Integration of Web Analytics into Graduate Medical Education: Usability Study (Preprint)

2021 ◽  
Author(s):  
Jackson Massanelli ◽  
Kevin W Sexton ◽  
Chris T Lesher ◽  
Hanna K Jensen ◽  
Mary K Kimbrough ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Web Applications ◽  
Group Analysis ◽  
User Engagement ◽  
Web Analytics ◽  
Graduate Medical ◽  
Main Page ◽  
Session Duration ◽  
The Impact

BACKGROUND Web analytics is the measurement, collection, analysis, and reporting of websites’ and web applications’ usage data. While common in the e-commerce arena, web analytics are underutilized in graduate medical education. OBJECTIVE The UAMS Department of Surgery website was revamped with input from in-house surgeons in August 2017. This study investigated the use of web analytics to gauge the impact of our department’s website redesign project. METHODS Google Analytics software was used to measure website performance before and after implementation of the new website. Eight-month matched periods were compared. Factors tracked included total users, new users, total sessions, sessions per user, pages per session, average session duration, total page views, and bounce rate (the percentage of visitors who visit a site then leave [i.e. bounce] without continuing to another page on the same site). RESULTS Analysis using a non-paired Student’s t-test demonstrated a statistically significant increase for total page views (33,065 vs 81,852; p<0.0001) and decrease for bounce rate (50.70% vs 0.23%; p<0.0001). Total users, new users, total sessions, sessions per user, and pages per sessions showed improvement; average session duration was unchanged. Sub-group analysis showed that after the main page, the next three most frequently visited pages relate to GME programs in our department. CONCLUSIONS Web analytics are practical measures of a website’s efficacy. Our data suggest that a modern website significantly improves user engagement. An up-to-date website is essential for contemporary GME recruitment, will likely enhance engagement of residency applicants with our GME programs, and warrants further investigation.

Hematology/medical oncology fellow responses to the initial development of an antiracism curriculum.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11042-11042
Author(s):  
Erica C. Nakajima ◽  
Marcus Messmer ◽  
Jennifer Marie Jones ◽  
Luckson Mathieu ◽  
Tanyanika Phillips ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Oncology ◽  
Further Education ◽  
Underrepresented Minority ◽  
Initial Development ◽  
Graduate Medical ◽  
Set Up ◽  
Black Alumni ◽  
The Impact

11042 Background: While the American Council on Graduate Medical Education (ACGME) set up a Planning Committee for Diversity in GME in 2018, no formalized milestones or training mandates have been announced. The nation-wide protests for racial justice following the senseless killings of Breonna Taylor, Ahmaud Arbery and George Floyd further brought to the forefront the need for immediate action to address widespread inequities across graduate medical education, our healthcare system and society as a whole. Therefore, the Johns Hopkins Hematology/Medical Oncology Fellowship Program focused on creating an anti-racism curriculum to foster dialogue on systemic racism and discrimination, grounded in the institutional and geographic context of our training program. Methods: Using the Kern six step curriculum development method, we created a comprehensive anti-racism initiative, which included virtual townhalls with Black alumni of the fellowship, book clubs, readings, and lectures. We sought to deepen the fellowship’s awareness of the impact of racism and inequity upon trainees, underrepresented minority oncologists and hematologists, and patients in order to develop initiatives to confront them productively. Trainees received a survey 6 months after the start of the curriculum to assess the impact of the initiatives upon trainees, and inform iterative changes to the curriculum. Results: 25 of 34 fellows across all post-graduate years (PGY) completed the survey. Fellows agreed that the curriculum was helpful (68%) and encouraging (60%). Collectively, fellows reported that the curriculum increased their awareness of instances of racism in medicine, caused them to think about next steps that the fellowship could take to address racism, and enabled them to identify available resources for support and further education. Respondents selected community engagement and recruitment of diverse fellowship classes as the most pressing priorities for the program. Conclusions: Social justice and anti-racism education belong in the formalized training of our hematology/medical oncology fellows. To this end, our ongoing curricular expansion is focusing on anti-racism training, diverse recruitment and youth mentorship. Collectively, a comprehensive yet program-specific approach facilitates opportunities for learning, engagement and development of the skills necessary to engage in this life-long work for ourselves, our communities and our patients.

