Residency Education Programs Research Articles

집합주택의 공간계획을 위한 교육콘텐츠 선호도연구

This study investigated and analyzed literature and precedent cases of Korean and foreign multi-family housing to study the impact of integrating educational contents and space planning in collective houses on residents' lives. Based on the results, this study suggests directions for improving the educational environment in Korean multi-family housing that can increase residential satisfaction. The research methods used were surveys and in-depth interviews with experts. The collected data were subjected to frequency analysis using SPSS 28.0. The results of the survey, which was conducted through a structured online questionnaire, confirmed that resident demand-driven Educational program management can increase resident engagement and housing satisfaction, and highlighted the importance of building sustainable multi-family housing and educational community spaces.

STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration

Teacher residency programs integrate coursework with clinical practice in a year-long residency in which pre-service teachers work under the guidance of a cooperating teacher who has demonstrated excellence in teaching and mentoring. The purpose of this study was to examine the reasons for serving as a cooperating teacher and investigate how clinical residency pre-service teachers promote growth in the professional practice of cooperating teachers as teachers and teacher leaders. In this longitudinal qualitative study, we gathered data through semi-structured interviews and responses to survey questions over a five-year period. Ten STEM cooperating teachers (six female and four male) with 7 to 18 years of full-time teaching experience in biology, chemistry, or mathematics participated. A thematic analysis was used to analyze the interview transcripts and survey responses. The primary motivation for serving as a cooperating teacher was the desire to share experiences and support new teachers. Cooperating teachers described the following benefits: increased self-reflection and continuing reflective practice; meaningful collaboration with pre-service teachers; learned new teaching strategies to enrich their own teaching practice; improved communication skills; and the impetus to become teacher leaders. These findings support that clinical residency teaching programs are beneficial for STEM cooperating teachers and promote their professional growth.

Obstetric Anal Sphincter Injury Management at a Tertiary Academic Birthing Center: A Quality Improvement Initiative [ID 2683441

INTRODUCTION: As a quality improvement project, we implemented an evidence-based management protocol to optimize outcomes after obstetric anal sphincter injuries (OASIS). The aim was to evaluate compliance with practice guidelines for antibiotic use, standardized surgical technique and documentation, utilization of a bowel regimen, and short-term outpatient follow-up after a resident educational OASIS program. METHODS: An OASIS practice guideline was implemented via a curriculum utilizing didactics and simulation with porcine sphincter models to demonstrate primary prevention, proper diagnosis, repair technique, documentation, and post-procedure OASIS management. Pre (August 2018 to July 2022) and post-intervention (August 2022 to July 2023) cohorts were compared for characteristics and provider adherence to guidelines. We used control charts, chi-squared, and Student's t-tests to estimate the effect of the intervention. RESULTS: Among 226 OASIS cases, 168 were pre-intervention and 58 were post-intervention. Proper documentation of OASIS repair increased from 13 (7.7%) pre-intervention to 24 (41.4%) post-intervention (risk ratio [RR] 7.57; 95% CI, 4.3–13.1); proper antibiotic use increased from 79 (47.0%) pre-intervention to 39 (67.2%) post-intervention (RR 1.42; CI, 1.12–1.18); and utilization of bowel regimen increased from 147 (87.5%) to 56 (96.6%) post-intervention (RR 1.1; CI, 1.02–1.18). There was no change in close follow-up appointment attendance (81.0% for both groups; P=.98). Control charts showed a process change in bowel regimen use and OASIS documentation, but no significant change in antibiotic use or close follow-up appointments. CONCLUSION: Implementation of an evidence-based management guideline was associated with increased compliance with evidence-based practices. Future improvement cycles are necessary to optimize outpatient follow-up after OASIS.

Assessment of Gender Differences in Letters of Recommendation for Physical Therapy Residency Applications.

