Handbooks or mentors? The role of a resident physician manual in resident education

More Than Meets the Eye: Addressing the Role of Telemedicine in Resident Education

Annals of Emergency Medicine ◽

10.1016/j.annemergmed.2021.01.018 ◽

2021 ◽

Author(s):

Keya A. Patel ◽

Andrew Sexton ◽

Meeta Shah ◽

Braden Hexom ◽

Michael Gottlieb

Keyword(s):

Resident Education

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Learning to argue like an expert

Journal of Argumentation in Context ◽

10.1075/jaic.3.3.01scr ◽

2014 ◽

Vol 3 (3) ◽

pp. 231-258

Author(s):

Diana Lin Awad Scrocco

Keyword(s):

Internal Medicine ◽

Teaching And Learning ◽

Medical Information ◽

Resident Physician ◽

Rhetorical Theory ◽

Common Lines ◽

Medical Learning ◽

The Common ◽

Internal Medicine Clinic

Many scholars have argued that practicing medicine requires sophisticated rhetorical prowess (Loftus 2012; Pender 2005; Segal 2005, 2007). Although rhetorical theory can explain how novices learn to argue like experts, much work in the subfield of medical learning only implicitly draws on rhetorical notions (e.g., Barton & Eggly 2009; Heritage & Maynard 2006). This study examines conversations between faculty physician preceptors and resident physician trainees in an internal medicine clinic to consider the role of persuasion in teaching novices to argue like experts. Using Aristotelian topoi, I reveal how the common lines of argument underlying medical teaching and learning help novice and expert physicians explain concepts, elicit interpretations, and initiate deliberation. As they synthesize and rationalize medical information, they use antecedent-and-consequence, possible-and-impossible, authority, and testimonial topoi. This study of professional enculturation elucidates a rarely examined area of medical communication, potentially enabling preceptors to teach their tacit reasoning more explicitly to residents.

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Use of learning media to support resident doctor skills in obstetrics and gynecology during the COVID-19 pandemic: A narrative review

Journal of Drug Delivery and Therapeutics ◽

10.22270/jddt.v11i5-s.5022 ◽

2021 ◽

Vol 11 (5-S) ◽

pp. 164-166

Author(s):

Citra Aulia Bachtiar ◽

Eighty Mardiyan Kurniawati ◽

Hermanto Tri Juwono ◽

Budi Utomo ◽

Nur Anisah Rahmawati

Keyword(s):

Health Care ◽

Medical Education ◽

Resident Education ◽

Narrative Review ◽

Quality Education ◽

Obstetrics And Gynecology ◽

Medical Resident ◽

Is Research ◽

Resident Doctor

COVID-19 is a pandemic that has spread in various countries. The health care system in hospitals is burdened with widespread infections and health problems. In addition, educational aspects, especially obstetrics and gynecology education, have problems in clinical practice. This study reviews the role of the learning media in supporting the competence of resident doctors in specialist education for obstetrics and gynecology. Narrative review is done by reviewing some literature that explores the use of media in supporting medical education competencies. The search was performed using MeSH keywords in the PubMed, Google Scholar and ScienceDirect databases. The literature used is research conducted in the last 5 years. The collected data is then arranged in a narrative manner. The challenges experienced in medical resident education, especially the focus on obstetrics and gynecology during the COVID-19 pandemic, have become a consideration for the need for innovative media so that learning can run as usual. All aspects need to ensure quality education for resident doctors because they will continue to provide health services in the future. Keywords: Maternal health, COVID-19, Media, Obstetrics and gynecology

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The Role of the Practicing Pediatrician in Resident Education

PEDIATRICS ◽

10.1542/peds.65.6.1173 ◽

1980 ◽

Vol 65 (6) ◽

pp. 1173-1174

Author(s):

Larrie W. Greenberg

Keyword(s):

Medical Students ◽

Endangered Species ◽

Patient Care ◽

Resident Education ◽

Traditional Role ◽

Academic Setting ◽

General Pediatrician ◽

Children’S Hospitals ◽

Number Of Factors

Pediatric practitioners have always participated in resident education activities; in fact, they have been the prime teachers of residents and medical students in many pediatric centers. They accepted without hesitation the dual responsibility of teaching without remuneration and patient care. During the last ten to 15 years, however, a number of factors have altered this traditional role: 1. The development of sophisticated subspecialties, although strengthening pediatric centers throughout the country, has weakened the role of general pediatricians. As pediatric departments and children's hospitals have become more specialized, the role of the general pediatrician has become less well defined. The pediatric practitioner has felt alienated and excluded and may become an endangered species in the academic setting.

