scholarly journals A National Obstetrics and Gynecology Residency Education Curriculum: National Needs Assessment

2020 ◽  
Vol 1 (3) ◽  
pp. 216-223
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
Residency Education ◽  
Program Directors ◽  
Education Curriculum ◽  
Web Based ◽  
Diverse Range ◽  
Residency Programs ◽  
Current State ◽  
Program Leadership ◽  
Almost All

While standardized national residency education curricula have been successfully implemented in other specialties, there is no such curriculum in Obstetrics & Gynecology (Ob/Gyn). With this study, we sought to evaluate: (1) the current state of and satisfaction with resident didactic education (2) perceptions regarding centralization and standardization of resident didactic education and (3) the need for a standardized national Ob/Gyn residency education curriculum. In 2019, a web-based needs assessment survey was administered to residents and program leadership from all 267 Ob/Gyn residency programs nationwide. Main outcomes were reported with descriptive statistics. A total of 782 (83 program directors, 46 assistant program directors, and 653 residents) participants completed the survey. Respondents represented a diverse range of regions, program types, and program sizes. Almost all (97%) participants agreed or strongly agreed that residents nationwide should have equal access to high quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core resources should be centrally located. A majority (78%) agreed or strongly agreed that there is a need for a national Ob/Gyn residency education curriculum. Our results demonstrate a perceived need for a centrally located, standardized, national residency education curriculum in Ob/Gyn.

scholarly journals A Standardized Obstetrics and Gynecology Residency Education Curriculum: Multi-Institutional Needs Assessment Survey

2020 ◽  
Vol 1 (3) ◽  
pp. 195-204
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
National Curriculum ◽  
Residency Education ◽  
Program Directors ◽  
Obstetrics And Gynecology ◽  
Education Curriculum ◽  
Comprehensive Knowledge ◽  
Assessment Survey ◽  
Almost All ◽  
Needs Assessment Survey

At the completion of training in obstetrics and gynecology (Ob/Gyn), residents are expected to have comprehensive knowledge of the field. However, there is no comprehensive Ob/Gyn residency education curriculum. We hypothesize that there is a need for a standardized curriculum. A needs assessment survey was administered to determine the current state of resident didactic education, the perceptions that Ob/Gyn residents, program directors (PDs), and assistant program directors (APDs) have regarding centralization and standardization of education, and the need for a standardized Ob/Gyn residency education curriculum. In 2019, a web-based survey was distributed to Ob/Gyn residents and program leadership from three institutions. The main outcomes were measured on a 5-pt Likert scale. A total of 50 (3 PDs, 5 APDs, and 42 residents) participants completed the survey with a response rate of 68% (50/73). Almost all (94%) participants agreed or strongly agreed that residents nationwide should have equal access to high-quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core Ob/Gyn resources should be centrally located. A majority, 76%, agreed or strongly agreed that there is a need for a national curriculum. This study demonstrates a perceived need for a centrally located, standardized Ob/Gyn residency education curriculum.

scholarly journals Emergency medicine procedural skills: what are residents missing?

CJEM ◽  
2013 ◽  
Vol 15 (04) ◽  
pp. 241-248 ◽  
Author(s):  
Andrew Petrosoniak ◽  
Jodi Herold ◽  
Karen Woolfrey
Keyword(s):  
Emergency Medicine ◽  
Royal College ◽  
Skills Training ◽  
Program Directors ◽  
Program Director ◽  
Procedural Skills ◽  
Web Based ◽  
Residency Programs ◽  
Current State ◽  
Resident Competence

ABSTRACTObjective:This study sought to establish the current state of procedural skills training in Canadian Royal College emergency medicine (EM) residencies.Methods:A national Web-based survey was administered to residents and program directors of all 13 Canadian-accredited Royal College EM residency programs. Programdirectors rated the importance and experience required for competence of 45 EM procedural skills. EM residents reported their experience and comfort in performing the same procedural skills.Results:Thirteen program directors and 86 residents responded to the survey (response rate of 100% and 37%, respectively). Thirty-two (70%) procedures were considered important by > 70% of program directors, including all resuscitation and lifesaving airway procedures. Four procedures deemed important by program directors, including cricothyroidotomy, pericardiocentesis, posterior nasal pack for epistaxis, and paraphimosis reduction, had never been performed by the majority of senior residents. Program director opinion was used to categorize each procedure based on performance frequency to achieve competence. Overall, procedural experience correlated positively with comfort levels as indicated by residents.Conclusions:We established an updated needs assessment of procedural skills training for Canadian Royal College EM residency programs. This included program director opinion of important procedures and the performance frequency needed to achieve competence. However, we identified several important procedures that were never performed by most senior residents despite program director opinion regarding the experience needed for competence. Further study is required to better define objective measures for resident competence in procedural skills.