Letters of recommendation (LOR) are an integral component of physical therapy residency applications. Identifying the influence of applicant and writer gender in LOR will help identify whether potential implicit gender bias exists in physical therapy residency application processes. Several medical and surgical residency education programs have reported positive, neutral, or negative LOR female gender bias among applicants and writers. Little research exists on gender differences in LOR to physical therapy education programs or physical therapy residency programs. Seven hundred sixty-eight LOR were analyzed from 256 applications to 3 physical therapy residency programs (neurologic, orthopaedic, sports) at one institution from 2014 to 2020. Thematic categories were developed to identify themes in a sample of LOR. Associations between writer and applicant gender were analyzed using summary statistics, word counts, thematic and psycholinguistic extraction, and rule-based and deep learning Natural Language Processing . No significant difference in LOR word counts were found based on writer or applicant gender. Increased word counts were seen in sports residency LOR compared with the orthopaedic residency. Thematic analysis showed LOR gender differences with male applicants receiving more positive generalized recommendations and female applicants receiving more comments regarding interpersonal relationship skills. No thematic or psycholinguistic gender differences were seen by LOR writer. Male applicants were 1.9 times more likely to select all male LOR writers, whereas female applicants were 2.1 times more likely to choose all female LOR writers. Gender differences in LORs for physical therapy residencies were found using a comprehensive Natural Language Processing approach that identified both a positive recommendation male applicant gender bias and a positive interpersonal relationship skill female applicant gender bias. Applicants were not harmed nor helped by selecting LOR writers of the opposite gender. Admissions committees and LOR writers should be mindful of potential implicit gender biases in LOR submitted to physical therapy residency programs.

How can healthcare organisations increase doctors’ research engagement? A scoping review

PurposeClinician engagement in research has positive impacts for healthcare, but is often difficult for healthcare organisations to support in light of limited resources. This scoping review aimed to describe the literature on health service-administered strategies for increasing research engagement by medical practitioners.Design/methodology/approachMedline, EMBASE and Web of Science databases were searched from 2000 to 2021 and two independent reviewers screened each record for inclusion. Inclusion criteria were that studies sampled medically qualified clinicians; reported empirical data; investigated effectiveness of an intervention in improving research engagement and addressed interventions implemented by an individual health service/hospital.FindingsOf the 11,084 unique records, 257 studies were included. Most (78.2%) studies were conducted in the USA, and were targeted at residents (63.0%). Outcomes were measured in a variety of ways, most commonly publication-related outcomes (77.4%), though many studies used more than one outcome measure (70.4%). Pre-post (38.8%) and post-only (28.7%) study designs were the most common, while those using a contemporaneous control group were uncommon (11.5%). The most commonly reported interventions included Resident Research Programs (RRPs), protected time, mentorship and education programs. Many articles did not report key information needed for data extraction (e.g. sample size).Originality/valueThis scoping review demonstrated that, despite a large volume of research, issues like poor reporting, infrequent use of robust study designs and heterogeneous outcome measures limited application. The most compelling available evidence pointed to RRPs, protected time and mentorship as effective interventions. Further high-quality evidence is needed to guide healthcare organisations on increasing medical research engagement.

Justice-Centered Reflective Practice in Teacher Education: Pedagogy as a Process of Imaginative and Hopeful Invention

This paper introduces justice-centered reflective practice, an approach that emerged out of our practitioner research in the Independent School Teaching Residency program. This ongoing and imperfect praxis is simultaneously a stance, a lens, a pedagogy, an orientation, and a way of understanding and mobilizing our individual and collective identities as teacher educators. Mediated by joy, imagination, vulnerability, and uncertainty, six foundational principles guide our work: justice-centered reflective practice is (1) purposeful and systematic, (2) iterative and cyclical, (3), critically reflective, (4) agentive, (5) done in community, and (6) loving and hopeful. Here we detail these principles and illustrate how they manifest in our work as teacher educators in how we structure the program and enact our pedagogy. We seek to continue a scholarly conversation among critical teacher educators about how we enact liberatory values and aspirations in the context of institutions and policy environments that often constrain our collective work.

An Obstetrics & Gynecology Resident Education Program to Address Gaps in the Knowledge, Screening, and Treatment of Postpartum Mood and Anxiety Disorder (PMAD)

Background: Postpartum mood and anxiety disorders has been shown to cause significant problems for caregivers, their newborn and children. Despite this widespread issue, only 55% of healthcare providers assess for these symptoms/disorders. Objective: The objective of this study is to design a training class to increase OBGYN residents’ knowledge and confidence in diagnosing and treating postpartum mood and anxiety disorders. Methods: In 2023 we implemented a program designed to educate Obstetrics & Gynecology resident physicians about the symptoms of postpartum mood and anxiety disorders as well as interventions for validated screening and treatment modalities. Results: A total of 26 residents participated in this training program at of the 49 who were recruited. This resulted in an improvement in foundational knowledge, notably the recognition of postpartum blues versus depression, as well as understanding how to screen for postpartum depression. Conclusions: The program increased resident confidence in recognizing and treating postpartum mood and anxiety disorders.

