scholarly journals Residency Scholarship Within Practice-based Research Networks

2020 ◽  
Vol 52 (2) ◽  
pp. 91-96
Author(s):  
Amanda Weidner ◽  
Ryan Gilles ◽  
Dean A. Seehusen
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Residency Program ◽  
Full Range ◽  
Scholarly Activity ◽  
Research Networks ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Research Activities ◽  
Practice Based Research

Background and Objectives: Finding scholarship opportunities is a common struggle for family medicine residency programs, especially community-based programs. Participation in practice-based research networks (PBRNs) has been suggested as one option, but little is known about resident engagement in PBRNs. This study explores how PBRNs are currently involving family medicine residency programs and whether there are additional opportunities for engagement. Methods: We conducted a cross-sectional survey of 126 primary care PBRN directors regarding residency program involvement in PBRN governance and scholarly activity. We used descriptive statistics to characterize our sample and bivariate analyses to assess association between involvement of residency programs in PBRNs and PBRN characteristics. Results: Most responding PBRNs (N=56, 44.4% response rate) included at least one residency program (80%) and many had residency faculty involved in projects (67.3%), though involvement of residents was less common (52.7%). When involved, residents were part of fewer projects but participated in the full range of research activities. Few PBRNs had deeper engagement with residencies such as written goals specifying their inclusion in projects (23.6%) or residency faculty participation in the PBRN’s governing body (45.5%). Most PBRNs not currently involving residents are interested in doing so (73.9%), and half of these have the resources to do this. Conclusions: Most family medicine and primary care PBRNs have some involvement with residency programs, usually at the faculty level. Building on current PBRN involvement and making connections between local PBRNs and residency programs where none exist represents an excellent opportunity for education and for growing the research capacity of the discipline.

scholarly journals Residency Setting Association With Resident Substance Use Disorder Training: A CERA Secondary Data Analysis

2020 ◽  
Vol 52 (3) ◽  
pp. 198-201
Author(s):  
Joshua St. Louis ◽  
Emma Worringer ◽  
Wendy B. Barr
Keyword(s):  
Substance Use ◽  
Family Medicine ◽  
Residency Program ◽  
Secondary Analysis ◽  
Secondary Data ◽  
The United States ◽  
Resident Training ◽  
Addiction Medicine ◽  
Residency Programs ◽  
Family Medicine Residency

Background and Objectives: As the opioid crisis worsens across the United States, the factors that impact physician training in management of substance use disorders become more relevant. A thorough understanding of these factors is necessary for family medicine residency programs to inform their own residency curricula. The objective of our study was to identify factors that correlate with increased residency training in addiction medicine across a broad sample of family medicine residencies. Methods: We performed secondary analysis of a national family medicine residency program director survey conducted in 2015-2016 (CERA Survey PD-8). We obtained data from the Council of Academic Family Medicine Educational Research Alliance (CERA) Data Clearinghouse. We analyzed residency clinic site designation as a patient-centered medical home (PCMH), federally-qualified health center (FQHC), or both, for their correlation with faculty member possession of DEA-X buprenorphine waiver license, as well as required residency curriculum in addiction medicine. Results: Residency programs situated in an FQHC were more likely to have faculty members who possessed DEA-X buprenorphine waiver licenses (P=.025). Residency clinics that were both a PCMH as well as an FQHC also correlated strongly (P=.001). Furthermore, residencies with faculty who possessed a DEA-X license were significantly more likely to have a required curriculum in addiction medicine (P=.002). Conclusions: Our quantitative secondary analysis of CERA survey data of family medicine residency program directors revealed that resident training in addiction medicine is strongly correlated with both residency clinic setting (FQHC or FQHC/PCMH) as well as residency faculty possession of DEA-X licenses.

scholarly journals A Curriculum to Increase Resident Scholarly Activity

2020 ◽  
Vol 52 (8) ◽  
Author(s):  
Robert P. Lennon ◽  
Roselyn W. Clemente Fuentes ◽  
Christine Broszko ◽  
John J. Koch ◽  
Kristian Sanchack ◽  
...  
Keyword(s):  
Family Medicine ◽  
Scholarly Activity ◽  
Resident Attitudes ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Sample Test ◽  
Naval Hospital ◽  
Curricular Interventions ◽  
Sustained Increase ◽  
Peer Leader

