Preparing Students to Enter the Race for Postgraduate Training

Purpose: Exposure of pharmacy students to postgraduate training prior to clinical practice is currently endorsed by national professional organizations. To meet this goal, colleges and schools of pharmacy are developing residency preparation programs. In this descriptive report, we review published studies of curricular activities and structured programs from academic institutions across the United States aimed at preparing students for residency training and promoting postgraduate education. Additionally, we discuss our experience developing a residency preparation program at Touro College of Pharmacy (TCOP). Summary: A literature search yielded 15 residency preparation programs. While the format, content, and length of programs varied, there were common components such as curriculum vitae critique, mock interviews, and focused sessions on the residency application process. At TCOP, a 5-themed residency preparation workshop series was implemented during the third and fourth academic year. The workshops were modeled after existing programs and included several of the core components. One feature unique to the TCOP program was the addition of multiple mock interviews. Conclusion: The growing focus on residency training has led to increased competition among applicants. To better prepare students for this rigorous application and interview process, development of structured residency preparation programs, similar to TCOP’s, should be encouraged.

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A National Survey Evaluating the Impact of the COVID-19 Pandemic on Students Pursuing Careers in Neurosurgery

NeuroSci ◽

10.3390/neurosci2040023 ◽

2021 ◽

Vol 2 (4) ◽

pp. 320-333

Author(s):

Roxanna M. Garcia ◽

Rebecca A. Reynolds ◽

Hannah K. Weiss ◽

Nathan A. Shlobin ◽

Lola B. Chambless ◽

...

Keyword(s):

United States ◽

Medical Students ◽

Negative Impact ◽

Academic Career ◽

The United States ◽

Professional Organizations ◽

Application Process ◽

First Year Students ◽

Residency Application ◽

The Impact

Background: The COVID-19 pandemic has profoundly disrupted medical education and the residency application process. Methods: We conducted a descriptive observational study in April 2020 of medical students and foreign medical graduates considering or pursuing careers in neurosurgery in the United States to examine the impact of the pandemic. Results: A total of 379 respondents from 67 medical schools completed the survey. Across all participants, 92% (n = 347) stopped in-person didactic education, and 43% (n = 161) experienced basic science and 44% (n = 167) clinical research delays. Sixty percent (n = 227) cited a negative impact on academic productivity. Among first year students, 18% (n = 17) were less likely to pursue a career in neurosurgery. Over half of second year and third year students were likely to delay taking the United States Medical Licensing Examination Steps I and II. Among third year students, 77% (n = 91) reported indefinite postponement of sub-internships, and 43% (n = 53) were unsatisfied with communication from external programs. Many fourth-year students (50%, n = 17) were graduating early to participate in COVID-19-related patient care. Top student-requested support activities included access to student-focused educational webinars and sessions at upcoming conferences. Conclusions: Medical students pursuing careers in neurosurgery faced unique academic, career, and personal challenges secondary to the pandemic. These challenges may become opportunities for new initiatives guided by professional organizations and residency programs.

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COVID-19 and the Ophthalmology Residency Match: Data from Applicants' Perspectives

Journal of Academic Ophthalmology ◽

10.1055/s-0041-1728759 ◽

2021 ◽

Vol 13 (01) ◽

pp. e73-e77

Author(s):

Benjamin Steren ◽

Ankur Parikh ◽

Bilal Ahmed ◽

Benjamin Young ◽

Jayanth Sridhar ◽

...

