scholarly journals Use of a Structured Template to Facilitate Practice-Based Learning and Improvement Projects

2012 ◽  
Vol 4 (2) ◽  
pp. 215-219 ◽  
Author(s):  
Elizabeth K. McClain ◽  
Stewart F. Babbott ◽  
Terance T. Tsue ◽  
Douglas A. Girod ◽  
Debora Clements ◽  
...  
Keyword(s):  
Core Competency ◽  
Scholarly Activity ◽  
Educational Tool ◽  
Residency Programs ◽  
Institutional Level ◽  
Program Leaders ◽  
Process Documentation ◽  
Fellowship Programs ◽  
Project Characteristics ◽  
Program Information

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to meet and demonstrate outcomes across 6 competencies. Measuring residents' competency in practice-based learning and improvement (PBLI) is particularly challenging. Purpose We developed an educational tool to meet ACGME requirements for PBLI. The PBLI template helped programs document quality improvement (QI) projects and supported increased scholarly activity surrounding PBLI learning. Methods We reviewed program requirements for 43 residency and fellowship programs and identified specific PBLI requirements for QI activities. We also examined ACGME Program Information Form responses on PBLI core competency questions surrounding QI projects for program sites visited in 2008–2009. Data were integrated by a multidisciplinary committee to develop a peer-protected PBLI template guiding programs through process, documentation, and evaluation of QI projects. All steps were reviewed and approved through our GME Committee structure. Results An electronic template, companion checklist, and evaluation form were developed using identified project characteristics to guide programs through the PBLI process and facilitate documentation and evaluation of the process. During a 24 month period, 27 programs have completed PBLI projects, and 15 have reviewed the template with their education committees, but have not initiated projects using the template. Discussion The development of the tool generated program leaders' support because the tool enhanced the ability to meet program-specific objectives. The peer-protected status of this document for confidentiality and from discovery has been beneficial for program usage. The document aggregates data on PBLI and QI initiatives, offers opportunities to increase scholarship in QI, and meets the ACGME goal of linking measures to outcomes important to meeting accreditation requirements at the program and institutional level.

scholarly journals Residency Leader Motivations to Engage Residents and Residency Faculty in Scholarship: A Qualitative Study

2020 ◽  
Vol 52 (8) ◽  
pp. 581-585
Author(s):  
Lauren A. Cafferty ◽  
Paul F. Crawford ◽  
Jeremy T. Jackson ◽  
Christy J.W. Ledford
Keyword(s):  
Family Medicine ◽  
Scholarly Activity ◽  
Resident Attitudes ◽  
Residency Programs ◽  
Program Leaders ◽  
Family Medicine Residency ◽  
Positive Attitudes ◽  
The Family ◽  
Emerging Themes

Background and Objectives: Research shows that limited time, lack of funding, difficulty identifying mentors, and lack of technical support limit resident and faculty ability to fully participate in scholarly activity. Most research to date focuses on medical student and resident attitudes toward research. This study aimed to understand the underlying attitudes of family medicine residency (FMR) leaders toward scholarship. Methods: Two focus groups of family medicine residency leaders were conducted in March 2018. The sample (N=19) was recruited through the membership directory of the Family Physicians Inquiry Network. Results: Leaders shared positive attitudes toward scholarship; however, motivation to engage residents and residency faculty in scholarship diverged. Motivations for promoting scholarly activity among participants were either extrinsic (through ACGME, program graduation, or promotion requirements) or intrinsic (through personal interest and natural drive). Conclusions: Emerging themes illustrate differences in how FMR program leaders perceive the role of scholarship in residency programs. As programs aim to increase research and scholarship, more attention must be paid to the motivating messages communicated by the program’s leadership.

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.

Evaluation of the Foundation for Anesthesia Education and Research Medical Student Anesthesia Research Fellowship Program Participants’ Scholarly Activity and Career Choices

2016 ◽  
Vol 124 (5) ◽  
pp. 1168-1173 ◽  
Author(s):  
Paloma Toledo ◽  
Shakir McLean ◽  
Lorent Duce ◽  
Cynthia A. Wong ◽  
Armin Schubert ◽  
...  
Keyword(s):  
Medical Student ◽  
Cochrane Review ◽  
Publication Rate ◽  
Specialty Choice ◽  
Scholarly Activity ◽  
Future Research ◽  
Anesthesia Research ◽  
Residency Programs ◽  
Research Fellowship ◽  
Anesthesia Education

