Advice for fourth year medical students beginning the dermatology residency application process: Perspectives from interns who matched

2009 ◽  
Vol 15 (10) ◽  
Author(s):  
Ali Alikhan ◽  
Raja K Sivamani ◽  
Misha M Mutizwa ◽  
Lesley M Felsten
Keyword(s):  
Medical Students ◽  
Application Process ◽  
Fourth Year Medical Students ◽  
Residency Application

scholarly journals The Evolving Impact of COVID-19 on Medical Student Orthopedic Education: Perspectives From Medical Students in Different Phases of the Curriculum

2020 ◽  
Vol 11 ◽  
pp. 215145932095172 ◽  
Author(s):  
Michelle A. Richardson ◽  
Wasif Islam ◽  
Matthew Magruder
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
School Curriculum ◽  
Application Process ◽  
Program Coordinators ◽  
Orthopedic Surgeons ◽  
Fourth Year Medical Students ◽  
Residency Application ◽  
The Impact

Introduction: The world-wide lockdown caused by Coronavirus Disease 2019 (COVID-19) has upended the trajectories of lives everywhere. The medical profession has been on the front lines of this rapidly developing situation, which in turn has called for unprecedented changes in the medical school curriculum. These changes have severe implications for medical students interested in applying to competitive surgical specialties like orthopedics. Methods: As medical students in 3 different class years pursuing orthopedic surgery, we provide our perspectives on the impact that COVID-19 has had on medical student orthopedic education. Results: With the removal of away rotations and a shift to virtual interviews, rising fourth year medical students are arguably the most impacted as they prepare for the orthopedic residency application process. Third year students, who are in the exploratory phase of choosing a specialty, also face uncertainties in the shift to a “new” clerkship experience that may (1) be of shorter duration, (2) implement shifts to limit overcrowding of clinical space, and (3) increase the use of telehealth over direct patient contact. Discussion: The COVID-19 pandemic has altered the course of medical students’ orthopedic education in unprecedented ways. We believe the following suggestions may be helpful for students seeking alternative, supplemental ways of learning: (1) read up on major orthopedic journals, (2) reach out to orthopedic surgeons in areas of interest, (3) reach out to program directors/medical clerkship directors/program coordinators for opportunities to attend their educational curriculum virtually, (4) attend online lectures and hospital grand rounds, and (5) practice suturing technique with a practice kit. Conclusions: While the medical education landscape remains uncertain amid the evolving conditions of COVID-19, as medical students we strive to learn from this pandemic and respond to future unforeseen challenges with resilience, dedication, and compassion: all qualities we admire in orthopedic surgeons.

A Four-Week Otolaryngology Virtual Educational Curriculum for Prospective Applicants

2021 ◽  
pp. 014556132110523
Author(s):  
Jaclyn Lee ◽  
Madelyn N. Stevens ◽  
Kelly C. Landeen ◽  
Brittany E. Lipscomb ◽  
Amy S. Whigham
Keyword(s):  
United States ◽  
Medical Students ◽  
The United States ◽  
Vital Role ◽  
Application Process ◽  
Specific Knowledge ◽  
Educational Curriculum ◽  
Specific Program ◽  
Fourth Year Medical Students ◽  
Residency Application

The COVID-19 pandemic led to a suspension of visiting student rotations across the United States. For senior medical students applying into surgical subspecialties, such as otolaryngology, these away rotations serve a vital role in the residency application process. Prior to the pandemic, there was not a virtual alternative to in-person visiting student rotations for applicants. We developed a replicable and expandable program focused on helping prospective otolaryngology applicants (fourth-year medical students) gain exposure to the experiences typically offered via in-person rotations. The goal was to improve otolaryngology-specific knowledge and to help applicants demonstrate specific program interest, without the financial and logistical challenges associated with in-person away rotations.

scholarly journals The Influence of the Residency Application Process on the Online Social Networking Behavior of Medical Students

2013 ◽  
Vol 88 (11) ◽  
pp. 1707-1712 ◽  
Author(s):  
Matthew B. Strausburg ◽  
Alexander M. Djuricich ◽  
W. Graham Carlos ◽  
Gabriel T. Bosslet
Keyword(s):  
Medical Students ◽  
Social Networking ◽  
Online Social Networking ◽  
Application Process ◽  
Networking Behavior ◽  
Residency Application

scholarly journals Otolaryngology Residency Application during the SARS-CoV-2 (COVID-19) Pandemic

