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Gracey CF, Cantor EE, Pessegueiro AM, Zelenski AB, Friedman K. Clinician-Educator Tracks in Internal Medicine: A National Survey. Am J Med 2024; 137:1012-1019.e4. [PMID: 38971528 DOI: 10.1016/j.amjmed.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Accepted: 07/01/2024] [Indexed: 07/08/2024]
Affiliation(s)
- Catherine F Gracey
- Department of Medicine, University of Rochester School of Medicine, Rochester, NY.
| | - Emily E Cantor
- Department of Medicine, University of California, David Geffen School of Medicine, Los Angeles; Department of Medicine, VA Greater Los Angeles Healthcare System, Los Angeles, Calif
| | - Antonio M Pessegueiro
- Department of Medicine, University of California, David Geffen School of Medicine, Los Angeles
| | - Amy B Zelenski
- Department of Medicine, University of Wisconsin School of Medicine and Public Health, Madison
| | - Karen Friedman
- Department of Medicine, Donald and Barbara Zucker SOM at Hofstra Northwell, Hempstead, NY
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Jacoby N, Lau KHV, Ekwebelem MI, Moeller JJ, Shalev D. Education Research: The Current Landscape of Clinician Educator Tracks in Adult Neurology Residency Programs: A National Survey of Program Directors. NEUROLOGY. EDUCATION 2024; 3:e200142. [PMID: 39359654 PMCID: PMC11419289 DOI: 10.1212/ne9.0000000000200142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 06/20/2024] [Indexed: 10/04/2024]
Abstract
Background and Objectives As the concept of a clinician-educator (CE) evolves and the multiple competencies of the role become better defined, there seems to be a growing need for targeted training for clinicians pursuing a career in medical education. This study aims to describe the current state of CE tracks in adult neurology residency programs and to identify the barriers to implementation, potential solutions, and program goals and outcomes. Methods We characterized CE tracks using 2 methods. First, we reviewed the websites of all US adult neurology residency programs to determine the availability of a CE track and its characteristics. Second, we administered a 20-item survey to program directors (PDs) of all US neurology residency programs, with questions focused on track availability, characteristics, perceived benefits of CE tracks on resident career development, barriers to implementation, and ideas for national initiatives that may facilitate track development or improvement. Results Fifty-eight of 177 (33%) PDs responded to the survey. Combining the results of the website reviews and surveys, we found that 34 of 179 (19%) programs have CE tracks. Seventy percent of PDs felt that CE tracks are very impactful or impactful for participating residents' careers, a perception more common among PDs of programs with tracks. The greatest perceived benefit was in preparing residents for educational leadership roles. The greatest barriers to implementation were a lack of teaching faculty, a lack of resources, and limited resident time. The highest ranked idea for a national initiative that can facilitate track development was live and recorded lectures on medical education topics. Discussion Although most PDs surveyed agreed that CE tracks are impactful for preparing residents as teachers and education leaders, such tracks are available in only 19% of adult neurology residency programs. PDs report that the benefits of CE tracks extend beyond the participants, with implications for the health of the residency program and the neurology department. While some programs have significant barriers to implementation, national initiatives may help reduce the resource burden on individual programs. Future areas of study include assessing the development and outcomes of national initiatives and analyzing the outcomes associated with CE tracks.
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Affiliation(s)
- Nuri Jacoby
- From the Department of Neurology (N.J.), SUNY Downstate Health Sciences University; Department of Neurology (N.J.), Maimonides Medical Center, Brooklyn, NY; Department of Neurology (K.H.V.L.), Boston University School of Medicine, MA; Division of Geriatrics and Palliative Medicine (M.I.E., D.S.), Weill Cornell Medicine, New York, NY; and Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT
| | - K H Vincent Lau
- From the Department of Neurology (N.J.), SUNY Downstate Health Sciences University; Department of Neurology (N.J.), Maimonides Medical Center, Brooklyn, NY; Department of Neurology (K.H.V.L.), Boston University School of Medicine, MA; Division of Geriatrics and Palliative Medicine (M.I.E., D.S.), Weill Cornell Medicine, New York, NY; and Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT
| | - Maureen I Ekwebelem
- From the Department of Neurology (N.J.), SUNY Downstate Health Sciences University; Department of Neurology (N.J.), Maimonides Medical Center, Brooklyn, NY; Department of Neurology (K.H.V.L.), Boston University School of Medicine, MA; Division of Geriatrics and Palliative Medicine (M.I.E., D.S.), Weill Cornell Medicine, New York, NY; and Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT
| | - Jeremy J Moeller
- From the Department of Neurology (N.J.), SUNY Downstate Health Sciences University; Department of Neurology (N.J.), Maimonides Medical Center, Brooklyn, NY; Department of Neurology (K.H.V.L.), Boston University School of Medicine, MA; Division of Geriatrics and Palliative Medicine (M.I.E., D.S.), Weill Cornell Medicine, New York, NY; and Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT
| | - Daniel Shalev
- From the Department of Neurology (N.J.), SUNY Downstate Health Sciences University; Department of Neurology (N.J.), Maimonides Medical Center, Brooklyn, NY; Department of Neurology (K.H.V.L.), Boston University School of Medicine, MA; Division of Geriatrics and Palliative Medicine (M.I.E., D.S.), Weill Cornell Medicine, New York, NY; and Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT
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3
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Casas RS, Cooper AB, Westcott AM, Shen C, Dewaters AL. Preparing for the Transition to Academic Practice: A Graduate Medical Education Elective. J Grad Med Educ 2024; 16:461-468. [PMID: 39148879 PMCID: PMC11324162 DOI: 10.4300/jgme-d-24-00002.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 05/10/2024] [Accepted: 06/03/2024] [Indexed: 08/17/2024] Open
Abstract
Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants' skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants' teaching skills attitudes.
