scholarly journals Parent feedback: perception of parents and pediatric residents in Asian culture

2020 ◽  
Author(s):  
Samart Pakakasama ◽  
Jeroen Donkers ◽  
Pongtong Puranitee
Keyword(s):  
Focus Groups ◽  
Multisource Feedback ◽  
Pediatric Residents ◽  
Residency Programs ◽  
Resident Perception ◽  
Parent Characteristics ◽  
The Mean ◽  
Parent Feedback ◽  
Personal Behavior ◽  
Medical Situation

Abstract Background Residency programs have used feedback of parents as a part of multisource feedback to improve residents’ skills. However, there is no evidence showing how parents can appropriately be engaged in pediatric resident feedback in our context. This study aimed to investigate: 1) the resident skills assessed by parents in perception of Thai parents and pediatric residents and 2) the parent characteristics making credible feedback in perception of Thai pediatric residents. Methods The participating parents were asked to rate their confident to assess residents’ skills according to 17 items of the PARENTS questionnaire (Likert scale 1–5). To enhance the reasons of parent’s confident, the parents responded to think aloud interviews. We conducted focus groups in order to explore the resident perception on parents’ assessable resident skills and credible parent characteristics. Results There were 51 parents revealing the mean confident scores of 17 items ranged from 4.06 to 4.37. The parents felt confident to assess the residents’ skills according to the questionnaire because they directly experienced the residents’ performance during admissions. Five resident focus groups were conducted. In resident perception, residents’ skills in communication, collaboration, leadership and professionalism were assessable by parents. The characteristics affecting the feedback credibility included parents’ prior experience, personal behavior and confrontation to medical situation. Conclusions Thai residency programs may use parent feedback for residents’ performance improvement as both parents and residents are able to identify the parents’ assessable skills. The feedback process should consider the credible parents’ characteristics to increase the acceptability and avoid the bias.

scholarly journals Association between Industry Payments and Scholarly Impact among Academic Ophthalmologists

2019 ◽  
Vol 11 (01) ◽  
pp. e1-e8
Author(s):  
Michael Solotke ◽  
Susan Forster ◽  
Jessica Chow ◽  
Jenesis Duran ◽  
Hasna Karim ◽  
...  
Keyword(s):  
Primary Outcome ◽  
Cross Sectional Study ◽  
Academic Rank ◽  
Cross Sectional ◽  
H Index ◽  
Residency Programs ◽  
Scholarly Impact ◽  
The Mean ◽  
And Gender ◽  
Open Payments

Purpose The aim of this article is to examine the association between industry payments to ophthalmologists and scholarly impact. Design Retrospective cross-sectional study. Methods All ophthalmology faculty at United States accredited ophthalmology residency programs were included in this study. The main exposure was industry payments to ophthalmologists in 2016, as reported in the Centers for Medicare and Medicaid Services Open Payments Database. The primary outcome was Hirsch index (H-index), a measure of scholarly impact. Results Among 1,653 academic ophthalmologists in our study, 1,225 (74%) received industry payments in 2016. We did not observe a difference between the mean H-index of ophthalmologists receiving any industry payments versus those not receiving any payments (p = 0.68). In analysis including only ophthalmologists who received industry payments, H-index differed significantly by payment amount: 12.6 for ophthalmologists receiving less than $100, 12.2 for those receiving $100 to 1,000, 18.8 for those receiving $1,000 to 10,000, 21.3 for those receiving $10,000 to 100,000, and 29.4 for those receiving greater than $100,000 (p < 0.001). Within each academic rank and gender, industry payments greater than $1,000 were associated with a higher H-index (p < 0.05). Conclusions Although our analysis cannot prove causality, we observed a significant association between industry payments and scholarly impact among academic ophthalmologists, even after adjusting for gender, academic rank, and subspecialty. Prospective studies should further evaluate this relationship.

scholarly journals Education Research: Neurology Resident EEG Education: A Survey of US Neurology Residency Program Directors

Neurology ◽  
2020 ◽  
pp. 10.1212/WNL.0000000000011354
Author(s):  
Fábio A. Nascimento ◽  
Jay R. Gavvala
Keyword(s):  
Online Survey ◽  
Program Directors ◽  
Outpatient Setting ◽  
Objective Measures ◽  
Successful Completion ◽  
Residency Programs ◽  
Educational Methods ◽  
The Us ◽  
The Mean ◽  
Residency Program Directors

