Medical College Graduates Research Articles

Employment, starting salaries, and educational indebtedness of year-2018 US graduates of nondomestic veterinary medical colleges.

Employment, starting salaries, and educational indebtedness of year-2018 US graduates of nondomestic veterinary medical colleges.

Employment program graduates of internship of higher education institutions of Kazakhstan

Abstract Background Employment of graduates of medical universities is one of the traditional problems of health care in the Republic of Kazakhstan (RK). The annual graduation of medical universities of RK exceeds 4500 young specialists. Despite this, as well as the positive dynamics of employment, the health care industry continues to experience a shortage of medical personnel. Methods To take effective measures to improve the employment performance of graduates of medical education organizations, to cover the shortage of medical personnel, an analysis was made of the employment of graduates of internship programs at 8 medical universities for the period from 2014-15 to 2016-17 school years Results For three years, medical schools of RK prepared 12019 people, of whom 8921 people studied under the state and 1343 under the rural grant. The total number of employed was slightly more than half of the graduates-6533, which amounted to 54.4%. At the same time, the number of those employed in urban hospitals is 1.5 times higher than the number of those employed in rural medical organizations. High percentages are persons who have continued their studies in residency/magistracy, and this figure tends to increase every year. The trend towards an increase is maintained by the free distribution index for pregnant women and people caring for children under the age of 3 years, for a total of three years it was 1,452 (12.1%) of a person. At the same time, those employed in rural health facilities are only 19.1% of those who studied under the grant and 31.5% of those who studied according to the rural quota. Conclusions Thus, the percentage of employed graduates, as well as graduates who studied under the state and rural grant, barely exceeds 50%. Even the employment of persons trained in rural quotas in rural health care facilities is only 31.5%. Universities do not fully monitor the employment of graduates, especially those who studied under a state or a rural grant. Key messages To create and implement an electronic platform with a complete database of students and graduates. To monitor employment and track the graduate’s work route; to organize employment services at universities.

Defining Rural: The Predictive Value of Medical School Applicants' Rural Characteristics on Intent to Practice in a Rural Community.

To understand the predictive value of medical student application characteristics on rural practice intent. The authors constructed a linked database of 2012-2017 medical school matriculants from American Medical College Application Service applications and Association of American Medical Colleges Matriculating Student Questionnaire (MSQ, 2012-2017) and Graduation Questionnaire (GQ, 2016-2018). Using logistic regression, they compared application variables (birth, high school, childhood county, and self-declared geographical origin) to students' MSQ and GQ intent to practice rurally. Rural practice intent from matriculation to graduation was compared using the McNemar test for paired nominal data. The number of students meeting inclusion criteria was 115,027. More students self-declared rural origin (18,662; 16.4%) than were identified using geographically coded variables (6,097-8,784; 6.1%-8.1%). Geographically coded rural variables were all strongly and similarly associated with rural practice intent, with rural high school being the most predictive on both MSQ (odds ratio [OR], 6.51; CI, 6.1-7.0) and GQ (OR, 5.4; CI, 4.9-6.0). Self-declared geographical origin was associated with a similar rural practice intent on both MSQ (OR, 6.93; CI, 6.5-7.3) and GQ (OR, 5.69; CI, 5.2-6.2). Rural practice intent declined for all groups from matriculation to graduation. Considering students who self-declare as rural identifies a larger group of rural medical school applicants than more "objective" geographic variables, without negatively impacting students' predicted interest in eventual rural practice. Further research should track actual practice location and explore strategies to mitigate declining rural career interest.

See No Evil, Hear No Evil, Stop No Evil: Institutional-Level Tracking to Combat Mistreatment of Residents and Fellows.

