scholarly journals Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents

2019 ◽  
Vol 16 ◽  
pp. 25 ◽  
Author(s):  
Christopher Daniel Gelston ◽  
Jennifer Landrigan Patnaik
Keyword(s):  
Internal Medicine ◽  
United States ◽  
Emergency Medicine ◽  
Family Medicine ◽  
Educational Training ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Residency Programs ◽  
Confidence Levels ◽  
Family Medicine Residents

Purpose: To evaluate ophthalmic educational training and confidence in caring for patients with ophthalmic complaints among internal, emergency, and family medicine residents in the United States.Methods: A 41-item cross-sectional survey was sent to the directors of 529 internal medicine, 237 emergency medicine, and 629 family medicine residency programs, who distributed it to residents in those programs. The survey included the number of ophthalmic education hours residents received. Respondents were asked to rate their confidence in performing an ophthalmic exam and treating patients with ocular conditions using a 5-point Likert scale ranging from “not confident” to “very confident.”Results: In total, 92.5% of internal medicine, 66.8% of emergency medicine, and 74.5% of family medicine residents received less than 10 hours of ophthalmic education during residency. Most respondents (internal medicine, 59.1%; emergency medicine, 76.0%; family medicine, 65.7%) reported that patients with ocular complaints constituted 1%–5% of visits. Mean±standard deviation confidence levels in performing an eye exam and treating patients with ophthalmic conditions were highest in emergency medicine residency programs (2.9±0.7), followed by family medicine (2.3±0.6) and internal medicine (2.2±0.6). A higher reported number of ophthalmic education hours in residency was associated with greater confidence among emergency (P<0.001), family (P<0.001), and internal (P=0.005) medicine residents.Conclusion: Internal, emergency, and family medicine residents receive limited ophthalmic education, as reflected by their overall low confidence levels in performing an ophthalmic exam and treating patients with ocular complaints. An increase in ophthalmic educational hours during their residencies is recommended to improve upon this knowledge gap.

scholarly journals Immediate Postpartum IUD Training Within a Regional Network of Family Medicine Residencies

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Ying Zhang ◽  
Sonali Sheth ◽  
Amanda K.H. Weidner ◽  
Patricia Egwuatu ◽  
Lauren Webb ◽  
...  
Keyword(s):  
Family Medicine ◽  
Overall Response Rate ◽  
Prior Training ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Survey Sample ◽  
Training Opportunities ◽  
Family Medicine Residents

Background and Objective: Immediate postpartum placement of intrauterine devices (PPIUD) offers important benefits to patients. Little is known about PPIUD training or knowledge within family medicine residency programs. We evaluated PPIUD experience and prior training among family medicine residents and faculty. Methods: We conducted a cross-sectional survey of residents and faculty in 24 regional family medicine residency programs in 2018. Survey questions focused on reception of PPIUD training and experience with PPIUD counseling and placement. Results: The final survey sample included 203 residents and 100 faculty with an overall response rate of 39%. About 26% (n=79) of all participants reported receiving prior training for counseling and placement of PPIUDs, while 16% (n=48) of participants had ever placed a PPIUD. Twenty-six percent (n=78) of participants reported that their residency programs offered PPIUD training. Residents and faculty who reported past PPIUD training and/or placement experience were more likely to have ever counseled patients about PPIUD (P&lt;.001) and report that their primary training hospital offered PPIUD to patients (P&lt;.001) and their residency programs offered PPIUD training (P&lt;.001). Conclusions: Few programs offer routine PPIUD training opportunities for family medicine residents and faculty, which may contribute to limited availability of PPIUD to patients. There is a need to improve PPIUD training and placement opportunities for both family medicine residents and faculty.

scholarly journals Delivering on the Promise: Exploring Training Characteristics and Graduate Career Pursuits of Primary Care Internal Medicine Residency Programs and Tracks

2019 ◽  
Vol 11 (4) ◽  
pp. 447-453
Author(s):  
Robin Klein ◽  
Samantha Alonso ◽  
Caitlin Anderson ◽  
Akanksha Vaidya ◽  
Nour Chams ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Primary Care ◽  
Clinical Experiences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Training Time ◽  
Residency Programs ◽  
Primary Care Internal Medicine ◽  
Ambulatory Training ◽  
Curricular Content

ABSTRACT Background Specialized primary care internal medicine (PC IM) residency programs and tracks aim to provide dedicated PC training. How programs deliver this is unclear. Objective We explored how PC IM programs and tracks provide ambulatory training. Methods We conducted a cross-sectional survey from 2012 to 2013 of PC IM program and track leaders via a search of national databases and program websites. We reported PC IM curricular content, clinical experiences, and graduate career pursuits, and assessed correlation between career pursuits and curricular content and clinical experiences. Results Forty-five of 70 (64%) identified PC IM programs and tracks completed the survey. PC IM programs provide a breadth of curricular content and clinical experiences, including a mean 22.8 weeks ambulatory training and a mean 69.4 continuity clinics per year. Of PC IM graduates within 5 years, 55.8% pursue PC or general internal medicine (GIM) careers and 23.1% pursue traditional subspecialty fellowship training. Curricular content and clinical experiences correlate weakly with career choices. PC IM graduates pursuing PC or GIM careers correlated with ambulatory rotation in women's health (correlation coefficient [rho] = 0.36, P = .034) and mental health (rho = 0.38, P = .023) and curricular content in teaching and medical education (rho = 0.35, P = .035). PC IM graduates pursuing subspecialty fellowship negatively correlated with curricular content in leadership and teams (rho = -0.48, P = .003) and ambulatory training time (rho = -0.38, P = .024). Conclusions PC IM programs and tracks largely deliver on the promise to provide PC training and education and produce graduates engaged in PC and GIM.

