Trainee Program Research Articles

Training satisfaction and future employment consideration among physician and nursing trainees at rural Veterans Affairs facilities in the United States during COVID-19: a time-series before and after study

The coronavirus disease 2019 (COVID-19) pandemic limited healthcare professional education and training opportunities in rural communities. Because the US Department of Veterans Affairs (VA) has robust programs to train clinicians in the United States, this study examined VA trainee perspectives regarding pandemic-related training in rural and urban areas and interest in future employment with the VA. Survey responses were collected nationally from VA physicians and nursing trainees before and after COVID-19 (2018 to 2021). Logistic regression models were used to test the association between pandemic timing (pre-pandemic or pandemic), trainee program (physician or nurse), and the interaction of trainee pandemic timing and program on VA trainee satisfaction and trainee likelihood to consider future VA employment in rural and urban areas. While physician trainees at urban facilities reported decreases in overall training satisfaction and corresponding decreases in the likelihood of considering future VA employment from pre-pandemic to pandemic, rural physician trainees showed no changes in either outcome. In contrast, while nursing trainees at both urban and rural sites had decreases in training satisfaction associated with the pandemic, there was no corresponding effect on the likelihood of future employment by nurses at either urban or rural VA sites. The study’s findings suggest differences in the training experiences of physicians and nurses at rural sites, as well as between physician trainees at urban and rural sites. Understanding these nuances can inform the development of targeted approaches to address the ongoing provider shortages that rural communities in the United States are facing.

The Transformation of Kizukai Habitus on Asian Trainee in Japan: Striving and Competition of Labor Market in ASEAN

In the 1990s, Japan faced a severe economic downturn known as the "Lost Decade." To address labor shortages and strengthen economic and political ties with developing nations, the Japanese government has initiated a trainee program to provide individuals from developing countries in Asia with the opportunity to gain work experience in Japan for three years. The research aims to explore the impact of Japan's trainee program on participants who left Japan between 2000 and 2010. Specifically, it investigates how these individuals adapt to Japanese society through the concept of ‘kizukai’ (empathy and concern for others) and examines their success in establishing businesses in their home countries. The research employs an ethnographic approach, utilizing direct interviews and a literature review. The ethnographic method, utilizing direct interviews with former trainees, offers qualitative insights into their social adaptation, business success, and engagement with Japanese cultural practices, enriching the understanding of their lived experiences. The literature review complements this by providing a theoretical framework, particularly Bourdieu's theories of habitus, field, and capital, to analyze the changes in trainees' behaviors and their impact on business practices. The research finds that many trainees have successfully integrated into Japanese society by internalizing Hiroyuki Inoue's concept of kizukai. This integration plays a significant role in their entrepreneurial success upon returning to their home countries, where they establish prosperous businesses. The findings suggest that while the trainee program has shortcomings, it contributes to strengthening international economic relations and offers lessons for improving future trainee programs.

A Novel Approach to Mentorship in Pediatric Cardiology: A Group for Women.

Gender disparities for female physicians in academic medicine are longstanding. Female pediatric cardiologists experience inequities in scholarship opportunities, promotion, leadership positions, and compensation. Mentorship groups have been successfully implemented in other subspecialities with promising results. We created a peer mentorship group for female pediatric cardiologists in the Northeast and completed a needs assessment survey of eligible participants. Our goal was to better understand the current challenges and identify resources to overcome these barriers. Our objectives were to (1) describe the creation of a novel mentorship program for female pediatric cardiologists and trainees in the Northeast United States, and (2) report the results of a formal needs assessment survey of all eligible participants. All female pediatric cardiology fellows and practicing pediatric and adult congenital heart disease specialists from 15 academic centers in New England were invited to join a free group with virtual meetings. A formal needs assessment survey was provided electronically to all eligible members. The vast majority of respondents agreed that the Women in Pediatric Cardiology (WIPC) group is a valuable networking and mentorship experience (90%) and would recommend this group to a colleague (95%). Members have witnessed or experienced inequities in a broad range of settings. Common challenges experienced by respondents include dependent care demands, lack of mentorship, inadequate research support, and inequitable clinical responsibilities. Resources suggested to overcome these barriers include mentorship, sponsorship, transparency in compensation, and physician coaching. Mentorship groups have the potential to address many challenges faced by women in medicine. The WIPC Northeast program provides a forum for community, collaboration, education, and scholarship.