Abstract Background The Foundation for Anesthesia Education and Research Medical Student Anesthesia Research Fellowship (MSARF) program is an 8-week program that pairs medical students with anesthesiologists performing anesthesia-related research. This study evaluated the proportion of students who published an article from their work, as well as the percentage of students who entered anesthesiology residency programs. Methods A list of previous MSARF participants (2005 to 2012), site, and project information was obtained. Searches for publications were performed using PubMed. The primary outcome was the publication rate for MSARF projects. The MSARF abstract-to-publication ratio was compared with the percentage of abstracts presented at biomedical meetings that resulted in publication as estimated by a Cochrane review (44%). For students who had graduated from medical school, match lists from the students’ medical schools were reviewed for specialty choice. Results Forty-two percent of the 346 MSARF projects were subsequently published. There was no difference between the MSARF abstract-to-publication ratio and the publication rate of articles from abstracts presented at scientific meetings (P = 0.57). Thirty percent (n = 105; 95% CI, 25 to 35%) of all the MSARF students were authors on a publication. Fifty-eight percent of the students for whom residency match data (n = 255) were available matched into anesthesiology residencies (95% CI, 52 to 64%). Conclusions The MSARF program resulted in many students being included as a co-author on a published article; the majority of these students entered anesthesiology residency programs. Future research should determine whether the program has a long-term impact on the development of academic anesthesiologists.

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 Examining the Functioning and Reliability of the Family Medicine Milestones

2017 ◽  
Vol 9 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Michael R. Peabody ◽  
Thomas R. O'Neill ◽  
Lars E. Peterson
Keyword(s):  
Family Medicine ◽  
Item Difficulty ◽  
High Reliability ◽  
Latent Trait ◽  
Training Sequence ◽  
Partial Credit Model ◽  
Residency Programs ◽  
Program Leaders ◽  
The Family ◽  
Key Dimensions

ABSTRACT Background  The Family Medicine (FM) Milestones are a framework designed to assess development of residents in key dimensions of physician competency. Residency programs use the milestones in semiannual reviews of resident performance from entry toward graduation. Objective  To examine the functioning and reliability of the FM Milestones and to determine whether they measure the amount of a latent trait (eg, knowledge or ability) possessed by a resident or simply indicate where a resident falls along the training sequence. Methods  This study utilized the Rasch Partial Credit model to examine academic year 2014–2015 ratings for 10 563 residents from 476 residency programs (postgraduate year [PGY] 1 = 3639; PGY-2 = 3562; PGY-3 = 3351; PGY-4 = 11). Results  Reliability was exceptionally high at 0.99. Mean scores were 3.2 (SD = 1.3) for PGY-1; 5.0 (SD = 1.3) for PGY-2; 6.7 (SD = 1.2) for PGY-3; and 7.4 (SD = 1.0) for PGY-4. Keyform analysis showed a rating on 1 item was likely to be similar for all other items. Conclusions  Our findings suggest that FM Milestones seem to largely function as intended. Lack of spread in item difficulty and lack of variation in category probabilities show that FM Milestones do not measure the amount of a latent trait possessed by a resident, but rather describe where a resident falls along the training sequence. High reliability indicates residents are being rated in a stable manner as they progress through residency, and individual residents deviating from this rating structure warrant consideration by program leaders.

scholarly journals Emergency medicine point-of-care ultrasonography: a national needs assessment of competencies for general and expert practice

CJEM ◽  
2015 ◽  
Vol 17 (1) ◽  
pp. 74-88 ◽  
Author(s):  
Lisa M. Fischer ◽  
Michael Y. Woo ◽  
A. Curtis Lee ◽  
Ray Wiss ◽  
Steve Socransky ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Needs Assessment ◽  
Point Of Care ◽  
Core Competency ◽  
Fellowship Training ◽  
Essential Elements ◽  
Fellowship Programs ◽  
Point Of Care Ultrasonography ◽  
Residency Program Directors ◽  
Expert Practice

AbstractIntroductionEmergency medicine point-of-care ultrasonography (EM-PoCUS) is a core competency for residents in the Royal College of Physicians and Surgeons of Canada and College of Family Physicians of Canada emergency medicine (EM) training programs. Although EM-PoCUS fellowships are currently offered in Canada, there is little consensus regarding what training should be included in a Canadian EM-PoCUS fellowship curriculum or how this contrasts with the training received in an EM residency.ObjectivesTo conduct a systematic needs assessment of major stakeholders to define the essential elements necessary for a Canadian EM-PoCUS fellowship training curriculum.MethodsWe carried out a national survey of experts in EM-PoCUS, EM residency program directors, and EM residents. Respondents were asked to identify competencies deemed either nonessential to EM practice, essential for general EM practice, essential for advanced EM practice, or essential for EM-PoCUS fellowship trained (‘‘expert’’) practice.ResultsThe response rate was 81% (351 of 435). PoCUS was deemed essential to general EM practice for basic cardiac, aortic, trauma, and procedural imaging. PoCUS was deemed essential to advanced EM practice in undifferentiated symptomatology, advanced chest pathologies, and advanced procedural applications. Expert-level PoCUS competencies were identified for administrative, pediatric, and advanced gynecologic applications. Eighty-seven percent of respondents indicated that there was a need for EM-PoCUS fellowships, with an ideal length of 6 months.ConclusionThis is the first needs assessment of major stakeholders in Canada to identify competencies for expert training in EM-PoCUS. The competencies should form the basis for EM-PoCUS fellowship programs in Canada.

