NOTES: issues and technical details with introduction of NOTES into a small general surgery residency program.
Humans; Feasibility Studies; *Internship and Residency; Endoscopy; Clinical Competence; General Surgery/*education; *Laparoscopy; Catheterization; Anastomosis; Surgical/methods; Gastrointestinal/*methods
BACKGROUND AND OBJECTIVES: Natural orifice translumenal endoscopic surgery (NOTES) is a development of recent origin. In 2004, Kalloo et al first described NOTES investigation in an animal model. Since then, several investigators have pursued NOTES study in animal survival and nonsurvival models. Our objectives for this project included studying NOTES intervention in a laboratory environment using large animal (swine) models and learning to do so in a safe, controlled manner. Ultimately, we intend to introduce NOTES methodology into our surgical residency training program. The expertise of an experienced laparoscopic surgeon, fellowship-trained laparoendoscopic surgeon, and veterinarian along with a senior surgical resident was utilized to bring the input of several disciplines to this study. The Institutional Animal Care and Use Committee (IACUC) of Northeastern Ohio Universities College of Medicine and Pharmacy (NEOUCOM/COP) approved this study. METHODS: A series of 5 laboratory sessions using mixed breed farm swine varying in weight from 37 kg to 43.1 kg was planned for the initial phase of NOTES introduction into our residency program. Animals were not kept alive in this investigation. All animals were anesthetized using a standard swine protocol and euthanized following guidelines issued by the American Veterinary Medical Association Panel on Euthanasia. Equipment included a Fujinon EVE endoscope 0.8 cm in diameter with a suction/irrigation channel and one working channel. Initially, a US Endoscopy gastric overtube, 19.5 mm OD and 50 cm in length, was used to facilitate passage of the endoscope. However, this device was found to have insufficient length. Subsequently, commercially available 5/8" diameter clear plastic tubing, 70 cm to 80 cm in length, was adapted for use as an overtube. Standard endoscopic instruments included Boston Scientific biopsy forceps, needle-knife, papillotome, endoscopic clip applier, and Valley Lab electrosurgical unit. A Karl Storz laparoscope and tower were used for laparoscopic observation of NOTES maneuvers. Necropsy was performed to determine specific details of surgical intervention. RESULTS: NOTES intervention is feasible in an animal model. Insight into the potential of NOTES was obtained in this investigation. CONCLUSIONS: NOTES investigation in a controlled, laboratory setting using an animal model proved to have value for our program. A steep learning curve was encountered despite the availability of an investigator familiar with elementary NOTES procedures. The authors strongly suggest investigators adopt the ASGE/SAGES working group recommendations for a multidisciplinary team possessing advanced therapeutic endoscopic and advanced laparoscopic skills to study NOTES before human investigation. Animal laboratory facilities to perform research and training should be available to the multidisciplinary team for exploration of NOTES techniques and procedures. Institutional Review Board (IRB) approval must be obtained before introduction of NOTES procedures in human patients.
Kavic Michael S; Mirza Brian; Horne Walter; Moskowitz Jesse B
JSLS : Journal of the Society of Laparoendoscopic Surgeons
2008
2008-03
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Emergency medicine residency boot Camp curriculum: a pilot study.
Pilot Projects; *Internship and Residency; *Curriculum; Emergency Medicine/*education; Education; Emergency Medicine; Internship and Residency; Human; Questionnaires; Surveys; Curriculum Development; Pilot Studies; Confidence; Interns and Residents; Medical; Skill Acquisition; Invasive Procedures – Education
INTRODUCTION: Establishing a boot camp curriculum is pertinent for emergency medicine (EM) residents in order to develop proficiency in a large scope of procedures and leadership skills. In this article, we describe our program's EM boot camp curriculum as well as measure the confidence levels of resident physicians through a pre- and post-boot camp survey. METHODS: We designed a one-month boot camp curriculum with the intention of improving the confidence, procedural performance, leadership, communication and resource management of EM interns. Our curriculum consisted of 12 hours of initial training and culminated in a two-day boot camp. The initial day consisted of clinical skill training and the second day included code drill scenarios followed by interprofessional debriefing. RESULTS: Twelve EM interns entered residency with an overall confidence score of 3.2 (1-5 scale) across all surveyed skills. Interns reported the highest pre-survey confidence scores in suturing (4.3) and genitourinary exams (3.9). The lowest pre-survey confidence score was in thoracostomy (2.4). Following the capstone experience, overall confidence scores increased to 4.0. Confidence increased the most in defibrillation and thoracostomy. Additionally, all interns reported post-survey confidence scores of at least 3.0 in all skills, representing an internal anchor of "moderately confident/need guidance at times to perform procedure." CONCLUSION: At the completion of the boot camp curriculum, EM interns had improvement in self-reported confidence across all surveyed skills and procedures. The described EM boot camp curriculum was effective, feasible and provided a foundation to our trainees during their first month of residency.