Enhancement of Organizational Commitment among Management Trainee Graduates: The Influence of Training, Career Development, and Work-Life Balance Mediated by Work Motivation

Organizational commitment is a critical variable in reducing employee turnover intentions. Enhancing organizational commitment can be facilitated through factors such as training, career development, work-life balance, and work motivation. The objective of this research is to identify the significant direct impact of training, career development, and work-life balance on organizational commitment and work motivation, as well as to demonstrate the significant indirect impact mediated by work motivation between training, career development, and work-life balance on organizational commitment. This study was conducted on staff employees who are graduates of the Management Trainee program at Company Group X, with a sample size of 202 respondents, utilizing probability sampling techniques. The independent variables in this study include training (X1), career development (X2), and work-life balance (X3), while the mediating variable is work motivation (Z), and the dependent variable is organizational commitment (Y). The research data were analyzed using the Structural Equation Model-Partial Least Square (SEM-PLS) method with Likert scale measurements. The hypothesis testing results indicate a positive and significant influence of training (X1), career development (X2), work-life balance (X3), and work motivation (Z) on organizational commitment (Y), as well as a positive and significant influence of training (X1), career development (X2), and work-life balance (X3) on work motivation (Z). The indirect influence hypothesis test shows that training (X1), career development (X2), and work-life balance (X3) have a positive and significant effect on organizational commitment (Y) mediated by work motivation (Z).

Sustainability of an intervention for the prevention of substance use within Native American communities

The outcomes of this study revealed the importance of recruiting local Native American tribal community members as participants in an Adult Facilitator Trainee Program for a cultural based intervention, Intertribal Talking Circle (ITC), that addresses prevention of substance use among Native American youth. Survey results indicate that Native-Reliance (cultural identity) and self-efficacy increased among the trainees from base-line to 3-months post the training session. Themes emerged from qualitative interviews conducted with the participants that described their readiness to implement and sustain the Talking Circle intervention program within their tribal communities after the research project was completed.

Reimagining Initial Certification as a Process That Begins During Residency to Support Continuous Development Across Training and Practice.

In the United States, initial board certification remains focused on a high-stakes knowledge examination after completion of training. A more contemporary view supports a program of assessment that includes multiple types and sources of data with an emphasis on direct workplace observation to get the best picture of an individual's performance. In this article, the authors reimagine initial certification as a continuous assessment for learning that begins in residency, focuses on both knowledge acquisition and its application, and interdigitates intentionally with the first cycle of maintenance of certification to advance learning and smooth the transition from training to practice. A more expanded view of competence, as a 3-layered construct (canonical, contextual, and personalized), supports this proposal. Canonical competence (context-independent knowledge)-best assessed through examinations of knowledge-is most heavily weighted and assessed during medical school but remains critical throughout one's career. Contextual competence (context-dependent knowledge) is best assessed in the workplace and is key during residency and fellowship as trainees navigate a myriad of clinical work environments. Personalized competence, representing the totality of one's unique areas of expertise, is best demonstrated during the practice years when deliberate practice experience supports the growth of personalized expertise and discoveries that advance the field. Shifting initial board certification from relying on an anxiety-provoking, high-stakes, often single moment in time standardized examination to a nuanced approach that is part of an individual trainee's program of assessment offers a more just and robust decision about readiness for unsupervised practice. Such a model would also sow the seeds of meaningful individualization of learning needs that begins in training, continues through practice, and lays the foundation for improving the quality of care for patients within a given practice as well as shifting the current contiguous phases of training and practice into a true continuum.

Acquisition of key clinical communication skills through simulation-based education: findings from a program for postgraduate psychiatry trainees (ComPsych)

ObjectiveFew studies have investigated the maintenance of skills acquired in classroom-based clinician education. Using an advanced simulation-based clinical communication skill training program for postgraduate psychiatry education (ComPsych), we aimed to investigate skill acquisition through assessing changes in competence (abilities) and performance (practice).MethodsForty trainee psychiatrists (15 males; age range 26–48) participated. Video-recorded Standardized Patient Assessments (SPAs) were delivered twice pre- and post-training to assess learning. Skills were coded by independent psychologists using the Core Communication Skills (CCS) coding system. Simulated patients (SPs) rated trainees' communication performance using the Sim-Patient SPA checklist. Paired t-tests, linear mixed models and logistic mixed models assessed changes in communication skills over time.ResultsFor SPAs, reliability of coder ratings was deemed acceptable (ICC range 0.67 to 0.87). Mean post-training communication performance significantly increased for skills in agenda setting (p < 0.001), information organization (p < 0.001), empathic skills (p = 0.046), and overall skills performance (p = 0.001). Significant decreases for questioning skills were indicative of reduced reliance on these skills post-training. SPs rated all skillsets higher post-training. A modest relationship was detected between frequency (coded) and (SP-rated) quality of communication skills. Improvements in agenda setting and information organisation skills were retained ~ 6 weeks post-training.ConclusionsTraining improved patient-centered communication skills in psychiatry trainees, particularly skills in agenda setting and information organization, with skills retained ~ 6 weeks post-training. There was reduced reliance on questioning skills, which are well utilised generally. The study supports the benefits of this method of communication skills training into postgraduate psychiatry education.