scholarly journals ReCAP: Attitudes, Beliefs, and Awareness of Graduate Medical Education Trainees Regarding Palliative Care at a Comprehensive Cancer Center

2016 ◽  
Vol 12 (2) ◽  
pp. 149-150 ◽  
Author(s):  
Angelique Wong ◽  
Akhila Reddy ◽  
Janet L. Williams ◽  
Jimin Wu ◽  
Diane Liu ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Surgical Oncology ◽  
Comprehensive Cancer Center ◽  
Graduate Medical ◽  
Care Services ◽  
Palliative Care Services ◽  
Care Training ◽  
The Impact

QUESTION ASKED: What are graduate medical education trainees’ attitudes and beliefs regarding palliative care, what is their awareness of the availability and role of palliative care services, and does previous exposure to a palliative care rotation facilitate a better awareness of palliative care? SUMMARY ANSWER: A vast majority of oncology trainees perceived palliative care services to be beneficial for patient care (92%) and were supportive of mandatory palliative care training (74%). Surgical oncology trainees and trainees with no previous palliative care exposure were significantly less likely to consult palliative care and had significantly less awareness of palliative care. METHODS: We conducted an institutional review board–approved online survey to determine awareness of palliative care among graduate medical trainees at MD Anderson. One hundred seventy oncology trainees who completed at least 9 months of training in medical, surgical, gynecologic, and radiation oncology fellowship and residency program during the 2013 academic year completed an online questionnaire. Descriptive, univariate, and multivariate analyses were performed. BIAS, CONFOUNDING FACTOR(S), DRAWBACKS: Although there was a substantial response rate (78%), the results may not be generalizable as the survey was conducted at a single institution. Also, the frequency of palliative care referrals is self-reported. REAL-LIFE IMPLICATIONS: Our findings suggest that exposure to palliative care training may lead to increased awareness of palliative care among oncologists, and thus, increased overall and early referrals to palliative care. Surgical oncology trainees may benefit from increased exposure to palliative care rotations. More research is needed to characterize the impact of training on referral patterns to palliative care. In the meantime, efforts should be made to include formal palliative care rotations in oncology training. [Table: see text]

scholarly journals Patterns of Change in ACGME-Accredited Residency Programs and Positions: Implication for the Adequacy of GME Positions and Supply of Physicians in the United States

2014 ◽  
Vol 6 (2) ◽  
pp. 399-403 ◽  
Author(s):  
Kathleen D. Holt ◽  
Rebecca S. Miller ◽  
Ingrid Philibert ◽  
Thomas J. Nasca
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Graduate Medical Education ◽  
Primary Care Physicians ◽  
Population Data ◽  
The United States ◽  
Graduate Medical ◽  
The Past ◽  
Accredited Institutions ◽  
The Impact

Abstract Background Recent studies suggest that the supply of primary care physicians and generalist physicians in other specialties may be inadequate to meet the needs of the US population. Data on the numbers and types of physicians-in-training, such as those collected by the Accreditation Council for Graduate Medical Education (ACGME), can be used to help understand variables affecting this supply. Objective We assessed trends in the number and type of medical school graduates entering accredited residencies, and the impact those trends could have on the future physician workforce. Methods Since 2004, the ACGME has published annually its data on accredited institutions, programs, and residents to help the graduate medical education community understand major trends in residency education, and to help guide graduate medical education policy. We present key results and trends for the period between academic years 2003–2004 and 2012–2013. Results The data show that increases in trainees in accredited programs are not uniform across specialties, or the types of medical school from which trainees graduated. In the past 10 years, the growth in residents entering training that culminates in initial board certification (“pipeline” specialties) was 13.0%, the number of trainees entering subspecialty education increased 39.9%. In the past 5 years, there has been a 25.8% increase in the number of osteopathic physicians entering allopathic programs. Conclusions These trends portend challenges in absorbing the increasing numbers of allopathic and osteopathic graduates, and US international graduates in accredited programs. The increasing trend in subspecialization appears at odds with the current understanding of the need for generalist physicians.

scholarly journals Skills-Based Programs Used to Reduce Physician Burnout in Graduate Medical Education: A Systematic Review

