scholarly journals Coaching and Mentoring: Focus on Graduate Medical Education

2020 ◽  
Author(s):  
Stephen N. DeTurk ◽  
Anish J. Kaza ◽  
Anna Ng Pellegrino
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Graduate Medical Education ◽  
Local Community ◽  
Community Hospital ◽  
Physician Assistants ◽  
Mentoring Program ◽  
Medical Field ◽  
Graduate Medical ◽  
Attending Physicians

Individuals at any level of the medical field could potentially benefit from feedback and supervision: from medical students, nurses, or physician assistants; to residents, advanced practitioners, and attending physicians. Two of the most common forms of feedback and supervision utilized in medical education are coaching and mentoring. These terms are often used interchangeably but are commonly misunderstood. In this chapter, we will highlight the differences between coaching and mentoring, place emphasis on the use of mentoring in medical education, discuss the characteristics of a successful mentor-mentee relationship, and provide an example of a mentoring program at a local community hospital.

scholarly journals Empathy Can Be Taught, and Patients Teach it Best

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Sudhagar Thangarasu ◽  
Gowri Renganathan ◽  
Piruthiviraj Natarajan
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Core Competency ◽  
Role Modeling ◽  
Residency Programs ◽  
Graduate Medical ◽  
Mixed Messages ◽  
Attending Physicians ◽  
Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

scholarly journals Perceptions and Motivations of Osteopathic Medical Students to Participate in the ACGME Match

2018 ◽  
Vol 2 (2) ◽  
pp. 66
Author(s):  
Bruce St. Amour
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Graduate Medical Education ◽  
Geographic Location ◽  
Educational Process ◽  
Structured Interviews ◽  
Home Life ◽  
Graduate Medical ◽  
Matching Process ◽  
Hands On

<p><em>Each year the majority of osteopathic students do not participate in the American Osteopathic Association (AOA) match. The ongoing merger of the Accreditation Council of Graduate Medical Education (ACGME) and AOA graduate medical education does not delineate formation of a single match process. This qualitative study explores the perceptions of osteopathic medical students about the matching process and perceived differences between the matches.</em></p><p><em>Semi-structured interviews were conducted with third and fourth year osteopathic medical students. Transcripts were analyzed </em><em>using Grounded Theory. The replies to each question were considered separately as well as in context of the entire interview. </em></p><p><em>Eleven medical students were interviewed. </em><em>Many of the themes found in the current study are consistent with past surveys. Local culture, lifestyle balance and geographic location were the themes found under Home Life, whereas Academic or Work Life consisted of good fit, diversity of patients, hands-on experience and formal educational process.</em></p><p><em>Two broad themes were developed: Home Life and Academic Life. </em><em>A perceived balance between the two is necessary for a residency program to have substantial appeal.</em></p>

scholarly journals The Direct, Indirect, and Intangible Benefits of Graduate Medical Education Programs to Their Sponsoring Institutions and Communities

2010 ◽  
Vol 2 (2) ◽  
pp. 154-159 ◽  
Author(s):  
Perry A. Pugno ◽  
William Ross Gillanders ◽  
Stanley M. Kozakowski
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Local Community ◽  
Economic Benefits ◽  
Complete Analysis ◽  
Hospital Competition ◽  
Graduate Medical ◽  
Cost Center ◽  
Intangible Benefits ◽  
The Cost

Abstract Declining reimbursement for graduate medical education (GME) as well as increasing hospital competition has placed the cost of GME in the spotlight of institutional administrators. Traditional hospital-generated cost center profit and loss statements fail to accurately reflect the full economic impact of training programs on the institution as well as the larger community. A more complete analysis would take into consideration the direct, indirect, and “intangible” benefits of GME programs. The GME programs usually have a favorable impact on the trainees themselves, the sponsoring institution, the local community, university sponsors and affiliates, and the greater community, and all of these areas need to be considered in the economic analysis. Complete analyses of programs often demonstrate very positive benefits to their sponsoring institutions that would not be recognized on simple cost center profit and loss reports. Studies in the literature that quantify the net economic benefits of GME programs are consistent in their favorable findings.

scholarly journals Using Transitional Year Milestones to Assess Graduating Medical Students' Skills During a Capstone Course

2015 ◽  
Vol 7 (4) ◽  
pp. 658-662 ◽  
Author(s):  
Alison S. Clay ◽  
Kathryn Andolsek ◽  
Colleen O'Connor Grochowski ◽  
Deborah L. Engle ◽  
Saumil M. Chudgar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Performance ◽  
Graduate Medical Education ◽  
Interdisciplinary Teams ◽  
Completion Rates ◽  
Improvement Project ◽  
Capstone Course ◽  
Graduate Medical ◽  
Competency Based

ABSTRACT Background Undergraduate medical education (UME) follows the lead of graduate medical education (GME) in moving to competency-based assessment. The means for and the timing of competency-based assessments in UME are unclear. Objective We explored the feasibility of using the Accreditation Council for Graduate Medical Education Transitional Year (TY) Milestones to assess student performance during a mandatory, fourth-year capstone course. Methods Our single institution, observational study involved 99 medical students who completed the course in the spring of 2014. Students' skills were assessed by self, peer, and faculty assessment for 6 existing course activities using the TY Milestones. Evaluation completion rates and mean scores were calculated. Results Students' mean milestone levels ranged between 2.2 and 3.6 (on a 5-level scoring rubric). Level 3 is the performance expected at the completion of a TY. Students performed highest in breaking bad news and developing a quality improvement project, and lowest in developing a learning plan, working in interdisciplinary teams, and stabilizing acutely ill patients. Evaluation completion rates were low for some evaluations, and precluded use of the data for assessing student performance in the capstone course. Students were less likely to complete separate online evaluations. Faculty were less likely to complete evaluations when activities did not include dedicated time for evaluations. Conclusions Assessment of student competence on 9 TY Milestones during a capstone course was useful, but achieving acceptable evaluation completion rates was challenging. Modifications are necessary if milestone scores from a capstone are intended to be used as a handoff between UME and GME.

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