Medical Education Interest, Exposure, and Career Planning in Subspecialty Trainees

Abstract Background Medical education encompasses many activities (e.g., teaching, supervision, mentorship, and administration). Little research has explored what the term "medical education" means to trainees or assessed the importance postgraduate medical trainees place on education as part of their career plans. Methods We conducted a survey of fellows in all subspecialty training programs at a three-site academic institution. We asked multiple choice and Likert scale questions to characterize fellows’ perception of, interest and training in medical education. Results One hundred sixty-nine of 530 (31.9%) fellows responded. Fellows were training in subspecialties of internal medicine (49.7%) and surgery (13.0%), among others. Most fellows planned careers in academic medicine (38.5% clinician-educator, 22.5% clinician-investigator, 17.2% academic clinician). Fellows reported that their conception of medical education involved supervising trainees in a clinical capacity (93.5%), teaching in the classroom (89.3%), and providing mentorship for trainees (87.6%). Respondents identified “being an educator” as extremely (43.8%) or moderately (43.2%) important for their future careers. Only 30.2% had received formal training in medical education, but 61.5% felt that formal training should be required for those pursuing careers with strong educational components. Conclusions Most subspecialty fellows surveyed planned careers in academics and felt that medical education was important to their professional future. While less than a third received formal training in education, almost two thirds felt that such training should be required for a career as an educator. This study provides evidence for the creation and promotion of educational training programs for trainees interested in careers involving medical education.

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New Problems in Community Health: Implications for Residency and Training Programs

International Journal of Health Services ◽

10.2190/2g03-2b8e-uq8e-ryec ◽

1973 ◽

Vol 3 (2) ◽

pp. 189-195 ◽

Cited By ~ 1

Author(s):

E. D. Richter

Keyword(s):

Public Health ◽

New York ◽

Community Health ◽

Training Programs ◽

Health Workers ◽

Educational Training ◽

Health Officer ◽

Public Health Workers ◽

And Training

Schistosomiasis in Egypt and slum housing in New York City are examples of the kinds of problems which require public health workers to look beyond conventional medical horizons. The role of public health workers needs to be expanded beyond the traditional administrative boundaries for government and the academic world. The writer advocates changed and closer institutional relationships between training centers and client communities, and more active roles for a greater number of community health professionals as part of their graduate educational experience. This is consistent with the idea that educational training programs have to prepare their graduates for career patterns with greater action and initiative. The health officership, with its far-reaching mandate for involvement in all aspects of community health, is suggested as an instrument through which academic involvement in community health can be mediated. At the same time, the role of the health officer needs to be redefined as the community's “ecologic triage officer.” Involvement with the health officer's problems will broaden an institution's approach to community health because these problems reach beyond medical care. The professional roles associated with many of the major new problems of community health will require closer structural relationships between governmental-type field settings and academic residency and training programs.

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A challenging and rewarding time: The early days of graduate medical education in dermatology

Journal of Medical Biography ◽

10.1177/0967772017732863 ◽

2017 ◽

Vol 27 (3) ◽

pp. 173-178

Author(s):

Margaret Maria Cocks

Keyword(s):

Medical Education ◽

20Th Century ◽

Residency Training ◽

Graduate Medical Education ◽

Training Programs ◽

Subspecialty Training ◽

Scientific Journals ◽

Graduate Medical ◽

Personal Reflections

Specialized residency training was still in its infancy in mid-20th century America. While specialty boards in various fields such as ophthalmology and otolaryngology had been established in the 1920s and 1930s, the details of training programs were still being fine-tuned and formal curricula were lacking. In dermatology, three prominent physicians including Harry L. Arnold Jr., J. Lamar Callaway and Walter B. Shelley trained during these experimental days of medical education. Each of them captured personal reflections of their own training experiences in brief memoirs published in scientific journals. A closer examination of these texts provides unique insights into how dermatology subspecialty training in particular and medical education more broadly evolved during this period.

