scholarly journals Student Preparation for PGY1 Residency Training by US Colleges of Pharmacy: Survey of the Residency Program Director Perspective

2017 ◽  
Vol 52 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Alyssa B. Mutz ◽  
Jacob Beyer ◽  
Whitney L. Dickson ◽  
Irina Gutman ◽  
Filiz Yucebay ◽  
...  
Keyword(s):  
Residency Training ◽  
Residency Program ◽  
Time Management ◽  
Management Skills ◽  
Student Preparation ◽  
Electronic Survey ◽  
Literature Searches ◽  
American Society ◽  
Additional Support ◽  
Residency Program Directors

Purpose To evaluate current residents' level of preparation by US colleges of pharmacy for postgraduate year 1 (PGY1) residency training from the perspective of residency program directors (RPDs). Methods RPDs were asked in an electronic survey questionnaire to rate PGY1 pharmacy residents' abilities in 4 domains: communication, clinical knowledge, interpersonal/time-management skills, and professionalism/leadership. Results One hundred ninety-seven RPDs of the American Society of Health-System Pharmacists (ASHP)–accredited PGY1 programs completed the survey. The majority of RPDs strongly agreed or agreed that residents were prepared as students to effectively communicate both verbally and nonverbally, were able to appropriately respond to drug inquiries using drug resources and literature searches, and consistently displayed professionalism. Respondents were more likely to disagree or give a neutral response when asked about residents' understanding of biostatistics and their ability to provide enteral and parenteral nutritional support for patients. Conclusion Overall, RPDs agreed that residents were prepared to perform the majority of the tasks of each of the 4 domains assessed in this survey relating to PGY1 training. RPDs may use the results of this survey to provide additional support for their residents in the areas in which residents lack adequate preparation, while colleges of pharmacy may focus on incorporating more time in their curriculum for certain areas to better prepare their students for residency training.

A Faculty-Led Mock Residency Interview Exercise for Fourth-Year Doctor of Pharmacy Students

2012 ◽  
Vol 25 (1) ◽  
pp. 101-107 ◽  
Author(s):  
Carrie F. Koenigsfeld ◽  
Geoffrey C. Wall ◽  
Andrew R. Miesner ◽  
Ginelle Schmidt ◽  
Sally L. Haack ◽  
...  
Keyword(s):  
Residency Program ◽  
Odds Ratio ◽  
Faculty Members ◽  
Pharmacy Students ◽  
Student Preparation ◽  
Interview Session ◽  
Interview Performance ◽  
Doctor Of Pharmacy ◽  
American Society ◽  
Interview Group

Purpose: To determine whether a faculty-led mock-interview activity enhanced pharmacy student preparation for the residency interview process and increased match rates. Methods: Twenty-eight doctor of pharmacy students volunteered for a 40-minute mock-interview session with 2-person faculty teams. A standard roster of 12 interview questions was derived from published literature and the faculty members’ experience. Feedback on the student’s interview performance was provided verbally during the session. Following the interview, students were given a 2-part survey instrument. The first part of the survey was administered immediately following the mock-interview session and the second part was administered after the standard date for residency program results (known as “Match Day”). Participant match rates were compared to American Society of Health-System Pharmacists (ASHP) national rates. Results: 82.5% (23 of 27) of students in the mock-interview group matched a postgraduate year 1 (PGY1) program. Compared to national rates (61.9%), more students in our surveyed mock-interview group matched a PGY1 residency ( P = .015; odds ratio [OR] 3.546, 95% CI 1.161-12.116). Conclusions: Higher match rates were seen in the students completing the mock residency interview compared to ASHP national rates. In general, students completing the mock interview found the process helpful and felt better prepared for their residency interviews.

scholarly journals The Early Impact of COVID-19 on Ophthalmology Resident Training and Wellness

2020 ◽  
Vol 12 (02) ◽  
pp. e292-e297
Author(s):  
Michael Woodfin ◽  
Karine D. Bojikian ◽  
Parisa Taravati ◽  
Leona Ding ◽  
Michele D. Lee ◽  
...  
Keyword(s):  
Residency Training ◽  
Job Search ◽  
Residency Program ◽  
Personal Protective Equipment ◽  
Resident Training ◽  
Generalized Anxiety ◽  
Protective Equipment ◽  
Residency Programs ◽  
The Us ◽  
Residency Program Directors

