scholarly journals The Revised Medical School Performance Evaluation: Does It Meet the Needs of Its Readers?

2019 ◽  
Vol 11 (4) ◽  
pp. 475-478 ◽  
Author(s):  
Judith M. Brenner ◽  
Thurayya Arayssi ◽  
Rosemarie L. Conigliaro ◽  
Karen Friedman
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Performance Evaluation ◽  
Medical School ◽  
School Performance ◽  
Task Force ◽  
Program Directors ◽  
Residency Programs ◽  
Education Community ◽  
Medical School Performance

ABSTRACT Background The Medical School Performance Evaluation (MSPE) is an important factor for application to residency programs. Many medical schools are incorporating recent recommendations from the Association of American Medical Colleges MSPE Task Force into their letters. To date, there has been no feedback from the graduate medical education community on the impact of this effort. Objective We surveyed individuals involved in residency candidate selection for internal medicine programs to understand their perceptions on the new MSPE format. Methods A survey was distributed in March and April 2018 using the Association of Program Directors in Internal Medicine listserv, which comprises 4220 individuals from 439 residency programs. Responses were analyzed, and themes were extracted from open-ended questions. Results A total of 140 individuals, predominantly program directors and associate program directors, from across the United States completed the survey. Most were aware of the existence of the MSPE Task Force. Respondents read a median of 200 to 299 letters each recruitment season. The majority reported observing evidence of adoption of the new format in more than one quarter of all medical schools. Among respondents, nearly half reported the new format made the MSPE more important in decision-making about a candidate. Within the MSPE, respondents recognized the following areas as most influential: academic progress, summary paragraph, graphic representation of class performance, academic history, and overall adjective of performance indicator (rank). Conclusions The internal medicine graduate medical education community finds value in many components of the new MSPE format, while recognizing there are further opportunities for improvement.

scholarly journals Awareness of Bullying in Residency: Results of a National Survey of Internal Medicine Program Directors

2018 ◽  
Vol 10 (2) ◽  
pp. 209-213 ◽  
Author(s):  
Manasa S. Ayyala ◽  
Saima Chaudhry ◽  
Donna Windish ◽  
Denise Dupras ◽  
Shalini T. Reddy ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Learning Environment ◽  
National Survey ◽  
Negative Impact ◽  
Geographic Location ◽  
Program Directors ◽  
Residency Programs ◽  
Annual Survey ◽  
Program Characteristics

ABSTRACT Background  Bullying of medical trainees is believed to occur more frequently in medical education than once thought. Objective  We conducted a survey to understand internal medicine program director (PD) perspectives and awareness about bullying in their residency programs. Methods  The 2015 Association of Program Directors in Internal Medicine (APDIM) annual survey was e-mailed to 368 of 396 PDs with APDIM membership, representing 93% of internal medicine residency programs. Questions about bullying were embedded within the survey. Bivariate analyses were performed on PD and program characteristics. Results  Of a total of 368 PD APDIM members, 227 PDs (62%) responded to the survey. Less than one-third of respondents (71 of 227, 31%) reported being aware of bullying in their residency programs during the previous year. There were no significant differences in program or PD characteristics between respondents who reported bullying in their programs and those who did not (gender, tenure as PD, geographic location, or specialty, all P > .05). Those who acknowledged bullying in their program were more likely to agree it was a problem in graduate medical education (P < .0001), and it had a significant negative impact on the learning environment (P < .0001). The majority of reported events entailed verbal disparagements, directed toward interns and women, and involved attending physicians, other residents, and nurses. Conclusions  This national survey of internal medicine PDs reveals that a minority of PDs acknowledged recent bullying in their training programs, and reportedly saw it as a problem in the learning environment.

scholarly journals Developing a Predictive Model to Assess Applicants to an Internal Medicine Residency

2010 ◽  
Vol 2 (1) ◽  
pp. 129-132 ◽  
Author(s):  
David Neely ◽  
Joseph Feinglass ◽  
Warren H. Wallace
Keyword(s):  
Internal Medicine ◽  
Regression Analysis ◽  
Medical School ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
School Performance ◽  
Medical School Performance ◽  
Usmle Step 1 ◽  
Overall Performance ◽  
Usmle Step

