scholarly journals Faculty Members’ Perspective on Virtual Interviews for Medical Residency Matching during the COVID-19 Crisis: A National Survey

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Fadi Aljamaan ◽  
Fadiah Alkhattabi ◽  
Ayman Al-Eyadhy ◽  
Ali Alhaboob ◽  
Nasser S. Alharbi ◽  
...  
Keyword(s):  
National Survey ◽  
Medical Training ◽  
Faculty Members ◽  
Future Application ◽  
Medical Residency ◽  
Residency Programs ◽  
Face To Face ◽  
Travel Restrictions ◽  
Interview Performance ◽  
Medical Residency Training

During the COVID-19 pandemic, conducting face-to-face medical residency interviews was challenging due to infection prevention precautions, social distancing, and travel restrictions. Virtual interviews were implemented by the Saudi Commission for Health Specialties (SCFHS) as an alternative process for residency matching while striving to maintain the same quality standards. This national survey was conducted to assess the satisfaction and perceptions of faculty members’ virtual interview performance in the assessment for the medical training residency programs. Among the participating 173 faculty members, 34.1% did not have previous experience with video-conferencing. The Zoom application was the most commonly used platform (65.9%). Most (89.6%) of the faculty perceived virtual interviews as “adequate” platforms on which the candidates could express themselves, while almost half of the faculty (53.8%) agreed that virtual interviews allowed them to accurately reach an impression about the candidates. Overall, 73.4% of faculty felt comfortable ranking the virtually interviewed candidates. We conclude that the acceptance of participating faculty members in the first Saudi medical residency training matching cycle virtual interviewing event was well-perceived. This study provides evidence for future application and research of virtual interviews in residency candidates’ assessment, especially after the pandemic crisis resolves.

scholarly journals Faculty Members’ Perspective on Virtual Interviews for Medical Residency Matching during the COVID-19 Crisis: A National Survey

2021 ◽  
Author(s):  
Fadi Aljamaan ◽  
Fadia Alkhattabi ◽  
Ayman Al-Eyadhy ◽  
Ali Alhaboob ◽  
Nasser Alharbi ◽  
...  
Keyword(s):  
National Survey ◽  
Infection Prevention ◽  
Medical Training ◽  
Faculty Members ◽  
Future Application ◽  
Medical Residency ◽  
Residency Programs ◽  
Face To Face ◽  
Travel Restrictions ◽  
Medical Residency Training

During the COVID-19 pandemic, conducting face-to-face medical residency interviews was challenging due to infection prevention precautions, social distancing and travel restrictions. Virtual interviews were implemented by the Saudi Commission for Health Specialties (SCFHS) as an alternative process for residency matching while striving to maintain the same quality standards. This national survey was conducted to assess the satisfaction and perceptions of faculty members’ virtual interviews performance in the assessment for the medical training residency programs. Among the participating 173 faculty members (34.1%) did not have previous experience with video-conferencing. Zoom application was the most commonly used platform (65.9%). Most (89.6%) of the faculty perceived virtual interviews as “adequate” for the candidates to express themselves, while almost half of the faculty (53.8%) agreed that virtual interviews allowed them to accurately reach an impression about the candidates. Overall, 73.4% of faculty felt comfortable ranking the virtually interviewed candidates. We conclude that the acceptance of participating faculty members in the first Saudi medical residency training matching cycle virtual interviewing event was well perceived. This study provides evidence for future application and research of virtual interviews in residency candidates' assessment, especially after the pandemic crisis resolves.

scholarly journals Commentary and Opinions: The Utilization of Social Media by Medical Residency Programs During COVID-19 Pandemic and Beyond

2022 ◽  
Vol 10 (2) ◽  
pp. 13
Author(s):  
Leilynaz Malekafzali ◽  
Chaocheng Liu
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Residency Program ◽  
Medical Training ◽  
Faculty Members ◽  
Medical Residency ◽  
Educational Materials ◽  
Residency Programs ◽  
Future Studies ◽  
Social Media Platforms

