Present status of portfolio based training and assessment in postgraduate residency program in Bangabandhu Sheikh Mujib Medical University (BSMMU): A quantitative approach

Since 2009, the portfolio has been a prerequisite for the evaluation of postgraduate residency programs at BSMMU. This descriptive cross-sectional study was conducted with the aim of investigating the current status of portfolio-based training and assessment in BSMMU`s postgraduate training program. Total 264 residents and 30 faculty members selected conveniently and completed the Likert scale-based questionnaire. A checklist was used for reviewing portfolios (n=33) those were preserved by residents. Study revealed that most of the respondents were male (68.6% of residents and 93.3% of faculty members). About 60% of residents have given positive views on presence of instruction and purpose about maintaining the portfolio. Several participants expressed concerns because the portfolio content is self-reported; it may include bias or inaccuracy. Regarding opinions of respondents on characteristics of portfolio, both of the respondents perceived high satisfaction on portfolio based learning, reasonable contents, and practicable and feasible use of portfolio (p<0.05) except regular updating (p<0.05) and comprehensiveness of portfolio. In line with ownership and motivation, faculty members (4.03) highly assumed that the portfolio completed by residents as requirement of the university than residents (3.22) and p<0.05). Residents did not agree that they worked on the portfolio during university deadline (2.89) whereas faculty members ((3.73) showed vary positive views in this regard. Concerning commitments to use the portfolio, both respondents have conveyed high expression (mean >3.5) on the relationship between residents and supervisors so the role of an available supervisor in direct observations of the residents and dedicated educational meetings, giving feedback and support, cannot be exaggerated. Relating to assessment of portfolio, overall views of the respondents have expressed poor to moderate views and faculty members (2.37 to 4.23) have less satisfaction than residents (2.88 to 3.73). Though there are so many constraints such as the lack of clear purposes and instructions, poor understanding regarding ownership, assessment issues, and confusion about educational impact in future, but the portfolio as a feasible and acceptable tool to train and assess clinical competence and clinical specialization. Study recommended for generic format of portfolio based training and assessment to be considered in Bangladesh context. All Stakeholders should be well oriented at the beginning for utilizing the portfolio (supervision, monitoring and assessment system). Bangladesh Journal of Medical Education Vol.13(1) January 2022: 69-78

An analysis of the selection criteria for postgraduate physician assistant residency and fellowship programs in the United States

Background This study aims to investigate the admission criteria used by physician assistant postgraduate education programs in selecting licensed PA applicants for postgraduate training in the United States. To our knowledge, there have been no previously published reports on selection criteria and/or other factors influencing postgraduate PA admission decisions. Method A non-experimental, descriptive research study was designed to obtain information from members of the Association of Postgraduate Physician Assistant Programs (APPAP). Results Twenty-three out of 73 postgraduate programs (35%) responded to the survey. The study reported that applicant PAs and NPs are largely selected on the basis of several factors. The most heavily weighted factor is the interview itself; other selection criteria perceived to be extremely/very important included board certification/eligibility, letters of recommendation, advanced degree, and personal essay. Survey data suggest that publications, undergraduate transcripts, and class rankings are not considered to be of high importance in applicant selection. The number of PA applicants applying to each postgraduate training program averages around 26 and total number of enrollees is about 3.6 per program. Additionally, some programs reported furloughing of trainees (temporary suspension of didactic and clinical training) during the pandemic, whereas the vast majority of postgraduate PA programs remained operational and some even experienced an increase in application volume. The total cost of training a PA resident or fellow in postgraduate programs is currently $93,000 whereas the average cost of training a categorical physician resident is estimated at $150,000 per year when considering both salary and benefits. Conclusions This novel study examined criteria and other factors used by postgraduate PA programs in selecting candidates for admission. Results can be used by postgraduate programs to improve or modify current selection criteria to enhance the quality of trainee selection. Further research is needed to examine correlations between applicant attributes, selection criteria, and trainee success in completing postgraduate training.