Objective:To better understand the EEG education provided to adult neurology residents by surveying program directors (PDs) of adult neurology residency programs in the US.Methods:An online survey focused on characteristics of neurology residency programs and their EEG teaching systems was distributed to the 161 adult neurology residency PDs listed in the ACGME website at the time of the study.Results:Forty-seven (29%) out of the 161 PDs completed the survey – most of the participating programs (89%) were academic. The mean number of 1-month EEG rotation(s) required to graduate was 1.7 (range 0-4, median 1.75). EEG rotations involved the inpatient and outpatient setting in 91% and 70% of programs, respectively. The average number of EEGs read during a typical EEG rotation varied from more than 40, in about one-third of programs, to 0-10, in about 14% of programs. There was significant variability in the requirements for successful completion of EEG rotations, and most PDs (64%) reported not utilizing objective measures to assess EEG milestones. The most commonly used educational methods were didactics throughout the year (95%) and EEG teaching during EEG rotations (93%). The most commonly reported barriers to EEG education were insufficient EEG exposure (32%) and ineffective didactics (11%); possible solutions are summarized in table 1.Conclusion:Our study identified a lack of consistency in teaching and evaluating residents during residency and presented EEG education barriers alongside possible solutions. We encourage PDs across the country to re-evaluate their EEG teaching systems in order to optimize EEG education.

scholarly journals Preceptors in Medical Residency Programs: Epidemiological Profile and Pedagogic Training

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Aderval de Melo Carvalho Filho ◽  
Almira Alves dos Santos ◽  
Rozangela Maria de Almeida Fernandes Wyszomirska ◽  
Isabella Costa Figueiredo Medeiros
Keyword(s):  
Health Care Professionals ◽  
The State ◽  
Public Institution ◽  
Medical Residency ◽  
Residency Programs ◽  
Service Training ◽  
The Mean ◽  
Definition Of ◽  
Epidemiological Profile ◽  
Mean Time

Abstract: Introduction: Medical Residency is a specialization course characterized as in-service training, considered in Brazil as the gold standard in the development of specialist physicians’ training. The medical residency preceptorship is an activity carried out by a specialist physician, responsible for monitoring resident physicians. However, there is neither a definition of the main requirements for such a preceptor, nor of his/her academic background to carry out the due teaching training, and it was possible to notice a relative lack of preparation regarding the pedagogical aspects. Methods: Descriptive study based on a quantitative approach, comprising 200 preceptors, of both genders, from medical residency programs in Maceió, state of Alagoas, Brazil. Results: The mean age was 43.31 ± 10.31 years, with a slight majority of female participants (52.5%). The mean time since graduation was 19.5 ± 10.58 years, and 83% of the participants had graduated in the state of Alagoas. Moreover, 78.5% said they had their Medical Residency certification, with an increased trend of public institution preceptors getting their degree at the stricto sensu level. The mean time of their completed postgraduate course was 12.63 ± 10.87 years and 7.07 ± 6.99 years being a preceptor. Only 19% mentioned they had some qualification for exercising the preceptorship, and 29.5% work as the teachers at the undergraduate level. The state of Alagoas has followed the expansion of the Residency programs, justifying the mean age found, similar to other studies. The majority of female participants can be associated with the feminization of health care professionals. The high percentage of preceptors with medical residency qualification is in accordance with Resolution n. 4/1978. We found experienced preceptors, but some authors differed. The low percentage of preceptors with qualification for exercising preceptorship indicates low interest and lack of available training. Conclusion: This study population is characterized as being young, and most are females. They have had long professional experience, and most have graduated in the state of Alagoas. There is a predominance of medical residency as their main qualification, and few of them have had training in the field. Finally, preceptors from public institutions have mostly got their degrees at the stricto sensu level.

Challenges of medical residency. Are they perceived and addressed differently by international medical graduates, Canadian medical graduates, and preceptors?