Ataya Ramsey; Dasgupta Rahul; Blanda Rachel; Moftakhar Yasmin; Hughes Patrick G; Ahmed Rami
The western journal of emergency medicine
2015
2015-03
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5811/westjem.2015.1.23931" target="_blank" rel="noreferrer noopener">10.5811/westjem.2015.1.23931</a>
Training surgery residents and fellows in the rigorous evaluation of academic literature.
Humans; Pilot Projects; *Internship and Residency; Mentors; *Fellowships and Scholarships; *Periodicals as Topic; General Surgery/education; Peer Review; Research/*methods
Kavic Michael S
JSLS : Journal of the Society of Laparoendoscopic Surgeons
2014
2014-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.4293/108680814X13938810111035" target="_blank" rel="noreferrer noopener">10.4293/108680814X13938810111035</a>
Cleveland Clinic's summer research program in reproductive medicine: an inside look at the class of 2014.
Female; Humans; Male; Ohio; medical education; Surveys and Questionnaires; Curriculum; *Internship and Residency; Hospitals; Access to Information; biomedical research; Biomedical Research/*education; medical students; program development; program evaluation; Program Evaluation; Reproductive Medicine/*education; research training; summer internship; translational medical research; General
BACKGROUND: The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician-scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. METHODS: Questionnaires were structured around the five fundamental aspects of the program: 1) theoretical knowledge, 2) bench research, 3) scientific writing, 4) mentorship, and 5) soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. RESULTS: The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. CONCLUSION: The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs.
Durairajanayagam Damayanthi; Kashou Anthony H; Tatagari Sindhuja; Vitale Joseph; Cirenza Caroline; Agarwal Ashok
Medical education online
2015
2015
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.3402/meo.v20.29517" target="_blank" rel="noreferrer noopener">10.3402/meo.v20.29517</a>
Obstetrics and gynaecology chief resident attitudes toward teaching junior residents under normal working conditions.
*Attitude of Health Personnel; *Internship and Residency; Clinical Competence; Education; Graduate/*methods; Gynecology/*education; Hospital/education/psychology/standards; Humans; Medical; Medical Staff; Mentors/psychology; Obstetrics/*education; Ohio; Teaching/methods
OBJECTIVES: This study aimed to identify factors that chief residents believe impact the teaching of junior residents under normal working conditions and the areas in which they believe education on the role of resident as teacher would be beneficial. METHODS: Obstetrics and gynaecology (O&G) chief residents were asked to rate the importance of teaching various skills, how often conflict situations arose, and to identify training that would be helpful through a national web-based survey. An e-mail was sent to coordinators of the Residency Review Committee (RRC) O&G residency programmes with a request that they forward the link to their chief residents three times from January through March 2006. RESULTS: Responses were received from 204 postgraduate Year 4 (PGY4) residents (18% of all PGY4 residents) from 133 programmes (54% of all residency programmes) and 33 states. Teaching junior residents how to prioritise patient care and obtain critical information in an emergent situation was considered very to extremely important by 97%. Conflict situations with junior residents were reported to occur between one and five times by 41-58%; an additional 26-28% reported that these situations occurred six or more times. Residents felt it would be helpful to extremely helpful to have training in resolving conflicts that involved patient care (48-59%), as well as in resolving conflict among junior residents, communicating effectively with them and becoming an effective leader (65-78%). CONCLUSIONS: The skills that chief residents considered most important to teach junior residents involved direct patient care. Chief residents would like training in how to resolve conflict with, and among, junior residents, and in how to become an effective leader.