As a result of COVID-19 pandemic, medical training has been greatly impacted globally. In Canada, out-of-province visiting clinical electives were cancelled. In addition, the Canadian Resident Matching Service (CaRMS) interviews were transitioned to being virtual since 2020. As residency programs are exploring new ways to overcome the challenges of elective cancellation, there has been a surge of residency program social media accounts on Instagram, Twitter, and Facebook. Social media serves as a platform for residency programs to promote themselves in addition to posting interactive educational materials. Moreover, social media residency accounts provide a platform for medical students to learn about the programs and network virtually with fellow applicants, residents, program directors, and faculty members. Overall, social media is becoming a popular and valuable tool for residency programs to connect with the applicants during COVID-19 pandemic and beyond. Among the different social media platforms, Instagram seems to be more appealing to both residency programs and the graduating medical students. We report our observations regarding selected Canadian residency program Instagram accounts. To maximize the success of using social media, it is important for the residency programs to consider the attitudes of applicants towards the residency social media accounts. Future studies are needed to assess the effectiveness of the Canadian residency program social media accounts for the final year students applying for these programs.

scholarly journals Professionalism and inter-communication skills (ICS): a multi-site validity study assessing proficiency in core competencies and milestones in medical learners

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Abd Moain Abu Dabrh ◽  
Thomas A. Waller ◽  
Robert P. Bonacci ◽  
Anem J. Nawaz ◽  
Joshua J. Keith ◽  
...  
Keyword(s):  
Communication Skills ◽  
Assessment Tool ◽  
Medical Training ◽  
Core Competencies ◽  
Faculty Members ◽  
Assessment Tools ◽  
Medical Education And Training ◽  
Medical Residency Training ◽  
User Friendly ◽  
Pearson Correlations

Abstract Background Interpersonal and Communication Skills (ICS) and Professionalism milestones are challenging to evaluate during medical training. Paucity in proficiency, direction and validity evidence of assessment tools of these milestones warrants further research. We validated the reliability of the previously-piloted Instrument for Communication skills and Professionalism Assessment (InCoPrA) in medical learners. Methods This validity approach was guided by the rigorous Kane’s Framework. Faculty-raters and standardized patients (SPs) used their respective InCoPrA sub-component to assess distinctive domains pertinent to ICS and Professionalism through multiple expert-built simulated-scenarios comparable to usual care. Evaluations included; inter-rater reliability of the faculty total score; the correlation between the total score by the SPs; and the average of the total score by two-faculty members. Participants were surveyed regarding acceptability, realism, and applicability of this experience. Results Eighty trainees and 25 faculty-raters from five medical residency training sites participated. ICC of the total score between faculty-raters was generally moderate (ICC range 0.44–0.58). There was on average a moderate linear relationship between the SPs and faculty total scores (Pearson correlations range 0.23–0.44). Majority of participants ascertained receiving a meaningful, immediate, and comprehensive patient-faculty feedback. Conclusions This work substantiated that InCoPrA was a reliable, standardized, evidence-based, and user-friendly assessment tool for ICS and Professionalism milestones. Validating InCoPrA showed generally-moderate agreeability and high acceptability. Using InCoPrA also promoted engaging all stakeholders in medical education and training–faculty, learners, and SPs—using simulation-media as pathway for comprehensive feedback of milestones growth.

scholarly journals Patient safety in medical residency training: Balancing bravery and checklists

2020 ◽  
pp. 136345931989944
Author(s):  
Guusje Bressers ◽  
Iris Wallenburg ◽  
Renée Stalmeijer ◽  
Mirjam oude Egbrink ◽  
Kiki Lombarts
Keyword(s):  
Patient Safety ◽  
Residency Training ◽  
Medical Training ◽  
Developmental Process ◽  
Patient Safety Culture ◽  
Ethnographic Study ◽  
Medical Residency ◽  
Medical Residency Training ◽  
Safety Systems ◽  
Work Done

Distributing responsibility for patient safety between individual professionals and organisational systems is a pressing issue in contemporary healthcare. This article draws on Habermas’ distinction between ‘lifeworld’ and ‘system’ to explore patient-safety culture in medical residency training. Sociological accounts of medical training have indicated that applying systemic solutions in patient-safety training and practice may conflict with residents’ needs. Residents would navigate safety systems to get their work done and safeguard learning opportunities, acting ‘in between’ the system and traditional processes of socialisation and learning on the job. Our ethnographic study reveals how residents seek to connect system and professional-based learning, and do them together in situated manners that evolve in the course of medical training. We reveal three themes that closely align with the residents’ developmental process of maturing during training and on the job to become ‘real’ physicians: (1) coming to grips with the job; (2) working around safety procedures; and (3) moving on to independence. A more explicit focus on learning to deal with uncertainty may enable residents to become more skilled in balancing safety systems.

