Oral Health Training in Pediatric Residency Programs: Pediatric Program Directors' Perspectives

2019 ◽  
Vol 83 (6) ◽  
pp. 630-637 ◽  
Author(s):  
Michelle Dalal ◽  
Judith A. Savageau ◽  
Hugh Silk ◽  
Inyang Isong
Keyword(s):  
Oral Health ◽  
Program Directors ◽  
Health Training ◽  
Residency Programs ◽  
Pediatric Residency

scholarly journals An Update of Oral Health Curricula in US Family Medicine Residency Programs

2018 ◽  
Vol 50 (6) ◽  
pp. 437-443 ◽  
Author(s):  
Hugh Silk ◽  
Judith A. Savageau ◽  
Kate Sullivan ◽  
Gail Sawosik ◽  
Min Wang
Keyword(s):  
Oral Health ◽  
Family Medicine ◽  
Online Survey ◽  
Program Directors ◽  
Residency Programs ◽  
Health Curriculum ◽  
Family Medicine Residency ◽  
Important Health ◽  
Dental Professional ◽  
Residency Program Directors

Background and Objectives: National initiatives have encouraged oral health training for family physicians and other nondental providers for almost 2 decades. Our national survey assesses progress of family medicine residency programs on this important health topic since our last survey in 2011. Methods: Family medicine residency program directors (PDs) completed an online survey covering various themes including number of hours of oral health (OH) teaching, topics covered, barriers, evaluation, positive influences, and program demographics. Results: Compared to 2011, more PDs feel OH should be addressed by physicians (86% in 2017 vs 79% in 2011), yet fewer programs are teaching OH (81% vs 96%) with fewer hours overall (31% vs 45% with 4 or more hours). Satisfaction with the competence of graduating residents in OH significantly decreased (17% in 2017 vs 32% in 2011). Program directors who report graduates being well prepared to answer board questions on oral health topics are more likely to have an oral health champion (P<0.001) and report satisfaction with the graduates’ level of oral health competency (P<0.001). Programs with an oral health champion, or having a relationship with a state or national oral health coalition, or having routine teaching from a dental professional are significantly more likely to have more hours of oral health curriculum (P<0.001). Conclusions: Family medicine PDs are more aware of the importance of oral health, yet less oral health is being taught in residency programs. Developing more faculty oral health champions and connecting programs to dental faculty and coalitions may help reduce this educational void.

scholarly journals Education in Professionalism: Results from a Survey of Pediatric Residency Program Directors

2012 ◽  
Vol 4 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Jennifer C. Kesselheim ◽  
Theodore C. Sectish ◽  
Steven Joffe
Keyword(s):  
Residency Program ◽  
Educational Experiences ◽  
Core Competency ◽  
Program Directors ◽  
Residency Programs ◽  
Pediatric Residency ◽  
Written Curriculum ◽  
Residency Program Directors ◽  
Assessment Strategies ◽  
Published Research

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric residency programs to teach professionalism but does not provide concrete guidance for fulfilling these requirements. Individual programs, therefore, adopt their own methods for teaching and evaluating professionalism, and published research demonstrating how to satisfy the ACGME professionalism requirement is lacking. Methods We surveyed pediatric residency program directors in 2008 to explore the establishment of expectations for professional conduct, the educational experiences used to foster learning in professionalism, and the evaluation of professionalism. Results Surveys were completed by 96 of 189 program directors (51%). A majority reported that new interns attend a session during which expectations for professionalism are conveyed, either verbally (93%) or in writing (65%). However, most program directors reported that “None or Few” of their residents engaged in multiple educational experiences that could foster learning in professionalism. Despite the identification of professionalism as a core competency, a minority (28%) of programs had a written curriculum in ethics or professionalism. When evaluating professionalism, the most frequently used assessment strategies were rated as “very useful” by only a modest proportion (26%–54%) of respondents. Conclusions Few programs have written curricula in professionalism, and opportunities for experiential learning in professionalism may be limited. In addition, program directors express only moderate satisfaction with current strategies for evaluating professionalism that were available through 2008.

Global Health Training in Pediatric Residency Programs

PEDIATRICS ◽  
2008 ◽  
Vol 122 (1) ◽  
pp. 28-33 ◽  
Author(s):  
B. D. Nelson ◽  
A. C. Lee ◽  
P. K. Newby ◽  
M. R. Chamberlin ◽  
C.-C. Huang
Keyword(s):  
Global Health ◽  
Health Training ◽  
Residency Programs ◽  
Pediatric Residency

A Survey of Community (Out-of-Hospital) Sites Used in Pediatric Training

PEDIATRICS ◽  
1991 ◽  
Vol 87 (5) ◽  
pp. 719-721 ◽  
Author(s):  
JOEL J. ALPERT ◽  
FREDERICK M. BLODGETT ◽  
DONALD C. GARGAS ◽  
RENEE JENKINS ◽  
DAVID W. KAPLAN ◽  
...  
Keyword(s):  
Program Directors ◽  
Residency Programs ◽  
Pediatric Residency

A survey was completed of US pediatric residency programs about the use of community sites in training. A total of 85% of program directors responded and reported a wide use of the 21 identified survey sites. Further study is needed to determine the appropriate contribution that community sites can make to pediatric training.

