Lessons Learned in Allergy and Immunology Training: A Survey Analysis

Abstract Background: There is currently little Canadian data to assess how well traditional time-based residency training programs have prepared residents for careers in Clinical Immunology and Allergy (CIA). This study aims to identify the perceived preparedness of residents in various areas of practice upon the completion of a Canadian CIA residency training program. Methods: In the summer of 2020, an electronic survey was sent to 2018 and 2019 graduates of Canadian CIA training programs by the Canadian Society of Allergy and Clinical Immunology (CSACI). Results: Former residents felt well prepared in most Medical Expert areas. Residents felt less prepared for the intrinsic roles of Leader, Communicator, Collaborator, Health Advocate, Scholar, and Professional. The majority of the intrinsic competencies were learned through mentorship and on the job after finishing training. Conclusions: Upon completion of training, Canadian CIA residents felt well prepared for many competencies, particularly in Medical Expert areas. Training programs may wish to focus on various intrinsic competencies in order to better prepare residents for transition to practice. Academic half-day was not identified as a primary learning centre for intrinsic competencies, suggesting that new teaching strategies may be required.

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An Innovative Framework for Evaluating Dental Specialization Training Programs: A Local Endodontics Residency Training Program

Journal of Oral & Dental Health ◽

10.33140/jodh/02/02/00007 ◽

2018 ◽

Vol 2 (2) ◽

Keyword(s):

At Risk ◽

Training Program ◽

Residency Training ◽

Training Programs ◽

Evaluation Model ◽

Residency Training Program ◽

Evaluation Framework ◽

Cipp Model ◽

Evaluation Models ◽

Oriented Approach

Objectives: Planning and evaluation are highly interrelated in the cycle of ongoing improvements in dental specialization programs. The aim of this study is to look at the Saudi Board of Endodontics (SBE) program to see if it might benefit from applying an evaluation framework specifying processes and outcomes, identifying measures, and developing an appropriate description for the program. Methods: Stufflbeam’s context, inputs, process and product (CIPP) evaluation model, a management-oriented approach, was applied. Results: The CIPP model indicates what may be key components for assessing the processes and contents of the program under study, and for making pedagogical improvements. The framework consists of a program’s rationale, evaluation questions, codes of behavior, evaluation models, and possible issues for evaluation. Conclusion: The systematic use of the CIPP evaluation framework highlights a number of challenges that may put the sustainability of programs at risk. It also provides suggestions to overcome any ongoing issues accompanying the process of implementation. Utilizing such versatile models may be of benefit to similar training programs, and should be considered by policymakers.

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Attrition in Podiatric Medicine and Surgery Residency

Journal of the American Podiatric Medical Association ◽

10.7547/19-174 ◽

2020 ◽

Vol 110 (6) ◽

Author(s):

Andrew J. Meyr ◽

Spruha Magodia

Keyword(s):

Risk Factors ◽

Residency Training ◽

Training Programs ◽

Residency Training Program ◽

Program Directors ◽

Attrition Rate ◽

Medical Specialties ◽

Temple University ◽

The Temple ◽

E Mail

Background The objective of this study was to investigate the rate of attrition within podiatric medicine and surgery residency training programs. Methods Between the academic years 2006–2007 and 2015–2016, the Temple University School of Podiatric Medicine matched 780 graduates into 163 different residency training programs. Program directors from these sites were individually contacted by e-mail and asked whether the specific Temple University School of Podiatric Medicine graduates who originally matched with their program 1) completed the program, 2) transferred to another program, 3) quit the program, or 4) were fired from the program. Results Results were returned with respect to 614 (78.7%) of the 780 graduates, representing 103 (63.2%) of the 163 training programs. Program directors reported that 573 (93.3%) of the 614 graduates completed the program, 17 (2.8%) transferred from the program, six (1.0%) quit the program, five (0.8%) were fired by the program, and 13 (2.1%) matched but never started the program. This equates to an annual attrition rate of 0.46% for residents who started the podiatric residency training program that they matched with. Conclusions We conclude that the rate of attrition in podiatric medicine and surgery residency training appears to be relatively low or at least in line with other medical specialties, and hope that this information leads to other investigations examining attrition, specifically as it relates to physician-specific and program-specific risk factors for attrition.