Keyword(s):

Interest Groups ◽

The United States ◽

Application Process ◽

Substantial Impact ◽

Clinical Exposure ◽

Residency Programs ◽

Informed Decisions ◽

Rank List ◽

Perceived Impacts ◽

Residency Application

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical education, particularly for those applying to residency programs in 2020 to 2021. This study describes the challenges for potential ophthalmology residency applicants so that residency leadership can make informed decisions about changes to the process. Methods A survey was distributed electronically via social media and medical school ophthalmology interest groups from June 18, 2020 to July 2, 2020 to individuals interested in applying to ophthalmology residency in the United States. Survey questions included demographics and perceived impacts of COVID-19 on ability, confidence, intention to apply, and perceptions toward changes in the application process for the 2020 to 2021 ophthalmology residency application cycle. Results One-hundred sixteen total responses were received. Eighty-six responses (74%) were from individuals intending to apply in the 2020 to 2021 application cycle. Most respondents (86%) felt that their application would be affected by COVID-19 with 51% feeling less confident. Only four (5%) felt that they could adequately compile a rank list following a video interview, and over half (51%) anticipated applying to more programs than they originally intended. Academic plans of seven (8%) respondents were significantly altered via deferral of application or cancellation of a research year. Thirty-nine (45%) students reported delayed ophthalmology electives, with less than half (41%) feeling that they had adequate clinical exposure to be prepared for residency. Conclusion The COVID-19 pandemic has had a substantial impact on the 2020 to 2021 ophthalmology residency application cycle. As stakeholders begin to approach this cycle, these findings will help them make effective and informed decisions to create the best overall experience for all involved.

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OHNS Residency Program and Applicant Social Media Presence During the COVID-19 Pandemic

Annals of Otology Rhinology & Laryngology ◽

10.1177/0003489420987977 ◽

2021 ◽

pp. 000348942098797

Author(s):

Shadi Ahmadmehrabi ◽

Deborah X. Xie ◽

Bryan K. Ward ◽

Paul C. Bryson ◽

Patrick Byrne

Keyword(s):

Social Media ◽

The United States ◽

Cross Sectional Study ◽

Application Process ◽

Cross Sectional ◽

Residency Programs ◽

Social Media Presence ◽

Residency Application ◽

The Impact ◽

Residency Match

Objectives: In addition to clinical and social disruption, the Coronavirus Disease 2019 (COVID-19) pandemic has affected many aspects of the otolaryngology residency application process. With delays in the 2021 Electronic Residency Applications Service (ERAS) timeline, students and programs have had more time to interact prior to the formal application process. This communication will report recent trends in social media presence by OHNS residency programs, and discuss mechanisms to compensate for decreased applicant-program interactions using social media ahead of the 2021 Match. Methods: In a cross-sectional study of the accredited otolaryngology residency programs in the United States, the number of social media profiles on Twitter, Instagram, and Facebook from 2009 to 2019 were recorded and compared. Results: Most programs (61%) have at least 1 social media profile. Over the past 10 years, the number of programs on social media has increased. During the COVID-19 pandemic, Twitter and Instagram showed higher rates of growth compared to Facebook. With the reduction of in-person opportunities for interactions, both applicants and programs are utilizing social media to showcase their values and their research. Twitter, in particular, also serves as a platform for professional networking. Conclusion: Both Twitter and Instagram are growing in popularity among programs and applicants to enhance networking. Social media is a powerful tool for networking and may help compensate for limitations imposed on the residency match process by the COVID-19 pandemic while maintaining professionalism considerations. The impact of social media on the 2021 otolaryngology residency match is an evolving phenomenon.

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An Analysis of the Selection Criteria for Postgraduate Physician Assistant Residency and Fellowship Programs in the United States

10.21203/rs.3.rs-904917/v1 ◽

2021 ◽

Author(s):

Vasco Deon Kidd ◽

Sarah Vanderlinden ◽

Jennifer M Spisak

Keyword(s):

