Does Being a Chief Resident Predict Leadership in Pediatric Careers?

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_3) ◽  
pp. 984-988
Author(s):  
Joel J. Alpert ◽  
Suzette M. Levenson ◽  
Cindy J. Osman ◽  
Sabin James
Keyword(s):  
Gender Differences ◽  
Medical Education ◽  
Training Programs ◽  
Chief Resident ◽  
Program Directors ◽  
Pediatric Residents ◽  
Pediatric Residency ◽  
Survey Sample ◽  
Professional Leadership ◽  
Over Time

Objective. Many organizations make efforts to identify future pediatric leaders, often focusing on chief residents (CRs). Identifying future leaders is an issue of great importance not only to the ultimate success of the organization but also to the profession. Because little is known regarding whether completing a CR predicts future leadership in medicine, we sought to determine if former pediatric CRs when compared with pediatric residents who were not CRs reported more often that they were leaders in their profession. Design/Methods. Twenty-four pediatric training programs stratified by resident size (<18, 18–36, and >36) and geography (East, South, Midwest, and West) were selected randomly from the Graduate Medical Education Directory(American Medical Association, Chicago, IL). Program directors were contacted by mail and telephone and asked to provide their housestaff rosters from 1965–1985. The resulting resident sample was surveyed by questionnaire in 1995. Results. Fifteen of 17 program directors (88%) who possessed the requested data provided 1965–1985 rosters yielding a sample of 963 residents. Fifty-five percent of the resident sample (533) responded. Fifty-eight of the respondents had not completed a pediatric residency, leaving a survey sample of 475. Thirty-four percent (163) were CRs. The sample had a mean age of 47, 67% were male and 87% married. Fellowships were completed by 51%. More former CRs compared with non-CRs (75% vs 64%), more former fellows than non-fellows (75% vs 60%) and more males than females (74% vs 55%) reported they were professional leaders. These associations persisted in a logistic regression that controlled for CR status, gender, marital status, and fellowship status as leadership predictors. Former CRs, former fellows, and men were, respectively, 1.8, 2.3, and 2.3 times more likely to report professional leadership. Conclusions. Pediatric residents who were former CRs and/or fellows, and males were more likely to report professional leadership. Although men were more likely to report professional leadership, with more women entering pediatrics the reported gender differences will likely disappear over time.

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 A Roadmap for a Successful Breast Imaging Fellowship

2020 ◽  
Vol 2 (2) ◽  
pp. 157-160
Author(s):  
Rashmi Mehta ◽  
Ana Lourenco ◽  
Jordana Phillips
Keyword(s):  
Breast Cancer ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Breast Imaging ◽  
Training Programs ◽  
Clinical Exposure ◽  
Constructive Feedback ◽  
Radiology Training ◽  
Important Field ◽  
Over Time

Abstract Breast imaging is an important field within radiology, having made significant strides in helping reduce morbidity and mortality from breast cancer. Historically, breast imaging radiologists learned mammography and ultrasound skills on the job as a part of general radiology training. However, breast imaging as a subspecialty has grown over time with the emergence of breast imaging fellowships across the country. Despite this growth, breast imaging fellowships remain nonaccredited through the American College of Graduate Medical Education, and as a result, there are significant variations in training programs throughout the country. In this article, we will provide guidelines on organizing a breast imaging fellowship to help standardize the experience of fellows entering the breast imaging community. This will include guidelines regarding providing adequate clinical exposure, developing a fund of knowledge, fostering extra-clinical interests, and providing constructive feedback for ongoing improvement.

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.

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.

