Faculty Opinions recommendation of Advanced cataract learning experience in United States ophthalmology residency programs.

2017 ◽  
Author(s):  
Abhay R Vasavada ◽  
Vaishali Vasavada
Keyword(s):  
United States ◽  
Learning Experience ◽  
Residency Programs

Training in Formal Psychotherapy in the Psychiatric Residency Program

1968 ◽  
Vol 13 (5) ◽  
pp. 445-454
Author(s):  
John D. Adamson ◽  
Harry Prosen ◽  
William Bebchuk
Keyword(s):  
United States ◽  
Residency Program ◽  
Learning Experience ◽  
Practical Experience ◽  
The United States ◽  
Direct Result ◽  
Psychiatric Residency ◽  
Residency Programs ◽  
Theoretical Approaches ◽  
Psychodynamic Understanding

This report has been prepared by the Nucleus Committee of the Section on Psychotherapy of the Canadian Psychiatric Association. It is based on a questionnaire study of training in formal psychotherapy in psychiatric residency programs. We received replies from ten of the twelve university centres in Canada which currently have such programs, and from some selected centres in the United States and Great Britain. Our findings support the contention that psychoanalytically-based training in psychotherapy is a generally accepted mandatory feature of residency programs in Canada. This training is carried out in a similar way in both the United States and Canada. Our study indicated that there is a tendency in Canada for this training not to be as organized as it should be and we recommend that steps be taken to improve this situation. Particular concerns were lack of knowledge of the numbers of patients treated in psychotherapy by a resident during the residency program and the number treated for more than a year. Stemming from the further discussions of the Nucleus Committee, recognizing the facts that there are a number of different valid theoretical orientations to psychotherapy and that there are differences among centres which lead to different teaching techniques, we also recommended: a) That the resident be exposed to different theoretical approaches, but in such a way as to avoid excessively confusing him. b) As one method of achieving objective (a), that a resident receive supervision from at least two different teachers during his residency. c) That, providing other aspects of the program are adequate, didactic seminars need not total more than forty. d) Because interviewing skills and psychodynamic understanding are essential skills of the psychiatrist, that whatever the particular orientation and methods pertaining to training in psychotherapy in a teaching setting, the psychotherapeutic approach should pervade the resident's total learning experience. e) That formal training in psychotherapy should begin in the first residency year, with the practical experience optimally being individualized according to the resident's level of development of psychotherapeutic skills. f) That the resident should have experience in treating patients in formal psychotherapy for more than a year. g) Where the resident's experience of psychotherapy deviates significantly from what he can expect when he is fully qualified, that the nature and implications of these deviations be clarified with him by the supervisor (s); these deviations include failure to obtain objective (f), and limitations on psychotherapy that are a direct result of factors that are unique to the training situation. We also commented on other features of the supervisory role, including responsibilities to patients.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

scholarly journals Osteopathic students and graduates matching into pathology residency, 2011–2020

2021 ◽  
Vol 121 (2) ◽  
pp. 149-156
Author(s):  
Ryan Philip Jajosky ◽  
Hannah C. Coulson ◽  
Abric J. Rosengrant ◽  
Audrey N. Jajosky ◽  
Philip G. Jajosky
Keyword(s):  
United States ◽  
Primary Care ◽  
Medical Education ◽  
Accreditation System ◽  
Senior Year ◽  
Medical Specialties ◽  
Residency Programs ◽  
The Third ◽  
The Past ◽  
Residency Match

Abstract Context In the past decade, two changes have affected the pathology residency match. First, the American Osteopathic Association (AOA) Match, which did not offer pathology residency, became accredited under a single graduate medical education (GME) system with the Main Residency Match (MRM), which offers pathology residency. Second, substantially fewer United States senior-year allopathic medical students (US MD seniors) matched into pathology residency. Objective To determine whether there were major changes in the number and percentage of osteopathic students and physicians (DOs) matching into pathology residency programs over the past decade. Methods Pathology match outcomes for DOs from 2011 to 2020 were obtained by reviewing AOA Match data from the National Matching Services and MRM data from the National Resident Matching Program (NRMP). The number of DOs that filled pathology positions in the MRM was divided by the total number of pathology positions filled in the MRM to calculate the percentage of pathology positions taken by DOs. Results Over the past decade, there was a 109% increase in the total number of DOs matching into pathology residency (34 in 2011 vs. 71 in 2020). During this time, there was a 23.3% increase in the total number of pathology positions filled in the MRM (476 in 2011 vs. 587 in 2020). Thus, the percentage of pathology residency positions filled by DOs increased from 7.1% in 2011 to 12.1% in 2020. The substantial increase of DOs in pathology occurred simultaneously with a 94.2% increase in the total number of DOs filling AOA/MRM “postgraduate year 1” (PGY-1) positions (3201 in 2011 vs. 6215 in 2020). Thus, the percentage of DOs choosing pathology residency has remained steady (1.06% in 2011 and 1.14% in 2020). In 2020, pathology had the third lowest percentage of filled PGY-1 residency positions taken by DOs, out of 15 major medical specialties. Conclusion The proportion of DOs choosing pathology residency was stable from 2011 to 2020 despite the move to a single GME accreditation system and the stark decline in US MD seniors choosing pathology. In 2020, a slightly higher percentage of DOs (1.14%) chose pathology residency than US MD seniors (1.13%). Overall, DOs more often choose other medical specialties, including primary care. Additional studies are needed to determine why fewer US MD seniors, but not fewer DOs, are choosing pathology residency.

scholarly journals Predictors and Barriers to Faculty Scholarly Activity in United States Urology Residency Programs

Urology ◽  
2020 ◽  
Vol 139 ◽  
pp. 37-43
Author(s):  
David J. Gangwish ◽  
Carolyn A. Parshall ◽  
Fares Qeadan ◽  
Martin Jurado ◽  
Renata N. Bennett ◽  
...  
Keyword(s):  
United States ◽  
Scholarly Activity ◽  
Residency Programs ◽  
Urology Residency

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

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.

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