United States ◽

Selection Criteria ◽

Postgraduate Training ◽

Physician Assistant ◽

Postgraduate Education ◽

The United States ◽

Advanced Degree ◽

Education Programs ◽

Postgraduate Training Program ◽

Weighted Factor

Abstract BackgroundThis study aims to investigate the admission criteria used by PA postgraduate education programs in selecting licensed PA applicants for postgraduate training in the United States. To our knowledge, there have been no previously published reports on selection criteria and/or other factors influencing postgraduate PA admission decisions. This study both draws on and builds upon previous research conducted by Vasco Deon Kidd et. al in exploring the characteristics of PA postgraduate education programs in the United States.Method A non-experimental, descriptive research study was designed to obtain information from members of the Association of Postgraduate Physician Assistant Programs (APPAP). ResultsTwenty-three out of 73 postgraduate programs (35.1%) responded to the survey; the low response rate in our survey may have been attributed to the resurgence of COVID-19 fueled by the delta variant. Nevertheless, the study reported that applicant PAs and NPs are largely selected on the basis of several factors. The most heavily weighted factor is the interview itself; other selection criteria perceived to be extremely/very important included board certification/eligibility, letters of recommendation, advanced degree, and personal essay. Survey data suggest that publications, undergraduate transcripts, and class rankings are not considered to be of high importance in applicant selection. The total cost of training a PA resident or fellow in postgraduate programs is currently $93,000 whereas the average cost of training a categorical physician resident is estimated at $150,000 per year when considering both salary and benefits. The number of PA applicants applying to each postgraduate training program averages around 26 and total number of enrollees is 3.6 per program.ConclusionsThis is the first study to examine criteria and others factors used by postgraduate PA programs in selecting candidates for admission. Results can be used by postgraduate programs for quality improvement initiatives related to including additional or modifying current selection criteria to improve the quality of trainee selection. Further research is needed to examine correlations between applicant attributes, selection criteria, and trainee success in completing postgraduate training.

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Ophthalmology Program Director Perspectives of Scoring Step 1 Pass/Fail

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1718568 ◽

2020 ◽

Vol 12 (02) ◽

pp. e251-e254

Author(s):

Saif A. Hamdan ◽

Alan T. Makhoul ◽

Brian C. Drolet ◽

Jennifer L. Lindsey ◽

Janice C. Law

Keyword(s):

Well Being ◽

The United States ◽

Application Process ◽

Medical Graduates ◽

Medical Licensing ◽

Usmle Step 1 ◽

Licensing Examination ◽

Usmle Step ◽

Residency Application ◽

The Impact

Abstract Background Scoring for the United States Medical Licensing Examination (USMLE) Step 1 was recently announced to be reported as binary as early as 2022. The general perception among program directors (PDs) in all specialties has largely been negative, but the perspective within ophthalmology remains uncharacterized. Objective This article characterizes ophthalmology residency PDs' perspectives regarding the impact of pass/fail USMLE Step 1 scoring on the residency application process. Methods A validated 19-item anonymous survey was electronically distributed to 111 PDs of Accreditation Council for Graduate Medical Education-accredited ophthalmology training programs. Results Fifty-six PDs (50.5%) completed the survey. The median age of respondents was 48 years and the majority were male (71.4%); the average tenure as PD was 7.1 years. Only 6 (10.7%) PDs reported the change of the USMLE Step 1 to pass/fail was a good idea. Most PDs (92.9%) indicated that this will make it more difficult to objectively compare applicants, and many (69.6%) did not agree that the change would improve medical student well-being. The majority (82.1%) indicated that there will be an increased emphasis on Step 2 Clinical Knowledge (CK) scores, and many (70.4%) felt that medical school reputation will be more important in application decisions. Conclusion Most ophthalmology PDs who responded to the survey do not support binary Step 1 scoring. Many raised concerns regarding shifted overemphasis on Step 2 CK, uncertain impact on student well-being, and potential to disadvantage certain groups of medical students including international medical graduates. These concerns highlight the need for reform in the ophthalmology application process.

