Perceptions and Motivations of Osteopathic Medical Students to Participate in the ACGME Match

Each year the majority of osteopathic students do not participate in the American Osteopathic Association (AOA) match. The ongoing merger of the Accreditation Council of Graduate Medical Education (ACGME) and AOA graduate medical education does not delineate formation of a single match process. This qualitative study explores the perceptions of osteopathic medical students about the matching process and perceived differences between the matches.Semi-structured interviews were conducted with third and fourth year osteopathic medical students. Transcripts were analyzed using Grounded Theory. The replies to each question were considered separately as well as in context of the entire interview. Eleven medical students were interviewed. Many of the themes found in the current study are consistent with past surveys. Local culture, lifestyle balance and geographic location were the themes found under Home Life, whereas Academic or Work Life consisted of good fit, diversity of patients, hands-on experience and formal educational process.Two broad themes were developed: Home Life and Academic Life. A perceived balance between the two is necessary for a residency program to have substantial appeal.

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Coaching and Mentoring: Focus on Graduate Medical Education

10.5772/intechopen.94182 ◽

2020 ◽

Author(s):

Stephen N. DeTurk ◽

Anish J. Kaza ◽

Anna Ng Pellegrino

Keyword(s):

Medical Education ◽

Medical Students ◽

Graduate Medical Education ◽

Local Community ◽

Community Hospital ◽

Physician Assistants ◽

Mentoring Program ◽

Medical Field ◽

Graduate Medical ◽

Attending Physicians

Individuals at any level of the medical field could potentially benefit from feedback and supervision: from medical students, nurses, or physician assistants; to residents, advanced practitioners, and attending physicians. Two of the most common forms of feedback and supervision utilized in medical education are coaching and mentoring. These terms are often used interchangeably but are commonly misunderstood. In this chapter, we will highlight the differences between coaching and mentoring, place emphasis on the use of mentoring in medical education, discuss the characteristics of a successful mentor-mentee relationship, and provide an example of a mentoring program at a local community hospital.

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Chapter 7 Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into US Graduate Medical Education Programs

Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion - Innovations in Higher Education Teaching and Learning ◽

10.1108/s2055-364120180000014009 ◽

2018 ◽

pp. 113-127

Author(s):

Pamela O’Callaghan ◽

Maureen P. M. Hall ◽

Laura N. Cobb ◽

Melanie Jacobson

Keyword(s):

Medical Education ◽

Medical Students ◽

Graduate Medical Education ◽

International Medical ◽

Education Programs ◽

Graduate Medical

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A Virtual Curriculum to Prepare Medical Students to Achieve Accreditation Council for Graduate Medical Education Level-1 Milestones in Orthopaedic Surgery

JBJS Open Access ◽

10.2106/jbjs.oa.20.00117 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Meghan Morley ◽

Alec S. Kellish ◽

Lindsay Fleischer ◽

David Clements ◽

Erik Freeland ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Graduate Medical Education ◽

Orthopaedic Surgery ◽

Education Level ◽

Accreditation Council ◽

Graduate Medical ◽

Level 1

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Using Transitional Year Milestones to Assess Graduating Medical Students' Skills During a Capstone Course

Journal of Graduate Medical Education ◽

10.4300/jgme-d-14-00569.1 ◽

2015 ◽

Vol 7 (4) ◽

pp. 658-662 ◽

Cited By ~ 11

Author(s):

Alison S. Clay ◽

Kathryn Andolsek ◽

Colleen O'Connor Grochowski ◽

Deborah L. Engle ◽

Saumil M. Chudgar

Keyword(s):

Medical Education ◽

Medical Students ◽

Student Performance ◽

Graduate Medical Education ◽

Interdisciplinary Teams ◽

Completion Rates ◽

Improvement Project ◽

Capstone Course ◽

Graduate Medical ◽

Competency Based

ABSTRACT Background Undergraduate medical education (UME) follows the lead of graduate medical education (GME) in moving to competency-based assessment. The means for and the timing of competency-based assessments in UME are unclear. Objective We explored the feasibility of using the Accreditation Council for Graduate Medical Education Transitional Year (TY) Milestones to assess student performance during a mandatory, fourth-year capstone course. Methods Our single institution, observational study involved 99 medical students who completed the course in the spring of 2014. Students' skills were assessed by self, peer, and faculty assessment for 6 existing course activities using the TY Milestones. Evaluation completion rates and mean scores were calculated. Results Students' mean milestone levels ranged between 2.2 and 3.6 (on a 5-level scoring rubric). Level 3 is the performance expected at the completion of a TY. Students performed highest in breaking bad news and developing a quality improvement project, and lowest in developing a learning plan, working in interdisciplinary teams, and stabilizing acutely ill patients. Evaluation completion rates were low for some evaluations, and precluded use of the data for assessing student performance in the capstone course. Students were less likely to complete separate online evaluations. Faculty were less likely to complete evaluations when activities did not include dedicated time for evaluations. Conclusions Assessment of student competence on 9 TY Milestones during a capstone course was useful, but achieving acceptable evaluation completion rates was challenging. Modifications are necessary if milestone scores from a capstone are intended to be used as a handoff between UME and GME.

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