scholarly journals Implementation and Evaluation of the Z-Score System for Normalizing Residency Evaluations

2018 ◽  
Vol 128 (1) ◽  
pp. 144-158 ◽  
Author(s):  
Jonathan P. Wanderer ◽  
Getulio R. de Oliveira Filho ◽  
Brian S. Rothman ◽  
Warren S. Sandberg ◽  
Matthew D. McEvoy
Keyword(s):  
Variance Components ◽  
Training Programs ◽  
Clinical Performance ◽  
Core Competency ◽  
Principal Component ◽  
Z Score ◽  
High Stakes ◽  
Score System ◽  
Residency Programs ◽  
Competency Assessments

Abstract Background Assessment of clinical competence is essential for residency programs and should be guided by valid, reliable measurements. We implemented Baker’s Z-score system, which produces measures of traditional core competency assessments and clinical performance summative scores. Our goal was to validate use of summative scores and estimate the number of evaluations needed for reliable measures. Methods We performed generalizability studies to estimate the variance components of raw and Z-transformed absolute and peer-relative scores and decision studies to estimate the evaluations needed to produce at least 90% reliable measures for classification and for high-stakes decisions. A subset of evaluations was selected representing residents who were evaluated frequently by faculty who provided the majority of evaluations. Variance components were estimated using ANOVA. Results Principal component extraction from 8,754 complete evaluations demonstrated that a single factor explained 91 and 85% of variance for absolute and peer-relative scores, respectively. In total, 1,200 evaluations were selected for generalizability and decision studies. The major variance component for all scores was resident interaction with measurement occasions. Variance due to the resident component was strongest with raw scores, where 30 evaluation occasions produced 90% reliable measurements with absolute scores and 58 for peer-relative scores. For Z-transformed scores, 57 evaluation occasions produced 90% reliable measurements with absolute scores and 55 for peer-relative scores. The results were similar for high-stakes decisions. Conclusions The Baker system produced moderately reliable measures at our institution, suggesting that it may be generalizable to other training programs. Raw absolute scores required few assessment occasions to achieve 90% reliable measurements.

545: To Investigate the Use of Simulation as an Educational Tool in PCCM Fellowship Programs

2020 ◽  
Vol 49 (1) ◽  
pp. 265-265
Author(s):  
Stacy Ramsingh ◽  
Vinod Havalad ◽  
Diana Mitchell ◽  
Nadia Khan
Keyword(s):  
Educational Tool ◽  
Fellowship Programs

scholarly journals A National Evaluation of the Scholarly Activity Requirement in Residency Programs: A Survey of Emergency Medicine Program Directors

2015 ◽  
Vol 22 (11) ◽  
pp. 1337-1344 ◽  
Author(s):  
Brian C. Geyer ◽  
Amy H. Kaji ◽  
Eric D. Katz ◽  
Alan E. Jones ◽  
Vikhyat S. Bebarta
Keyword(s):  
Emergency Medicine ◽  
Program Directors ◽  
Scholarly Activity ◽  
Residency Programs ◽  
Activity Requirement

scholarly journals Seven ways to get a grip on implementing Competency-Based Medical Education at the program level

2020 ◽  
Author(s):  
Jeffery Damon Dagnone ◽  
Laura McEwen ◽  
David Taylor ◽  
Amy Acker ◽  
Mary Bouchard ◽  
...  
Keyword(s):  
Medical Education ◽  
Change Management ◽  
Educational Outcomes ◽  
Management Theory ◽  
Competency Based Medical Education ◽  
Residency Programs ◽  
Program Leaders ◽  
Short Summary ◽  
Collective Experience ◽  
Competency Based

Competency-based medical education (CBME) curricula are becoming increasingly common in graduate medical education. Put simply, CBME is focused on educational outcomes, is independent of methods and time, and is composed of achievable competencies.1 In spite of widespread uptake, there remains much to learn about implementing CBME at the program level. Leveraging the collective experience of program leaders at Queen’s University, where CBME simultaneously launched across 29 specialty programs in 2017, this paper leverages change management theory to provide a short summary of how program leaders can navigate the successful preparation, launch, and initial implementation of CBME within their residency programs.

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