scholarly journals Evaluation of Residency Admission Exams

2018 ◽  
Vol 42 (2) ◽  
pp. 26-33
Author(s):  
Júlio César Soares Aragão ◽  
Bruna Casiraghi ◽  
Otávio Cabral Coelho ◽  
Amanda Rangel Macedo Sarzedas ◽  
Stéfanie Maria Moura Peloggia ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Medical Training ◽  
Selection Process ◽  
Geographical Location ◽  
Hospital Environment ◽  
Medical Residency ◽  
High Complexity ◽  
Urban Centers ◽  
Residency Programs ◽  
Theoretical Reasoning

ABSTRACT Introduction: Residency admission exams, although not intended to evaluate medical training, do so in an indirect way. The evaluation of the quality of the medical residency tests allows, among other things, to re-evaluate the training process itself and the skills expected of the candidates. Objective: To evaluate first phase exam tests of different medical residency programs in the largest Brazilian urban centers. Method: We evaluated 500 questions of residency admission exams in the states of São Paulo, Rio de Janeiro and Minas Gerais. The items were evaluated in terms of their origin, geographical location, area of knowledge, contextualization, context scenarios and complexity by Bloom's taxonomy. Results: Most of the questions presented contextualization (64.4%, n = 322), with predominant scenarios of high complexity and in hospital environment. The predominant taxonomic category was identified as recognition (41.60%, n = 208), the second most frequent was judgment, in 26% of the questions (n = 130), followed by synthesis (15%, n = 75), analysis (7.60%, n = 38), comprehension (6%, n = 30) and application (3.8%, n = 19). Considering the dichotomization between questions of theoretical and clinical reasoning, we found a balance between both (clinical reasoning: 48.9%, n = 243; theoretical reasoning: 51.4%, n = 257). The association of contextualization with clinical reasoning was high, with the relative risk of an item requiring clinical reasoning in the presence of contextualization of 26.31 (CI 11.06 – 62.59). Final considerations: The scenario outlined by the present research demonstrates that the different selective processes for medical residency in Brazil differ greatly in relation to the selection profile, with hospital-centered focus, favoring scenarios of high complexity in a hospital environment. Although much has been done and discussed in order to promote changes in medical education in Brazil, the selection process for Medical Residency still fails to reflect the changes advocated since the end of the last century and consolidated in the public policies of the beginning of this century. If we consider that the selected professionals are likely to remain at that institution after the end of their undergraduate studies, then we can have some understanding of the feedback cycle that is created in the programs.

A National Survey of Robotic Surgery Training Among Otolaryngology—Head and Neck Surgery Residents

2021 ◽  
pp. 000348942199696
Author(s):  
Hilary C. McCrary ◽  
Sierra R. McLean ◽  
Abigail Luman ◽  
Patricia O’Sullivan ◽  
Brigitte Smith ◽  
...  
Keyword(s):  
Robotic Surgery ◽  
Head And Neck ◽  
National Survey ◽  
Neck Surgery ◽  
The United States ◽  
Head And Neck Surgery ◽  
Residency Programs ◽  
Surgery Training ◽  
Robotic Surgery Training ◽  
Operative Experience

Objective: The aim of this study is to describe the current state of robotic surgery training among Otolaryngology—Head and Neck Surgery (OHNS) residency programs in the United States. Methods: This is a national survey study among OHNS residents. All OHNS residency programs were identified via the Accreditation Council for Graduate Medical Education website. A total of 64/127 (50.3%) of OHNS programs were selected based on a random number generator. The main outcome measure was the number of OHNS residents with access to robotic surgery training and assessment of operative experience in robotic surgery among those residents. Results: A total of 140 OHNS residents participated in the survey, of which 59.3% (n = 83) were male. Response rate was 40.2%. Respondents came from middle 50.0% (n = 70), southern 17.8% (n = 25), western 17.8% (n = 25), and eastern sections 14.3% (n = 20). Most respondents (94.3%, n = 132) reported that their institution utilized a robot for head and neck surgery. Resident experience at the bedside increased in the junior years of training and console experience increased across the years particularly for more senior residents. However, 63.4% of residents reported no operative experience at the console. Only 11.4% of programs have a structured robotics training program. Conclusion: This survey indicated that nearly all OHNS residencies utilize robotic surgery in their clinical practice with residents receiving little formal education in robotics or experience at the console. OHNS residencies should aim to increase access to training opportunities in order to increase resident competency. Level of Evidence: IV

