Medical Education Office Research Articles

Stanford University School of Medicine

Stanford University School of Medicine

University at Buffalo, School of Medicine and Biomedical Sciences, State University of New York

University at Buffalo, School of Medicine and Biomedical Sciences, State University of New York

University of Florida College of Medicine

University of Florida College of Medicine

Temple University School of Medicine

Temple University School of Medicine

Drexel University College of Medicine

Drexel University College of Medicine

University of Missouri—Kansas City School of Medicine

University of Missouri—Kansas City School of Medicine

Northern Ontario School of Medicine

Northern Ontario School of Medicine

University of Virginia School of Medicine

University of Virginia School of Medicine

University of Arizona College of Medicine: Tucson and Phoenix

University of Arizona College of Medicine: Tucson and Phoenix

Resident Evaluation and Remediation: A Comprehensive Approach

A comprehensive evaluation and remediation program is an essential component of any residency program. The evaluation system should identify problems accurately and early and allow residents with problems to be assigned to a remediation program that effectively deals with them. Elements of a proactive remediation program include a process for outlining deficiencies, providing resources for improvement, communicating clear goals for acceptable performance, and reevaluating performance against these goals. In recognition of the importance of early detection and prompt remediation of the struggling resident, we sought to develop a multifaceted approach to resident evaluation with the aim of early identification and prompt remediation of difficulties. This article describes our comprehensive evaluation program and remediation program, which uses resources within our radiology department and institutional graduate medical education office. An effective evaluation system should identify problems accurately and early, whereas a proactive remediation program should effectively deal with issues once they are identified.

Fifth Pivotal Research in Cardiology in the Elderly (PRICE‐V) Symposium: Preventive Cardiology in the Elderly—Executive Summary. Part I: Morning Session

The Pivotal Research in Cardiology in the Elderly (PRICE) conference series was established in 1999 as a mechanism for bringing together leading investigators and clinicians to review recent major advances in cardiovascular aging research and to identify specific research priorities for the years ahead. The first symposium addressed a broad range of topics relevant to cardiovascular disease in the elderly, while subsequent conferences focused on acute coronary syndromes, heart failure, and heart rhythm disturbances in older people.1–4 PRICE-V, “Preventive Cardiology in the Elderly”, was held on November 8, 2008 in New Orleans, LA. The conference began with a plenary lecture that provided an overview of the societal burden of cardiovascular disease in the elderly which set the stage for the remainder of the meeting. This was followed by a series of six 1-hour sessions that addressed specific aspects of preventive cardiology in the elderly. Each session comprised 3 presentations by leading investigators followed by a discussion period chaired by a prominent authority in the field. The program concluded with a second plenary lecture summarizing the conference proceedings, outlining future research directions, and providing a framework for action. PRICE-V was sponsored by the Society of Geriatric Cardiology in collaboration with the American Society for Preventive Cardiology. The meeting was coordinated by the Continuing Medical Education (CME) office of the Washington University School of Medicine in St. Louis, MO. The conference was supported by a grant from the National Institute on Aging. Attendees included, among others, four recipients of Young Investigator Travel Awards. The remainder of this document summarizes the PRICE-V proceedings.

Results Of The Needs Assessment Survey Of Lecturers For Establishing An Office Of Medical Education In A Medical School In Nigeria

Background: Medical education is undergoing tremendous changes in the 21st century. These changes are driven by changing societal demands and expectations of physicians and health care professionals . Globalization has brought about the need for global professionals who are able to function efficiently in any part of the world. As a result Offices of Medical Education are becoming an integral part of medical schools . They exist to support the curriculum and assist medical schools in achieving their goals by helping lecturers acquire skills for professionalism in teaching . They also engage in medical education research to ensure that products of medical school meet the minimum essential international standards. The College of Medicine University of Nigeria as a first step in establishing an Office of Medical Education carried out a survey of the faculty members to determine their need for an office of medical education. This paper analysis the result of the survey. Method: A questionnaire to assess the faculty needs for establishing an office of medical education was developed and administered by the authors to both preclinical and clinical faculty member . Information sought included demographics, use of instructional technology, participation in medical education workshops etc Data was entered and analyzed in SPSS. Result: One hundred and twenty two (122) questionnaires were distributed. Fifty four were completed and returned giving a 44% return rate . This was acceptable as it probably represented those lecturers with an interest in medical education A high percentage of both clinical and basic science lectures 89% and 96% respectively indicated a felt need for professional development in teaching. Eighty six percent of respondents stated that they would like to participate in teaching skills training programs. Discussion/ Conclusion: The survey found that a majority of faculty members recognize the need for services provided by an office of medical education and are in support of the establishment of the office of medical education in the college. Keywords : Office Medical Education Faculty Needs Tropical Journal of Medical Research Vol. 11 (2) 2007: pp. 19-25

A section devoted to profiles of renowned teachers and to the recognition and accomplishments of physiology teachers within the society

A section devoted to profiles of renowned teachers and to the recognition and accomplishments of physiology teachers within the society

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. 
 The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. 
 Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. 
 The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools.
 Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3.
 Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21).
 Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles

The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs. 
 From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process
 The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles. 
 Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002.
 Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307.
 Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.

