70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

Flexible Residency Programs for Women

PEDIATRICS ◽  
1985 ◽  
Vol 75 (5) ◽  
pp. 991-992
Author(s):  
NAOMI UCHIYAMA
Keyword(s):  
United States ◽  
American Academy ◽  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
The United States ◽  
Residency Programs ◽  
Pediatric Residency ◽  
American Academy Of Pediatrics

To the Editor.— I am a member of the Committee on Women in Pediatrics of the American Academy of Pediatrics. The Committee recently studied the availability of flexible training and retraining programs in pediatric residency programs in the United States. We sent a questionnaire to the directors of the 292 pediatric training programs listed in the Directory of Residency Training Programs. At present, 200 of the 292 (68.5%) have a flexible training program. However, only two of these programs have this as a written policy; one such program was developed in 1973 and, in practice, this program was individually designed.

scholarly journals An Innovative Framework for Evaluating Dental Specialization Training Programs: A Local Endodontics Residency Training Program

2018 ◽  
Vol 2 (2) ◽  
Keyword(s):  
At Risk ◽  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Evaluation Model ◽  
Residency Training Program ◽  
Evaluation Framework ◽  
Cipp Model ◽  
Evaluation Models ◽  
Oriented Approach

Objectives: Planning and evaluation are highly interrelated in the cycle of ongoing improvements in dental specialization programs. The aim of this study is to look at the Saudi Board of Endodontics (SBE) program to see if it might benefit from applying an evaluation framework specifying processes and outcomes, identifying measures, and developing an appropriate description for the program. Methods: Stufflbeam’s context, inputs, process and product (CIPP) evaluation model, a management-oriented approach, was applied. Results: The CIPP model indicates what may be key components for assessing the processes and contents of the program under study, and for making pedagogical improvements. The framework consists of a program’s rationale, evaluation questions, codes of behavior, evaluation models, and possible issues for evaluation. Conclusion: The systematic use of the CIPP evaluation framework highlights a number of challenges that may put the sustainability of programs at risk. It also provides suggestions to overcome any ongoing issues accompanying the process of implementation. Utilizing such versatile models may be of benefit to similar training programs, and should be considered by policymakers.

The Interface of Psychiatry and Religion: A Program for Career Training in Psychiatry

1982 ◽  
Vol 10 (1) ◽  
pp. 22-27 ◽  
Author(s):  
Floyd Westendorp
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Residency Training Program ◽  
Psychiatric Residency ◽  
Psychiatric Residency Training ◽  
Career Training ◽  
The Future ◽  
History Of ◽  
The Church

The Church has a long history of being involved in psychiatry, however, few training programs have attempted to address the issues regarding the interface of psychiatry and religion. This article describes the development of a new psychiatric residency training program, its curriculum, the problems encountered, and a challenge for the future.

scholarly journals Analysis of the Content and Comprehensiveness of Dermatology Residency Training Websites in Taiwan

Healthcare ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 773
Author(s):  
Po-Yu Chen ◽  
Ying-Xiu Dai ◽  
Ya-Chuan Hsu ◽  
Tzeng-Ji Chen
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Residency Program ◽  
Literature Search ◽  
Training Programs ◽  
Accurate Information ◽  
Pass Rates ◽  
Surrounding Area ◽  
Web Based

With a growing trend in the popularity of web-based resources, it is important to evaluate residency program websites for providing accurate information for dermatology residency applicants. Little is known about the quality of dermatology residency websites in Taiwan. The aim of the study is to assesses the quality of official websites of dermatology training programs in Taiwan. A literature search for all related studies from inception to 31 July 2020 was performed using PubMed without restriction on language. We used criteria that had 6 domains and 25 items to evaluate 23 official websites of the dermatology training programs in Taiwan from August to September 2020. Of the 23 training programs, only 6 (26%) of the websites met more than half of the criteria. Notably, the items “features of the department” and “comprehensive faculty listing” were included in all websites. The criteria for interview process, board pass rates, social activities and information on the surrounding area were not met by all websites. Evidently, there is much room for improvement for the dermatology training program websites in Taiwan.

scholarly journals Policy and Program Considerations for Choosing Crisis Intervention Programs

2018 ◽  
Vol 30 (1) ◽  
pp. 35-45
Author(s):  
Michael A. Couvillon ◽  
Elisabeth J. Kane ◽  
Reece L. Peterson ◽  
Joseph B. Ryan ◽  
Brenda Scheuermann
Keyword(s):  
Training Program ◽  
Students With Disabilities ◽  
Crisis Intervention ◽  
Staff Training ◽  
Training Programs ◽  
Physical Restraint ◽  
Intervention Programs ◽  
Course Content ◽  
Crisis Intervention Training ◽  
National Media

Recently there has been national media attention focusing on the number of deaths and injuries associated with the use of physical restraint and seclusion procedures in schools. Research shows these procedures are most frequently applied to students with disabilities, and that lack of staff training in de-escalation procedures, as well as the use of these interventions, is commonly viewed as a contributing factor to student injuries and death. This study compares and contrasts crisis intervention training from 17 commercial training programs as a way to assist administrators in finding the crisis training program that best matches their program goals and policy guidelines. Choosing an appropriate training program can be a difficult administrative decision given the legal and financial obligations that can be associated with such trainings. This study compares course content, and provides descriptive information about specific features of each program to allow stakeholders to make adequate comparisons. Similarities in these training programs, as well as some of the relatively wide variations in the way the training content is emphasized, are also noted.

Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States

2011 ◽  
Vol 115 (2) ◽  
pp. 380-386 ◽  
Author(s):  
Peter G. Campbell ◽  
Olatilewa O. Awe ◽  
Mitchell G. Maltenfort ◽  
Darius M. Moshfeghi ◽  
Theodore Leng ◽  
...  
Keyword(s):  
Medical School ◽  
Faculty Member ◽  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Academic Career ◽  
Medical Schools ◽  
Faculty Members ◽  
Academic Productivity ◽  
Neurological Surgery

Object Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Methods Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Results Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. Conclusions The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may be significant.

scholarly journals Development of a blended emergent research training program for clinical nurses (part 1)

BMC Nursing ◽  
2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Qirong Chen ◽  
Zeen Li ◽  
Siyuan Tang ◽  
Chuyi Zhou ◽  
Aimee R. Castro ◽  
...  
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Research Training ◽  
Theoretical Framework ◽  
Nominal Group ◽  
Nursing Research ◽  
Design Development ◽  
Clinical Nurses ◽  
Research Training Program ◽  
Addie Model

Abstract Background Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions This study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

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