Abstract Objective The aim of this article is to assess the initial impact of the coronavirus disease 2019 (COVID-19) pandemic on ophthalmology resident training and wellness. Design Online national survey of ophthalmology residents distributed by residency program directors and education coordinators of participating programs. Setting US ophthalmology residency programs during the COVID-19 pandemic (May 20th, 2020 to June 10th, 2020). Participants Ophthalmology residents enrolled in the US residency programs currently in postgraduate years two through four of training. Results Two-hundred thirty-six of 785 (30.1%) residents responded to the survey. One-hundred eighteen of 234 (50.4%) residents reported exposure to known COVID-19 positive patients, and of those exposed, 44 of 118 (37.2%) felt that they did not have adequate personal protective equipment. One-hundred ninety-five of 233 (83.7%) residents reported a decrease in primary surgical cases during the pandemic, with 68 (29.2%) reporting a loss of more than 50 primary cases. One-hundred sixty-four of 234 (70.1%) residents were concerned that the pandemic would negatively impact their surgical skills beyond residency, and 15% reported that they were more likely to pursue fellowship due to the pandemic. 31.0% of residents met criteria of burnout, 9.1% were depressed, and 13.4% had generalized anxiety. Concerns about COVID-19 infection were correlated with increased anxiety and burnout during the pandemic. Conclusions The COVID-19 pandemic has decreased resident surgical and clinical volumes and has negatively impacted ophthalmology residency training. Residents with increased concern for contracting COVID-19 and those actively engaged in a job search had significantly higher odds of increased anxiety.

Factors Impacting Self-Perceived Readiness for Residency Training

2014 ◽  
Vol 28 (1) ◽  
pp. 112-118 ◽  
Author(s):  
Julie T. Truong ◽  
Mitchell J. Barnett ◽  
Terrill T-L. Tang ◽  
Eric J. Ip ◽  
Janet L. Teeters ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Project Management ◽  
Residency Training ◽  
Time Management ◽  
Online Survey ◽  
Pharmacy Practice ◽  
Study Results ◽  
Bachelors Degree ◽  
American Society ◽  
Resident Selection

Objective: To examine the factors impacting postgraduate year 1 (PGY1) residents’ self-perceived readiness for residency. Methods: A total of 1801 residents who matched in American Society of Health-System Pharmacists (ASHP)-accredited PGY1 programs were e-mailed individualized invitations to take an online survey. The survey collected self-ratings of readiness for residency training competencies including time management and organization, foundational knowledge, clinical practice, project management, and communication. Key Findings: Data from 556 completed surveys were analyzed. Residents agreed they were ready to perform activities requiring time management and organization (median = 4, mean = 4.08), foundational knowledge (median = 4, mean = 3.83), clinical practice (median = 4, mean = 3.67), and communication (median = 4, mean = 4.05). Residents who completed at least 1 academic advance pharmacy practice experience (APPE), 5 clinical APPEs, or held a bachelors degree felt more confident than their counterparts in regard to project management ( P < .001, <.001, and .01, respectively). Conclusion: PGY1 residents generally felt prepared for time management and organization, foundational knowledge, and communication residency training competencies. This was significant for those who completed 1 or more academic APPEs, 5 or more clinical rotations, or a bachelors degree. Study results may assist pharmacy schools in preparing students for residency training, prospective resident applicants in becoming more competitive candidates for residency programs, and residency program directors in resident selection.

scholarly journals The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors

2017 ◽  
Vol 105 (4) ◽  
Author(s):  
Rachel Boykan ◽  
Robert M. Jacobson
Keyword(s):  
Residency Training ◽  
Residency Program ◽  
Evidence Based Medicine ◽  
Program Directors ◽  
Evidence Based ◽  
Pediatric Residents ◽  
Pediatric Residency ◽  
Based Medicine ◽  
Residency Program Directors

Objective: The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs.Methods: We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015.Results: A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%).Conclusions: While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians’ expertise in teaching EBM is underutilized. Programs should work to better integrate librarians’ expertise, both in the didactic and clinical teaching of EBM.

Reproductive Psychiatry Residency Training: A Survey of Psychiatric Residency Program Directors

2017 ◽  
Vol 42 (2) ◽  
pp. 197-201 ◽  
Author(s):  
Lauren M. Osborne ◽  
Joanna V. MacLean ◽  
Erin Murphy Barzilay ◽  
Samantha Meltzer-Brody ◽  
Laura Miller ◽  
...  
Keyword(s):  
Residency Training ◽  
Residency Program ◽  
Psychiatry Residency ◽  
Program Directors ◽  
Psychiatric Residency ◽  
Psychiatry Residency Training ◽  
Residency Program Directors

Residency Program Directors’ View on the Value of Teaching

2016 ◽  
Vol 29 (4) ◽  
pp. 415-420 ◽  
Author(s):  
Catherine Korte ◽  
Andrew Smith ◽  
Heather Pace
Keyword(s):  
Residency Program ◽  
Perceived Value ◽  
Pharmacy Practice ◽  
Teaching Experience ◽  
Program Directors ◽  
Portfolio Evaluation ◽  
Specific Teaching ◽  
American Society ◽  
Teaching Programs ◽  
Residency Program Directors

