General Residency Training Research Articles

Exploration of the Integration of Curriculum Ideology and Politics into the Educational Pathway of Standardized Training for General Practice Residents

In recent years, the national higher education reform has proposed the concept of curriculum ideological and political education as a major element. This integration into the standardized training of general practice residents (commonly referred to as general resident training) is an unavoidable trend in the teaching field. Based on the actual situation of our unit at The First Affiliated Hospital of Xi’an Medical University, this paper emphasizes the necessity of incorporating ideological and political education into the general resident training curriculum, despite the absence of pertinent practical experience in how to effectively incorporate such courses into comprehensive residential training. In our hospital, we must assess the ideological and political education in the curriculum of general resident training, proposing a scientific, reasonable ideological and political education concept system for general practice courses, integrating ideological and political education with general practice resident training, and strengthening the team of ideological and political education physicians to teach them to carry out such education, this would foster enthusiasm and initiative. Strengthening admission education and training for general practice resident training, as well as regularly hosting symposiums to share ideas and understand the mission of doctors can provide effective experience for ideological and political education in general resident training courses.

Curriculum Kardiovaskuläre Schlafmedizin

Sleep-related breathing disorders are very common in cardiovascular disease patients with, for example, difficult-to-control arterial hypertension, coronary artery disease, valvular heart disease, cardiac arrhythmias, or heart failure, and are associated with a worse prognosis. The therapy of sleep-related breathing disorders can usefully complement the treatment of cardiovascular diseases because of its effects on arterial blood pressure and quality of life in selected patients. This makes integrative cardiology and sleep medicine care for these patients all the more important. Therefore, the purpose of the curriculum is to describe a qualification process, the goal of which is to obtain the additional qualification Cardiovascular Sleep Medicine. This is intended to improve the qualification in this specialized field so that it exceeds the level of general residency training in cardiology. The curriculum has a three-tiered structure. Level 1 systematically imparts basic knowledge and skills according to the qualification contents of the curriculum cardiology, level 2 imparts knowledge and skills, among others, for the independent performance of polygraphy and level 3, among others, for the independent performance of polysomnography.

Sports Medicine Professionals (Care of the Young Athlete)

Patient Education| 2021 Sports Medicine Professionals (Care of the Young Athlete) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Sports Medicine Professionals (Care of the Young Athlete). Pediatric Patient Education 2021; 10.1542/peo_document569 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Care of the Young Athlete Topics: athlete, sports medicine, physical therapists Athletes may deal with many different types of medical personnel after an injury. Athletes also may be referred by their primary care doctors to a sports medicine doctor or other sports medicine specialists for further evaluation and treatment. The following is information from the American Academy of Pediatrics about the most common sports medicine specialists. Primary care sports medicine doctors are pediatricians, family medicine doctors, and other doctors with special training in sports medicine. Training includes 4 years of medical school and 3 years of general residency training. In addition, some have 1 to 2 additional years of fellowship training in sports medicine and a Certificate of Added Qualification (CAQ). Primary care sports medicine doctors diagnose, treat, and manage musculoskeletal and medical problems, including the following: Sprains and strainsDislocationsLigament injuriesFracturesApophysitisTendinitisOveruse injuriesCartilage injuriesExercise-induced asthmaConcussions... Copyright © 20122012American Academy of Pediatrics You do not currently have access to this content.

The Intertwined Histories of Resident Education and Pediatric Hospital Medicine in the US.

The histories of pediatric resident education and pediatric hospital medicine (PHM) are intertwined. PHM, now a new subspecialty, is generally considered to have emerged from the hospitalist movement in the late 1990s but is actually what some influential pediatricians in the 19th century envisioned for pediatrics in the United States, comparable to the British model. The prime focus of resident education during the 20th century remained hospital care, even during the years of national concern regarding the need for more primary care physicians. Various changes in resident education have contributed to the rise of PHM as a subspecialty. Requirements for subspecialty certification in PHM have implications for general residency training in pediatrics.

Application of mind mapping in the training of general residents

Objective To explore the application method and value of mind mapping in the clinical teaching of general practitioners for the purpose of improving the teaching qualities. Methods A total of 60 GPs were divided into the test group and control group, undergoing the mind mapping teaching and tra-ditional teaching, respectively. The clinical knowledge achievements were compared in the two groups, and the results were analyzed. At the same time, a questionnaire was conducted. Results The difference between two groups in theoretical teaching was statistically significant (P 0.05). In addition, the results of the questionnaire survey showed that the test group was better than the control group in medical knowledge, self-learning ability, interpersonal communication ability, team cooperation ability and other dimensions. Conclusion Mind mapping is an effective teaching tool for general practitioners. Key words: General practioners (GP); Mind mapping; Teaching tool

Is Subspecialty Fellowship Training Emerging as a Necessary Component of Contemporary Orthopaedic Surgery Education?

