scholarly journals Scholarly Success Among Internal Medicine Residents in Canada

2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Katarzyna Jerzak MD ◽  
Donald M. Arnold MD MSc ◽  
Shariq Haider MD
Keyword(s):  
Internal Medicine ◽  
Research Training ◽  
Postgraduate Medical Education ◽  
Medical Writing ◽  
Scientific Meeting ◽  
Resident Research ◽  
Internal Medicine Residents ◽  
Research Curriculum ◽  
English Speaking ◽  
Abstract Presentation

Scholar activity is an integral component of postgraduate medical education in Canada. We describe the opportunities in research training among Canadian internal medicine (IM) programs, including program requirements and supportive infrastructure, as well as barriers and enablers of research success. Methods: An email survey was sent to all program directors (PDs) (n = 14) and core IM residents (n = 1119) from English-speaking IM Residency Training Programs in Canada to describe research support and productivity. We evaluated factors associated with achieving an abstract presentation at a scientific meeting or publication of a manuscript in a peer-reviewed journal. Results: A total of 10 of 14 PDs (71%) and 308 of 1119 residents (28%) responded to the survey. Of 10 evaluable programs, 6 had a formal research curriculum and 8 had a mechanism of pairing residents with research mentors. A total of 236 (76%) residents completed a research project during core IM training; of those, 171 (55%) published (n = 84) or presented (n = 150) their research. A mechanism for linking residents with suitable research mentors, instruction on medical writing, and instruction on data analysis were associated with residents' achieving publication in a peer-reviewed journal. Conclusion: Requirements for resident research are variable across Canadian IM programs. Instruction on medical writing and statistics, as well as a mechanism to pair residents with suitable research mentors, contribute to resident research success.

scholarly journals The research rotation: competency-based structured and novel approach to research training of internal medicine residents

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
Balavenkatesh Kanna ◽  
Changchun Deng ◽  
Savil N Erickson ◽  
Jose A Valerio ◽  
Vihren Dimitrov ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Research Training ◽  
Novel Approach ◽  
Internal Medicine Residents ◽  
Competency Based ◽  
Research Rotation

scholarly journals Internal medicine residents’ achievement goals and efficacy, emotions, and assessments

2018 ◽  
Vol 9 (4) ◽  
pp. e59-68 ◽  
Author(s):  
Lia Daniels ◽  
Vijay Daniels
Keyword(s):  
Internal Medicine ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Postgraduate Medical Education ◽  
Sense Of Self ◽  
Self Report ◽  
Internal Medicine Residents ◽  
Competency Based ◽  
Approach Goals ◽  
Mastery Approach

Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement goals, and how these relate to their sense of self-efficacy, epistemic emotions, and valuing of formative compared to summative assessments. These outcomes will be important as programs transition more to competency based education that is characterized by ongoing formative assessments.                             Methods: Using a correlational design, we distributed a self-report questionnaire containing 49 items measuring achievement goals, self-efficacy, emotions, and response to assessments to internal medicine residents. We used Pearson correlations to examine associations between all variables.Results: Mastery-approach goals were positively associated with self-efficacy and curiosity and negatively correlated with frustration and anxiety. Mastery-approach goals were associated with a greater value for feedback derived from annual ACP exams, end-of-rotation written exams, and annual OSCEs. Performance-approach goals were only associated with valuing ACP exams.Conclusion: Mastery-approach goals were associated with self-efficacy and epistemic emotions among residents, two constructs that facilitate autonomous learning. Residents with mastery-approach goals also appeared to value a wider range of types of assessment data. This profile will likely be beneficial for learners in a competency-based environment that involves high levels of formative feedback.

scholarly journals Assessing the scholar CanMEDS role in residents using critical appraisal techniques

2013 ◽  
Vol 4 (1) ◽  
pp. e81-e85
Author(s):  
Aliya Kassam ◽  
Tyrone Donnon ◽  
Michele Cowan ◽  
Joanne Todesco
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Critical Appraisal ◽  
Postgraduate Medical Education ◽  
Global Score ◽  
Paired Sample ◽  
Canmeds Role ◽  
Internal Medicine Residents ◽  
Junior Residents ◽  
Global Mean