Surgical Residency Training in Nigeria: An Audit Through the Lenses of the Trainee and Trainer

IntroductionResident doctors constitute an important workforce of the Nigerian healthcare system wherein they undergo structured training to become competent specialists in different fields of medicine. The aim of this survey was to audit the surgical residency training process, incorporating both the trainer's and the trainee's perspectives, with a view to improving both residency training and overall patient care. MethodsThis was a multicenter descriptive cross-sectional study involving consultant surgeons and surgical trainees in selected tertiary healthcare institutions in Nigeria. A link to an online semi-structured and pretested questionnaire was sent to study participants whose agreement to fill out the questionnaire was taken as implied consent for the study. The perception of respondents on key areas of surgical residency training like the quality of training, skill acquisition, mentorship, supervision, operative exposures, research, funding, didactic sessions, and work schedule was assessed using a Likert scale. Their perceived challenges to training and measures to improve the quality of training were recorded. Data were analysed using version 23 of the SPSS. ResultsA total of 127 participants (25 trainers and 102 trainees) were recruited with a mean age of 34.8 ± 3.5 y for the trainees and 47.5 ± 6.9 y for the trainers. The majority of both the trainers and trainees (72%, n = 18 and 93%, n = 96, respectively) were dissatisfied with the quality of surgical residency training in Nigeria with the trainers (88%, n = 22) and trainees (97.1%, n = 99) mostly agreeing that surgical training should be standardized across training centres in Nigeria. The trainees and trainers rated mentorship, research, funding, and overall quality of surgical residency training as inadequate, while most of the trainees and trainers rated supervision of trainees as adequate. The trainees predominantly identified poor training facilities as the most important challenge to surgical residency, followed by high clinical workload, while the majority of the trainers identified workplace bullying and high clinical workload as being the predominant factors. The nine-pronged recommendations by both the trainers and trainees to improve surgical training in Nigeria include mentorship program for trainees, funding of surgical residency training, provision of facilities and equipment for training, adequate supervision of trainees by trainers, job description and defined work schedule for trainees, health insurance of patients, overseas training of trainees during the residency program, improved remuneration of trainees, and adequate motivation of trainers. ConclusionsThe quality of surgical residency training in Nigeria is perceived as suboptimal by trainees and trainers. Perceived common challenges to surgical residency training include poor training facilities, workplace bullying, and high clinical workload. Adequate funding of surgical residency program, standardized mentorship, and training of trainees with improved remuneration of trainees and motivation of their trainers would enhance the overall quality of surgical residency training in Nigeria.

Initiation to patient partnership in mental health and psychiatry from initial training onwards

Introducing patient partnership in mental health and psychiatry to initial training is an innovative way of promoting recovery, while at the same time highlighting the undeniable contribution of peer support within healthcare teams, in order to accompany the people concerned. This is why Croix-Rouge Compétence Auvergne-Rhône-Alpes is developing a specific training program for trainees.

