scholarly journals Interdisciplinary Ethics Certificate Program for Graduate Medical Education Trainees

2021 ◽  
Vol 13 (6) ◽  
pp. 863-867
Author(s):  
Harrison C. Thomas ◽  
Keith Meador ◽  
Kate Payne ◽  
Brian C. Drolet
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Ethics Education ◽  
Medical Center ◽  
Ethics Consultation ◽  
Course Evaluation ◽  
Biomedical Ethics ◽  
Structured Learning ◽  
Certificate Program ◽  
Graduate Medical

ABSTRACT Background Ethics education is an essential component of developing physician competency and professionalism. Although prior studies have shown both a wide interest and a need for ethics education during residency, structured learning opportunities are not widely available at the graduate medical education (GME) level. Objective Through the Vanderbilt Center for Biomedical Ethics and Society, we developed a 1-year certificate program offering a Distinction in Biomedical Ethics, open to all active trainees in GME programs at the Vanderbilt University Medical Center. This certificate program provides advanced education in biomedical ethics and can be completed without additional cost to the trainee or time away from training. Methods This certificate program has been offered each academic year since 2017–2018. The program curriculum includes case-based seminars, a rotation on the Ethics Consultation Service, participation on the hospital ethics committee, and a capstone project. Outcomes were assessed using a post-course evaluation. Results During the first 4 years of the program, 65 trainees participated from 19 different specialties. Course evaluations were obtained from 58 participants (89.4% response rate) and were strongly favorable in most domains. All participants agreed that this program enhanced their knowledge of biomedical ethics and they would use something they learned in their future practice. Most participants (57 of 58, 98.3%) would recommend this course to a friend. Conclusions We designed and implemented a Distinction in Biomedical Ethics program to provide advanced training in clinical Bioethics, which has been favorably received by participants.

scholarly journals Aligning Strategic Interests in an Academic Medical Center: A Framework for Evaluating GME Expansion Requests

2019 ◽  
Vol 11 (1) ◽  
pp. 85-91
Author(s):  
Kalli Varaklis ◽  
Mark G. Parker ◽  
Jordan S. Peck ◽  
Robert G. Bing-You
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Health Care System ◽  
Graduate Medical Education ◽  
Systems Engineering ◽  
Medical Center ◽  
Program Quality ◽  
Graduate Medical ◽  
Societal Needs ◽  
Care System

ABSTRACT Background  In 2017, the Maine Medical Center Graduate Medical Education Committee received an unprecedented number of requests (n = 18) to start new graduate medical education (GME) programs or expand existing programs. There was no process by which multiple programs could be prioritized to compete for scarce GME resources. Objective  We developed a framework to strategically assess and prioritize GME program expansion requests to yield the greatest benefits for patients, learners, and the institution as well as to meet regional and societal priorities. Methods  A systems engineering methodology called tradespace exploration was applied to a 6-step process to identify relevant categories and metrics. Programs' final scores were peer evaluated, and prioritization recommendations were made. Correlation analysis was used to evaluate the relevance of each category to final scores. Stakeholder feedback was solicited for process refinement. Results  Five categories relevant to GME expansion were identified: institutional priorities, health care system priorities, regional and societal needs, program quality, and financial considerations. All categories, except program quality, correlated well with final scores (R2 range 0.413–0.662). Three of 18 requested programs were recommended for funding. A stakeholder survey revealed that almost half of respondents (48%, 14 of 29) agreed that the process was unbiased and inclusive. Focus group feedback noted that the process had been rigorous and deliberate, although communication could have been improved. Conclusions  Applying a systems engineering approach to develop institution-specific metrics for assessing GME expansion requests provided a reproducible framework, allowing consideration of institutional, health care system, and regional societal needs, as well as program quality and funding considerations.

scholarly journals A scoping review of social determinants of health curricula in post-graduate medical education

2019 ◽  
Vol 10 (3) ◽  
pp. e61-71
Author(s):  
Kimberly Anne Hunter ◽  
Ben Thomson
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Graduate Medical Education ◽  
Social Determinants ◽  
Scoping Review ◽  
The United States ◽  
Course Evaluation ◽  
Determinants Of Health ◽  
Post Graduate ◽  
Graduate Medical