2020 ◽  
Author(s):  
Neda Abedi ◽  
Michelle McCarren ◽  
Farzaneh Sheidaei ◽  
Andriyka L. Papish
Keyword(s):  
English Language ◽  
Multivariate Analyses ◽  
International Medical ◽  
International Medical Graduates ◽  
Residency Programs ◽  
Program Coordinators ◽  
Medical Graduates ◽  
Item Level ◽  
Scale Scores ◽  
The Mean

Abstract Background: Residency is an important and challenging part of medical education. Some of these challenges are common to all residents and some are specific to a particular group of residents. A number of studies have addressed the challenges of residency. To our knowledge, the experience of challenges from the perspective of international medical graduates (IMGs), Canadian medical graduates (CMGs), and their preceptors has not been studied in a single residency cohort. This study represents a valuable step in addressing the differential needs of international and Canadian medical graduates and in identifying the way different groups of residents can support each other to function better during residency.Methods: We surveyed residents and preceptors to determine what they perceive to be the greatest challenges for each group during residency. The survey was sent to the program coordinators of all English language psychiatry residency programs in Canada to be distributed to all residents and preceptors. Three reminders were sent, and a prize draw was offered to participants. Mean scale scores were calculated. One-way analyses of variance (ANOVAs) were calculated to compare resident self-ratings between groups, preceptors' ratings of each resident group's challenges, and all four groups' perceptions of the challenges experienced by different groups. To determine the particular types of challenges that residents experience, multivariate analyses of variance (MANOVAs) were also used for item-level comparisons.Results: 177 residents and 82 preceptors completed the survey. We found no significant differences in the mean scale scores for how each group rated their own challenges though the most challenging area was different for each group of residents. Preceptors viewed FIMGs as experiencing the greatest challenges (M = 3.27, SD = 0.066, 95% CI [3.11, 3.41]) and CMGs, the least (M = 2.02, SD = 0.59, 95% CI [1.89, 2.16]; F (2, 227) = 88.030, p < 0.001).Conclusion: Although the degree of challenge perceived by all groups of residents was relatively similar in general, different groups of residents identified different areas of challenges from their own perspective, and these areas differed from those identified by their resident colleagues and preceptors as being challenging for each group. This study highlights the necessity for reviewing the needs, strengths, and challenges of each group of residents and the importance of better communication between preceptors and residents regarding the different areas of challenges.

Reporting of Research by Matched Otolaryngology Residency Applicants

2020 ◽  
pp. 000348942093882
Author(s):  
Aatin K. Dhanda ◽  
Brittany Ward ◽  
Christopher J. Warren ◽  
Ben Birkenfeld ◽  
Kirolos Georges ◽  
...  
Keyword(s):  
Medical Students ◽  
Residency Program ◽  
Final Analysis ◽  
Program Directors ◽  
Residency Programs ◽  
Competitive Process ◽  
The Mean ◽  
The Difference ◽  
Number Of Publications

Objectives: Matching to an otolaryngology residency program is a competitive process for medical students, and research performed by students is considered as a factor for granting interviews by program directors. Because abstracts, presentations and publications are all reported in combination by the National Resident Matching Program’s “Charting Outcomes in the Match” (ChOM) and may be weighted differently by PDs, we specifically investigated the number of publications by past applicants accepted to top otolaryngology residency programs. Methods: The top 25 otolaryngology residency programs were identified using Doximity, sorting by reputation. Current residents were determined from the programs’ websites. Using PubMed, each resident’s number of publications, authorship status, and journal type were recorded. Results: A total of 24 programs were included in the final analysis and the average number of manuscripts was 2.76 ± 4.01. The mean number of publications in otolaryngology journals was 1.03 ± 1.91. Conclusions: The difference between the investigated average number of publications (2.76) and those published by ChOM (10.4) represent a discrepancy due to the lack of delineation between abstracts, presentations and publications. The reported numbers for research may lead medical students to pursue alternate measures to increase their own research. Some options, such as adding a research year are not universally accessible. A clearer and more detailed approach to reporting research statistics would be beneficial to both applicants and PDs for otolaryngology programs.

