scholarly journals Starting New Accreditation Council for Graduate Medical Education (ACGME) Residency Programs in a Teaching Hospital

2020 ◽  
Author(s):  
Andrew Goodbred ◽  
Richard Snyder ◽  
Joan Sweeny ◽  
Christine Marchionni ◽  
Bankim Bhatt ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching Hospital ◽  
Residency Program ◽  
Core Competencies ◽  
Residency Programs ◽  
Initial Application ◽  
Hospital Operations ◽  
Effective Program ◽  
Impact Patient Care ◽  
Faculty Time

Starting a new ACGME approved residency program can positively impact patient care, medical education, hospital operations, and the community as whole. This requires a significant amount of commitment, time, and preparation. The initial application and accreditation process should start early and requires a thorough understanding on the ACGME requirements. Building a new residency program involves collaboration among various stakeholders, starting with the teaching hospital, ACGME, and the Center of Medicare and Medicaid services (CMS). It is prudent to also consider the operational and logistical issues such as budget, faculty and administrative staff hire, faculty time for administrative duties, and educational space for faculty and residents. It is vital to recognize how the institution’s strengths and weaknesses match up to these requirements. A robust educational and clinical curriculum in line with ACGME’s core competencies and useful educational collaboration among various programs is critical for effective program. Recruiting and developing the appropriate faculty members is another important aspect for a successful program. The final challenge is recruiting residents that will fit well into the new residency program. Lastly, we discuss the challenges and tips to mitigate the risks of disappointment in the process of starting and creating a flagship residency program.

Applications of Narrative Medicine to Surgical Education

2021 ◽  
pp. 000313482110298
Author(s):  
Carol EH Scott-Conner ◽  
Divyansh Agarwal
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Surgical Education ◽  
Core Competencies ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Residency Programs ◽  
Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

scholarly journals Empathy Can Be Taught, and Patients Teach it Best

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Sudhagar Thangarasu ◽  
Gowri Renganathan ◽  
Piruthiviraj Natarajan
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Core Competency ◽  
Role Modeling ◽  
Residency Programs ◽  
Graduate Medical ◽  
Mixed Messages ◽  
Attending Physicians ◽  
Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

Factors neurosurgery candidates use when choosing a residency program

2014 ◽  
Vol 120 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Lauren H. Marasa ◽  
Thomas A. Pittman
Keyword(s):  
Residency Program ◽  
Response Rate ◽  
Paper Copy ◽  
Boot Camp ◽  
First Year ◽  
Residency Programs ◽  
Electronic Survey ◽  
Faculty Time ◽  
Program Characteristics ◽  
Survey Responses

Object Many factors affect an applicant's decision when selecting a residency program. While some issues are likely important to all applicants, others may be specific to, or weighed differently by, those applying to certain specialties. In an effort to better understand how applicants to neurosurgery programs make decisions about relative rank, the authors created a survey to identify the program characteristics thought most important by applicants. Methods An electronic survey was created and posted to the neurosurgery residency coordinator's forum. Coordinators throughout the country were asked to send the survey link to students who were scheduled to begin as first-year residents in July of 2012. A paper copy of the survey was also distributed at the Society of Neurological Surgeons intern boot camp in Atlanta, Georgia, in July of 2012. Results One hundred ninety-six students obtained a neurosurgical postgraduate year 1 position in the 2011–2012 match; 40 survey responses were received (response rate 20.4%). The factors cited as being most important in selecting a residency were the residents currently in the program, team camaraderie, and the number of operative cases performed. The interview day, specifically the opportunity to talk to the residents, was also thought to be important, as was the knowledge that the applicant would likely be ranked by the program. Conclusions Applicants for neurosurgical training choose a program for reasons similar to those given by applicants to other specialties. Neurosurgery applicants seem marginally more interested in an emphasis on academics and research and slightly less concerned with a program's location, but overall, the differences appear minimal. The interview process is very important, and contact by a representative after the interview also seems significant in applicants' decision making. By recognizing what applicants think is important in choosing a residency, programs can more effectively recruit residents and more efficiently use faculty time and department resources.

scholarly journals Applicants' Interest in International Ophthalmology during Residency Training: Influence in Selecting U.S. Residency Programs

2018 ◽  
Vol 10 (01) ◽  
pp. e48-e54 ◽  
Author(s):  
Mona Camacci ◽  
David Quillen ◽  
Maria Montijo ◽  
Michael Chen
Keyword(s):  
Residency Training ◽  
Residency Program ◽  
Core Competencies ◽  
International Health ◽  
Cross Sectional Study ◽  
International Experience ◽  
Cross Sectional ◽  
Residency Programs ◽  
International Ophthalmology ◽  
Selection Of

