64. International child health (ICH) education in Canadian paediatric residency programss

A national survey was conducted of current ICH exposure and curriculum in pediatric residency programs. Our objectives were to quantify ICH teaching presently occurring, to identify how programs support trainees in undertaking ICH electives during their training, to determine attitudes towards ICH amongst paediatric program directors and chief residents across the country, and to identify barriers to ICH curriculum expansion within the post-graduate programs. A population census of all 44 chief residents and program directors from the 16 Canadian pediatric programs was undertaken. A self-administered survey was developed de novo for this study. Twenty-two qualitative and quantitative questions were developed under the following domains: demographics, program content, electives, attitudes and perceptions, barriers and future directions. Surveys were completed electronically. Descriptive statistics were used, and common themes were extracted from qualitative responses. The response rate was 65% (29 surveys), with 81% of the training programs represented. Seventy-three percent of the program directors, and 44% of the chief residents from across the country responded. Eighty-nine percent reported that their program did not have a formal curriculum in ICH. All respondents reported some ICH related educational sessions, however certain areas felt to be key were lacking. 80% agreed that electives should be encouraged as part of residency training, but 72% indicated lack of adequate funding for these electives. Overall, 86% agreed that ICH issues are important for paediatric trainees and 84% indicated that more emphasis should be placed on ICH in the paediatric resident curriculum. Eighty-six percent of respondents agreed that their program would be interested in new initiatives regarding ICH. The results of this survey demonstrate that although there are opportunities for ICH exposure in most paediatric training programs, formalized curriculum is lacking. The majority of programs indicated a willingness to support the integration of an ICH curriculum into their core educational components. The Association of Faculties of Medicine of Canada (AFMC). Towards a Medical Education Relevant to All : The Case for Global Health in Medical Education. A Report of the Global Health Resource Group. April 2006. Bateman C, et al. Bringing global issues to medical teaching. Lancet, 2001; 358:1539-42. Edwards R, et al. Understanding global health issues: are international health electives the answer? Medical Education, 2004; 38:688-690.

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Does Being a Chief Resident Predict Leadership in Pediatric Careers?

PEDIATRICS ◽

10.1542/peds.105.s3.984 ◽

2000 ◽

Vol 105 (Supplement_3) ◽

pp. 984-988

Author(s):

Joel J. Alpert ◽

Suzette M. Levenson ◽

Cindy J. Osman ◽

Sabin James

Keyword(s):

Gender Differences ◽

Medical Education ◽

Training Programs ◽

Chief Resident ◽

Program Directors ◽

Pediatric Residents ◽

Pediatric Residency ◽

Survey Sample ◽

Professional Leadership ◽

Over Time

Objective. Many organizations make efforts to identify future pediatric leaders, often focusing on chief residents (CRs). Identifying future leaders is an issue of great importance not only to the ultimate success of the organization but also to the profession. Because little is known regarding whether completing a CR predicts future leadership in medicine, we sought to determine if former pediatric CRs when compared with pediatric residents who were not CRs reported more often that they were leaders in their profession. Design/Methods. Twenty-four pediatric training programs stratified by resident size (<18, 18–36, and >36) and geography (East, South, Midwest, and West) were selected randomly from the Graduate Medical Education Directory(American Medical Association, Chicago, IL). Program directors were contacted by mail and telephone and asked to provide their housestaff rosters from 1965–1985. The resulting resident sample was surveyed by questionnaire in 1995. Results. Fifteen of 17 program directors (88%) who possessed the requested data provided 1965–1985 rosters yielding a sample of 963 residents. Fifty-five percent of the resident sample (533) responded. Fifty-eight of the respondents had not completed a pediatric residency, leaving a survey sample of 475. Thirty-four percent (163) were CRs. The sample had a mean age of 47, 67% were male and 87% married. Fellowships were completed by 51%. More former CRs compared with non-CRs (75% vs 64%), more former fellows than non-fellows (75% vs 60%) and more males than females (74% vs 55%) reported they were professional leaders. These associations persisted in a logistic regression that controlled for CR status, gender, marital status, and fellowship status as leadership predictors. Former CRs, former fellows, and men were, respectively, 1.8, 2.3, and 2.3 times more likely to report professional leadership. Conclusions. Pediatric residents who were former CRs and/or fellows, and males were more likely to report professional leadership. Although men were more likely to report professional leadership, with more women entering pediatrics the reported gender differences will likely disappear over time.