Background and Objectives: Scholarly activity (SA) is an Accreditation Council of Graduate Medical Education (ACGME) requirement for family medicine residents. Engaging residents in scholarly activity can be challenging. Naval Hospital Jacksonville Family Medicine Residency (NHJ) pioneered a curriculum that led to a dramatic, sustained increase in resident SA. We sought to implement the curriculum in other family medicine residency programs. Methods: The curriculum was implemented at two additional family medicine residencies. Three curricular interventions were identified: a 3-hour case report workshop, a written practical guide to scholarly activity, and a resident peer research leader. One program implemented all three elements. The other implemented the workshop and written guide, but did not identify a resident peer leader. SA was measured using the annual ACGME program director report and compared the intervention year to the previous 3 years of SA using a 2-sample test for equality of proportions with continuity correction. We used pre- and postintervention surveys to evaluate resident attitudes about SA. Results: The program implementing all three interventions increased residents’ conference presentation 302% (n=34, P<.001). The program that did not identify a resident peer leader had no significant change in SA as reported to the ACGME. Conclusions: The curriculum was implemented in two additional residencies with promising results. We recommend further implementation across multiple sites to determine the extent to which the results are generalizable.

scholarly journals Developing a Telemedicine Curriculum for a Family Medicine Residency

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
Emmeline Ha ◽  
Kristen Zwicky ◽  
Grace Yu ◽  
Andrew Schechtman
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Best Practices ◽  
Educational Intervention ◽  
Formal Education ◽  
Residency Programs ◽  
Primary Care Residency ◽  
Family Medicine Residency ◽  
Confidence Levels ◽  
Didactic Lecture

Introduction: Telemedicine has rapidly become an essential part of primary care due to the COVID-19 pandemic. However, formal training in telemedicine during residency is lacking. We developed and implemented a telemedicine curriculum for a family medicine residency program and investigated its effect on resident confidence levels in practicing telemedicine. Methods: We designed a process map of the telemedicine visit workflow at the residency clinic to identify key topics to cover in the curriculum. We created a live 50-minute didactic lecture on best practices in telemedicine, along with a quick-reference handout. We distributed pre- and postintervention surveys to current residents (N=24) to assess the effect of the educational intervention on their confidence in practicing telemedicine. Results: Fourteen residents (58% response rate) completed all aspects of the study including both surveys and participation in the educational intervention. Confidence levels in conducting telemedicine visits increased in three of five domains: (1) virtual physical exam (P=.04), (2) visit documentation (P=.03), and (3) virtually staffing with an attending (P=.04). Resident interest in using telemedicine after residency also increased following the educational intervention. Conclusion: Telemedicine requires a unique skill set. Formal education on best practices improves resident confidence levels and interest in practicing telemedicine. Primary care residency programs should incorporate telemedicine training to adequately prepare their graduates for clinical practice.

scholarly journals Addressing the Scholarly Activity Requirements for Residents: One Program's Solution

2011 ◽  
Vol 3 (3) ◽  
pp. 379-382 ◽  
Author(s):  
Peter J Carek ◽  
Lori M Dickerson ◽  
Vanessa A Diaz ◽  
Terrence E Steyer
Keyword(s):  
Medical Education ◽  
South Carolina ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Scholarly Activity ◽  
University Of South Carolina ◽  
Family Medicine Residency ◽  
Graduate Medical ◽  
Regional Medical

