scholarly journals Learning by Doing: Preserving the Quality of Graduate Medical Education in an Era of Work Hour Restrictions

2019 ◽  
Vol 11 (5) ◽  
pp. 507-508
Author(s):  
Michael Lee
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Learning By Doing ◽  
Graduate Medical ◽  
Work Hour

scholarly journals A peer review process to assess the quality of graduate medical education

1988 ◽  
Vol 63 (4) ◽  
pp. 288-93
Author(s):  
H Levine ◽  
E Vanek ◽  
G Lefferts ◽  
W Michener ◽  
G Weiker
Keyword(s):  
Medical Education ◽  
Peer Review ◽  
Graduate Medical Education ◽  
Review Process ◽  
Peer Review Process ◽  
Graduate Medical

scholarly journals Interns' Compliance With Accreditation Council for Graduate Medical Education Work-Hour Limits

JAMA ◽  
2006 ◽  
Vol 296 (9) ◽  
pp. 1063 ◽  
Author(s):  
Christopher P. Landrigan ◽  
Laura K. Barger ◽  
Brian E. Cade ◽  
Najib T. Ayas ◽  
Charles A. Czeisler
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Work Hour ◽  
Education Work

scholarly journals An Institutional Approach to Assist Program Directors and Coordinators With Meeting the Challenges of Graduate Medical Education

2010 ◽  
Vol 2 (2) ◽  
pp. 170-174 ◽  
Author(s):  
Scott Cottrell ◽  
Lori Brownlee ◽  
Norman Ferrari
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Graduate Medical Education ◽  
Residency Review Committee ◽  
Statistical Analyses ◽  
Review Committee ◽  
Graduate Medical ◽  
Program Coordinators ◽  
Cycle Lengths

Abstract Objective To investigate whether a multimethod approach, including a new position dedicated to graduate medical education (GME) educator, online education modules, and program file audits, was associated with quality improvement in our residency programs. Method Data related to GME audits, residency review committee citations and cycle lengths were entered into a database. We conducted statistical analyses and calculated effect sizes to explore whether these resources were associated with program quality, as measured by maintaining necessary program policies and files, implementation of multiple assessments, increased residency review committee cycle lengths, and reductions in the number of citations. Results The statistical analyses support the implementation of the GME educator, file audits, and online courses designed to improve the quality of residency education. Conclusions The GME office will continue to conduct audits, develop online learning resources, and provide one-on-one communication between the GME educator and program coordinators and directors. Our approach could serve as a model for other institutions interested in enhancing institutional oversight and the quality of their programs.

scholarly journals Global Health and Graduate Medical Education: A Systematic Review of the Literature

2016 ◽  
Vol 8 (5) ◽  
pp. 685-691 ◽  
Author(s):  
Corey B. Bills ◽  
James Ahn
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Global Health ◽  
Graduate Medical Education ◽  
Clinical Benefit ◽  
Reliability And Validity ◽  
Validity Evidence ◽  
Inclusion Criteria ◽  
Graduate Medical

ABSTRACT Background  Global health (GH) interest is increasing in graduate medical education (GME). The popularity of the GH topic has created growth in the GME literature. Objective  The authors aim to provide a systematic review of published approaches to GH in GME. Methods  We searched PubMed using variable keywords to identify articles with abstracts published between January 1975 and January 2015 focusing on GME approaches to GH. Articles meeting inclusion criteria were evaluated for content by authors to ensure relevance. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI), which has demonstrated reliability and validity evidence. Results  Overall, 69 articles met initial inclusion criteria. Articles represented research and curricula from a number of specialties and a range of institutions. Many studies reported data from a single institution, lacked randomization and/or evidence of clinical benefit, and had poor reliability and validity evidence. The mean MERSQI score among 42 quantitative articles was 8.87 (2.79). Conclusions  There is significant heterogeneity in GH curricula in GME, with no single strategy for teaching GH to graduate medical learners. The quality of literature is marginal, and the body of work overall does not facilitate assessment of educational or clinical benefit of GH experiences. Improved methods of curriculum evaluation and enhanced publication guidelines would have a positive impact on the quality of research in this area.

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