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Affiliation(s)
- Rachel S. Casas
- Rachel S. Casas, MD, EdM, is Associate Professor, Department of Medicine, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Amanda B. Cooper
- Amanda B. Cooper, MD, is Associate Professor, Departments of Surgery and Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Amy M. Westcott
- Amy M. Westcott, MD, MHPE, is Professor, Department of Medicine, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Chan Shen
- Chan Shen, PhD, is Associate Professor, Department of Surgery, Penn State College of Medicine, Hershey, Pennsylvania, USA; and
| | - Ami L. Dewaters
- Ami L. Dewaters, MD, MSc, is Associate Professor, Department of Medicine, Penn State College of Medicine, Hershey, Pennsylvania, USA
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Noramly S, Waggoner-Fountain L, Keeley M, Barry D. A Comprehensive Students-as-Teachers Program: Developing and Empowering Future Medical Educators. MEDICAL SCIENCE EDUCATOR 2024; 34:777-781. [PMID: 39099864 PMCID: PMC11297005 DOI: 10.1007/s40670-024-02062-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/30/2024] [Indexed: 08/06/2024]
Abstract
We describe the development of two formats of a Students as Teachers (SaT) program that was designed to train fourth-year medical students as near-peer teachers in the pre-clinical classroom. This program has served 191 students since its inception in 2017 through a 2-week credit bearing elective or an evening workshop series. We describe key elements of the courses and positive outcomes of our program within a learning communities' framework. We present these data for other institutions interested in creating their own SaT program.
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Affiliation(s)
- Selina Noramly
- University of Virginia School of Medicine, Charlottesville, VA USA
| | | | - Meg Keeley
- University of Virginia School of Medicine, Charlottesville, VA USA
| | - Deborah Barry
- University of Virginia School of Medicine, Charlottesville, VA USA
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5
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Keil MA, Westbrook C, Stephens JJ, Spada M, Hafeman D, Jacobson SL, Travis MJ, Gopalan P. Longitudinal Outcomes of a Resident Academic Administrator, Clinician Educator Track. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2024:10.1007/s40596-024-02004-7. [PMID: 38954159 DOI: 10.1007/s40596-024-02004-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2024] [Accepted: 06/12/2024] [Indexed: 07/04/2024]
Abstract
OBJECTIVE As clinician educator tracks continue to gain popularity in graduate medical education, this report aims to fill a gap in the literature by providing a 14-year update on professional outcomes of participants in a psychiatry residency academic administrator, clinician educator (AACE) track and to compare these outcomes to non-track participants. METHODS An anonymous web-based survey querying professional achievements was distributed to all graduates of a psychiatry residency training program from 2009 to 2022. Outcomes of AACE track participants and non-track participants were compared. RESULTS Of 228 alumni contacted, 61% responded (n = 140). Eighty-seven percent of track participants responded (n = 74) while 41% of non-track participants responded (n = 45). Of track participants, 63% practice in academic settings with 57% having held administrative leadership roles, 49% educational leadership roles, and 39% national or regional leadership roles. Track graduates were academically engaged with 70% reporting at least one publication, 89% at least one presentation, and 93% attending at least one national meeting. In comparison, 31% of non-track participants practice in academic settings with 44% having held administrative, 29% educational, and 20% national or regional leadership roles. Thirty-nine percent have at least one publication, 75% at least one presentation, and 90% attended at least one national meeting. When compared to non-track participants, track participants were significantly more likely to have an academic affiliation and a higher number of publications and were more likely to hold national or regional leadership roles. CONCLUSIONS Track participants demonstrate longitudinal career success as clinician educators and academic administrators more so than non-track participants.
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Affiliation(s)
- Meghan A Keil
- University of Michigan-Michigan Medicine, Ann Arbor, MI, USA.
| | | | | | - Meredith Spada
- University of Pittsburgh Medical Center, Pittsburgh, PA, USA
| | - Danella Hafeman
- University of Pittsburgh Medical Center, Pittsburgh, PA, USA
| | | | | | - Priya Gopalan
- University of Pittsburgh Medical Center, Pittsburgh, PA, USA
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Jaros BD, Gad I, Bolster MB, Dua AB. Addressing the Rheumatology Workforce Shortage: Clinician Educators. Arthritis Care Res (Hoboken) 2024; 76:585-589. [PMID: 38148587 DOI: 10.1002/acr.25286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 12/19/2023] [Accepted: 12/19/2023] [Indexed: 12/28/2023]
Affiliation(s)
- Brian D Jaros
- Northwestern University and Northwestern University Hospital, Chicago, Illinois
| | | | - Marcy B Bolster
- Massachusetts General Hospital and Harvard Medical School, Boston, Massachusetts
| | - Anisha B Dua
- Northwestern University and Northwestern University Hospital, Chicago, Illinois
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7
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Rydberg L, Gilbert A, Rho M, Neal J. Developing residents as educators: A medical education track within a physical medicine and rehabilitation residency program. PM R 2024; 16:102-107. [PMID: 37607128 DOI: 10.1002/pmrj.13058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 06/29/2023] [Accepted: 07/28/2023] [Indexed: 08/24/2023]
Affiliation(s)
- Leslie Rydberg
- Physical Medicine and Rehabilitation and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Aaron Gilbert
- Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Monica Rho
- Musculoskeletal Medicine, Shirley Ryan AbilityLab, Physical Medicine and Rehabilitation and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Jacqueline Neal
- Jesse Brown VA Medical Center, Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
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8
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Gerken AT, Beckmann DL, Stoklosa JB, Vestal HS. Teaching to Teach Using Vulnerability: A Novel Approach to Clinician-Educator Programs for Trainees. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:672-675. [PMID: 37548857 DOI: 10.1007/s40596-023-01838-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Accepted: 07/24/2023] [Indexed: 08/08/2023]
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9
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Gardner TA, Breitbach EK, Limes JE, Connors GR, Berry AR, Longino AA, Shah S, Fainstad B, Miller TM, Ortiz-Lopez C, Fleshner M. A Quality Improvement Approach to Modification of a Point-of-Care Ultrasound Curriculum. ATS Sch 2023; 4:538-545. [PMID: 38196688 PMCID: PMC10773275 DOI: 10.34197/ats-scholar.2023-0018in] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 06/29/2023] [Indexed: 01/11/2024] Open
Abstract
Background There is increasing emphasis on resident involvement in quality improvement (QI) efforts, yet resident engagement in QI has remained low for many reasons. Although QI methods are classically applied to clinical processes, there are many opportunities to incorporate QI principles into curricular design and implementation. Objective Demonstrate the utility of QI methods when applied to curricular design and the implementation of a novel point-of-care ultrasound portfolio development and quality assurance program at a large internal medicine residency program. Methods We applied foundational QI methods, including process mapping, plan-do-study-act (PDSA) cycles, time-trap identification, run-chart analysis, and qualitative interviews throughout the curricular design and implementation phases to rapidly identify areas for improvement and perform timely tests of change. Results Fifty-one interns participated in the curriculum, submitting 731 images in the first trimester. Process mapping and submission review revealed that 29% of images were saved to the incorrect digital archive. Resident-reviewer interpretation concordance was present in 80.7% of submissions. In 95.2% of completed quality assurance cards, the same information was provided in the commentary feedback and the evaluator's checklists, representing a time trap. Interventions included restricting access to image archives and removing redundant fields from quality assurance cards. The time to feedback fell from 69.5 to 6.5 days, demonstrating nonrandom variation via run-chart analysis. Conclusion This pilot study demonstrates the successful application of QI methods to a novel point-of-care ultrasound curriculum. The systematic use of these methodologies in curricular design and implementation allows expeditious curricular improvement. Emphasizing the relevance of QI methods to subject matter beyond clinical processes may increase resident engagement in QI efforts.
