scholarly journals Postgraduate trainee views on eHealth at a distributed medical campus.

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sophiya Benjamin ◽  
Joanne Ho ◽  
Jeff Alfonsi ◽  
Hugh Kellam
Keyword(s):  
Needs Assessment ◽  
Online Survey ◽  
Perceived Knowledge ◽  
Residency Programs ◽  
School Of Medicine ◽  
Resident Physicians ◽  
Postgraduate Trainee ◽  
Regional Campus ◽  
Evaluation Of Training ◽  
Interdisciplinary Setting

Purpose: e-Health is a rapidly evolving field that cuts across specialties however; there is a gap in development and evaluation of training for postgraduates in residency programs. This is a multicentre, collaborative effort among faculty from the departments of Psychiatry, Geriatrics and Internal Medicine in partnership with Ontario Telehealth Network to assess the needs of postgraduate residents in ehealth and build a pilot program to address identified learning gaps. Methodology: We conducted a needs assessment (Appendix A) through an online survey to investigate the self-perceived knowledge, gaps and barriers to eHealth of medical resident physicians at the McMaster University DeGroote School of Medicine Waterloo Regional Campus (WRC), Kitchener, Ontario, Canada Results: All respondents identified that they would be interested in education in telehealth and all of them felt that they would have to use telehealth in their future practices. However, 83.3% did not feel confident using telemedicine in clinical practice. Based on the results of the needs assessment, we have built a pilot rotation in which postgraduate trainees can practice telehealth skills in an interdisciplinary setting.

scholarly journals Postgraduate trainee views on eHealth at a distributed medical campus.

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Sophiya Benjamin ◽  
Joanne Ho ◽  
Jeff Alfonsi ◽  
Hugh Kellam
Keyword(s):  
Needs Assessment ◽  
Online Survey ◽  
Perceived Knowledge ◽  
Residency Programs ◽  
School Of Medicine ◽  
Resident Physicians ◽  
Postgraduate Trainee ◽  
Regional Campus ◽  
Evaluation Of Training ◽  
Interdisciplinary Setting

Purpose: e-Health is a rapidly evolving field that cuts across specialties however; there is a gap in development and evaluation of training for postgraduates in residency programs. This is a multicentre, collaborative effort among faculty from the departments of Psychiatry, Geriatrics and Internal Medicine in partnership with Ontario Telehealth Network to assess the needs of postgraduate residents in ehealth and build a pilot program to address identified learning gaps. Methodology: We conducted a needs assessment (Appendix A) through an online survey to investigate the self-perceived knowledge, gaps and barriers to eHealth of medical resident physicians at the McMaster University DeGroote School of Medicine Waterloo Regional Campus (WRC), Kitchener, Ontario, Canada Results: All respondents identified that they would be interested in education in telehealth and all of them felt that they would have to use telehealth in their future practices. However, 83.3% did not feel confident using telemedicine in clinical practice. Based on the results of the needs assessment, we have built a pilot rotation in which postgraduate trainees can practice telehealth skills in an interdisciplinary setting.

scholarly journals The Research Status of Neurological Surgery Residents; A Survey of Iranian Residency Programs

2021 ◽  
Vol 8 (4) ◽  
pp. 193-197
Author(s):  
Mohammad Hossein Khosravi ◽  
Afsaneh Mehri ◽  
Sama Jabbaripour ◽  
Fatemeh Kazemi ◽  
Zahra Khosravi ◽  
...  
Keyword(s):  
Clinical Research ◽  
Online Survey ◽  
Survey Methods ◽  
Research Experience ◽  
Cross Sectional ◽  
Residency Programs ◽  
Research Education ◽  
Research Activities ◽  
Resident Physicians ◽  
Neurological Surgery

Background: Research activities promote the appreciation for evidence-based medicine (EBM), quality patient care and clinical competence of resident physicians. We decided to investigate the research background of Iranian neurological surgery residents and their attitude toward research through a survey. Methods: This cross-sectional study was done on Iranian neurological surgery resident physicians between February and April 2020. We provided an online survey, including 13 questions, using Google form and then sent the link to survey via WhatsApp application. Following the first post, two more reminders were sent to the groups after 2 and 4 weeks. Results: Responses were received from 89 respondents from which about 88% used to spend two hours or less per week for research. Almost equal numbers of resident physicians chose academic position (n=43) or private practice (n=39) as their future job. Only seven respondents stated immigration for assumed future job position. Clinical research (47%) was the most frequent type of research done by participants and clinical research education (43.2%) during medical school was the most common way of obtaining research experience. Agreement with doing research during residency program (45.6%) was more than disagreement (22.4%) and neutral attitude (32%). Conclusion: There is a low tendency among Iranian neurological surgery residents for conducting research projects during their programs. Lack of a proper research curriculum, heavy clinical duties and consequent shortage of time as well as insufficient encouraging points, are the main reasons. Designing a research plan for residency programs may successfully increase the research involvement rate.