Mistreatment of trainees, including discrimination and harassment, is a problem in graduate medical education. Current tools to assess the prevalence of mistreatment often are not administered institutionally and may not account for multiple sources of mistreatment, limiting an institution's ability to respond and intervene. We describe the utility of a brief questionnaire, embedded within longer institutional program evaluations, measuring the prevalence of different types of trainee mistreatment from multiple sources, including supervisors, team members, colleagues, and patients. In 2018, we administered a modified version of the mistreatment questions in the Association of American Medical Colleges Graduation Questionnaire to investigate the prevalence and sources of mistreatment in graduating residents and fellows. We conducted analyses to determine the prevalence, types, and sources of mistreatment of trainees at the institutional level across graduate medical education programs. A total of 234 graduating trainees (77%) from the University of Minnesota-Twin Cities completed the questions. Patients were cited as the primary source of mistreatment in 5 of 6 categories, including both direct and indirect offensive remarks, microaggressions, sexual harassment, and physical threats (paired t test comparisons from t = 3.92 to t = 9.71, all P < .001). The only category of mistreatment in which patients were not the most significant source was humiliation and shaming. Six questions concerning types and sources of trainee mistreatment, embedded within an institutional survey, generated new information for institutional-, departmental- and program-based future interventions. Patients were the greatest source for all types of mistreatment except humiliation and shaming.

Managerial and organizational bases for the state examination at higher medical school in the format of OSCE

Issue of high-quality vocational training is crucial for any sphere of activity, health care is not an exception. Modern trends of socioeconomic development require professionals, which use multi-disciplinary and highly competitive approaches. Thus, improving an educational process and process of assessing training of medical university graduates is an essential element of modern reformation of health care and medical education. Implementation of newest world educational technologies and methods of learning assessment is key to its improvement. Methodology. The methodological basis of the paper is the complex of methods, including methods of scientific cognition, analysis and synthesis, systematization and scientific abstraction. The informational basis of the conducted research is the scientific works of the domestic and foreign scientists in the sphere of improving higher education on the basis of using skill approach.Results. In the paper organizational and managerial aspects of implementing objective structural clinical exam (OSCE) into the process to the state examination of medical graduates are considered. Process of planning and preparation for state attestation in OSCE format is worked out in detail. We consider use of principles of teamwork and project management as the main advantage of this process, what considerably increases the quality of assessment process. Objective structural clinical exam is viewed by authors as a tool for upgrading the quality of educational process in higher medical school.Practical importance of this scientific research results lies in defining principles of planning and preparation process for implementing skill approach into the educational and assessment process of medical graduates. The proposed format of exam can be used not just in medical education, but in other humanitarian spheres of education. Further research directions are aimed at study of sociological and psychological research of usage for OSCE format in state examination process, and also assessment of its effectiveness.

The primary accreditation. The ways of the problems solving related to the preparation of graduates of medical universities

The article is devoted to the study problems associated with the education of graduates of medical universities. The aim of the study is to explore possible ways to optimize the training of students for the practical exam in the simulation center, taking into account their educational needs A questionnaire was developed to assess students ‘attitude to choosing the optimal method of training, including questions about the socio-demographic characteristics of the respondents, the most difficult practical exam stations, the choice of the optimal method of training and the level of students’ involvement into the process of self education for the exam during the 6th year. Statistical data processing was performed using the SPSS 20.0 software package (SPSS Inc., Chicago, IL, USA). The study included 100 students randomly selected from among those enrolled in the 6th year of the medical faculty of the NWSMU. I.I. Mechnikov. Data analysis showed that the most difficult stations are “Providing emergency medical care” and “Emergency states”. The “training with a teacher in a simulation center” had the highest rating from all proposed education methods. Neither the socio-demographic characteristics nor the form of funding for education had an effect on this choice. Despite of fears related to the complexity of these stations, the number of people trying to master them was 40%. Conclusions. 1. The most difficult for students are the skills of providing emergency medical care. This choice was not influenced by gender, age or experience in the health care system. 2. It is necessary to make changes in the curricula of medical students in accordance with the requirements of the professional standard of the district physician, whose work functions include the provision of emergency medical care. 3. The involvement of teachers into the process of preparing students for emergency and urgent care should begin at the 5th year and be systematic. 4. It is necessary to motivate students to systematic self-study of materials on the methodology for providing emergency and urgent care presented on the website of the Methodological Center for Accreditation.