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Affiliation(s)
| | | | | | | | - Andrew R. Berry
- Division of Hospital Medicine, Rocky Mountain VA Medical Center
| | | | - Sneha Shah
- Division of Hospital Medicine, Rocky Mountain VA Medical Center
| | - Brandon Fainstad
- Division of General Internal Medicine, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado
| | - Tyler M. Miller
- Division of Hospital Medicine, Rocky Mountain VA Medical Center
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Crook TW, Sawyers A, Belsky N, Anand M, Parekh KP. Teaching Future Teachers: Development of a Students-as-Teachers Advanced Elective for Post-Clerkship Medical Students. MEDICAL SCIENCE EDUCATOR 2023; 33:1539-1546. [PMID: 38188414 PMCID: PMC10767015 DOI: 10.1007/s40670-023-01937-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/27/2023] [Indexed: 01/09/2024]
Abstract
Although teaching is an essential part of Graduate Medical Education and the practice of medicine, it is not often formally taught in Undergraduate Medical Education. Vanderbilt University School of Medicine (VUSM) has addressed this gap by creating a year-long Students-as-Teachers elective for post-clerkship medical students. The elective utilizes diverse activities to emphasize core tenets of medical education theory while simultaneously providing authentic teaching opportunities. The success of the elective is primarily attributable to its structure and design, the collaborative and supportive medical education environment, and student initiative and engagement. This manuscript describes the implementation and outcomes of the Students-as-Teachers elective.
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Affiliation(s)
- Travis W. Crook
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN USA
| | - Amelia Sawyers
- Vanderbilt University School of Medicine, Nashville, TN USA
| | - Natasha Belsky
- Vanderbilt University School of Medicine, Nashville, TN USA
| | - Malini Anand
- Vanderbilt University School of Medicine, Nashville, TN USA
| | - Kendra P. Parekh
- Department of Emergency Medicine, Vanderbilt University Medical Center, Vanderbilt University School of Medicine, 2209 Garland Ave, Nashville, TN 37232 USA
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11
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McKinney CM, Hart R, Patterson AC. Beyond Residents-as-Teachers: The Development of an Advanced Medical Education Pilot Elective for Pediatric Residents. Cureus 2023; 15:e40937. [PMID: 37496547 PMCID: PMC10368305 DOI: 10.7759/cureus.40937] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/25/2023] [Indexed: 07/28/2023] Open
Abstract
Introduction An advanced medical education elective can encompass themes that transcend traditional residents-as-teachers curricula. The literature is scarce regarding the development of such a curriculum for pediatric residents. Objectives To develop and implement an advanced medical education elective for pediatric residents and evaluate the effectiveness of the educational strategies and curriculum. Methods Kern's Six Steps were applied to create a two-week-long elective for pediatric residents. Residents worked through Kern's model to collaboratively develop the elective. Faculty were recruited based on expertise and content previously created. Residents developed teaching sessions for fourth-year medical students and received feedback. The curriculum was evaluated using quantitative and qualitative feedback with a five-point Likert scale and open-ended questions, group discussions, elective evaluations, and the New World Kirkpatrick Model. Results Five residents, 17 students, and 22 faculty participated. Lectures, expert panels, group discussions, and teaching sessions were seen as effective instructional methods. All residents were satisfied with the elective and its strategies and developed useful skills. Resident-led teaching sessions and interactive learning strategies were cited as a strength, while some redundancy was noted as a weakness. Faculty recommended more formal feedback on resident-led teaching sessions in the future. Conclusions Our medical education elective was designed collaboratively with residents on a medical education track. Strong faculty participation, asynchronous learning, and resident-led teaching sessions were strengths of the curriculum. The curriculum's reproducible components may serve as a foundation for institutions interested in improving their medical education didactics for residents. More research is needed to determine the external validity of this novel curriculum.