Background: In this brief report, we describe two ways in which we assessed the Scholar CanMEDS role using a method to measure residents’ ability to complete a critical appraisal.  These were incorporated into a modified OSCE format where two stations consisted of 1) critically appraising an article and 2) critiquing an abstract.Method: Residents were invited to participate in the CanMEDS In-Training Exam (CITE) through the Office of Postgraduate Medical Education. Mean scores for the two Scholar stations were calculated using the number of correct responses out of 10. The global score represented the examiner’s overall impression of the resident’s knowledge and effort.  Correlations between scores are also presented between the two Scholar stations and a paired sample t-test comparing the global mean scores of the two stations was also performed.Results: Sixty-three of the 64 residents registered to complete the CanMEDS In-Training Exam including the two Scholar stations.  There were no significant differences between the global scores of the Scholar stations showing that the overall knowledge and effort of the residents was similar across both stations (3.8 vs. 3.5, p = 0.13).  The correlation between the total mean scores of both stations (inter-station reliability) was also non-significant (r = 0.05, p = 0.67).  No significant differences between senior residents and junior residents were detected or between internal medicine residents and non-internal medicine residents.Conclusion: Further testing of these stations is needed and other novel ways of assessing the Scholar role competencies should also be investigated.

Critical Care Communication Skills Training for Internal Medicine Residents

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Laura Rock ◽  
Nina Gadmer ◽  
Robert Arnold ◽  
David Roberts ◽  
Asha Anandaiah ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Critical Care ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Internal Medicine Residents

Learning Electrocardiogram Interpretation: Insights from Residents and a Proposed Solution in an Observational Study (Preprint)

2020 ◽  
Author(s):  
Mohammad Alakchar ◽  
Abdisamad M. Ibrahim ◽  
Mohsin Salih ◽  
Mukul Bhattarai ◽  
Nitin Tandan ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Correlation Coefficient ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Resident Attitudes ◽  
Internal Medicine Residents ◽  
Life Threatening ◽  
Degree Of Participation ◽  
Electrocardiogram Interpretation

BACKGROUND Interpretation of electrocardiograms (EKG) is an essential tool for every physician. Despite this, the diagnosis of life-threatening pathology on EKG remains suboptimal in trainees. The purpose of this study is to study resident attitudes and behaviours towards EKGs, and describe an innovative way to teach EKGs. OBJECTIVE Study attitudes and behaviours towards EKGs. Describe an innovative way to teach EKGs. METHODS Design: An observational cross-sectional study through an anonymous online survey of resident attitudes and comfort with EKG interpretation. This was followed by creation of a WhatsApp group for discussion and interpretation of EKGs with peers. At the end of the day, the official EKG interpretation was posted. Setting: Internal medicine residency at Southern Illinois University. Participants: Internal medicine residents Interventions: Creation of WhatsApp group to aid with EKG interpretation Measurements: A 17 item questionnaire, followed by detection of degree of participation in a WhatsApp group. RESULTS Forty-one out of 63 residents (65%) completed the survey. 85% of respondents thought that an interactive way to teach EKGs is the best method of teaching, and 73% did not feel confident interpreting EKGs. 30% often rely on automated EKG interpretation. Further analysis indicated that PGY-1 residents reported ordering fewer EKGs (correlation coefficient -0.399, p = 0.012) and were uncomfortable diagnosing QT prolongation on an EKG (correlation coefficient -0.310, p = 0.049). Residents in the third or greater year of training ordered more EKGs (correlation coefficient 0.379, p = 0.015), less frequently relied on the computer for EKG diagnosis (correlation coefficient 0.399, p = 0.010), and were comfortable diagnosing an acute myocardial infarction and atrial arrhythmias. CONCLUSIONS In conclusion, most IM trainees do not feel comfortable interpreting EKG, however, this does improve with PGY year. WhatsApp is a possible platform for teaching EKGs.

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