Abstract Background Scholarly activity as a component of residency education is becoming increasingly emphasized by the Accreditation Council for Graduate Medical Education. “Limited or no evidence of resident or faculty scholarly activity” is a common citation given to family medicine residency programs by the Review Committee for Family Medicine. Objective The objective was to provide a model scholarly activity curriculum that has been successful in improving the quality of graduate medical education in a family medicine residency program, as evidenced by a record of resident academic presentations and publications. Methods We provide a description of the Clinical Scholars Program that has been implemented into the curriculum of the Trident/Medical University of South Carolina Family Medicine Residency Program. Results During the most recent 10-year academic period (2000–2010), a total of 111 residents completed training and participated in the Clinical Scholars Program. This program has produced more than 24 presentations during national and international meetings of medical societies and 15 publications in peer-reviewed medical journals. In addition, many of the projects have been presented during meetings of state and regional medical organizations. Conclusions This paper presents a model curriculum for teaching about scholarship to family medicine residents. The success of this program is evidenced by the numerous presentations and publications by participating residents.

scholarly journals Diversity and Facing Discrimination in Family Medicine Residencies: A CERA Survey of Program Directors

2021 ◽  
Vol 53 (10) ◽  
pp. 871-877
Author(s):  
Stacy E. Potts ◽  
Ivonne McLean ◽  
George W. Saba ◽  
Gerardo Moreno ◽  
Jennifer Edgoose ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Family Medicine ◽  
Residency Program ◽  
Underserved Populations ◽  
Program Directors ◽  
Workforce Diversity ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Residency Program Directors

Background and Objectives: Increasing the number of underrepresented minorities in medicine (URM) has the potential to improve access and quality of care and reduce health inequities for diverse populations. Having a diverse workforce in residency programs necessitates structures in place for support, training, and addressing racism and discrimination. This study examines reports of discrimination and training initiatives to increase diversity and address discrimination and unconscious bias in family medicine residency programs nationally. Methods: This survey was part of the Council of Academic Family Medicine Educational Research Alliance (CERA) 2018 national survey of family medicine residency program directors. Questions addressed the presence of reported discrimination, residency program training about discrimination and bias, and admissions practices concerning physician workforce diversity. We performed univariate and bivariate analyses on CERA survey response data. Results: We received 272 responses to the diversity survey items within the CERA program director survey from 522 possible residency director respondents, yielding a response rate of 52.1%. The majority of residency programs (78%) offer training for faculty and/or residents in unconscious/implicit bias and systemic/institutional racism. A minority of program directors report discrimination in the residency environment, most often reported by patients (13.2%) and staff (7.2%) and least often by faculty (3.3%), with most common reasons for discrimination noted as language or race/skin color. Conclusions: Most family medicine residency program directors report initiatives to address diversity in the workforce. Research is needed to develop best practices to ensure continued improvement in workforce diversity and racial climate that will enhance the quality of care and access for underserved populations.

scholarly journals Residency Leader Motivations to Engage Residents and Residency Faculty in Scholarship: A Qualitative Study

2020 ◽  
Vol 52 (8) ◽  
pp. 581-585
Author(s):  
Lauren A. Cafferty ◽  
Paul F. Crawford ◽  
Jeremy T. Jackson ◽  
Christy J.W. Ledford
Keyword(s):  
Family Medicine ◽  
Scholarly Activity ◽  
Resident Attitudes ◽  
Residency Programs ◽  
Program Leaders ◽  
Family Medicine Residency ◽  
Positive Attitudes ◽  
The Family ◽  
Emerging Themes

Background and Objectives: Research shows that limited time, lack of funding, difficulty identifying mentors, and lack of technical support limit resident and faculty ability to fully participate in scholarly activity. Most research to date focuses on medical student and resident attitudes toward research. This study aimed to understand the underlying attitudes of family medicine residency (FMR) leaders toward scholarship. Methods: Two focus groups of family medicine residency leaders were conducted in March 2018. The sample (N=19) was recruited through the membership directory of the Family Physicians Inquiry Network. Results: Leaders shared positive attitudes toward scholarship; however, motivation to engage residents and residency faculty in scholarship diverged. Motivations for promoting scholarly activity among participants were either extrinsic (through ACGME, program graduation, or promotion requirements) or intrinsic (through personal interest and natural drive). Conclusions: Emerging themes illustrate differences in how FMR program leaders perceive the role of scholarship in residency programs. As programs aim to increase research and scholarship, more attention must be paid to the motivating messages communicated by the program’s leadership.

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