Cross-Informant Agreement on the Child Behavior Checklist for Youths: A Meta-Analysis

2017 ◽  
Vol 120 (6) ◽  
pp. 1096-1116 ◽  
Author(s):  
Chiungjung Huang
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Rank Order ◽  
Meta Analysis ◽  
Informant Agreement ◽  
Parent Characteristics ◽  
The Mean

This meta-analysis of 169 studies examines the rank-order and mean-level agreements for the Child Behavior Checklist. The correlations between parents and teachers (.18–.35) and those between teachers and youths (.19–.32) were from small to moderate and generally moderate for those between parents and youths (.33–.40). The mean-level disagreements between parents and youths were small, while those between parents and teachers and those between teachers and youths varied. The rank-order agreement estimates were global, unlike those at mean level. The magnitude of mean-level disagreement was related to youth characteristics, parent characteristics, assessment contexts, and scale measured. Further research is needed on the agreement between teachers and youths, for which relatively few studies have been conducted.

scholarly journals An Alternative Practice Model: Residents Transform Continuity Clinic and Become Systems Thinkers

2012 ◽  
Vol 4 (2) ◽  
pp. 232-236 ◽  
Author(s):  
Colleen Y. Colbert ◽  
John D. Myers ◽  
Christian T. Cable ◽  
Paul E. Ogden ◽  
Curtis Mirkes ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Focus Groups ◽  
Patient Care ◽  
Systems Thinking ◽  
Theory Approach ◽  
Health Care Environment ◽  
Continuity Clinic ◽  
Residency Programs ◽  
Clinic Efficiency ◽  
System Changes

Abstract Background A changing health care environment has created a need for physicians trained in health system improvement. Residency programs have struggled to teach and assess practice-based learning and improvement and systems-based practice competencies, particularly within ambulatory settings. Intervention We describe a resident-created and resident-led quality and practice-improvement council in an internal medicine continuity clinic. We conducted focus groups and report on residents' perspectives on council membership, practice management experiences, quality improvement projects, and resident satisfaction. Method Focus groups were held from May 2009 to March 2010 with internal medicine residents (N  =  5/focus group) who participated in the Continuity Clinic Ownership in Resident Education (CCORE) council. Data were analyzed with a grounded theory approach. Results During the focus groups, residents responded to the question: “Do you have any new insights into delivering quality patient care in an outpatient clinic as a result of this experience (CCORE membership)?” The qualitative analysis resulted in 6 themes: systems thinking and systems-based care skills; improving quality of patient care; improved clinic efficiency; ownership of patients; need for improved communication of practice changes; and a springboard for research. Conclusions CCORE residents participated in system changes and acquired leadership skills while working on practice-based and system problems in a clinic microsystem. We believe this model can be implemented by other residency programs to promote the development of systems thinking in residents, increase their ownership of continuity clinic, and empower them to implement system changes.

scholarly journals Feasibility and Reliability of a Multisource Feedback Tool for Emergency Medicine Residents

2011 ◽  
Vol 3 (3) ◽  
pp. 356-360 ◽  
Author(s):  
Gregory Garra ◽  
Andrew Wackett ◽  
Henry Thode
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Correlation Coefficients ◽  
Multisource Feedback ◽  
Resident Performance ◽  
Self Evaluation ◽  
Evaluation Of Performance ◽  
Interclass Correlation ◽  
The Mean ◽  
Emergency Department Patients

Abstract Background While the Accreditation Council for Graduate Medical Education recommends multisource feedback (MSF) of resident performance, there is no uniformly accepted MSF tool for emergency medicine (EM) trainees, and the process of obtaining MSF in EM residencies is untested. Objective To determine the feasibility of an MSF program and evaluate the intraclass and interclass correlation of a previously reported resident professionalism evaluation, the Humanism Scale (HS). Methods To assess 10 third-year EM residents, we distributed an anonymous 9-item modified HS (EM-HS) to emergency department nursing staff, faculty physicians, and patients. The evaluators rated resident performance on a 1 to 9 scale (needs improvement to outstanding). Residents were asked to complete a self-evaluation of performance, using the same scale. Analysis Generalizability coefficients (Eρ2) were used to assess the reliability within evaluator classes. The mean score for each of the 9 questions provided by each evaluator class was calculated for each resident. Correlation coefficients were used to evaluate correlation between rater classes for each question on the EM-HS. Eρ2 and correlation values greater than 0.70 were deemed acceptable. Results EM-HSs were obtained from 44 nurses and 12 faculty physicians. The residents had an average of 13 evaluations by emergency department patients. Reliability within faculty and nurses was acceptable, with Eρ2 of 0.79 and 0.83, respectively. Interclass reliability was good between faculty and nurses. Conclusions An MSF program for EM residents is feasible. Intraclass reliability was acceptable for faculty and nurses. However, reliable feedback from patients requires a larger number of patient evaluations.

