A Survey of the Work Effort of Full-time Surgeons of the Southeastern Surgical Congress

2005 ◽  
Vol 71 (8) ◽  
pp. 674-681
Author(s):  
Thomas R. Gadacz ◽  
James J. Bason
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Statistical Significance ◽  
Professional Activity ◽  
Full Time ◽  
Work Effort ◽  
Education Programs ◽  
Graduate Medical ◽  
Community Activities ◽  
Significant Difference

This is a survey research project to determine the work hours of practicing surgeons and compare those hours with hours that have been mandated for graduate medical education programs by the Accreditation Council for Graduate Medical Education (ACGME). The survey conducted of the membership of the Southeastern Surgical Congress focused on the amount of time devoted to professional activity. Although several categories of membership were surveyed, those surgeons in full-time practice were used for this report. Five hundred ninety-two general surgeons and some surgical specialties from 17 states reported a total professional work effort of 65 hours per week averaged over a month. Twenty per cent reported working more than 80 hours per week. Statistically significant ( P < 0.05) factors that characterized these individuals included years in practice (1 to 10 years), more clinical hours per week, fewer administrative hours per week, fewer teaching hours per week, fewer continuing medical education (CME) hours per year, and an increase in recent clinical practice. Interestingly, there was no significant difference in CME over a 2- or 5-year period. Other factors such as type of practice did not have statistical significance. There was no difference between states and no difference in time commitment to political or community activities. This survey indicates that surgeons going into practice in the Southeast from general surgery graduate medical education programs can expect to have a mean work week of 65 hours, and 20 per cent can expect to exceed an 80-hour work week.

scholarly journals Entrustable Professional Activities for Pathology

2017 ◽  
Vol 4 ◽  
pp. 237428951771428 ◽  
Author(s):  
Cindy B. McCloskey ◽  
Ronald E. Domen ◽  
Richard M. Conran ◽  
Robert D. Hoffman ◽  
Miriam D. Post ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Clinical Pathology ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Entrustable Professional Activity ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

A Survey of Neurological Surgery Residency Program Mentorship Practices Compared to Accreditation Council for Graduate Medical Education Resident Outcome Data

Neurosurgery ◽  
2019 ◽  
Vol 87 (5) ◽  
pp. E566-E572 ◽  
Author(s):  
Nickalus R Khan ◽  
Pamela L Derstine ◽  
Andrew J Gienapp ◽  
Paul Klimo ◽  
Nicholas M Barbaro
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Scholarly Activity ◽  
Pass Rates ◽  
Mentorship Program ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Significant Difference ◽  
Survey Results ◽  
Mentorship Programs

Abstract Mentorship can be a powerful and life-altering experience during residency training, but there are few articles discussing mentorship models within neurosurgery. In this study, we surveyed US neurosurgical department mentorship practices and linked them to resident outcomes from the Accreditation Council for Graduate Medical Education (ACGME), including resident survey responses, board pass rates, and scholarly activity. A 19-question survey was conducted from October to December 2017 with the assistance of the Society of Neurological Surgeons. De-identified data were then obtained from the ACGME and correlated to these results. Out of 110 programs, 80 (73%) responded to the survey and gave informed consent. The majority (65%) had a formal mentorship program and assigned mentor relationships based on subspecialty or research interest. Barriers to mentorship were identified as time and faculty/resident “buy-in.” Mentorship programs established for 5 or more years had superior resident ACGME outcomes, such as board pass rates, survey results, and scholarly activity. There was not a significant difference in ACGME outcomes among programs with formal or informal/no mentorship model (P = .17). Programs that self-identified as having an “unsuccessful” mentorship program had significant increases in overall negative resident evaluations (P = .02). Programs with well-established mentorship programs were found to have superior ACGME resident survey results, board pass rates, and more scholarly activity. There was not a significant difference among outcomes and the different models of formal mentorship practices. Barriers to mentorship, such as time and faculty/resident “buy-in,” are identified.

scholarly journals Interest in part-time graduate medical education programs

1980 ◽  
Vol 55 (5) ◽  
pp. 447-9
Author(s):  
A I Sutnick ◽  
G L Burkett ◽  
I W Gabrielson
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Education Programs ◽  
Graduate Medical ◽  
Part Time

scholarly journals Industry Relations With Emergency Medicine Graduate Medical Education Programs

2009 ◽  
Vol 16 (10) ◽  
pp. 1025-1030 ◽  
Author(s):  
Terry Kowalenko ◽  
Douglas Char ◽  
Catherine Marco ◽  
Shellie Asher ◽  
Ali Raja ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Education Programs ◽  
Graduate Medical ◽  
Industry Relations

scholarly journals Nurturing 21st century physician knowledge, skills and attitudes with medical home innovations: the wright center for graduate medical education teaching health center curriculum experience

2014 ◽  
Author(s):  
Linda Thomas-Hemak ◽  
Ghanshyam Palamaner Subash Shantha ◽  
Lakshmi Rani Gollamudi ◽  
Jignesh Sheth ◽  
Brian Ebersole ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Health Center ◽  
Graduate Medical Education ◽  
Medical Home ◽  
Statistical Significance ◽  
Patient Centered ◽  
Graduate Medical ◽  
Internal Medicine Residents ◽  
Curricular Innovations