The current minimum training standard for orthopaedic surgeons in the United States consists of a 5-year orthopaedic surgery residency program with the option to pursue subsequent fellowship training.1 Traditionally, orthopaedic residency training was intended to expose residents to all aspects of orthopaedic surgery and prepare them for general orthopaedic practice.1,2 The demand for increasing subspecialization, more duty hour restrictions, and greater supervision requirements have rapidly changed the clinical experience of orthopaedic surgery trainees. As training requirements and expectations for orthopaedic surgical graduates continue to expand and the body of knowledge and technical applications in orthopaedic surgery continue to grow, it has become more apparent that our traditional 5-year residency pathway may be increasingly insufficient for preparing trainees for the future world of independent orthopaedic surgical practice. Subspecialty fellowship training, therefore, may be evolving as an educational necessity to help trainees meet the demands of society's evolving definition of orthopaedic competence rather than an educational option. Compared to several decades ago when a minority of orthopaedic surgery trainees pursued additional fellowship training,3 approximately 90% of the current class of orthopaedic graduates plans to complete at least 1 fellowship after completing residency.4–,6 There also seems to be a new trend toward pursuing more than 1 fellowship.6 All of these transitions have coincidentally appeared with the recent changes in residency training regulations and societal expectations. It is possible that this is a matter of simple math: shorter periods of clinical exposure (less input) cannot possibly result in equal experience upon graduation (same output). Since the baseline input (residency training) cannot be overhauled, additional input (fellowship training) is sought to reach the same end point.

A Model for Reintegrating Couples and Family Therapy Training in Psychiatric Residency Programs

The authors propose a family-systems training model for general residency training programs in psychiatry based on the couples and family therapy training program in Stanford's Department of Psychiatry and Behavioral Sciences. The authors review key elements in couples and family therapy training. Examples are drawn from the family therapy training curriculum in a general psychiatric residency program. Conceptual and practical skills taught over the span of a psychiatric residency training program are described, focusing on: joining with the couple or family; seeing systemic patterns, recognizing the family's developmental stage, history, and culture; identifying family structure; and intervening systemically. This family-systems training model can serve as a resource for residency programs interested in integrating the couples and family therapy model more fully into their curricula.

Evolution of the Geriatric Curriculum in General Residency Training

As the number of older Americans increased in the twentieth century, training programs added geriatrics to their teaching and clinical experiences. The advent of added qualifications in geriatrics through board examination and the accreditation of geriatric residency (fellowship) programs brought further recognition of the geriatric imperative. Yet curricular requirements for experience with old age mental illness remain minimal. Reduced support for graduate medical education dictates that general—rather than geriatric—psychiatrists will continue to provide the majority of specialty mental health services to older adults. The authors review the emergence of geriatrics in general residency training and present recommendations for further evolution.

POSTGRADUATE EDUCATION AND TRAINING IN ADDICTION DISORDERS: Defining Core Competencies

The rising prevalence of substance abuse disorders in the general medical population makes it essential that more active training be initiated during general residency training across all specialties. Core competencies for general residencies are outlined and the need for advocacy for continuation of postgraduate fellowship in Addiction Psychiatry is recommended as a means of increasing the numbers of faculty to provide leadership teaching and research in the area of Addiction Psychiatry.

Issues in General Residency Training Pertinent to Recruitment of Child Psychiatrists: Can We Identify the Problems?

General psychiatry residency processes can influence the recruitment of child and adolescent psychiatry fellows at many levels through a variety of subtle events. General residencies differ in the extent to which they welcome and accommodate students with early interests in child and adolescent psychiatry, provide child and adolescent rotations during the general program that are likely to encourage rather than discourage additional interest in child and adolescent psychiatry, respect and enhance the professional status of child and adolescent psychiatry relative to general psychiatry, and facilitate or impede the transition from general residency to child and adolescent fellowships. Systematic study of these issues may provide directions for fruitful interventions at the level of the general residency likely to increase recruitment into child and adolescent psychiatry.

Child psychiatry education for general residents.

There is continuing debate about what child psychiatry experiences should be included in a general residency. The author describes the program at the University of Michigan in an effort to provide some insights into the interface between child psychiatry and general residency training. This program is unique in several respects: a 12-month rotation in child psychiatry is offered, and the faculty size and budget of the youth services are comparable to those of the adult services. A survey of all residents and faculty pointed up numerous disagreements as to the length of the rotation and priorities in curriculum. The author discusses the influence of the various competitive processes on the educational program.