Gil Karen M; Savitski Jennifer L; Bazan Sara; Patterson Laurene R; Kirven Melissa
Medical education
2009
2009-09
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1111/j.1365-2923.2009.03422.x" target="_blank" rel="noreferrer noopener">10.1111/j.1365-2923.2009.03422.x</a>
Commentary: Knowing it when we see it: reflections on pornography.
*Erotica; *Ethics; *Internship and Residency; 20th Century; Education; Female; Feminism/*history; Graduate/ethics; History; Humans; Male; Medical; Professional; Professional Competence; Sexual Harassment; Textbooks as Topic/*history; Undergraduate/ethics
This commentary asks, of what contemporary use is the excavation of a specific incident of sexually intimidating and otherwise inappropriate behavior in medical education's history? The question is posed in response to the accompanying article by Halperin detailing the publication and critical reception of an anatomy textbook that adopted a demeaning attitude toward women and featured pinup style photographs of nude women. The author contends that the generational context of feminist response to this incident and others like it is critical in shaping the current discussion. Today's third-generation feminists recognize the injustice of exploitative or offensive behaviors, but because of a fear of retaliation or negative consequence, they may nonetheless decline to respond in an official or whistle-blowing capacity-despite efforts to normalize appropriate faculty-learner interactions and to provide safe reception for those affected by abuses of power or authority. Revisiting an incident such as the one Halperin recounts reminds readers of both genders and all career stages that violations of professional mores between teacher and learner still occur and that the price of speaking up remains high.
Hull Sharon K
Academic medicine : journal of the Association of American Medical Colleges
2009
2009-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0b013e3181939222" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e3181939222</a>
Answering questions at the point of care: do residents practice EBM or manage information sources?
*Evidence-Based Medicine; *Internship and Residency; *Point-of-Care Systems; Bibliographic/statistics & numerical data; Computers; Databases; Family Practice/education; Handheld/statistics & numerical data; Humans; Information Storage and Retrieval/*statistics & numerical data; Ohio; Surveys and Questionnaires; Textbooks as Topic
PURPOSE: To determine the types of information sources that evidence-based medicine (EBM)-trained, family medicine residents use to answer clinical questions at the point of care, to assess whether the sources are evidence-based, and to provide suggestions for more effective information-management strategies in residency training. METHOD: In 2005, trained medical students directly observed (for two half-days per physician) how 25 third-year family medicine residents retrieved information to answer clinical questions arising at the point of care and documented the type and name of each source, the retrieval location, and the estimated time spent consulting the source. An end-of-study questionnaire asked 37 full-time faculty and the participating residents about the best information sources available, subscriptions owned, why they use a personal digital assistant (PDA) to practice medicine, and their experience in preventing medical errors using a PDA. RESULTS: Forty-four percent of questions were answered by attending physicians, 23% by consulting PDAs, and 20% from books. Seventy-two percent of questions were answered within two minutes. Residents rated UptoDate as the best source for evidence-based information, but they used this source only five times. PDAs were used because of ease of use, time factors, and accessibility. All examples of medical errors discovered or prevented with PDA programs were medication related. None of the participants' residencies required the use of a specific medical information resource. CONCLUSIONS: The results support the Agency for Health Care Research and Quality's call for medical system improvements at the point of care. Additionally, it may be necessary to teach residents better information-management skills in addition to EBM skills.
McCord Gary; Smucker William D; Selius Brian A; Hannan Scott; Davidson Elliot; Schrop Susan Labuda; Rao Vinod; Albrecht Paula
Academic medicine : journal of the Association of American Medical Colleges
2007
2007-03
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0b013e3180307fed" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e3180307fed</a>
Attitudes of female nurses and female residents toward each other: a qualitative study in one U.S. teaching hospital.
