Perspectives on entry level residency training in podiatric medicine

1992 ◽  
Vol 82 (11) ◽  
pp. 554-559
Author(s):  
E Udris
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Training Programs ◽  
Statistical Information ◽  
Specialty Training ◽  
Residency Programs ◽  
Entry Level ◽  
Training Sequences

The author presents information related to the structures of medical and podiatric residency training and statistical information regarding entry level residency positions in approved podiatric residency programs. The results of surveys of residency directors (1989 and 1990) and the residency community of interest (1990) conducted by the Council on Podiatric Medical Education are reported. Specific findings from the surveys indicated the desirability of establishing training sequences consisting of rotating podiatric residencies followed by specialty training programs but identified significant difficulties related to implementation.

Quality Assurance in Postgraduate Medical Education: Implications for Dermatology Residency Training Programs

2012 ◽  
Vol 16 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Isaiah Day ◽  
Andrew Lin
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Residency Training ◽  
English Language ◽  
Training Programs ◽  
Postgraduate Medical Education ◽  
Improve Patient Care ◽  
Residency Programs ◽  
Training Project ◽  
Improve Patient

Background: In the past few years, quality assurance has become an increasingly important part of medical education for both Canadian and American training programs. Since this emphasis on quality assurance in residency programs is recent, most faculty members involved in teaching residents in dermatology training programs would not themselves have had experience with quality assurance. As a result, satisfying this requirement may be a challenge. Objectives: In this article, we review published reports in which various residency training programs have satisfied this requirement and propose projects in which dermatology residency training programs may satisfy quality assurance requirements. Methods: Using the key words residency, training, project, quality, assurance, improvement, medical errors, and safety, a literature search was conducted of English-language articles published after January 1990. Results/Conclusions: There are many innovative and effective ways program directors in dermatology training programs should be able to develop projects that improve patient care, enhance resident education, and fulfill accreditation requirements.

EDUCATION

PEDIATRICS ◽  
1955 ◽  
Vol 15 (3) ◽  
pp. 337-338
Author(s):  
Russell J. Blattner
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Residency Training ◽  
Training Programs ◽  
Standard Form ◽  
Residency Programs ◽  
American Academy Of Pediatrics ◽  
Considerable Confusion ◽  
Standardize Terminology

BECAUSE of the great variation and considerable confusion in designating the years of training in Intern and Residency Training Programs throughout the country, it was suggested by the Committee on Medical Education of the American Academy of Pediatrics, that a survey be undertaken to determine preference, if any, for a more standard form of nomenclature. Accordingly, an enquiry was sent to the Chiefs of Pediatrics of all hospitals listed in the Residency and Intern Number of the Journal of the A.M.A. (Sept. 26, 1953). The message sent out was: "There is need to standardize terminology used in designatimig the years of training in Intern and Residency Programs.

An alternative approach to the mandatory year of clinical residency training

1992 ◽  
Vol 82 (11) ◽  
pp. 579-581
Author(s):  
AM Jacobs
Keyword(s):  
Residency Training ◽  
Clinical Education ◽  
Specialty Training ◽  
Medical Field ◽  
Medical Practitioners ◽  
Residency Programs ◽  
Entry Level ◽  
Medical Graduates ◽  
Alternative Approach ◽  
Podiatric Surgery

The author takes the position that a mandatory fifth postgraduate year to serve as a uniform period of clinical education for podiatric medical graduates is unnecessary. A need exists to define primary podiatric medicine as the entry level podiatric medical field of practice. The colleges of podiatric medicine are urged to deemphasize podiatric surgery while placing greater emphasis on primary podiatric care. The author believes that the colleges are responsible for preparing primary podiatric medical practitioners. Residency programs should focus on specialty training in podiatric surgery and podiatric orthopedics.

Flexible Residency Programs for Women

PEDIATRICS ◽  
1985 ◽  
Vol 75 (5) ◽  
pp. 991-992
Author(s):  
NAOMI UCHIYAMA
Keyword(s):  
United States ◽  
American Academy ◽  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
The United States ◽  
Residency Programs ◽  
Pediatric Residency ◽  
American Academy Of Pediatrics

To the Editor.— I am a member of the Committee on Women in Pediatrics of the American Academy of Pediatrics. The Committee recently studied the availability of flexible training and retraining programs in pediatric residency programs in the United States. We sent a questionnaire to the directors of the 292 pediatric training programs listed in the Directory of Residency Training Programs. At present, 200 of the 292 (68.5%) have a flexible training program. However, only two of these programs have this as a written policy; one such program was developed in 1973 and, in practice, this program was individually designed.