Employment, starting salaries, and educational indebtedness of year-2018 graduates of US veterinary medical colleges.

Mean full-time starting salary among all types of employers combined (private, public, or corporate practice and advanced education programs) was $65,896 in 2018. Excluding salaries for graduates pursuing advanced education, the mean full-time starting salary was $82,425. Mean educational debt accumulated during veterinary school for all respondents (n = 2,758) in 2018 was $152,358 (median, $159,000). Mean educational debt among the 82.7% of respondents who had debt (n = 2,280) was $183,014 in 2018, an increase of 9.8%, compared with the 2017 value.

Fairness Principle in Accreditation of Health Specialists: The Differential Item Functioning Method

The main purpose of this article is to present a Differential Item Functioning method of item analysis. It is designed to minimize the discriminatory effect of individual items in the accreditation of graduates of medical universities with different training programs. The one-parameter Item Response Theory model is used to align graduates’ rights in accreditation. The measure of the difference in the location of the item characteristic curves constructed for different graduates’ samples is presented using the difficulty estimates. For the development of the methodology, a number of research questions are posed, the solution of which made it possible to analyze the items bias for the “Polyclinic” discipline and the range of item difficulties from 1.5 to 2, 5 logits. The item bank was cleaned and an interpretation of decisions on items release and correction for the cases of different arrangement of their characteristic curves was presented.

Characteristics of graduating US allopathic medical students pursuing a career in neurology.

To identify factors associated with medical students becoming neurologists because, despite the increasing burden of neurologic disorders, there is a growing neurologist shortage. Deidentified data from the Association of American Medical Colleges Matriculating Student Questionnaire (MSQ) and Graduation Questionnaire (GQ) were obtained for the graduation years 2013 to 2014 through 2016 to 2017. Logistic regression was used to assess demographic characteristics and responses to training and career-related questions in association with specialty choice (intent to enter neurology). Of the 51,816 students with complete data, 1,456 (2.8%) indicated an intent to enter a neurology residency. Factors associated with an increased likelihood of entering neurology were a student's rating of excellent for their basic neuroscience course and neurology clerkship, participation in an MD/PhD program, majoring in neuroscience or psychology as an undergraduate, a selection response of "content of the specialty was a strong influence on career choice," and indicating interest in neurology on the MSQ. Factors associated with a decreased likelihood of entering neurology were a higher-priority response on the GQ for salary, work/life balance, and personal fit of the specialty. Data from surveys at the entry into and graduation from medical school suggest several approaches to increase the number of medical students entering neurology, including a focus on the student-reported quality of the basic neuroscience course and neurology clerkships, targeted engagement with MD/PhD students, and mentoring programs for students interested in neurology. Efforts to improve salaries for neurologists, to reduce medical school debt, and to improve work/life balance may also help to attract more students.

A study on the model of academic spoken English teaching for medical postgraduates based on project-based learning

Objective To explore the feasibility and teaching effect of academic spoken English teaching model for medical postgraduates based on project-based learning. Methods 22 graduates from Army Military Medical University were taken as the research subjects and a one-semester project-based learning practice was carried out. And then the feedback was collected and the satisfaction survey was conducted through questionnaire. The data was analyzed with SPSS 22.0. Results In terms of teaching design, 95.5% students though it was reasonable that the course was composed of two blocks: daily communication English and academic spoken English (4.18±0.66). 77.2% students agreed that the division of project groups and awarded marks for active performance in class stimulated their enthusiasm of evolving in class (3.64±0.90). 86.4% students thought that it is necessary for both the professional teachers and foreign language teachers to participate in the simulated international academic conference (4.09±1.02). In terms of the satisfaction of course experience, the students gave a positive overall evaluation on the design of academic spoken English for medical postgraduate based on PBL. Among 21 questions, except the first one (3.45±0.91), lower than 4.00, the rest of them were all above 4.00. Conclusion With the implement of project-based learning into academic spoken English teaching model, the teaching design highlighted the learners' needs, motivation and learning process, which gradually transformed static academic English knowledge into academic communicative competence during the completion of the project. Also, it is necessary to balance the proportion of language and content in the teaching practice and strengthen the training of teaching staff, so as to improve its teaching effect. Key words: Academic spoken English; Project-based learning; Medical college graduates

