scholarly journals From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry

2019 ◽  
Vol 10 (3) ◽  
pp. e17-26 ◽  
Author(s):  
Sheila Harms ◽  
Bryce Bogie ◽  
Anne Lizius ◽  
Karen Saperson ◽  
Susan Jack ◽  
...  
Keyword(s):  
Qualitative Methodology ◽  
Medical Training ◽  
Faculty Evaluation ◽  
Personal Characteristics ◽  
Faculty Evaluations ◽  
Clinical Supervisors ◽  
Affective Factors ◽  
Educator Effectiveness ◽  
Medical Teachers ◽  
Narrative Comments

Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness.   Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.

scholarly journals What Are the Characteristics of Fourth-Year Medical Students With Higher Levels of Resilience?

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Sey Park ◽  
Maribeth Porter ◽  
Ki Park ◽  
Lauren Bielick ◽  
Benjamin J. Rooks ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Personal Characteristics ◽  
After School ◽  
Demographic Information ◽  
Personal Time ◽  
Resilience Scale ◽  
Fourth Year Medical Students ◽  
Race Ethnicity

Introduction: Burnout during medical training, including medical school, has gained attention in recent years. Resiliency may be an important characteristic for medical students to have or obtain. The aim of this study was to examine the level of resiliency in fourth-year medical students and whether certain characteristics were associated with students who have higher levels of resiliency. Methods: Subjects were fourth-year medical students who completed a survey during a required end-of-year rotation. The survey collected subjects’ demographic information including age, gender, race, ethnicity, marital status, and chosen specialty. They were also asked to complete the Brief Resilience Scale (BRS) and answer questions that assessed personal characteristics. Results: The response rate was 92.4%. Most respondents had personal time for themselves after school (92.6%), exercise or participate in physical activity for at least 30 minutes most days of the week (67.2%), were able to stop thinking about medical school after leaving for the day (58.2%), and had current financial stress (51.6%). No differences were noted in demographic information among students across specialty categories. A higher BRS score was associated with being male and having the ability to stop thinking about school. Conclusions: BRS scores in medical students are associated with specific demographic characteristics and the ability to stop thinking about school. Addressing the modifiable activities may assist students with increasing their resiliency and potentially decreasing their risk of burnout.

scholarly journals The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument

2010 ◽  
Vol 2 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Susie Fong ◽  
Geoff Elmore ◽  
Devra Korwin ◽  
Ricardo Azziz
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Learning System ◽  
P Value ◽  
Faculty Evaluations ◽  
Positive Correlations ◽  
Knowledge Communication

Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n  =  6) if they had administrative duties or as concerning (n  =  6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of < .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P  =  .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P  =  .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P  =  .01), with higher avoiding (90% versus 57%; P  =  .006) and accommodating (86% versus 65%; P  =  .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.

Students' Course and Faculty Evaluations: An Informal Look

2002 ◽  
Vol 91 (3) ◽  
pp. 988-988 ◽  
Author(s):  
John Trinkaus
Keyword(s):  
Faculty Evaluation ◽  
Faculty Evaluations ◽  
Evaluation Form

For one class, over 8 consecutive semesters, about 10% of the students completing a course and faculty evaluation form reported one or more session cancellations, while in actuality there were none.

Increasing Emergency Medicine Residents’ Confidence in Disaster Management: Use of an Emergency Department Simulator and an Expedited Curriculum

2012 ◽  
Vol 27 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Jeffrey Michael Franc ◽  
Darren Nichols ◽  
Sandy L. Dong
Keyword(s):  
Emergency Medicine ◽  
Disaster Management ◽  
Medical Training ◽  
Faculty Evaluation ◽  
Computer Software ◽  
Disaster Medicine ◽  
Disaster Plan ◽  
Significant Difference ◽  
Simulation Based ◽  
Post Test

