scholarly journals Promoting Success: A Professional Development Coaching Program for Interns in Medicine

2015 ◽  
Vol 7 (4) ◽  
pp. 630-637 ◽  
Author(s):  
Kerri Palamara ◽  
Carol Kauffman ◽  
Valerie E. Stone ◽  
Hasan Bazari ◽  
Karen Donelan
Keyword(s):  
Internal Medicine ◽  
Professional Development ◽  
Positive Psychology ◽  
Qualitative Interviews ◽  
First Year ◽  
Residency Programs ◽  
Professional Activities ◽  
Expected Time ◽  
Multiple Dimensions ◽  
Internal Medicine Faculty

ABSTRACT Background Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Objective Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. Methods We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Results Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. Conclusions There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout.

scholarly journals Entrustability levels of general internal medicine residents

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mostafa Dehghani Poudeh ◽  
Aeen Mohammadi ◽  
Rita Mojtahedzadeh ◽  
Nikoo Yamani
Keyword(s):  
Internal Medicine ◽  
Health Professional ◽  
First Year ◽  
Direct Supervision ◽  
Residency Programs ◽  
Professional Activities ◽  
General Internal ◽  
Internal Medicine Residents ◽  
Wide Range ◽  
Indirect Supervision

Abstract Background Entrustable professional activities (EPAs) are those activities that a health professional can perform without direct supervision in a defined environment. Bridging the gap between competencies and learning objectives, EPAs have made assessing the performances of health professional more realistic. The main objective of the present study was developing and customizing EPAs for Iranian Internal Medicine Residency Programs. Results After reviewing the publications, residency curricula and logbooks, and collecting experts’ ideas, the initial list of EPAs was developed. Then, in a focus group, the list was refined, the entrustability level of each residency year was determined, and finally, the EPA-competency cross-tab was established, and in the next step, through a one- round Delphi, the results were validated. Twenty-eight EPAs were developed. Some of them were definitely suitable for the higher levels of residency, such that they had to be accomplished under direct supervision until the end of the program. On the other hand, some of EPAs were those that residents, even from the first year, are expected to perform independently or under indirect supervision. Most of the EPAs cover a wide range of competencies. Conclusion Determining the entrustability level of each residency year in each EPA as well as the competency- EPA matrix has crucial effect on the quality of the graduates. It seems that our findings are applicable in developing countries like Iran.

scholarly journals Resident Career Planning Needs in Internal Medicine: A Qualitative Assessment

2010 ◽  
Vol 2 (4) ◽  
pp. 518-522 ◽  
Author(s):  
Rina L. Garcia ◽  
Donna M. Windish ◽  
Julie R. Rosenbaum
Keyword(s):  
Internal Medicine ◽  
Career Planning ◽  
Time Factors ◽  
Career Preparation ◽  
Qualitative Assessment ◽  
First Year ◽  
Application Process ◽  
Residency Programs ◽  
Recent Graduates ◽  
Prospective Employer

Abstract Background Few residency programs have centralized resources for career planning. As a consequence, little is known about residents' informational needs regarding career planning. Objective To examine career preparation stressors, practical needs, and information that residents wished they were privy to when applying. Methods In 2007 and 2008, we surveyed 163 recent graduates or graduating residents from 10 Yale-based and Yale-affiliated hospitals' internal medicine programs regarding their experiences with applying for positions after residency. We included questions about demographics, mentorship, stress of finding a job or fellowship, and open-ended questions to assess barriers and frustrations. Qualitative data were coded independently and a classification scheme was negotiated by consensus. Results A total of 89 residents or recent graduates responded, and 75% of them found career planning during residency training at least somewhat stressful. Themes regarding the application process included (1) knowledge about the process, (2) knowledge about career paths and opportunities, (3) time factors, (4) importance of adequate personal guidance and mentorship, and (5) self-knowledge regarding priorities and the desired outcome. Residents identified the following advice as most important: (1) start the process as early as possible and with a clear knowledge of the process timeline, (2) be clear about personal goals and priorities, and (3) be well-informed about a prospective employer and what that employer is looking for. Most residents felt career planning should be structured into the curriculum and should occur in the first year or throughout residency. Conclusions This study highlights residents' desire for structured dissemination of information and counseling with regard to career planning during residency. Our data suggest that exposure to such resources may be beneficial as early as the first year of training.

scholarly journals Evaluation of Resident Confidence Performing Entrustable Professional Activities During the First Year of Residency Training

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Steven Craig ◽  
Hayden Smith ◽  
Julie L. Anderson-Suddarth ◽  
Nicholas J. Galioto ◽  
Corrine M. Ganske ◽  
...  
Keyword(s):  
Residency Training ◽  
Graduate Training ◽  
Human Subjects ◽  
Entrustable Professional Activities ◽  
First Year ◽  
Positive Trend ◽  
Residency Programs ◽  
Professional Activities ◽  
Post Graduate Training ◽  
High Level