Анализ врачебных кадров государственных медицинских организаций Иркутской области

The results of the analysis of medical staff, especially of physicians, are highly relevant for the decision-making process by the health organizers and the administration of municipalities, are in demand by graduates of medical universities and young specialists coming to the medicine, and are of interest to scientists in the field of public health. In this regard, the indicators characteristic of medical institutions of state medical organizations of the Irkutsk region in the context of municipalities and the most important special areas in the dynamics are analyzed. The study was conducted using the method of continuous statistical analysis using specially developed statistical data sheets, where data was entered from the official primary statistical documentation of state medical organizations of Irkutsk region. Over the eleven years, the coverage of the population of the region by doctors fell by almost 10%, however, during the same period, the reduction in the number of physicians' persons reached almost 15%. Only every fifteenth doctor works in the rural territories. The proportion of physicians who don’t have a qualification category continues to increase. In-depth analysis made it possible to identify leading and lagging territories in terms of the most important indicators characterizing the staff potential, including in the context of individual medical specialties. The revealed decrease in the level of provision of the population of the region by doctors became a consequence of an even more significant reduction in the number of physicians' persons, but was masked by a decrease the population of the region.

The Complex Evaluation of Labor Migration of Graduates of Medical University as an Important Factor of Formation of Personnel Potential of Regional Health Care System

On the basis of educational activities in the Irkutsk State Medical University, an assessment of directions and intensity of labor migration of medical graduates, started their professional activities in 2013-2017. The originally developed statistical tool was applied in scientific analysis of various educational and professional trajectories of graduates, from admission to the university to professional employment. It is established that only 34.9% of graduated physicians returned to their area of residence after completion of education, while 65.1% of graduates changed their place of residence after completion of education. These facts make it possible to consider higher medical education as a powerful mobilization factor for young specialists. The main direction of labor migration of University graduates of in 2013-2017 was Irkutsk (21.8%). The migration of graduated physicians reflects impact of urbanization processes. The directions and intensity of labor migration of young specialists graduated from University in the context of municipal formations of the Irkutsk region made it possible to obtain detailed information concerning the role of particular territories of the Oblast in development of human resources potential of the regional health care system.

THE LABOR EMPLOYMENT OF GRADUATES OF MEDICAL UNIVERSITIES: THE MAIN DISCOURSES OF INVESTIGATION

The article considers main discourses of investigation of labor employment of graduates of medical universities as exposed in scientific publications. On the basis of analysis of relevant data array thematic sets of problems conditioning imbalance of labor market and inadequate efficiency of interaction of major actors involved into the mentioned process are marked out. The comprehension of nature of mechanisms of labor market accounting multi-value of the given occurrence acts as a necessary condition of development of effective strategy of solving the problem of employment of graduates of medical universities.

Developing Comprehensive Strategies to Evaluate Medical School Curricula.