scholarly journals Radiology Education Among Emergency Medicine Residencies: A National Needs Assessment

2021 ◽  
Vol 22 (5) ◽  
pp. 1110-1116
Author(s):  
Stephen Villa ◽  
Natasha Wheaton ◽  
Steven Lai ◽  
Jaime Jordan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Needs Assessment ◽  
Graduate Medical Education ◽  
Central Region ◽  
The United States ◽  
Residency Programs ◽  
Radiology Education ◽  
Graduate Medical ◽  
Program Leadership

Introduction: Radiology training is an important component of emergency medicine (EM) education, but its delivery has been variable. Program directors have reported a lack of radiology skills in incoming interns. A needs assessment is a crucial first step toward improving radiology education among EM residencies. Our objective was to explore the current state of radiology education in EM residency programs. Methods: This was a cross-sectional survey study of all Accreditation Council for Graduate Medical Education-accredited EM programs in the United States. Program leadership completed an online survey consisting of multiple choice, Likert scale, and free-response items. We calculated and reported descriptive statistics. Results: Of eligible EM programs, 142/252 (56%) completed the survey including 105 postgraduate year (PGY) 1-3 and 36 PGY 1-4 programs. One respondent opted out of answering demographic questions. 23/141 (16%) were from the Western region, 29/141 (21%) were from the North Central region, 14/141 (10%) were from the South-Central region, 28/141 (20%) were from the Southeast region, and 47/141 (33%) were from the Northeast region. A total of 88/142 (62%) of responding programs did not have formal radiology instruction. Of the education that is provided, 127/142 (89%) provide it via didactics/lectures and 115/142 (81%) rely on instruction during clinical shifts. Only 51/142 (36%) provide asynchronous opportunities, and 23/142 (16%) have a dedicated radiology rotation. The majority of respondents reported spending 0-2 hours per month on radiology instruction (108/142; 76%); 95/141 (67%) reported that EM faculty “often” or “always” provide radiology instruction; 134/142 (95%), felt that it was “extremely” or “very important” for ED providers to be able to independently interpret radiograph results; and 129/142 (90.84%) either “sometimes” or “always” rely on their independent radiograph interpretations to make clinical decisions. The radiology studies identified as most important to be able to independently interpret were radiographs obtained for lines/tubes, chest radiographs, and radiographs obtained for musculoskeletal-related complaints. Conclusion: A minority of EM residency programs have formal instruction in radiology despite the majority of responding program leadership believing that these are important skills. The most important curricular areas were identified. These results may inform the development of formal radiology curricula in EM graduate medical education.

53. Resident training and the dictated operative report - A national perspectives

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
L. M. Gillman ◽  
A. Vergis ◽  
J. Park ◽  
M. Taylor
Keyword(s):  
Formal Methods ◽  
General Surgery ◽  
Training Programs ◽  
Program Directors ◽  
Resident Training ◽  
Program Director ◽  
Web Based ◽  
Residency Programs ◽  
Operative Note ◽  
Operative Report

Operative dictation training is a poorly studied area of surgical resident education and there is currently no literature on the national experience with operative dictation training in Canada. We therefore undertook a web-based survey of residents and program directors in general surgery training programs in Canada to determine if there is an ongoing desire for formal operative dictation training. Every resident and program director in English speaking General Surgery programs in Canada was contacted by email and asked to participate in the study. A secure, web based survey program was developed to conduct the survey and collect the data. The survey contained questions regarding comfort level with dictation, feedback on dictations and methods of dictation training employed by the individual residents and the resident training programs. Two hundred and seventy-four residents and 11 program directors responded to the survey (70.4% and 78.5% response rate, respectively). Among residents, 201 residents (73.3%) reported that their dictations were in need of improvement while 191 residents (69.7%) requested further training in dictation. Two-hundred and six residents (75.2%) reported that their training program did not employ any formal methods to help improve their dictations. Furthermore, 153 residents (55.8%) had never received feedback on their dictations. Ten program directors (90.9%) felt that residency programs should include formal training in operative dictation. Unfortunately, half of these program directors could not identify any formal methods currently being employed in their training programs, this despite the fact that 45.5% of program directors could identify specific instances where direct patient care was negatively affected by a poor operative report. Both program directors and residents identified operative dictation templates and formal feedback on dictations as the two interventions they would like to see instituted to improve operative dictations in their residency training programs. Residents and program director recognize a need for the development of formal operative dictation training in Canada. Eichholz AC, Van Voorhis BJ, Sorosky JI, Smith BJ, Sood AK. Operative note dictation: should it be taught routinely in residency programs? Obstetrics and Gynecology 2004; 103:342-6. Menzin AW, Spitzer M. Teaching operative dictation. A survey of obstetrics/gynecology residency program directors. Journal of Reproductive Medicine 2003; 48:850-2. Moore RA. The dictated operative note: important but is it being taught? Journal of the American College of Surgeons 2000; 190:639-40.