Background: Entrustable Professional Activities (EPAs) for medical students were designed to help prepare students for the clinical roles of residency training. To date, there have been no published studies examining resident confidence performing the EPAs across the first year of post-graduate training. Objective: To examine self-reported confidence levels of first-year residents performing the 13 activities included in the Core Entrustable Professional Activities for Entering Residency. Methods: Entering allopathic and osteopathic residents from seven residency programs were contacted at the start, and after 3, 6, and 12 months of training to complete an electronic survey self-assessing confidence performing EPAs. Results: All 46 (100%) eligible residents completed surveys at the four study time points for the 13 EPAs, which resulted in 2,392 data points. Residents reported a high level of confidence performing four EPAs (i.e., 1, 5, 6, and 9) at baseline. Conversely, more than two-thirds of residents reported a lack of confidence performing four EPAs (i.e., 4, 8, 12, and 13) at baseline. A significant positive trend in confidence from baseline to 12 months was seen in almost all EPAs. However, more than 10% of residents reported not being confident performing EPAs 12 and 13 at twelve months. Conclusions: Results revealed not all residents reported being confident performing EPAs at the beginning and end of the first year of training. Medical schools need to examine preparation of graduating students in the EPA areas. Residency programs need to assess entering resident competency to determine the need for increased initial supervision and remediation.   Funding/Support: None Ethical approval: The study received approval from the Human Subjects Committee of UnityPoint Health – Des Moines. Conflict of Interest: The authors declare they have no competing interests.

scholarly journals WEB-BASED 5-DIMENSIONAL ELECTRONIC PORTFOLIO (5DEP) AS A COMPETENCY-BASED ASSESSMENT TOOL IN POST-GRADUATE MEDICAL TRAINING

2020 ◽  
Vol 6 (1) ◽  
pp. 81-87
Author(s):  
Z. Bokhua ◽  
K. Chelidze ◽  
K. Ebralidze
Keyword(s):  
Internal Medicine ◽  
Professional Development ◽  
Medical Education ◽  
Assessment Tool ◽  
Electronic Portfolio ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
First Year ◽  
Web Based ◽  
Competency Based

Background. New challenges of permanently changing context of healthcare system requires new methods of medical education and new assessment tools, as well. Competency-based Medical Education (CBME), framework which has been adopted as a new approach in medical education, needs appropriate assessment tool such as portfolio. Portfolio is learner-centered assessment instrument which evaluates learner’s progression towards outcomes and enables both residents and teachers to engage in a process of learning through assessment. Objective. In this paper we aim to share our successful experience of an effective use of web-based 5-Dimensional Electronic Portfolio (5DeP) as an assessment tool in the Pilot Group. Methods. Pilot Group of sixteen residents (six first year residents of Obstetrics/Gynecology and ten first year residents of Internal Medicine. Tbilisi State Medical University Institute of Postgraduate Medical Education and Continuous Professional Development) and twelve mentors (four Obstetrics/Gynecology mentor and eight Internal Medicine mentors) reported some feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool. Results. Feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool from mentors and students demonstrated efficiency of the program. It enables assessment within a framework of transparent and declared criteria and learning objectives; provides a model for lifelong learning and continuing professional development; increases competence in a wider context with benefits to both professional and personal roles; improves organizing skills. Conclusions. 5DeP have been recognized as an extremely effective assessment tool.

scholarly journals Features of personal competence of the employees of preventive activity units of the National Police

2018 ◽  
Vol 71 (4) ◽  
pp. 163-169
Author(s):  
O. Yu. Shlomin
Keyword(s):  
Professional Development ◽  
Social Competence ◽  
Police Officers ◽  
Psychological Theory ◽  
Self Management ◽  
First Year ◽  
Personal Competence ◽  
Professional Activities ◽  
Preventive Activity ◽  
National Police

Personal competence is considered to be the basic characteristic of a person, which allows to predict the behavior of a person in life and professional situations, therefore the purpose of the study was to study the general personal competence and specificity of the social competence of police officers of preventive activity units at different stages of the professional genesis. The methodological grounds for the study were: psychological theory of activity, the concept of genetic development of a person, modern concepts of professional genesis. The obtained results of the research should be used in drawing up programs of psychological support of police officers at different stages of professional development. The features of general personal competence of police officers of preventive activity units at various stages of professional development have been revealed. Cadets of the first year of study have the lowest levels of self-efficiency and self-management, as they have not adapted to new learning conditions yet and are not well-informed about future professional activities. Cadets of the fourth year of study have purposefulness, greater ability to self-management, seek to use at most their opportunities, acquired theoretical knowledge and practical skills in practice, but are less autonomous. The most developed component of the personal competence of experienced police officers is the reflexivity and ability to work in the team. The similarities of effective communication skills, the ability to teach and persuade as components of the overall personal competence of police officers, regardless of the stage of professional genesis have been noted within sample groups. The author has established the specificity of social competence of police officers of preventive activity units at different stages of professional genesis: the first year cadets have clearly expressed properties that help to accumulate skills and abilities of social actions and contacts in personal experience; fourth-year cadets have developed abilities to solve interpersonal problems and interaction problems; experienced police officers performing their duties have the ability to quickly change their behavior according to the requirements of the situation, have high readiness for social interaction and partnership.

