scholarly journals COVID-19 disruption to family medicine residency curriculum: results from a 2020 US programme directors survey

2021 ◽  
Vol 9 (3) ◽  
pp. e001144
Author(s):  
Julia Fashner ◽  
Anthony Espinoza ◽  
Arch G Mainous III
Keyword(s):  
Intensive Care Unit ◽  
Family Medicine ◽  
Resident Education ◽  
Point Scale ◽  
Community Size ◽  
Musculoskeletal Medicine ◽  
Medicine Resident ◽  
Residency Curriculum ◽  
The Usa ◽  
Research Alliance

ObjectiveThis research project examined the effects of the COVID-19 pandemic on the required curriculum in graduate medical education for family medicine residencies.DesignOur questions were part of a larger omnibus survey conducted by the Council of Academic Family Medicine Educational Research Alliance. Data were collected from 23 September to 16 October 2020.SettingThis study was set in the USA.ParticipantsEmails were sent to 664 family medicine programme directors in the USA. Of the 312 surveys returned, 35 did not answer our questions and were excluded, a total of 277 responses (44%) were analysed.ResultsThe level of disruption varied by discipline and region. Geriatrics had the highest reported disruption (median=4 on a 5-point scale) and intensive care unit had the lowest (median=1 on a 5-point scale). There were no significant differences for disruption by type of programme or community size.ConclusionProgramme directors reported moderate disruption in family medicine resident education in geriatrics, gynaecology, surgery, musculoskeletal medicine, paediatrics and family medicine site during the pandemic. We are limited in generalisations about how region, type of programme, community size or number of residents influenced the level of disruption, as less than 50% of programme directors completed the survey.

scholarly journals Gender-Affirming Care Curriculum in Family Medicine Residencies: A CERA Study

2021 ◽  
Vol 53 (9) ◽  
pp. 779-785
Author(s):  
Michael Donovan ◽  
Kristi VanDerKolk ◽  
Lisa Graves ◽  
Vicki R. McKinney ◽  
Kelly M. Everard
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Family Medicine ◽  
Family Physicians ◽  
Core Competency ◽  
Further Training ◽  
Residency Curriculum ◽  
Survey Results ◽  
Research Alliance ◽  
Training Opportunities

Background and Objectives: Family physicians are positioned to provide care for transgender patients, but few are trained in this care during residency. This study examines associations between program directors’ (PDs) perceptions/beliefs on transgender health care and inclusion of gender-affirming health care (GAH) in residency curriculum. Methods: Questions regarding current training in GAH, provision of GAH, competency in GAH delivery, barriers to GAH training, resident desire for GAH training, access to GAH curriculum, and feelings/perceptions about GAH were included in the 2020 Council of Academic Family Medicine Educational Research Alliance (CERA) Program Director Survey. Results: Challenges to including GAH in residency curriculum were inadequate numbers of transgender patients for residents to provide care (35.4%) and lack of faculty expertise in GAH for transgender patients (24.6%). PDs were more likely to include GAH into curriculum when they provided care for transgender patients in their own practice, completed continuing medical education in GAH since completing residency, had confidence in teaching GAH to residents, had residents who requested training on GAH, or had access to a GAH curriculum. PDs who believed that GAH should be a core competency in residency curriculum were more likely to have residents who requested increased education in GAH and wanted to provide GAH to transgender patients in their future practices. Conclusions: Barriers persist for training family medicine residents in GAH for transgender patients, but further training opportunities for faculty could help to decrease identified barriers. Further research should explore how best to increase family medicine faculty comfort/competence in educating residents in GAH.

scholarly journals Toward Competency-Based Curricula in Patient-Centered Spiritual Care: Recommended Competencies for Family Medicine Resident Education

