scholarly journals The More Doctors Program and Family and Community Medicine residencies: articulated strategies of expansion and interiorization of medical education

2019 ◽  
Vol 23 (suppl 1) ◽  
Author(s):  
Danyella da Silva Barrêto ◽  
Alexandre José de Melo Neto ◽  
Alexandre Medeiros de Figueiredo ◽  
Juliana Sampaio ◽  
Luciano Bezerra Gomes ◽  
...  
Keyword(s):  
Higher Education ◽  
Primary Care ◽  
Medical Education ◽  
Family Medicine ◽  
Federal Government ◽  
Higher Education Institutions ◽  
Institutional Support ◽  
National Average ◽  
Family Medicine Residency ◽  
Documentary Analysis

Abstract The aim of this study is to report and analyze the effect of the More Doctors Program on the expansion of Family Medicine Residency (FMR), based on the strategies developed in Paraíba. A systematization of the experience was carried out by means of a conversation wheel, plus documentary analysis. A set of strategies (partnerships between Higher Education Institutions and Health Secretariats, state FMR workshops, institutional support of municipalities, articulation between the programs of provision of the federal government, regional residences, complementation of scholarship, among others) that resulted in new programs of FMR in interior of the state and a rate of expansion and occupation higher than the national average. This experience presented innovations and advances in the formation of generalists and in the teaching-service integration, with the consequent strengthening of Primary Care.

scholarly journals The management of academic supervision in the More Doctors for Brazil Project by higher education institutions

2019 ◽  
Vol 23 (suppl 1) ◽  
Author(s):  
Rodrigo Chavez Penha ◽  
Rosa Gouvêa de Sousa ◽  
Sandro Schreiber de Oliveira ◽  
Erika Rodrigues de Almeida ◽  
Jackeline Gomes Alvarenga Firmiano
Keyword(s):  
Higher Education ◽  
Primary Care ◽  
Medical Education ◽  
Education Policy ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
National Health System ◽  
Public Higher Education ◽  
Professional Qualification ◽  
Education Professional

ABSTRACT The More Doctors Program is a strategic set of actions for the Brazilian National Health System (SUS) aiming at improvements in medical education, professional qualification and retention of doctors in unassisted areas. Among these actions, we highlight the Project More Doctors for Brazil (PMMB), responsible for the emergency supply of doctors. It was conceived as a response to the shortage of professionals in primary care across the country, an extremely important aspect in this set of strategies for SUS. The professional improvement proposed by PMMB has mobilized public higher education institutions to participate as supervisory institutions. They are responsible for supervising the activities developed by doctors and for strengthening the continuing education policy through teaching-service integration actions. This article aims to report on the experience of managing academic supervision in light of the challenge of the implementation of PMMB.

scholarly journals Out-of-Match Residency Offers: The Possible Extent and Implications of Prematching in Graduate Medical Education

2010 ◽  
Vol 2 (3) ◽  
pp. 327-333 ◽  
Author(s):  
Robert V. Wetz ◽  
Charles B. Seelig ◽  
Georges Khoueiry ◽  
Kera F. Weiserbs
Keyword(s):  
Internal Medicine ◽  
United States ◽  
Primary Care ◽  
Medical Education ◽  
Family Medicine ◽  
Rank Order ◽  
Medical Doctors ◽  
Spearman Rank ◽  
Fellowship Programs ◽  
Career Preferences

Abstract Background When the data from the National Resident Matching Program (NRMP) are used to analyze trends in medical students' career preferences, positions offered outside the match are omitted. The purpose of the study was to evaluate the extent and nature of out-of-match residency offers. Methods We obtained total resident complements and postgraduate year-1 positions offered in 7 specialties in 2007 and compared these with the 2007 NRMP match data. We compared the percentage of positions offered outside the match to “success” in matching United States medical doctors (USMDs) and to the availability of fellowship positions, using the Spearman rank order test (SROT). Results A total of 18 030 postgraduate year-1 positions were offered in 9 specialty areas. Of 15 205 positions offered in the match, 54% were taken by USMDs. The percentage of outside-the-match offers was found to vary by specialty, from 7% in obstetrics-gynecology to 23% in internal medicine, and was inversely correlated with the specialty's “success” in matching USMDs (SROT  =  −0.87). The 3 nonprocedural primary care specialties (internal medicine, family medicine, and pediatrics) accounted for 10 091 (46.2%) of the 21 845 total positions offered in the match, with 4401 (43.6%) offered almost entirely to non-USMDs. Another 2467 positions were offered outside the match, resulting in 6868 positions offered to non-USMDs (55% of all primary care positions). In internal medicine, the percentage of outside-the-match offers was significantly and inversely associated with the availability of intrainstitutional fellowship programs (P < .0001). Prematching of independent applicants was significantly higher in primary care than in procedural-lifestyle programs (P < .0001). Conclusion The NRMP's match data do not account for positions filled outside the match, a finding that appears to be significant. In 2007, 1 in 5 positions in primary care was offered outside the match.

scholarly journals Employability in higher education: a review of key stakeholders' perspectives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ming Cheng ◽  
Olalekan Adekola ◽  
JoClarisse Albia ◽  
Sanfa Cai
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Disciplines ◽  
Bibliographic Databases ◽  
Employment Rate ◽  
Content Type ◽  
Documentary Analysis ◽  
Graduate Employability ◽  
Key Stakeholders ◽  
The Uk