An Analysis of the Selection Criteria for Postgraduate Physician Assistant Residency and Fellowship Programs in the United States

BackgroundThis study aims to investigate the admission criteria used by PA postgraduate education programs in selecting licensed PA applicants for postgraduate training in the United States. To our knowledge, there have been no previously published reports on selection criteria and/or other factors influencing postgraduate PA admission decisions. This study both draws on and builds upon previous research conducted by Vasco Deon Kidd et. al in exploring the characteristics of PA postgraduate education programs in the United States.Method A non-experimental, descriptive research study was designed to obtain information from members of the Association of Postgraduate Physician Assistant Programs (APPAP). ResultsTwenty-three out of 73 postgraduate programs (35.1%) responded to the survey; the low response rate in our survey may have been attributed to the resurgence of COVID-19 fueled by the delta variant. Nevertheless, the study reported that applicant PAs and NPs are largely selected on the basis of several factors. The most heavily weighted factor is the interview itself; other selection criteria perceived to be extremely/very important included board certification/eligibility, letters of recommendation, advanced degree, and personal essay. Survey data suggest that publications, undergraduate transcripts, and class rankings are not considered to be of high importance in applicant selection. The total cost of training a PA resident or fellow in postgraduate programs is currently $93,000 whereas the average cost of training a categorical physician resident is estimated at $150,000 per year when considering both salary and benefits. The number of PA applicants applying to each postgraduate training program averages around 26 and total number of enrollees is 3.6 per program.ConclusionsThis is the first study to examine criteria and others factors used by postgraduate PA programs in selecting candidates for admission. Results can be used by postgraduate programs for quality improvement initiatives related to including additional or modifying current selection criteria to improve the quality of trainee selection. Further research is needed to examine correlations between applicant attributes, selection criteria, and trainee success in completing postgraduate training.

Evaluating the utility of an international webinar as a platform to educate students and doctors on the UK Core Surgical Training Portfolio

Background Core Surgical Training (CST) is a competitive two-year postgraduate training program in the UK that is scored based on three equally weighted stations: management, clinical and portfolio. Preparing a surgical portfolio can start in medical school, however, there is limited guidance on what forms a competitive portfolio with the majority of advice coming from surgical societies and mentors, which are variable throughout the country. Our aim was to assess the utility of a webinar to educate students and doctors on the CST portfolio to address this disparity. Methods Pre- and post-event questionnaires that included demographic data, 10-point Likert scales to self-report confidence on understanding of the CST portfolio and its domains, and questions on utilising webinars were distributed to attendees. Pre- and post-event responses were paired, and scores were assessed for normality via the Shapiro-Wilk test; the Mann-Whitney U test was used to assess statistical significance. Cohen's d effect sizes were calculated to report standardised differences between pre- and post-event scores. Results A total of 177 participants from over 24 countries attended and responded to both questionnaires. A statistically significant improvement in awareness of how to score maximum points was demonstrated across all nine CST domains (p < 0.0001). Almost half of the participants stated a preference for a webinar over an in-person format and only less than a third felt that webinars limited their ability to network and socialise at such events. Interestingly, most attendees did not feel that their university had provided them with adequate information on preparing for a surgical career with over half of the attendees stating that they had to attend events by external organisations to obtain such information. Conclusions This study has demonstrated that a webinar can be effectively utilised to educate students and doctors on the various domains of the CST portfolio and how to maximise points in each section. Such events could address the variability of societies and mentors across the country and provide equal opportunities for students. Further studies that directly compare webinars with in-person events and investigate long-term outcomes, such as success in CST applications, are required.

Designing the structure and the content of the programs of the postgraduate training taking into account the experience of the European Doctor

Целью работы является проектирование индивидуальных образовательных маршрутов исследовательской составляющей аспирантской подготовки в России на базе учета позитивного опыта европейской докторантуры. Достижения российской аспирантуры и европейской докторантуры рассматривались с помощью метода сравнительного анализа. В основу указанного проектирования положены системный и компетентностный подходы, использовались методы моделирования и проектирования. При построении образовательных маршрутов аспирантов использовался метод структурных графов. В результате проведенного исследования выявлен позитивный опыт организации зарубежной докторской подготовки и дан вариант проектирования структуры и содержания программы подготовки аспирантов. На примере университетов ряда стран предложены введение зачетных единиц на исследовательскую часть образовательной составляющей отечественной аспирантской программы подготовки, а также оценка стоимости определенных видов исследовательских действий. Разработаны варианты образовательных маршрутов исследовательской части подготовки аспирантов по естественно-математическому, инженерно-техническому и социально-гуманитарному направлениям. Результаты исследования дают возможность на основе введения зачетных единиц в исследовательскую часть аспирантской подготовки выработать критериальную систему оценки готовности аспирантов к итоговой аттестации. Разработанные варианты образовательных маршрутов позволяют более продуктивно осуществлять реализацию в целом аспирантской подготовки. The aim of the work is to design the structure and content of postgraduate programs in Russia at the third level of higher education based on the positive experience of European doctoral studies. Achievements of European and Russian doctoral studies were examined using the comparative analysis method. The design of the structure and content of postgraduate training programs is based on a systematic approach, modeling and design methods were used. The method of structural graphs was used to build educational routes for graduate students. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. Variants of educational routes have been developed for the research part of postgraduate training in natural-mathematical, engineering-technical and social-humanitarian areas. The results of the study allow, on the basis of the introduction of credits in the research part of postgraduate training, to develop a criteria-based system for assessing the readiness of graduate students for final certification. The developed educational route options allow for more productive implementation of postgraduate training as a whole.

