scholarly journals A Practical Approach for Residency Programs to Revive Graduate Medical Education during the Novel Coronavirus Disease 2019 (COVID-19) Pandemic: A Battle Proven Concept

2021 ◽  
Vol 8 (3) ◽  
pp. 01-02
Author(s):  
Yousif Al-Saiegh
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Educational Environment ◽  
Internal Medicine Residency ◽  
The Novel ◽  
First Line ◽  
Residency Programs ◽  
Novel Coronavirus ◽  
Continued Medical Education

The Novel Coronavirus Disease 2019 (COVID-19) Pandemic impacted the educational environment of Internal Medicine residency programs tremendously, shifting the focus from continued medical education to being the first line of defense while taking care of patients with COVID-19. Our article discusses an approach to reestablish medical education in the midst of a pandemic.

scholarly journals The Canada-Guyana medical education partnership: using videoconferencing to supplement post-graduate medical education among internal medicine trainees

2017 ◽  
Vol 8 (2) ◽  
pp. e18-24 ◽  
Author(s):  
William Stokes ◽  
Shannon Ruzycki ◽  
Ramdeo Jainarine ◽  
Debra Isaac ◽  
Joanna Cole
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Residents ◽  
Residency Programs ◽  
Post Graduate ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Similar Survey ◽  
The University

Background: A Guyana-based, internal medicine (IM) post-graduate medical education program was established in 2013. However, lack of formal teaching sessions are barriers to the program’s success.Objective: To describe the partnership between the University of Calgary and the University of Guyana’s internal medicine residency programs (IMRP). This partnership was created to support the Guyana’s IM academic half-day and is characterized by mutually beneficial, resident-led videoconference teaching sessions.Methods: Calgary medical residents volunteered to create and present weekly teaching presentations to Guyanese residents via videoconference. Questionnaires were completed by Guyanese residents and provided to Calgary residents as feedback on their teaching and presentation skills. A similar survey was completed by Calgary residents.Lessons learned: Twenty-four videoconference teaching sessions were conducted over eight months with a total of 191 and 16 surveys completed by Guyana and Calgary residents, respectively. Over 92% of both Guyana and Calgary residents agreed that the sessions enhanced their learning and over 93% reported increased interest in becoming more involved in international collaborations. 88% of Calgary residents felt the sessions improved their teaching skills.Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education. 

scholarly journals A Decade of Teaching and Learning in Internal Medicine Ambulatory Education: A Scoping Review

2019 ◽  
Vol 11 (2) ◽  
pp. 132-142 ◽  
Author(s):  
Andrew Coyle ◽  
Ira Helenius ◽  
Christina M. Cruz ◽  
E. Allison Lyons ◽  
Natalie May ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Curriculum Development ◽  
Scoping Review ◽  
Internal Medicine Residency ◽  
Ambulatory Setting ◽  
Residency Programs ◽  
Rich Diversity ◽  
Practice Performance ◽  
Ambulatory Education

ABSTRACT Background  Ambulatory training in internal medicine residency programs has historically been considered less robust than inpatient-focused training, which prompted a 2009 revision of the Accreditation Council for Graduate Medical Education (ACGME) Program Requirements in Internal Medicine. This revision was intended to create a balance between inpatient and outpatient training standards and to spur innovation in the ambulatory setting. Objective  We explored innovations in ambulatory education in internal medicine residency programs since the 2009 revision of the ACGME Program Requirements in Internal Medicine. Methods  The authors conducted a scoping review of the literature from 2008 to 2017, searching PubMed, ERIC, and Scopus databases. Articles related to improving educational quality of ambulatory components of US-based internal medicine residency programs were eligible for inclusion. Articles were screened for relevance and theme categorization and then divided into 6 themes: clinic redesign, curriculum development, evaluating resident practice/performance, teaching methods, program evaluation, and faculty development. Once a theme was assigned, data extraction and quality assessment using the Medical Education Research Study Quality Instrument (MERSQI) score were completed. Results  A total of 967 potentially relevant articles were discovered; of those, 182 were deemed relevant and underwent full review. Most articles fell into curriculum development and clinic redesign themes. The majority of included studies were from a single institution, used nonstandardized tools, and assessed outcomes at the satisfaction or knowledge/attitude/skills levels. Few studies showed behavioral changes or patient-level outcomes. Conclusions  While a rich diversity of educational innovations have occurred since the 2009 revision of the ACGME Program Requirements in Internal Medicine, there is a significant need for multi-institution studies and higher-level assessment.