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The Interface of Psychiatry and Religion: A Program for Career Training in Psychiatry

Journal of Psychology and Theology ◽

10.1177/009164718201000102 ◽

1982 ◽

Vol 10 (1) ◽

pp. 22-27 ◽

Cited By ~ 3

Author(s):

Floyd Westendorp

Keyword(s):

Training Program ◽

Residency Training ◽

Training Programs ◽

Residency Training Program ◽

Psychiatric Residency ◽

Psychiatric Residency Training ◽

Career Training ◽

The Future ◽

History Of ◽

The Church

The Church has a long history of being involved in psychiatry, however, few training programs have attempted to address the issues regarding the interface of psychiatry and religion. This article describes the development of a new psychiatric residency training program, its curriculum, the problems encountered, and a challenge for the future.

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Lessons learned in developing family medicine residency training programs in Japan

BMC Medical Education ◽

10.1186/1472-6920-5-33 ◽

2005 ◽

Vol 5 (1) ◽

Cited By ~ 21

Author(s):

Mitsuya Murai ◽

Kazuya Kitamura ◽

Michael D Fetters

Keyword(s):

Family Medicine ◽

Residency Training ◽

Training Programs ◽

Lessons Learned ◽

Family Medicine Residency

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Residency perception survey among neurosurgery residents in lower-middle-income countries: grassroots evaluation of neurosurgery education

Neurosurgical FOCUS ◽

10.3171/2019.12.focus19852 ◽

2020 ◽

Vol 48 (3) ◽

pp. E11 ◽

Cited By ~ 1

Author(s):

Harsh Deora ◽

Kanwaljeet Garg ◽

Manjul Tripathi ◽

Shashwat Mishra ◽

Bipin Chaurasia

Keyword(s):

Residency Training ◽

Training Programs ◽

Residency Training Program ◽

Middle Income ◽

Electronic Learning ◽

Middle Income Countries ◽

Harvey Cushing ◽

Work Hour ◽

Struggle For Recognition ◽

Neurosurgical Education

OBJECTIVEThe evolution of the neurosurgical specialty in lower-middle-income countries is uniformly a narrative of continuous struggle for recognition and resource allocation. Therefore, it is not surprising that neurosurgical education and residency training in these countries is relatively nascent. Dr. Harvey Cushing in 1901 declared that he would specialize in neurosurgery and gave his greatest contribution to the advancement of neurosurgical education by laying the foundations of a structured residency training program. Similar efforts in lower-middle-income countries have been impeded by economic instability and the lack of well-established medical education paradigms. The authors sought to evaluate the residency programs in these nations by conducting a survey among the biggest stakeholders in these educational programs: the neurosurgical residents.METHODSA questionnaire addressing various aspects of the residency program from a resident’s perspective was prepared with Google Forms and circulated among neurosurgery residents through social media and email groups. Where applicable, a 5-point Likert scale was used to grade the responses to the questions. Responses were collected from May to October 2019 and analyzed using descriptive statistics. Complete anonymity of the respondents was ensured to keep the responses unbiased.RESULTSA total of 195 responses were received, with 189 of them from lower-middle-income countries (LMICs). The majority of these were from India (75%), followed by Brazil and Pakistan. An abiding concern among residents was lack of work hour regulations, inadequate exposure to emerging subspecialties, and the need for better hands-on training (> 60% each). Of the training institutions represented, 89% were offering more than 500 major neurosurgical surgeries per year, and 40% of the respondents never got exposure to any subspecialty. The popularity of electronic learning resources was discernible and most residents seemed to be satisfied with the existent system of evaluation. Significant differences (p < 0.05) among responses from India compared with those from other countries were found in terms of work hour regulations and subspecialty exposure.CONCLUSIONSIt is prudent that concerned authorities in LMICs recognize and address the deficiencies perceived by neurosurgery residents in their training programs. A determined effort in this direction would be endorsed and assisted by a host of international neurosurgical societies when it is felt that domestic resources may not be adequate. Quality control and close scrutiny of training programs should ensure that the interests of neurosurgical trainees are best served.

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Social support, anxiety symptoms, and depression symptoms among residents in standardized residency training programs: the mediating effects of emotional exhaustion

BMC Psychiatry ◽

10.1186/s12888-021-03381-1 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Hui Zhang ◽

Nianqi Cui ◽

Dandan Chen ◽

Ping Zou ◽

Jing Shao ◽

...