scholarly journals Student Expenses in Residency Interviewing

2017 ◽  
Vol 10 (3) ◽  
pp. 50-54 ◽  
Author(s):  
Anne Walling ◽  
Kari Nilsen ◽  
Paul Callaway ◽  
Jill Grothusen ◽  
Cole Gillenwater ◽  
...  
Keyword(s):  
Primary Care ◽  
Limiting Factor ◽  
Chi Square ◽  
Related Factors ◽  
Study Objective ◽  
Residency Programs ◽  
School Of Medicine ◽  
Regional Campus ◽  
The Impact

Introduction. The student costs of residency interviewing areof increasing concern but limited current information is available.Updated, more detailed information would assist studentsand residency programs in decisions about residency selection.The study objective was to measure the expenses and time spentin residency interviewing by the 2016 graduating class of the Universityof Kansas School of Medicine and assess the impact ofgender, regional campus location, and primary care application. Methods. All 195 students who participated in the 2016 NationalResidency Matching Program (NRMP) received a 33 item questionnaireaddressing interviewing activity, expenses incurred, timeinvested and related factors. Main measures were self-reported estimatesof expenses and time spent interviewing. Descriptive analyseswere applied to participant characteristics and responses. Multivariateanalysis of variance (MANOVA) and chi-square tests comparedstudents by gender, campus (main/regional), and primary care/other specialties. Analyses of variance (ANOVA) on the dependentvariables provided follow-up tests on significant MANOVA results. Results. A total of 163 students (84%) completed the survey. Theaverage student reported 38 (1 - 124) applications, 16 (1 - 54) invitations,11 (1 - 28) completed interviews, and spent $3,500($20 - $12,000) and 26 (1 - 90) days interviewing. No significantdifferences were found by gender. After MANOVA and ANOVAanalyses, non-primary care applicants reported significantlymore applications, interviews, and expenditures, butless program financial support. Regional campus students reportedsignificantly fewer invitations, interviews, and daysinterviewing, but equivalent costs when controlled for primarycare application. Cost was a limiting factor in acceptinginterviews for 63% and time for 53% of study respondents. Conclusions. Students reported investing significant time andmoney in interviewing. After controlling for other variables, primarycare was associated with significantly lowered expenses.Regional campus location was associated with fewer interviewsand less time interviewing. Gender had no significantimpact on any aspect studied. KS J Med 2017;10(3):50-54.

scholarly journals Perspectives on Procedure Importance:

2018 ◽  
Vol 50 (6) ◽  
pp. 450-454
Author(s):  
Alicia Ludden-Schlatter ◽  
Jack Wells ◽  
Robin L. Kruse
Keyword(s):  
Family Medicine ◽  
Outpatient Care ◽  
Online Survey ◽  
Overall Response Rate ◽  
Obstetric Care ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Resident Physicians ◽  
Recent Graduates ◽  
Future Practice

Background and Objectives: Procedural training is integral to family medicine residencies. Although accreditation bodies require that family medicine residency programs train residents in procedures relevant to their practices, there are no standards defining the scope of family medicine. We compared the perceived importance of 31 procedures by faculty, residents, and recent graduates of one institution. Methods: An online survey was sent to current residents and faculty of a large academic family medicine residency, as well as community practitioners who had graduated from that residency within the past 5 years. The survey asked participants to rate how important 31 procedures are for family medicine practices. Results: The overall response rate was 37%. Most respondents provided outpatient care, and few provided or intended to provide obstetric care. Dermatologic and musculoskeletal procedures were rated as having high importance by all groups, whereas obstetric and inpatient procedures received lower ratings. Residents ascribed higher importance than faculty or recent graduates for nearly all procedures. Conclusions: Most residents, faculty, and community practitioners provided outpatient care and rated dermatologic and musculoskeletal procedures as important. Inpatient and obstetric care are less common career paths, and related procedures were rated as less important. Resident physicians ascribed greater importance than community practitioners for many procedures, which may be due misperceptions of their future practice needs or imposed requirements for graduation.