教育部供需对接就业育人项目优秀案例：河北经贸大学与华住酒店集团定向人才培养培训项目

河北经贸大学与华住酒店集团共同申报教育部供需对接就业育人项目，开展定向人才培养培训项目合作，重点在人才培养模式、校企合作模式、产教融合模式及就业引领模式等领域进行探索和创新。双方共同建设“华住数字文旅现代产业学院”，引进华住集团“领航计划”管培生项目，组建“华住英才班”，面向酒店业未来数字化转型升级发展需求，着力培养酒店数字化运营管理本科人才。双方秉承“为学生创造优质成长平台，为企业培育优秀商科人才”的人才培养目标，注重对于学生的价值引领和职业赋能，创新“订单培养－管培模式－企业授课－顶岗实践－定向就业－职业引领”的校企协同培养模式，构建基于校企生与产学研一体化的“MT-PM”职业愿景引领体系，取得了丰富的项目成果及创新经验，于2023年12月获评“教育部供需对接就业育人项目优秀案例”（全国共35项）。 Hebei University of Economics and Business and H World Hotel Group jointly applied for the Ministry of Education's supply and demand matching employment and education project, carried out targeted talent cultivation and training project cooperation, focusing on the exploration and innovation in the fields of talent training mode, school-enterprise cooperation mode, industry-education integration mode and employment guidance mode. The two sides jointly built the “H World Digital Culture and Tourism Modern Industry College”, introduced the “Navigation Program” management trainee program of H World Group, set up the “H World Class of Excellent talents”, aiming at the future digital transformation and upgrading development demand of the hospitality industry, and focused on cultivating undergraduate talents of hotel digital operation and management. Adhering to the talent training goal of “creating excellent growth platforms for students and cultivating excellent business talents for enterprises”, the two sides paid attention to the value guidance and occupational empowerment of students, innovated the school-enterprise collaborative cultivation mode of “order training - management training - enterprise teaching - internship practice - targeted employment - occupation guidance”, and construct a “MT-PM” career vision guidance system based on the integration of school-enterprise-student and industry-university-research, which achieved rich project results and innovative experience, and was awarded as the “Outstanding Case of Supply and demand matching Employment and Education Project of the Ministry of Education” (a total of 35 cases in China) in December 2023.

Effectiveness of Strategy-Focused Training in Colorectal Endoscopic Submucosal Dissection: A Retrospective Observational Study.

Colorectal ESD, an advanced minimally invasive treatment, presents technical challenges, with globally varying training methods. We analyzed the learning curve of ESD training, emphasizing preoperative strategies, notably gravity traction, to guide ESD instructors and trainee programs. This retrospective study included 881 cases guided by an experienced supervisor. Six trainees received "strategy-focused" instruction. To evaluate the number of ESD experiences in steps, the following phases were classified based on ESD experiences of each trainees: Phase 0 (0-50 ESD), Phase 1 (51-100 ESD), Phase 2 (101-150 ESD), and Phase 3 (151-200 ESD). Lesion background, outcomes, and safety were compared across phases. Factors contributing to technical difficulty in early (Phase 0 and 1) and late phases (Phase 2 and 3) were identified, along with the utility of traction ESD with device assistance. Treatment outcomes were favorable, with 99.8% and 94.7% en bloc resection and curative resection rates, respectively. Approximately 90% self-completion rate could be achieved after experiencing about 50 cases (92.7% in Phase 1), signifying proficiency growth despite increased case difficulty. In early phases, factors such as left-sided colon, LST-NG morphology, and severe fibrosis pose challenges. In late phases, LST-NG morphology, mild and severe fibrosis remained significant. Traction-assisted ESD, utilized in 3% of cases, comprised planned (1.1%) and rescue (1.9%) methods. Planned traction aided specific lesions, while rescue traction was common in the right colon. "Strategy-focused" ESD training consistently yields successful outcomes, effectively adapting to varying difficulty factors in different proficient stages.

Hotel Management Trainee Programs: Are They Effective?

Management trainee programs (MTPs) are leadership and management development initiatives used by hotels to develop talent, reduce turnover rates, and manage the succession of managerial positions. The effectiveness of these programs is paramount as the benefits of MTPs can greatly impact the success of a hotel. Therefore, evaluating the effectiveness of MTPs is an integral part of human resource practices. An ineffective program may lead to hotel objectives not being met, notably, negative financial consequences for the hotel. Four current MTPs in the hotel industry were assessed to identify common factors of these programs. The programs are targeted to potential hotel employees who recently graduated with an undergraduate degree in hospitality or tourism-related programs. Finally, the possible consequences of an ineffective MTP are explored through the examination of a dilemma at The Pegassoo Hotel in Rhodes, Greece.

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Essential elements for a nationwide remote pharmacy trainee mentoring program: An opinion of the Ambulatory Care Practice and Research Network of the American College of Clinical Pharmacy

AbstractMentorship is vital for pharmacy trainees to develop professional skills and networks. This paper aims to share the development and implementation of a national remote mentorship program for pharmacy trainees within the American College of Clinical Pharmacy Ambulatory Care Practice and Research Network. We offer recommendations for developing a similar program within organizations emphasizing the program's framework as a resource for similar initiatives. The following key recommendations are proposed to enhance mentorship programs: (1) Program flexibility for tailored interactions; (2) Effective mentor–mentee matching through comprehensive data collection; and (3) Strong, early communication to maintain participant engagement. These strategies are crucial for successfully developing remote mentorship programs in professional pharmacy organizations, as evidenced by limited reports in the current literature.

