scholarly journals The Interests of Family Medicine Residents in Future Faculty Positions Across the Senior Year

2021 ◽  
Vol 8 ◽  
pp. 238212052110596
Author(s):  
Amanda Weidner ◽  
Marcia McGuire ◽  
Kim Stutzman ◽  
Justin Glass ◽  
Nancy Gray Stevens
Keyword(s):  
Family Medicine ◽  
Senior Year ◽  
Faculty Role ◽  
Residency Programs ◽  
Teaching Role ◽  
Final Sample ◽  
Faculty Positions ◽  
Administrative Responsibilities ◽  
Family Medicine Residents

Background and Objectives The shortage of residency faculty in the pipeline is a growing concern to meet future workforce needs, though there is little research on attracting residents to be future faculty or what factors would influence their interest in this role. The objectives of this study were: (1) To assess the interest of third year residents (R3s) in faculty positions, and the various factors that might positively or negatively affect this decision; (2) to compare whether this changes across the R3 year; and (3) to compare between chief residents and other R3s. Methods Longitudinal survey at two points in time for each of three consecutive cohorts of R3s (2016-2018) from a regional network of family medicine residency programs. Results Among the final sample of R3s (176/545, 32% response), nearly half were interested in a residency faculty role. Strong positive influences on interest include the teaching role, advising/mentoring role, range of practice scope, and ability to perform procedures; salary and administrative responsibilities detract from interest. Among the matched sample of 96 R3s who also responded at Time 2 (55% response), non-chief residents had an increase in knowledge of and interest in the faculty role across the R3 year. Conclusions Nearly half of senior family medicine residents report positive interest in residency faculty positions and in most components of the role. Mentorship may encourage more residents to consider these positions upon graduation or shortly thereafter. More research on other specialties and with career follow up is recommended.

Revisiting the canons of psychiatry: Teaching the fundamentals of CATIE, STAR*D, and STEP-BD to family medicine residents

2018 ◽  
Vol 53 (5-6) ◽  
pp. 455-463
Author(s):  
Kevin P Brazill ◽  
Stephen Warnick ◽  
Christopher White
Keyword(s):  
Bipolar Disorder ◽  
Mental Illness ◽  
Family Medicine ◽  
Care Setting ◽  
Behavioral Science ◽  
Mental Illnesses ◽  
Residency Programs ◽  
Home Residency ◽  
Treatment Alternatives ◽  
Family Medicine Residents

Family medicine physicians are often the first providers to encounter and identify mental illness in their patients. Having a solid understanding of three landmark studies—Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE), Sequenced Treatment Alternatives to Relieve Depression (STAR*D), and Systemic Treatment Enhancement Program for Bipolar Disorder (STEP-BD)—can significantly improve a family medicine physician’s approach to mental illness and treatment choices, ultimately improving patient outcomes. Each of these studies has generated dozens of publications and consolidating the fundamentals of each one is essential for a resident to retain and implement findings in a real-world setting when treating patients with schizophrenia, depression, and bipolar disorder. When presented at the 38th Forum for Behavioral Science in Family Medicine in Chicago, IL, in September 2017, learners answered pre- and post-presentation questions about the treatment and guidelines pertaining to the three studies. Discussion leaders—physicians double-boarded in family medicine and psychiatry—presented key findings, clinical guidelines generated from each study, and updates since their respective publications. At the conclusion of the talk, participants received access to a slide deck and one-page summary for use in teaching at their home residency programs. Here, we present a framework for teaching family medicine residents three important canons of psychiatry with the goal of better management of three commonly encountered mental illnesses in the primary care setting.

scholarly journals Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents

2019 ◽  
Vol 16 ◽  
pp. 25 ◽  
Author(s):  
Christopher Daniel Gelston ◽  
Jennifer Landrigan Patnaik
Keyword(s):  
Internal Medicine ◽  
United States ◽  
Emergency Medicine ◽  
Family Medicine ◽  
Educational Training ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Residency Programs ◽  
Confidence Levels ◽  
Family Medicine Residents

