scholarly journals CBME framework to promote transition to senior

2020 ◽  
Author(s):  
Amy Acker ◽  
Kirk Leifso ◽  
Emily Hawksby
Keyword(s):  
Patient Care ◽  
Senior Resident ◽  
Shared Understanding ◽  
Residency Programs ◽  
Call Process

Residency programs across Canada are transitioning to Competence by Design (CBD). Our innovative framework improves the traditional transition to independent senior overnight call process by adding workplace-based (WBA) assessments. Our process ensures that faculty and residents have a shared understanding of what competencies need to be demonstrated before residents can work independently as the in-house senior resident overnight. This protocol is worth exploring; initial perceptions suggest an increase in resident confidence while on call and improved faculty comfort when paired with these senior residents. We believe that this in turn will be reflected in enhanced patient care.

scholarly journals Morning Report: Can an Established Medical Education Tradition Be Validated?

2013 ◽  
Vol 5 (3) ◽  
pp. 374-384 ◽  
Author(s):  
Matthew McNeill ◽  
Sayed K. Ali ◽  
Daniel E. Banks ◽  
Ishak A. Mansi
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Outcome Measures ◽  
English Language ◽  
Meta Analysis ◽  
The United States ◽  
Cochrane Library ◽  
Clinical Effects ◽  
Morning Report ◽  
Residency Programs

Abstract Background Morning report is accepted as an essential component of residency education throughout different parts of the world. Objective To review the evidence of the educational value, purpose, methods, and outcomes of morning report. Methods A literature search of PubMed, Ovid, and the Cochrane Library for English-language studies published between January 1, 1966, and October 31, 2011, was performed. We searched for keywords and Medical Subject Heading terms related to medical education, methods, attitudes, and outcomes in regard to “morning report.” Title and abstract review, followed by a full-text review by 3 authors, was performed to identify all pertinent articles. Results We identified 71 citations; 40 articles were original studies and 31 were commentaries, editorials, or review articles; 56 studies (79%) originated from internal medicine residency programs; 6 studies (8%) focused on ambulatory morning report; and 63 (89%) originated from the United States. Identified studies varied in objectives, methods, and outcome measures, and were not suitable for meta-analysis. Main outcome measures were resident satisfaction, faculty satisfaction, preparation for professional examinations, use of evidence-based medicine, clinical effects on patient care, adverse event detection, and utilization of a curriculum in case selection. Conclusions Morning report has heterogeneous purposes, methods, and settings. As an educational tool, morning report is challenging to define, its outcome is difficult to measure, and this precludes firm conclusions about its contribution to resident education or patient care. Residency programs should tailor morning report to meet their own unique educational objectives and needs.

scholarly journals Professional Development Track to Prepare Future Academic Clinicians

2020 ◽  
Author(s):  
K. Marie Traylor ◽  
Jorge L. Cervantes ◽  
Cynthia N. Perry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Student Achievement ◽  
Education Research ◽  
Medical Student ◽  
Patient Care ◽  
Academic Medicine ◽  
Student Feedback ◽  
Residency Programs ◽  
School Of Medicine

Abstract Professional development is instrumental in the success of professionals and trainees in academic medicine. In response to medical student feedback requesting additional professional development opportunities, the Foster School of Medicine developed a distinction program, the Pathway for Preparing Academic Clinicians (PPAC), designed to deliver sought-after skill development and foundational knowledge in the three primary activities of academic medicine: medical education, research, and patient care. This distinction program addresses a curricular gap as identified by students and common to many UME curricula and also provides an opportunity for residency programs to identify student achievement within a pass/fail program.

scholarly journals Educational Experiences Residents Perceive As Most Helpful for the Acquisition of the ACGME Competencies

2012 ◽  
Vol 4 (2) ◽  
pp. 176-183 ◽  
Author(s):  
Lourdes R. Guerrero ◽  
Susan Baillie ◽  
Paul Wimmers ◽  
Neil Parker
Keyword(s):  
Medical Education ◽  
Los Angeles ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Role Models ◽  
Monitoring And Evaluation ◽  
Learning Activities ◽  
Web Based ◽  
Residency Programs ◽  
Graduate Medical