PurposeEmployability is a key concept in higher education. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility for graduate employability from the perspectives of four key stakeholders: higher education institutions, students, government and employers.Design/methodology/approachThere are two stages to this literature review which was undertaken across bibliographic databases. The first stage builds a conceptual understanding of employability, relating to definition and how employability can be achieved and enhanced from the perspective of stakeholders. A structured search employing Boolean searches was conducted using a range of terms associated with key stakeholders. The second round of review drew on documentary analysis of official statements, declarations, documents, reports and position papers issued by key stakeholders in the UK, available online.FindingsIt reveals that responsibility for employability has been transferred by the UK government to higher education institutions, despite clear evidence that it needs to be shared by all the key stakeholders to be effective. In addition, there is a gap between employers' expectation for employability and the government's employability agenda.Originality/valueThis article highlights that solely using employment rate statistics as a key indicator for employability will encourage the practice of putting employers' needs above knowledge creation and the development of academic disciplines, with the consequence that higher education will become increasingly vocation driven.

scholarly journals An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Erin Vicente
Keyword(s):  
Higher Education ◽  
Cultural Values ◽  
Liberal Arts ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Institutional Support ◽  
Contingent Faculty ◽  
Full Time ◽  
College Level ◽  
Faculty Experiences

<p>Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Higher education institutions now employ over a half million contingent faculty nationwide, with numbers of contingent faculty hiring continuing to grow (Maldonado &amp; Riman, 2009).</p><p>Currently, much of the research on contingent faculty stresses the use of contingent faculty and full-time faculty perceptions of contingent faculty at the community college level (Meixner, 2010; Tomanek, 2010; Wallin, 2004). Differences between full-time and contingent faculty are difficult to label because of the diversity of contingent faculty motivations (Gappa, Austin, &amp; Trice, 2005; Wagoner, 2007). Therefore, depending on how researchers conduct their study questions contingent faculty either seem satisfied, vulnerable and disenfranchised, or somewhere in the middle which produces a confusing picture of contingent faculty experiences (Wagoner, 2007; Waltman et al., 2012). This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty’s experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution’s cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty. </p>

Integration and Development of Generic Competencies into Malaysian Higher Education Context: Review of the Literature

2019 ◽  
Author(s):  
Mehrnaz Fahimirad ◽  
Sedigheh Shakib Kotamjani
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Institutional Support ◽  
Review Of The Literature ◽  
Generic Competencies ◽  
Current Review ◽  
Teachers And Students ◽  
Review Study

The current review study has presented the challenges of developing and implementing generic competencies in the context of higher education institutions in general and Malaysian higher education in particular. The results of the study revealed that institutional support and commitments should be assigned to increase the awareness of generic competencies and give more value to these skills to affect teachers’ and students’ perception. Furthermore, implementing generic competencies efficiently need enthusiasm and self-motivation of both teachers and learners. However, due to lack of time teachers maintained that they fail to teach generic competencies to cover the course subjects at universities.<br>

Destroying the Textbook Tower

2021 ◽  
pp. 53-66
Author(s):  
Oluwunmi Ariyo ◽  
Ansa Reams-Johnson
Keyword(s):  
Higher Education ◽  
College Student ◽  
Higher Education Institutions ◽  
National Average ◽  
Free Access ◽  
Open Education ◽  
College Board ◽  
Education Resources ◽  
Education College ◽  
Open Education Resources

Textbooks are the cornerstone of higher education. College Board stated in a study that the national average for one text is $153 per course, and over the course of a year, the average college student spends more than $1,200 on books and materials. Endless debates have posed the question of how students enrolled in higher education institutions can afford the rising cost of textbooks without it interfering in their education. Open education resources have provided one answer to this debate. The following chapter will discuss three main benefits of OER which are free access, standardization, and equity concerns. Lastly, the chapter will address the challenges pertaining to OER.

Patient loneliness in an urban, underserved family medicine residency clinic: prevalence and relationship to health care utilization

2020 ◽  
Vol 37 (6) ◽  
pp. 751-758
Author(s):  
Stephanie A Hooker ◽  
Paul Stadem ◽  
Michelle D Sherman ◽  
Jason Ricco
Keyword(s):  
Primary Care ◽  
Health Care ◽  
African American ◽  
Family Medicine ◽  
Health Care Utilization ◽  
Care Utilization ◽  
Care Clinic ◽  
Family Medicine Residency ◽  
Ed Visits ◽  
The Impact

Abstract Background Mounting evidence suggests that loneliness increases the risk of poor health outcomes, including cardiovascular disease and premature mortality.Objective: This study examined the prevalence of loneliness in an urban, underserved family medicine residency clinic and the association of loneliness with health care utilization. Methods Adult patients (N = 330; M age = 42.1 years, SD = 14.9; 63% female; 58% African American) completed the 3-item UCLA Loneliness screener at their primary care visits between November 2018 and January 2019. A retrospective case–control study design was used to compare health care utilization [hospitalizations, emergency department (ED) visits, primary care visits, no-shows and referrals] in the prior 2 years between patients who identified as lonely versus those who did not. Covariates included demographics and clinical characteristics. Results Nearly half (44%) of patients exceeded the cut-off for loneliness. Patients who were lonely were more likely to identify as African American, have depression and have a substance use disorder. Patients in the lonely group had significantly longer hospital stays and more primary care visits, no-shows and referrals than patients in the non-lonely group; there were no differences in number of hospitalizations or ED visits. Conclusions The prevalence of loneliness in an urban, underserved primary care clinic was much higher than prior prevalence estimates in primary care. Patients who are lonely may use more health care resources than patients who are not lonely. Primary care may be an ideal setting in which to identify patients who are lonely to further understand the impact of loneliness on health care outcomes.

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