A challenging and rewarding time: The early days of graduate medical education in dermatology

2017 ◽  
Vol 27 (3) ◽  
pp. 173-178
Author(s):  
Margaret Maria Cocks
Keyword(s):  
Medical Education ◽  
20Th Century ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Training Programs ◽  
Subspecialty Training ◽  
Scientific Journals ◽  
Graduate Medical ◽  
Personal Reflections

Specialized residency training was still in its infancy in mid-20th century America. While specialty boards in various fields such as ophthalmology and otolaryngology had been established in the 1920s and 1930s, the details of training programs were still being fine-tuned and formal curricula were lacking. In dermatology, three prominent physicians including Harry L. Arnold Jr., J. Lamar Callaway and Walter B. Shelley trained during these experimental days of medical education. Each of them captured personal reflections of their own training experiences in brief memoirs published in scientific journals. A closer examination of these texts provides unique insights into how dermatology subspecialty training in particular and medical education more broadly evolved during this period.

scholarly journals Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education

2019 ◽  
Vol 10 (3) ◽  
pp. e110-112
Author(s):  
Rebecca P. Pero ◽  
Laura Marcotte
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Residency Training ◽  
Training Programs ◽  
Competency Based Medical Education ◽  
General Internal ◽  
Gradual Release Of Responsibility ◽  
Competency Based ◽  
Resident Assessment ◽  
Gradual Release

In competency-based medical education (CBME), assessment is learner-driven; learners may fail to progress if assessments are not completed. The General Internal Medicine (GIM) program at Queen’s University uses an educational technique known as scaffolding in its assessment strategy. The program applies this technique to coordinate early assessments with specific scheduled learning experiences and gradually releases the responsibility for assessment initiation to residents. Although outcomes of this innovation are still under investigation, we feel it has been valuable in supporting resident assessment capture and timely progression through stages of training.  Other residency training programs could easily implement this technique to support the transition to Competency by Design.

scholarly journals Point-of-Care Ultrasound in Undergraduate Medical Education: a Probe into its Feasibility

2018 ◽  
Vol 8 (2) ◽  
pp. 23-24
Author(s):  
John MacIsaac
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Undergraduate Medical Education ◽  
Training Programs ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Medical Specialties ◽  
Undergraduate Level ◽  
Medical Undergraduate ◽  
Point Of Care Ultrasonography

Point of care ultrasonography (POCUS) has had its applications expand rapidly over recent years and across several medical specialties. Enough so that is has become an essential skill in most residency training programs across Canada. Despite this, there is little to no structured POCUS training at the medical undergraduate level. The goal of this commentary is to briefly introduce the value of POCUS in medical education; the feasibility of its integration; current barriers to its introduction; and the potential for students to be a possible solution until faculty can introduce a formal undergraduate POCUS curriculum.

Survey of regional anesthesiology fellowship directors in the USA on the use of simulation in regional anesthesiology training

2019 ◽  
Vol 44 (11) ◽  
pp. 986-989
Author(s):  
Garrett W Burnett ◽  
Anjan S Shah ◽  
Daniel J Katz ◽  
Christina L Jeng
Keyword(s):  
Residency Training ◽  
Training Programs ◽  
Fellowship Program ◽  
Residency Programs ◽  
Simulated Learning ◽  
Live Model ◽  
The Usa ◽  
Fellowship Programs ◽  
Question Survey ◽  
Gel Phantom