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Affiliation(s)
| | - Rebecca Hart
- Pediatric Emergency Medicine, University of Louisville School of Medicine, Louisville, USA
| | - Adam C Patterson
- Pediatric Emergency Medicine, University of Louisville School of Medicine, Louisville, USA
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Roberts DA, Faig J, Bodio-Downey K, Shpilsky J, Leahy K, Wischhusen J, Giordano S, Acharya U, Drews R, Dougherty D, Lathan C, Rangachari D. Training Hematologists/Oncologists for the Academic-Community Hybrid: Creating a Fellowship Framework for the Future. JCO Oncol Pract 2022:OP2200671. [DOI: 10.1200/op.22.00671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
PURPOSE: Conventional hematology/oncology fellowship training is designed to foster careers in academic practice through intensive exposure to clinical and laboratory research. Even so, a notable proportion of graduating fellows opt to pursue a clinically focused career outside the realm of academic medicine. Given the corresponding shortage of oncologists in nonurban and rural settings, improving the representation of hematologists/oncologists in the community setting is a national priority. METHODS: We reviewed current national challenges and changing models of cancer care delivery in the context of the traditional academic training model along with trends in practice patterns for recent hematology/oncology graduates. We defined the Academic-Community hybrid (ACH) and how it supports the evolution in contemporary models of cancer care. We then drew on the authors’ experiences to formulate an innovative goal-concordant training paradigm for fellows seeking careers in the ACH model. RESULTS: The ACH hematology/oncology fellowship training pathway emphasizes and optimizes professional development domains including clinical care, patient safety and quality improvement, business and operations, cancer care equity and community access, healthy policy and alignment with professional organizations, and medical education. CONCLUSION: This novel hematology/oncology training model provides a paradigm for optimizing preparedness for practice in an increasingly complex cancer care delivery environment while addressing workforce shortages and health disparities.
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Affiliation(s)
- Daniel A. Roberts
- Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA
| | - Jennifer Faig
- Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA
| | | | - Jason Shpilsky
- Abramson Cancer Center, University of Pennsylvania, Philadelphia, PA
| | - Kathleen Leahy
- Lank Cancer Center at Beth Israel Lahey Hospital—Needham, Needham, MA
| | | | - Sara Giordano
- Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA
| | - Utkarsh Acharya
- Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA
- Harvard Medical School, Boston, MA
- Brigham and Women's Hospital, Boston, MA
| | - Reed Drews
- Harvard Medical School, Boston, MA
- Beth Israel Deaconess Medical Center, Boston, MA
| | - David Dougherty
- Abramson Cancer Center, University of Pennsylvania, Philadelphia, PA
| | - Christopher Lathan
- Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA
- Harvard Medical School, Boston, MA
| | - Deepa Rangachari
- Harvard Medical School, Boston, MA
- Beth Israel Deaconess Medical Center, Boston, MA
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Bahar RC, O’Shea AW, Li ES, Swallow MA, Allocco AA, Spak JM, Hafler JP. The pipeline starts in medical school: characterizing clinician-educator training programs for U.S. medical students. MEDICAL EDUCATION ONLINE 2022; 27:2096841. [PMID: 35796419 PMCID: PMC9272942 DOI: 10.1080/10872981.2022.2096841] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 06/22/2022] [Indexed: 06/06/2023]
Abstract
In the past forty years, clinician-educators have become indispensable to academic medicine. Numerous clinician-educator-training programs exist within graduate medical education (GME) as clinician-educator tracks (CETs). However, there is a call for the clinician-educator pipeline to begin earlier. This work aims to identify and characterize clinician-educator track-like programs (CETLs) available in undergraduate medical education (UME). We developed an algorithm of 20 individual keyword queries to search the website of each U.S. allopathic medical school for CETLs. We performed the web search between March to April 2021 and repeated the search between July and September 2021. The search identified CETLs for 79 (51%) of the 155 U.S. allopathic medical schools. The identified CETLs commonly address the clinician-educator competency of educational theory (86%, 68/79), are formally organized as concentrations or analogous structures (52%, 41/79), and span all four years of medical school (37%, 29/79). The prevalence of CETLs varies with geography and medical school ranking. We provide an overview of the current state of CETLs as assessed from institutional websites. To create a future with a sustainable output of skilled clinician-educators, UME must continue to increase the number and quality of CETLs.
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Affiliation(s)
- Ryan C. Bahar
- School of Medicine, Yale University,New Haven, CT, USA
| | - Aidan W. O’Shea
- School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
| | - Eric S. Li
- School of Medicine, Yale University,New Haven, CT, USA
| | | | | | - Judy M. Spak
- Yale School of Medicine, Cushing/Whitney Medical Library, New Haven, CT, USA
| | - Janet P. Hafler
- Yale School of Medicine, Teaching and Learning Center, New Haven, CT, USA
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Kao PF. Leaving a Footprint: The Impact of a Resident-Level Clinician-Educator Track on Undergraduate Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:S131. [PMID: 37838864 DOI: 10.1097/acm.0000000000004878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Affiliation(s)
- Patricia F Kao
- Author affiliation: P.F. Kao, Washington University in St. Louis School of Medicine
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Yang Y, Gielissen K, Brown B, Spak JM, Windish DM. Structure and impact of longitudinal Graduate Medical Education curricula designed to prepare future clinician-educators: A systematic scoping review: BEME Guide No. 74. MEDICAL TEACHER 2022; 44:947-961. [PMID: 35196190 DOI: 10.1080/0142159x.2022.2039381] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Many Graduate Medical Education (GME) programs offer clinician-educator curricula. The specific instructional methods employed and current best practices for clinician-educator curricula are unknown. We aimed to characterize the structure, curriculum content, instructional methods, and outcomes of longitudinal GME clinician-educator curricula. METHODS We conducted a scoping review, registered with BEME, by comprehensively searching health science databases and related grey literature from January 2008 to January 2021 for studies involving longitudinal GME curricula aimed to train future clinician-educators. RESULTS From 9437 articles, 36 unique curricula were included in our review. Most curricula were designed for residents (n = 26) but were heterogeneous in structure, instructional methods, and content. Several curricular themes emerged, including: 1) duration ≥ 12 months, 2) application of theory-based didactics with experiential activities, 3) independent projects, 4) exposure to faculty mentorship and educator communities, 5) strengthening competencies beyond teaching and scholarship, and 6) protected time and funding. Most outcomes were positive and focused on learner satisfaction or behavior change related to scholarly output and career tracking. CONCLUSIONS Curricula in our review included important skills including experiential teaching, scholarly projects, and exposure to educator communities. Future curricula should build on these competencies and include more assessment of learner and program outcomes.