Programa de Residência Docente na Formação de Professores Iniciantes

ABSTRACT The aim of this article is to analyze the characteristics, impact, and potential of the Teaching Residency Program (TRP) at the Federal University of Juiz de Fora (UFJF) for the training of professors at the beginning of their careers. This was a qualitative study with a case study approach. Data were collected through a characterization questionnaire and semi-structured interviews with six TRP actors involved in the PRD. The study showed that the program is a place to reflect on the teaching and learning process, to (re)discover the school community and its characteristics, and to become a professor. It was found that it can also help early career professors in their training process and in the building their professional identity.

Teaching Residency Program for Preparing Future Professors

RESUMO Este artigo tem como objetivo analisar características, impactos e potencialidades do Programa de Residência Docente (PRD) da Universidade Federal de Juiz de Fora (UFJF) para a formação continuada de professores em início de carreira. Desenvolveu-se uma pesquisa qualitativa com abordagem de estudo de caso. A produção de dados resultou de um questionário de caracterização e de entrevistas semiestruturadas com seis atores envolvidos no PRD. Este estudo evidenciou que o Programa é um lugar para refletir sobre o processo de ensino e aprendizagem, (re)conhecer a comunidade escolar e suas características e tornar-se professor. Constatou-se que ele pode, ainda, auxiliar o professor em início de carreira em seu processo formativo e na construção de sua identidade profissional.

INFECTION CONTROL ADVOCATE AND RESIDENT EDUCATION (ICARE): PERSON-CENTERED INFECTION PREVENTION FOR QUALITY CARE

Abstract Applying infection prevention and control (IPC) measures while ensuring person-centered care (PCC) remains a major challenge in nursing homes. PCC focuses on resident rights to engage and empower nursing community residents, families, advocates, and staff to deliver quality care. To address this gap, The Infection Control Advocate and Resident Education (ICARE) program was developed for nursing home residents and families. ICARE is a step-based program which begins with educating participants on IPC and resident rights through seven web-based modules. The program encourages support and collaboration of nursing home advocate organizations including the long-term care ombudsman program, quality care organizations, and public health departments to assist residents and families in becoming more engaged and empowered in quality care beginning with infection prevention and control. Utilizing ICARE program materials, participants progress to engagement by learning how quality care is provided in their nursing home community, with the goal of empowering residents to actively participate in quality care improvement through quality improvement projects. The ICARE Program assists nursing home advocate organizations to identify opportunities to incorporate elements of infection control, quality care, and resident rights in current procedures and activities. The overall program design and theory of the ICARE program will be presented to provide a foundation for the creation of similar programs.

Identifying Perspectives on Physical Therapist Residency Program Goals: Hallmarks of Success and Excellence.

The purpose of this study was to describe common perspectives important to achieving excellence and success in physical therapist residency education programs. Individuals with direct responsibility for creating and revising physical therapist residency program goals participated in a mixed-methods study using Q-methodology. They sorted 31 goal topics based on the level of importance for achieving excellence and success in physical therapist residency education. By-participant factor analysis identified dominant perspectives, which were interpreted based on emergent themes from the topics identified as the most important. Participants' rationale for selecting goal topics as the most important were extracted from the post-survey. Seventy-three individuals responded, representing 9 of the 11 clinical residency areas of practice. Three main perspectives emerged: resident behaviors, resident achievements, and program attributes. One shared perspective emerged across all 3 factors that emphasized the residents' ability to become self-regulated, lifelong learners who integrate learning into practice: preparation for future learning. Variability in weighting the importance of program goals associated with each perspective may include a program's organization and mission, individual beliefs and experiences related to program leadership, and resource availability. Although respondent emphasis placed importance of some items over others, the findings do not suggest that items ranked lower were unnecessary or unimportant in achieving program excellence. The relative importance of items was weighted differently based on the perspective of program leadership and the individual completing the sorting activity. The results of this study suggest that physical therapist residency programs should have at least 1 or 2 goals in each of the 3 distinct perspectives, as well as the 1 shared perspective identified in our findings. Some consistency in program goals based on the perspectives identified here may enable further research exploring excellence, value, and outcomes in physical therapist residency education.

