scholarly journals Training Future Family Physicians to Become Master Adaptive Learners

2021 ◽  
Author(s):  
Louito Edje ◽  
David W. Price
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Adaptive Learning ◽  
Clinic Visit ◽  
Adaptive Expertise ◽  
Small Group Teaching ◽  
Optimal Learning ◽  
Graduate Medical ◽  
Optimal Learning Environment

This article examines the use of a concept that teaches learners how to learn in the context of family medicine residency training. We describe the four phases of this master adaptive learning framework and its place in educational theory and adaptive expertise, its implications for graduate medical education training and Accreditation Council for Graduate Medical Education competencies, as well as its role in imprinting family medicine residents for career-long learning. We lay out pragmatic strategies supporting this concept with a proposed curricular format for training in family medicine, including small group teaching methods, didactics, the clinic visit, faculty development and an optimal learning environment.

scholarly journals International Medical Graduates in the US Physician Workforce and Graduate Medical Education: Current and Historical Trends

2018 ◽  
Vol 10 (2) ◽  
pp. 214-218 ◽  
Author(s):  
Awad A. Ahmed ◽  
Wei-Ting Hwang ◽  
Charles R. Thomas ◽  
Curtiland Deville
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
International Medical ◽  
Physician Workforce ◽  
International Medical Graduates ◽  
Graduate Medical ◽  
Medical Graduates ◽  
The Us

ABSTRACT Background  Data show that international medical graduates (IMGs), both US and foreign born, are more likely to enter primary care specialties and practice in underserved areas. Comprehensive assessments of representation trends for IMGs in the US physician workforce are limited. Objective  We reported current and historical representation trends for IMGs in the graduate medical education (GME) training pool and US practicing physician workforce. Methods  We compared representation for the total GME and active practicing physician pools with the 20 largest residency specialties. A 2-sided test was used for comparison, with P < .001 considered significant. To assess significant increases in IMG GME trainee representation for the total pool and each of the specialties from 1990–2015, the slope was estimated using simple linear regression. Results  IMGs showed significantly greater representation among active practicing physicians in 4 specialties: internal medicine (39%), neurology (31%), psychiatry (30%), and pediatrics (25%). IMGs in GME showed significantly greater representation in 5 specialties: pathology (39%), internal medicine (39%), neurology (36%), family medicine (32%), and psychiatry (31%; all P < .001). Over the past quarter century, IMG representation in GME has increased by 0.2% per year in the total GME pool, and 1.1% per year for family medicine, 0.5% for obstetrics and gynecology and general surgery, and 0.3% for internal medicine. Conclusions  IMGs make up nearly a quarter of the total GME pool and practicing physician workforce, with a disproportionate share, and larger increases over our study period in certain specialties.

Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies

2017 ◽  
Vol 53 (1-2) ◽  
pp. 47-58 ◽  
Author(s):  
Albert Lichtenstein ◽  
Jumana Antoun ◽  
Chris Rule ◽  
Katherine Knowlton ◽  
Jeffrey Sternlieb
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Learning Opportunities ◽  
Group Discussions ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Balint Groups ◽  
Balint Group

Introduction Balint group discussions provide learning opportunities for many of the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. The current literature is mixed concerning the effect of Balint groups on communication skills and professionalism. Aim To map the content of the Balint discussion to the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. Methodology: A group who were both experts in Balint and members of the clinical competency committee of residency programs rated narratives that summarized Balint group discussions. Credentialed Leaders of the American Balint Society were invited via email to submit narratives (250 words) about Balint groups that they have led, or were leading, with residents. Results Only four narratives were submitted. Additional cases were recruited through literature review of published Balint discussion cases. A total of 25 cases were rated by the committee. There was agreement between three out of four raters on at least one core milestone in every case. The most frequent milestones were C1 (develops meaningful therapeutic relationships with patients and families), C2 (communicated effectively with patients, families, and public), Prof1 (completes a process of professionalization), and Prof3 (demonstrates humanism and cultural proficiency). Balint groups provided a learning opportunity for a subset of milestones in at least 36% of the cases. Conclusion This pilot research suggests that Balint groups and the discussions of complex and challenging cases provide learning opportunities for multiple family medicine milestones, mainly communication skills and professionalism. Further research is needed to refine the methodology and the rating system.

scholarly journals Leadership Training in Graduate Medical Education: A Systematic Review

2018 ◽  
Vol 10 (2) ◽  
pp. 134-148 ◽  
Author(s):  
Brett Sadowski ◽  
Sarah Cantrell ◽  
Adam Barelski ◽  
Patrick G. O'Malley ◽  
Joshua D. Hartzell
Keyword(s):  
Medical Education ◽  
Small Group ◽  
Graduate Medical Education ◽  
Meta Analysis ◽  
Project Based Learning ◽  
Small Group Teaching ◽  
Graduate Medical ◽  
Management Evaluation ◽  
Physician Competence ◽  
Article Quality

ABSTRACT Background  Leadership is a critical component of physician competence, yet the best approaches for developing leadership skills for physicians in training remain undefined. Objective  We systematically reviewed the literature on existing leadership curricula in graduate medical education (GME) to inform leadership program development. Methods  Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, we searched MEDLINE, ERIC, EMBASE, and MedEdPORTAL through October 2015 using search terms to capture GME leadership curricula. Abstracts were reviewed for relevance, and included studies were retrieved for full-text analysis. Article quality was assessed using the Best Evidence in Medical Education (BEME) index. Results  A total of 3413 articles met the search criteria, and 52 were included in the analysis. Article quality was low, with 21% (11 of 52) having a BEME score of 4 or 5. Primary care specialties were the most represented (58%, 30 of 52). The majority of programs were open to all residents (81%, 42 of 52). Projects and use of mentors or coaches were components of 46% and 48% of curricula, respectively. Only 40% (21 of 52) were longitudinal throughout training. The most frequent pedagogic methods were lectures, small group activities, and cases. Common topics included teamwork, leadership models, and change management. Evaluation focused on learner satisfaction and self-assessed knowledge. Longitudinal programs were more likely to be successful. Conclusions  GME leadership curricula are heterogeneous and limited in effectiveness. Small group teaching, project-based learning, mentoring, and coaching were more frequently used in higher-quality studies.

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<.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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