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Codispoti N, Southworth E, Wagner SA, Graziano SC, Gruener G. Bridge to M4 (B2M4): An innovative residency application preparation curriculum. CLINICAL TEACHER 2024; 21:e13728. [PMID: 38273421 DOI: 10.1111/tct.13728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 12/09/2023] [Indexed: 01/27/2024]
Abstract
BACKGROUND The medical residency application process is daunting, time-consuming, and variable, making mentorship in preparation for this process important. In light of changes to the residency application process due to the COVID-19 pandemic, medical students identified a need to create a formal residency application preparation curriculum. The curriculum focused on reflection, while also furthering professional development and preparing for the nuances of the residency application cycle through structured advising. APPROACH Bridge to M4 (B2M4) included reflective activities to help guide curriculum vitae (CV) refinement, personal and professional values clarification, residency program exploration, elevator pitch formation, personal statement development, mentor identification, guidance on requesting letters of recommendation, and virtual residency interview preparation. EVALUATION The B2M4 elective first took place in June 2020 with 36 rising fourth year students enrolled. Perceived effectiveness of the curriculum was assessed by having student cohorts evaluate the importance of the CV, personal statement, general preparation, and residency program selection before and after the course. Student feedback was reviewed with content analysis, which highlighted the usefulness of a structured residency preparation course that was rooted in reflection and incorporated faculty mentorship and feedback. IMPLICATIONS This student-driven, innovative curricular design provided students the opportunity to prepare for the residency application process through reflective activities including values clarification, strengths identification, and goal setting. B2M4 demonstrates a process that can be used not only during the Residency Match process, but also throughout graduate medical education and future career decisions.
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Affiliation(s)
- Nicolette Codispoti
- Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois, USA
| | - Elizabeth Southworth
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan, USA
| | - Sarah A Wagner
- Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois, USA
- Department of Obstetrics and Gynecology, Loyola University Medical Center, Maywood, Illinois, USA
| | - Scott C Graziano
- Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois, USA
- Department of Obstetrics and Gynecology, Loyola University Medical Center, Maywood, Illinois, USA
| | - Gregory Gruener
- Stritch School of Medicine, Loyola University Chicago, Maywood, Illinois, USA
- Department of Neurology, Loyola University Medical Center, Maywood, Illinois, USA
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Wright D, Bodecker D, Ulfers A, Peterson L. Pilot Study: Developing Curriculum to Prepare Fourth-Year Medical Students Applying for OBGYN Residency Within the Defense Health Agency. Mil Med 2024:usae224. [PMID: 38739493 DOI: 10.1093/milmed/usae224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2024] [Revised: 04/08/2024] [Accepted: 04/15/2024] [Indexed: 05/16/2024] Open
Abstract
BACKGROUND Obstetrics and gynecology (OBGYN) is becoming increasingly competitive among medical specialties. As a result, many medical schools have frameworks to help their students increase their competitiveness to maximize chances of a successful match. However, "boot camps" have traditionally been geared toward the transition to intern year and not to sub-internships during the fourth year of medical school. We aimed to develop a boot camp for rising fourth-year medical students planning to apply into OBGYN before the initiation of their sub-internships and interview season. METHODS Sixteen students enrolled in this course led by faculty OBGYNs at our institution. We utilized a combination of mentorship, coaching, and education to achieve applicant success. The curriculum included formal lectures, surgical skills training, and focused feedback from our applicant development committee. RESULTS Our response rate was 100% and 94% for the pre-intervention and post-intervention survey, respectively. Before the intervention, the majority of participants felt either neutral (47.4%) or unprepared (21.1%) regarding their knowledge before their sub-internships. However, after the intervention, all reported feeling more prepared for their rotations. All respondents either agreed (60%) or strongly agreed (40%) that the course increased their confidence in performing well on audition rotations. Our match rate increased from 62% for the class of 2022 (before this intervention) to 75% for the class of 2023. DISCUSSION In light of the increasing residency match competitiveness, it is crucial to investigate programs that can assist students in developing stronger applications. This reproducible intervention utilizes few resources and can be implemented at most medical schools to better support their OBGYN applicants.