Residents need competence not confidence: A retrospective evaluation of the new competency education program for Korean neurology residents.

The objective of our study was to scrutinize the learning experiences of Korean neurology residents, with an emphasis on the implications of the novel competency-based curriculum implemented in 2021. We hypothesized that this revised curriculum could modulate residents' cognitive conduct, primarily the manifestation of overconfidence, in distinctive ways across different stages of training. Our investigative framework was three-fold. Initially, we began with a qualitative inquiry involving in-depth interviews with a purposively selected cohort of eight residents from four training sites. This approach facilitated comprehensive insight into their perceptions of their competence and confidence across the continuum of a four-year residency program. Subsequently, we incorporated the K-NEPA13 assessment instrument, administered to the residents and their overseeing supervisors. This stage aimed to dissect potential cognitive biases, particularly overconfidence and consistency, within the resident population. The final study involved a comprehensive survey administered to a group of 97 Korean neurology residents, allowing us to consolidate and validate our preceding findings. Our findings revealed that junior residents portrayed heightened confidence in their clinical capabilities compared to their senior peers. Intriguingly, junior residents also displayed a stronger inclination towards reevaluating their clinical judgments, a behavior we hypothesize is stimulated by the recently introduced competency-based curriculum. We identified cognitive divergence between junior and senior residents, with the latter group favoring more consistent and linear cause-and-effect reasoning, while the former demonstrated receptiveness to introspection and reconsideration. We speculate this adaptability might be engendered by the supervisor assignment protocol intrinsic to the new curriculum. Our study highlights the essentiality of incorporating cognitive behaviors when devising medical education strategies. Acknowledging and addressing these diverse cognitive biases, and instilling a spirit of adaptability, can nurture a culture that persists in continuous learning and self-reflection among trainee doctors.

Development of a Departmental Resident Educational Program to Increase Knowledge and Confidence Related to Obstetric Anal Sphincter Injuries [ID: 1375536

INTRODUCTION: Obstetric anal sphincter injuries (OASIS) have been reported in up to 35% of vaginal deliveries; thus, understanding these injuries is a critical part of obstetrics and gynecology training. Formal educational programs with incorporated simulation training can have an advantageous effect, particularly when provided as part of residency education. This project seeks to evaluate the positive effect of departmental resident education related to OASIS, on confidence and knowledge of obstetrics and gynecology residents at Wake Forest University. METHODS: A structured OASIS curriculum was developed by the urogynecology program, including 2 hours of didactic lecture followed by stepwise simulation with swine models to demonstrate and practice anatomic repair techniques. Participants completed pre- and post-class surveys including skill confidence assessments via Likert scale (range 1–10), and standardized knowledge assessments adapted from ACOG Obstetric Laceration Repair Module, along with educational experience reports. These items were scored and analyzed. RESULTS: In August 2022, 16 residents (4 per residency year) participated. Prior to education, mean confidence level with techniques was 4.2 among all areas (range 1.6–7.4), with mean knowledge assessment score 64% (range 33–100%). Post-education, confidence improved across several domains including effectively applying perineal support (7.3–7.9), identifying lacerations and performing rectal examinations (6.1–8.0), and OASIS repair (1.9–5.4) (P<.05). Knowledge assessment scores remained similar, at 70% (P>.05). In qualitative analysis, all individuals reported beneficial aspects of the program. CONCLUSION: Introduction of an OASIS curriculum including repair simulation utilizing an animal model, increased resident skill confidence. Future research will investigate longitudinal data to improve outcomes.