scholarly journals Medicine in the 21st Century: Recommended Essential Geriatrics Competencies for Internal Medicine and Family Medicine Residents

2010 ◽  
Vol 2 (3) ◽  
pp. 373-383 ◽  
Author(s):  
Brent C. Williams ◽  
Gregg Warshaw ◽  
Anne Rebecca Fabiny ◽  
Nancy Lundebjerg, MPA ◽  
Annette Medina-Walpole ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Primary Care ◽  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Care Hospital ◽  
Residency Programs ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Family Medicine Residents

Abstract Background Physician workforce projections by the Institute of Medicine require enhanced training in geriatrics for all primary care and subspecialty physicians. Defining essential geriatrics competencies for internal medicine and family medicine residents would improve training for primary care and subspecialty physicians. The objectives of this study were to (1) define essential geriatrics competencies common to internal medicine and family medicine residents that build on established national geriatrics competencies for medical students, are feasible within current residency programs, are assessable, and address the Accreditation Council for Graduate Medical Education competencies; and (2) involve key stakeholder organizations in their development and implementation. Methods Initial candidate competencies were defined through small group meetings and a survey of more than 100 experts, followed by detailed item review by 26 program directors and residency clinical educators from key professional organizations. Throughout, an 8-member working group made revisions to maintain consistency and compatibility among the competencies. Support and participation by key stakeholder organizations were secured throughout the project. Results The process identified 26 competencies in 7 domains: Medication Management; Cognitive, Affective, and Behavioral Health; Complex or Chronic Illness(es) in Older Adults; Palliative and End-of-Life Care; Hospital Patient Safety; Transitions of Care; and Ambulatory Care. The competencies map directly onto the medical student geriatric competencies and the 6 Accreditation Council for Graduate Medical Education Competencies. Conclusions Through a consensus-building process that included leadership and members of key stakeholder organizations, a concise set of essential geriatrics competencies for internal medicine and family medicine residencies has been developed. These competencies are well aligned with concerns for residency training raised in a recent Medicare Payment Advisory Commission report to Congress. Work is underway through stakeholder organizations to disseminate and assess the competencies among internal medicine and family medicine residency programs.

scholarly journals Empathy Can Be Taught, and Patients Teach it Best

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Sudhagar Thangarasu ◽  
Gowri Renganathan ◽  
Piruthiviraj Natarajan
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Core Competency ◽  
Role Modeling ◽  
Residency Programs ◽  
Graduate Medical ◽  
Mixed Messages ◽  
Attending Physicians ◽  
Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

scholarly journals Addressing the Mandate for Hand-off Education

2014 ◽  
Vol 120 (1) ◽  
pp. 218-229 ◽  
Author(s):  
Meghan B. Lane-Fall ◽  
Amber K. Brooks ◽  
Sara A. Wilkins ◽  
Joshua J. Davis ◽  
Lee Ann Riesenberg
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Graduate Medical Education ◽  
Communication Skill ◽  
Skill Development ◽  
Anesthesia Resident ◽  
Residency Programs ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Hand Off

Abstract The Accreditation Council for Graduate Medical Education requires that residency programs teach residents about handoffs and ensure their competence in this communication skill. Development of hand-off curricula for anesthesia residency programs is hindered by the paucity of evidence regarding how to conduct, teach, and evaluate handoffs in the various settings where anesthesia practitioners work. This narrative review draws from literature in anesthesia and other disciplines to provide recommendations for anesthesia resident hand-off curriculum development and evaluation.

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