2010 ◽  
Vol 85 (12) ◽  
pp. 1897-1904 ◽  
Author(s):  
Gowri Anandarajah ◽  
Frederic Craigie ◽  
Robert Hatch ◽  
Stephen Kliewer ◽  
Lucille Marchand ◽  
...  
Keyword(s):  
Family Medicine ◽  
Spiritual Care ◽  
Resident Education ◽  
Patient Centered ◽  
Family Medicine Resident ◽  
Medicine Resident ◽  
Competency Based

scholarly journals Education and Attitudes on Medical Cannabis in Family Medicine Residency Programs

2020 ◽  
Vol 52 (10) ◽  
pp. 730-735
Author(s):  
Ann M. Philbrick ◽  
Christine Danner ◽  
Abayomi Oyenuga ◽  
Chrystian Pereira ◽  
Jason Ricco ◽  
...  
Keyword(s):  
United States ◽  
Family Medicine ◽  
The United States ◽  
Clinical Experiences ◽  
Medical Cannabis ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Medicine Resident ◽  
Current State ◽  
Research Alliance

Background and Objectives: Medical cannabis has become increasingly prevalent in the United States, however the extent of family medicine resident education on this topic remains unknown. The objective of this study was to ascertain the current state of medical cannabis education across this population and identify patterns in education based on state legality and program director (PD) practices. Methods: Survey questions were part of the Council of Academic Family Medicine Educational Research Alliance (CERA) omnibus survey from May 2019 to July 2019. PDs from all Accreditation Council for Graduate Medical Education (ACGME)-accredited US family medicine residency programs received survey invitations by email. Results: A total of 251 (40.7%) PDs responded, with 209 (83.6% [209/250]) reporting at least 1 hour of didactic curriculum regarding cannabis. The most common context was substance misuse (mean 3.0±4.1 hours per 3 years), followed by pain management (2.7±3.4 hours), and management of other conditions (2.1±2.7 hours). Thirty-eight programs (15.2% [38/250]) offered clinical experiences related to medical cannabis, and PDs who had previously prescribed or recommended medical cannabis were more likely to offer this experience (P<.0001). Experiences peaked after 3 to 5 years of medical cannabis legality. PD confidence in resident counseling skills was low overall, but did increase among programs with clinical experiences (P=.0033). Conclusions: The current trajectory of medical cannabis use in the United States makes it likely that residents will care for patients interested in medical cannabis, therefore it is important residents be prepared to address this reality. Opportunities exist for improving medical cannabis education in family medicine residency programs.

scholarly journals The Impact of a Concussion Clinic on Family Medicine Resident Education

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Theodore A. Ogren ◽  
Alexander C. Knobloch
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Sports Medicine ◽  
Resident Education ◽  
Improvement Project ◽  
Medicine Resident ◽  
Point Of Entry ◽  
Personal Value ◽  
The Impact ◽  
Academic Year

Introduction: Given that primary care has been found to be the most likely point of entry into the health care system for concussion patients, diagnosis and management of concussions are vital to the education of family medicine physicians. Studies of primary care residencies reveal a self-perceived deficiency in sports medicine education. This project was designed to determine the effect of a concussion management clinic on family medicine residents’ confidence in and personal value placed on diagnosing and managing concussions.  Methods: This project was completed in a family medicine residency as a retrospective evaluation of an educational improvement project during the 2016-2017 academic year. The intervention involved implementation of a structured clinical experience focused on management of concussions. Residents were surveyed preintervention, as well as 5 and 11 months postintervention, measuring resident exposure to and confidence in diagnosing and managing concussions.  Results: Residents demonstrated significantly increased confidence in diagnosing concussions and managing complicated concussions following the intervention (both F [2, 84]=3.56, P=0.03). Post hoc analysis indicated the statistical difference was found between preintervention measures and 1 academic year later. The number of concussions seen positively correlated with resident confidence in both diagnosing and managing concussions while personal value remained high. Conclusions: This project is the first to evaluate the impact of a concussion clinic on resident education, demonstrating significant improvement in multiple areas of concussion education. Replicating the project in other family medicine residencies could be beneficial in determining if this clinic education model improves resident outcomes in other residencies. 

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