scholarly journals Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

2021 ◽  
Vol 13 (9) ◽  
pp. 4755
Author(s):  
Víctor H. Perera ◽  
Anabel Moriña ◽  
Nieves Sánchez-Díaz ◽  
Yolanda Spinola-Elias
Keyword(s):  
Students With Disabilities ◽  
Virtual Environments ◽  
Faculty Members ◽  
University Teaching ◽  
Structured Interviews ◽  
Face To Face ◽  
Good Account ◽  
Inclusive Learning ◽  
Spanish Public Universities ◽  
Technological Platforms

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

scholarly journals Raupp: 50 years of neuroradiology

2011 ◽  
Vol 69 (3) ◽  
pp. 552-554
Author(s):  
Daison Nelson Ferreira Dias
Keyword(s):  
Computed Tomography ◽  
Literature Review ◽  
Search Term ◽  
Medical Residency ◽  
Residency Programs ◽  
Avant Garde ◽  
The Past ◽  
Therapeutic Techniques

OBJECTIVE: Evaluate the laboral and intellectual contributions of a founder of Brazilian Neuroradiology to the development of specialty. METHOD: Interviews were conducted with Dr. Raupp and contemporary doctors. Then we made a literature review with the Raupp search term aiming to identify those papers which included major changes in the diagnostic and therapeutic neurosurgical. RESULTS: The colleagues consulted were unanimous in recognizing the work of avant-garde and the importance of Dr. Raupp to the development of neuroradiological methods, especially in the pre-computed tomography fase. CONCLUSION: The work of Dr. Raupp was fundamental for the consolidation of Brazilian Neuroradiological School over the past five decades. He developed diagnostic and therapeutic techniques in congruence with the practices of the specialty on the global stage and he promoted education through medical residency programs.

scholarly journals Current status of residency training in laparoscopic surgery in Brazil: a critical review

2015 ◽  
Vol 28 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Miguel Prestes NÁCUL ◽  
Leandro Totti CAVAZZOLA ◽  
Marco Cezário de MELO
Keyword(s):  
Laparoscopic Surgery ◽  
Endoscopic Surgery ◽  
Surgical Simulation ◽  
Internship And Residency ◽  
Current Status ◽  
Professional Activity ◽  
Medical Residency ◽  
Psychomotor Skills ◽  
Residency Programs ◽  
Education Medical

INTRODUCTION: The surgeon's formation process has changed in recent decades. The increase in medical schools, new specialties and modern technologies induce an overhaul of medical education. Medical residency in surgery has established itself as a key step in the formation of the surgeon, and represents the ideal and natural way for teaching laparoscopy. However, the introduction of laparoscopic surgery in the medical residency programs in surgical specialties is insufficient, creating the need for additional training after its termination. OBJECTIVE: To review the surgical teaching ways used in services that published their results. METHODS: Survey of relevant publications in books, internet and databases in PubMed, Lilacs and Scielo through july 2014 using the headings: laparoscopy; simulation; education, medical; learning; internship and residency. RESULTS: The training method for medical residency in surgery focused on surgical procedures in patients under supervision, has proven successful in the era of open surgery. However, conceptually turns as a process of experimentation in humans. Psychomotor learning must not be developed directly to the patient. Training in laparoscopic surgery requires the acquisition of psychomotor skills through training conducted initially with surgical simulation. Platforms based teaching problem solving as the Fundamentals of Laparoscopic Surgery, developed by the American Society of Gastrointestinal Endoscopic Surgery and the Laparoscopic Surgical Skills proposed by the European Society of Endoscopic Surgery has been widely used both for education and for the accreditation of surgeons worldwide. CONCLUSION: The establishment of a more appropriate pedagogical process for teaching laparoscopic surgery in the medical residency programs is mandatory in order to give a solid surgical education and to determine a structured and safe professional activity.

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