An Experiment in Graduate Medical Education: Combined Residency Training in Pediatrics, Psychiatry, and Child and Adolescent Psychiatry

2002 ◽  
Vol 26 (4) ◽  
pp. 237-244 ◽  
Author(s):  
J. E. Schowalter
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Adolescent Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Graduate Medical

scholarly journals Entrustable Professional Activities for Pathology

2017 ◽  
Vol 4 ◽  
pp. 237428951771428 ◽  
Author(s):  
Cindy B. McCloskey ◽  
Ronald E. Domen ◽  
Richard M. Conran ◽  
Robert D. Hoffman ◽  
Miriam D. Post ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Clinical Pathology ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Entrustable Professional Activity ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

scholarly journals An Examination of Advocacy Education in Residency Training

2019 ◽  
Vol 144 (4) ◽  
pp. 497-499
Author(s):  
Candice C. Black ◽  
Amy Motta
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Chief Resident ◽  
Home Program ◽  
External Resources ◽  
Graduate Medical ◽  
The Past ◽  
Core Requirements ◽  
Selection Of

Context.— Pathology-related advocacy is best when performed directly by pathologists. Practicing advocacy is included in the Milestones 2.0 and should be introduced during residency training. Objective.— To understand advocacy education in residency training we surveyed pathologists to ask what training they had in residency, what resources were available, and what experiences were most impressionable. Design.— Two types of inquiry were performed. First, a survey to program graduates asking about leadership and advocacy activities during training and about leadership and advocacy activities since graduation. Secondly, focused email and telephone inquiries were made to 12 pathologists—4 in practice for more than 20 years, 4 within the first 10 years of practice, and to 4 PGY4 (postgraduate year 4) residents—asking what training and experiences were available to them, and how they became motivated to become active in practice. Results.— Our results showed that resources available outside of the home program have changed through the years and more national resident groups are available that were not available in the past. These groups may educate trainees in leadership and advocacy. Internally, opportunities to shadow faculty at interdepartmental leadership meetings, as well as selection of the chief resident, are enduring tools for honing these skills. Conclusions.— Teaching advocacy in training is important and part of the Accreditation Council for Graduate Medical Education core requirements as well as a level 5 Milestone. Education may require a balance of internal and external resources since different programs may offer different opportunities. Shadowing during real advocacy events was the most impressionable experience.

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 The teaching and training of psychiatry in Thailand

2007 ◽  
Vol 4 (2) ◽  
pp. 41-42 ◽  
Author(s):  
Pichet Udomratn
Keyword(s):  
Residency Training ◽  
Child Psychiatry ◽  
Adolescent Psychiatry ◽  
Medical Schools ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
The Other ◽  
Adult Psychiatry ◽  
And Training

In Thailand, we have only two programmes for residency training in psychiatry: one is general or adult psychiatry, which takes 3 years to complete; the other is child and adolescent psychiatry, which takes 4 years. There are nine institutes that offer residency training but only three medical schools have the capacity to offer training in both general and child psychiatry (Table 1).

scholarly journals Teaching Health Center Graduate Medical Education Locations Predominantly Located in Federally Designated Underserved Areas

2016 ◽  
Vol 8 (2) ◽  
pp. 241-243 ◽  
Author(s):  
Songhai C. Barclift ◽  
Elizabeth J. Brown ◽  
Sean C. Finnegan ◽  
Elena R. Cohen ◽  
Kathleen Klink
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Health Center ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Rural Areas ◽  
Clinical Training ◽  
Community Based ◽  
Underserved Area ◽  
Graduate Medical

ABSTRACT  The Teaching Health Center Graduate Medical Education (THCGME) program is an Affordable Care Act funding initiative designed to expand primary care residency training in community-based ambulatory settings. Statute suggests, but does not require, training in underserved settings. Residents who train in underserved settings are more likely to go on to practice in similar settings, and graduates more often than not practice near where they have trained.Background  The objective of this study was to describe and quantify federally designated clinical continuity training sites of the THCGME program.Objective  Geographic locations of the training sites were collected and characterized as Health Professional Shortage Area, Medically Underserved Area, Population, or rural areas, and were compared with the distribution of Centers for Medicare and Medicaid Services (CMS)–funded training positions.Methods  More than half of the teaching health centers (57%) are located in states that are in the 4 quintiles with the lowest CMS-funded resident-to-population ratio. Of the 109 training sites identified, more than 70% are located in federally designated high-need areas.Results  The THCGME program is a model that funds residency training in community-based ambulatory settings. Statute suggests, but does not explicitly require, that training take place in underserved settings. Because the majority of the 109 clinical training sites of the 60 funded programs in 2014–2015 are located in federally designated underserved locations, the THCGME program deserves further study as a model to improve primary care distribution into high-need communities.Conclusions

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