Purpose: To evaluate ophthalmic educational training and confidence in caring for patients with ophthalmic complaints among internal, emergency, and family medicine residents in the United States.Methods: A 41-item cross-sectional survey was sent to the directors of 529 internal medicine, 237 emergency medicine, and 629 family medicine residency programs, who distributed it to residents in those programs. The survey included the number of ophthalmic education hours residents received. Respondents were asked to rate their confidence in performing an ophthalmic exam and treating patients with ocular conditions using a 5-point Likert scale ranging from “not confident” to “very confident.”Results: In total, 92.5% of internal medicine, 66.8% of emergency medicine, and 74.5% of family medicine residents received less than 10 hours of ophthalmic education during residency. Most respondents (internal medicine, 59.1%; emergency medicine, 76.0%; family medicine, 65.7%) reported that patients with ocular complaints constituted 1%–5% of visits. Mean±standard deviation confidence levels in performing an eye exam and treating patients with ophthalmic conditions were highest in emergency medicine residency programs (2.9±0.7), followed by family medicine (2.3±0.6) and internal medicine (2.2±0.6). A higher reported number of ophthalmic education hours in residency was associated with greater confidence among emergency (P<0.001), family (P<0.001), and internal (P=0.005) medicine residents.Conclusion: Internal, emergency, and family medicine residents receive limited ophthalmic education, as reflected by their overall low confidence levels in performing an ophthalmic exam and treating patients with ocular complaints. An increase in ophthalmic educational hours during their residencies is recommended to improve upon this knowledge gap.

scholarly journals Utilizing Practice-Based Research Networks to Teach and Implement Quality Improvement in Academic Medicine

2020 ◽  
Vol 52 (9) ◽  
pp. 642-646
Author(s):  
Clarissa Hoff ◽  
Luisito Caleon ◽  
Grace Lee ◽  
Mathew Quan
Keyword(s):  
Quality Improvement ◽  
Family Medicine ◽  
Leadership Skills ◽  
Research Network ◽  
Improvement Project ◽  
Residency Programs ◽  
Before And After ◽  
Practice Based Research ◽  
Attending Physicians ◽  
Family Medicine Residents

Background and Objectives: A 2019 study found that between 2014 and 2017, family medicine residents had little improvement in self-assessed preparedness to lead quality improvement projects. This study explored the effectiveness of leveraging a practice-based research network (PBRN) across multiple family medicine residencies not only for implementing quality improvement projects, but also as a teaching tool designed to improve knowledge, attitudes, beliefs, and leadership skills in family medicine faculty and residents. Methods: Residents in family medicine residency programs and one community internal medicine program and family medicine teaching faculty participated in a PBRN-led quality improvement project (QIP) to improve colon cancer screening in their clinic. Of 101 participants, 79 (78%) were residents and 22 (22%) were faculty or attending physicians. Questions surveying participants’ knowledge and confidence related to QIP before and after the QIP were given. Results: Overall, participants reported an improvement in their basic understanding of QI concepts (P=.004). They also reported having sufficient staff and ancillary support to meaningfully participate (P=.033). Participants indicated they had more confidence in their ability to participate in a QI project (P=.002), initiate, design, and lead such a project (P=.001), and teach their peers and staff basic QI concepts (P&lt;.001). Conclusions: PBRNs appear to be a unique way to subjectively improve residents’ confidence in their quality improvement skills. PBRNs should be further explored as a method for educating family medicine residents in quality improvement.

scholarly journals Development and Validation of the Foundational Healthcare Leadership Self-assessment

2018 ◽  
Vol 50 (4) ◽  
pp. 262-268
Author(s):  
Sonja Van Hala ◽  
Susan Cochella ◽  
Rachel Jaggi ◽  
Caren J. Frost ◽  
Bernadette Kiraly ◽  
...  
Keyword(s):  
Family Medicine ◽  
Leadership Skills ◽  
Principal Component ◽  
Early Career ◽  
The Self ◽  
Self Assessment ◽  
Healthcare Leadership ◽  
Residency Programs ◽  
Development And Validation ◽  
Family Medicine Residents