Replacing the Work of Pediatric Residents: Strategies and Issues

PEDIATRICS ◽  
1990 ◽  
Vol 85 (6) ◽  
pp. 1109-1111
Author(s):  
DANIEL D. CHAPMAN ◽  
JOAN E. HODGMAN ◽  
ROBERT L. JOHNSON ◽  
NANCY M. MATLIN
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Neonatal Intensive Care Unit ◽  
Neonatal Intensive Care ◽  
Training Programs ◽  
Pediatric Residents ◽  
Residency Programs ◽  
Pediatric Residency ◽  
Pediatric Inpatient ◽  
Inpatient Population

In this issue, Honigfeld et al1 discuss manpower strategies adopted by nine hospitals that either discontinued or significantly reduced their pediatric residency programs. Several of the hospitals surveyed had a significant pediatric inpatient population and two thirds had a Neonatal Intensive Care Unit. The loss of resident positions represented a major manpower crisis for these institutions. The 16 hospitals that originally met the study guidelines in 1986 to 1987 represent only a small fraction of the existing 234 accredited training programs.

scholarly journals Employment outcomes for recent Canadian radiation oncology graduates

2019 ◽  
Vol 26 (4) ◽  
Author(s):  
S. K. Loewen ◽  
R. Halperin ◽  
G. Perry ◽  
M. Mckenzie ◽  
E. Vigneault ◽  
...  
Keyword(s):  
Labour Market ◽  
Royal College ◽  
Radiation Oncology ◽  
Employment Status ◽  
Training Programs ◽  
Program Directors ◽  
Job Market ◽  
Modest Improvement ◽  
Trends Over Time ◽  
Over Time

Introduction Radiation oncology (RO) is one of several specialties identified by the Royal College of Physicians and Surgeons of Canada with employment difficulties for graduating trainees. The purpose of the present study was to determine the employment status and location of recent Canadian RO trainees within 2 years after graduation, to monitor workforce recruitment trends over time, and to capture the opinions of program directors about employment difficulty for graduates and resident morale. Visa trainee graduates were excluded.Methods Results of the survey administered to RO program directors in 2016 and again in 2018, both with 100% response rates, are presented here.Results In both surveys, approximately 57% of RO graduates had attained staff or locum employment in Canada or abroad within 2 years from graduation (p = 0.92). However, graduates with Canadian staff employment increased by 46% to 32 in 2018 from 22 in 2016, while the proportion of graduates with staff positions abroad decreased to 6% from 27% (p = 0.04). Most trainees without staff positions were employed as fellows. The proportion of program directors reporting employment difficulties for graduates in the Canadian labour market declined to 38% from 85% (p = 0.04), and the morale of residents in training programs remained high.Conclusions Employment challenges for newly certified Canadian-trained radiation oncologists continue. However, compared with the situation 2 years ago, trends in the Canadian RO job market suggest a modest improvement, with more staff employment in Canada and lower emigration rates for jobs abroad.

scholarly journals Education Research: The current state of neurophysiology education in selected neurology residency programs

Neurology ◽  
2018 ◽  
Vol 90 (15) ◽  
pp. 708-711 ◽  
Author(s):  
Kate M. Daniello ◽  
Daniel J. Weber
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Program Directors ◽  
Study Program ◽  
Learning To Read ◽  
Residency Programs ◽  
Educational Methods ◽  
Current State ◽  
Methods Of Learning ◽  
Over Time

ObjectivePrior research has illustrated there is a knowledge gap in neurology residents' neurophysiology education (EEG and EMG), and we sought to understand whether this is still an issue and to recognize the barriers in order to create solutions and improve education.MethodsSurveys were developed for adult neurology residents and one for program directors asking about confidence in neurophysiology knowledge, percent of graduates reaching level 4 ACGME (American Council of Graduate Medical Education) milestones in EEG and EMG, methods of learning used, interest in the subjects, and suggestions for improvements.ResultsTwenty-six program directors (19% responder rate) and 55 residents (from at least 16 different programs) completed the survey. Program directors thought that 85% of graduating residents met level 4 milestones in EEG and only 75% in EMG. Structured rotations and more time allocated to education of these topics were frequent barriers mentioned. Postgraduate year 4 residents were 60% and 67% confident in EEG and 64%, 59%, and 62.3% in EMG level 4 milestones. Learning to read EEGs was considered important throughout residents' training; however, this interest and value decreased over time with EMG.ConclusionIn our study, program directors suspect up to a quarter of residents may graduate not meeting level 4 ACGME milestones, and residents expressed lack of confidence in these areas. The educational methods used to instruct residents in EEG and EMG were similar as were the barriers they face across programs. This information hopefully will help fuel curriculum design and interest in these important neurology techniques.