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Affiliation(s)
- Yihan Yang
- Clinical Instructor of Medicine, University of Washington School of Medicine, Seattle, WA, USA
| | - Katherine Gielissen
- Assistant Professor of Medicine and Pediatrics, Yale School of Medicine, New Haven, CT, USA
| | - Bryan Brown
- Assistant Professor of Medicine, John A. Burns School of Medicine, University of Hawaii, Honolulu, HI, USA
| | - Judy M Spak
- Academic Research and Education, Cushing/Whitney Medical Library, Yale School of Medicine, New Haven, CT, USA
| | - Donna M Windish
- Associate Professor of Medicine, Yale School of Medicine, New Haven, CT, USA
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16
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Caruso C, Arias-Shah A, Rent S, Mukthapuram S, Dadiz R. Fellows as Teachers: Supporting Future Educators. Neoreviews 2022; 23:e438-e447. [PMID: 35773507 DOI: 10.1542/neo.23-7-e438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Teaching is inherent to the practice of medicine, as physicians are relied on to educate those around them, including staff, trainees, colleagues, and the patients and families for whom they provide care. Neonatal-perinatal medicine fellows uniquely serve as both trainee and subspecialty expert and are additionally expected to be strong teachers. In this article, the authors review the benefits of developing fellows as teachers, the challenges and potential mitigating strategies of fulfilling this objective, and the educational foundations and future directions that may inform the development of curricula for training fellows as teachers.
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Affiliation(s)
- Catherine Caruso
- Division of Neonatology, Department of Pediatrics, Oregon Health and Science University, Portland, OR
| | - AnnaMarie Arias-Shah
- Division of Neonatology, Department of Pediatrics, Children's Hospital of Orange County, Orange, CA
| | - Sharla Rent
- Division of Neonatology, Department of Pediatrics, Duke University School of Medicine, Durham, NC
| | - Shanmukha Mukthapuram
- The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH.,Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH
| | - Rita Dadiz
- Division of Neonatology, Department of Pediatrics, University of Rochester Medical Center, Rochester, NY
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17
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Xi AS, Jaqua B, Johnson W, Swope K, Belfer J, Jardine CDRD, Dewey JJ. What Do Stakeholders Want From Resident Conference Programming? J Grad Med Educ 2022; 14:365-368. [PMID: 35754655 PMCID: PMC9200251 DOI: 10.4300/jgme-d-22-00353.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Affiliation(s)
- Amanda S. Xi
- Amanda S. Xi, MD, MSE, is Critical Care Anesthesiologist, Department of Anesthesia, Critical Care, and Pain Medicine, Massachusetts General Hospital, and Vice Chair, Back to Bedside Work and Advisory Group (WAG), Accreditation Council for Graduate Medical Education (ACGME)
| | - Breanne Jaqua
- Breanne Jaqua, DO, MPH, is Emergency Medicine Physician and Assistant Professor, Clinical Education Department, A.T. Still University School of Osteopathic Medicine, and Chair, Council of Review Committee Residents (CRCR), ACGME
| | - Wali Johnson
- Wali Johnson, MD, MPH, is General Surgery Resident, Department of General Surgery, Vanderbilt University Medical Center, and Vice Chair, CRCR, ACGME
| | - Kayley Swope
- Kayley Swope, MD, is Family Medicine Resident, Department of Family Medicine, UPMC St. Margaret, and Member, CRCR, Family Medicine Review Committee, and Back to Bedside WAG, ACGME
| | - Joshua Belfer
- Joshua Belfer, MD, is Pediatric Emergency Medicine Fellow, Department of Emergency Medicine, NewYork-Presbyterian Morgan Stanley Children's Hospital/Columbia University Irving Medical Center, and Member, Back to Bedside WAG, ACGME
| | - CDR Dink Jardine
- CDR Dink Jardine, MD, FACS, is Assistant Professor of Surgery, Uniformed Services University, Designated Institutional Official, Naval Medical Center Camp, and Immediate Past Chair and Current Member, Back to Bedside WAG, ACGME
| | - Jeffrey J. Dewey
- Jeffrey J. Dewey, MD, MHS, is Assistant Professor of Neurology, Yale School of Medicine, and Chair, Back to Bedside WAG, ACGME
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18
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Hayes MM, Fessler HE. How We Review a Medical Education Research Manuscript. ATS Sch 2022; 3:38-47. [PMID: 35633998 PMCID: PMC9131887 DOI: 10.34197/ats-scholar.2021-0105ps] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Accepted: 10/13/2021] [Indexed: 11/18/2022] Open
Abstract
Peer review is a necessary and important component of scholarly publication. When done well, it benefits both the reviewer and authors and improves the science itself. However, the skills of effective peer review are rarely taught. In the adolescent field of medical education research, peer review is especially important to advance the scientific rigor of the field. From our experience reviewing biomedical and medical education research, we have found that a thorough review takes multiple readings and multiple hours. The first reading provides a general overview of the aims and methods. Subsequent readings focus on the details of the methodology, results, and interpretation. The written review should provide firm but gentle feedback that the authors can use to improve their work, even if we have recommended rejection for this submission. We hope that this description of our process for reviewing a medical education research manuscript will assist others and thereby advance the quality of publications in our field.