Evaluation of medical school curriculum is important to document outcomes, effectiveness of learning, engagement in quality improvement, and to meet accreditation compliance. This monograph provides a roadmap and resource for medical schools to meaningfully evaluate their curriculum based on specific metrics. The method of evaluation includes an examination of Kirkpatrick's levels of outcomes including reactions, learning, behavior, and impact. It is important that student outcomes are mapped in relation to curricular objectives. There are specific outcomes that may be utilized to determine if the curriculum has met the institution's goals. The first is comparison to national metrics (United States Medical Licensing Examinations and American Association of Medical Colleges Graduation Questionnaire). Second, medical schools collect internal program metrics, which include specific student performance metrics, such as number of students graduating, attrition, and matching to specialty. Further, schools may examine student performance and surveys in the preclerkship and clinical phases (e.g., grades, failing courses, survey responses about the curriculum), including qualitative responses on surveys or focus groups. As the learning environment is critical to learning, a deep dive to understand the environment and mistreatment may be important for program evaluation. This may be performed by specifically examining the Graduation Questionnaire, internal surveys, and mistreatment reporting. Finally, there are numerous attitudinal instruments that may help medical schools understand their students' development at one point or over time. These include measurements of stress, wellness, burnout, lifelong learning, and attitudes toward patient safety. Together, examining the composite of outcomes helps to understand and improve the medical school curriculum.

Postinterview Communication: Strategies for a New Generation of Residency Applicants.

Postinterview Communication: Strategies for a New Generation of Residency Applicants.

Математическая статистика как необходимый компонент профессиональной подготовки студентов медицинского вуза

In the context of the modern requirements to the integration of science and education, training university graduate, including the medical one, a future doctor should have necessary mathematical skills which are to be developed during the first year of study at a medical university. The majority of senior students and graduates of medical high school have difficulties in using mathematical methods, especially the methods of mathematical statistics for solving research problems in their professional activities. To enhance the mathematical training of medical students, the authors designed a variable module in Mathematical Statistics within a mathematical unit of the joint course in Physics, Mathematics. This module is relevant and aimed at the development of future doctors’ general professional and professional skills focused on training medical university graduates for research and medical activities. In the authors’ opinion, it is reasonable to include an elective course on Mathematical Statistics in the curriculum in the fifth-sixth years of study in medical high school. The study of mathematical statistics within the course in Physics, Mathematics, attendance at science clubs and academic conferences will motivate students to study this unit, help them master a course, and improve their professional competence.

ПРОБЛЕМА ОСОБИСТІСНО-ПРОФЕСІЙНОГО СТАНОВЛЕННЯ МАЙБУТНЬОГО ЛІКАРЯ ТА ШЛЯХИ ЇЇ ВИРІШЕННЯ У ПРАКТИЦІ ВИЩОЇ МЕДИЧНОЇ ШКОЛИ

Стаття присвячена проблемі особистісно-професійного становлення майбутнього лікаря в процесі професійної підготовки. Зроблено припущення, що становлення майбутнього фахівця залежить від навчально-пізнавальної діяльності, яка охоплює не лише оволодіння системою знань, набуття вмінь та навичок, а й постійне самовдосконалення. Представлено аналіз етапів професійного становлення фахівців. Розкрита система професійних компетентностей лікаря. Проаналізовані психолого-педагогічні особливості професійного становлення майбутнього лікаря. Досліджено проблему формування особистості студента з точки зору підготовки майбутнього фахівця, розглянуті можливості практичної підготовки студентів-медиків до професійної діяльності. Закономірності професійного становлення майбутніх лікарів досліджено в умовах навчальної діяльності у вищому медичному навчальному закладі. Виділено кілька етапів особистісно-професійного становлення майбутнього лікаря у період професійної підготовки. Визначено особливості формування професійної компетентності майбутніх медиків на етапі професійного становлення. Зроблено висновки та визначені перспективи подальшого дослідження. &#x0D; Ключові слова: професійне становлення, професійна компетентність, професіоналізм, професійна підготовка, особистість лікаря, вища медична школа.&#x0D;

Benchmarking the Physical Therapist Academic Environment to Understand the Student Experience.