2021 ◽  
Vol 13 (4) ◽  
pp. 471-489
Author(s):  
Taylor S. Vasquez ◽  
Julia Close ◽  
Carma L. Bylund
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Final Analysis ◽  
Physician Burnout ◽  
Graduate Medical ◽  
Assessment Scores ◽  
Quality Instrument ◽  
The Impact ◽  
Prolonged Stress ◽  
Article Quality

ABSTRACT Background Physician burnout is pervasive within graduate medical education (GME), yet programs designed to reduce it have not been systematically evaluated. Effective approaches to burnout, aimed at addressing the impact of prolonged stress, may differ from those needed to improve wellness. Objective We systematically reviewed the literature of existing educational programs aimed to reduce burnout in GME. Methods Following the PRISMA guidelines, we identified peer-reviewed publications on GME burnout reduction programs through October 2019. Titles and abstracts were reviewed for relevance, and full-text studies were acquired for analysis. Article quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Results A total of 3534 articles met the search criteria, and 24 studies were included in the final analysis. Article quality varied, with MERSQI assessment scores varying between 8.5 and 14. Evaluation was based on participant scores on burnout reduction scales. Eleven produced significant results pertaining to burnout, 10 of which yielded a decrease in burnout. Curricula to reduce burnout among GME trainees varies. Content taught most frequently included stress management (n = 8), burnout reduction (n = 7), resilience (n = 7), and general wellness (n = 7). The most frequent pedagogical methods were discussion groups (n = 14), didactic sessions (n = 13), and small groups (n = 11). Most programs occurred during residents' protected education time. Conclusions There is not a consistent pattern of successful or unsuccessful programs. Further randomized controlled trials within GME are necessary to draw conclusions on which components most effectively reduce burnout.

scholarly journals Integration of Web Analytics into Graduate Medical Education: Usability Study (Preprint)

10.2196/29748 ◽  
2021 ◽  
Author(s):  
Jackson Massanelli ◽  
Kevin W Sexton ◽  
Chris T Lesher ◽  
Hanna K Jensen ◽  
Mary K Kimbrough ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Usability Study ◽  
Web Analytics ◽  
Graduate Medical

State of the Plastic Surgery Workforce and the Impact of Graduate Medical Education Reform on Training of Plastic Surgeons

2017 ◽  
Vol 140 (2) ◽  
pp. 412-420 ◽  
Author(s):  
Lindsay Janes ◽  
Steven T. Lanier ◽  
Gregory R. D. Evans ◽  
Steven J. Kasten ◽  
Keith M. Hume ◽  
...  
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Plastic Surgery ◽  
Graduate Medical Education ◽  
Graduate Medical ◽  
Medical Education Reform ◽  
The Impact

scholarly journals Outcomes of a Scholarly Activity Curriculum for Family Medicine Residents

2021 ◽  
Vol 53 (4) ◽  
pp. 285-288
Author(s):  
Tharani Ravi ◽  
Inez Cruz ◽  
Fozia Ali ◽  
Sandra K. Burge ◽  
Robert Wood ◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Scholarly Activity ◽  
Review Committee ◽  
Graduate Medical ◽  
The Impact ◽  
Education Review ◽  
Family Medicine Residents

Background and Objectives: Scholarship is essential to growth and innovation in family medicine. Moreover, the Accreditation Council for Graduate Medical Education Review Committee-Family Medicine requires family medicine residents to complete scholarly activities. However, many residents lack the training and confidence to successfully conduct such activities. In the year 2014, our residency implemented a scholarly activity curriculum to train our residents to plan, complete, and disseminate research and quality improvement projects. We sought to evaluate the impact of one institution’s scholarly activity curriculum for family medicine residents on resident scholarly activity productivity. Methods: We reviewed the scholarly activities conducted by our family medicine residents in the 5 years after initiation of the scholarly activity curriculum and compared them to those conducted in the 5 years prior to initiation of the curriculum. Results: Since 2014, the percentage of residents who coauthored at least one poster increased significantly, from 55.2% in 2009-2014, to 82.5% in 2014-2019 (P&lt;.001). In the academic years 2014 to 2019, residents also coauthored significantly more book chapters compared to the 5 years prior to the curriculum. Conclusions: Our curriculum has been successful in improving resident scholarly activity productivity as evidenced by a significant increase in the percentage of residents coauthoring posters and the total number of book chapters written by residents.

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