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Perceived Contributions of Team Members in Post-graduate Medical Education: A Case Study of Learning Interprofessional Collaboration During a Critical Care RotationLandriault, Angele January 2015 (has links)
Purpose: To explore how non-physician team members of a health care team perceive their contributions to educating residents about interprofessional collaboration in an intensive care rotation and to compare this to residents’ perceptions.
Method: Participants in this exploratory case study were selected using maximal variation, purposive and convenience sampling strategies. Data were collected through semi-structured individual and focus group interviews, and analyzed using inductive thematic analysis.
Findings: Contributions occurred implicitly and explicitly during patient care activities and focused on role clarification, sharing of expertise, and help navigating the workflow. Contributions were influenced by a) Intensive Care Unit context, b) tension between working and teaching, c) expectations, d) resident engagement, e) power/hierarchy.
Conclusion: Team members contribute to residents’ education about collaboration through participation in the everyday business of caring for critically ill patients. Recognition of this contribution may improve resident training. However, some residents may not be learning basic skills, what they learn about interprofessional collaboration may have limited transferability, and team interactions may influence the validity of judgements made about entrustability and performance.
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Graduate Medical Education—Accelerated ChangeLinville, Mark D., Bates, J. Edward 01 January 2017 (has links)
Graduate medical education (GME) is a critical link in the educational chain for physicians. Graduating from a strict apprenticeship model, GME has become a highly structured educational system whose peer-review organization provides an intentional and direct approach to ensuring that GME not only addresses the public's expectations of the profession but also positions itself to be a foundational structure in the outcomes-focused healthcare environment of the nation. GME is currently in a state of accelerated change—grounded in both educational and patient outcomes. This article provides an update on the significant changes that have occurred in GME over the past 10 years, a review of current initiatives and the perspectives related to educating physicians-in-training. Additionally, an analysis is provided on the future of GME, including areas of continued focus and uncertainty.
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Feasibility of Spanish-language acquisition for acute medical care providers: novel curriculum for emergency medicine residenciesGrall, Kriti H, Panchal, Ashish R, Chuffe, Eliud, Stoneking, Lisa R 18 February 2016 (has links)
UA Open Access Publishing Fund / Introduction: Language and cultural barriers are detriments to quality health care. In acute medical
settings, these barriers are more pronounced, which can lead to poor patient outcomes.
Materials and methods: We implemented a longitudinal Spanish-language immersion curriculum
for emergency medicine (EM) resident physicians. This curriculum includes language
and cultural instruction, and is integrated into the weekly EM didactic conference, longitudinal
over the entire 3-year residency program. Language proficiency was assessed at baseline and
annually on the Interagency Language Roundtable (ILR) scale, via an oral exam conducted
by the same trained examiner each time. The objective of the curriculum was improvement of
resident language skills to ILR level 1+ by year 3. Significance was evaluated through repeatedmeasures
analysis of variance.
Results: The curriculum was launched in July 2010 and followed through June 2012 (n=16).
After 1 year, 38% had improved over one ILR level, with 50% achieving ILR 1+ or above. After
year 2, 100% had improved over one level, with 90% achieving the objective level of ILR 1+.
Mean ILR improved significantly from baseline, year 1, and year 2 (F=55, df =1; P,0.001).
Conclusion: Implementation of a longitudinal, integrated Spanish-immersion curriculum is
feasible and improves language skills in EM residents. The curriculum improved EM-resident
language proficiency above the goal in just 2 years. Further studies will focus on the effect of
language acquisition on patient care in acute settings
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An assessment of residents’ and fellows’ personal finance literacy: an unmet medical education needAhmad, Fahd A., White, Andrew J., Hiller, Katherine M., Amini, Richard, Jeffe, Donna B. 29 May 2017 (has links)
Objectives: This study aimed to assess residents' and fellows' knowledge of finance principles that may affect their personal financial health. Methods: A cross-sectional, anonymous, web-based survey was administered to a convenience sample of residents and fellows at two academic medical centers. Respondents answered 20 questions on personal finance and 28 questions about their own financial planning, attitudes, and debt. Questions regarding satisfaction with one's financial condition and investment-risk tolerance used a 10-point Likert scale (1=lowest, 10=highest). Of 2,010 trainees, 422 (21%) responded (median age 30 years; interquartile range, 28-33). Results: The mean quiz score was 52.0% (SD = 19.1). Of 299 (71%) respondents with student loan debt, 144 (48%) owed over $200,000. Many respondents had other debt, including 86 (21%) with credit card debt. Of 262 respondents with retirement savings, 142 (52%) had saved less than $25,000. Respondents' mean satisfaction with their current personal financial condition was 4.8 (SD = 2.5) and investment-risk tolerance was 5.3 (SD = 2.3). Indebted trainees reported lower satisfaction than trainees without debt (4.4 vs. 6.2, F (1,419) = 41.57, p < .001). Knowledge was moderately correlated with investment-risk tolerance (r=0.41, p < .001), and weakly correlated with satisfaction with financial status (r=0.23, p < .001). Conclusions: Residents and fellows had low financial literacy and investment-risk tolerance, high debt, and deficits in their financial preparedness. Adding personal financial education to the medical education curriculum would benefit trainees. Providing education in areas such as budgeting, estate planning, investment strategies, and retirement planning early in training can offer significant long-term benefits.
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Fellows as Role Models (FaRMs): Perceptions of Influence Among Pediatric Residents and Pediatric Subspecialty Fellows at a Single InstitutionTyrrell, Laura 26 October 2022 (has links)
No description available.
