scholarly journals Focusing on Diversity: A Regional Internal Medicine Residency Viewpoint on Underrepresented Minority Support, Retention, and Mentoring

2021 ◽  
Vol 13 (2) ◽  
pp. 181-188
Author(s):  
Rachel Harris ◽  
Kyle Covington ◽  
Cristin Colford ◽  
Nancy Denizard-Thompson ◽  
Michael Contarino ◽  
...  

ABSTRACT Background While the overall percentage of residents who withdraw (2.7%) or take extended leave (1.0%) are low, subgroup analysis has found that minority physicians are approximately 30% more likely to withdraw from residency than their white counterparts and 8 times more likely to take extended leave of absence. With ongoing national efforts to support diversity in medical education through increased recruitment of underrepresented in medicine (UiM) students to residency programs, there is paucity of data identifying specific experiences challenging or contributing to their overall resiliency. Better understanding of the lived experience of UiM residents will allow residency programs to create successful curricular programing and support structures for residents to thrive. Objective We sought to understand UiM internal medicine residents' experiences during residency training. Methods We used a retrospective review of focus group transcripts of UiM internal medicine residents from 5 academic institutions in 2017 (4 in North Carolina and 1 in Georgia). Results Of 100 self-identified UiM residents from 5 institutions, 59 participated in the focus groups. Using a consensus-based review of transcripts, 25 distinct codes in 8 parent code categories were determined. Two primary themes emerged: resilience and isolation. Three secondary themes—social support, mentorship, and external expectations and/or biases—served as mediators for the primary themes. Conclusions UiM residents who became or were already resilient commonly experienced isolation at some time in their medical career, specifically during residency. Moreover, they could be influenced and positively or negatively affected by social support, mentorship, and external expectations and biases.

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Masha J. Slavin ◽  
Mangala Rajan ◽  
Lisa M. Kern

Abstract Background Relevant clinical information is often missing when a patient sees a specialist after being referred by another physician in the ambulatory setting. This can result in missed or delayed diagnoses, delayed treatment, unnecessary testing, and drug interactions. Residents’ attitudes toward providing clinical information at the time of referral and their perspectives toward training on referral skills are not clear. We sought to assess internal medicine residents’ attitudes toward and experiences with outpatient referrals. Methods We conducted a cross-sectional survey in October–December 2018 of all internal medicine interns and residents affiliated with a large, urban internal medicine residency program in New York, NY. We used a novel survey instrument that included 13 questions about attitudes toward and experiences with outpatient referrals. We used descriptive statistics to characterize the results. Results Overall, 122 of 132 residents participated (92% response rate). Respondents were approximately equally distributed across post-graduate years 1–3. Although 83% of residents reported that it is “always” important to provide the clinical reason for a referral, only 11% stated that they “always” provide a sufficient amount of clinical information for the consulting provider when making a referral. Only 9% of residents “strongly agree” that residency provides sufficient training in knowing when to refer patients, and only 8% “strongly agree” that residency provides sufficient training in what information to provide the consulting physician. Conclusions These results suggest a substantial discrepancy between the amount of information residents believe they should provide at the time of a referral and the amount they actually provide. Many residents report not receiving adequate training during residency on when to refer patients and what clinical information to provide at the time of referral. Improvements to medical education regarding outpatient referrals are urgently needed.


Blood ◽  
2013 ◽  
Vol 122 (21) ◽  
pp. 2920-2920
Author(s):  
Esha Kaul ◽  
John Paul Flores ◽  
Jessica K Paulus ◽  
Krishna S. Gunturu