Social determinants of health are responsible for 50% of ill health. The Royal College of Physicians and Surgeons of Canada CanMEDS role of “physician advocate” requires physicians to attain competency in this particular domain, but physician trainees feel this is not well covered in their training programs. This study performed a scoping review of social determinants of health curricula that had been described, implemented and evaluated in post-graduate medical education. A search using MEDLINE(OvidSP) database, with search terms “residency,” ”curriculum,” and “social determinants” with no age, language, and publication date restrictions was done.Researchers identified a total of 12 studies, all from the United States, in internal medicine (n=4), pediatrics (n=4), family medicine (n=2), or multiple (n=2) residency programs. Most curricula (n=8, 67%), were longitudinal, and most contained both patient or community exposure (n=11, 92%) and/or classroom-based components (n=10, 83%). Most (78%) curricula improved participant related outcomes, including exam performance, awareness regarding personal practice, confidence, improved screening for social determinants of health and referral to support services. Program specific outcomes were frequently positive (50%) and included resident satisfaction and high course evaluation scores, high representation of resident and faculty from minority groups, applicability of training to underserviced populations, and improved engagement of marginalized community members. When evaluated, academic outcomes were always positive, and included acceptance of scholarly projects to national conferences, publication of research work, grants earned to support health projects, local or national awards for leadership and community engagement, and curriculum graduates later pursuing related Masters degrees and/or establishing medical practices in underserved areas. Only one study reported a patient-related outcome, with advice provided by health care providers considered by patients to be helpful. Researchers used these results to design recommendations for creation of a post-graduate curriculum to address social determinants of health were provided.

scholarly journals Tragedy Meets GME: The Impact of the October 1st Mass Casualty Incident on Academic Attending and Resident Physicians

2019 ◽  
Vol 34 (s1) ◽  
pp. s72-s72
Author(s):  
Suzanne Roozendaal ◽  
Gregory Guldner ◽  
Hoda Abou-Zaid ◽  
Jason Siegal ◽  
Ross Berkeley ◽  
...  
Keyword(s):  
Social Support ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Perceived Social Support ◽  
Medical Center ◽  
Mass Casualty Incident ◽  
Mass Casualty ◽  
Graduate Medical ◽  
Post Traumatic Growth ◽  
The Impact

Introduction:On October 1, 2017, a gunman fired on a festival in Las Vegas, Nevada, killing 58 people and wounding over 500. Multiple casualties were received at two nearby hospitals that sponsor residency programs: Sunrise Hospital and Medical Center and University Medical Center.Aim:To evaluate the impact of the most lethal mass-shooting event in US history on graduate medical education (GME) at the involved hospitals.Methods:Anonymized surveys were sent to 210 physicians at SMC and 110 physicians at UMC. Surveys incorporated 4 validated instruments: The Post Traumatic Growth Inventory (PTGI), The Impact of Events Scale-Revised (IES-R), The Multidimensional Scale of Perceived Social Support (MSPSS), and The Team Cohesion Factor (TCF).Results:Sixty-six physicians completed the surveys (38 attendings; 17 residents). 10% of physicians scored in the likely posttraumatic stress disorder (PTSD) range and 15% found themselves avoiding or struggling with managing similar patients, though overall survey response rate was low. The majority of physicians did not believe the event impacted their specific GME activities. No attending physician rated the event as negative in terms of global impact on GME, and 34% rated it as positive. However, 12 of 17 residents rated the event as a hurdle in its GME impact. A regression model predicting the IES-R score demonstrated a trend that those with higher pre-event stress and lower social support reported more adverse impact (p<0.06).Discussion:We believe our study is the first to examine the impact of mass casualty traumatic events on graduate medical education. Attendings and residents differ in their global perception of the impact, with attendings viewing it as a positive event and residents as a challenge. Pre-event level of stress and perceived social support predicted the impact of the event and may partially explain these results if residents and attendings vary on these parameters.

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