Promoting Access of Osteopathic Medical Students to Surgical Residency Training Programs

2020 ◽  
pp. 000313482095485
Author(s):  
Brandon S. Petree ◽  
Matthew A. Heard ◽  
Paul J. Schenarts ◽  
Jennifer S. Beaty
Keyword(s):  
Medical Students ◽  
Residency Training ◽  
Training Programs ◽  
Surgical Resident ◽  
Surgical Residency ◽  
Playing Field ◽  
Residency Application ◽  
Resident Selection ◽  
Current Paradigm

The COVID-19 pandemic has uncovered disparities for allopathic and osteopathic surgical applicants for the upcoming 2021 residency application cycle. It has provided an opportunity for change to the current paradigm in surgical resident selection. This study seeks to quantify the disproportionality of opportunities between allopathic and osteopathic students and provides solutions to level the playing field for all applicants.

WOMEN IN SURGICAL RESIDENCY TRAINING PROGRAMS

2003 ◽  
Vol 85 (12) ◽  
pp. 2477-2480 ◽  
Author(s):  
LAUREL C. BLAKEMORE ◽  
JANETTE M. HALL ◽  
J. SYBIL BIERMANN
Keyword(s):  
Residency Training ◽  
Training Programs ◽  
Surgical Residency

scholarly journals Factors for Choosing Residency Training Programs of Medical Students

2017 ◽  
Vol 35 (3) ◽  
pp. 263
Author(s):  
Jarurin Pitanupong ◽  
Kanyarat Wongsuwan
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Residency Training ◽  
Role Models ◽  
Training Programs ◽  
Demographic Data ◽  
Cross Sectional Study ◽  
Individual Interest ◽  
Chi Square ◽  
Cross Sectional

Objective: To study the factors for choosing residency training programs of medical students.Material and Method: Cross-sectional study was conducted to survey all the sixth year medical students, Faculty of Medicine, Prince of Songkla University in 2015 and 2016. Questionnaires for demographic data and factors for choosing residency training programs were used. Frequency, percentage, mean, standard deviation, and chi-square were used to analyze the data.Results: There were 275 medical students (69.9%) who completed the questionnaires. Of the medical students, 56.0% were female; mean age was 23.5 years old. The top three residency training programs chosen were: internal medicine, surgery, and pediatrics (15.6%, 14.2%, and 13.8%). Factors for choosing residency training programs were individual interest (73.5%), impression of staff role models and jobs, the patients of these departments, and the experience gained before choosing.Conclusion: Medical students chose the top three residency training programs: internal medicine, surgery and pediatric. The factors for choosing residency training were individual interest.

Attracting Medical Students to Surgical Residency Programs

2006 ◽  
Vol 72 (6) ◽  
pp. 485-490 ◽  
Author(s):  
Phillip P. Crace ◽  
Joseph Nounou ◽  
Amy M. Engel ◽  
Richard E. Welling
Keyword(s):  
Medical Students ◽  
General Surgery ◽  
Fellowship Training ◽  
Surgical Resident ◽  
Residency Programs ◽  
Surgical Residency ◽  
Significant Difference ◽  
University Programs ◽  
Residency Selection ◽  
Perceived Relationships

With the goals of creating a better match between medical students and general surgery programs and providing a program that is desirable to medical students who are interested in pursuing careers in surgery, a survey was designed to categorize student interests and to determine what factors are used in choosing a general surgery program. The survey focused on the reasons that surgical resident candidates select a program. Each statement was rated for importance on a 5-point scale, and then the top 10 statements were ranked in order of importance. The survey was distributed to 19 community hospitals, 23 university programs, and medical students interviewing for surgical residency. A total of 286 surveys were returned from 18 programs and medical students. The statements with the three highest ratings were “amount of operative exposure,” “diversity of operative cases,” and “perceived relationships among faculty and residents.” “Amount of operative exposure,” “diversity of operative cases,” and “ability to pursue fellowship training after residency” received the top rankings. There was a significant difference between men and women in the ratings of three statements. However, there was no difference with the ranking of the statements. There was also a significant difference between residents early and late in their training on ratings of five statements and on the ranking of two statements. The ratings of six statements were significantly different between community and university programs. A significant difference between types of program was also found with the rankings of four statements. There was a difference between small and large programs on two ratings of statements and one ranking. This data provides a useful resource for programs and candidates in preparing for candidate/residency selection.