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Developing innovative and interdisciplinary global health training programs across all levels of medical education

Annals of Global Health ◽

10.1016/j.aogh.2016.04.384 ◽

2016 ◽

Vol 82 (3) ◽

pp. 509

Author(s):

Daniel Young ◽

Ashti Doobay-Persaud ◽

Shannon Galvin ◽

Robert L. Murphy

Keyword(s):

Medical Education ◽

Global Health ◽

Training Programs ◽

Health Training

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Global Health in Ottawa: An Interview with Dr. Anne McCarthy, Lead for Undergraduate Medical Education in Global Health

University of Ottawa Journal of Medicine ◽

10.18192/uojm.v7i1.1909 ◽

2017 ◽

Author(s):

Gaeun Rhee ◽

Yuan Yi (Ryan) Dong

Keyword(s):

Medical Education ◽

Global Health ◽

Undergraduate Medical Education ◽

Travel Medicine ◽

International Health ◽

Clinical Work ◽

Tropical Medicine ◽

Health Clinic ◽

Ottawa Hospital ◽

The University

Dr. Annie McCarthy, MD, is Professor of Medicine at the University of Ottawa and a member of the Division of Infectious Diseases at the Ottawa Hospital. She is the Lead for Undergraduate Medical Education Global Health and previous Director of the Office of Global Health for the Faculty of Medicine, University of Ottawa. In addition, she is the Director of the Tropical Medicine and International Health Clinic at the Ottawa Hospital. She is in charge of tropical medicine teaching at an UGME and PGME level. For more than two decades, she has been involved with travel medicine on a clinical, research and policy level. She has been committed to preparing particularly medical trainees for safe and ethical electives in resource poor settings. Her clinical work includes many new Canadians, including many refugees. She has a large educational commitment, including undergraduate, postgraduate medical and continuing education teaching in infectious disease, travel medicine, tropical medicine and global health.

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Prevention and Control of Infectious Diseases in Global Health: International Health Regulations and World Health Organization

Nihon Kikan Shokudoka Gakkai Kaiho ◽

10.2468/jbes.67.362 ◽

2016 ◽

Vol 67 (5) ◽

pp. 362-369

Author(s):

Kohtaroh Tanaka

Keyword(s):

Global Health ◽

Infectious Diseases ◽

World Health Organization ◽

Prevention And Control ◽

International Health ◽

World Health ◽

International Health Regulations ◽

Health Organization ◽

And Control ◽

Health Regulations

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63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2824 ◽

2007 ◽

Vol 30 (4) ◽

pp. 63 ◽

Cited By ~ 1

Author(s):

S. Edwards ◽

S. Verma ◽

R. Zulla

Keyword(s):

Mental Health ◽

Medical Education ◽

Stress Management ◽

Residency Training ◽

Medical Training ◽

Postgraduate Medical Education ◽

Program Directors ◽

University Of Toronto ◽

Resident Wellness ◽

The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

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52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2813 ◽

2007 ◽

Vol 30 (4) ◽

pp. 56

Author(s):

I. Rigby ◽

I. Walker ◽

T. Donnon ◽

D. Howes ◽

J. Lord

Keyword(s):

Internal Medicine ◽

Emergency Medicine ◽

Medical Education ◽

Family Medicine ◽

Training Program ◽

Correlation Coefficient ◽

Training Programs ◽

Self Assessment ◽

Procedural Skills ◽

Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

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Current Models for Inpatient and Emergency Room Ophthalmology Consultation in U.S. Residency Programs

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1717064 ◽

2020 ◽

Vol 12 (02) ◽

pp. e171-e174

Author(s):

Donna H. Kim ◽

Dongseok Choi ◽

Thomas S. Hwang

Keyword(s):

Emergency Department ◽

Medical Education ◽

Emergency Room ◽

Program Directors ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Direct Supervision ◽

Residency Programs ◽

Residency Program Directors ◽

Competency Assessments

Abstract Objective This article examines models of patient care and supervision for hospital-based ophthalmology consultation in teaching institutions. Design This is a cross-sectional survey. Methods An anonymous survey was distributed to residency program directors at 119 Accreditation Council for Graduated Medical Education accredited U.S. ophthalmology programs in the spring of 2018. Survey questions covered consult volume, rotational schedules of staffing providers, methods of supervision (direct vs. indirect), and utilization of consult-dedicated didactics and resident competency assessments. Results Of the 119 program directors, 48 (41%) completed the survey. Programs most frequently reported receiving 4 to 6 consults per day from the emergency department (27, 55.1%) and 4 to 6 consults per day from inpatient services (26, 53.1%). Forty-seven percent of programs reported that postgraduate year one (PGY-1) or PGY-2 residents on a dedicated consult rotation initially evaluate patients. Supervising faculty backgrounds included neuro-ophthalmology, cornea, comprehensive, or a designated chief of service. Staffing responsibility is typically shared by multiple faculty on a daily or weekly rotation. Direct supervision was provided for fewer of emergency room consults (1–30%) than for inpatient consults (71–99%). The majority of programs reported no dedicated didactics for consultation activities (27, 55.1%) or formal assessment for proficiency (33, 67.4%) prior to the initiation of call-related activities without direct supervision. Billing submission for consults was inconsistent and many consults may go financially uncompensated (18, 36.7%). Conclusion The majority of hospital-based ophthalmic consultation at academic centers is provided by a rotating pool of physicians supervising a lower level resident. Few programs validate increased levels of graduated independence using specific assessments.

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