Vascular Surgery In-Training Examination performance following implementation of the Vascular Surgical Council on Resident Education curriculum

ObjectiveThe Vascular Surgery Surgical Council on Resident Education (VSCORE) program is a standardized curriculum intended to prepare Vascular Surgery trainees for the annual Vascular Surgery In-Training Examination (VSITE). This study evaluated the performance of 0+5 and 5+2 Vascular Surgery trainees on the VSITE prior to and following implementation of the VSCORE curriculum. MethodsVSITE scores, measured as percentage of questions correct, were collected for Vascular Surgery trainees at a United States academic medical center between 2015 and 2022. The VSITE scores were compared for the periods prior to (2015-2021) and following (2022) implementation of the VSCORE curriculum. ResultsFifty-seven VSITE scores were evaluated, including 46 examinations completed prior to and 11 after the implementation of the VSCORE curriculum. The mean VSITE score across all training levels (post-graduate year [PGY] 1-7) increased significantly from 68.4% ± 1.5% prior to implementation of VSCORE curriculum to 76.5% ± 3.1% following implementation (P = .03). Two-way analysis of variance identified pre- and post-VSCORE implementation as a statistically significant categorical variable when residents were stratified into junior (PGY 1-2), senior (PGY 3-5), and fellow (PGY 6-7) training levels (P < .001). The mean change in score between consecutive years also increased following VSCORE implementation (14.1% ± 2.3%) compared with the pre-VSCORE era (5.7% ± 1.7%; P = .002) ConclusionsThe implementation of the VSCORE curriculum at an academic medical center improved VSITE scores across vascular surgery trainees at all levels.

An interactive e-learning module on peripheral blood smear analysis is an effective option for teaching pathology trainees.

This study compares the effectiveness of an interactive e-learning module with a traditional text-based method for teaching peripheral blood smear analysis. Pathology trainees at Accreditation Council for Graduate Medical Education residency programs were asked to participate. Participants completed a multiple-choice test on peripheral blood smear findings. Trainees were randomized into completing an e-learning module or a PDF reading exercise with the same educational content. Respondents rated their experience and completed a postintervention test composed of the same questions. In total, 28 participants completed the study; 21 improved their score in the posttest (mean, 21.6 correct answers) compared with the pretest (19.8; P < .001). This improvement was seen in both the PDF (n = 19) and interactive (n = 9) groups, with no difference in performance between the 2 groups. Trainees with less clinical hematopathology experience showed a trend of having the largest performance improvement. Most participants completed the exercise within 1 hour, rated the exercise as easy to navigate, were engaged, and reported learning new information about peripheral blood smear analysis. All participants indicated that they would likely complete a similar exercise in the future. This study suggests that e-learning is an effective tool for hematopathology education and equivalent to traditional narrative-based methods. This module could easily be incorporated into a curriculum.

Introducing change management education program for family medicine residents: a demonstration project.

The project presents an innovative mixed learning approach program to provide basic change management training for family medicine residents. Developed by a team of faculty experts in the Department of Family Medicine at the University of Manitoba, this three-to-four-hour training program provided residents an understanding of an approach to change management that systematically plans, implements, and evaluates new initiatives in healthcare settings. Students reported that change management is important for their success as healthcare professionals. This program could easily be replicated. Ce projet consiste en programme novateur fondé sur une approche d'apprentissage mixte visant à offrir une formation de base en gestion du changement aux résidents en médecine familiale. Élaborée par une équipe de professeurs experts du département de médecine familiale de l'Université du Manitoba, cette formation d'une durée de trois à quatre heures a permis aux résidents de se familiariser avec une approche de la gestion du changement qui consiste à planifier, à mettre en œuvre et à évaluer systématiquement de nouvelles initiatives en milieu clinique. Les étudiants estiment que la gestion du changement est un facteur important pour leur réussite en tant que professionnels de la santé. Ce programme peut aisément être reproduit ailleurs.

Evaluating Diabetes Group Medical Visits in a Family Medicine Residency Program.

Group medical visits (GMV) have been shown to improve metrics in patients with type 2 diabetes mellitus (DM). Overlook Family Medicine, a teaching residency program, anticipated that medical residents trained in the GMV model of care by interdisciplinary team members may improve cholesterol, HbA1C, BMI, and blood pressure in patients. The objective of this study was to compare metrics between group 1: GMV patients with DM whose primary care provider (PCP) was an attending physician/nurse practitioner (NP) and group 2: GMV patients with DM whose PCP was a family medicine (FM) medical resident receiving GMV training. We seek to provide guidance on implementation of GMV in residency teaching practices. We performed a retrospective analysis to evaluate total cholesterol, LDL, HDL, TG, BMI, HbA1C, and BP in GMV patients between 2015-2018. We used a t test to compare outcomes between the two groups. Diabetes training was provided to family medicine residents by an interdisciplinary team. There were 113 patients enrolled in the study: 53 in group 1 and 60 in group 2. There was a statistically significant decrease in LDL and triglycerides, and an increase in HDL in group 2 (P<.05). There was a clinically significant decrease in HbA1C in group 2 (-0.56, P=.0622). Sustainability of GMV can be achieved with a champion diabetes education specialist. Interdisciplinary team members are integral in training residents and addressing patients' barriers. GMV training should be incorporated into family medicine residency programs to improve metrics for patients with diabetes. FM residents who received interdisciplinary training had improved metrics in GMV patients compared to patients whose providers did not. Therefore, GMV training should be incorporated into family medicine residency programs to improve metrics for patients with diabetes.