Abstract Background Over the last decade there has been a rapid increase in the body of knowledge in Hematology and Oncology with major changes in treatment strategies and available therapies. In this current climate, the majority of physicians with Hematology-Oncology training focus their practice on either Hematology or Oncology. However, currently most fellowship programs combine the two specialties. In 2012, only 16 Hematology-specific fellowship positions were available nationwide, and the number of applicants per position in the NRMP Match for Hematology and Hematology-Oncology (Hem-Onc) was 7.4 and 1.5, respectively. A report from the American Society of Clinical Oncology (ASCO) predicted an acute shortage in the Hem-Onc workforce by the year 2020. As we attempt to meet this demand by training more fellows, it is important to understand the Hem-Onc environment in which the internal medicine residents are surrounded as they choose their career pathways. We therefore conducted a survey of internal medicine residents to understand their perceptions about this field and how they make decisions about fellowship training. Methods The content and wording of the survey were developed in focus group discussions of the authors. A 5 point Likert scale was used to identify a range of responses. A pilot was performed with the Hem-Onc fellows to test the survey for clarity and relevance. The Research Electronic Database electronic capture (REDCap) software was used for survey development and distribution. Program directors were contacted via email regarding study participation. The invitation to complete a 4 page anonymous web based survey was sent to Internal Medicine residents at 4 residency programs in Massachusetts (1 university-based and 3 community-based) between January 2012 and July 2012. Counts and proportions were used to summarize survey responses. Results 77 out of the 171 current residents enrolled in the 4 residency programs completed the survey (response rate: 45%). 59 (77%) of the respondents were either committed to or had considered pursuing fellowship training. Among these residents, Hem-Onc was among the top three choices for 20 (26%) of the respondents. The top three factors that led them to consider a fellowship in Hem-Onc were intellectual stimulation, the rapidly expanding field, and a personality fit (Table 1). The top reasons cited for not considering a career in Hem-Onc were the lack of curative options, personality fit, and dealing with end of life issues (Table 2). Of the 57 residents not considering a combined Hem-Onc fellowship, 16 (26%) were willing to consider fellowships in Hematology or Oncology if tracks where offered separately [11 (69%) for Hematology alone or 5 (31%) for Oncology alone]. Even among those considering combined Hem-Onc fellowships, 3 (15%) would consider fellowships in Hematology alone and 3 (15%) would consider oncology alone. In terms of the residency training environment, the areas of Hem-Onc training where most residents felt their exposure to the field be lacking were outpatient oncology (59,77%) and benign hematology (49, 64%). (Fig.1) Discussion While Hematology and Oncology have traditionally been offered as a combined 3 year fellowship, there is substantial interest in separate Hematology and Oncology fellowships as evidenced by our survey results and NRMP data. A greater number of Hematology- or Oncology-specific fellowships could attract more residents to these subspecialties and help meet the increasing demand for Hematologists and Oncologistsin clinical practice. Also, increased exposure to outpatient, in addition to inpatient, Hem-Onc during residency would be more representative of actual practice, could dispel misconceptions about dismal outcomes in Hem-Onc, and may help attract more residents to the field. Disclosures: No relevant conflicts of interest to declare.


F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 213 ◽  
Author(s):  
Christopher Dittus ◽  
Vanya Grover ◽  
Georgia Panagopoulos ◽  
Kenar Jhaveri

Background: Recent changes in healthcare delivery have necessitated residency education reform. To adapt to these changes, graduate medical education can adopt a chief resident-led clinical curriculum. Chief residents are ideal clinical instructors, as they are recent graduates who have excelled in their residency programs. To effectively use the limited time available for education, chief residents can implement active learning techniques. We present a chief resident-led, small-group, problem-based curriculum for teaching first-year internal medicine residents, and provide preliminary data supporting the efficacy of this approach.Methods: The seminar consisted of 11 4-week modules. Week 1 was a team-based crossword competition. Weeks 2-4 were small-group, problem-based clinical reasoning sessions taught by chief residents. The program was evaluated via pre- and post-module multiple-choice tests. Resident satisfaction data were collected via self-reported, anonymous surveys.Results: Preliminary results revealed a statistically significant increase from pre-test to post-test score for 9 of the 11 modules. The chest pain, fever, abdominal pain, shock, syncope, jaundice, dizziness, anemia, and acute kidney injury modules achieved statistical significance. Additionally, resident satisfaction surveys show that this teaching approach was an enjoyable experience for our residents.Discussion: Our chief seminar is an evidence-based, clinical reasoning approach for graduate medical education that uses active learning techniques. This is an effective and enjoyable method for educating internal medicine residents. Because of its reproducibility, it can be applied throughout residency education.


2021 ◽  
Vol 8 (3) ◽  
pp. 01-02
Author(s):  
Yousif Al-Saiegh

The Novel Coronavirus Disease 2019 (COVID-19) Pandemic impacted the educational environment of Internal Medicine residency programs tremendously, shifting the focus from continued medical education to being the first line of defense while taking care of patients with COVID-19. Our article discusses an approach to reestablish medical education in the midst of a pandemic.


2017 ◽  
Vol 8 (2) ◽  
pp. e18-24 ◽  
Author(s):  
William Stokes ◽  
Shannon Ruzycki ◽  
Ramdeo Jainarine ◽  
Debra Isaac ◽  
Joanna Cole

Background: A Guyana-based, internal medicine (IM) post-graduate medical education program was established in 2013. However, lack of formal teaching sessions are barriers to the program’s success.Objective: To describe the partnership between the University of Calgary and the University of Guyana’s internal medicine residency programs (IMRP). This partnership was created to support the Guyana’s IM academic half-day and is characterized by mutually beneficial, resident-led videoconference teaching sessions.Methods: Calgary medical residents volunteered to create and present weekly teaching presentations to Guyanese residents via videoconference. Questionnaires were completed by Guyanese residents and provided to Calgary residents as feedback on their teaching and presentation skills. A similar survey was completed by Calgary residents.Lessons learned: Twenty-four videoconference teaching sessions were conducted over eight months with a total of 191 and 16 surveys completed by Guyana and Calgary residents, respectively. Over 92% of both Guyana and Calgary residents agreed that the sessions enhanced their learning and over 93% reported increased interest in becoming more involved in international collaborations. 88% of Calgary residents felt the sessions improved their teaching skills.Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education. 