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Affiliation(s)
- Margaret M. Hayes
- Division of Pulmonary, Critical Care and Sleep Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts; and
| | - Henry E. Fessler
- Division of Pulmonary and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
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19
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Pien LC, Colbert CY, Hoyt A, French JC. Current trends in medical education affecting allergy and immunology physicians and learners. Ann Allergy Asthma Immunol 2021; 128:248-255. [PMID: 34673222 DOI: 10.1016/j.anai.2021.10.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 10/06/2021] [Accepted: 10/11/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To review current and relevant trends in medical education, undergraduate medical education, graduate medical education, and continuing medical education for the allergy and clinical immunology (A/I) community. DATA SOURCES English-only published literature from the past 5 years were obtained by means of a PubMed search and Google Scholar searches in addition to pertinent review articles and relevant textbooks as selected by the authors. STUDY SELECTIONS A total of 62 articles were selected for their relevance to the article's objective. Older references regarding medical education trends were included when they were felt to be essential. RESULTS Competency-based medical education is the contextual framework for curriculum, instruction, and assessment. Current trends influencing competency-based medical education are the following: e-learning; interprofessional education; simulation-based medical education; diversity, inclusion, and equity; and mentoring. This review clarifies terminology and offers examples of the potential impact of these trends within the A/I educational community. The development of knowledge and skills related to these topics can be achieved through formal faculty development, mentoring, and self-directed, asynchronous instruction. CONCLUSION Medical education continues to evolve as health care adapts to meet the changing needs of the health care system and our patients. The A/I physicians should be aware of current trends because these trends impact their roles as instructors and lifelong learners.
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Affiliation(s)
- Lily C Pien
- Cleveland Clinic Lerner College of Medicine, Case Western Reserve University, Cleveland, Ohio; Office of Educator and Scholar Development, Education Institute, Cleveland Clinic, Cleveland, Ohio; Department of Allergy and Clinical Immunology, Cleveland Clinic, Cleveland, Ohio.
| | - Colleen Y Colbert
- Cleveland Clinic Lerner College of Medicine, Case Western Reserve University, Cleveland, Ohio; Office of Educator and Scholar Development, Education Institute, Cleveland Clinic, Cleveland, Ohio
| | - Alice Hoyt
- Department of Allergy and Clinical Immunology, Cleveland Clinic, Cleveland, Ohio
| | - Judith C French
- Cleveland Clinic Lerner College of Medicine, Case Western Reserve University, Cleveland, Ohio; Department of General Surgery, Cleveland Clinic, Cleveland, Ohio
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20
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Awan OA, Motuza C, Benefield T, Catanzano T, Deitte LA, Schaefer PW, Jordan SG. Resident Clinician Educator Leadership Pathway Tracks in US Radiology Programs: An ADVICER 2021 Survey Study. Curr Probl Diagn Radiol 2021; 50:811-814. [PMID: 34256976 DOI: 10.1067/j.cpradiol.2021.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 06/09/2021] [Indexed: 11/22/2022]
Abstract
RATIONALE AND OBJECTIVES The purpose of this manuscript is to elucidate the prevalence, characteristics, outcomes, and perceptions of Alliance of Directors and Vice Chairs of Education in Radiology (ADVICER) members on Clinician Educator Leadership Pathway (CELP) tracks in diagnostic and interventional radiology residency programs in the United States. MATERIALS AND METHODS IRB exemption was obtained for this study. A 17-question anonymous survey was administered to the ADVICER members, an Association of University Radiologists (AUR) affiliate group, via email once, and then as a reminder 14 days later. Statistical analysis occurred via built-in analytics of the survey vendor, SurveyMonkey. RESULTS Thirty five of 72 ADVICER members (48.6%) responded to the survey. 45.7% (16/35) respondents indicated the presence of leadership or specialty pathways in their respective residencies. 28.6% of respondents indicated a CELP (10/35) in their residency programs. 92.0% of respondents endorsed CELP as preparatory for an academic career, and 93.6% endorsed development of a national CELP curriculum. CONCLUSION The majority of radiology residency programs do not have a CELP in their training curriculum. ADVICER leaders overwhelmingly support CELP for professional development of the future educational leaders in radiology and endorse the creation of a national CELP curriculum.
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Affiliation(s)
- Omer A Awan
- University of Maryland School of Medicine, Baltimore, MD.
| | - Cari Motuza
- Vanderbilt University Medical Center, Nashville, TN
| | - Thad Benefield
- University of North Carolina- Chapel Hill Medical Center, Chapel Hill, NC
| | - Tara Catanzano
- University of Massachusetts Medical School- Baystate, Springfield, MA
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21
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Kahn MJ, Estrada CA, Willett LL, Kraemer RR. Creating Clinician Educators: Evaluation of a One-Month Medical Education Curriculum for Senior Residents. Am J Med Sci 2021; 362:606-611. [PMID: 34161826 DOI: 10.1016/j.amjms.2021.06.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 05/10/2021] [Accepted: 06/18/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Clinician-educator tracks improve teaching behaviors in trainees. However, detailed curriculum descriptions to fully understand, compare, and reproduce them are often lacking. We aimed to describe and evaluate a medical education curriculum for senior residents. METHODS Based on Kolb's experiential learning model, we designed a one-month curriculum to increase teaching effectiveness. PGY 2-4 internal medicine and medicine-pediatrics residents in a university-based training program participated in the course from 2015-2019. In a pre-post design, participants completed a survey to evaluate the curriculum. Survey items related to four constructs in medical education: knowledge, confidence, skills, and importance (5-point Likert scale; 1=low, 5=high). We assessed the difference in the means for each construct before and after the curriculum. RESULTS Thirty-nine residents completed the curriculum (19% of total residents), and 100% of participants completed the surveys. We observed an increase in the mean self-rated level of teaching knowledge (2.63 [SD 0.57] vs. 4.43 [SD 0.42], p<0.005), confidence (3.31 [SD 0.4] vs. 4.29 [SD 0.32], p<0.005), and skills (2.9 [SD 0.63] vs. 4.14 [SD 0.38], p<0.005) after completing the course. Residents consistently graded individual curricular components highly. CONCLUSIONS We describe a one-month medical education curriculum with a strong foundation in learning theory. The curriculum is feasible and presented in sufficient detail to allow reproduction. Our findings suggest that it increases participants' self-perceptions of teaching knowledge, confidence, and skills.
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Affiliation(s)
- Mauricio J Kahn
- Department of Medicine, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Carlos A Estrada
- Division of General Internal Medicine, Department of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA; Section of General Internal Medicine, Birmingham Veterans Affairs Medical Center, Birmingham, Alabama, USA
| | - Lisa L Willett
- Division of General Internal Medicine, Department of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Ryan R Kraemer
- Division of General Internal Medicine, Department of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA; Section of General Internal Medicine, Birmingham Veterans Affairs Medical Center, Birmingham, Alabama, USA.