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Affiliation(s)
- Danielle Wright
- Gynecologic Surgery & Obstetrics, Uniformed Services University of Health Sciences, Bethesda, MD 20814, USA
| | - David Bodecker
- Gynecologic Surgery & Obstetrics, Uniformed Services University of Health Sciences, Bethesda, MD 20814, USA
| | - Alexander Ulfers
- Gynecologic Surgery & Obstetrics, Uniformed Services University of Health Sciences, Bethesda, MD 20814, USA
| | - Logan Peterson
- Gynecologic Surgery & Obstetrics, Uniformed Services University of Health Sciences, Bethesda, MD 20814, USA
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Implementation of the AAMC's Holistic Review Model for Psychiatry Resident Recruitment. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2023; 19:11299. [PMID: 36760337 PMCID: PMC9902530 DOI: 10.15766/mep_2374-8265.11299] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 11/01/2022] [Indexed: 02/10/2023]
Abstract
Introduction In psychiatry, several converging factors are impacting the recruitment of residents: the increased competitiveness of the specialty, the national trend to take active steps to improve diversity and inclusion, and the decision from USMLE to change Step 1 to a pass/fail result. Methods We developed a workshop for psychiatry residency program directors to meet these challenges and transition into using a holistic review model during recruitment. The workshop included (1) a didactic session providing background on the AAMC holistic review model; (2) a small-group exercise to determine and prioritize experiences, attributes, competencies, and metrics (EACMs) aligned with the program's mission and aims; (3) a review of the rankings from the previous exercise, selection of two "very important" criteria for each of the four domains of the EACM model, and operationalization of these criteria based on the recruitment process; and (4) a discussion focused on application of program criteria with example applicants. Results The holistic review workshop was conducted at the American Association of Psychiatry Residency Directors conference in 2021 with 48 self-selected attendees. Following the workshop, 74% of attendees reported a likelihood of implementing holistic applications during their next application cycle, 78% were able to leave with at least one actionable item, 100% thought that the session was interactive, and 78% felt that the session met their expectations. Discussion Implementing a holistic review for psychiatry residency recruitment can assist programs in responding to the rapidly changing landscape and achieve aims for improving diversity and inclusion.
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Czawlytko C, Smith E, Awan O, Resnik C, Hossain R. The Effect of Virtual Interviews and Social Media on Applicant Decision-Making During The 2020-2021 Resident Match Cycle. Acad Radiol 2022; 29:928-934. [PMID: 34244069 PMCID: PMC9884537 DOI: 10.1016/j.acra.2021.05.028] [Citation(s) in RCA: 22] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 05/19/2021] [Accepted: 05/25/2021] [Indexed: 02/02/2023]
Abstract
RATIONALE AND OBJECTIVES The COVID-19 pandemic significantly altered the residency application and interview process. Due to social distancing concerns, residency programs have had to virtually showcase their program to applicants, many utilizing social media. Similarly, applicants have had to devise novel ways of assessing "goodness of fit", one of the top factor's applicants use when ranking programs (1). Whether or not these attempts made an impact on an applicant's decision-making process has yet to be determined. MATERIALS AND METHODS Residency candidates interviewing for a diagnostic and/or interventional radiology residency position at our institution completed an online survey. The goal of the survey was to assess the potential influence of virtual interviews, social media, and virtual events on an applicant's decision to apply to, interview at, and rank residency programs. RESULTS 78/156 (50%) candidates completed the survey. Thirty-five percent reported applying to more programs and 58% reported accepting more interviews than they would have if interviews were not virtual. Forty-two percent reported that social media played a vital role during the application season and 71% reported using social media to learn more about the program. Sixty-nine percent attended a virtual open house, 57% of whom reported that attending the open house influenced their decision to apply to a program. Sixty-three percent reported that attending a virtual reception influenced a program's ranking. CONCLUSION Social media has had a growing role in the medical community, and the COVID-19 pandemic likely accelerated an inevitable shift in residency program "branding" and how applicants perceive overall "goodness of fit".
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Ahmed B, Ly V, Parikh A, Watane A, Aslam S, Choudhury A, Lin B, Yonekawa Y, Sridhar J. Perceptions of a Virtual Interview Exercise for Ophthalmology Residency Applicants. JOURNAL OF ACADEMIC OPHTHALMOLOGY 2021. [DOI: 10.1055/s-0041-1733939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Abstract
Importance In-person interviews have traditionally been considered a crucial component of the residency application process. Virtual interviews (VIs) became the standard format for the 2020 to 2021 application cycle due to the novel coronavirus disease 2019 (COVID-19) pandemic. VIs offer a new perspective and challenge to this process which warrants unique considerations and further understanding of effects on applicants.
Objective This study aimed to assess the perceived efficacy of a VI preparedness exercise for ophthalmology residency applicants in the 2021 residency application cycle.
Design, Setting, and Participants A cross-sectional survey was distributed online. All participants in a mock VI exercise conducted via video-telecommunication technology were invited to complete the survey. Data collection occurred from October 12, 2020, to November 2, 2020. A follow-up survey after a match results released was distributed to all participants and data collection occurred from February 18, 2021, to February 25, 2021.
Main Outcome and Measures Applicant demographics, comfort, and attitudes toward VIs and VI practice were the primary measurements of this study.
Results Responses to the initial survey were received from all 35 participants (100%) in the VI mock interviews. There was a statistically significant difference between the pre- and postinterview responses for “How prepared do you feel for virtual interviews with residency programs?” (p = 0.0003) and “How likely are you to practice virtual interviews with someone you know?” (p = 0.0023). Participants reported feeling more prepared for VIs with residency programs after the mock interview (p = 0.002). A greater proportion of participants responded with “Very Likely” after the mock interview in comparison to before the interview to the questions “How likely are you to practice interviews with someone you know?” (p = 0.039) and “How likely are you to practice virtual interviews in the same room/area as you will during the official interview season?” (p = 0.021). Of the 35 original participants, 20 completed the follow-up survey. There were an equal number of participants who responded either “Helped Somewhat” (n = 9) or “Helped Greatly” (n = 9) to “How much did the VI mock exercise help you for the actual interview season?” in the follow-up survey. The majority of follow-up survey respondents (17/20) reported that they had additional practice in the virtual environment for interviews after the VI mock exercise. There was no significant difference in perceived helpfulness of the VI mock exercise during the actual interview season between matched and unmatched participants.