*Attitude of Health Personnel; *Internship and Residency; *Physician-Nurse Relations; Australia; Communication; Female; Focus Groups; Gender Identity; Hospitals; Humans; Male; Norway; Nurses/*psychology; Physicians; Sexual Behavior; Teaching; United States; Women/*psychology
PURPOSE: To describe the attitudes of female nurses and female resident physicians toward each other in surgery, internal medicine, obstetrics-gynecology, and emergency medicine in one Midwest teaching hospital in the United States. METHOD: Using a qualitative methodology, 51 women were interviewed in 2002: 28 nurses and 23 residents. Questions were asked to determine if and how female nurses and female residents believed gender was a factor in their interprofessional relationships, how each described their relationship with the other, the kind of assistance female nurses provide to female residents, the kind of assistance sought by female residents, and the strengths and challenges of the female nurse-female resident relationship. Data were analyzed using NUD*IST software. RESULTS: Consistent with similar studies conducted in Norway and Australia, the results include the following: For female nurses, occupation is secondary to gender, which is to say that gender is the most important link between female nurses and female residents. For female residents, gender is secondary to occupation/occupational status. CONCLUSIONS: With the number of female residents increasing each year in hospitals, this relationship should be further examined so that dysfunctional communication patterns between the two groups can be challenged.
Wear Delese; Keck-McNulty Cynthia
Academic medicine : journal of the Association of American Medical Colleges
2004
2004-04
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-200404000-00004" target="_blank" rel="noreferrer noopener">10.1097/00001888-200404000-00004</a>
Preparing students for residency interviews through a residency interview boot camp.
*Career Mobility; *Internship and Residency; *Interviewing skills; *Mock interview; *Residency training; Adult; Curriculum/trends; Education; Feedback; Female; Humans; interviews; Interviews as Topic/*methods/standards; Male; pharmacy residency; Pharmacy/*psychology; Pharmacy/methods; residency interviews; Students; Workforce
BACKGROUND AND PURPOSE: To describe the offering of the residency boot camp activity at one college of pharmacy for students in their fourth professional year. EDUCATIONAL ACTIVITY AND SETTING: Student pharmacists in their final professional year of pharmacy school were invited to participate in a voluntary residency boot camp activity. Originally, the activity consisted of four parts: (1) guidance on preparing for residency interviews; (2) a 1:1 mock interview with a resident, faculty member, residency preceptor or area program director; (3) a review of the student's curriculum vitae (CV) and letter of intent; and (4) a review of the application timeline and process. Based on the feedback, the activity was changed to include five parts: (1) orientation/welcome session, (2) mock interview, (3) case presentation, (4) podium presentation, and (5) a debriefing session on the day's activities and to answer any remaining student questions about the residency application process. In the second offering of the residency boot camp, students were invited to complete a voluntary pre- and post-assessment of their perceived readiness for residency interviews. The activity has evolved based on student feedback to focus predominately on the group and 1:1 interviews. FINDINGS: Since starting the activity in 2013, 14 of the 21 students (67%) from the class of 2014, 16 of the 25 students (64%) from the class of 2015 and 24 of the 26 students (92%) from the class of 2016 that applied for residency training participated in the residency boot camp activity. For the Fall 2014 offering where a survey was conducted, the pre- and post-survey instrument used a Likert Scale, ranging from "strongly disagree" (score of 1) to "strongly agree" (score of "5"). DISCUSSION: and conclusions: Simulated exercises such as a residency boot camp can expose student pharmacists to important interview readiness skills. Student pharmacists involved in this activity demonstrated a perceived positive effect of such activities.
Ulbrich Timothy R; Boyle Jaclyn A
Currents in pharmacy teaching & learning
2017
2017-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.cptl.2017.03.030" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2017.03.030</a>
Patient Hand-Off iNitiation and Evaluation (PHONE) study: A randomized trial of patient handoff methods.