Defining Service and Education in Pediatrics

2016 ◽  
Vol 56 (13) ◽  
pp. 1193-1200
Author(s):  
Debra Boyer ◽  
Josh Gagne ◽  
Jennifer C. Kesselheim
Keyword(s):  
Medical Education ◽  
Focus Group ◽  
Focus Groups ◽  
Qualitative Methods ◽  
Thematic Analysis ◽  
Pediatric Residents ◽  
Pediatric Residency ◽  
Group Data ◽  
Focus Group Data ◽  
Definition Of

Program directors (PDs) and trainees are often queried regarding the balance of service and education during pediatric residency training. We aimed to use qualitative methods to learn how pediatric residents and PDs define service and education and to identify activities that exemplify these concepts. Focus groups of pediatric residents and PDs were performed and the data qualitatively analyzed. Thematic analysis revealed 4 themes from focus group data: (1) misalignment of the perceived definition of service; (2) agreement about the definition of education; (3) overlapping perceptions of the value of service to training; and (4) additional suggestions for improved integration of education and service. Pediatric residents hold positive definitions of service and believe that service adds value to their education. Importantly, the discovery of heterogeneous definitions of service between pediatric residents and PDs warrants further investigation and may have ramifications for Accreditation Council for Graduate Medical Education and those responsible for residency curricula.

64. International child health (ICH) education in Canadian paediatric residency programss

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
T. Audcent ◽  
H. MacDonnell ◽  
J. Brenner ◽  
L. Samson
Keyword(s):  
Medical Education ◽  
Global Health ◽  
De Novo ◽  
Training Programs ◽  
International Health ◽  
Program Directors ◽  
Population Census ◽  
Formal Curriculum ◽  
Global Issues ◽  
Adequate Funding

A national survey was conducted of current ICH exposure and curriculum in pediatric residency programs. Our objectives were to quantify ICH teaching presently occurring, to identify how programs support trainees in undertaking ICH electives during their training, to determine attitudes towards ICH amongst paediatric program directors and chief residents across the country, and to identify barriers to ICH curriculum expansion within the post-graduate programs. A population census of all 44 chief residents and program directors from the 16 Canadian pediatric programs was undertaken. A self-administered survey was developed de novo for this study. Twenty-two qualitative and quantitative questions were developed under the following domains: demographics, program content, electives, attitudes and perceptions, barriers and future directions. Surveys were completed electronically. Descriptive statistics were used, and common themes were extracted from qualitative responses. The response rate was 65% (29 surveys), with 81% of the training programs represented. Seventy-three percent of the program directors, and 44% of the chief residents from across the country responded. Eighty-nine percent reported that their program did not have a formal curriculum in ICH. All respondents reported some ICH related educational sessions, however certain areas felt to be key were lacking. 80% agreed that electives should be encouraged as part of residency training, but 72% indicated lack of adequate funding for these electives. Overall, 86% agreed that ICH issues are important for paediatric trainees and 84% indicated that more emphasis should be placed on ICH in the paediatric resident curriculum. Eighty-six percent of respondents agreed that their program would be interested in new initiatives regarding ICH. The results of this survey demonstrate that although there are opportunities for ICH exposure in most paediatric training programs, formalized curriculum is lacking. The majority of programs indicated a willingness to support the integration of an ICH curriculum into their core educational components. The Association of Faculties of Medicine of Canada (AFMC). Towards a Medical Education Relevant to All : The Case for Global Health in Medical Education. A Report of the Global Health Resource Group. April 2006. Bateman C, et al. Bringing global issues to medical teaching. Lancet, 2001; 358:1539-42. Edwards R, et al. Understanding global health issues: are international health electives the answer? Medical Education, 2004; 38:688-690.

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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