2020 ◽  
Vol 163 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Pompeyo R. Quesada ◽  
Roberto N. Solis ◽  
Rodney C. Diaz ◽  
Shannon M. Kraft
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Fourth Year Medical Students ◽  
Residency Application

The escalation of the COVID-19 pandemic has affected health care at every level, including medical education. As some fourth-year medical students graduate early to join the front lines, we must now turn our attention to those trainees in their penultimate year. In this commentary, we address the unique dilemmas facing otolaryngology residency candidates for the 2020-2021 cycle, with a focus on those applicants with no institutional otolaryngology department.

scholarly journals What Are We Telling Our Students? A National Survey of Clerkship Directors' Advice for Students Applying to Internal Medicine Residency

2015 ◽  
Vol 7 (3) ◽  
pp. 382-387 ◽  
Author(s):  
Katherine C. Chretien ◽  
D. Michael Elnicki ◽  
Diane Levine ◽  
Meenakshy Aiyer ◽  
Alwin Steinmann ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Free Text ◽  
Clinical Rotation ◽  
Application Process ◽  
Clinical Rotations ◽  
Decision Points ◽  
Fourth Year Medical Students ◽  
Internal Medicine Residencies

ABSTRACT Background Little is known about the advice fourth-year medical students receive from their advisors as they prepare to apply for residency training. Objective We collected information on recommendations given to medical students preparing to apply to internal medicine residencies regarding fourth-year schedules and application strategies. Methods Clerkship Directors in Internal Medicine conducted its annual member survey in June 2013. We analyzed responses on student advising using descriptive and comparative statistics, and free-text responses using content analysis. Results Of 124 members, 94 (76%) responded, and 83 (88%) advised fourth-year medical students. Nearly half (45%) advised an average of more than 20 students a year. Advisors encouraged students to take a medicine subinternship (Likert scale mean 4.84 [1, strongly discourage, to 5, strongly encourage], SD = 0.61); a critical care rotation (4.38, SD = 0.79); and a medicine specialty clinical rotation (4.01, SD = 0.80). Advisors reported they thought fourth-year students should spend a mean of 6.5 months doing clinical rotations (range 1–10, SD = 1.91). They recommended highest academic quartile students apply to a median of 10 programs (range 1–30) and lowest quartile students apply to 15 programs (range 3–100). Top recommendations involved maximizing student competitiveness, valuing program fit over reputation, and recognizing key decision points in the application process. Conclusions Undergraduate medical advisors recommended specific strategies to enhance students' competitiveness in the Match and to prepare them for residency. The results can inform program directors and encourage dialogue between undergraduate medical education and graduate medical education on how to best utilize the fourth year.

scholarly journals A National Survey Evaluating the Impact of the COVID-19 Pandemic on Students Pursuing Careers in Neurosurgery

NeuroSci ◽  
2021 ◽  
Vol 2 (4) ◽  
pp. 320-333
Author(s):  
Roxanna M. Garcia ◽  
Rebecca A. Reynolds ◽  
Hannah K. Weiss ◽  
Nathan A. Shlobin ◽  
Lola B. Chambless ◽  
...  
Keyword(s):  
United States ◽  
Medical Students ◽  
Negative Impact ◽  
Academic Career ◽  
The United States ◽  
Professional Organizations ◽  
Application Process ◽  
First Year Students ◽  
Residency Application ◽  
The Impact