Background In recent years, the Accreditation Council for Graduate Medical Education (ACGME) Residency Committee for Ophthalmology formally recognized international health electives for credit. By engaging in international health experiences, ophthalmology residents achieve the anchors essential to the core competencies set forth by the ACGME. Objective To explore how the availability of international ophthalmology opportunities may influence applicants' selection of U.S. ophthalmology residency programs and to identify applicants' perceived goals and barriers of participation in international ophthalmology experiences. Methods For this cross-sectional study, an electronic invitation to a 22-item questionnaire was sent to all 413 applicants to the ophthalmology residency program at the Penn State Eye Center during the 2017 Match. Results Responses were received from 261 applicants, yielding a response rate of 63.2%. Nearly all respondents (95.4%) reported interest in participating in an international ophthalmology experience during residency training, with 52.1% of respondents reporting being “extremely interested.” More than half of respondents (53.6%) had previously participated in a healthcare-related experience in an international setting. The availability of international opportunities increased the interest of 67.4% of respondents when choosing which residency programs to apply to, and influenced 65.2% of respondents to rank a residency program higher, with the respondents with previous international experience more likely to be favorably influenced (p < 0.001, p = 0.04, respectively). The goal identified by the largest number of respondents as “most important” was to “offer service to the underserved” (59.0%). The most commonly identified anticipated barriers to participating in an international experience during residency training included concern about scheduling conflicts and call coverage (81.7%), followed by lack of funding (71.4%). Conclusion There is significant interest in international ophthalmology among ophthalmology residency applicants, and the availability of international opportunities during training may influence the applicants' selection of programs. Statistically significant differences were found among respondents with and without previous international healthcare-related experience. These findings warrant further investigation into how residency programs can best address this interest and integrate international ophthalmology experiences into the residency curriculum.

scholarly journals Program Director Perceptions of Subspecialty Tracking in Obstetrics and Gynecology Residency

2018 ◽  
Vol 10 (6) ◽  
pp. 665-670 ◽  
Author(s):  
Eduardo Hariton ◽  
Taylor S. Freret ◽  
Roni Nitecki ◽  
Emily Hinchcliff ◽  
Amy Stagg
Keyword(s):  
Medical Education ◽  
Residency Program ◽  
Resident Training ◽  
Work Hours ◽  
Obstetrics And Gynecology ◽  
Case Volume ◽  
Web Based ◽  
Residency Programs ◽  
Barriers To Implementation ◽  
Residency Program Directors

ABSTRACT Background Residency programs have experienced a trend toward decreased work hours and case volumes, negatively affecting the perception of graduating residents' competence. Subspecialty tracks have been proposed to help address these issues. Objective We evaluated the perceptions of obstetrics and gynecology (ob-gyn) residency program directors (PDs) on subspecialty tracking during training. Methods In 2017, a web-based, anonymous survey with Likert scale and open-ended items was e-mailed to US ob-gyn PDs. Results Of 250 PDs surveyed, 169 (68%) responded. More than half (54%) reported tracking would positively affect training of future ob-gyn physicians; 80% agreed it would increase resident preparedness for fellowship. Nearly half (49%) indicated it should be available for interested residents. However, some respondents expressed concerns this would negatively affect resident training (38%) and could decrease the number of ob-gyn generalists (50%). Most (88%) believed that tracking, if implemented, should not be mandatory, and 84% agreed that a tracking curriculum should be accompanied by Accreditation Council for Graduate Medical Education (ACGME) and American Board of Obstetrics and Gynecology changes. Only 31% of PDs felt tracking could be successfully implemented in their programs. Barriers to implementation included too few residents to divide into tracks, challenging administrative logistics, and concerns about meeting ACGME case volume requirements. Conclusions PDs have defined but diverse opinions on the implementation of tracking in ob-gyn. Slightly more than half of responding PDs reported tracking would positively affect the training of future ob-gyn physicians, and less than one-third indicated that their program could successfully implement tracking.

scholarly journals Competency Based Post Graduate Residency Program at Patan Academy of Health Sciences, Nepal

2021 ◽  
Vol 19 (1) ◽  
pp. 189-195
Author(s):  
Shrijana Shrestha ◽  
Ashis Shrestha ◽  
Jay Narayan Shah ◽  
Rajesh Nath Gongal
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Residency Program ◽  
Core Competencies ◽  
Health Sciences ◽  
Assessment System ◽  
Competency Based Medical Education ◽  
Post Graduate ◽  
Faculty Readiness ◽  
Competency Based