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22
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Maggio LA, Larsen K, Thomas A, Costello JA, Artino AR. Scoping reviews in medical education: A scoping review. MEDICAL EDUCATION 2021; 55:689-700. [PMID: 33300124 PMCID: PMC8247025 DOI: 10.1111/medu.14431] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 11/19/2020] [Accepted: 12/04/2020] [Indexed: 05/12/2023]
Abstract
OBJECTIVES Over the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities. METHOD The authors searched PubMed for scoping reviews published between 1/1999 and 4/2020 in 14 medical education journals. The authors extracted and summarised key bibliometric data, the rationales given for conducting a scoping review, the research questions and key reporting elements as described in the PRISMA-ScR. Rationales and research questions were mapped to Arksey and O'Malley's reasons for conducting a scoping review. RESULTS One hundred and one scoping reviews were included. On average, 10.1 scoping reviews (SD = 13.1, median = 4) were published annually with the most reviews published in 2019 (n = 42). Authors described multiple reasons for undertaking scoping reviews; the most prevalent being to summarise and disseminate research findings (n = 77). In 11 reviews, the rationales for the scoping review and the research questions aligned. No review addressed all elements of the PRISMA-ScR, with few authors publishing a protocol (n = 2) or including stakeholders (n = 20). Authors identified shortcomings of scoping reviews, including lack of critical appraisal. CONCLUSIONS Scoping reviews are increasingly conducted in medical education and published by most core journals. Scoping reviews aim to map the depth and breadth of emerging topics; as such, they have the potential to play a critical role in the practice, policy and research of medical education. However, these results suggest improvements are needed for this role to be fully realised.
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Affiliation(s)
- Lauren A. Maggio
- Department of MedicineUniformed Services University of the Health SciencesBethesdaMDUSA
| | - Kelsey Larsen
- Department of Politics, Security, and International AffairsUniversity of Central FloridaOrlandoFLUSA
| | - Aliki Thomas
- School of Physical and Occupational TherapyInstitute of Health Sciences EducationFaculty of MedicineMcGill UniversityMontrealQCCanada
| | | | - Anthony R. Artino
- Department of Health, Human Function, and Rehabilitation SciencesThe George Washington University School of Medicine and Health SciencesWashingtonDCUSA
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23
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Corgan S, Ford Winkel A, Sugarman R, Young JQ. From Burnout to Wholehearted Engagement: A Qualitative Exploration of Psychiatry Residents' Experience of Stress. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:709-717. [PMID: 33410608 DOI: 10.1097/acm.0000000000003912] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Physician burnout is endemic across medical education and has numerous deleterious effects. Given the prevalence and negative effects of burnout, there is an urgent need to understand how residents experience and cope with stress and develop explanatory models that inform the development of more effective interventions. METHOD Using a qualitative, constructivist approach informed by grounded theory, the authors conducted semistructured interviews from March to April 2019, in which psychiatry residents were asked about their experiences of stress and how they coped. First- through fourth-year trainees at Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York, were invited. Two authors independently and inductively coded deidentified transcripts. A constant comparative approach was used to analyze data and support construction of themes. Theoretic sufficiency was observed after 14 interviews. RESULTS The authors constructed an explanatory model for how residents cope with stress and whether they tended toward burnout or wholehearted engagement. The model included 3 themes: self-care, work relationships, and meaning making. Self-care, including time spent with others, provided connection and belonging that bolstered physicians' developing identities. Interpersonal relationships at work profoundly influenced the experience of residents. Positive peer and supervisor relationships enhanced confidence and perseverance. Negative role models and conflict engendered feelings of inadequacy. The ability to shift perspective and build meaning through examining moral values in the face of challenges was crucial for residents who reported success at coping with stress. Residents identified personal psychotherapy as an especially important strategy to facilitate meaning making. CONCLUSIONS These findings provide guidance for how residency programs may help residents cope with stress and move away from burnout toward wholehearted engagement. Strategies may include reducing barriers to self-care and to accessing help early in training, creating spaces that promote peer connection and providing training in addressing conflict, and facilitating engagement in meaning-making activities.
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Affiliation(s)
- Sondra Corgan
- S. Corgan is a fellow in child and adolescent psychiatry, Department of Psychiatry, Thomas Jefferson University Hospital, Philadelphia, Pennsylvania
| | - Abigail Ford Winkel
- A. Ford Winkel is associate professor and vice chair for education, Department of Obstetrics and Gynecology, and assistant director, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Rebekah Sugarman
- R. Sugarman is a medical student, University of Michigan Medical School, Ann Arbor, Michigan
| | - John Q Young
- J.Q. Young is professor and vice chair for education, Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York; ORCID: http://orcid.org/0000-0003-2219-5657
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24
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Rees E, Guckian J, Fleming S. Fostering excellence in medical education career pathways. EDUCATION FOR PRIMARY CARE 2020; 32:66-69. [PMID: 33054573 DOI: 10.1080/14739879.2020.1827302] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
High quality medical education requires committed and skilled educators, researchers, and leaders. Capacity building for future educationalists is fundamental in the pursuit of excellence in medical education. Medical education as a discipline is undervalued, underfunded, and often badmouthed. In order to pave the way to excellence, we must lay down the correct career pathways and foster a supportive climate in our speciality. In order to attract and support tomorrow's educationalists we argue that we need to champion the field, develop integrated clinical and educational training programmes, and promote role modelling and mentorship.