Background: The COVID-19 pandemic has profoundly disrupted medical education and the residency application process. Methods: We conducted a descriptive observational study in April 2020 of medical students and foreign medical graduates considering or pursuing careers in neurosurgery in the United States to examine the impact of the pandemic. Results: A total of 379 respondents from 67 medical schools completed the survey. Across all participants, 92% (n = 347) stopped in-person didactic education, and 43% (n = 161) experienced basic science and 44% (n = 167) clinical research delays. Sixty percent (n = 227) cited a negative impact on academic productivity. Among first year students, 18% (n = 17) were less likely to pursue a career in neurosurgery. Over half of second year and third year students were likely to delay taking the United States Medical Licensing Examination Steps I and II. Among third year students, 77% (n = 91) reported indefinite postponement of sub-internships, and 43% (n = 53) were unsatisfied with communication from external programs. Many fourth-year students (50%, n = 17) were graduating early to participate in COVID-19-related patient care. Top student-requested support activities included access to student-focused educational webinars and sessions at upcoming conferences. Conclusions: Medical students pursuing careers in neurosurgery faced unique academic, career, and personal challenges secondary to the pandemic. These challenges may become opportunities for new initiatives guided by professional organizations and residency programs.

The Role of Social Media on Orthopaedic Residency Application Process during the COVID-19 Pandemic

2020 ◽  
Vol 6 (3) ◽  
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Orthopaedic Surgery ◽  
Medical Community ◽  
Valuable Insight ◽  
Multiple Choice Questions ◽  
Application Process ◽  
Orthopaedic Residency ◽  
Residency Application

Background: With the COVID-19 pandemic, the medical community saw many changes to practices and policies including medical education and the residency application process. Traditionally medical students in their fourth year of their training are allotted time for away rotations at an institution of their choosing. As a result of COVID-19, many medical schools were forced to eliminate away rotations from their curriculum due to concerns about student safety. This led to the advent of social media outlets designed for the specific purpose of providing medical students with information about residency programs in an effort to recruit interested candidates. With virtual meetings, online communications, and social media platforms all becoming a cornerstone in management of day-to-day hospital functioning this seemed the most appropriate way of adapting to the pandemic while still finding a way to communicate with medical students interested in orthopaedic surgery (9). We hypothesize that the advent of social media accounts during the COVID-19 pandemic would play a role in the orthopaedic residency application process. Question/Purpose: Our question was to determine the role of social media on the orthopaedic surgery residency application process during the COVID-19 era. Patients/Methods: An electronic survey consisting of 12 multiple-choice questions was created to query medical students applying to the field of orthopaedics about the role of social media on their application process. The survey link was emailed to all orthopaedic residency applicants available through the ERAS system. Conclusion: Based on our results it appears applicants may be using social media accounts as a tool to get onto a residency program’s “radar” rather than to obtain meaningful information about a program. Medical students do however find zoom meetings and open houses to be meaningful and provide valuable insight for their application process.

ENT Mentorship Program for Preclinical Medical Students

2020 ◽  
Vol 163 (2) ◽  
pp. 198-203 ◽  
Author(s):  
Rishabh Sethia ◽  
Cameron C. Sheehan ◽  
Douglas Danforth ◽  
Garth Essig ◽  
Theodoros N. Teknos ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Application Process ◽  
Mentorship Program ◽  
Clinical Exposure ◽  
Faculty Mentor ◽  
Preclinical Medical Students ◽  
The Individual ◽  
Residency Application

Objective To provide preclinical medical students early access to otolaryngologists to learn about the specialty, facilitate acquisition of clinical skills, and provide one-on-one mentorship. Methods Students are matched with a single otolaryngology faculty mentor from The Ohio State University/Nationwide Children’s Hospital and attend 8 hours per month in the clinic or operating room, monthly lectures, and rounds, and they give a final presentation. Mentors complete performance evaluations, and surveys are administered longitudinally until Match Day. Results Thirty-five students and 17 faculty members have participated in the program since 2015. All mentors and students found the program to be a valuable experience. When compared to nonparticipating students, participants had significantly higher confidence scores for clinical performance, knowledge of anatomy, and familiarity with the department of interest. All students felt the program prepared them well for third and fourth years, and all 8 of the initial program participants successfully matched into residency with 4 entering otolaryngology. Discussion Medical students face a competitive residency application process in otolaryngology with limited exposure, which creates an opportunity for guidance in the pursuit of matching into this field. This novel preclinical mentorship program prepares students for their clinical years and residency by facilitating acquisition of various competencies. Students gain hands-on clinical exposure in a field of interest and support for navigating the application process. Implications for Practice The structure of this program can be applied to other medical schools or specialties if the individual departments contain adequate resources of teaching faculty willing to participate.

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