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Interprofessional Experience for Future Education Professionals: School Psychology and Speech-Language Pathology Students

Teaching and Learning in Communication Sciences & Disorders ◽

10.30707/tlcsd5.1.1624982519.476871 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Shari DeVeney ◽

Brian McKevitt

Keyword(s):

School Psychology ◽

Training Programs ◽

Speech Language Pathology ◽

Educational Training ◽

Education Professionals ◽

Midwestern University ◽

Before And After ◽

Language Pathology ◽

Future Education ◽

And Training

Educational training programs are tasked with addressing potential barriers to interprofessional practice through experiences that promote interprofessional collaborations. The present study of interprofessional experiences (IPE) had both research and pedagogical purposes. The research purpose was to describe graduate student self-perceptions related to interprofessional teaming/collaboration before and after an IPE involving two educational training programs, school psychology and speech-language pathology. The pedagogical purpose was to convey a detailed description of a case-based IPE offered as a course assignment and offer implementation suggestions. Participants in this course-based IPE were 109 students in the school psychology and speech-language pathology graduate programs at a medium-sized midwestern university over a four-year period. Students in both programs engaged in the IPE as part of a graded class assignment involving case studies. Pre- and post-IPE surveys were used to determine changes in students’ perceptions of their own profession and training, others’ professions, and collaboration and teaming. Results indicated that the perception of students from both programs significantly improved following the IPE. Improved perceptions of collaboration, teaming, and one another’s professions were sustained over four years of implementation. Implications for research, practice, and training are discussed.

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Education and Research in Health Informatics at the Faculty of Medicine of Marseille, Laboratory for Education and Research in Medical Information Processing (LERTIM)

Yearbook of Medical Informatics ◽

10.1055/s-0038-1638126 ◽

2002 ◽

Vol 11 (01) ◽

pp. 154-159

Author(s):

D. Fieschi ◽

J. Gouvernet ◽

M. Joubert ◽

G. Soula ◽

M. Fieschi

Keyword(s):

Medical Education ◽

Medical Informatics ◽

Health Informatics ◽

Medical Information ◽

Medical Training ◽

Training Programs ◽

Clinical Decision ◽

Training Curriculum ◽

Decision Systems ◽

And Training

Abstract:This paper is a brief review of the research and training programs offered in Medical Informatics at the Faculty of Medicine of Marseille (LERTIM). Our laboratory teaches medical informatics and bio-statistics in the medical training curriculum, and prepares for specialised degrees and provides continuing medical education. The research projects developed by our team fall into four groups: clinical decision systems, health information systems, medical education systems, integration systems.

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Hematology/Oncology Fellowship Emergency Restructuring in Response to the COVID-19 Pandemic—Henry Ford Hospital, Michigan

JCO Oncology Practice ◽

10.1200/op.20.00261 ◽

2020 ◽

Vol 16 (9) ◽

pp. e943-e947 ◽

Cited By ~ 1

Author(s):

Nino Balanchivadze ◽

Vijayalakshmi Donthireddy

Keyword(s):

Training Programs ◽

Subspecialty Training ◽

Care Needs ◽

Shared Experiences ◽

Appropriate Treatment ◽

Rapid Changes ◽

Henry Ford ◽

Fellowship Programs ◽

Care Worker ◽

And Training

The COVID-19 pandemic has wreaked havoc and created challenges in various subspecialty training programs, including hematology/oncology fellowship programs. The challenge of social distancing, providing care for those infected by COVID-19, continuing appropriate treatment of time-sensitive diseases, and the looming threat of health care worker infections required swift planning and restructuring of training programs. The Accreditation Council for Graduate Medical Education provided leeway to tackle the challenges faced by institutions and training programs in the setting of the COVID-19 pandemic. Currently, there is no established guideline specific to hematology and oncology fellowship programs. While understanding that there is no one-size-fits-all, shared experiences can assist training programs to incorporate best practices and customize their programs to provide an active educational environment that balances patient care needs, didactics, scholarly activities, and wellbeing during the process of rapid changes and adaptation. We share our hematology/oncology fellowship program’s restructuring approach in response to the COVID-19 pandemic.