Abstract Background Residency programs strive to accurately assess applicants' qualifications and predict future performance. However, there is little evidence-based guidance on how to do this. The aim of this study was to design an algorithm for ranking applicants to an internal medicine residency program. Methods Ratings of overall performance in residency were compared to application characteristics of 230 graduating residents from 2000–2005. We analyzed 5 characteristics of the application: medical school, overall medical school performance, performance in junior medicine clerkship, United States Medical Licensing Examination (USMLE) Step 1 score, and interview ratings. Using bivariate correlations and multiple regression analysis, we calculated the association of each characteristic with mean performance ratings during residency. Results In multiple regression analysis, the most significant application factors (r2  =  0.22) were the quality of the medical school and the applicant's overall performance in medical school (P < .001). Conclusion This data has allowed the creation of a weighted algorithm to rank applicants that uses 4 application factors—school quality, overall medical school performance, medicine performance, and USMLE Step 1 score.

What are the best predictors of medical school performance

2010 ◽  
Author(s):  
Amanda Poole ◽  
Mitchell Rothstein ◽  
Richard D. Goffin ◽  
Michael J. Rieder ◽  
Henryk Krajewski ◽  
...  
Keyword(s):  
Medical School ◽  
School Performance ◽  
Medical School Performance

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

Current Models for Inpatient and Emergency Room Ophthalmology Consultation in U.S. Residency Programs

2020 ◽  
Vol 12 (02) ◽  
pp. e171-e174
Author(s):  
Donna H. Kim ◽  
Dongseok Choi ◽  
Thomas S. Hwang
Keyword(s):  
Emergency Department ◽  
Medical Education ◽  
Emergency Room ◽  
Program Directors ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Direct Supervision ◽  
Residency Programs ◽  
Residency Program Directors ◽  
Competency Assessments

Abstract Objective This article examines models of patient care and supervision for hospital-based ophthalmology consultation in teaching institutions. Design This is a cross-sectional survey. Methods An anonymous survey was distributed to residency program directors at 119 Accreditation Council for Graduated Medical Education accredited U.S. ophthalmology programs in the spring of 2018. Survey questions covered consult volume, rotational schedules of staffing providers, methods of supervision (direct vs. indirect), and utilization of consult-dedicated didactics and resident competency assessments. Results Of the 119 program directors, 48 (41%) completed the survey. Programs most frequently reported receiving 4 to 6 consults per day from the emergency department (27, 55.1%) and 4 to 6 consults per day from inpatient services (26, 53.1%). Forty-seven percent of programs reported that postgraduate year one (PGY-1) or PGY-2 residents on a dedicated consult rotation initially evaluate patients. Supervising faculty backgrounds included neuro-ophthalmology, cornea, comprehensive, or a designated chief of service. Staffing responsibility is typically shared by multiple faculty on a daily or weekly rotation. Direct supervision was provided for fewer of emergency room consults (1–30%) than for inpatient consults (71–99%). The majority of programs reported no dedicated didactics for consultation activities (27, 55.1%) or formal assessment for proficiency (33, 67.4%) prior to the initiation of call-related activities without direct supervision. Billing submission for consults was inconsistent and many consults may go financially uncompensated (18, 36.7%). Conclusion The majority of hospital-based ophthalmic consultation at academic centers is provided by a rotating pool of physicians supervising a lower level resident. Few programs validate increased levels of graduated independence using specific assessments.

scholarly journals Anatomy education in Ethiopia - the effect of school background on medical school performance

2019 ◽  
Vol 13 (2) ◽  
pp. 122-125
Author(s):  
Abebe Ayalew BEKEL ◽  
Dawit Habte WOLDEYES ◽  
Yibeltal Wubale ADAMU ◽  
Mengstu Desalegn KIROS ◽  
Shibabaw Tedila TRUNEH ◽  
...  
Keyword(s):  
Medical School ◽  
School Performance ◽  
Anatomy Education ◽  
Medical School Performance
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