Radiology Resident' Satisfaction With Their Training and Education in the United States: Effect of Program Directors, Teaching Faculty, and Other Factors on Program Success

2016 ◽  
Vol 206 (5) ◽  
pp. 907-916 ◽  
Author(s):  
Christopher Z. Lam ◽  
HaiThuy N. Nguyen ◽  
Emma C. Ferguson
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Resident Satisfaction ◽  
Radiology Resident ◽  
Training And Education ◽  
Program Success ◽  
Teaching Faculty

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Irana W Hawkins ◽  
A. Reed Mangels
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Survey Question ◽  
Dietetics Education ◽  
Instructional Methodologies ◽  
Vegetarian Nutrition ◽  
Nutrition And Dietetics

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

scholarly journals Transradial Versus Transfemoral Access for Cardiac Catheterization: A Nationwide Pilot Study of Training Preferences and Expertise in USA.

2020 ◽  
Author(s):  
Khalid Hamid Changal ◽  
Mubbasher Ameer Syed ◽  
Ealla Atari ◽  
Salik Nazir ◽  
Sameer Saleem ◽  
...  
Keyword(s):  
United States ◽  
Training Programs ◽  
Interventional Cardiology ◽  
The United States ◽  
Femoral Access ◽  
Exact Test ◽  
Cardiovascular Training ◽  
Teaching Faculty ◽  
Level Of Training ◽  
Training Preferences

Abstract Background: The objective was to assess current training preferences, expertise, and comfort with transfemoral access (TFA) and transradial access (TRA) amongst cardiovascular training fellows and teaching faculty in United States. As TRA continues to dominate the field of interventional cardiology, there is a concern that trainees may become less proficient with the femoral approach. Methods: A detailed questionnaire was sent out to academic General Cardiovascular and Interventional Cardiology training programs in the United states. Responses were sought from fellows-in-training and faculty regarding preferences and practice of TFA and TRA. Answers were analyzed for significant differences between trainees and trainers using the Pearson χ2 or Fisher’s exact test, or the Student t test or the Mann–Whitney U test. Results: A total of 125 respondents (75 fellows-in-traing and 50 faculty) completed and returned the survey. The average grade of comfort for TFA, on a scale of 0 to 10 (10 being most comfortable), was reported to be 6 by fellows-in-training and 10 by teaching faculty (p < 0.001). TRA was the first preference in 95% of the fellows-in-training compared to 69% of teaching faculty (p 0.001). While 62% of fellows believed that they would receive the same level of training as their trainers by the time they graduate, only 35% of their trainers believed so (p 0.004).Conclusion: The shift from TFA to radial first has resulted in significant concern among cardiovascular fellows-in training and the faculty regarding training in TFA. Cardiovascular training programs must be cognizant of this issue and should devise methods to assure optimal training of fellows in gaining TFA and managing femoral access-related complications.

Abstract 180: What is the Potential Capacity for Increasing Cardiac Rehabilitation Utilization in the United States?

2013 ◽  
Vol 6 (suppl_1) ◽  
Author(s):  
Quinn R Pack ◽  
Ray W Squires ◽  
Steven W Lichtman ◽  
Francisco Lopez-Jimenez ◽  
Juan Pablo Rodriguez-Escudero ◽  
...  
Keyword(s):  
United States ◽  
Cardiac Rehabilitation ◽  
Program Directors ◽  
The United States ◽  
Service Needs ◽  
Full Time ◽  
Potential Growth ◽  
Related Factors ◽  
Potential Capacity ◽  
Program Capacity

Introduction: Cardiac rehabilitation (CR) is an effective but highly underutilized therapy for heart disease. Efforts are underway to increase CR referral and enrollment, but little is known about the potential capacity for growth in CR utilization in the United States. To address this concern, we estimated the current national capacity of CR programs across the United States and assessed obstacles to potential growth. Methods: We surveyed all CR Program Directors listed in the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) database in November of 2012. Respondents reported current enrollment levels, current program capacity, program capacity given reasonable expansion, and obstacles to growth. Results: Of 812 Program Directors in the AACVPR database, 290 (36%) completed the full survey. Respondents represented somewhat larger programs compared to non-respondents (4.0 vs. 4.6 full time employees, p = 0.01), but were otherwise similar. Current enrollment levels demonstrated a median [IQ range] of 140 [75,232] patients per year and a current estimated capacity of 192 [100,300] patient per year. Respondents estimated that programs could expand services by 25% to 240 [141,380] patients annually, assuming a significant increase in patient demand and a feasible increase in resources. We estimate that if programs filled to their current capacity, national CR utilization rates would increase from 34.7% to 46.4% (95% CI, 43.9 to 48.9) of eligible US patients each year. Given feasible program expansion, utilization could increase to a maximum of 58.4% (95% CI, 55.2 to 61.6) of qualifying patients. Capacity projections based upon absolute patient numbers and national statistics revealed concordant results. The most commonly cited obstacles to increasing patient participation are shown in the figure. As seen, the majority (88%) are controllable system-related factors unrelated to patient behavior. Conclusions: Even with substantial expansion of all existing CR programs, there is currently insufficient capacity in current CR programs to meet national service needs. Solutions to this problem will likely include the creation of new CR programs, and new policies that improve reimbursement for CR and also embrace new models of CR delivery.