scholarly journals Motivation for choosing educational-professional trajectory and freshmen’s academic expectations

2020 ◽  
pp. 96-105
Author(s):  
Natalia A. Lyz’ ◽  
Irina S. Labyntseva
Keyword(s):  
Professional Development ◽  
Social Needs ◽  
Learning Motivation ◽  
First Year ◽  
Academic Expectations ◽  
Development Activity ◽  
Professional Activities ◽  
Professional Development Activity ◽  
Choice Of Major ◽  
Educational Professional

The paper considers the relevance of the university’s being students-oriented, shows the need to study the students’ learning motivation at the stage of university entrance, and presents the results of an empirical study. The purpose of the study is to identify the freshmen’s motives for choosing an educational-professional trajectory, awareness of their professional choice and academic expectations. To examine this phenomenon 247 first-year IT-students participated in the study. The results showed that the students are confident in their choice of major and university. Prestigious, financial and self-realization motives prevail among the motives for choosing an educational-professional trajectory. Freshmen’s expectations from studying at a university are associated with personal and professional development, activity in learning, and the satisfaction of cognitive and social needs. The results also showed the existence of a holistic system of subjective motivational foundations of students’ educational and professional activities. This system includes interrelated components: the motives for choosing an educational-professional trajectory, awareness of professional choice and academic expectations.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

FORMATION OF FOREIGN LANGUAGE COMMUNICATION OF AN ARMY OFFICER IN THE FRAMEWORK OF A PEDAGOGICAL EXPERIMENT: METHODOLOGY AND METHODOLOGY (THEORETICAL AND PRACTICAL ASPECTS)

2020 ◽  
Author(s):  
Вадим Манцурович Бикбаев
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Psychological Factors ◽  
Military Service ◽  
Military Education ◽  
Internal Motivation ◽  
Professional Activities ◽  
Army Officer ◽  
Language Communication

В статье рассматриваются особенности, проблемы, противоречия и перспективные направления совершенствования иноязычной коммуникации в рамках профессионального становления офицера. Отмечается, что формирование иноязычной коммуникации офицера главным образом определяется внутренней мотивацией, связанной с осознанием необходимости изучения и применения иностранного языка в рамках профессиональной деятельности, а также с учетом взаимосвязанных между собой педагогических, личностных, профессионально-деятельностных и психологического факторов, характерных для военного образования и военной службы. The article discusses the features, problems, contradictions and perspective directions for improving foreign language communication in the professional development of an officer. It is noted that the formation of foreign language communication of an officer is mainly determined by internal motivation associated with the awareness of the need to learn and use a foreign language in the framework of professional activities, as well as taking into account the interrelated pedagogical, personal, professional and psychological factors specific to military education and military service.

scholarly journals Deferred Action for Childhood Arrivals (DACA) medical students – an examination of their journey and experiences as medical students in limbo

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christina Gillezeau ◽  
Wil Lieberman-Cribbin ◽  
Kristin Bevilacqua ◽  
Julio Ramos ◽  
Naomi Alpert ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
First Year ◽  
Convenience Sample ◽  
Student Sample ◽  
Medical Specialties ◽  
Residency Programs ◽  
Deferred Action ◽  
The Status ◽  
Depth Interviews

Abstract Background Although the value of DACA medical students has been hypothesized, no data are available on their contribution to US healthcare. While the exact number of DACA recipients in medical school is unknown, DACA medical students are projected to represent an increasing proportion of physicians in the future. The current literature on DACA students has not analyzed the experiences of these students. Methods A mixed-methods study on the career intentions and experiences of DACA medical students was performed utilizing survey data and in-depth interviews. The academic performance of a convenience sample of DACA medical students was compared to that of matriculated medical students from corresponding medical schools, national averages, and first-year residents according to specialty. Results Thirty-three DACA medical students completed the survey and five participated in a qualitative interview. The average undergraduate GPA (SD) of the DACA medical student sample was 3.7 (0.3), the same as the national GPA of 2017–2018 matriculated medical students. The most common intended residency programs were Internal Medicine (27.2%), Emergency Medicine (15.2%), and Family Medicine (9.1%). In interviews, DACA students discussed their motivation for pursuing medicine, barriers and facilitators that they faced in attending medical school, their experiences as medical students, and their future plans. Conclusions The intent of this sample to pursue medical specialties in which there is a growing need further exemplifies the unique value of these students. It is vital to protect the status of DACA recipients and realize the contributions that DACA physicians provide to US healthcare.

Sign in / Sign up

Export Citation Format

Share Document