Letter to Editor Didactic and Certified Trauma and Acute Care Surgery Fellowship is Inevitable Demand of Pakistan

Discussions about the content and competencies of any postgraduate training program mainly focus onwhat the graduates need in long run after completion of training1. However, from the prospect of any progressive country, a post-graduate training program should also liaise with the demands of the country. Overthe past decade, the acute care surgery practice paradigm has become a defined entity in the developed world and didactic fellowship training programs in trauma and acute surgery have been implemented. In recent years, the American Association for Surgery has matured to 20 different disciplines of trauma and acute care2.

Genitourinary reconstructive surgery curriculum and postgraduate training program development in the Caribbean

Objectives: To describe the development of a genitourinary reconstructive fellowship curriculum and the establishment of the first genitourinary reconstructive and pelvic floor postgraduate training program in the Caribbean. Methods: In an effort to respond to the need for specialty-trained reconstructive urologists in the Dominican Republic, we developed an18-month fellowship program to train local surgeons. The process began with creation of a curriculum and partnership with in-country physicians, societies, hospitals, and government officials. We sought accreditation via a well-established local university, and fellowship candidates were selected. A database was maintained to track outcomes. Subjective and objective reviews were performed of the fellows. Results: The first fellow graduated in 2018, the second in 2020, and the third is currently in training. The curriculum was created and implemented. The fellowship has been successfully integrated into the health system, and the fellows performed 199 and 235 cases, respectively, during the program, completing all rotations successfully. They have been appointed to the national health system. Both graduates are now docents in the program and in the public system. Additional staff including radiologists, radiology technicians, nurses, urology residents (both Dominican and American), urology attendings, operating room staff, and anesthesia residents were trained as a result of the program. Conclusions: To our knowledge, this is the first fellowship of its kind in the Caribbean. A novel curriculum was created and implemented, and the first 2 fellows have successfully completed all rotations. This training model may be transferable to additional sites.

DOES RESTRUCTURING THE RESEARCH CURRICULUM OF ORTHOPEDIC TRAINING PROGRAM AFFECT THE RESEARCH PERFORMANCE? EVIDENCE FROM QATAR

Background: The participation of trainees and faculties in the research is an integral part of postgraduate medical training and education. The educational curriculum of the training program should be structured to support the learning of the trainees scholarly activities, address research barriers, foster a culture of inquiry, and improve their research performance. The Accreditation Council for Graduate Medical Education International (ACGME-I) standards include participation in scholarly activities by residents and faculties as an essential requirement of the training program.The possible effects of research-based curriculum after accreditation of postgraduate training program on the research performance was examined in a longitudinal study of the orthopedic training program. Methods: Web-based systematic review for all publicationsfrom our orthopedic training program and only pubmed index publications of other institutional programs before (2009-2013) and after (2014-2018) accreditation was conducted. Data for the type of publications, journal name, impact factors, dates published, orthopedic specialty, level of evidence,and the role of residents and faculties in the authorship were collected.The research academic degree of residents, number of residents applied and matched for a fellowship in North America and/or UK were collected from a residents portfolio. Results: The orthopedics training program published a total of 50 articles between 2009 and 2018, which represented 2% of all other institutional programs publications. There was a significant improvement in the number of publications from three (6%) to 47(94%) articles before and after accreditation, respectively. There were 19(38%) original researches, 17(34%) review articles, 13(26%) case reports, and one letter to the editor. International Orthopedics was the most commonly used journal with ten publications (25%). Most of the publications were in orthopedic trauma with 18 articles (36%), 10(20%) pediatric orthopedics, 7 (14%) foot and ankle and 7(14%) spine articles. The residents were the first author in 50% of publications, and at least one-third were published during their training. Conclusion: This study showed that the development of the structured research based educational curriculumof the residency training program after accreditation helped in enhancing the research performance and publications in our postgraduate training program. Restructuring of the research-based curriculum after accreditation of the program appears to increase the trainees and faculties chances of being an author or co-author of a scientific article.

Sociocultural Perspectives of Science and Learning: Contributions on Pedagogical Practices on STEM teachers in Service

This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways: i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way.