scholarly journals Design and Implementation of a postgraduate curriculum to support Ethiopia's first emergency medicine residency training program: the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM)

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Nazanin Meshkat ◽  
◽  
Sisay Teklu ◽  
Cheryl Hunchak
Keyword(s):  
Emergency Medicine ◽  
Training Program ◽  
Residency Training ◽  
Addis Ababa ◽  
Residency Training Program ◽  
Academic Collaboration ◽  
Design And Implementation

scholarly journals P063: Perceptions and reflections of Ethiopian emergency medicine graduates regarding the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Curriculum: a qualitative evaluation study

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S99
Author(s):  
C. Hunchak ◽  
E. Fremes ◽  
S. Kebede ◽  
N. Meshkat
Keyword(s):  
Emergency Medicine ◽  
Training Program ◽  
Residency Training ◽  
Clinical Epidemiology ◽  
Positive Impact ◽  
Addis Ababa ◽  
Qualitative Evaluation ◽  
Residency Training Program ◽  
Structured Interview ◽  
Program Improvement

Introduction: The first-ever EM postgraduate training program in Ethiopia was launched at Addis Ababa University in 2010. EM faculty from the University of Toronto were invited to design and implement an EM rotation-based curriculum with tri-annual teaching trips to support the overall AAU EM program. To date, three cohorts of EM specialists (n=15) have graduated from the three-year program. After six years of implementation, we undertook a qualitative evaluation of the TAAAC-EM curriculum. Methods: Data collection took place in 2016 in Ethiopia via in-person graduate interviews (n=12). Participants were interviewed by a trained research assistant who used a semi-structured interview guide. Standard interview, transcription and analysis protocols were utilized. Qualitative software (QSR-NVIVO 9) was used for thematic grouping and analysis. Results: Graduates of AAU’s EM residency training program reported very positive experiences with the TAAAC-EM curriculum overall. All graduates acknowledged the positive impact of TAAAC-EM’s emphasis on bedside teaching, a unique component of the TAAAC-EM model compared to traditional teaching methods at AAU. Graduates felt that TAAAC-EM teachers were effective in creating a novel culture of EM at AAU and in role-modeling ethical, evidence-based EM practice. When asked about specific areas for program improvement, the following themes emerged: 1) a desire to shift delivery of the didactic clinical epidemiology curriculum to the senior residency years (PGY2-3) to coincide with completion of a required residency research project; 2) a desire for increased simulation and procedural teaching sessions and 3) the need for more nuanced context specificity in the curriculum delivery to incorporate local guidelines and practice patterns. A lack of educational supports during non-TAAAC-EM visits was also identified as an area for further work. Conclusion: Interviewing graduates of AAU’s EM residency training program proved important for determining areas of curriculum improvement for future trainees. It also provided critical input to TAAAC-EM strategic planning discussions as the partnership considers expanding its scope beyond Addis Ababa.

scholarly journals Emergency medicine training in Canada: a survey of medical students' knowledge, attitudes, and preferences

CJEM ◽  
2011 ◽  
Vol 13 (04) ◽  
pp. 251-258 ◽  
Author(s):  
Morgan Hillier ◽  
Shelley McLeod ◽  
Danny Mendelsohn ◽  
Bradley Moffat ◽  
Audra Smallfield ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Family Medicine ◽  
Training Program ◽  
Residency Training ◽  
Residency Training Program ◽  
Factors Affecting ◽  
Factors Influencing ◽  
The University ◽  
And Control

ABSTRACTObjectives:The objective of this study was to assess medical students' knowledge of and attitudes toward the two Canadian emergency medicine (EM) residency programs (Fellow of the Royal College of Physicians of Canada [FRCPC] and Certificant of the College of Family Physicians-Emergency Medicine [CCFP-EM]). Additionally, medical students interested in EM were asked to select factors affecting their preferred choice of residency training program and their intended future practice.Methods:Medical students enrolled at The University of Western Ontario for the 2008–2009 academic year were invited to complete an online 47-item questionnaire pertaining to their knowledge, opinions, and attitudes toward EM residency training.Results:Of the 563 students invited to participate, 406 (72.1%) completed the survey. Of the respondents, 178 (43.8%) expressed an interest in applying to an EM residency training program, with 85 (47.8%) most interested in applying to the CCFP-EM program.The majority of respondents (54.1%) interested in EM believed that there should be two streams to EM certification, whereas 18.0% disagreed. Family life and control over work schedule appeared to be common priorities seen as benefits of any career in EM. Other high-ranking factors influencing career choice differed between the groups interested in CCFP-EM and FRCPC. The majority of students interested in the CCFP-EM residency program (78%) reported that they intend to blend their EM with their family medicine practice. Only 2% of students planned to practice only EM with no family medicine.Conclusions:This is the first survey of Canadian medical students to describe disparities in factors influencing choice of EM residency stream, perceptions of postgraduate work life, and anticipated practice environment.

scholarly journals Design and Implementation of a Pathology-Specific Handoff Tool for Residents

2019 ◽  
Vol 6 ◽  
pp. 237428951983918
Author(s):  
Thomas S. Rogers ◽  
Rebecca Wilcox ◽  
Sarah K. Harm
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Residency Program ◽  
Residency Training Program ◽  
Patient Specific ◽  
Patient Handoff ◽  
Residency Programs ◽  
Design And Implementation ◽  
Laboratory Operation ◽  
Attending Physicians

Miscommunication is a source of clinical errors. Tools to decrease the risk of miscommunication (ie, patient handoff tools) are routinely used in clinical specialties that see patients but not routinely used in pathology residency programs. Our primary goal was to develop a structured handoff tool for pathology residents useful for both patient-specific communication and information about general laboratory operation with a secondary goal to increase resident confidence in on-call situations. The CATCH tool was developed and implemented in a pathology residency program with a pre- and postimplementation survey given to residents. The structured handoff tool for pathology residents provided consistent and timely communication between residents and attending physicians. Resident confidence with pathology on-call issues was more likely related to progression through the residency training program rather than implementation of a structured handoff tool.

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