Education Of Future Clinicians Research Articles

Evaluation of Teaching Activities Completed by PGY2 Pharmacy Residents at Colleges of Pharmacy.

Evaluating PGY2 pharmacy residency programs and their academic opportunities is crucial for developing future clinician-educators and advancing pharmacy education. There is a lack of newer data available on residency programs' teaching activities and older studies are limited by timely survey instruments and low response rates. The objective of this project was to describe teaching responsibilities among PGY2 pharmacy residents nationwide using a short, electronic survey. A survey consisting of ten multiple-choice questions was emailed to residency program directors to assess the teaching and precepting responsibilities of PGY2 and PGY1/PGY2 combined pharmacy residents across the country. The survey was converted to an online form using QualtricsXM and had an estimated completion time of 2min. Data was reviewed and analyzed using descriptive statistics. A total of 292 out of 594 PGY2 or PGY1/PGY2 combined pharmacy residency program directors responded to the survey (49% response rate), with the majority of programs being ASHP-accredited. Only 13% of PGY2 residency programs surveyed did not have their residents complete a didactic lecture at a college of the pharmacy and 50% of programs have their residents facilitate labs or recitations at colleges of pharmacy. Sixty-eight percent of programs have their residents serve as the primary preceptor for experiential rotations. The majority of PGY2 pharmacy residency programs include teaching opportunities. Continuous efforts are needed to increase teaching opportunities for PGY2 residents to help fill vacant academic positions with qualified academicians.

The Future of Morphological Science Education: Learning and Teaching Anatomy in the Wake of the COVID-19 Pandemic.

The COVID-19 Pandemic has conveyed an unprecedented worldwide challenge. Although there is much emphasis on caring for patients and communities, the high incidence of SARS-CoV-2 had seriously disturbed education and calls for prompt as well as serious consideration from educators in medical schools. The necessity to teach and prepare prospective medics, as well as clinicians, has certainly not been as intense as it is currently. The global effects of coronavirus disease 2019 may cause a permanent change in the education of future clinicians. The COVID-19 era presented logistical and practical obstacles and fears for the patients' well-being, taking into consideration the fact that students may be potential channels for the spread of the virus when asymptomatic and may get infected while being in training and attending lectures. This paper discusses the present state of morphological science education, depicting the effect of COVID-19 on learning environments, as well as highlights the probable effects of COVID-19 on medical instruction in the future.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

A Perspective from the Field: How Can We Empower the Next Generation of Physician to Heal the Opioid Epidemic?

ABSTRACT Despite the continued emphasis on prescription opioids in the media and rise in substance use seen during the COVID-19 pandemic, medical school graduates today are unprepared to turn the tide on the opioid epidemic. In this paper, we review the current state of these topics in undergraduate medical education and explore what an educationally driven, forward-thinking approach to “healing” problematic substance use in our society might entail. These initiatives are discussed with the ultimate purpose of detailing how the education of future clinicians is necessary to improve our outcomes with the epidemic. We offer four educational initiatives relating to (1) comprehensive pain management, (2) developing a natural history of SUD by uniting psychiatric and neurological perspectives (3) providing patient exposure and training opportunities (4) enhancing and standardizing care through evidence-based medicine. This perspective is contextualized with a brief discussion of the national climate and societal factors that act inseparably on the present crisis. In focusing our efforts on the next generation of physicians, we hope to reform and improve the practices of future providers and begin to elicit meaningful change.

Is Teaching International Ethics Codes Important for Psychology Graduate Students?

Ethical training is a critical element of graduate education in Psychology. The importance of acculturation to the ethical guidelines of the profession cannot be minimized. Simultaneously, in North America at least, sensitivity to diversity is an important directive in our education of future clinicians. Consequently, it makes sense that understanding international Psychology ethics codes would be advantageous, to at least highlight the cultural context and relativity of ethics codes in general. Professors in Canada and the United States who teach ethics in their respective graduate schools were surveyed about their teaching of such codes and their opinions on the matter. Differences were found between Canada and the United States, although low response rates were noteworthy. The response data is examined qualitatively. Possible explanations for these findings include the possibility that teaching international ethics codes is seen as of limited importance or the use of online questionnaires is not optimal for such endeavors.