Background and Objectives: We sought to develop and validate a self-assessment of foundational leadership skills for early-career physicians. Methods: We developed a leadership self-assessment from a compilation of materials on health care leadership skills. A sequential exploratory study was conducted using qualitative and quantitative analysis for face, content, and construct validity of the self-assessment. First, two focus groups were conducted with leaders in medicine and family medicine residents, to refine the pilot self-assessment. The self-assessment pilot was then tested with family medicine residents across the country, and the results were quantitatively evaluated with principal component analysis. This data was used to reduce and group the statements into leadership domains for the final self-assessment. Results: Twenty-two invited family medicine residency programs agreed to distribute the survey. A total of 163 family medicine residents completed the survey, representing 16 to 20 residency programs from 12 states (response rate 28.9% to 34.8%). Analysis showed important differences by residency year, with more advanced residents scoring higher. The analysis reduced the number of items from 33 on the pilot assessment to 21 on the final assessment, which the authors titled the Foundational Healthcare Leadership Self-assessment (FHLS). The 21 items were grouped into five leadership domains: accountability, collaboration, communication, team management, and self-management. Conclusions: The FHLS is a validated 21-item self-assessment of foundational leadership skills for early career physicians. It takes less than 5 minutes to complete, and quantifies skill within five domains of foundational leadership. The FHLS is a first step in developing educational and evaluative assessments for training medical residents as clinician leaders.

scholarly journals A structured curriculum and procedure clinic to help family medicine residents diagnose and treat skin cancer

2021 ◽  
Author(s):  
Christine Rivet ◽  
Farhad Motamedi ◽  
Joseph Burns ◽  
Douglas Archibald
Keyword(s):  
Skin Cancer ◽  
Family Medicine ◽  
Family Physicians ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Diagnosis And Management ◽  
Skin Cancers ◽  
Ideal Situation ◽  
Hands On ◽  
Family Medicine Residents

Implication Statement Melanoma is a potentially deadly type of skin cancer that has been increasing in incidence but is curable if found in the early stages. Family physicians are in an ideal situation to examine the skin during routine visits, but studies indicate they are not well trained to detect or treat skin cancers. We piloted a structured, longitudinal, hands-on procedural curriculum to improve family medicine residents’ ability to identify and manage skin cancers. Family medicine residency programs wishing to improve the diagnosis and management of skin cancer by family physicians might consider trialing our structured curriculum and procedure clinic.

scholarly journals Immediate Postpartum IUD Training Within a Regional Network of Family Medicine Residencies

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Ying Zhang ◽  
Sonali Sheth ◽  
Amanda K.H. Weidner ◽  
Patricia Egwuatu ◽  
Lauren Webb ◽  
...  
Keyword(s):  
Family Medicine ◽  
Overall Response Rate ◽  
Prior Training ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Survey Sample ◽  
Training Opportunities ◽  
Family Medicine Residents

Background and Objective: Immediate postpartum placement of intrauterine devices (PPIUD) offers important benefits to patients. Little is known about PPIUD training or knowledge within family medicine residency programs. We evaluated PPIUD experience and prior training among family medicine residents and faculty. Methods: We conducted a cross-sectional survey of residents and faculty in 24 regional family medicine residency programs in 2018. Survey questions focused on reception of PPIUD training and experience with PPIUD counseling and placement. Results: The final survey sample included 203 residents and 100 faculty with an overall response rate of 39%. About 26% (n=79) of all participants reported receiving prior training for counseling and placement of PPIUDs, while 16% (n=48) of participants had ever placed a PPIUD. Twenty-six percent (n=78) of participants reported that their residency programs offered PPIUD training. Residents and faculty who reported past PPIUD training and/or placement experience were more likely to have ever counseled patients about PPIUD (P&lt;.001) and report that their primary training hospital offered PPIUD to patients (P&lt;.001) and their residency programs offered PPIUD training (P&lt;.001). Conclusions: Few programs offer routine PPIUD training opportunities for family medicine residents and faculty, which may contribute to limited availability of PPIUD to patients. There is a need to improve PPIUD training and placement opportunities for both family medicine residents and faculty.

