state of neurology residents training in neuropathology, we electronically distributed a 16-item survey to 150 adult and 70 child neurology program directors (PDs). The survey inquired about their program characteristics, neuropathology curriculum and assessment methods, trainee performance, and attitudes. Descriptive analysis was used to summarize categorical variables as frequencies and percentages and continuous as means and standard deviations. We conducted a series of Mann-Whitney U and Fisher’s exact tests to evaluate differences between various program characteristics. Sixty-four (29%) PDs responded to the survey, including 45 (30%) adult and 19 (27%) child neurology PDs. Thirty-one programs required a dedicated neuropathology rotation. The majority (92%) used the Residency In-Service Training Examination (RITE) to assess trainee’s knowledge. Approximately 86% of the PDs agreed that neuropathology is essential and a defined curriculum is necessary during residency training. There was no difference in the RITE scores between programs. We conclude that a neuropathology rotation was felt to be essential even though the RITE scores did not differ between programs with and without a dedicated rotation. Alternative evaluation and training methods may need consideration. A future survey of all the stakeholders may be required to thoroughly understand and disseminate the neuropathology education well.

Practice Patterns of Sleep Otolaryngologists at Training Institutions in the United States

2016 ◽  
Vol 156 (6) ◽  
pp. 1025-1031 ◽  
Author(s):  
Austin S. Lam ◽  
Sarah K. Wise ◽  
Raj C. Dedhia
Keyword(s):  
United States ◽  
Residency Training ◽  
Online Survey ◽  
Practice Patterns ◽  
Training Programs ◽  
Program Directors ◽  
The United States ◽  
Sleep Medicine ◽  
Board Certification ◽  
Obstructive Sleep

Objective To assess the practice characteristics of adult sleep otolaryngologists within US otolaryngology residency training programs. Study Design Cross-sectional online survey. Setting Otolaryngology residency training programs. Subjects and Methods Program directors from 106 otolaryngology training programs in the United States were contacted. Program directors were instructed to forward a survey to otolaryngologists within the institution who provided Accreditation Council for Graduate Medical Education (ACGME) Otolaryngology Milestone Project feedback in “sleep-disordered breathing.” The survey assessed demographics, nonsurgical practices, and surgical/procedural practices of adult sleep otolaryngologists. Data were collected and analyzed. Results Forty-six surveys met inclusion criteria, representing 40 of 106 (38%) programs. Ninety-three percent of respondents reported that residents gained a significant portion of their sleep medicine training from themselves (ie, the respondents), yet only 36% of respondents spent ≥50% of their time on sleep medicine/surgery. Forty-one percent reported being board certified in sleep, with 18% having completed an ACGME fellowship in sleep medicine. Respondents with board certification were more likely to spend greater portions of their practice on sleep medicine/surgery, χ2(3, n = 44) = 23.161 ( P < .001), treat non–obstructive sleep apnea sleep disorders (13 of 18 vs 1 of 26, P < .001), interpret polysomnograms (13 of 17 vs 1 of 15, P < .001), and perform drug-induced sleep endoscopy, χ2(1, n = 43) = 5.43, ( P = .02). A similar pattern was seen with stratification by ACGME sleep medicine fellowship. Conclusion This study highlights the variance in practice patterns among sleep otolaryngologists who instruct residents. Board certification and fellowship training in sleep medicine significantly influence breadth of trainee exposure to this field. The highly disparate trainee experiences to sleep otolaryngology across US programs require attention.

scholarly journals Fellowship program directors and trainees across the United States find parental leave policies to be inconsistent, inaccessible, and inadequate

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260057
Author(s):  
Daniel Sabido Jamorabo ◽  
Amrin Khander ◽  
Vasilios Koulouris ◽  
Jeremy Eli Feith ◽  
William Matthew Briggs ◽  
...  
Keyword(s):  
United States ◽  
Parental Leave ◽  
Well Being ◽  
Program Directors ◽  
The United States ◽  
Time Constraints ◽  
Categorical Variables ◽  
Continuous Variables ◽  
Fellowship Program ◽  
Fellowship Programs

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.