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires physicians in training to be educated in 6 competencies considered important for independent medical practice. There is little information about the experiences that residents feel contribute most to the acquisition of the competencies. Objective To understand how residents perceive their learning of the ACGME competencies and to determine which educational activities were most helpful in acquiring these competencies. Method A web-based survey created by the graduate medical education office for institutional program monitoring and evaluation was sent to all residents in ACGME-accredited programs at the David Geffen School of Medicine, University of California-Los Angeles, from 2007 to 2010. Residents responded to questions about the adequacy of their learning for each of the 6 competencies and which learning activities were most helpful in competency acquisition. Results We analyzed 1378 responses collected from postgraduate year-1 (PGY-1) to PGY-3 residents in 12 different residency programs, surveyed between 2007 and 2010. The overall response rate varied by year (66%–82%). Most residents (80%–97%) stated that their learning of the 6 ACGME competencies was “adequate.” Patient care activities and observation of attending physicians and peers were listed as the 2 most helpful learning activities for acquiring the 6 competencies. Conclusion Our findings reinforce the importance of learning from role models during patient care activities and the heterogeneity of learning activities needed for acquiring all 6 competencies.

Faculty development in the age of competency-based medical education: A needs assessment of Canadian emergency medicine faculty and senior trainees

CJEM ◽  
2019 ◽  
Vol 21 (4) ◽  
pp. 527-534 ◽  
Author(s):  
Alexandra Stefan ◽  
Justin N. Hall ◽  
Jonathan Sherbino ◽  
Teresa M. Chan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Faculty Development ◽  
Patient Care ◽  
Needs Assessment ◽  
Direct Observation ◽  
Senior Resident ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Competency Based

ABSTRACTObjectivesThe Royal College of Physicians and Surgeons of Canada (RCPSC) emergency medicine (EM) programs transitioned to the Competence by Design training framework in July 2018. Prior to this transition, a nation-wide survey was conducted to gain a better understanding of EM faculty and senior resident attitudes towards the implementation of this new program of assessment.MethodsA multi-site, cross-sectional needs assessment survey was conducted. We aimed to document perceptions about competency-based medical education, attitudes towards implementation, perceived/prompted/unperceived faculty development needs. EM faculty and senior residents were nominated by program directors across RCPSC EM programs. Simple descriptive statistics were used to analyse the data.ResultsBetween February and April 2018, 47 participants completed the survey (58.8% response rate). Most respondents (89.4%) thought learners should receive feedback during every shift; 55.3% felt that they provided adequate feedback. Many respondents (78.7%) felt that the ED would allow for direct observation, and most (91.5%) participants were confident that they could incorporate workplace-based assessments (WBAs). Although a fair number of respondents (44.7%) felt that Competence by Design would not impact patient care, some (17.0%) were worried that it may negatively impact it. Perceived faculty development priorities included feedback delivery, completing WBAs, and resident promotion decisions.ConclusionsRCPSC EM faculty have positive attitudes towards competency-based medical education-relevant concepts such as feedback and opportunities for direct observation via WBAs. Perceived threats to Competence by Design implementation included concerns that patient care and trainee education might be negatively impacted. Faculty development should concentrate on further developing supervisors’ teaching skills, focusing on feedback using WBAs.

scholarly journals Organized Continuity Panel Reassignment

2011 ◽  
Vol 3 (3) ◽  
pp. 404-407 ◽  
Author(s):  
Kevin Bennett ◽  
Elizabeth Baxley ◽  
Charles Carter ◽  
Michele Stanek
Keyword(s):  
Patient Care ◽  
Quality Indicators ◽  
Health Care Use ◽  
Clinical Experiences ◽  
Residency Programs ◽  
Primary Care Residency ◽  
Training Requirement ◽  
Patients With Diabetes ◽  
Race Ethnicity ◽  
Panel Review

Abstract Background Structured continuity clinical experience is required in all primary care residency programs. There is a paucity of data on whether continuity patient panels are routinely used, what the ideal panel composition is, how panels are managed within residency programs across the country, and the outcomes related to this training requirement. Methods We designed an organized continuity panel reassignment process with the goal of producing balanced resident panels, that is, panels with similar numbers of patients by race/ethnicity, sex, and age group, as well as comparable numbers of patients with diabetes and those with high health care use. This project focused on postgraduate year-1 (PGY-1) panels to use balanced panels for redesign and focus of their initial training experiences on practice-based learning and patient care continuity. Results Findings suggest improved parity in patient care experiences through more evenly distributed panels. Furthermore, the focus on panel review and case management enhanced the curriculum for PGY-1 residents, whose clinical experiences and diabetes clinical quality indicators compared more favorably to residents in earlier classes. Conclusions Balanced continuity panels provide an enhanced substrate for building clinical curricula. Preliminary data suggest that this process helped contribute to improved quality indicators for patients with diabetes.