scholarly journals C.05 Canadian neurosurgery operative landscape

2016 ◽  
Vol 43 (S2) ◽  
pp. S12-S12 ◽  
Author(s):  
MK Tso ◽  
M Bigder ◽  
A Dakson ◽  
C Elliott ◽  
D Guha ◽  
...  
Keyword(s):  
Peripheral Nerve ◽  
Residency Program ◽  
Collaborative Network ◽  
Proof Of Concept ◽  
Residency Programs ◽  
Operative Data ◽  
Canadian Context ◽  
The Mean ◽  
Adult Hospital ◽  
Meaningful Data

Background: The Canadian Neurosurgery Research Collaborative (CNRC) is a trainee-led multi-centre collaboration made up of representatives from 12 of 14 neurosurgical centres with residency programs. To demonstrate the potential of this collaborative network, we gathered administrative operative data from each centre in order to provide a snapshot of the operative landscape in Canadian neurosurgery. Methods: Residents from each training program provided adult neurosurgical operative data for the 2014 calendar year, including the number of surgeries in the subcategories cranial, spinal, and peripheral nerve. Because some residency programs have surgeries distributed among more than one hospital, we calculated mean case load per residency program and per hospital. Results: Interim results from 6 neurosurgery residency programs are presented (with data from other programs forthcoming). Overall, there were on average 2,352 operative cases per residency program (n=6) and 1,176 operative cases per adult hospital (n=12). Among 5 programs with more detailed operative data, the mean numbers of cranial, spinal, peripheral nerve, and miscellaneous surgeries per residency program were 757 (47%), 487 (30%), 47 (3%), and 319 (20%) respectively. Conclusions: We show as a proof-of-concept that a trainee-led nation-wide research collaborative can generate meaningful data in a Canadian context.

A Web-Based Course on Infection Control for Physicians in Training An Educational Intervention

2006 ◽  
Vol 27 (7) ◽  
pp. 704-708 ◽  
Author(s):  
Mohamad G. Fakih ◽  
Iram Enayet ◽  
Steven Minnick ◽  
Louis D. Saravolatz
Keyword(s):  
Infection Control ◽  
Educational Intervention ◽  
Multiple Choice Questions ◽  
Information Retention ◽  
Web Based ◽  
Residency Programs ◽  
Evaluation Test ◽  
Group 3 ◽  
The Mean ◽  
The Web

Objective.To evaluate the effectiveness of a Web-based course on infection control accessed by physicians in training.Design.Educational intervention.Setting.A 607-bed urban teaching hospital.Participants.A total of 55 physicians in training beginning their first postgraduate year (the iPGYl group) and 59 physicians completing their first, second, or third postgraduate year (the oPGY group).Intervention.Individuals in the iPGYl group took a Web-based course on infection control practices.Measurements.Persons in the iPGYl group who took the Web-based course completed an evaluation test consisting of 15 multiple-choice questions (total possible score, 15 points). The same test was given to persons in the oPGY group, who did not take the Web-based course. We compared scores of the Web-based test taken by subjects in the iPGYl group immediately after the course with scores of the test they took 3 months after the course and with test scores of subjects in the oPGY group.Results.The mean score (±SD) for subjects in the iPGYl group who took the Web-based course was 10.6 ± 2.2, compared with 8.0 ± 2.5 for subjects in the oPGY group (P<.001). The mean score (±SD) for subjects in the iPGYl group 3 months after completing the course decreased to 8.0 ± 2.4 (P< .001 by the paired f test). For the oPGY group, significant differences were found between the scores (±SD) for subjects in the internal medicine (9.9 ± 2.3), emergency medicine (8.4 ± 1.7), pediatrics (7.0 ± 1.7), and family medicine (5.8 ± 1.6) residency programs (P< .001); there were no significant differences in scores according to the year of residency.Conclusions.Web-based infection control courses are an attractive teaching tool for physicians in training and need to be considered for teaching infection control. The evaluation of information retention will help identify physicians in training who require further training.

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