Competency-based medical education has evolved as an alternative approach in the residency training program. It shows potential to align educational programs with health system priorities through defining the competencies of graduating doctors. Designing and implementing Competency Based Post Graduate (CBPG) training in a resource-limited setting, where most of the trainings are still run in a conventional approach, is a big challenge. Patan Academy of Health Sciences, School of Medicine has taken the competency-based approach in the postgraduate residency training. Defining core competencies and connecting those to teaching methodology and assessment system are important initial steps in implementing the competency-based approach. The institution has implemented Entrustable Professional Activity (EPA), which is a unit of professional practice and helps to measure the trainees’ achievements in the form of milestones. This paper describes the process of piloting and implementing the CBPG program at this school.The school launched the CBPG training in 2018 and so far, three batches of residents have been enrolled in nine different subjects/disciplines. The first batch of trainee, having the PAHS Core competencies and the pre-defined discipline-specific EPAs certified, will be completing their training soon. The program is time and resource consuming. Continuous faculty development, commitment, supportive leadership and faculty readiness to adapt to newer approaches are the key to the program’s successful implementation.Keywords: Competency based medical education; Nepal; patan academy of health sciences; post graduate training; residency program

Equivalency? An Analysis of the AACS General Cosmetic Surgery Fellowship Through the Lens of the ACGME 6 Core Competencies

2019 ◽  
Vol 36 (4) ◽  
pp. 176-182
Author(s):  
Angel M. Morales ◽  
Jeffrey B. Marvel
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Patient Care ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Cosmetic Surgery ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Fellowship Program ◽  
Residency Programs

The American Academy of Cosmetic Surgeons (AACS) and American Board of Cosmetic Surgery (ABCS) have developed a 1-year fellowship program in cosmetic surgery with a pathway for board certification. However, attempts by ABCS physicians to advertise as “board certified cosmetic surgeons” have been met with resistance in some states, claiming that this training is not equivalent in scope, content, and duration to training accredited by the Accreditation Council of Graduate Medical Education (ACGME). This has led us to examine the AACS Cosmetic Surgery Fellowship through the lens of the ACGME 6 core competencies and milestones. We conclude that the AACS General Cosmetic Surgery Fellowship meets the ACGME core competencies. Medical knowledge and patient care are the competencies in which it is easiest to demonstrate equivalency to training accredited by the ACGME. Professionalism, systems-based practice, interpersonal communication skills, and practice-based learning are met, although they are more challenging to document. This problem is no different from that faced by ACGME-accredited residency programs and fellowships, who have also found it difficult to measure the competencies independently of one another in a meaningful way.

scholarly journals Preferences and Practices of U.S. Ophthalmology Residency Program Directors Regarding Post-interview Communication with Residency Applicants

2018 ◽  
Vol 10 (01) ◽  
pp. e43-e47 ◽  
Author(s):  
Allison Chen ◽  
Elaine Tran ◽  
Melissa Clark ◽  
Ingrid Scott ◽  
Paul Greenberg
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Response Rate ◽  
Program Directors ◽  
Web Based ◽  
Residency Programs ◽  
Graduate Medical ◽  
Residency Program Directors ◽  
Residency Match

Importance Little is known about the perspectives and practices of U.S. ophthalmology residency program directors (PDs) regarding communication between PDs and applicants during the post-interview residency match period. Objective To investigate the preferences and practices of ophthalmology residency PDs regarding post-interview communication between PDs and residency applicants during the residency match period. Design and Setting Web-based anonymous survey. Participants Directors of ophthalmology residency programs accredited by the Accreditation Council for Graduate Medical Education. Results The response rate was 64% (74/116). The majority (75%; 55/73) of PDs preferred that PDs and residency applicants not communicate during the post-interview period; the main reasons were that such communication was not ethical and not productive. In addition, 62% (46/74) of PDs believed that the Ophthalmology Matching Program should institute a policy of no post-interview communication between applicants and faculty during the residency match period. Conclusion and Relevance The majority of U.S. ophthalmology residency PDs favor instituting a policy of no post-interview communication between applicants and faculty during the residency match period.

scholarly journals Assessment of Competency in Anesthesiology

2007 ◽  
Vol 106 (4) ◽  
pp. 812-825 ◽  
Author(s):  
John E. Tetzlaff ◽  
David C. Warltier
Keyword(s):  
Medical Education ◽  
Operating Room ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Clinical Care ◽  
High Volume ◽  
Program Improvement ◽  
Classroom Teaching ◽  
Residency Programs ◽  
Graduate Medical

Assessment of competency in traditional graduate medical education has been based on observation of clinical care and classroom teaching. In anesthesiology, this has been relatively easy because of the high volume of care provided by residents under the direct observation of faculty in the operating room. With the movement to create accountability for graduate medical education, there is pressure to move toward assessment of competency. The Outcome Project of the Accreditation Council for Graduate Medical Education has mandated that residency programs teach six core competencies, create reliable tools to assess learning of the competencies, and use the data for program improvement. General approaches to assessment and how these approaches fit into the context of anesthesiology are highly relevant for academic physicians.

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