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Call Subject Patterns Among On-Call Clinical Pathology Residents in an Academic Institution: How Can Tracking Changes in Patterns Over Time Benefit Resident Education?

Archives of Pathology & Laboratory Medicine ◽

10.5858/2008-132-1317-cspaoc ◽

2008 ◽

Vol 132 (8) ◽

pp. 1317-1320 ◽

Cited By ~ 3

Author(s):

Marie C. Do ◽

Jonathan Ben-Ezra ◽

Richard A. McPherson

Keyword(s):

Resident Education ◽

Learning Experience ◽

Clinical Pathology ◽

Hospital System ◽

Educational Value ◽

Large Teaching Hospital ◽

Time Periods ◽

Changing Role ◽

Over Time

Abstract Context.—On-call responsibility is an important part of residency training in clinical pathology. This task provides important consultative services for the hospital and serves as a valuable learning experience for the resident. Objective.—To identify the types of calls received by residents at a large teaching hospital, to assess how and why these calls have changed over time, and to determine the educational value in tracking such changes. Design.—A retrospective review of resident on-call records from 2 periods (2005–2006 and 1997–1998) was performed. Calls were classified based on the call subject and the caller. Results.—Although some general patterns remained similar, several differences were identified between the time periods. Calls regarding mislabeled specimens fell, while calls concerning panic values and the blood bank (specifically therapeutic apheresis) increased. Conclusions.—The different patterns identified in calls between the 2 periods reflect the ever-changing role of the clinical pathologist within the hospital system and provide evidence that monitoring these shifting patterns could be a valuable tool in the education of clinical pathology residents.

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The Role of Educational Podcast Use Among Otolaryngology Residents

Annals of Otology Rhinology & Laryngology ◽

10.1177/00034894211072996 ◽

2022 ◽

pp. 000348942110729

Author(s):

Erik B. Vanstrum ◽

Ido Badash ◽

Franklin M. Wu ◽

Harrison J. Ma ◽

Deepika N. Sarode ◽

...

Keyword(s):

Clinical Practice ◽

Resident Education ◽

Asynchronous Learning ◽

Learning Tools ◽

Educational Materials ◽

Residency Programs ◽

Post Graduate ◽

The Us ◽

The Impact

Objective: Medical podcasts are becoming increasingly available; however, it is unclear how these new resources are being used by trainees or whether they influence clinical practice. This study explores the preferences and experiences of otolaryngology residents with otolaryngology-specific podcasts, and the impact of these podcasts on resident education and clinical practice. Methods: An 18-question survey was distributed anonymously to a representative junior (up to post-graduate year 3) and senior (post-graduate year 4 or greater) otolaryngology residents at most programs across the US. Along with demographic information, the survey was designed to explore the preferences of educational materials, podcast listening habits and motivations, and influence of podcasts on medical practice. Descriptive statistics and student t-tests were used to analyze the results. Results: The survey was distributed to 198 current otolaryngology residents representing 94% of eligible residency programs and was completed by 73 residents (37% response rate). Nearly 3-quarters of respondents reported previous use of otolaryngology podcasts, among which 83% listen at least monthly. Over half of residents changed their overall clinical (53%) and consult (51%) practice based on podcast use. Residents rank-ordered listening to podcasts last among traditional options for asynchronous learning, including reading textbooks and watching online videos. Conclusions: While other asynchronous learning tools remain popular, most residents responding to this survey use podcasts and report that podcasts influence their clinical practice. This study reveals how podcasts are currently used as a supplement to formal otolaryngology education. Results from the survey may inform how medical podcasts could be implemented into resident education in the future.

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