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Canadians studying medicine abroad and their journey to secure postgraduate training in Canada or the United States

Canadian Medical Education Journal ◽

10.36834/cmej.68175 ◽

2020 ◽

Author(s):

Ilona Bartman ◽

John R. Boulet ◽

Sirius Qin ◽

M. Ian Bowmer

Keyword(s):

United States ◽

New York ◽

Residency Training ◽

Workforce Planning ◽

Postgraduate Education ◽

The United States ◽

Medical Council ◽

Success Rates ◽

Provider Group ◽

Using Data

Background: From national and international workforce perspectives, Canadians studying medicine abroad (CSAs) are a growing provider group. Some were born in Canada whereas others immigrated as children. They study medicine in various countries, often attempting both American and Canadian medical licensure pathways. Methods: Using data from the Educational Commission for Foreign Medical Graduates (ECFMG) and the Medical Council of Canada (MCC), we looked at CSAs who attempted to secure residency positions in both Canada and the United States. We detailed the CSAs’ countries of birth and medical education. We tracked these individuals through their postgraduate education programs to enumerate their success rate and categorize the geographic locations of their training. Results: The majority of CSAs study medicine in one of 10 countries. The remainder are disbursed across 88 other countries. Most CSAs were born in Canada (62%). Approximately 1/3 of CSA from the 2004-2016 cohort had no record of entering a residency program in Canada or the United States (U.S.). Recently graduated CSAs were most likely to secure residency training in Ontario and New York. Conclusion: Many CSAs attempt to secure residency training in both Canada and the U.S. Quantifying success rates may be helpful for Canadians thinking about studying medicine abroad. Understanding the educational pathways of CSAs will be useful for physician labour workforce planning

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Educators of students who are deafblind in the United States: A snapshot of their perceived needs for teacher preparation programs

British Journal of Visual Impairment ◽

10.1177/0264619620915271 ◽

2020 ◽

pp. 026461962091527

Author(s):

Silvia M Correa-Torres ◽

Sandy K Bowen ◽

Melody Furze

Keyword(s):

United States ◽

Vision Loss ◽

The United States ◽

Teacher Preparation Programs ◽

Professional Organizations ◽

Personnel Preparation ◽

Preparation Programs ◽

Electronic Survey ◽

Study Participants ◽

The Impact

The needs of students who are deafblind are unique in that it is not simply the addition of vision loss and hearing loss but the impact of both together. Often times, professionals who work with students who are deafblind face challenges for which they may not be prepared. The purpose of this study was to identify priorities for university programs preparing educators of students who are deafblind in the United States. A total of 205 educators participated in this study. Participants were asked to complete an electronic survey to answer questions related to demographics, professional background, and to rank items related to educational practices and needs when teaching students who are deafblind, from highest to lowest priority. Participants were recruited through electronic announcements sent to major professional organizations in the fields of visual impairments, deafness, and deafblindness. The top three priorities identified by participants when working with students with deafblindness were the following: (a) understanding the unique needs of students, (b) teaching techniques effective with students who are deafblind, and (c) accessibility to resources. Recommendations for personnel preparation programs will be discussed.

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Surveying Obstetrics and Gynecology Residents About Their Residency Applications, Interviews, and Ranking

Journal of Graduate Medical Education ◽

10.4300/jgme-d-20-00939.1 ◽

2021 ◽

Vol 13 (2) ◽

pp. 257-265

Author(s):

Karen E. George ◽

Gregory M. Gressel ◽

Tony Ogburn ◽

Mark B. Woodland ◽

Erika Banks

Keyword(s):

