scholarly journals The Ophthalmology Chief Resident: Does Surgical Volume Correlate With Likelihood of Selection?

2020 ◽  
Vol 7 ◽  
pp. 238212052093077
Author(s):  
Nikisha Q Richards ◽  
Reginald K Osardu
Keyword(s):  
Medical Education ◽  
Retrospective Study ◽  
Health System ◽  
Outcome Measures ◽  
Graduate Medical Education ◽  
Surgical Procedures ◽  
Chief Resident ◽  
Surgical Volume ◽  
Virginia Commonwealth University ◽  
Resident Selection

Purpose: Investigate whether number of logged Accreditation Council for Graduate Medical Education (ACGME) surgical cases correlates with likelihood of Virginia Commonwealth University Health System (VCUHS) ophthalmology residents being selected as the chief resident. Design: Retrospective study. Participants: VCUHS ophthalmology residents from 2006 to 2016. Methods: Analyze association between chief resident selection and logged cases. Main outcome measures: Review number of archived logged ACGME surgical cases of all residents between the years 2006 and 2017. Review chief resident selected each year 2006-2016. Results: Our analysis correctly predicted the chief resident in 2 of the 10 years analyzed. Conclusion: Those residents performing the most surgical procedures in each respective class were not more likely to be selected as chief resident.

scholarly journals An Examination of Advocacy Education in Residency Training

2019 ◽  
Vol 144 (4) ◽  
pp. 497-499
Author(s):  
Candice C. Black ◽  
Amy Motta
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Chief Resident ◽  
Home Program ◽  
External Resources ◽  
Graduate Medical ◽  
The Past ◽  
Core Requirements ◽  
Selection Of

Context.— Pathology-related advocacy is best when performed directly by pathologists. Practicing advocacy is included in the Milestones 2.0 and should be introduced during residency training. Objective.— To understand advocacy education in residency training we surveyed pathologists to ask what training they had in residency, what resources were available, and what experiences were most impressionable. Design.— Two types of inquiry were performed. First, a survey to program graduates asking about leadership and advocacy activities during training and about leadership and advocacy activities since graduation. Secondly, focused email and telephone inquiries were made to 12 pathologists—4 in practice for more than 20 years, 4 within the first 10 years of practice, and to 4 PGY4 (postgraduate year 4) residents—asking what training and experiences were available to them, and how they became motivated to become active in practice. Results.— Our results showed that resources available outside of the home program have changed through the years and more national resident groups are available that were not available in the past. These groups may educate trainees in leadership and advocacy. Internally, opportunities to shadow faculty at interdepartmental leadership meetings, as well as selection of the chief resident, are enduring tools for honing these skills. Conclusions.— Teaching advocacy in training is important and part of the Accreditation Council for Graduate Medical Education core requirements as well as a level 5 Milestone. Education may require a balance of internal and external resources since different programs may offer different opportunities. Shadowing during real advocacy events was the most impressionable experience.

scholarly journals Leadership Training Programs in Graduate Medical Education: A Systematic Review

2019 ◽  
Author(s):  
Bharat Kumar ◽  
Melissa Swee ◽  
Manish Suneja
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Leadership Training ◽  
Training Programs ◽  
Leadership Skills ◽  
Chief Resident ◽  
Case Series ◽  
The United States ◽  
Cochrane Central Register ◽  
Graduate Medical

Abstract Background : With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods : Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results : 15 studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre- and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after six months to one year. MERSQI scores ranged from 6 to 9. Conclusions : Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of evidence evaluating its effectiveness. High-quality well-designed studies are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills.

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 < .001), ability (P < .001), skills (P < .001), and belief (P < .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.

scholarly journals Managing Complex Peripheral Nerve Injuries Within the Military Health System: A Multidisciplinary Approach to Treatment, Education, and Research at Walter Reed National Military Medical Center

2019 ◽  
Vol 185 (5-6) ◽  
pp. e825-e830
Author(s):  
Sean M Wade ◽  
Leon J Nesti ◽  
Glen A Cook ◽  
Jonathan S Bresner ◽  
Joseph P Happel ◽  
...  
Keyword(s):  
Medical Education ◽  
Peripheral Nerve ◽  
Health System ◽  
Graduate Medical Education ◽  
Medical Center ◽  
Peripheral Nerve Injuries ◽  
Military Health System ◽  
Nerve Injuries ◽  
Military Health ◽  
The Military