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

scholarly journals The Impact of the COVID-19 Pandemic on Head and Neck Surgery Training: A Brazilian National Survey

2021 ◽  
Author(s):  
Ana Kober Leite ◽  
Leandro Luongo Matos ◽  
Claudio R. Cernea ◽  
Luiz Paulo Kowalski
Keyword(s):  
Head And Neck ◽  
Surgical Training ◽  
Online Survey ◽  
Negative Impact ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Educational Activities ◽  
Residency Programs ◽  
Surgery Training ◽  
The Impact

Abstract Introduction The COVID-19 pandemic has had a high impact on surgical training around the world due to required measures regarding the suspension of elective procedures and the dismissal of nonessential personnel. Objectives To understand the impact the pandemic had on head and neck surgery training in Brazil. Methods We conducted a 29-question online survey with head and neck surgery residents in Brazil, assessing the impact the pandemic had on their training. Results Forty-six residents responded to the survey, and 91.3% of them reported that their residency was affected by the pandemic, but most residents were not assigned to work directly with patients infected with the new coronavirus (71.4%). All residents reported decrease in clinic visits and in surgical procedures, mostly an important reduction of ∼ 75%. A total of 56.5% of the residents described that the pandemic has had a negative impact on their mental, health and only 4 (8.7%) do not have any symptoms of burnout. The majority (78.3%) of the residents reported that educational activities were successfully adapted to online platforms, and 37% were personally infected with the virus. Conclusion Most surgical residencies were greatly affected by the pandemic, and residents had an important decrease in surgical training. Educational activities were successfully adapted to online modalities, but the residency programs should search for ways of trying to compensate for the loss of practical activities.

scholarly journals 1289. Knowledge, Attitudes and Barriers of Pre-exposure Prophylaxis for HIV Infection Among Resident Physicians in Rural, Eastern North Carolina

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S394-S394
Author(s):  
Arianne Morrison ◽  
Ciarra Dortche ◽  
Nada Fadul
Keyword(s):  
Primary Care ◽  
North Carolina ◽  
Hiv Infection ◽  
Sexual Behaviors ◽  
Residency Program ◽  
Primary Care Physicians ◽  
Online Survey ◽  
Risky Sexual Behaviors ◽  
Resident Physicians ◽  
Exposure Prophylaxis

Abstract Background North Carolina bears a high burden of HIV and was ranked number 8 for the number of new infections in 2015. In 2014, the Centers for Disease Control and Prevention (CDC) published updated practice guidelines recommending the use of pre-exposure prophylaxis (PrEP) with daily oral dosing of tenofovir/emtricitabine to help prevent HIV infection in high-risk individuals. However, the use of PrEP in the primary care setting remains low and 1 in three primary care physicians is not aware of PrEP. The objective of our study was to evaluate PrEP knowledge among primary care resident physicians. Methods 149 resident physicians were surveyed at East Carolina University from the following specialties; Internal Medicine, Medicine-Pediatrics, Obstetrics Gynecology and Family Medicine. We collected participants’ age, biological sex, current residency program, and current year within the residency program. Results Sixty out 149 residents completed the online survey. 20% of residents had never heard of PrEP. 17% of residents did not feel comfortable discussing sexual preferences with their patients. 15% of residents thought prescribing would increase risky sexual behaviors and 12% would not prescribe PrEP to patients with multiple sexual partners. Only 3% of residents identified potential side effects of PrEP (e.g., an increase in creatinine levels or decrease in mineral bone density) as a reason to not prescribe PrEP. One resident had ever prescribed PrEP. 83% of residents wanted more information on PrEP and 95% of residents would be willing to prescribe PrEP if educational workshops were offered. Conclusion PrEP is an underutilized tool among resident physicians in Eastern, NC. We identified lack of knowledge of PrEP and concern for increased risky sexual behaviors as barriers to prescribing. Resident physicians require more education on PrEP in order to prescribe it to their patients. Disclosures All authors: No reported disclosures.

Fourth-Year Podiatric Medical Student Perspectives on Clerkships and Residency Selection

2018 ◽  
Vol 108 (4) ◽  
pp. 311-319 ◽  
Author(s):  
David W. Shofler ◽  
Kathryn Bosia ◽  
Lawrence Harkless
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Learning Experiences ◽  
Residency Programs ◽  
Forefoot Surgery ◽  
Quality Of Learning ◽  
Attending Physicians