AbstractIntroduction: Disaster Medicine is an increasingly important part of medicine. Emergency Medicine residency programs have very high curriculum commitments, and adding Disaster Medicine training to this busy schedule can be difficult. Development of a short Disaster Medicine curriculum that is effective and enjoyable for the participants may be a valuable addition to Emergency Medicine residency training.Methods: A simulation-based curriculum was developed. The curriculum included four group exercises in which the participants developed a disaster plan for a simulated hospital. This was followed by a disaster simulation using the Disastermed.Ca Emergency Disaster Simulator computer software Version 3.5.2 (Disastermed.Ca, Edmonton, Alberta, Canada) and the disaster plan developed by the participants. Progress was assessed by a pre- and post-test, resident evaluations, faculty evaluation of Command and Control, and markers obtained from the Disastermed.Ca software.Results: Twenty-five residents agreed to partake in the training curriculum. Seventeen completed the simulation. There was no statistically significant difference in pre- and post-test scores. Residents indicated that they felt the curriculum had been useful, and judged it to be preferable to a didactic curriculum. In addition, the residents’ confidence in their ability to manage a disaster increased on both a personal and and a departmental level.Conclusions: A simulation-based model of Disaster Medicine training, requiring approximately eight hours of classroom time, was judged by Emergency Medicine residents to be a valuable component of their medical training, and increased their confidence in personal and departmental disaster management capabilities.

scholarly journals The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

2013 ◽  
Vol 5 (4) ◽  
pp. 582-586 ◽  
Author(s):  
James G. Ryan ◽  
David Barlas ◽  
Simcha Pollack
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Intraclass Correlation ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Cross Sectional ◽  
Faculty Evaluations ◽  
Resident Performance ◽  
Faculty Assessments ◽  
The Relationship

Abstract Background Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. Objective We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. Methods We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. Results We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68–0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Conclusions Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

scholarly journals Team-based learning (TBL): An Argument for Faculty's Evaluation

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Clark D. Kebodeaux ◽  
Scott Martin Vouri ◽  
Peter D. Hurd
Keyword(s):  
Academic Performance ◽  
Current Literature ◽  
Positive Impact ◽  
Faculty Evaluation ◽  
Cross Sectional ◽  
Faculty Evaluations ◽  
Team Based Learning ◽  
Educational Information

Team-based learning (TBL) is increasingly used for presenting educational information to students in colleges of pharmacy. Several studies have shown a positive impact on students both in terms of academic performance and comprehension. Current literature does not provide the full perspective of faculty, who are incorporating this methodology into the classroom. Cross-sectional surveys and commentary within manuscripts describe mixed findings regarding the faculty's perception of TBL. The aims of this paper are: 1) to describe why faculty evaluation of TBL is important, 2) to outline variables for consideration in faculty evaluations of TBL, and 3) to describe uses for the data from faculty evaluation of TBL.   Type: Idea Paper

scholarly journals Supervisor practice when guiding therapists working with depression: the impact of supervisor and patient characteristics

2018 ◽  
Vol 11 ◽  
Author(s):  
Chloe Simpson-Southward ◽  
Glenn Waller ◽  
Gillian Hardy
Keyword(s):  
Clinical Supervision ◽  
Personal Characteristics ◽  
Patient Characteristics ◽  
Behavioural Therapy ◽  
Evidence Based ◽  
Clinical Supervisors ◽  
Cognitive Behavioural ◽  
Clinical Complexity ◽  
Consistent Manner ◽  
The Impact

AbstractCurrently recommended psychotherapies for depression are not always delivered in a consistent manner. There is an assumption that the use of clinical supervision will ensure reliable treatment and patient recovery. However, there is limited research supporting this assumption. This study explored the role of supervision in the treatment of depression. In particular, it examined how supervisors’ own characteristics and those of patients can influence the focus of supervision sessions. Clinical supervisors who worked with cognitive behavioural therapy (CBT) therapists treating depression cases were asked to indicate their supervision focus for three different patient vignettes. These vignettes varied in clinical complexity. Participants’ intolerance to uncertainty and their self-esteem were also assessed. Supervisors tended to focus their supervisees on the use of evidence-based therapeutic techniques for both straightforward and complex cases. However, their approach was less evidence-based for diffuse cases. Three supervisory types emerged: an ‘Alliance- and Technique-Focused’ group, a ‘Case Management-Focused’ group, and an ‘Unfocused’ group. Personal characteristics of the supervisors varied across the groups. The content of supervision sessions is influenced by factors from outside the therapy process. These factors might cause supervisors to avoid focusing on evidence-based aspects of therapy, thus feeding therapist drift. Suggestions are made for new supervision protocols that consider the supervisor's personal characteristics.