*Internship and Residency; *Medical errors; *Patient handoff; *Patient outcomes; *Patient safety; *Physician communication; *Sign-out; Female; Hospitals; Humans; Length of Stay; Male; Medical Errors/prevention & control; Middle Aged; Patient Handoff/*organization & administration; Patient Outcome Assessment; Patient Safety; Prospective Studies; Teaching; United States
BACKGROUND: As residency work hour restrictions have tightened, transitions of care have become more frequent. Many institutions dedicate significant time and resources to patient handoffs despite the fact that the ideal method is relatively unknown. We sought to compare the effect of a rigorous formal handoff approach to a minimized but focused handoff process on patient outcomes. METHODS: A randomized prospective trial was conducted at a large teaching hospital over ten months. Patients were assigned to services employing either formal or focused handoffs. Residents were trained on handoff techniques and then observed by trained researchers. Outcome data including mortality, negative events, adverse events, and length of stay were collected and compared between formal and focused handoff groups using t-tests and a multivariate regression analysis. RESULTS: A total of 5157 unique patient-admissions were stratified into the two study groups. Focused handoffs were significantly shorter and included fewer patients (mean 6.3 patients discussed over 6.7 min vs. 35.2 patients over 20.6 min, both p \textless 0.001). Adverse events occurred during 16.7% of patient admissions. While overall length of stay was slightly shorter in the formal handoff group (5.50 days vs 5.88 days, p = 0.024) in univariate analysis only, there were no significant differences in patient outcomes between the two handoff methods (all p \textgreater 0.05). CONCLUSIONS: This large randomized trial comparing two contrasting handoff techniques demonstrated no clinically significant differences in patient outcomes. A minimalistic handoff process may save time and resources without negatively affecting patient outcomes.
Clanton Jesse; Gardner Aimee; Subichin Michael; McAlvanah Patrick; Hardy William; Shah Amar; Porter Joel
American journal of surgery
2017
2017-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.amjsurg.2016.10.015" target="_blank" rel="noreferrer noopener">10.1016/j.amjsurg.2016.10.015</a>
Resident physician attire: does it make a difference to our patients?
*Internship and Residency; *Physician-Patient Relations; Attitude of Health Personnel; Clothing/*standards; Female; Gynecology/*education/methods; Humans; Male; Obstetrics/*education/methods; Ohio; Patient Satisfaction; Physicians; Social Perception; Surveys and Questionnaires; Women
OBJECTIVES: This study was performed to examine the preferences of patients regarding physician attire, and if their perception of physician competence was influenced by the physicians' clothing style. METHODS: Patients attending the obstetrics and gynecology clinic in which residents provided the majority of direct patient care were invited to participate in this study by completing a questionnaire. Patients were first asked to respond to 3 questions about their preference regarding physician attire. They were then asked to examine a series of photographs illustrating a variety of physician clothing styles worn by a model. Patients were asked to respond to 2 questions: 1). If your doctor is dressed in this outfit, would that make you more or less comfortable talking to your physician?, and 2). If your doctor is dressed in this outfit, would it make you feel more or less confident in his/her abilities? RESULTS: The majority of the respondents expressed no preference for their physician wearing a white coat (60%/110/183), or they did not respond that a physician's dress influenced their comfort level (63%/111/179) or the confidence (62%/114/181) they had in their physician. However, for both male and female physician models, the comfort level of patients and their perceptions of physician competence were the highest in response to images of physicians dressed in scrubs with a white coat, and least for casual dress. CONCLUSION: Resident physician attire makes a difference to patients. Our patients prefer the white coat with surgical scrubs. Casual clothing is less well liked by our patients.
Cha Ann; Hecht Bryan R; Nelson Karl; Hopkins Michael P
American journal of obstetrics and gynecology
2004
2004-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.ajog.2004.02.022" target="_blank" rel="noreferrer noopener">10.1016/j.ajog.2004.02.022</a>
Behavioral Health and Primary Care Integration in Ohio's Psychiatry Residency Training.
*Internship and Residency; Delivery of Health Care; Education; Graduate; Health Care Delivery; Humans; Integrated; Internship and Residency; Medical; Mental Health Services – Administration; Mental Health Services/*organization & administration; Ohio; Physician's Role; Primary Health Care – Administration; Primary Health Care/*organization & administration; Psychiatry; Psychiatry – Education; Psychiatry/*education/organization & administration; Qualitative Research; Qualitative Studies; Referral and Consultation
Reed Eric; Crane Dushka; Svendsen Dale; Herman Lon; Evans Brian; Niedermier Julie; Resch William; Ronis Robert; Varley Joseph; Welton Randy
Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
2016
2016-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s40596-016-0623-y" target="_blank" rel="noreferrer noopener">10.1007/s40596-016-0623-y</a>
Recognition of depression by internal medicine residents.