Online Program Directors' Perspectives of Quality Programs

2019 ◽  
pp. 179-200
Author(s):  
Rui Li ◽  
Esther Smidt ◽  
Emily Dachroeden
Keyword(s):  
Course Design ◽  
Program Directors ◽  
The United States ◽  
Faculty Training ◽  
Third Party ◽  
Online Program ◽  
Online Programs ◽  
Program Success ◽  
Quality Programs ◽  
Training And Support

The purpose of this chapter is to identify and understand the factors that contribute to the development and maintenance of “quality” online programs and ensure program success. The authors took the online program directors' perspectives and investigated a variety of factors with regards to course design, faculty, students, and institutions. Interview data from seven online program directors from a mid-sized public university in the United States were collected. A list of factors emerged from the data, such as faculty buy-in, faculty training and support, program standardization through course design, third-party certification, online student needs assessment, and investment in marketing and advertising. The authors suggest that these factors should be considered while developing new online programs or improving and expanding on existing online programs.

scholarly journals Nephrology Fellows’ and Program Directors’ Perceptions of Hospital Rounds in the United States

2020 ◽  
Vol 15 (4) ◽  
pp. 474-483
Author(s):  
Suzanne M. Boyle ◽  
Keshab Subedi ◽  
Kurtis A. Pivert ◽  
Meera Nair Harhay ◽  
Jaime Baynes-Fields ◽  
...  
Keyword(s):  
United States ◽  
Patient Care ◽  
Training Programs ◽  
Clinical Skills ◽  
Care Delivery ◽  
Clinical Skill ◽  
Program Directors ◽  
The United States ◽  
Early Morning ◽  
Attending Rounds

Background and objectivesHospital rounds are a traditional vehicle for patient-care delivery and experiential learning for trainees. We aimed to characterize practices and perceptions of rounds in United States nephrology training programs.Design, setting, participants, & measurementsWe conducted a national survey of United States nephrology fellows and program directors. Fellows received the survey after completing the 2019 National Board of Medical Examiners Nephrology In-Training Exam. Program directors received the survey at the American Society of Nephrology’s 2019 Nephrology Training Program Directors’ Retreat. Surveys assessed the structure and perceptions of rounds, focusing on workload, workflow, value for patient care, and fellows’ clinical skill-building. Directors were queried about their expectations for fellow prerounds and efficiency of rounds. Responses were quantified by proportions.ResultsFellow and program director response rates were 73% (n=621) and 70% (n=55). Most fellows (74%) report a patient census of >15, arrive at the hospital before 7:00 am (59%), and complete progress notes after 5:00 pm (46%). Among several rounding activities, fellows most valued bedside discussions for building their clinical skills (34%), but only 30% examine all patients with the attending at the bedside. Most directors (71%) expect fellows to both examine patients and collect data before attending-rounds. A majority (78%) of directors commonly complete their documentation after 5:00 pm, and for 36%, after 8:00 pm. Like fellows, directors most value bedside discussion for development of fellows’ clinical skills (44%). Lack of preparedness for the rigors of nephrology fellowship was the most-cited barrier to efficient rounds (31%).ConclusionsHospital rounds in United States nephrology training programs are characterized by high patient volumes, early-morning starts, and late-evening clinical documentation. Fellows use a variety of prerounding styles and examine patients at the beside with their attendings at different frequencies.PodcastThis article contains a podcast at https://www.asn-online.org/media/podcast/CJASN/2020_03_17_CJN.10190819.mp3

scholarly journals Survey of Respiratory Therapy Education Program Directors in the United States

2011 ◽  
Vol 56 (12) ◽  
pp. 1906-1915
Author(s):  
T. A. Barnes ◽  
R. M. Kacmarek ◽  
C. G. Durbin
Keyword(s):  
United States ◽  
Education Program ◽  
Program Directors ◽  
The United States ◽  
Respiratory Therapy ◽  
Therapy Education

scholarly journals “YouTube Has Changed Everything”? Music Faculty, Librarians, and Their Use and Perceptions of YouTube

2014 ◽  
Vol 75 (4) ◽  
pp. 575-589 ◽  
Author(s):  
Kirstin Dougan
Keyword(s):  
United States ◽  
The United States ◽  
Ease Of Use ◽  
Music Students ◽  
Music Teaching ◽  
Faculty Rank ◽  
Teaching And Research ◽  
Teaching Faculty ◽  
Music Faculty

YouTube’s accessibility, ease of use, and depth of content are strong lures for music students. But do music teaching faculty and librarians encourage this and do they use it in their own research, teaching, and work? This study surveyed over 9,000 music faculty and over 300 music librarians in the United States. It discovered that faculty rank is at times a factor in faculty use of YouTube for teaching and research—but not always in expected ways. It also found that faculty and librarians do not entirely share perspectives concerning the quality of YouTube’s content, metadata, or copyright concerns.

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