Establishment of an office of medical education: Nigeria

Establishment of an office of medical education: Nigeria

Student perceptions of the one minute preceptor and traditional preceptor models

Background: The one-minute preceptor (OMP) model was developed to effectively and efficiently teach learners while simultaneously addressing patient needs. This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters.Methods: Third- and fourth-year students (N = 164) at two medical schools completed a questionnaire and prompts on teaching points in response to viewing two videotaped precepting encounters. Differences between OMP and traditional precepting scores were computed using a factorial repeated measures analysis of co-variance (ANCOVA). Teaching points were coded and counted.Results: Students preferred the OMP precepting model to the traditional teaching model (p = 0.001). While the desired teaching points changed as the case presentation/discussion progressed, students were most interested in learning about the clinical presentation or natural progression of the disease regardless of teaching model used.Conclusions: Students rate the OMP as a more effective model of teaching than the traditional model. The teaching points desired by students change as the case presentation/discussion unfolds.Work carried out at: University of California, San Francisco, Office of Medical Education and University of California, Irvine, Department of Family Medicine

Developing Educational Leaders: The Teaching Scholars Program at the University of California, San Francisco, School of Medicine

A Teaching Scholars Program (TSP) was established in 1998 in the University of California, San Francisco (UCSF), School of Medicine with the mission of building knowledgeable and skilled educational leaders, teachers, and scholars. Conducted through the Office of Medical Education (OME), the TSP is a 10-month program that accepts 12 scholars per year. Financial support for the program, including salary support for co-directors and staff, is provided by the OME. Scholars' departments are required to provide release time for one afternoon per week for 10 months. The TSP provides participants with an intensive weekly seminar series, collaborative learning experiences, mentored projects, and a network of educational colleagues. The weekly seminars use an interactive format to address topics within seven targeted areas: (1) learning theory; (2) teaching methods; (3) curriculum development/evaluation; (4) assessment of learning; (5) leadership and organizational change; (6) career development; and (7) educational research. Since its inception, 76 scholars have graduated from or are currently enrolled in the TSP. The majority are clinicians at assistant professor rank, although four basic scientists, two medical students, and three OME staff members have also participated in the program. The TSP is highly valued by participants, and preliminary evaluation data suggest that the program has resulted in an increase in educational research, scholarly activities, and the number of skilled and knowledgeable faculty with major leadership roles in medical education at UCSF. Challenges facing the TSP include scholar release time, mentoring time, and follow-up contact to encourage TSP graduates' postgraduation productivity, continuing educational development, and support.

Electronic Evaluation Systems for Radiology Residency and Fellowship

Electronic evaluation systems are becoming more commonplace in radiology residencies. This article describes the authors' experience in the development of such a system and a method that a residency program or graduate medical education office could use to evaluate commercially available programs.

Medical education fellowship: fostering early interest in education

Context and setting Since 1998 our institution has been steadily increasing student involvement in teaching and curriculum development. In 2004 a formal Medical Education Area of Concentration was created, a programme comparable to a ‘minor’ in college. Additionally, a fellowship in medical education was initiated to provide an opportunity for more extensive and focused exposure to medical education. Why the idea was necessary Currently, training of medical educators is often informal, limited and available only to those further along in their careers. This fellowship is an opportunity to gain experience and insight into medical education early in career development. Furthermore, as successful student involvement in medical education has demonstrated, medical education fellows can contribute productively to teaching, curriculum development and scholarly endeavours. The medical education fellowship, therefore, benefits the institution as well as the fellow. What was done The fellowship was designed to expose fellows to the full scope of medical education. Under the guidance of the Associate Dean for Curriculum, fellowship curricula were tailored to meet the needs of each fellow while including exposure to direct teaching, curriculum development, leadership, scholarship and education theory. Fellows were funded by a stipend from the Office of Medical Education. Evaluation of results and impact One fellow participated in 2003–04, and 3 in 2004–05. Two of 4 fellows completed the fellowship immediately following undergraduate medical training, a third before the fourth year of medical school, and the fourth after 1 year of residency. Teaching was the most common component shared by all fellows. Teaching occurred primarily in the small-group setting, although there were also opportunities for physical examination instruction and lecturing. Fellows' small-group teaching evaluations averaged 4.52 (scale 1 = poor, 5 = excellent) for overall teaching effectiveness compared to the average overall rating of 4.13 for all pre-clerkship small-group teachers at our institution. Two fellows received teaching awards and 1 fellow was nominated. Fellows also contributed to scholarly work with a current tally of 1 manuscript in preparation, 1 poster presentation at a national meeting, 2 poster presentations at regional meetings and 1 oral and 5 poster presentations at intramural meetings. All fellows served on pre-clerkship and clinical curriculum committees and participated in curriculum retreats. Two fellows joined the year-long Teaching Scholars Programme for faculty development. All 4 fellows concur that the experience increased their interest and skills in medical education and desire for a future career in academic medicine. For those fellows completing the fellowship before residency, the fellowship influenced residency selection − fellows sought out residencies supportive of their continuing interest in education. Based on its early success the fellowship is being formalised with specific guidelines, structure and expectations, although its individualised design will be maintained. It will continue to serve as a valuable opportunity for educational and career development between undergraduate and graduate medical education.