scholarly journals Attitudes of Residents and Program Directors Towards Research in Otolaryngology Residency

2018 ◽  
Vol 128 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Ahmed Mansi ◽  
Wade N. Karam ◽  
Mohamad R. Chaaban
Keyword(s):  
Residency Training ◽  
Program Directors ◽  
Research Experience ◽  
Web Based ◽  
Residency Programs ◽  
Program Coordinators ◽  
Significant Barrier ◽  
Interest In Research ◽  
Common Barriers ◽  
Author Publication

Objective: To determine attitudes of residents and program directors towards research during residency training. Study Design: Survey of current otolaryngology residents and program directors. Setting: Otolaryngology residency programs. Methods: An anonymous web-based survey ( www.surveymonkey.com ) was sent to 106 program directors (PDs) and 115 program coordinators. The program coordinators subsequently sent it to residents. Fisher exact tests and correlations were used to determine statistically significant differences. Results: Overall, 178 residents and 31 PDs responded to our surveys. All residents surveyed reported some research experience prior to residency. Residents who reported a previous first-author manuscript publication prior to residency were more likely than residents who had no previous first-author publication to report a first-author publication during residency (58.44% vs 27.27%, P < .0001); 33% of the residents reported academics as a desired future career setting after residency. The most significant barrier to research perceived by the residents was time constraint due to residency duties and personal commitments (93% and 74%, respectively). The second and third most common barriers to research were lack of statistical knowledge at 52% and lack of interest in research at 43.6%. Conclusions: Research is a required component of otolaryngology residency training. The most significant barrier in our survey was the lack of protected research time, followed by lack of biostatistical knowledge and interest. Program directors may need to implement structured research rotations tailored to individual residents’ research interests and integrate training in research methodology and biostatistics.

scholarly journals Education Research: The current state of neurophysiology education in selected neurology residency programs

Neurology ◽  
2018 ◽  
Vol 90 (15) ◽  
pp. 708-711 ◽  
Author(s):  
Kate M. Daniello ◽  
Daniel J. Weber
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Program Directors ◽  
Study Program ◽  
Learning To Read ◽  
Residency Programs ◽  
Educational Methods ◽  
Current State ◽  
Methods Of Learning ◽  
Over Time

ObjectivePrior research has illustrated there is a knowledge gap in neurology residents' neurophysiology education (EEG and EMG), and we sought to understand whether this is still an issue and to recognize the barriers in order to create solutions and improve education.MethodsSurveys were developed for adult neurology residents and one for program directors asking about confidence in neurophysiology knowledge, percent of graduates reaching level 4 ACGME (American Council of Graduate Medical Education) milestones in EEG and EMG, methods of learning used, interest in the subjects, and suggestions for improvements.ResultsTwenty-six program directors (19% responder rate) and 55 residents (from at least 16 different programs) completed the survey. Program directors thought that 85% of graduating residents met level 4 milestones in EEG and only 75% in EMG. Structured rotations and more time allocated to education of these topics were frequent barriers mentioned. Postgraduate year 4 residents were 60% and 67% confident in EEG and 64%, 59%, and 62.3% in EMG level 4 milestones. Learning to read EEGs was considered important throughout residents' training; however, this interest and value decreased over time with EMG.ConclusionIn our study, program directors suspect up to a quarter of residents may graduate not meeting level 4 ACGME milestones, and residents expressed lack of confidence in these areas. The educational methods used to instruct residents in EEG and EMG were similar as were the barriers they face across programs. This information hopefully will help fuel curriculum design and interest in these important neurology techniques.

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