Identifying excellence in physical therapist academic environments is complicated by the lack of nationally available benchmarking data. The objective of this study was to compare a physical therapist academic environment to another health care profession (medicine) academic environment using the Association of American Medical Colleges Graduation Questionnaire (GQ) survey. The design consisted of longitudinal benchmarking. Between 2009 and 2017, the GQ was administered to graduates of a physical therapist education program (Department of Physical Therapy and Rehabilitation Science, Carver College of Medicine, The University of Iowa [PTRS]). Their ratings of the educational environment were compared to nationwide data for a peer health care profession (medicine) educational environment. Benchmarking to the GQ capitalizes on a large, psychometrically validated database of academic domains that may be broadly applicable to health care education. The GQ captures critical information about the student experience (eg, faculty professionalism, burnout, student mistreatment) that can be used to characterize the educational environment. This study hypothesized that the ratings provided by 9 consecutive cohorts of PTRS students (n = 316) would reveal educational environment differences from academic medical education. PTRS students reported significantly higher ratings of the educational emotional climate and student-faculty interactions than medical students. PTRS and medical students did not differ on ratings of empathy and tolerance for ambiguity. PTRS students reported significantly lower ratings of burnout than medical students. PTRS students descriptively reported observing greater faculty professionalism and experiencing less mistreatment than medical students. The generalizability of these findings to other physical therapist education environments has not been established. Selected elements of the GQ survey revealed differences in the educational environments experienced by physical therapist students and medical students. All physical therapist academic programs should adopt a universal method to benchmark the educational environment to understand the student experience.

Using a Modified A3 Lean Framework to Identify Ways to Increase Students' Reporting of Mistreatment Behaviors.

The proportion of students who experience mistreatment is significantly higher than the proportion of students who report mistreatment. Identifying ways to improve students' reporting of these incidents is one strategy for increasing opportunities to achieve resolution and prevent future occurrences. The authors applied a modified A3 Lean framework to examine medical student reporting of mistreatment behaviors at the University of Michigan Medical School (UMMS) in 2013-2016. The A3 Lean framework is a stepwise approach that involves outlining the background to establish the context of the problem, describing the current condition, identifying the goal or desired outcome, analyzing causes of the problem, providing proposed countermeasures for improvement, and creating follow-up plans. The authors identified three reasons for the difference between students' experiences and reporting of mistreatment and developed five countermeasures/action plan items to address this difference. The proportion of students reporting mistreatment at UMMS increased 21.4% between 2013 and 2016. Compared with 2013, more students in 2016 indicated not reporting because the incident did not seem important enough or because they resolved the issue on their own. The authors have enlisted the support of the health system's human resources department and presented the inaugural grand rounds on improving the learning environment in 2016. Among other things, they are also partnering with this team to add questions about student mistreatment and civility to the annual employee engagement survey distributed to all 20,000 employees.

Restorative Justice as the Rx for Mistreatment in Academic Medicine: Applications to Consider for Learners, Faculty, and Staff.

The mistreatment of learners is an ongoing issue at U.S. medical schools. According to responses to the 2017 Association of American Medical Colleges Graduation Questionnaire, 39.3% of medical students nationally reported being mistreated. Many articles have been published on the topic of mistreatment at medical schools over the last 20 years. These articles have focused primarily on the definition of mistreatment, the impact of mistreatment, and initiatives put into place to help mitigate the problem. To date, very little attention has been paid to repairing the harm caused by mistreatment and rebuilding community trust. Academic medicine is in need of new forums of interaction to achieve more positive learning and workplace environments.The authors discuss restorative justice practices and the potential applications that they may have in academic medicine learning and workplace environments to serve vulnerable students, faculty, and staff who are targets of mistreatment. Restorative justice practices are used to convene groups of people to engage in substantive dialogue about consequential issues that impede community functioning. This process can help a group identify and gain mutual understanding of the personal and collective harm that has occurred, create the conditions that incentivize offenders to admit responsibility rather than deny or minimize the harm, and explore and define a set of problem-solving steps to address the harm and rebuild community trust.