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Affiliation(s)
- Eliot Rees
- Department of Primary Care and Population Health, University College London, London, UK.,School of Medicine, Keele University, Newcastle-under-Lyme, UK.,Association for the Study of Medical Education, Edinburgh, UK
| | - Jonathan Guckian
- Association for the Study of Medical Education, Edinburgh, UK.,Dermatology department, The Mid Yorkshire Hospitals NHS Trust, Yorkshire, UK
| | - Simon Fleming
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
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25
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Young JQ, Sugarman R, Schwartz J, Thakker K, O'Sullivan PS. Exploring Residents' Experience of Career Development Scholarship Tracks: A Qualitative Case Study Using Social Cognitive Career Theory. TEACHING AND LEARNING IN MEDICINE 2020; 32:522-530. [PMID: 32394735 DOI: 10.1080/10401334.2020.1751637] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Problem: Trainees enter graduate medical education with professional aspirations that often extend beyond the role of clinician to roles such as educator, innovator, leader, advocate, or researcher. Many residency programs have implemented academic tracks to support career development in these areas. With the exception of research tracks, these tracks generally do not include significant longitudinal protected time and often rely upon 'extra-curricular' effort and possess insufficient structure, mentorship, and accountability. Most prior studies of non-research scholarship tracks have not been theory driven and do not explore in depth the experience of residents who participate. Approach: To address this gap in the literature, we conducted a qualitative case study informed by Social Cognitive Career Theory to explore the professional identity development of residents who participated in a non-research scholarship track that incorporates recommended best practices. The track, Pathways to Expertise Program, incorporates features of successful research tracks: protected time, longitudinal experience, mentorship, platforms for recognition, and accountability. Participants from the first three cohorts were interviewed at the time of their graduation (2017-2019). Semi-structured interviews were conducted, transcribed, and independently coded. Social Cognitive Career Theory informed the organization of codes into themes. Context: The Pathways to Expertise Program was implemented in a psychiatry residency training program in a large urban academic teaching hospital. Impact: Fifteen residents entered Pathways to Expertise Program during the study period and all 15 participated in the study. Fourteen completed the program and presented their projects at the department grand rounds. For dissemination, 12 presented their project findings at one or more national meetings in the form of a poster (20 distributed across 11 residents), workshop (six distributed across four residents), or presentation (two across two residents). Six residents accounted for a total of seven first author publications in peer reviewed journals. All participants described how their self-efficacy increased as a result of new skills (e.g., content, methodology, and scientific communication), mentorship (e.g., content and process guidance), peer and broader support (e.g., small group supervision), persuasive communications (e.g., recognition both locally and nationally), and positive emotional reactions (e.g., triumph). The residents also described expecting compelling benefits (e.g., stronger application for fellowship and expanded career opportunities). Participants indicated that the experience influenced their career goals and how they perceived their professional identities. Lessons Learned: These findings suggest that a longitudinal academic track that incorporates features of successful research tracks (protected time, mentorship, peer support, and accountability for deliverables) can be instrumental in forming and maturing professional identities for non-clinical roles. These tracks can accomplish several important goals, including enhancing resilience via identity formation around passion and purpose and meeting society's need for physicians who are engaged in inquiry and innovation. Implications for the design of academic tracks in general are explored.
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Affiliation(s)
- John Q Young
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine, Glen Oaks, New York, USA
| | - Rebekah Sugarman
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine, Glen Oaks, New York, USA
| | - Jessica Schwartz
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine, Glen Oaks, New York, USA
| | - Krima Thakker
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine, Glen Oaks, New York, USA
| | - Patricia S O'Sullivan
- Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USA
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26
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Young JQ, Schwartz J, Thakker K, O'Sullivan PS, Sugarman R. Where Passion Meets Need: a Longitudinal, Self-Directed Program to Help Residents Discover Meaning and Develop as Scholars. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2020; 44:455-460. [PMID: 32236895 DOI: 10.1007/s40596-020-01224-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2019] [Accepted: 03/18/2020] [Indexed: 06/11/2023]
Affiliation(s)
- John Q Young
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA.
| | - Jessica Schwartz
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
| | - Krima Thakker
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
| | | | - Rebekah Sugarman
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
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27
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Granat LM, Weinstein A, Seltzer E, Goldstein L, Mihlbachler M, Chan T, Saggio G. Developing Future Academic Physicians: the Academic Medicine Scholars Program. MEDICAL SCIENCE EDUCATOR 2020; 30:705-711. [PMID: 34457728 PMCID: PMC8368134 DOI: 10.1007/s40670-020-00935-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Retention among academic medicine faculty is problematic, and there has been a decline in the number of physicians pursuing careers in academia. The education of future physicians relies upon physicians who pursue careers in academic medicine. Therefore, efforts must be taken to increase the percentage of physicians who conduct research and/or teach medical trainees. Recognizing this need, the New York Institute of Technology College of Osteopathic Medicine (NYITCOM) established the Academic Medicine Scholars Program ("Scholars Program"), which was designed to prepare outstanding osteopathic medical students for a career in academic medicine. Here we aim to determine the extent to which participants in NYITCOM's Scholars Program go on to pursue research and teaching endeavors during their residency and/or fellowship programs. An anonymous survey was administered to participants in the Scholars Program from 2012 through 2018 and asked about the participants' research and teaching experiences at the following time points: during the Scholars Program, residency, and fellowship, if applicable. Participation in the program led to a significant increase in survey respondents' teaching and research skills and an increased participation in scholarly activity as compared with the national average. The results also demonstrated that the program assisted alumni in securing positions in competitive residency and fellowship programs. As residents and fellows, alumni continued to pursue scholarly endeavors, primarily by publishing abstracts and posters, attending both regional and national conferences, and delivering lectures. We are hopeful that other medical schools will take part in producing capable academic medicine physicians by incorporating a similar program into their curriculum.
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Affiliation(s)
- Lauren M. Granat
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Anna Weinstein
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Emily Seltzer
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Leslie Goldstein
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Matthew Mihlbachler
- Department of Anatomy, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Thomas Chan
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Gregory Saggio
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
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28
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Time to develop more clinician-educators in allergy and immunology. J Allergy Clin Immunol 2020; 145:456-462. [DOI: 10.1016/j.jaci.2019.12.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Revised: 12/11/2019] [Accepted: 12/12/2019] [Indexed: 01/24/2023]
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