Current Training Structure Research Articles

Are we producing general surgeons who are ready for community or rural practice?

SummaryGeneral surgery remains a broad and unclearly defined specialty in small and medium-sized communities, where general surgeons perform more subspecialty and non-core procedures than their urban counterparts. It is unclear what specific procedures are being performed or whether today’s residents are being trained to meet community needs. We surveyed the members of the British Columbia (BC) Surgical Society and found that only 3% of BC’s surgeons believe today’s graduates are “definitely prepared” for a broad-based community practice. We also identified several non-core procedures performed more frequently by general surgeons in small and medium-sized communities. General surgery residency is narrowing its focus despite the fact that community general surgeons are maintaining a broad-based practice. To meet the needs of smaller communities, residency programs need to address the discrepancies that exist between the emphasis within the current training structure and the practice of our community surgeons.

Australian general surgical trainee experience with inguinal hernia surgery: a review of international training programmes and the learning curve.

There are no publications addressing the level of experience Australian surgical trainees achieve in inguinal hernia surgery. Internationally, some training boards have set minimum competency requirements, but this is not true in Australia. The longer learning curve for laparoscopic inguinal hernia repairs (LIHRs) compared to open inguinal hernia repairs (OIHRs) has placed greater demands on trainees. Logbook data on OIHR and LIHR for Australian surgical trainees who graduated as fellows between 2013 and 2018 were obtained. A literature review was performed to analyse international published logbook numbers for surgical trainees from the past decade. International training board requirements, estimations of the learning curve and hernia society guidelines for each procedure were reviewed. In total, 7946 operations were recorded from 58 trainees. On average 49.2 OIHRs (range 13-101), 21.5 LIHRs (range 1-94) and 71.1 inguinal hernia repairs overall (range 25-129) were performed during training. The European Hernia Society recommends that at least 30-50 of each procedure be performed during training. The learning curves for LIHRs (50-100 procedures) have been shown to be longer than for OIHRs (40-64 procedures). Australian general surgical trainees are achieving adequate primary operator logbook numbers for OIHRs but are not completing the required number of LIHRs. The tailored approach to inguinal hernia repair requires skill in both open and laparoscopic repairs. This may not be possible with the current training structure in Australia.

Con: The Length of Adult Cardiothoracic Anesthesiology Fellowship Training Should Not Be Extended Beyond One Year

Fellowship training in adult cardiothoracic anesthesiology (ACTA) is a one-year postgraduate experience with formal accreditation by the Accreditation Council for Graduate Medical Education. ACTA is a competitive and evolving subspeciality. With expanding knowledge, clinical roles and technical skills required of the modern cardiothoracic anesthesiologists, the optimal structure and duration of the fellowship training are worth considering. This manuscript provides supporting rationale for fellowship training in ACTA to remain one year in duration. The expanding responsibilities of the cardiothoracic anesthesiologist and strategies to best train the future of the subspecialty within the current training structure are discussed. It also briefly examines the history and current status of the fellowship training, reviews considerations for increasing fellowship duration, and highlights personal and financial considerations during the training.

Scenario-Based, Interactive Infection Prevention and Control and Bloodborne Pathogen Education

Background: Infection prevention and control (IPAC) and bloodborne pathogen (BBP) education are required for all healthcare workers at least annually by the Occupational Safety and Health Administration and The Joint Commission. An inventory in 2016 at a large health system with >60,000 employees identified 46 different training modules used to fulfill this regulatory mandate. Objective: Using quality improvement tools and management, we sought to reduce duplication of effort, to enhance education, and to improve employee engagement. Methods: A multidisciplinary team that included IPAC, physician, nursing, educational designn and occupational safety was formed. The team reviewed regulatory standards, cross checked site-specific practices, and identified gaps in the current training structure. The goal was to create a module with multiple pathways that tailored regulatory content and delivery to the employee’s job responsibilities (Figs. 1 and 2). Results: The 46 individual training modules were replaced with 1 module that averaged 24.46 minutes to complete. Branching was incorporated that customized education to the employee’s role. The employee completion rate was 99% (n = 61,456). The scenario-based interactive approach engaged learners by challenging them to respond to real-life activities tailored to their level of risk. Most responders (87.4%) rated the learning activity as “good” or “excellent,” and 92.4% of responders agreed or strongly agreed that the activities in the course aided their learning. Conclusions: We leveraged adult learning principles and industry-proven instructional design activities to deliver interactive and relevant infection control training that met regulatory requirements and engaged employees through action-driven tasks. In 2018, the work group created fast paths for employees who had previously completed this module whereby they could revisit the original content and/or focus only on updates and targeted areas of interest. A pathway for laboratory workers involved in specimen handling and processing is planned next.Funding: NoneDisclosures: None

New MPH curriculum in the United States: Report on successes and challenges

Abstract Background In October 2016, the Council on Education for Public Health, the US accreditation agency for Master of Public Health (MPH) programs, revised its criteria. The new curricular model transitions a nearly 100-year-old knowledge-based curriculum to a competency-based curriculum tailored to today's public health needs in a global society. This presentation will highlight the new content and format of MPH curricula, including programs outside the US that have participated in US accreditation. Objectives CEPH has tracked implementation of the new curriculum as well as overall redesign of MPH programs. The presentation will describe strengths and challenges faced by programs implementing new curricula and will describe innovative curricular models. Results Data show that MPH programs are strong in epidemiological methods (99%), interpreting data (99%), and designing population-based policies or programs (93%). Programs have struggled to incorporate interprofessional practice (57%), systems thinking tools (55%), and negotiation skills (59%). Data indicate that 13% retained coursework in the traditional five core disciplines; 69% added to or adjusted the core; and 18% created a new or integrated core. Examples of each structure will be provided. Conclusions MPH programs in the US are experiencing a major change focused on development of competencies and skills for practice. While methodological skills remain strong, “soft” skills that are important for global public health practice are more of a challenge for faculty to integrate into the current training structure. Successful programs are incorporating innovative and cross-cutting curricula to meet these new requirements. Key messages MPH curricular requirements in the US have changed to focus on competencies and skills for public health practice. Critical public health leadership skills such as negotiation and interprofessional communication are lagging behind in integration into the new curriculum.

Quantifying the challenges of specialty training: the 2013 British Junior Cardiologists' Association survey

The British Junior Cardiologists' Association surveyed members to analyse their perception and experience of training. Cardiology trainees perceive significant limitations with the current training structure. This article gives suggestions which could lead to improvements in training and patient care.

The Structure of Internship Training: Current Patterns and Implications for the Future of Clinical and Counseling Psychologists.

Understanding the structure of internship training is important for at least 2 reasons. First, the field needs an accurate and comprehensive picture of what internships are currently teaching clinical and counseling psychologists. Second, the field needs to understand this structure in order to reflect on how well these training patterns are preparing new clinical and counseling psychologists for the realities of professional practice in today's market. This article presents a comprehensive description of the current training structure and considers the relationship between that structure and projected workforce needs and opportunities for clinical providers.