Racial Inequalities in Health Care: Affirmative Action Programs in Medical Education and Residency Training Programs

2021 ◽  
Vol 49 (2) ◽  
pp. 206-210 ◽  
Author(s):  
Jason F. Arnold
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Affirmative Action ◽  
Residency Training ◽  
Training Programs ◽  
Evidence Based ◽  
Racial Inequalities ◽  
Underrepresented Groups ◽  
American Society

AbstractThis article argues that because racial inequalities are embedded in American society, as well as in medicine, more evidence-based investigation of the effects and implications of affirmative action is needed. Residency training programs should also seek ways to recruit medical students from underrepresented groups and to create effective mentorship programs.

Turning Roadblocks into Stepping Stones: Teaching Psychology to Physicians

1992 ◽  
Vol 19 (3) ◽  
pp. 183-184 ◽  
Author(s):  
Albert F. Painter ◽  
Jeanne P. Lemkau
Keyword(s):  
Medical Students ◽  
Residency Training ◽  
Clinical Teaching ◽  
Training Programs ◽  
Behavioral Science ◽  
Medical Schools ◽  
Stepping Stones ◽  
Psychology Faculty ◽  
Teaching Psychology

Under the label of behavioral science, psychological content has become integrated into the didactic and clinical teaching curricula of many medical schools and residency training programs. Psychology faculty frequently face the difficult task of making their material relevant to physicians. Ten suggestions that address the content and process of teaching psychology to medical students, residents, and faculty are discussed.

Different Endovascular Referral Patterns Are Being Learned in Medical and Surgical Residency Training Programs

2006 ◽  
Vol 20 (2) ◽  
pp. 217-222 ◽  
Author(s):  
Bart E. Muhs ◽  
Thomas Maldonado ◽  
Kelly Crotty ◽  
Chaminda Jayanetti ◽  
Patrick J. Lamparello ◽  
...  
Keyword(s):  
Residency Training ◽  
Training Programs ◽  
Referral Patterns ◽  
Surgical Residency

70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

68. The resident experience in a large urban teaching setting: Results of the 2005-2006 resident exit survey, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 66
Author(s):  
N. Tenn-Lyn ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Quality Control ◽  
Residency Training ◽  
Royal College ◽  
Online Survey ◽  
Career Guidance ◽  
Training Programs ◽  
Program Planning ◽  
Educational Experience ◽  
Care Experience

We developed and implemented an annual online survey to administer to residents exiting residency training in order to (1) assess the quality of the residency experience and (2) identify areas of strength and areas requiring improvement. Long-term goals include program planning, policy-making and maintenance of quality control. Survey content was developed from an environmental scan, pre-existing survey instruments, examination of training criteria established by the CFPC and the CanMEDS criteria established by the RCPSC. The survey included evaluation benchmarks and satisfaction ratings of program director and faculty, preparation for certification and practice, quality of life, quality of education, and work environment. The response rate was 28%. Seventy-five percent of respondents were exiting from Royal College training programs. Results of descriptive statistics determined that the overall educational experience was rated highly, with 98.9% of respondents satisfied or very satisfied with their overall patient care experience. Ninety-six percent of respondents were satisfied or very satisfied with the overall quality of teaching. Preparation for practice was identified as needing improvement, with 26% and 34% of respondents giving an unsatisfactory rating to career guidance and assistance with finding employment, respectively. Although 80% of respondents reported receiving ongoing feedback and 84% discussed their evaluations with their supervisors, only 38% of evaluations were completed by the end of the rotation. The results indicate that residents are generally satisfied with their experiences during residency training, especially with their overall educational experience. Areas of improvement include preparation for practice and timeliness of evaluations. Further iterations of this survey are needed to refine the instrument, identify data trends and maintain quality control in residency training programs. Frank JR (ed.). The CanMEDS competency framework: better standards, better physicians, better care. Ottawa: The Royal College of Physicians and Surgeons of Canada, 2005. Merritt, Hawkins and Associates. Summary Report: 2003 Survey of final-year medical residents. http://www.merritthawkins.com/pdf/MHA2003residentsurv.pdf. Accessed May 1, 2006. Regnier K, Kopelow M, Lane D, Alden A. Accreditation for learning and change: Quality and improvement as the outcome. The Journal of Continuing Education in the Health Professions 2005; 25:174-182.

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