*Internal Medicine; *Internship and Residency; 80 and over; Adolescent; Adult; Aged; Depression/*diagnosis/epidemiology; Female; Humans; Male; Middle Aged; Predictive Value of Tests; Psychological Tests; Regression Analysis; Risk Factors; Sensitivity and Specificity
We studied the ability of internal medicine residents to recognize depressive symptoms in a population of lower socio-economic primary care patients. Four hundred twenty patients completed the short form of the Beck Depression Inventory (BDI). Simultaneously, the resident caring for the patient estimated the degree of depression for each patient. One-fourth of the patients scored at or above the moderately depressed level on the BDI and the residents rated 23 percent of their patients as at least moderately depressed. However, the accuracy of the residents' assessment of his or her individual patient was poor (correlation = 0.42, sensitivity = 0.46, specificity = 0.84). Patients with a prior history of psychiatric disorder scored higher on the BDI and were given higher ratings of depression. No other pre-existing medical condition was significantly associated with a higher or lower BDI score. The amount of alcohol consumed and the amount smoked, were both associated with higher BDI scores. Residents varied in their sensitivity to their patients' BDI scores. Some showed high agreement with BDI scores, others low. There were no specific resident characteristics (e.g. year of training, resident gender) that could explain this variability. Patients with a history of depression were given lower resident ratings compared to other patients and patients with a history of depression were given lower resident ratings than predicted by their BDI scores. Residents' ability to accurately diagnose and treat depression in the underprivileged primary care patient can be facilitated by the institution of depression screening in the ambulatory clinic.
Sliman R J; Donohue T A; Jarjoura D; Ognibene A J
Journal of community health
1992
1992-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/bf01324403" target="_blank" rel="noreferrer noopener">10.1007/bf01324403</a>
A new perspective.
*Attitude of Health Personnel; *Hospitalists; *Internship and Residency; Anti-Bacterial Agents/therapeutic use; Antibiotics – Therapeutic Use; Attitude of Health Personnel; Emergency Service; Emergency Service – Administration; Hospital/*organization & administration; Hospitalists; Humans; Internship and Residency; Pneumonia – Diagnosis; Pneumonia – Drug Therapy; Pneumonia/diagnosis/*drug therapy
Duggal Abhijit
Journal of hospital medicine
2009
2009-11
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1002/jhm.528" target="_blank" rel="noreferrer noopener">10.1002/jhm.528</a>
Survey analysis of the American Board of Surgery In-Training Examination.
*Educational Measurement; *Internship and Residency; *Specialty Boards; General Surgery/*education; Humans; Surveys and Questionnaires; United States
OBJECTIVE: To determine how other program directors use the American Board of Surgery In-Training Examination (ABSITE) scores in the resident evaluation process. DESIGN: A cover letter and a printed one-page survey of eight questions about individual residency programs, the use of ABSITE scores in the evaluation process, minimum score for advancement, and actions taken, if any, for failure to meet required scores; space was provided for comments. SETTING: Two hundred seventy directors of surgical residency programs. PARTICIPANTS: Two hundred thirty-one (86%) directors of general surgery residency programs. MAIN OUTCOME MEASURES: The responses received in this questionnaire were similar to those received in the 1983 survey given by the American Board of Surgery. RESULTS: The majority of directors require their residents to take the ABSITE, but they differ greatly in their methods to retain or dismiss a resident, to evaluate the program and the cognitive knowledge of the residents, and to measure resident performance. CONCLUSIONS: The actions taken by program directors in their use of ABSITE scores vary widely, with a noticeable difference found when comparing the methods between the university and community hospital directors. Our survey findings show that there is still no uniform standard or agreement as to how the scores should be used, even though the ABSITE has been in existence for 20 years.
Abdu R A
Archives of surgery (Chicago, Ill. : 1960)
1996
1996-04
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1001/archsurg.1996.01430160070013" target="_blank" rel="noreferrer noopener">10.1001/archsurg.1996.01430160070013</a>