Applicants’ perception of fit to residency programs in the video‐interview era: a large multidisciplinary survey

2022 ◽  
Author(s):  
Jorge G. Zárate Rodriguez ◽  
Connie Gan ◽  
Gregory A. Williams ◽  
Tia O. Drake ◽  
Thomas Ciesielski ◽  
...  
Keyword(s):  
Residency Programs ◽  
Video Interview

Senior Medical Students’ Attitudes toward Choosing Residency Programs in Primary Care

1985 ◽  
Vol 1 (4) ◽  
pp. 38-43 ◽  
Author(s):  
Robert R. Franklin ◽  
Pamela A. Samaha ◽  
Janet C. Rice ◽  
Susan M. Igras
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Residency Programs ◽  
Students Attitudes

Hannibal aux aguets: On the Lookout for New Rencontres

2018 ◽  
Author(s):  
Charles J. Stivale
Keyword(s):  
Gilles Deleuze ◽  
Television Series ◽  
Commercial Television ◽  
Thomas Harris ◽  
Highly Skilled ◽  
Video Interview

In L’Abécédaire de Gilles Deleuze, a 1988-9 video interview, Deleuze discusses with Claire Parnet the crucial link between creativity, the very possibility of thinking, and animality, through the practice of “être aux aguets” (being on the lookout) for rencontres. This chapter considers how this constitutes the essential practice of the character of Hannibal Lecter, created by Thomas Harris in several novels (Red Dragon, Silence of the Lambs, Hannibal, Hannibal Rising) and, more recently, portrayed in the commercial television series “Hannibal” by Mads Mikkelsen. Hannibal is portrayed as a highly refined individual who not only can sense physically the presence of any threat through extraordinary olfactory powers, but can also categorize, store and then recall any such scents/essences through a Memory Museum. In the television series, Hannibal as highly skilled culinary artist combines the results of his being “on the lookout” with an efficient and often gruesome taste for fine dining, with strategically selected guests usually uninformed about the courses on the menu. The chapter thus considers the concepts of the animal, “être aux aguets” and “refrains” in the light of fictional production, both in print and televisual form, in order to open the Deleuzian concepts to an alternate, creative reading.

scholarly journals Genetics Education in US Dermatology Residency Programs: A Survey-Based Study

2017 ◽  
Vol 9 (4) ◽  
pp. 545-546 ◽  
Author(s):  
Brittany Oliver ◽  
Charles J. Macri ◽  
Adam J. Friedman
Keyword(s):  
Genetics Education ◽  
Residency Programs

scholarly journals Guiding Residency Program Educational Goals Using Institutional Keyword Reports from the Ophthalmic Knowledge Assessment Program Examination

2020 ◽  
Vol 12 (02) ◽  
pp. e234-e238
Author(s):  
Isdin Oke ◽  
Steven D. Ness ◽  
Jean E. Ramsey ◽  
Nicole H. Siegel ◽  
Crandall E. Peeler
Keyword(s):  
Residency Program ◽  
High Variability ◽  
Knowledge Assessment ◽  
Data Driven ◽  
Educational Goals ◽  
Residency Programs ◽  
Percent Correct ◽  
Self Evaluation ◽  
Assessment Program ◽  
Significant Difference

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

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