Abstract Introduction Peripheral nerve injuries are a leading cause of disability within the Military Health System (MHS) patient population. Many peripheral nerve injuries (PNIs) are amenable to therapeutic intervention but require a timely diagnosis and prompt referral to a specialty center capable of intervention, as functional outcomes are directly related to the duration between injury and intervention. Even when appropriately identified, PNI management in the MHS is often challenged by the lack of an established pathway for care coordination and a limited awareness of available diagnostic and therapeutic resources. To address these potential shortcomings, the Walter Reed National Military Medical Center Peripheral Nerve Program (WRNMMC PNP) in Bethesda, MD, has been established to provide comprehensive, multidisciplinary care to peripheral nerve-injured patients across the MHS. Additionally, the WRNMMC PNP provides graduate medical education training in PNI management for multiple residency and fellowship programs, and it facilitates critical peripheral nerve research to advance knowledge within the field. Materials and Methods A retrospective review of all patients evaluated by the WRNMMC PNP between December 2015 and April 2019 was conducted in order to identify pertinent patient demographic information, referral patterns, and PNI etiology data. Results The WRNMMC PNP evaluated 356 patients consisting of active duty, dependents, retirees, and Veterans Affairs patients during the designated study period. These patients were referred by providers from more than nine different specialties from 78 commands across eight countries. The majority of these patients (222 patients) were referred for traumatic PNI. The WRNMMC PNP has also evaluated and treated patients with PNIs stemming from congenital and compressive etiologies. One hundred and one patients referred during this period were treated with surgery, while the remainder were managed through nonoperative means. Conclusions The WRNMMC PNP facilitates comprehensive, patient-centered care for PNI patients within the MHS. Moreover, the program helps to prepare the next generation of providers for evaluating and treating PNI patients through its involvement with graduate medical education training. It also conducts critical peripheral nerve research and lays the foundation for collaborations with other institutions involved with peripheral nerve research. In the years ahead, the WRNMMC PNP aims to expand its outreach and capabilities within the MHS through more expansive use of telemedicine consultation and the establishment of satellite peripheral nerve clinic sites.

scholarly journals Evaluating the Clinical Learning Environment: Resident and Fellow Perceptions of Patient Safety Culture

2015 ◽  
Vol 7 (1) ◽  
pp. 109-112 ◽  
Author(s):  
Gregory M. Bump ◽  
Jaclyn Calabria ◽  
Gabriella Gosman ◽  
Catherine Eckart ◽  
David G. Metro ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Learning Environment ◽  
Health System ◽  
Graduate Medical Education ◽  
Safety Culture ◽  
Patient Safety Culture ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
National Norms

Abstract Background The Accreditation Council for Graduate Medical Education has begun to evaluate teaching institutions' learning environments with Clinical Learning Environment Review visits, including trainee involvement in institutions' patient safety and quality improvement efforts. Objective We sought to address the dearth of metrics that assess trainee patient safety perceptions of the clinical environment. Methods Using the Hospital Survey on Patient Safety Culture (HSOPSC), we measured resident and fellow perceptions of patient safety culture in 50 graduate medical education programs at 10 hospitals within an integrated health system. As institution-specific physician scores were not available, resident and fellow scores on the HSOPSC were compared with national data from 29 162 practicing providers at 543 hospitals. Results Of the 1337 residents and fellows surveyed, 955 (71.4%) responded. Compared with national practicing providers, trainees had lower perceptions of patient safety culture in 6 of 12 domains, including teamwork within units, organizational learning, management support for patient safety, overall perceptions of patient safety, feedback and communication about error, and communication openness. Higher perceptions were observed for manager/supervisor actions promoting patient safety and for staffing. Perceptions equaled national norms in 4 domains. Perceptions of patient safety culture did not improve with advancing postgraduate year. Conclusions Trainees in a large integrated health system have variable perceptions of patient safety culture, as compared with national norms for some practicing providers. Administration of the HSOPSC was feasible and acceptable to trainees, and may be used to track perceptions over time.

scholarly journals Leadership Training Programs in Graduate Medical Education: A Systematic Review

2020 ◽  
Author(s):  
Bharat Kumar ◽  
Melissa Swee ◽  
Manish Suneja
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Leadership Training ◽  
Training Programs ◽  
Leadership Skills ◽  
Chief Resident ◽  
Case Series ◽  
The United States ◽  
Cochrane Central Register ◽  
Graduate Medical

Abstract Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results: 15 studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre- and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after six months to one year. MERSQI scores ranged from 6 to 9. Conclusions: Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of methodologically rigorous studies evaluating its effectiveness. High-quality well-designed studies, focusing particularly on the validity of content, internal structure, and relationship to other variables, are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills.

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