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Counting the cost of surgical training: perspective from a school of surgery

Bulletin of The Royal College of Surgeons of England ◽

10.1308/147363510x485751 ◽

2010 ◽

Vol 92 (2) ◽

pp. 46-50 ◽

Cited By ~ 3

Author(s):

A Young ◽

N Redfern ◽

L Sher

Keyword(s):

Medical Education ◽

Clinical Supervision ◽

Postgraduate Medical Education ◽

Formal Training ◽

Additional Time ◽

Medical Education And Training ◽

Hospital Doctors ◽

Time Required ◽

The Cost ◽

And Training

It has long been acknowledged that hospital doctors train their juniors with only limited extra time or support and little formal training for their role. The introduction of job planning was intended to recognise formally the additional time needed for this and other activities and the new Postgraduate Medical Education and Training Board (PMETB) standards for trainers are intended to address the need for faculty development. If these Standards for trainers are to be achieved, regulators may need to provide clearer guidance to trusts about the time required in job plans to deliver the expected standard of educational and clinical supervision and other deanery and royal college educational roles.

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ACGME Milestones Within Subspecialty Training Programs: One Institution's Experience

Journal of Graduate Medical Education ◽

10.4300/jgme-d-18-00308.1 ◽

2019 ◽

Vol 11 (1) ◽

pp. 53-59 ◽

Cited By ~ 3

Author(s):

Janae K. Heath ◽

C. Jessica Dine

Keyword(s):

Medical Education ◽

Linear Regression ◽

Graduate Medical Education ◽

Communication Skills ◽

Training Programs ◽

Cohort Analysis ◽

Subspecialty Training ◽

Response Process ◽

Graduate Medical ◽

Fellowship Programs

ABSTRACT Background The Accreditation Council for Graduate Medical Education Milestones were created as a criterion-based framework to promote competency-based education during graduate medical education. Despite widespread implementation across subspecialty programs, extensive validity evidence supporting the use of milestones within fellowship training is lacking. Objective We assessed the construct and response process validity of milestones in subspecialty fellowship programs in an academic medical center. Methods From 2014–2016, we performed a single center retrospective cohort analysis of milestone data from fellows across 5 programs. We analyzed summary statistics and performed multivariable linear regression to assess change in milestone ratings by training year and variability in ratings across fellowship programs. Finally, we examined a subset of Professionalism and Interpersonal and Communication Skills subcompetencies from the first 6 months of training to identify the proportion of fellows deemed “ready for independent practice” in these domains. Results Milestone data were available for 68 fellows, with 75 933 unique subcompetency ratings. Multivariable linear regression, adjusted for subcompetency and subspecialty, revealed an increase of 0.17 (0.16–0.19) in ratings with each postgraduate year level increase (P < .005), as well as significant variation in milestone ratings across subspecialties. For the Professionalism and Interpersonal and Communication Skills domains, mean ratings within the first 6 months of training were 3.78 and 3.95, respectively. Conclusions We noted a minimal upward trend of milestone ratings in subspecialty training programs, and significant variability in implementing milestones across differing subspecialties. This may suggest possible difficulties with the construct validity and response process of the milestone system in certain medical subspecialties.

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The UCLA Health Resident Informaticist Program – A Novel Clinical Informatics Training Program

Journal of the American Medical Informatics Association ◽

10.1093/jamia/ocw174 ◽

2017 ◽

Vol 24 (4) ◽

pp. 832-840 ◽

Cited By ~ 2

Author(s):

Jennifer S Singer ◽

Eric M Cheng ◽

Kevin Baldwin ◽

Michael A Pfeffer ◽

Keyword(s):

Medical Education ◽

Los Angeles ◽

Clinical Informatics ◽

University Of California ◽

Formal Training ◽

Early Introduction ◽

Career Trajectories ◽

Current State ◽

Informatics Training ◽

And Training

Abstract Few opportunities exist for physician trainees to gain exposure to, and training in, the field of clinical informatics, an Accreditation Council for Graduate Medical Education–accredited, recently board-certified specialty. Currently, 21 approved programs exist nationwide for the formal training of fellows interested in pursuing careers in this discipline. Residents and fellows training in medical and surgical fields, however, have few avenues available to gain experience in clinical informatics. An early introduction to clinical informatics brings an opportunity to generate interest for future career trajectories. At University of California Los Angeles (UCLA) Health, we have developed a novel, successful, and sustainable program, the Resident Informaticist Program, with the goals of exposing physician trainees to the field of clinical informatics and its academic nature and providing opportunities to expand the clinical informatics workforce. Herein, we provide an overview of the development, implementation, and current state of the UCLA Health Resident Informaticist Program, with a blueprint for development of similar programs.

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