ANALYSIS OF THE WORKFORCE CRISIS IN CHILD NEUROLOGY IN THE UNITED STATES

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
B Lavenstein ◽  
J Bale ◽  
S Ashwal ◽  
D Polsky ◽  
M Painter ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Child Neurology

Evaluation of Urology Residency Training and Perceived Resident Abilities in the United States

2019 ◽  
Vol 76 (4) ◽  
pp. 936-948 ◽  
Author(s):  
Zhamshid Okhunov ◽  
Shoaib Safiullah ◽  
Roshan Patel ◽  
Samuel Juncal ◽  
Harwood Garland ◽  
...  
Keyword(s):  
United States ◽  
Residency Training ◽  
The United States ◽  
Urology Residency

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

scholarly journals Development and validation of the Readiness to Train Assessment Tool (RTAT)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ianita Zlateva ◽  
Amanda Schiessl ◽  
Nashwa Khalid ◽  
Kerry Bamrick ◽  
Margaret Flinter
Keyword(s):  
United States ◽  
Factor Analysis ◽  
Conceptual Framework ◽  
Health Center ◽  
Assessment Tool ◽  
Training Programs ◽  
Health Professions ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Health Centers

Abstract Background In recent years, health centers in the United States have embraced the opportunity to train the next generation of health professionals. The uniqueness of the health centers as teaching settings emphasizes the need to determine if health professions training programs align with health center priorities and the nature of any adjustments that would be needed to successfully implement a training program. We sought to address this need by developing and validating a new survey that measures organizational readiness constructs important for the implementation of health professions training programs at health centers where the primary role of the organizations and individuals is healthcare delivery. Methods The study incorporated several methodological steps for developing and validating a measure for assessing health center readiness to engage with health professions programs. A conceptual framework was developed based on literature review and later validated by 20 experts in two focus groups. A survey-item pool was generated and mapped to the conceptual framework and further refined and validated by 13 experts in three modified Delphi rounds. The survey items were pilot-tested with 212 health center employees. The final survey structure was derived through exploratory factor analysis. The internal consistency reliability of the scale and subscales was evaluated using Chronbach’s alpha. Results The exploratory factor analysis revealed a 41-item, 7-subscale solution for the survey structure, with 72% of total variance explained. Cronbach’s alphas (.79–.97) indicated high internal consistency reliability. The survey measures: readiness to engage, evidence strength and quality of the health professions training program, relative advantage of the program, financial resources, additional resources, implementation team, and implementation plan. Conclusions The final survey, the Readiness to Train Assessment Tool (RTAT), is theoretically-based, valid and reliable. It provides an opportunity to evaluate health centers’ readiness to implement health professions programs. When followed with appropriate change strategies, the readiness evaluations could make the implementation of health professions training programs, and their spread across the United States, more efficient and cost-effective. While developed specifically for health centers, the survey may be useful to other healthcare organizations willing to assess their readiness to implement education and training programs.

You’re Fired! Donald Trump and the 2020 Congressional Elections

The Forum ◽  
2020 ◽  
Vol 18 (4) ◽  
pp. 627-650
Author(s):  
Jamie L. Carson ◽  
Spencer Hardin ◽  
Aaron A. Hitefield
Keyword(s):  
United States ◽  
Presidential Election ◽  
Descriptive Analysis ◽  
Vice President ◽  
The United States ◽  
Congressional Elections ◽  
General Election ◽  
Donald Trump ◽  
Modern Era

Abstract The 2020 elections brought to an end one of the most divisive and historic campaigns in the modern era. Former Vice President Joe Biden was elected the 46th President of the United States with the largest number of votes ever cast in a presidential election, defeating incumbent President Donald Trump in the process. The record turnout was especially remarkable in light of the ongoing pandemic surrounding COVID-19 and the roughly 236,000 Americans who had died of the virus prior to the election. This article examines the electoral context of the 2020 elections focusing on elections in both the House and Senate. More specifically, this article examines the candidates, electoral conditions, trends, and outcomes in the primaries as well as the general election. In doing so, we provide a comprehensive descriptive analysis of the climate and outcome of the 2020 congressional elections. Finally, the article closes with a discussion of the broader implications of the election outcomes on both the incoming 117th Congress as well as the upcoming 2022 midterm election.

Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Irana W Hawkins ◽  
A. Reed Mangels
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Survey Question ◽  
Dietetics Education ◽  
Instructional Methodologies ◽  
Vegetarian Nutrition ◽  
Nutrition And Dietetics

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

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