Background: The fourth year of podiatric medical school is an important period in the education of the podiatric medical student, a period that consists largely of month-long clerkships. Nonetheless, there has been limited formal study of the quality of learning experiences during this period. Furthermore, there is limited knowledge of how podiatric medical students evaluate residency programs during clerkships. Methods: An online survey was developed and distributed electronically to fourth-year podiatric medical school students. The focus of the survey was the quality of learning experiences during externships, and decision making in ranking residency programs. Results: The most valuable learning experiences during clerkships were interactions with attending physicians, interactions with residents, and general feedback in surgery. Students self-identified that they most improved in the following areas during clerkships: forefoot surgery, clinical podiatry skills, and rearfoot surgery. The areas in which students improved the least were research, pediatrics, and practice management. The three most important factors students considered as they created their rank list were hands-on resident participation in surgical training, the attitude and personality of the residents, and the attitude and personality of the attending physicians. A range of surgical interest was identified among students, and students lacking in surgical interest self-reported less improvement in various surgical topics. Conclusions: The perspectives of fourth-year podiatric medical students are currently an underused resource. Improved understanding can help residency programs improve the quality of associated learning experiences and can make their programs more appealing to potential residency candidates.

scholarly journals Education Research: Neurology Resident EEG Education: A Survey of US Neurology Residency Program Directors

Neurology ◽  
2020 ◽  
pp. 10.1212/WNL.0000000000011354
Author(s):  
Fábio A. Nascimento ◽  
Jay R. Gavvala
Keyword(s):  
Online Survey ◽  
Program Directors ◽  
Outpatient Setting ◽  
Objective Measures ◽  
Successful Completion ◽  
Residency Programs ◽  
Educational Methods ◽  
The Us ◽  
The Mean ◽  
Residency Program Directors

Objective:To better understand the EEG education provided to adult neurology residents by surveying program directors (PDs) of adult neurology residency programs in the US.Methods:An online survey focused on characteristics of neurology residency programs and their EEG teaching systems was distributed to the 161 adult neurology residency PDs listed in the ACGME website at the time of the study.Results:Forty-seven (29%) out of the 161 PDs completed the survey – most of the participating programs (89%) were academic. The mean number of 1-month EEG rotation(s) required to graduate was 1.7 (range 0-4, median 1.75). EEG rotations involved the inpatient and outpatient setting in 91% and 70% of programs, respectively. The average number of EEGs read during a typical EEG rotation varied from more than 40, in about one-third of programs, to 0-10, in about 14% of programs. There was significant variability in the requirements for successful completion of EEG rotations, and most PDs (64%) reported not utilizing objective measures to assess EEG milestones. The most commonly used educational methods were didactics throughout the year (95%) and EEG teaching during EEG rotations (93%). The most commonly reported barriers to EEG education were insufficient EEG exposure (32%) and ineffective didactics (11%); possible solutions are summarized in table 1.Conclusion:Our study identified a lack of consistency in teaching and evaluating residents during residency and presented EEG education barriers alongside possible solutions. We encourage PDs across the country to re-evaluate their EEG teaching systems in order to optimize EEG education.

scholarly journals Factors influencing resilience and burnout among resident physicians - a National Survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Cristina Nituica ◽  
Oana Alina Bota ◽  
John Blebea ◽  
Chin-I Cheng ◽  
Gus J. Slotman
Keyword(s):  
Training Program ◽  
Online Survey ◽  
High Stress ◽  
Institutional Support ◽  
Maslach Burnout Inventory ◽  
Demographic Characteristics ◽  
Burnout Syndrome ◽  
Cross Sectional ◽  
Resident Physicians ◽  
Factors Influencing

Abstract Background Residency training exposes young physicians to a challenging and high-stress environment, making them vulnerable to burnout. Burnout syndrome not only compromises the health and wellness of resident physicians but has also been linked to prescription errors, reduction in the quality of medical care, and decreased professionalism. This study explored burnout and factors influencing resilience among U.S. resident physicians. Methods A cross-sectional study was conducted through an online survey, which was distributed to all accredited residency programs by Accreditation Council of Graduate Medical Education (ACGME). The survey included the Connor-Davidson Resilience Scale (CD-RISC 25), Abbreviated Maslach Burnout Inventory, and socio-demographic characteristics questions. The association between burnout, resilience, and socio-demographic characteristics were examined. Results The 682 respondents had a mean CD-RISC score of 72.41 (Standard Deviation = 12.1), which was equivalent to the bottom 25th percentile of the general population. Males and upper-level trainees were more resilient than females and junior residents. No significant differences in resilience were found associated with age, race, marital status, or training program type. Resilience positively correlated with personal achievement, family, and institutional support (p <  0.001) and negatively associated with emotional exhaustion and depersonalization (p <   0.001). Conclusions High resilience, family, and institutional support were associated with a lower risk of burnout, supporting the need for developing a resilience training program to promote a lifetime of mental wellness for future physicians.

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