Menopause Management Knowledge in Postgraduate Family Medicine, Internal Medicine, and Obstetrics and Gynecology Residents: A Cross-Sectional Survey

ObjectiveTo evaluate the knowledge of and nature of training for menopause management in postgraduate residents. Participants and MethodsA cross-sectional, anonymous survey was e-mailed to trainees at all postgraduate levels in family medicine, internal medicine, and obstetrics and gynecology at US residency programs between January 11, and July 4, 2017. The survey was adapted from an existing instrument and included questions regarding knowledge of hormone therapy (HT) and other menopause management strategies, availability and type of training in menopause medicine, and demographic information. ResultsOf the 703 surveys sent, a total of 183 residents representing 20 US residency programs responded (26.0% response rate). Most trainees were between 26 and 30 years of age (133 of 172 [77.3%]), female (114 of 173 [65.9%]), and believed it was important or very important to be trained to manage menopause (165 of 176 [93.8%]). Although most respondents answered some of the menopause competency questions correctly, important gaps were identified. Of 183 participants, 63 (34.4%) indicated they would not offer HT to a symptomatic, newly menopausal woman without contraindications, and only 71 (38.7%) indicated they would prescribe HT until the natural age of menopause to a prematurely menopausal woman. Of 177 respondents, 36 (20.3%) reported not receiving any menopause lectures during residency, and only 12 of 177 (6.8%) reported feeling adequately prepared to manage women experiencing menopause. ConclusionFamily medicine, internal medicine, and obstetrics and gynecology residency trainees recognize the importance of training in menopause management, but important knowledge gaps exist. Investing in the education of future clinicians to provide evidence-based, comprehensive menopause management for the growing population of midlife women is a priority.

The Graduate Medical Education Scholars Track: Developing Residents as Clinician-Educators During Clinical Training via a Longitudinal, Multimodal, and Multidisciplinary Track.

Residency clinician-educator tracks have been created; however, they have generally been limited to a single discipline or program and experienced some challenges. The Graduate Medical Education Scholars Track (GMEST), an embedded longitudinal, multimodal, multidisciplinary clinician-educator track for residents, was piloted at the Pritzker School of Medicine, University of Chicago, in academic year 2014-2015. The GMEST is a two-year experience completed during residency training. The goal is to prepare trainees for academic careers as clinician-educators with a focus on medical education scholarship. This track is designed for residents from diverse training programs with variable clinical schedules and blends a live interactive program, asynchronous instruction and discussion, and overarching multimodal mentorship in medical education. Participants are expected to complete a capstone medical education project and submit it to institutional, regional, and/or national venues. Data gathered from the 2014-2016 and 2015-2017 cohorts demonstrated that 21/22 (95%) participants were satisfied with the GMEST curriculum, felt it was important to their development as future clinician-educators, and felt it would positively influence their ability to work in medical education. Further, 18/22 (82%) participants wished to pursue a career as a clinician-educator and in medical education leadership and/or scholarship. The authors will longitudinally track graduates' future career positions, projects, publications, and awards, and cross-match and compare GMEST graduates with non-GMEST residents interested in medical education. Faculty mentors, program directors, and the Medical Education, Research, Innovation, Teaching, and Scholarship community will be asked for feedback on the GMEST.

CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine.

To develop consensus recommendations for training future clinician educators (CEs) in emergency medicine (EM). A panel of EM education leaders was assembled from across Canada and met regularly by teleconference over the course of 1 year. Recommendations for CE training were drafted based on the panel's experience, a literature review, and a survey of current and past EM education leaders in Canada. Feedback was sought from attendees at the Canadian Association of Emergency Physicians (CAEP) annual academic symposium. Recommendations were distributed to the society's Academic Section for further feedback and updated by a consensus of the expert panel. Recommendations were categorized for one of three audiences: 1) Future CEs; 2) Academic departments and divisions (AD&D) that support training to fulfill their education leadership goals; and 3) The CAEP Academic Section. Advanced medical education training is recommended for any emergency physician or resident who pursues an education leadership role. Individuals should seek out mentorship in making decisions about career opportunities and training options. AD&D should regularly perform a needs assessment of their future CE needs and identify and encourage potential individuals who fulfill education leadership roles. AD&D should develop training opportunities at their institution, provide support to complete this training, and advocate for the recognition of education scholarship in their institutional promotions process. The CAEP Academic Section should support mentorship of future CEs on a national scale. These recommendations serve as a framework for training and supporting the next generation of Canadian EM medical educators.

Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up.