Purpose: Effect of patient centered medical home (PCMH) curriculum interventions on residents’ self-reported and demonstrated knowledge, skills and attitudes (KSA) in PCMH competency arenas is lacking in the literature. This study aimed to assess impact of PCMH curricular innovations on Internal Medicine residents’ self-reported KSA. Method: Twenty four (24) Internal Medicine residents - 12 Traditional (TR) track and 12 Teaching Health Center (THC) track - began training in academic year (AY) 2011 at the Wright Center for Graduate Medical Education (WCGME). They were followed through AY2013 covering three years of training. PCMH curricular innovations were applied beginning July 2011 until May 2012 focally to THC residents. These curricular innovations were spread program wide in May 2012. Semi-annual validated PCMH Clinician Assessments assessing PCMH competencies based on self-reported KSA were started in AY2011 and completed by all residents. Results: Mean self-reported KSA scores of TR residents were similar to THC residents at baseline for all PCMH competencies. In May 2012, mean scores of THC residents were significantly higher than 2011 and graduating 2009 TR residents for most PCMH competencies. After program wide implementation of PCMH innovations, mean scores of 2011 and 2010 TR residents for all PCMH competencies improved and most equalized to those of 2011 THC residents. Globally improved PCMH competency scores of 2011 THC and TR residents were maintained through May 2014, with majority of improvements above baseline reaching statistical significance. Conclusions: PCMH curricular innovations inspired by HRSA’s Teaching Health Center funded residency program expansion quickly and consistently improved Internal Medicine residents’ self-reported KSA of PCMH competencies and improvements were sustained.

scholarly journals Quality and Safety Training in Primary Care: Making an Impact

2012 ◽  
Vol 4 (4) ◽  
pp. 510-515 ◽  
Author(s):  
John M. Byrne ◽  
Susan Hall ◽  
Sam Baz ◽  
Todd Kessler ◽  
Maher Roman ◽  
...  
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Patient Safety ◽  
Graduate Medical Education ◽  
Chief Resident ◽  
Full Time ◽  
Quality And Safety ◽  
Knowledge Test ◽  
Graduate Medical ◽  
Quality And Patient Safety

Abstract Purpose Preparing residents for future practice, knowledge, and skills in quality improvement and safety (QI/S) is a requisite element of graduate medical education. Despite many challenges, residency programs must consider new curricular innovations to meet the requirements. We report the effectiveness of a primary care QI/S curriculum and the role of the chief resident in quality and patient safety in facilitating it. Method Through the Veterans Administration Graduate Medical Education Enhancement Program, we added a position for a chief resident in quality and patient safety, and 4 full-time equivalent internal medicine residents, to develop the Primary Care Interprofessional Patient-Centered Quality Care Training Curriculum. The curriculum includes a first-or second-year, 1-month block rotation that serves as a foundational experience in QI/S and interprofessional care. The responsibilities of the chief resident in quality and patient safety included organizing and teaching the QI/S curriculum and mentoring resident projects. Evaluation included prerotation and postrotation surveys of self-assessed QI/S knowledge, abilities, skills, beliefs, and commitment (KASBC); an end-of-the-year KASBC; prerotation and postrotation knowledge test; and postrotation and faculty surveys. Results Comparisons of prerotation and postrotation KASBC indicated significant self-assessed improvements in 4 of 5 KASBC domains: knowledge (P &lt; .001), ability (P &lt; .001), skills (P &lt; .001), and belief (P &lt; .03), which were sustained on the end-of-the-year survey. The knowledge test demonstrated increased QI/S knowledge (P  =  .002). Results of the postrotation survey indicate strong satisfaction with the curriculum, with 76% (25 of 33) and 70% (23 of 33) of the residents rating the quality and safety curricula as always or usually educational. Most faculty members acknowledged that the chief resident in quality and patient safety enhanced both faculty and resident QI/S interest and participation in projects. Conclusions Our primary care QI/S curriculum was associated with improved and persistent resident self-perceived knowledge, abilities, and skills and increased knowledge-based scores of QI/S. The chief resident in quality and patient safety played an important role in overseeing the curriculum, teaching, and providing leadership.

When Hiring New Trauma and Surgical Critical Care Fellowship Graduates, What Qualities Are Most Desirable? A Survey of Trauma Directors and Trauma Program Administrators

2018 ◽  
Vol 84 (2) ◽  
pp. 244-247
Author(s):  
Michael Kalina ◽  
Joseph Ferraro ◽  
Stephen Cohn
Keyword(s):  
Medical Education ◽  
Critical Care ◽  
Graduate Medical Education ◽  
Statistical Significance ◽  
Trauma Surgeon ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Surgical Critical Care ◽  
Care Surgery ◽  
Trauma Surgeons

A general surgeon shortage exists and fewer surgical residents specialize in trauma and surgical critical care (TSCC). We conducted a survey of trauma directors and administrators to determine what qualities are most desirable when hiring new TSCC fellowship graduates. Methods: The survey, entitled “A Survey of Directors of Trauma on Hiring New Attending Trauma Surgeons,” was submitted to the Eastern Association for the Surgery of Trauma (EAST) and distributed to the association members in January 2016. Categorical data were summarized using frequency counts and percentages. Comparisons of responses were analyzed using the chi-squared or Fisher's exact test. Statistical significance was denoted by P < 0.05. Results: A total of 317 respondents from 1364 submitted surveys presented a response rate of 23.2 per cent. Of these respondents, 85.8 per cent (n = 272) decide whether or not a new trauma surgeon is hired and 33.7 per cent were trauma directors. In all, 82.9 per cent work at academic centers and have an Accreditation Council for Graduate Medical Education–approved general surgery residency and 58.4 per cent have an Accreditation Council for Graduate Medical Education–approved surgical critical care or acute care surgery fellowship. In total, 72.6 per cent work in American College of Surgeons–verified trauma centers and 45.0 per cent hire new trauma surgeons as needed. Of the 272 respondents who decide whether or not a new trauma surgeon is hired, the recommendation of the residency and fellowship program director is important. Word of mouth was the most important manner of finding a new hire and the most important qualities of a new TSCC physician were personality and likeability. Conclusion: The survey revealed that well-trained, likeable, enthusiastic, and personable TSCC physicians are the best candidates for hire.

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