An Education Program for Local Community Residents on How to Cultivate Community Supporting Spirit in the Face of Bereavement

目的：地域住民を対象とした「死別を支える地域コミュニティ」形成に向けた教育プログラムを作成し，試行・評価することを目的とした．

International Learner Perceptions, Educational Value, and Cost Associated With the Use of Start-to-Finish Surgical Simulation Compared With Cadaveric Models.

Graduate surgical education is highly variable across regions and institutions regarding case volume and degree of trainee participation in each case. Dedicated educational curriculum using cadaveric tissue has been shown to enhance graduate surgical training, however with associated financial and utility burden to the institution. To investigate the utility of educational and cost applications of a novel method of combining mixed organic hydrogel polymers and 3-dimensional printed anatomic structures to create a complete "start-to-finish" simulation for resident education in spinal anatomy, instrumentation, and surgical techniques. This qualitative pilot study investigated 14 international participants on achievement of objective and personal learning goals in a standardized curriculum using biomimetic simulation compared with cadaveric tissue. A questionnaire was developed to examine trainee evaluation of individual anatomic components of the biomimetic simulators compared with previous experience with cadaveric tissue. A total of 210 responses were acquired from 14 participants. Six participants originated from US residency education programs and 8 from transcontinental residency programs. Survey results for the simulation session revealed high user satisfaction. Score averages for each portion of the simulation session indicated learner validation of anatomic features for the simulation compared with previous cadaveric experience. Cost analysis resulted in an estimated savings of $10 833.00 for this single simulation session compared with previous cadaveric tissue sessions. The results of this study indicate a strong potential of establishing biomimetic simulation as a cost-effective and high-quality alternative to cadaveric tissue for the instruction of fundamental spine surgical techniques.

Pharmacy resident research programming at a community health system: Challenges, quality improvement, and outcomes

AbstractIntroductionNumerous barriers exist to providing high‐yield pharmacy resident research programming, especially at community health systems where research expertise and resources may be limited.ObjectivesTo describe a feasible educational program structure that other community health system pharmacy residency programs could implement to improve resident research and scholarship skills, and to explore the impact of the programming on indicators of resident preparedness in research activities and system‐wide pharmacist scholarship.MethodsWe pursued a retrospective quality improvement study of a single community health system's experience with implementing and refining a longitudinal pharmacy resident research educational program. The program began at a single site in 2017 and expanded to a system‐wide curriculum that now serves 22 residents annually across five hospitals. Structured as quarterly, system‐level, single‐day workshops, the educational program is designed to supplement and support site‐level rotations through hands‐on learning of high‐yield skillsets. Assessed indicators of program success included resident survey evaluations of perceived program value and resident preparedness, pharmacist performance in the annual enterprise‐wide research competition, and rate of system pharmacist‐authored publications.ResultsA refined pharmacy resident research program is described, including challenges and worked solutions to success. Residents consistently rate the value of the learning experience highly and endorse favorable readiness for future research endeavors after residency (modes of 4‐5 on 5‐point Likert scale). The percentage of pharmacist winners of the annual research competition increased from 9% in 2014 to 100% in 2022. The annual rate of pharmacist‐authored publications increased from 0 to 1 per year before 2014 to 17 in the calendar year 2021.ConclusionCommunity health‐system pharmacy residency programs can provide high‐yield educational programming to equip residents with desired research and scholarship skills through creative and collaborative solutions to identified barriers. Health systems may also realize broader scholarly outputs from pharmacists and preceptors by supporting and lateralizing pharmacy resident research programming.