scholarly journals Assessing Resident Palliative Care Education: Lessons Learned for Curriculum Mapping in Graduate Medical Education

MedEdPublish ◽  
2018 ◽  
Vol 7 (4) ◽  
Author(s):  
Ashwini Bapat ◽  
Matthew Ellman ◽  
Laura Morrison
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Lessons Learned ◽  
Curriculum Mapping ◽  
Care Education ◽  
Graduate Medical ◽  
Palliative Care Education

scholarly journals ReCAP: Attitudes, Beliefs, and Awareness of Graduate Medical Education Trainees Regarding Palliative Care at a Comprehensive Cancer Center

2016 ◽  
Vol 12 (2) ◽  
pp. 149-150 ◽  
Author(s):  
Angelique Wong ◽  
Akhila Reddy ◽  
Janet L. Williams ◽  
Jimin Wu ◽  
Diane Liu ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Surgical Oncology ◽  
Comprehensive Cancer Center ◽  
Graduate Medical ◽  
Care Services ◽  
Palliative Care Services ◽  
Care Training ◽  
The Impact

QUESTION ASKED: What are graduate medical education trainees’ attitudes and beliefs regarding palliative care, what is their awareness of the availability and role of palliative care services, and does previous exposure to a palliative care rotation facilitate a better awareness of palliative care? SUMMARY ANSWER: A vast majority of oncology trainees perceived palliative care services to be beneficial for patient care (92%) and were supportive of mandatory palliative care training (74%). Surgical oncology trainees and trainees with no previous palliative care exposure were significantly less likely to consult palliative care and had significantly less awareness of palliative care. METHODS: We conducted an institutional review board–approved online survey to determine awareness of palliative care among graduate medical trainees at MD Anderson. One hundred seventy oncology trainees who completed at least 9 months of training in medical, surgical, gynecologic, and radiation oncology fellowship and residency program during the 2013 academic year completed an online questionnaire. Descriptive, univariate, and multivariate analyses were performed. BIAS, CONFOUNDING FACTOR(S), DRAWBACKS: Although there was a substantial response rate (78%), the results may not be generalizable as the survey was conducted at a single institution. Also, the frequency of palliative care referrals is self-reported. REAL-LIFE IMPLICATIONS: Our findings suggest that exposure to palliative care training may lead to increased awareness of palliative care among oncologists, and thus, increased overall and early referrals to palliative care. Surgical oncology trainees may benefit from increased exposure to palliative care rotations. More research is needed to characterize the impact of training on referral patterns to palliative care. In the meantime, efforts should be made to include formal palliative care rotations in oncology training. [Table: see text]

scholarly journals New beginnings in post graduate medical education. Latin American Medical Education Leaders Forum

2021 ◽  
Vol 46 (4) ◽  
Author(s):  
Klaus Puschel ◽  
Tai Telesco ◽  
Marcela Grez ◽  
Trinidad Hoyl ◽  
Luis Ibañez ◽  
...  
Keyword(s):  
Medical Education ◽  
Latin America ◽  
American Medical ◽  
Graduate Medical Education ◽  
Latin American ◽  
Critical Time ◽  
Lessons Learned ◽  
Post Graduate ◽  
Graduate Medical ◽  
Education Leaders

Introduction: The consequences of the Covid-19 epidemic have been catastrophic for Latin America in 2021. This study explores experiences, lessons learned, and practice changes during this critical time in post-graduate medical education in Latin America. Methods: A panel of 53 post-graduate medical education leaders from 8 Latin American countries and Canada was invited to participate in the 2021 Latin American Medical Education Leaders Forum to share their experiences, lessons learned, and main educational practice changes given the Covid-19 pandemic scenario. Participants were selected following a snowball technique with the goal of obtaining a diverse group of experts. Small group discussions were conducted by bilingual facilitators based on a semi-structured questionnaire. The plenary session with the main conclusions of each group was recorded and fully transcribed for a thematic analysis using a framework methods approach. Results: Participants´ profiles included 13 experienced clinician-educators, 19 program directors, and 23 deans or organizational representatives. Seven specific themes emerged. They followed a pattern that went from an initial emotional reaction of surprise to a complex collective response. The responses highlighted the value of adaptability, the application of new digital skills, a renovated residents’ protagonism, the strengthening of humanism in medicine, the openness of new perspectives in wellness, and finally, an unresolved challenge of assessment in medical education in a virtual post-pandemic scenario. Conclusion: A diverse panel of medical educators from Latin America and Canada identified changes triggered by the Covid-19 pandemic that could transform postgraduate medical education in the region.

scholarly journals Accreditation Council for Graduate Medical Education Self-Study for Pathology: One Institution's Experience and Lessons Learned

2019 ◽  
Vol 143 (10) ◽  
pp. 1271-1277 ◽  
Author(s):  
Kruti P. Maniar ◽  
Nicoleta Arva ◽  
Luis Z. Blanco ◽  
Qinwen Mao ◽  
Elizabeth G. Morency ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
English Language ◽  
Lessons Learned ◽  
Shared Resources ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Self Evaluation ◽  
Self Study ◽  
Fellowship Programs