Keyword(s):

Social Support ◽

Training Program ◽

Residency Training ◽

Emotional Exhaustion ◽

Training Programs ◽

Residency Training Program ◽

Anxiety Symptoms ◽

Depression Symptoms ◽

Self Rating ◽

The Impact

Abstract Background Although studies indicate that social support is related to emotional exhaustion, depression symptoms, and anxiety symptoms, the underlying mechanism between those variables remains unknown. Methods Based on a sample of 254 residents in standardized residency training programs, two mediation models were tested in which emotional exhaustion served as a mediator in the relationship between social support and anxiety symptoms/depression symptoms. We used the following self-reported questionnaires as instruments to collect data: zung self-rating depression scale, zung self-rating anxiety scale, social support rating scale, and emotional exhaustion scale. Results In the final study sample, the mean age of the residents was 25.92 years old (SD =1.88), and a total of 41.3% were male, and 58.7% were female. This current study suggested that social support was proven to be a relevant factor affecting anxiety symptoms and depression symptoms. Particularly, the results also indicated that emotional exhaustion partially mediated the impact of social support on anxiety symptoms and depression symptoms among Chinese residents in the standardized residency training program. Conclusions Our study signifies that enhancements in social support and reduction of emotional exhaustion can directly or indirectly affect anxiety symptoms and depression symptoms among Chinese residents in the standardized residency training program. These findings will offer insight for health-sector managers to develop programs aimed at social support and adopt individual-level interventions and organization-level interventions to reduce emotional exhaustion.

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70. Supporting IMG integration into residency trainings

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2831 ◽

2007 ◽

Vol 30 (4) ◽

pp. 67

Author(s):

S. Glover Takahashi ◽

M. Alameddine ◽

D. Martin ◽

S. Verma ◽

S. Edwards

Keyword(s):

Training Program ◽

Residency Training ◽

Training Programs ◽

Comprehensive Evaluation ◽

International Medical ◽

Full Time ◽

Design Development ◽

Course Content ◽

Medical Trainees ◽

Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

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68. The resident experience in a large urban teaching setting: Results of the 2005-2006 resident exit survey, University of Torontos

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2829 ◽

2007 ◽

Vol 30 (4) ◽

pp. 66

Author(s):

N. Tenn-Lyn ◽

S. Verma ◽

R. Zulla

Keyword(s):

Quality Control ◽

Residency Training ◽

Royal College ◽

Online Survey ◽

Career Guidance ◽

Training Programs ◽

Program Planning ◽

Educational Experience ◽

Care Experience

We developed and implemented an annual online survey to administer to residents exiting residency training in order to (1) assess the quality of the residency experience and (2) identify areas of strength and areas requiring improvement. Long-term goals include program planning, policy-making and maintenance of quality control. Survey content was developed from an environmental scan, pre-existing survey instruments, examination of training criteria established by the CFPC and the CanMEDS criteria established by the RCPSC. The survey included evaluation benchmarks and satisfaction ratings of program director and faculty, preparation for certification and practice, quality of life, quality of education, and work environment. The response rate was 28%. Seventy-five percent of respondents were exiting from Royal College training programs. Results of descriptive statistics determined that the overall educational experience was rated highly, with 98.9% of respondents satisfied or very satisfied with their overall patient care experience. Ninety-six percent of respondents were satisfied or very satisfied with the overall quality of teaching. Preparation for practice was identified as needing improvement, with 26% and 34% of respondents giving an unsatisfactory rating to career guidance and assistance with finding employment, respectively. Although 80% of respondents reported receiving ongoing feedback and 84% discussed their evaluations with their supervisors, only 38% of evaluations were completed by the end of the rotation. The results indicate that residents are generally satisfied with their experiences during residency training, especially with their overall educational experience. Areas of improvement include preparation for practice and timeliness of evaluations. Further iterations of this survey are needed to refine the instrument, identify data trends and maintain quality control in residency training programs. Frank JR (ed.). The CanMEDS competency framework: better standards, better physicians, better care. Ottawa: The Royal College of Physicians and Surgeons of Canada, 2005. Merritt, Hawkins and Associates. Summary Report: 2003 Survey of final-year medical residents. http://www.merritthawkins.com/pdf/MHA2003residentsurv.pdf. Accessed May 1, 2006. Regnier K, Kopelow M, Lane D, Alden A. Accreditation for learning and change: Quality and improvement as the outcome. The Journal of Continuing Education in the Health Professions 2005; 25:174-182.

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