Behavioral Health Training in Pediatric Residency Programs

2018 ◽  
Vol 39 (4) ◽  
pp. 292-302 ◽  
Author(s):  
Jeffrey D. Shahidullah ◽  
Paul W. Kettlewell ◽  
Mohammed H. Palejwala ◽  
Susan G. Forman ◽  
Andrew Billups ◽  
...  
Keyword(s):  
Behavioral Health ◽  
Health Training ◽  
Residency Programs ◽  
Pediatric Residency

scholarly journals Medical Librarians may be Underutilised in EBM Training within Pediatric Resident Programs

2018 ◽  
Vol 13 (4) ◽  
pp. 105-107
Author(s):  
Alisa Howlett
Keyword(s):  
Residency Training ◽  
Evidence Based Medicine ◽  
Program Directors ◽  
Evidence Based ◽  
Web Based ◽  
Residency Programs ◽  
Journal Clubs ◽  
Pediatric Residency ◽  
Based Medicine

A Review of:  Boykan, R., & Jacobson, R. M. (2017). The role of librarians in teaching evidence-based medicine to pediatric residents. Journal of the Medical Library Association, 105(4), 355-360. https://doi.org/10.5195/jmla.2017.178 Abstract Objective – To identify the use and role of medical librarians in pediatric residency training, specifically in the teaching of evidence-based medicine (EBM) to medical residents. This research also aims to describe current strategies used for teaching evidence-based medicine in pediatric residency training programs. Design – Web-based survey. Setting – Pediatric residency programs within the United States of America. Subjects – 200 members of the Association of Pediatric Program Directors (APPD). Methods – The 13-question, web-based survey used multiple choice and short answer questions to ask how pediatric residency programs used medical librarians. The survey collected demographic information such as program name, geographic region, and program size. Where respondents indicated their programs utilised librarians, the survey asked about their specific role, including involvement in EBM curricula. For respondents who indicated their programs did not use librarians, the survey asked about their reasons for not doing so, and to describe their EBM curricula. Researchers used SPSS software to analyse the quantitative data. Main Results – Overall 91 (46%) APPD-member program directors responded to the online survey. Of these, 76% of program directors indicated a formal EBM curriculum in their residency programs. Medical librarians were responsible for teaching EBM in 37% of responding pediatric programs. However, only 17% of responding program directors stated that medical librarians were involved in teaching EBM on a regular basis. The EBM skills most commonly taught within the pediatric residency programs included framing questions using PICO (population, intervention, comparator, outcome), searching for relevant research literature, and critical appraisal of studies. The strategies reported as most effective for teaching EBM in pediatric residency training programs were journal clubs, regular EBM conferences or seminars, and ‘morning reports.’ Conclusion – The study concluded that medical librarians may be important in the teaching of EBM in pediatric residency programs, but are likely underutilised. The librarian might not be seen has having a significant role in forums such as journal clubs, despite these being a predominant venue for EBM teaching. The authors recommend that program directors and faculty work together to better integrate medical librarians’ expertise into clinical teaching of EBM.

117 Formal Leadership Teaching in Canadian Pediatric Residency Programs

2021 ◽  
Vol 26 (Supplement_1) ◽  
pp. e84-e85
Author(s):  
David D'Arienzo ◽  
Mylene Dandavino
Keyword(s):  
Assessment Tool ◽  
Leadership Skills ◽  
Program Directors ◽  
Health Service Delivery ◽  
Subject Area ◽  
Skills Assessment ◽  
Residency Programs ◽  
Pediatric Residency ◽  
Leadership Curriculum ◽  
Formal Leadership

Abstract Primary Subject area Medical Education Background Effective clinical leadership is known to improve clinical outcomes, health service delivery, effective resource allocation, and patient and staff satisfaction rates. Although it is well known that leadership skills can be taught and are necessary for all physicians, there are very few described residency-level structured leadership-training curricula. Yet, pediatric residency programs' Competence-By-Design (CBD) includes 19 stage-specific, leadership-focused Milestones, spanning 10 Entrustable Professional Activities (EPAs) that will need to be assessed. Objectives The purpose of this study was to map how leadership is formally taught in Canadian pediatric residency programs and to explore how leader-specific milestones and EPA are incorporated into programs’ training. Design/Methods Program Directors from all Canadian pediatric residency programs were invited to complete an online, anonymous survey, which was developed using the AMEE Seven-Step Survey Development guidelines. The survey explored demographics, teaching structure, teaching content and methods, assessment, and participants’ perspectives. Descriptive and thematic analyses were performed. Results Ten of the 17 pediatric programs directors responded to the survey. All program directors (n=10), stated that there is a need for mandatory, formal leadership teaching and formal leadership skills assessment for pediatric residents. Yet, half of respondents (n=5) reported no formal leadership teaching and residents' leadership skills are not formally assessed in three (of 10) pediatric residency programs. Additionally, none of the programs offers stage-specific leadership teaching. Of the programs that offer formal leadership teaching, four programs’ teachings are stand-alone courses, while one program has a longitudinal leadership curriculum. Only one program offers formal teachings on leader-related CBD EPAs and/ or Milestones. Seven programs formally assess residents’ leadership skills. Of these, four programs use a formal assessment tool, while three programs do not use any assessment tool. None of the programs utilizes a validated or published leadership skills assessment tool. Thematic analyses revealed that the common barriers to introducing a formal leadership curriculum include limited available time in residents’ teaching curriculum, lack of expertise and resources to teach leadership, and difficulty in assessing leadership skills. Conclusion Although residency programs identify leadership teaching and assessment as necessary, most pediatric residency programs lack formal leadership teaching and assessment. Additionally, no such teaching is stage-specific. Understanding the current state of programs’ leadership teaching will help better prepare programs for the integration of leadership milestones/ EPAs in the curriculum.

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