Effectiveness of regional medical schools in attracting and retaining students for early‐career practice in the local area: The James Cook University experience

2019 ◽  
Vol 27 (2) ◽  
pp. 125-131 ◽  
Author(s):  
Torres Woolley ◽  
Robin Adelle Ray
Keyword(s):  
Medical Schools ◽  
Local Area ◽  
Early Career ◽  
James Cook ◽  
Regional Medical ◽  
University Experience ◽  
Career Practice

scholarly journals Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093661
Author(s):  
Julie S Byerley ◽  
Johanna H Foster ◽  
Gary L Beck Dallaghan
Keyword(s):  
Medical Schools ◽  
Narrative Review ◽  
Building Relationships ◽  
Regional Campuses ◽  
Branch Campuses ◽  
Relevant Evidence ◽  
Regional Medical ◽  
Regional Campus ◽  
Full Text Review ◽  
Medical Librarian

Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

scholarly journals Does Medical School Geography and Ranking Influence Residency Match in Otolaryngology?

2021 ◽  
pp. 000348942110264
Author(s):  
Khodayar Goshtasbi ◽  
Kotaro Tsutsumi ◽  
Catherine Merna ◽  
Edward C. Kuan ◽  
Yarah M. Haidar ◽  
...  
Keyword(s):  
Medical School ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Geographic Region ◽  
Level Of Evidence ◽  
Cross Sectional ◽  
Residency Programs ◽  
Future Studies ◽  
Accessible Information ◽  
Regional Medical

Objective: To elucidate the associations between geographic locations, rankings, and size/funding of medical schools and residency programs among the current otolaryngology residents. Methods: This retrospective cross-sectional study queried otolaryngology residency program websites for relevant publicly accessible information. Location was categorized as Midwest, Northeast, South, and West. Ranking was according to Doximity (residency) and US News and World Report (medical school). Medical school and residency programs were labeled large if they had >704 students or >15 residents, respectively. Results: A total of 1413 residents from 98 (89%) otolaryngology residency programs were included. Residents attending their home medical schools (18%) were equally distributed among regions ( P = .845). Residents who attended medical schools in the same US regions (54%) were more likely from top-25 ( P = .001) or private ( P < .001) medical schools. Southern residents were most likely (64%) and Western residents were least likely (39%) from regional medical schools ( P < .001), while residents from Midwest and Northeast had similar rates (54%-55%). The percentage of Midwest residents coming from regional medical schools has decreased from the 2013 to 2014 residency cycle ( P = .037). Completing undergraduate school, medical school, and residency in the same region (38%) was also highest in the South (45%) and lowest in the West (25%) ( P < .001). Residents at top-ranked residency programs were more likely from top-ranked ( P < .001), large ( P = .025), and private ( P = .018) medical schools. Conclusion: There exist significant associations between otolaryngology residents’ medical school location, ranking, size, and funding source and their residency destination. More than half of the current otolaryngology residents attended medical school in the same geographic region, and about one-fifth have attended medical school and residency at the same institution. Future studies are warranted to evaluate how these results change as the match process evolves in the future. Level of Evidence: N/A.

Surgical Trends in the Treatment of Supracondylar Humerus Fractures in Early Career Practice

2020 ◽  
Vol 40 (5) ◽  
pp. 223-227
Author(s):  
Steven Ralles ◽  
Michael Murphy ◽  
Michael S. Bednar ◽  
Felicity G. Fishman
Keyword(s):  
Early Career ◽  
Supracondylar Humerus Fractures ◽  
Humerus Fractures ◽  
Career Practice

scholarly journals Evidence-based Faculty Development Programming for Regional Medical Campuses and the BASK Framework

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Ralitsa Akins
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Medical Schools ◽  
Evidence Based ◽  
Development Programs ◽  
Assessment Framework ◽  
Regional Campuses ◽  
Regional Medical ◽  
Development Programming ◽  
Effective Teaching And Learning

Medical schools’ regional campuses respond to vital needs in medical education. About one third of US medical schools have regional campuses. It is important to create and maintain, in all geographically separate locations, climate and culture conducive to effective teaching and learning. An evidence-based approach to designing and implementing faculty development programs for regional medical campuses is described, and the BASK assessment framework is introduced, recognizing the interconnectedness between desired changes in behaviors, and learners’ attitudes, skills and knowledge. IRB approval was obtained for the completion of this study.