scholarly journals An Alternative Practice Model: Residents Transform Continuity Clinic and Become Systems Thinkers

2012 ◽  
Vol 4 (2) ◽  
pp. 232-236 ◽  
Author(s):  
Colleen Y. Colbert ◽  
John D. Myers ◽  
Christian T. Cable ◽  
Paul E. Ogden ◽  
Curtis Mirkes ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Focus Groups ◽  
Patient Care ◽  
Systems Thinking ◽  
Theory Approach ◽  
Health Care Environment ◽  
Continuity Clinic ◽  
Residency Programs ◽  
Clinic Efficiency ◽  
System Changes

Abstract Background A changing health care environment has created a need for physicians trained in health system improvement. Residency programs have struggled to teach and assess practice-based learning and improvement and systems-based practice competencies, particularly within ambulatory settings. Intervention We describe a resident-created and resident-led quality and practice-improvement council in an internal medicine continuity clinic. We conducted focus groups and report on residents' perspectives on council membership, practice management experiences, quality improvement projects, and resident satisfaction. Method Focus groups were held from May 2009 to March 2010 with internal medicine residents (N  =  5/focus group) who participated in the Continuity Clinic Ownership in Resident Education (CCORE) council. Data were analyzed with a grounded theory approach. Results During the focus groups, residents responded to the question: “Do you have any new insights into delivering quality patient care in an outpatient clinic as a result of this experience (CCORE membership)?” The qualitative analysis resulted in 6 themes: systems thinking and systems-based care skills; improving quality of patient care; improved clinic efficiency; ownership of patients; need for improved communication of practice changes; and a springboard for research. Conclusions CCORE residents participated in system changes and acquired leadership skills while working on practice-based and system problems in a clinic microsystem. We believe this model can be implemented by other residency programs to promote the development of systems thinking in residents, increase their ownership of continuity clinic, and empower them to implement system changes.

scholarly journals Operating room nurse residency and specialty educators: Paramount in the success of novice nurse retention

2017 ◽  
Vol 8 (5) ◽  
pp. 20 ◽  
Author(s):  
LaSandra Brown ◽  
Debbie Belgard ◽  
Nakeisha Washington ◽  
Sparkle Grueso
Keyword(s):  
Patient Care ◽  
Operating Room ◽  
Residency Program ◽  
Surgical Patients ◽  
Team Approach ◽  
Residency Programs ◽  
Nurse Residency ◽  
Safe Patient Care ◽  
Nursing Curricula ◽  
Nurse Residency Program

Perioperative service is one of the specialties of nursing in which a team approach is vital for optimal patient care. The registered nurse is responsible for coordinating and delivering safe patient care. Operating room (OR) nurses are responsible for applying fundamental applications of the nursing process while formulating plans of care unique to surgical patients. The growing shortage of nurses worldwide especially impacts highly complex areas such as the OR, where skills specialized are needed to care for patients. One of the largest challenges of a graduate nurse (GN) is becoming enculturated to new environments. Traditionally, OR nursing is a paradigm foreign in nursing curricula; this creates challenges in the GN population in applying their practical nursing skills to surgical patients. In an effort to combat ongoing knowledge deficits unique to OR nursing, Houston Methodist Hospital (HMH) created an OR nurse residency program. The literature suggests that specialty-specific nursing residency programs offer GNs essential tools for becoming successful in their transition. Additionally, research suggests reductions in nurse burnout and turnover rate among GNs with adequate training and preparation. The purpose of this article was to provide insight on the importance of introduction to the OR prior to graduating from nursing school and the importance of OR nursing specialty residency programs and specialty educators as they pertain to the ideal nursing transition, sustainability, retention, and favorable patient outcomes. A questionnaire was created to capture successful applicable practices; the questionnaire also provided an opportunity for GNs to suggest opportunities for program improvements. The questionnaire was used to explore feedback from the summer 2014 Operating Room (OR) residency program graduate nurses in an effort to capture improvements needed for future program success.