Menopause Management Knowledge in Postgraduate Family Medicine, Internal Medicine, and Obstetrics and Gynecology Residents: A Cross-Sectional Survey

2019 ◽  
Vol 94 (2) ◽  
pp. 242-253 ◽  
Author(s):  
Juliana M. Kling ◽  
Kathy L. MacLaughlin ◽  
Peter F. Schnatz ◽  
Carolyn J. Crandall ◽  
Lisa J. Skinner ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Family Medicine ◽  
Obstetrics And Gynecology ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Management Knowledge

scholarly journals Regional differences in where and how family medicine residents intend to practise: a cross-sectional survey analysis

CMAJ Open ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. E124-E130
Author(s):  
M. Ruth Lavergne ◽  
Ian Scott ◽  
Goldis Mitra ◽  
David Snadden ◽  
Doug Blackie ◽  
...  
Keyword(s):  
Family Medicine ◽  
Regional Differences ◽  
Survey Analysis ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Family Medicine Residents

scholarly journals Does Attending a Regional Medical Campus Influence the Training Outcomes of Family Medicine Residents?

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Komal Kochhar ◽  
Laurie M Fancher ◽  
James J Brokaw ◽  
Peter M Nalin
Keyword(s):  
Family Medicine ◽  
Medical School ◽  
The State ◽  
Rural Populations ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Training Outcomes ◽  
Main Campus ◽  
Regional Medical ◽  
Family Medicine Residents

Introduction: Indiana University School of Medicine (IUSM) is the largest medical school in the nation, with its main campus located in Indianapolis and eight regional medical campuses (RMC) distributed across the state. In this study, we compared the survey responses of family medicine residents who had attended medical school at the main campus in Indianapolis versus an RMC to see if there were any noticeable differences in their residency training outcomes. Methods: From 2012 to 2017, in the spring of each year, a cross-sectional survey was administered to all final-year family medicine residents graduating from the eleven family medicine residency programs in Indiana. A total of 519 out of 520 residents completed the survey. Of whom, 132 respondents indicated they had graduated from IUSM; 45 reported they had attended the Indianapolis campus and 87 had attended one of the RMCs in the state. Our dataset for this study was comprised of these 132 respondents. Chi-square test or Fisher’s exact test were used to compare responses between groups. P-values ≤ 0.05 were considered statistically significant. Results: In the ACGME competency areas, the residents who attended an RMC versus the Indianapolis campus were significantly more likely to report being fully competent in Medical Knowledge (90% vs. 76%, p = 0.032) and Systems-Based Practice (83% vs. 64%, p = 0.019). Additionally, the residents who attended an RMC compared to their Indianapolis counterparts reported significantly higher rates of being trained to serve rural populations (73% vs. 52%, p = 0.017) as well as being fully competent to serve rural populations (69% vs. 42%, p = 0.003). However, the residents who attended an RMC were no more likely to establish a practice in a rural area than were the residents who attended Indianapolis (18% vs. 17%, p = 0.845). Conclusions: Based on these self-reported data, the family medicine residents who attended an RMC may perceive themselves to be better-prepared in a few core competency areas, as well as in serving rural populations, compared to those who attended the Indianapolis campus. These findings suggest that IUSM’s complex statewide system of medical education may offer some unique advantages in preparing students for residency, especially in family medicine.   None of the authors has a conflict of interest. This study was granted exempt status by our institution’s Institutional Review Board.

scholarly journals Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs

2020 ◽  
Vol 17 ◽  
pp. 11
Author(s):  
Jason Lai ◽  
Benjamin Holden Schnapp ◽  
David Simon Tillman ◽  
Mary Westergaard ◽  
Jamie Hess ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
Medical Education ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Medical Patients ◽  
Sectional Study ◽  
Cross Sectional ◽  
Residency Programs ◽  
Question Survey

Purpose: The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.Methods: We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.Results: We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.Conclusion: The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

scholarly journals Characteristics Sought When Hiring Faculty in Family Medicine Residency Programs

2021 ◽  
Vol 53 (3) ◽  
pp. 189-194
Author(s):  
Gretchen Irwin ◽  
Kari Nilsen ◽  
Raghuveer Vedala ◽  
Rick Kellerman
Keyword(s):  
Family Medicine ◽  
Clinical Teaching ◽  
Relationship Building ◽  
New Faculty ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Resident Physicians ◽  
Faculty Shortages

Background and Objectives: Faculty shortages are a significant concern in family medicine education. Many family medicine residency programs need to recruit faculty in the coming years. As a result, family medicine faculty and resident physicians will be interviewing candidates to fill these vacancies. Little is known about the characteristics valued in a family medicine residency faculty candidate. Methods: Using a cross-sectional survey of family medicine faculty and resident physicians in family medicine residency programs in Kansas, we attempted to define which characteristics are most valued by current faculty members and resident physicians in family medicine residency programs during the faculty hiring process. Results: Of 187 invited respondents, 93 completed the survey (49.7% response rate). Twenty-five characteristics, grouped into five domains of relationship building, clinical, teaching, research and administrative skills, were rated as either not important, important, or very important. Building and maintaining healthy relationships was the most important characteristic for faculty, residents, males, and females. Administrative characteristics were the lowest ranked domain in our survey. Discussion: These results provide an important snapshot of the characteristics valued in faculty candidates for family medicine residency programs. Understanding the paradigm used by existing faculty and resident physicians in family medicine residency programs when considering new faculty hires has an important impact on faculty recruitment and faculty development programs.

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