Girls into Geoscience: inspiring the next generation of female Earth Scientists

2020 ◽  
Author(s):  
Jodie Fisher ◽  
Sarah Boulton
Keyword(s):  
Role Models ◽  
Response Rate ◽  
Career Pathways ◽  
Early Career ◽  
University Courses ◽  
Hands On ◽  
The Uk ◽  
University Experience ◽  
The University ◽  
Insight Into

&lt;div&gt; &lt;p&gt;Girls into Geoscience (GiG) is an initiative aiming to empower and encourage girls to consider degrees and careers in the Geosciences. Currently, &lt; 40 % of places on Geoscience courses in the UK are taken up by girls, and this is something we are actively and successfully addressing.&amp;#160;Our&amp;#160;founding&amp;#160;GiG&amp;#160;event runs for 2 days and is primarily aimed at year 12 female students who are thinking about applying for university. June 2014 saw the first Girls into Geoscience day, and since then nearly 400 girls have attended from across the UK.&amp;#160; On day one we offer a fieldtrip, whilst day two consists of a day of talks and workshops, with topics from across the geosciences.&amp;#160; The aim of the talks is to showcase the range of Geoscience career pathways that are possible across industry and&amp;#160;academia, and&amp;#160;provide role models for the girls. Speakers span the career spectrum from early career to experienced scientists, and they talk about their unique journey to becoming Earth Scientists, as well as informing the students about different disciplines and roles possible after graduation. In the afternoon, an insight into the university experience is given through hands-on workshops across a range of geoscience topics, giving the attendees&amp;#160;the opportunity&amp;#160;to focus on their interests&amp;#160;or try something new.&amp;#160;Data collected from attendees has shown real impact. For example, in 2016, 75% of attendees at the end of the event said that they were more likely to consider studying geology, whilst 9% were already planning on doing so.&amp;#160; A year later these students were about to start university courses, and 78% of respondents (55% response rate) were off to study geoscience or related courses at university. While in&amp;#160;2017, 70% of the students said they were more likely to do geology following&amp;#160;GiG,&amp;#160;and 63% (39% response rate) went on to do geoscience related course in 2018, and in 2018&amp;#160;84%&amp;#160;said they were more likely to study geology following&amp;#160;GiG,&amp;#160;and 85% (38% response rate) were off to do geoscience related courses in 2019.&amp;#160;Significantly,&amp;#160;100% of all those responding 1 year later&amp;#160;said they&amp;#160;would recommend attending&amp;#160;GiG&amp;#160;to those interested in the Geosciences.&amp;#160;&lt;/p&gt; &lt;/div&gt;&lt;div&gt; &lt;p&gt;Since we started&amp;#160;GiG&amp;#160;we have seen many changes and positive steps in the recruitment, recognition and retention of women in STEM but there is still work to do nationally and internationally.&amp;#160;&amp;#160;We have supported the development of new initiatives and&amp;#160;GiG&amp;#160;Ireland has now been running for 3 years,&amp;#160;GiG&amp;#160;Scotland held&amp;#160;their&amp;#160;inaugural&amp;#160;event&amp;#160;in Glasgow in August 2019, and&amp;#160;GiG&amp;#160;Wales is planned for 2020.&amp;#160;&amp;#160;We have supported the development of new initiatives,&amp;#160;and&amp;#160;GiG&amp;#160;Ireland has now been running for 3 years,&amp;#160;GiG&amp;#160;Scotland held&amp;#160;their&amp;#160;inaugural&amp;#160;event&amp;#160;in Glasgow in August 2019, and&amp;#160;GiG&amp;#160;Wales is planned for 2020.&amp;#160;&amp;#160;We are also working with other UK universities to develop Junior&amp;#160;GiG&amp;#160;for younger students with the aim&amp;#160;of inspiring even younger students, the&amp;#160;University&amp;#160;of&amp;#160;Leicester&amp;#160;held the first&amp;#160;GiGjr&amp;#160;in 2019.&amp;#160;&amp;#160;We are also working with other UK universities to develop Junior&amp;#160;GiG&amp;#160;for younger students with the aim of inspiring even younger students. The&amp;#160;University&amp;#160;of&amp;#160;Leicester&amp;#160;held the first&amp;#160;GiGjr&amp;#160;event&amp;#160;in 2019.&amp;#160;&amp;#160;GiG&amp;#160;continues to grow,&amp;#160;we hope to&amp;#160;continue this growth,&amp;#160;and run this initiative&amp;#160;until it is no longer needed!&amp;#160;&lt;/p&gt; &lt;/div&gt;

scholarly journals Faculty Retention in Regional Medical Schools in Iran: A Qualitative Content Analysis