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Are Final Residency Milestones Predictive of Early Fellowship Performance in Pediatrics?Reed, Suzanne 10 November 2022 (has links)
No description available.
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Factors That Influence Black/African American Applicants’ Ranking of Residency Programs and How These Factors Can Be Used to Inform Diversity Recruitment EffortsKoppoe, Naa Korkor 05 1900 (has links)
Diversifying the physician workforce is crucial for addressing healthcare disparities. Despite efforts to promote diversity, residency programs still have low representation of Black/African Americans. Our research, drawn from articles in the Temple University Libraries Database and Google Scholar Database up to March 2024, highlights differences in perceptions of program culture and racial diversity between URIM and non-URIM applicants. URIM applicants consider factors such as the authenticity of diversity, equity, and inclusion (DEI) efforts, as well as the racial climate when evaluating programs. Additionally, representation of URIM faculty and residents along with post-interview communication and events are important factors when assessing residency programs. There is limited literature on how Black/African American applicants' preferences influence diversity recruitment efforts. It is imperative for programs to incorporate feedback from URIM applicants to develop effective recruitment strategies and foster cultural shifts. By doing so, we can contribute to a more diverse and inclusive physician workforce capable of more effectively addressing health disparities that disproportionately affect Black/African Americans. / Urban Bioethics
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The Emotional Intelligence of Resident PhysiciansMcKinley, Sophia Kim 07 July 2014 (has links)
Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control, empathy, relationships, and self-motivation (p=0.004-0.049). Men scored higher than women in sociability factor (p=0.034) and 2 facets including stress management and emotion management (p=0.008-0.023). Linear regression demonstrated that age had a statistically significant predictive relationship with Global EI, though the effect was small (B=0.033, p=0.014). These findings suggest that similar to the general population, male and female residents may benefit from specific training of different EI domains to enhance well-rounded development. EI profiling may also inform future educational programming decisions for each specialty. Future research should focus on the functional relationship between educational interventions that promote targeted EI development and enhanced clinical performance.
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Conceptual foundations of entrustable professional activities for health professional education in Latin America / Bases conceptuales de las actividades profesionales a confiar para la educación de profesionales de la salud en LatinoaméricaLópez, María José, Melo de Andrade, Marcus Vinicius, Domínguez Torres, Luis Carlos, Durán Pérez, Verónica Daniela, Durante, Eduardo, Francischetti, Ieda, Gutiérrez Barreto, Samuel Eloy, Gutiérrez Sierra, Manuel Eduardo, García Casallas, Julio César, Mora Melanchthon, Isabel Eugenia, Sánchez Mendiola, Melchor, ten Cate, Olle 01 January 2022 (has links)
The concept of entrustable professional activities emerged as an attempt to overcome some of the criticisms to the competency-based medical education approach; it has had a broad impact in practice and health professions education research. It has been disseminated internationally with its English acronym: EPA. This approach proposes to orient assessment and teaching to specific activities in the profession, which allows the integration of several competencies, and to determine which responsibilities can be entrusted to the trainee, in a gradual and explicit manner. The model assumes the definition of levels of supervision that allow progressive autonomy for each EPA, in students or residents, once they demonstrate the required competencies. Practice, supervision and feedback in real clinical scenarios are key to the development of autonomy in EPA performance. The dissemination of the EPA approach is still limited in Latin America, but it has the potential to create a significant contribution to curriculum design and evaluation, and to assessment practices of health professionals across their careers. It provides a deep review of the assumptions under which healthcare professional practice decisions are made, at under and postgraduate levels. / Revisión por pares
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Experiences of Residency Program Directors in Their Roles: Exploring Well-Being Through Burnout and EngagementRobertson, Kyle A. 11 1900 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Recent literature on well-being of physicians in general, and residency program directors (PD) specifically, has demonstrated those meeting the criteria of burnout reaching almost 50% in physicians, and 20-30% in PDs. However, few studies have explored engagement, or the positive or meaningful aspects, in physicians and no studies have explored engagement in the PD and Assistant PD community. Therefore, this study employed a qualitative approach to explore the experiences of PDs and APDs as they encountered burnout, engagement, and every combination in between through their multifaceted, roles, responsibilities, and tasks embedded in their institutional context and personal lives.
Phase 1 participants (n=3) included two PDs and one APD from Indiana University School of Medicine (IUSM). Participants in Phase 1 took part in three semi-structured interviews at 6-month intervals, and direct observations in their clinical, administrative, and education roles. Phase 2 participants (n=5) were PDs from IUSM who completed a single semi-structured interview based on preliminary results and exploration of Phase 1 participants’ experiences. Interviews and field notes from observations were analyzed using inductive thematic analysis, followed by a deductive application of Job Demands-Resources (JD-R) theory. Document analysis was incorporated to add context, understanding, and a rich description of the participants’ experiences. This study found multiple sub-themes situated within four major themes: It Takes a Village, Integration of the “Hats” They Wear, Motivation and the Meaning of Their Career, and Coping. Exploring the sub-themes to JD-R theory allowed contextualization of how job demands, job resources, personal resources, absence of resources, job crafting, recovery, self-undermining, and strain, interact to add context, nuance, and broader conceptualization of how PD and APD experienced their multifaceted roles.
This study provides a rich description of the experiences of PDs and APDs embedded in their social context of roles, tasks, and responsibilities. These results indicated that understanding how the individual experiences their job demands as they interact with their experiences of job and personal resources, and how the individual proactively engages with their environment through job crafting and recovery enables for a nuanced appreciation of engagement and burnout.
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