Conclusion and Relevance As residency applicants prepare for future VIs, practice and adequate preparation will be essential. In this study, implementation of a VI preparedness exercise had a positive impact on applicants' perception of their preparedness and intention to practice the format in the future.
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Affiliation(s)
- Bilal Ahmed
- University of Toledo College of Medicine and Life Sciences, Toledo, Ohio
| | - Victoria Ly
- University of Arkansas for Medical Science, Little Rock, Arkansas
| | - Ankur Parikh
- Northeast Ohio Medical University, Rootstown, Ohio
| | - Arjun Watane
- Bascom Palmer Eye Institute at the University of Miami Miller School of Medicine, Miami, Florida
| | - Sanah Aslam
- Medical College of Georgia, Augusta, Georgia
| | - Anjalee Choudhury
- University of Texas Rio Grande Valley School of Medicine, El Paso, Texas
| | - Benjamin Lin
- Bascom Palmer Eye Institute at the University of Miami Miller School of Medicine, Miami, Florida
| | | | - Jayanth Sridhar
- Bascom Palmer Eye Institute at the University of Miami Miller School of Medicine, Miami, Florida
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Royce CS, Everett EN, Craig LB, Fleming A, Forstein DA, Graziano SC, Hampton BS, Hopkins L, McKenzie ML, Morgan HK, Sims SM, Morosky C. To the Point: advising students applying to Obstetrics and Gynecology residency in 2020 and beyond. Am J Obstet Gynecol 2021; 224:148-157. [PMID: 33038302 PMCID: PMC7539929 DOI: 10.1016/j.ajog.2020.10.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 09/16/2020] [Accepted: 10/05/2020] [Indexed: 01/07/2023]
Abstract
This article, from the "To the Point" series by the Undergraduate Medical Education Committee of the Association of Professors of Gynecology and Obstetrics, is a guide for advising medical students applying to Obstetrics and Gynecology residency programs. The residency application process is changing rapidly in response to an increasingly complex and competitive atmosphere, with a wider recognition of the stress, expense, and difficulty of matching into graduate training programs. The coronavirus disease 2019 pandemic and societal upheaval make this application cycle more challenging than ever before. Medical students need reliable, accurate, and honest advising from the faculty in their field of choice to apply successfully to residency. The authors outline a model for faculty career advisors, distinct from mentors or general academic advisors. The faculty career advisor has detailed knowledge about the field, an in-depth understanding of the application process, and what constitutes a strong application. The faculty career advisor provides accurate information regarding residency programs within the specialty, helping students to strategically apply to programs where the student is likely to match, decreasing anxiety, expense, and overapplication. Faculty career advisor teams advise students throughout the application process with periodic review of student portfolios and are available for support and advice throughout the process. The authors provide a guide for the faculty career advisor in Obstetrics and Gynecology, including faculty development and quality improvement.
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Affiliation(s)
- Celeste S. Royce
- Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, and Department of Obstetrics, Gynecology, and Reproductive Biology, Harvard Medical School, Boston, MA,Corresponding author: Celeste S. Royce, MD
| | - Elise N. Everett
- Department of Obstetrics, Gynecology, and Reproductive Sciences, Larner College of Medicine, University of Vermont, Burlington, VT
| | - LaTasha B. Craig
- Department of Obstetrics and Gynecology, University of Oklahoma College of Medicine, Oklahoma City, OK
| | - Angela Fleming
- Department of Obstetrics and Gynecology, Michigan State University College of Osteopathic Medicine, East Lansing, MI
| | - David A. Forstein
- Department of Obstetrics and Gynecology, Touro College of Osteopathic Medicine, Harlem, New York, NY
| | - Scott C. Graziano
- Department of Obstetrics and Gynecology, Loyola University Chicago Stritch School of Medicine, Maywood, IL
| | - B. Star Hampton
- Department of Obstetrics and Gynecology, Women & Infants Hospital, Warren Alpert Medical School of Brown University, Providence, RI
| | - Laura Hopkins
- Division of Oncology, Department of Obstetrics and Gynecology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Margaret L. McKenzie
- Department of Obstetrics and Gynecology, Cleveland Clinic Lerner College of Medicine, Case Western Reserve University, and Cleveland Clinic South Pointe Hospital, Cleveland, OH
| | - Helen K. Morgan
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI
| | - Shireen Madani Sims
- Department of Obstetrics and Gynecology, University of Florida College of Medicine, Gainesville, FL
| | - Christopher Morosky
- Department of Obstetrics and Gynecology, University of Connecticut School of Medicine, Farmington, CT
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