scholarly journals Prevalence and risk factors associated with mental health disorders among medical students

2022 ◽  
Author(s):  
Alberto S. Navarro ◽  
María F. Macías ◽  
Eduardo Sánchez ◽  
José M. Zepeda ◽  
Felix Osuna ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Medical Students ◽  
Mental Disorders ◽  
Medical Training ◽  
Personal Characteristics ◽  
Complex Process ◽  
Prevalence Of Depression ◽  
As Stress ◽  
Anxiety Depression

The mental health care of medical students is a complex process influenced by various innate or personal characteristics of the student, stressors related to medical training, social, economic, demographic and many other factors. Therefore, it is important to identify both the prevalence and the main risk factors that can trigger mental disorders in medical students, such as stress, burnout, anxiety, depression, suicidal ideation, suicide, among others. Specifically in these students, the prevalence of depression ranges between 2.9% and 38.2% respectively; likewise, exhaustion ("burnout") prevails in 28-45% of them. Most students do not seek the necessary support to solve such problems, which leads to serious consequences, such as the abuse of substances harmful to health, in addition to environments, situations or actions that lead to mental destabilization. The following paper is a review that emphasizes the prevalence and risk factors that can trigger these mental disorders, in order to make an early detection and timely intervention, such as attending psychiatric therapy and/or receiving support from the educational system itself.

scholarly journals The role of gender in the decision to pursue a surgical career: A qualitative, interview-based study

2020 ◽  
Author(s):  
Anita Acai ◽  
Kaushar Mahetaji ◽  
Susan E. Reid ◽  
Ranil R. Sonnadara
Keyword(s):  
Gender Discrimination ◽  
Qualitative Methodology ◽  
Medical Training ◽  
Structured Interviews ◽  
Early Experiences ◽  
Surgical Career ◽  
Underrepresentation Of Women ◽  
Gender Based ◽  
Experiences Of Women

Background: Previous literature has explored the underrepresentation of women in surgery. However, this research has often been quantitative or limited by considering only the perspectives and experiences of women at more advanced career stages. Here, we use a qualitative methodology and a sample of women and men across the career continuum to identify the role that gender plays in the decision to pursue a surgical career. Methods: We audio-recorded and transcribed semi-structured interviews conducted with 12 women and 12 men ranging in their level of medical training from medical students to residents to staff surgeons. We used Braun and Clarke’s six-step approach to thematic analysis to analyze the data, maintaining trustworthiness and credibility by employing strategies including reflexivity and participant input.  Results: Our findings suggested that the characteristics of surgery and early exposure to the profession served as important factors in participants’ decisions to pursue a surgical career. Although not explicitly mentioned by participants, each of these areas may implicitly be gendered. Gender-based factors explicitly mentioned by participants included the surgical lifestyle and experiences with gender discrimination, including sexual harassment. These factors were perceived as challenges that disproportionately affected women and needed to be overcome when pursuing a surgical career. Conclusions: Our findings suggest that gender is more likely to act as a barrier to a career in surgery than as a motivator, especially among women. This suggests a need for early experiences in the operating room and mentorship. Policy change promoting work-life integration and education to target gender discrimination is also recommended.

scholarly journals A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sheridan M. Finnie ◽  
Richard J. Brach ◽  
Christina A. Dawson ◽  
Samuel B. Epstein ◽  
Raghav K. Goyal ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Curriculum Design ◽  
Faculty Evaluation ◽  
Curriculum Evaluation ◽  
Social Medicine ◽  
Educational Impact ◽  
Specific Patient ◽  
Faculty Evaluations ◽  
The Social ◽  
Preclinical Curriculum

Abstract Background To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. Methods We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. Results Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. Conclusions Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.

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