2020 ◽  
Author(s):  
Maria Shaterjalali ◽  
Yousef Gholampoor ◽  
Ali Khani Jeihooni ◽  
shahnaz karimi ◽  
Yaser Mansoori ◽  
...  
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Research Performance ◽  
Medical Schools ◽  
Faculty Members ◽  
Type I ◽  
Social Infrastructure ◽  
Economic Dimension ◽  
Phone Calls ◽  
Regional Medical

Abstract Background and Purpose: Recruitment and retention of competent faculty members are important in maintaining and improving the quality of education and research performance of universities. The aim of the present study was to find out the faculty members’ views, experiences, and attitudes to identify the reasons for faculty attrition and retention in regional medical schools in Iran.Methods: In this qualitative study, we used a content analysis method. The participants included 12 faculty members who had been transferred to type I universities, four faculty members applying for transfer, four with more than ten years of experience and working in the universities of small cities without any application for transfer. Data were collected using semi-structured interviews, which were conducted either face-to-face or via phone calls. To measure the trustworthiness of the data, we evaluated four components of credibility, transferability, dependability, and confirmability, proposed by Lincoln and Guba.Results: The findings were classified into three categories and 14 subcategories. The first category was “retention facilitators” including four subcategories of facilitated communication, proximity to major universities, gaining experience, and support by authorities. The second category was “retention threats” including six subcategories of social infrastructure, individual dimension, occupation dimension, economic dimension, sense of respect, and executive management. The third category was “retention strategies” which included four subcategories of employment and promotion processes, inter-university collaboration with type I universities, facilitation of the scientific growth, and fulfilment of the safety needs.Conclusion: Several factors play a role in the faculty members’ retention in regional medical schools. Authorities can create a more positive environment by devising a suitable reward system, supporting academic activities, and increasing the level of practical faculty autonomy to develop a sense of belonging among them and reduce the intention to transfer among their human resources.

scholarly journals Faculty retention in regional medical schools in Iran: a qualitative content analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maria Shaterjalali ◽  
Yousef Gholampoor ◽  
Ali Khani Jeihooni ◽  
Yaser Mansoori ◽  
Reza Homayounfar ◽  
...  
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Research Performance ◽  
Medical Schools ◽  
Faculty Members ◽  
Supplementary File ◽  
Type I ◽  
Economic Dimension ◽  
Phone Calls ◽  
Regional Medical

Abstract Background and purpose Recruitment and retention of competent faculty members are important in maintaining and improving the quality of education and research performance of universities. The aim of the present study was to find out the faculty members’ views, experiences, and attitudes to identify the reasons for faculty attrition and retention in regional medical schools in Iran. Methods In this qualitative study, we used a content analysis method. The participants included 12 faculty members who had been transferred to type I universities, four faculty members who had applied for transfer, four with more than 10 years of experience and working in the type 3 universities with no intention to be transferred. Data were collected using semi-structured interviews, which were conducted either face-to-face or via phone calls. The interview was developed for this study (Supplementary file). To measure the trustworthiness of the data, we evaluated four components of credibility, transferability, dependability, and conformability, as proposed by Lincoln and Guba. Results The findings were classified into three categories and 14 subcategories. The first category was “retention facilitators” including four subcategories of facilitated communication, proximity to major universities, gaining experience, and support by authorities. The second category was “retention threats” including six subcategories of social infrastructure, individual dimension, occupation dimension, economic dimension, sense of respect, and executive management. The third category was “retention strategies” which included four subcategories of recruitment and promotion processes, inter-university collaboration with type I universities, facilitation of the scientific growth, and fulfilment of the safety needs. Conclusion Several factors play a role in the faculty members’ retention in regional medical schools in Iran. Authorities can create a more positive environment by devising a suitable reward system, supporting academic activities, and increasing the level of faculty autonomy practically to develop a sense of belonging among them and reduce the intention to be transferred among their human resources.

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