Transsex Patient Care in Surgical Resident Education: A National Survey of Plastic Surgery and Urology Residency Programs

2017 ◽  
Vol 225 (4) ◽  
pp. e162
Author(s):  
Shane Morrison ◽  
Geolani W. Dy ◽  
H. Jonathan Chong ◽  
Nathan C. Osbun ◽  
Sarah Holt ◽  
...  
Keyword(s):  
Patient Care ◽  
Plastic Surgery ◽  
National Survey ◽  
Resident Education ◽  
Surgical Resident ◽  
Residency Programs ◽  
Urology Residency

scholarly journals Back to Basics: Changes to the Residency Curriculum During a Pandemic

2020 ◽  
Vol 15 (3) ◽  
Author(s):  
Alecsa Mackinnon Blair ◽  
Sagar Rohailla ◽  
Alberto Goffi ◽  
Malika Sharma
Keyword(s):  
Critical Care ◽  
Medical Students ◽  
Patient Care ◽  
Critically Ill ◽  
Emotional Support ◽  
Critically Ill Patients ◽  
Medical Systems ◽  
Residency Programs ◽  
Soins Intensifs ◽  
Residency Curriculum

In the height of the COVID-19 pandemic, prompt changes are required from medical systems. Within Canadian academic institutions, this will mean a restructuring of residency programs of all specialties and at all levels of training. Rapid training in critical care procedures and models of patient care will be paramount to contend with the increasing numbers of critically-ill patients. Flexibility from staff physicians, residents, and medical students will be required to fill gaps in patient care. Finally, compassion for our co-workers throughout illness and isolation will be necessary to provide emotional support for one another. ResumeAu plus fort de la pandémie COVID-19, des changements rapides sont nécessaires de la part des systèmes médicaux. Au sein des institutions universitaires canadiennes, cela signifiera la restructuration des programmes de résidence de toutes les spécialités et à tous les niveaux de formation. Une formation rapide aux procédures de soins intensifs et aux modèles de soins aux patients sera primordiale pour faire face au nombre croissant de patients gravement malades. La flexibilité des médecins du personnel, des résidents et des étudiants en médecine sera nécessaire pour combler les lacunes dans les soins aux patients. Enfin, la compassion envers nos collègues tout au long de la maladie et de l’isolement sera nécessaire pour se soutenir mutuellement sur le plan émotionnel.

Impact of an innovative partnership in patient care between an academic medical center department of pharmacy and a school of pharmacy

2019 ◽  
Vol 76 (24) ◽  
pp. 2070-2076
Author(s):  
Mary-Haston Vest ◽  
Mary G Petrovskis ◽  
Scott W Savage ◽  
Nicole R Pinelli ◽  
Ashley L Pappas ◽  
...  
Keyword(s):  
Patient Care ◽  
Medical Center ◽  
Academic Medical Center ◽  
Lessons Learned ◽  
Residency Programs ◽  
Pharmacy Department ◽  
Academic Medical ◽  
American Society ◽  
The Impact ◽  
The Relationship

Abstract Purpose Pharmacy departments and schools of pharmacy have long held professional affiliations. However, the success of each entity is often not interdependent and aligned. In 2010, our institutions found ourselves in a position where the complementary motivations of each aligned to support a more meaningful and committed engagement, leading to the development of the Partnership in Patient Care. The impact of the partnership was evaluated 7 years postimplementation, and both the successes realized and the lessons learned are described. Summary The partnership provided many advantages to our pharmacy department and the school of pharmacy. This initial iteration of the partnership was a strong proof of concept that an intentional approach to the relationship between a school of pharmacy and a pharmacy department can lead to substantive improvements in a wide array of meaningful outcomes. We experienced an increase in the number of student rotation months completed, growth in the American Society of Health-System Pharmacists–accredited residency programs, and enhanced clinical services. However, the partnership was not without challenges. For instance, lack of a formalized tracking method made certain outcomes difficult to track. Conclusion The purposeful establishment of the Partnership in Patient Care, built on the needs of a school of pharmacy and an academic medical center pharmacy department, allowed our institutions to develop an intertwined mission and vision. Over the initial years of the partnership, many successes were realized and lessons were learned. Both the successes and the challenges are serving as the foundation for future iterations of the partnership.

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