Trainee Program in SAGE Automotive Interiors and Asahi Kasei CVC, USA

Trainee Program in SAGE Automotive Interiors and Asahi Kasei CVC, USA

Culture as a Hiring Criterion: Systemic Discrimination in a Procedurally Fair Hiring Process

Criteria used in hiring workers often do not reflect the skills required on the job. By comparing trainee performance for newly hired workers conditional on competitive civil service examination scores for hiring French public sector workers, we test whether women and men with the same civil service examination score exhibit similar performance in a job-related trainee programme. Both the civil service examination and trainee scores contain anonymous and non-anonymous components that we observe separately. We find that by the end of the trainee programme (first year of employment), women are outperforming men on both anonymous written and non-anonymous oral evaluations, a finding that holds both conditionally and unconditionally for the civil service examination results. According to further analysis, however, it is the anonymously graded “essay on common culture” civil service examination that, unlike the other CSE components, disadvantages women in this particular context.

Retention of graduate trainee programmes: a case study of Hilton’s Elevator fast-track to general manager graduate programme

ABSTRACT Developing a talent pipeline through the design of graduate programmes has become a notable trend in the hospitality industry. This trend aims to address skilled labour shortages and alleviate high staff turnover rates. This study examines the impact of career development challenges on individuals’ behaviour concerning their aspiration to become and stay as a hotel general manager. Semi-structured interviews were used to gather primary qualitative data. Data analysis involved grounded theory coding techniques employed for data analysis, offering insights into respondents’ perspectives and experiences. The findings highlighted the relationship between career development and the elements of attitude, subjective norms and perceived behavioural control, particularly concerning individuals’ commitment to the general manager career path. various career development obstacles and facilitations were found to influence these attitudes. Moreover, career development emerged as a pivotal organisational factor in participants’ decision to stay on the general manager career trajectory. These findings enriched the understanding of career development in graduate trainee programmes in the hospitality industry, offering insights into talent management practices for retaining programme graduates and increasing programme efficiency.

Training Psychology and Psychiatry Diversity Dialogue Facilitators.

This article describes a Diversity Dialogue Facilitator Training Program for Trainees, an innovative project that prepares psychology and psychiatry learners to facilitate diversity dialogues with healthcare professionals (i.e., clinical and research faculty, staff, and learners) in academic healthcare settings. Through participating in this program, trainees learn to facilitate discussions in which participants reflect upon oppression, discrimination, and disparities; explore their biases; connect and exchange views with colleagues regarding challenging societal events; and delineate action steps for advancing equity, inclusion, social responsivity, and justice in their professional and personal lives. After outlining contextual factors that informed project development, implementation, and dissemination, the iterative process of creating and implementing the training curriculum is detailed, with the aim of offering a model for other academic health center-based training programs interested in establishing a similar initiative. Lessons learned also are shared with the hope of contributing to future efforts to advance training in diversity dialogue facilitation and expand the role of psychologists in medical settings.

Using a novel virtual-reality simulator to assess performance in lumbar puncture: a validation study

BackgroundA lumbar puncture procedure’s success depends on a competent physician minimizing the risk of failing to get a sample and avoiding complications such as post-dural headache. A new virtual-reality simulator might be helpful in deciding when a physician is competent to perform lumbar puncture. We aimed to investigate validity evidence for a simulator-based test in lumbar puncture and establish a pass/fail standard to allow a mastery learning training program.MethodsValidity evidence was investigated using Messick’s framework by including participants who were novices, intermediates, or experienced in lumbar puncture. Each participant performed two lumbar puncture procedures on the simulator, and fifty-nine predefined simulator metrics were automatically recorded. Cronbach’s alpha was used to explore internal consistency reliability. Intergroup comparisons were made using independent sample t-tests with Tukey’s correction for multiple comparisons. The learning effect was explored using paired sample t-test analysis, and a pass/fail standard was established using the contrasting groups’ method.Results73 novices, 18 intermediates, and 19 physicians performed the test resulting in a total of 220 procedures. 25 metrics (42.4%) had good discriminatory ability, and the reliability of these metrics was good, Cronbach’s α = 0.81. The experienced physicians were significantly better than the novices (18.3 vs. 13.3, p < 0.001), and the pass/fail standard was established at 16 points. This standard resulted in 22 (30.1%) novices passing (i.e., false positives) and 5 (26.3%) physicians failing (i.e., false negatives).ConclusionThis study provides validity evidence for a simulator-based test of lumbar puncture competence. The test can help ensure basic competence at the end of a simulation-based training program for trainees, i.e., a mastery learning training program.

Perspectives of ChatGPT for Teachers Trainee Programs in Designing STEM Lesson

Perspectives of ChatGPT for Teachers Trainee Programs in Designing STEM Lesson