BackgroundDespite a growing interest in simulated learning, little is known about its use within regional anesthesia training programs. In this study, we aimed to characterise the simulation modalities and limitations of simulation use for US-based resident and fellow training in regional anesthesiology.MethodsAn 18-question survey was distributed to regional anesthesiology fellowship program directors in the USA. The survey aimed to describe residency and fellowship program demographics, modalities of simulation used, use of simulation for assessment, and limitations to simulation use.ResultsForty-two of 77 (54.5%) fellowship directors responded to the survey. Eighty per cent of respondents with residency training programs utilized simulation for regional anesthesiology education, while simulation was used for 66.7% of fellowship programs. The most common modalities of simulation were gel phantom models (residency: 80.0%, fellowship: 52.4%) and live model scanning (residency: 50.0%, fellowship: 42.9%). Only 12.5% of residency programs and 7.1% of fellowship programs utilized simulation for assessment of skills. The most common greatest limitation to simulation use was simulator availability (28.6%) and funding (21.4%).ConclusionsSimulation use for education is common within regional anesthesiology training programs, but rarely used for assessment. Funding and simulator availability are the most common limitations to simulation use.

scholarly journals Comprehensive Revenue and Expense Data Collection Methodology for Teaching Health Centers: A Model for Accountable Graduate Medical Education Financing

2018 ◽  
Vol 10 (2) ◽  
pp. 157-164 ◽  
Author(s):  
Marsha Regenstein ◽  
John E. Snyder ◽  
Mariellen Malloy Jewers ◽  
Kiki Nocella ◽  
Fitzhugh Mullan
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Primary Care Physicians ◽  
Care Needs ◽  
Residency Programs ◽  
Graduate Medical ◽  
Training Costs ◽  
Education Financing ◽  
Patient Service

ABSTRACT Background  Despite considerable federal investment, graduate medical education financing is neither transparent for estimating residency training costs nor accountable for effectively producing a physician workforce that matches the nation's health care needs. The Teaching Health Center Graduate Medical Education (THCGME) program's authorization in 2010 provided an opportunity to establish a more transparent financing mechanism. Objective  We developed a standardized methodology for quantifying the necessary investment to train primary care physicians in high-need communities. Methods  The THCGME Costing Instrument was designed utilizing guidance from site visits, financial documentation, and expert review. It collects educational outlays, patient service expenses and revenues from residents' ambulatory and inpatient care, and payer mix. The instrument was fielded from April to November 2015 in 43 THCGME-funded residency programs of varying specialties and organizational structures. Results  Of the 43 programs, 36 programs (84%) submitted THCGME Costing Instruments. The THCGME Costing Instrument collected standardized, detailed cost data on residency labor (n = 36), administration and educational outlays (n = 33), ambulatory care visits and payer mix (n = 30), patient service expenses (n =  26), and revenues generated by residents (n = 26), in contrast to Medicare cost reports, which include only costs incurred by residency programs. Conclusions  The THCGME Costing Instrument provides a model for calculating evidence-based costs and revenues of community-based residency programs, and it enhances accountability by offering an approach that estimates residency costs and revenues in a range of settings. The instrument may have feasibility and utility for application in other residency training settings.

scholarly journals A Comparison of the Existing Wellness Programs in Neurosurgery and Institution Champion's Perspectives

Neurosurgery ◽  
2018 ◽  
Vol 84 (5) ◽  
pp. 1149-1155 ◽  
Author(s):  
Stacey Quintero Wolfe ◽  
James L West ◽  
Matthew A Hunt ◽  
Gregory J A Murad ◽  
W Christopher Fox ◽  
...  
Keyword(s):  
Residency Training ◽  
Training Programs ◽  
Implementation Strategies ◽  
Future Generation ◽  
Well Being ◽  
Wellness Programs ◽  
Integration Process ◽  
Residency Programs ◽  
Wellness Education ◽  
Development Structure

Abstract Once the accepted norm during Harvey Cushing's time, the mantra of work to the exclusion of family and lifestyle is now recognized as deleterious to overall well-being. A number of neurosurgical residency training programs have implemented wellness programs to enhance the physical, mental, and emotional well-being of trainees and faculty. This manuscript highlights existing organized wellness education within neurosurgery residency programs in order to describe the motivations behind development, structure, and potential implementation strategies, cost of implementation, and identify successes and barriers in the integration process. This manuscript is designed to serve as a “how-to” guide for other programs who may identify a need in their own trainees and begins the discussion of how to develop wellness, leadership, grit, and resiliency within our future generation of neurosurgeons.

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