United States ◽

The United States ◽

Obstetrics And Gynecology ◽

Application Process ◽

Factors Associated ◽

Usmle Step 1 ◽

Usmle Step ◽

Residency Application

ABSTRACT Background Residency applications have increased in the last decade, creating growing challenges for applicants and programs. Objective We evaluated factors associated with application and match into obstetrics and gynecology residency. Methods During the annual in-training examination administered to all obstetrics and gynecology residents in the United States, residents were surveyed on the residency application process. Results Ninety-five percent (5094 of 5347) residents responded to the survey. Thirty-six percent reported applying to 30 or fewer programs, 26.7% applied to more than 31 programs, and 37.1% opted not to answer this question. Forty-nine percent of residents received honors in their obstetrics and gynecology clerkship and 37.1% did not. The majority of residents (88.6%) reported scoring between 200 and 250 on USMLE Step 1. Eighty-six percent matched into one of their top 5 programs. The only factor associated with matching in residents' top 5 programs was receiving honors in their clerkship (OR 1.29; 95% CI 1.08–1.54; P < .005). The only factor associated with matching below the top 5 programs was a couples match (OR 0.56; 95% CI 0.43–0.72; P < .001). In choosing where to apply, residents identified program location and reputation as the most important factors, while for ranking, location and residency culture were the most important. Conclusions Most obstetrics and gynecology residents reported matching into their top 5 choices. Receiving an honors grade in the clerkship was the only factor associated with matching in applicants' top 5 programs. Location was the most important factor for applying to and ranking of programs.

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A Four-Week Otolaryngology Virtual Educational Curriculum for Prospective Applicants

Ear Nose & Throat Journal ◽

10.1177/01455613211052337 ◽

2021 ◽

pp. 014556132110523

Author(s):

Jaclyn Lee ◽

Madelyn N. Stevens ◽

Kelly C. Landeen ◽

Brittany E. Lipscomb ◽

Amy S. Whigham

Keyword(s):

United States ◽

Medical Students ◽

The United States ◽

Vital Role ◽

Application Process ◽

Specific Knowledge ◽

Educational Curriculum ◽

Specific Program ◽

Fourth Year Medical Students ◽

Residency Application

The COVID-19 pandemic led to a suspension of visiting student rotations across the United States. For senior medical students applying into surgical subspecialties, such as otolaryngology, these away rotations serve a vital role in the residency application process. Prior to the pandemic, there was not a virtual alternative to in-person visiting student rotations for applicants. We developed a replicable and expandable program focused on helping prospective otolaryngology applicants (fourth-year medical students) gain exposure to the experiences typically offered via in-person rotations. The goal was to improve otolaryngology-specific knowledge and to help applicants demonstrate specific program interest, without the financial and logistical challenges associated with in-person away rotations.

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Social media impact in the Match: A survey of current trends in the United States

Archives of Plastic Surgery ◽

10.5999/aps.2020.00836 ◽

2021 ◽

Vol 48 (1) ◽

pp. 107-113

Author(s):

Thomas N. Steele ◽

Laura Galarza-Paez ◽

Gabriela Aguilo-Seara ◽

Lisa R. David

Keyword(s):

United States ◽

Social Media ◽

Online Survey ◽

The United States ◽

Sources Of Information ◽

Application Process ◽

Residency Programs ◽

Manual Search ◽

Social Media Platforms ◽

Residency Application

Background Applicants to integrated plastic and reconstructive surgery (PRS) residency in the United States spend exorbitant amounts of time and money throughout the interview process. Outside of first-hand experience through a visiting rotation, applicants utilize various resources in learning about a program. Today’s applicants are “Millennials,” the demographic cohort raised during the information age and proficient with digital technology. The authors evaluated whether programs have a presence on social media, and whether applicants are following these accounts.Methods An online survey was sent to applicants to a single integrated plastic surgery program evaluating basic demographics, social media utilization, and sources of information accessed throughout the residency application process. A manual search of popular social media platforms (Instagram, Facebook, and Twitter) was performed in October 2019. Accounts affiliated with integrated PRS programs were identified and analyzed.Results Eighty-four of 222 applicants (37.8%) completed the survey. Ninety-six percent of applicants were within the Millennial demographic. Ninety-six percent of applicants had some form of social media presence, with Facebook (90%) and Instagram (87%) being the most popular platforms. Seventy-three percent of applicants reported following a PRS residency social media account. As of October 2019, 59 integrated residency programs (73%) have active Instagram accounts.Conclusions Applicants still rely on the program website when researching potential residencies, but social media is being rapidly adopted by programs. Program social media accounts should be used as a dynamic form of communication to better inform applicants of program strengths and weaknesses.

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