Context.— The Accreditation Council for Graduate Medical Education (ACGME) established a new system for accreditation of residency and fellowship programs in 2013. One key aspect of the Next Accreditation System is the 10-year self-study, which requires programs to conduct a comprehensive self-evaluation, including development of program aims and analysis of strengths, weaknesses, and environmental context, in order to plan improvements and take the program to the next level. Objective.— To provide a review of the recent changes and current state of ACGME accreditation, with a focus on the new 10-year self-study, and to share our institution's experience with conducting the first self-study of our pathology residency and accredited fellowship programs in 2018. Data Sources.— Review of English-language literature, published resources from the ACGME, and materials/data from our department's 2018 self-study. Conclusions.— The self-study process now required for ACGME accreditation is a useful way to assess program strengths and weaknesses in the context of current environmental and institutional factors, and helps develop an effective framework for improvements geared at achieving program aims and taking the program to the next level. Additionally, conducting residency and fellowship self-studies together allows for collaboration, effective use of shared resources, and the development of a cohesive educational mission.

scholarly journals Early experiences of accredited clinical informatics fellowships

2016 ◽  
Vol 23 (4) ◽  
pp. 829-834 ◽  
Author(s):  
Christopher A Longhurst ◽  
Natalie M Pageler ◽  
Jonathan P Palma ◽  
John T Finnell ◽  
Bruce P Levy ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Lessons Learned ◽  
Clinical Informatics ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Early Experiences ◽  
Fellowship Programs ◽  
Collective Experience ◽  
Medical Subspecialty

Abstract Since the launch of the clinical informatics subspecialty for physicians in 2013, over 1100 physicians have used the practice and education pathways to become board-certified in clinical informatics. Starting in 2018, only physicians who have completed a 2-year clinical informatics fellowship program accredited by the Accreditation Council on Graduate Medical Education will be eligible to take the board exam. The purpose of this viewpoint piece is to describe the collective experience of the first four programs accredited by the Accreditation Council on Graduate Medical Education and to share lessons learned in developing new fellowship programs in this novel medical subspecialty.

scholarly journals Graduate Medical Education Leadership Development Curriculum for Program Directors

2011 ◽  
Vol 3 (2) ◽  
pp. 232-235 ◽  
Author(s):  
Constance K. Haan ◽  
Elisa A. Zenni ◽  
Denise T. West ◽  
Frank J. Genuardi
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Faculty Development ◽  
Graduate Medical Education ◽  
Core Curriculum ◽  
Education Leadership ◽  
Lessons Learned ◽  
Leadership Roles ◽  
Leadership Challenges ◽  
Graduate Medical

Abstract Objective Program director (PD) orientation to roles and responsibilities takes on many forms and processes. This article describes one institution's innovative arm of faculty development directed specifically toward PDs and associate PDs to provide institutional resources and information for those in graduate medical education leadership roles. Methods The designated institutional official created a separate faculty development curriculum for leadership development of PDs and associate PDs, modeled on the Association of American Medical Colleges-GRA (Group on Resident Affairs) graduate medical education leadership development course for designated institutional officials. It consists of monthly 90-minute sessions at the end of a working day, for new and experienced PDs alike, with mentoring provided by experienced PDs. We describe 2 iterations of the curriculum. To provide ongoing support a longitudinal curriculum of special topics has followed in the interval between core curriculum offerings. Results Communication between PDs across disciplines has improved. The broad, inclusive nature allowed for experienced PDs to take advantage of the learning opportunity while providing exchange and mentorship through sharing of lessons learned. The participants rated the course highly and education process and outcome measures for the programs have been positive, including increased accreditation cycle lengths. Conclusion It is important and valuable to provide PDs and associate PDs with administrative leadership development and resources, separate from general faculty development, to meet their role-specific needs for orientation and development and to better equip them to meet graduate medical education leadership challenges. This endeavor provides a foundational platform for designated institutional official and PD interactions to work on program building and improvement.

Status of palliative care education in Mainland China: A systematic review

2020 ◽  
pp. 1-11
Author(s):  
Antonia M. Willemsen ◽  
Stephen Mason ◽  
Silja Zhang ◽  
Frank Elsner
Keyword(s):  
Systematic Review ◽  
Palliative Care ◽  
Medical Education ◽  
Postgraduate Medical Education ◽  
Mainland China ◽  
Detailed Knowledge ◽  
Special Importance ◽  
Care Education ◽  
Palliative Care Education ◽  
Education In China

Abstract Objective China is home to one-fifth of the world's population. In the setting of a growing and aging population as well as the designation of palliative care access as a human right in 2013, the implementation of palliative care in China gains special importance. Palliative care education is an important precondition to ensure a nationwide access to palliative care. This systematic review details the status of under- and postgraduate palliative care education in China, examining both the students’ and physicians’ perception, knowledge, and skills in palliative care, and the available educational interventions and programs. Method Four databases were searched in September 2018, using considered search terms. Titles, abstracts, and, if necessary, full texts were scanned to identify publications matching the inclusion criteria. Results Nine publications were included. They revealed six findings: palliative care education is lacking in both under- and postgraduate medical education, only a few programs exist. Palliative care as a concept is well known, detailed knowledge, and practical skills are less developed. Chinese physicians consider palliative care an important field to be developed in cancer care, yet the majority of healthcare professionals are not willing to work in palliative care services. Communication should be a main emphasis in palliative care education, especially in undergraduate training. Finally, there is no highly qualified research on under- or postgraduate palliative care education in Mainland China. Significance of results These findings suggest that palliative care education in China is in demand and should be systematically integrated into medical education. Further research on the topic is urgently needed.

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