Purpose: There is no standardization for teaching activities or a requirement for residency programs to offer specific teaching programs to pharmacy residents. This study will determine the perceived value of providing teaching opportunities to postgraduate year 1 (PGY-1) pharmacy residents in the perspective of the residency program director. The study will also identify the features, depth, and breadth of the teaching experiences afforded to PGY-1 pharmacy residents. Methods: A 20-question survey was distributed electronically to 868 American Society of Health-System Pharmacists-accredited PGY-1 residency program directors. Results: The survey was completed by 322 program directors. Developing pharmacy educators was found to be highly valued by 57% of the program directors. Advertisement of teaching opportunities was found to be statistically significant when comparing program directors with a high perceived value for providing teaching opportunities to program demographics. Statistically significant differences were identified associating development of a teaching portfolio, evaluation of Advanced Pharmacy Practice Experiences students, and delivery of didactic lectures with program directors who highly value developing pharmacy educators. Conclusions: Future residency candidates interested in teaching or a career in academia may utilize these findings to identify programs that are more likely to value developing pharmacy educators. The implementation of a standardized teaching experience among all programs may be difficult.

A Corporate Tax Return Simulation: Utilizing Electronic Work Papers and Resolving Ambiguous Issues

2017 ◽  
Vol 32 (4) ◽  
pp. 61-80 ◽  
Author(s):  
Ellen E. Best ◽  
Jennifer Kahle Schafer
Keyword(s):  
Critical Thinking ◽  
Time Management ◽  
Phase 1 ◽  
Oral Communication ◽  
Learning Approaches ◽  
Missing Information ◽  
Management Skills ◽  
Corporate Tax ◽  
Management Communication ◽  
Two Phases

ABSTRACT Practitioners routinely note that new staff lack documentation skills, communication skills, and strong Excel skills. Further, new staff report critical-thinking, written and oral communication, teamwork, and project management skills deserve greater emphasis in Master of Accountancy programs. The AICPA's (2014) Model Tax Curriculum suggests that active learning approaches be used to enable students to build communication, critical-thinking, and interpersonal skills. This case uses a realistic corporate tax return preparation experience to address these criticisms by focusing on four main areas: time management, communication, research, and technical skills. The case is divided into two phases. In Phase 1, students review client information, generate requests from the client for missing information, keep a log of hours spent on the project, research ambiguous issues, meet with the project “senior” to obtain guidance, and prepare electronic work papers. In Phase 2, students incorporate feedback from the senior's review of their work papers to make corrections, prepare a corporate tax return, and create a client letter. Student feedback about the project is positive.

scholarly journals A comparison of orthopaedic surgery and internal medicine perceptions of USMLE Step 1 pass/fail scoring

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Frederick Mun ◽  
Alyssa R. Scott ◽  
David Cui ◽  
Erik B. Lehman ◽  
Seong Ho Jeong ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Extracurricular Activities ◽  
Residency Program ◽  
Medical Schools ◽  
Program Directors ◽  
Program Director ◽  
Personal Knowledge ◽  
Clinical Knowledge ◽  
Alpha Omega ◽  
Residency Program Directors

Abstract Background United States Medical Licensing Examination Step 1 will transition from numeric grading to pass/fail, sometime after January 2022. The aim of this study was to compare how program directors in orthopaedics and internal medicine perceive a pass/fail Step 1 will impact the residency application process. Methods A 27-item survey was distributed through REDCap to 161 U.S. orthopaedic residency program directors and 548 U.S. internal medicine residency program directors. Program director emails were obtained from the American Medical Association’s Fellowship and Residency Electronic Interactive Database. Results We received 58 (36.0%) orthopaedic and 125 (22.8%) internal medicine program director responses. The majority of both groups disagree with the change to pass/fail, and felt that the decision was not transparent. Both groups believe that the Step 2 Clinical Knowledge exam and clerkship grades will take on more importance. Compared to internal medicine PDs, orthopaedic PDs were significantly more likely to emphasize research, letters of recommendation from known faculty, Alpha Omega Alpha membership, leadership/extracurricular activities, audition elective rotations, and personal knowledge of the applicant. Both groups believe that allopathic students from less prestigious medical schools, osteopathic students, and international medical graduates will be disadvantaged. Orthopaedic and internal medicine program directors agree that medical schools should adopt a graded pre-clinical curriculum, and that there should be a cap on the number of residency applications a student can submit. Conclusion Orthopaedic and internal medicine program directors disagree with the change of Step 1 to pass/fail. They also believe that this transition will make the match process more difficult, and disadvantage students from less highly-regarded medical schools. Both groups will rely more heavily on the Step 2 clinical knowledge exam score, but orthopaedics will place more importance on research, letters of recommendation, Alpha Omega Alpha membership, leadership/extracurricular activities, personal knowledge of the applicant, and audition electives.

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

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