This study reports the academic outcomes, including scholarly productivity, of the graduates of one residency training track for future clinician educators and academic administrators. Since its implementation in 2008, the Academic Administrator, Clinician Educator (AACE) track at Western Psychiatric Institute and Clinic - UPMC has grown in popularity with reports of participants achieving post-graduate academic success; however, there has been no prior assessment of outcomes. In 2015 all graduates of the track were surveyed using an anonymous, web-based survey. Twenty-nine total graduates were surveyed RESULTS: Twenty-four graduates responded to the survey (83% response rate). The graduates are very active in academic psychiatry with 23 (96%) holding an academic appointment with different administrative roles, medical director (50%) and training director (17%) being the most frequent. Participants have also been active in pursuing scholarship with 80% presenting their scholarly projects at local and national conferences and producing post-graduate, peer-reviewed articles (50%). This study underscores the benefits of a clinician educator track and suggests areas for future growth.

International differences in the management of intracranial aneurysms: implications for the education of the next generation of neurosurgeons.

The publication of the International Subarachnoid Aneurysm Trial rapidly changed the management of patients with subarachnoid hemorrhage. The present and perceived future trends of aneurysm management have significant implications for patients and how we educate future cerebrovascular specialists. To determine present perceived competencies of final-year neurosurgical residents who have just finished their residencies and to relate those to what practitioners from a variety of continents expect of these persons. The goal is to provide a basis for further discussion regarding the design of further educational programs in neurosurgery. A 55-item questionnaire with 33 questions related to competencies and expectations of competency from final-year residents who have just finished residency was completed by 229 neurosurgeons and neuro-radiologists (81 % response rate) of mixed seniority from 45 countries. We used bivariate and descriptive analyses to determine future trends and geographic differences in cerebral aneurysm management as well as the educational implications on the future. More North Americans than those from the rest of the world are of the opinion that graduating residents are presently competent to perform basic cerebrovascular procedures like evacuation of a hematoma and clipping a simple 7-mm middle cerebral artery aneurysm. Extremely few graduating neurosurgical residents anywhere are presently capable of performing endovascular techniques for even the most basic of aneurysms. Most of those surveyed also believe that endovascular and open surgical management of aneurysms should be a part of residency training for all residents (70.4 and 88.7 %, respectively). Our findings have implications for the design of neurosurgical curricula for residents as well as for certification examinations and procedures. Specialty and educational organizations and those responsible for the education of future clinicians who will care for patients with cerebrovascular problems should adjust educational objectives and implement curricula and learning experiences that will ensure that cerebrovascular specialists are capable of providing the best care possible to the patient with an aneurysm, whether that be open surgery or endovascular management. These findings mean that organizations around the world will need to make these adjustments to the education of future specialists.

Ten steps to conducting health professional education research.

The approaches used to educate future clinicians must be continually improved through evidence-based methods. Clinicians interested in conducting education research need to understand the terminology and conventions of health professional education, in the same way that health professional educators from education backgrounds need to be aware of clinical practices and scientific mores and jargon. This article provides clinicians with 10 steps to conducting health professional education research, and encourages collaboration between clinicians interested in education and health professional educators. The basic steps in conducting education research are introduced, beginning with literature searches, using appropriate terminology and writing conventions, and finding research collaborators. We encourage researchers to ask themselves, 'So what?' about their research idea to ensure it is interesting and relevant to a journal's readers. The nuts and bolts of educational research are then presented, including research questions and methodologies, outcome measures, theoretical frameworks and epistemologies. The final two steps aim to foster internationally relevant and well-designed research studies. Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians.

Academy of Resident Educators: A Framework for Development of Future Clinician-Educators.

Academy of Resident Educators: A Framework for Development of Future Clinician-Educators.

Undergraduates' Knowledge and Interest in the Doctorate of Philosophy Degree for Communication Sciences and Disorders

ASHA has projected a shortage of professionals in Communication Sciences and Disorders (CSD) who hold a doctorate of philosophy degree. These professionals have expertise in the field and contribute to its development through research and the education of future clinicians. Efforts have been made to remediate this problem through increasing awareness of the shortage and promoting the doctorate degree to students. However, the knowledge and interests that students have about the doctoral degree are not known. To evaluate this, 985 undergraduate CSD students from across the nation participated in a survey inquiring about their perceptions, knowledge, and interests in the doctorate degree in CSD. Results of the survey indicated that students have limited knowledge and interest in the doctorate degree. Their educational backgrounds and experiences relate to their level of knowledge of the doctorate degree. Undergraduate students’ level of interest in achieving a doctorate related to their perceived knowledge of the degree, but not their demonstrated knowledge. Overall, opportunities that relate to doctoral careers should be promoted to undergraduate students in order to increase knowledge and interest in the degree.

Teaching and Education of Future Clinicians

Teaching and Education of Future Clinicians