2014 ◽  
Author(s):  
Linda Thomas-Hemak ◽  
Ghanshyam Palamaner Subash Shantha ◽  
Lakshmi Rani Gollamudi ◽  
Jignesh Sheth ◽  
Brian Ebersole ◽  
...  

Purpose: Effect of patient centered medical home (PCMH) curriculum interventions on residents’ self-reported and demonstrated knowledge, skills and attitudes (KSA) in PCMH competency arenas is lacking in the literature. This study aimed to assess impact of PCMH curricular innovations on Internal Medicine residents’ self-reported KSA. Method: Twenty four (24) Internal Medicine residents - 12 Traditional (TR) track and 12 Teaching Health Center (THC) track - began training in academic year (AY) 2011 at the Wright Center for Graduate Medical Education (WCGME). They were followed through AY2013 covering three years of training. PCMH curricular innovations were applied beginning July 2011 until May 2012 focally to THC residents. These curricular innovations were spread program wide in May 2012. Semi-annual validated PCMH Clinician Assessments assessing PCMH competencies based on self-reported KSA were started in AY2011 and completed by all residents. Results: Mean self-reported KSA scores of TR residents were similar to THC residents at baseline for all PCMH competencies. In May 2012, mean scores of THC residents were significantly higher than 2011 and graduating 2009 TR residents for most PCMH competencies. After program wide implementation of PCMH innovations, mean scores of 2011 and 2010 TR residents for all PCMH competencies improved and most equalized to those of 2011 THC residents. Globally improved PCMH competency scores of 2011 THC and TR residents were maintained through May 2014, with majority of improvements above baseline reaching statistical significance. Conclusions: PCMH curricular innovations inspired by HRSA’s Teaching Health Center funded residency program expansion quickly and consistently improved Internal Medicine residents’ self-reported KSA of PCMH competencies and improvements were sustained.


2018 ◽  
Vol 10 (2) ◽  
pp. 209-213 ◽  
Author(s):  
Manasa S. Ayyala ◽  
Saima Chaudhry ◽  
Donna Windish ◽  
Denise Dupras ◽  
Shalini T. Reddy ◽  
...  

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.


2018 ◽  
Vol 5 ◽  
pp. 238212051876336 ◽  
Author(s):  
Stutee Khandelwal ◽  
Sarah E Zemore ◽  
Anke Hemmerling

Background: Although physicians are expected to provide dietary counseling for patients with cardiovascular (CV) risk factors such as hypertension, hyperlipidemia, diabetes, and obesity, nutrition education in graduate medical education remains limited. Few studies have recently examined nutrition education and dietary counseling practices in Internal Medicine (IM) residency training. Objectives: To conduct a contemporary assessment of outpatient nutrition education in IM residency programs in the United States, identify predictors of residents’ dietary counseling practices for CV risk factors, and identify barriers for educators in providing nutrition education and barriers for residents in counseling patients. Design: Cross-sectional anonymous surveys were completed by IM program directors (PDs) and residents throughout the United States. Linear regression was used to examine the association between the amount of nutrition education received and the number of instruction methods used by the residents and frequency of residents’ dietary counseling for patients with CV risk factors. Key Results: A total of 40 educators (PDs and ambulatory/primary care PDs) and 133 residents across the United States responded to the survey. About 61% of residents reported having very little or no training in nutrition. Nutrition education in residency, both the amount of education (β = 0.20, P = .05) and the number of instruction methods used (β = 0.26, P = .02), predicted frequency of residents’ dietary counseling practices independent of nutrition education in medical school, which was also significantly associated with counseling (β = 0.20, P = .03). Residents’ total fruit and vegetable intake likewise predicted frequency of counseling (β = 0.24, P < .001). Low perceived faculty expertise was a major barrier for educators and was associated with lower level of provided nutrition education ( r = −.33, P = .04). Low resident and low perceived clinic preceptors’ interests in nutrition were also associated with lower frequency of residents’ dietary counseling ( r = −.19, P = .04; r = −.18, P = .05). Conclusions: The provision of nutrition education in IM residency programs and IM residents’ dietary counseling for patients need to be systematically assessed nationally. This study’s preliminary findings suggest that multimodal nutrition education in IM residency and better resident dietary habits are associated with higher frequency of dietary counseling for patients. Lack of faculty expertise and low faculty and resident interests in patient counseling need to be addressed perhaps by mandating nutrition education in graduate and continuing medical education.


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