Le désintérêt progressif des résidents en médecine familiale à l’égard du suivi à domicile des personnes âgées

2014 ◽  
Vol 33 (2) ◽  
pp. 176-184
Author(s):  
François Aubry ◽  
Yves Couturier ◽  
Serge Dumont
Keyword(s):  
Family Medicine ◽  
The Elderly ◽  
Patient Centered ◽  
Medical Interventions ◽  
Short Period ◽  
Before And After ◽  
Centered Care ◽  
Administrative Tasks ◽  
Family Medicine Residents

ABSTRACTThis paper deals with the lack of interest shown by family medicine residents in Quebec (Canada) in home follow-up or monitoring of the elderly. By collecting and analyzing data from sixteen family medicine residents before and after their first experience of home follow-up, and from four medical supervisors, we found that residents experience a rapid loss of interest in this practice over a very short period. We show that this lack of interest stems first from the difficulty of applying the principle of patient-centered care, wherein medical interventions must meet the needs of the elderly in their entirety. Secondly, residents complain that they have to deal with many administrative tasks. They call for implementation of professional features to better integrate services such as case management.

Impact of an Outpatient Psychiatry Rotation on Family Medicine Residents and Interns

1982 ◽  
Vol 27 (8) ◽  
pp. 644-647 ◽  
Author(s):  
Ronald J. Dyck ◽  
Hassan F.A. Azim
Keyword(s):  
Family Medicine ◽  
Training Program ◽  
Student Perceptions ◽  
Psychiatric Patients ◽  
Level Of Satisfaction ◽  
Outpatient Psychiatry ◽  
Assessment And Treatment ◽  
Students Satisfaction ◽  
Family Medicine Residents

The present study examined the relative impact of a training program for Family Medicine Residents and Rotating Interns located in a Psychiatric Walk-In Clinic. Specifically, it was of interest to assess students’ satisfaction with the orientation to the rotation, the degree of involvement in different activities and the amount of supervision received, as well as the skills acquired during the rotation. In addition to the information collected immediately following the rotation, student perceptions of the relative benefits of the rotation to their medical practice and their general attitude toward mental health facilities were obtained in a follow-up survey. The results indicated that students were generally satisfied with their rotation. In particular, their level of satisfaction was related to the exposure to a wide variety of psychiatric patients, the supervision received, and the fulfillment of their expectations of the rotation. The findings also indicated that the training program did not meet all the needs of the students, particularly in the area of the assessment and treatment of couples and families and the utilization of psychotropic medications.

scholarly journals Residents’ Perspectives on Careers in Academic Medicine:

2018 ◽  
Vol 50 (3) ◽  
pp. 204-211 ◽  
Author(s):  
Steven Lin ◽  
Cathina Nguyen ◽  
Emily Walters ◽  
Paul Gordon
Keyword(s):  
Family Medicine ◽  
Academic Medicine ◽  
Comparative Method ◽  
Academic Careers ◽  
Theory Approach ◽  
Study Objective ◽  
Residency Programs ◽  
The Us ◽  
Faculty Shortages ◽  
Family Medicine Residents

Background and Objectives: Worsening faculty shortages in medical schools and residency programs are threatening the US medical education infrastructure. Little is known about the factors that influence the decision of family medicine residents to choose or not choose academic careers. Our study objective was to answer the following question among family medicine residents: “What is your greatest concern or fear about pursuing a career in academic family medicine?” Methods: Participants were family medicine residents who attended the Faculty for Tomorrow Workshop at the Society of Teachers of Family Medicine Annual Spring Conference in 2016 and 2017. Free responses to the aforementioned prompt were analyzed using a constant comparative method and grounded theory approach. Results: A total of 156 participants registered for the workshops and 95 (61%) answered the free response question. Eight distinct themes emerged from the analysis. The most frequently recurring theme was “lack of readiness or mentorship,” which accounted for nearly one-third (31%) of the codes. Other themes included work-life balance and burnout (17%), job availability and logistics (15%), lack of autonomy or flexibility (11%), competing pressures/roles (10%), lower financial rewards (4%), politics and bureaucracy (4%), and research (3%). Conclusions: To our knowledge, this is the first study to identify barriers and disincentives to pursuing a career in academic medicine from the perspective of family medicine residents. There may be at least eight major obstacles, for which we summarize and consider potential interventions. More research is needed to understand why residents choose, or don’t choose, academic careers.

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