Residency Training Experience Research Articles

Vascular Fellow and Resident Training Experience in Infrapopliteal Revascularization With Endovascular Procedures and Vein Bypass Operations During Training

Vascular Fellow and Resident Training Experience in Infrapopliteal Revascularization With Endovascular Procedures and Vein Bypass Operations During Training

The Residency Training Experience in Podiatric Medicine and Surgery

The podiatric medicine and surgery residency is currently characterized by 3 years of comprehensive training. Contemporary issues have recently influenced the direction of training in the profession of podiatric medicine. Formal investigation into the residency training experience has, nonetheless, been limited. The purpose of the present study was to conduct a learning needs assessment of podiatric residency training. An electronic survey was developed, with comparable versions for program directors and residents. The specific topics investigated included the use of minimum activity volume numbers, learning resources, duty hours, strengths and weaknesses of residents, motivation of hosting student externship positions, noncognitive residency traits, meetings between residents and directors, resident satisfaction, and director satisfaction. A total of 197 program directors nationwide were sent the survey electronically, and 109 (53%) responded. Of 230 residents receiving the survey, 159 (78%) responded. Several statistically significant differences, and notable similarities, were observed between the 2 groups encompassing many aspects of the survey. A majority opinion, among both directors and residents, was found that the use of procedural assessment tools might improve resident evaluation. The responding directors and residents agreed that the following 3 topics were weaknesses in podiatric training: practice management, biomechanics, and performing podiatric research. Direct feedback immediately after surgery was the most valuable learning resource reported by the residents. The results of our study reflect the current status of the podiatric medicine and surgery residency and could facilitate improvement in the residency training experience.

Emergency Medicine Resident Clinical Hours: A National Survey

BackgroundEmergency medicine (EM) residency programs have significant scheduling flexibility. As a result, there is potentially significant variation in scheduling practices. Few studies have previously sought to describe this variation. It is unknown how this affects training time in the emergency department. ObjectivesThe purpose of this study was to describe the current variation in clinical training practices through clinical hour, shift length, and rotation survey data. MethodsA 21-item questionnaire was distributed to all allopathic EM training programs utilizing an online survey during the 2011–2012 academic year. Questions included demographic data, number of EM rotations per year, shifts, average hours, shift length, and scheduling practices. ResultsA total of 122 responses were received and 82 programs were analyzed (51.6% of 159 allopathic programs). EM residents work, on average, 45.50 h per week. Postgraduate year 1–3 programs utilizing 28-day schedules averaged two additional EM rotations and 338.2 more clinical EM hours compared with calendar-month rotations. The residents of 4-year programs work approximately 1300 additional hours during residency, with an average of 1279.26 h and 7.9 clinical EM rotations in the fourth year. Clinical hour ranges of 2670–5112 and 4248–6113 were observed for 3-year and 4-year programs, respectively. ConclusionsThere are different scheduling modalities used to create resident schedules. This flexibility results in a large amount of diversity in scheduling practices, with certain patterns allowing for significantly more clinical time. This may result in a vastly different training experience for EM residents.

Research Training Among Pediatric Residency Programs

The Accreditation Council for Graduate Medical Education (ACGME) states that "residents should participate in scholarly activity." However, there is little guidance for effectively integrating scholarly activity into residency. This study was conducted to understand how pediatric residency programs meet ACGME requirements and to identify characteristics of successful programs. The authors conducted an online cross-sectional survey of all pediatric residency program directors in October 2012, assessing program characteristics, resident participation in scholarly activity, program infrastructure, barriers, and outcomes. Multivariate logistic regression was used to identify characteristics of programs in the top quartile for resident scholarly activity participation. The response rate was 52.8% (105/199 programs). Seventy-seven (78.6%) programs required scholarly activity, although definitions were variable. When including only original research, systematic reviews or meta-analyses, and case reports or series with references, resident participation averaged 56% (range 0%-100%). Characteristics associated with high-participation programs included a scholarly activity requirement (odds ratio [OR] = 5.5, 95% confidence interval [CI] = 1.03-30.0); program director belief that all residents should present work regionally or nationally (OR = 4.7, 95% CI = 1.5-15.1); and mentorship by >25% of faculty (OR = 3.6, CI = 1.2-11.4). Only 47.1% (41) of program directors were satisfied with resident participation, and only 30.7% (27) were satisfied with the quality of research training provided. The findings suggest that resident scholarly activity experience is highly variable and suboptimal. Identifying characteristics of successful programs can improve the resident research training experience.

Perceptions, Training Experiences, and Preferences of Surgical Residents Toward Laparoscopic Simulation Training: A Resident Survey

Simulation training for surgical residents can shorten learning curves, improve technical skills, and expedite competency. Several studies have shown that skills learned in the simulated environment are transferable to the operating room. Residency programs are trying to incorporate simulation into the resident training curriculum to supplement the hands-on experience gained in the operating room. Despite the availability and proven utility of surgical simulators and simulation laboratories, they are still widely underutilized by surgical trainees. Studies have shown that voluntary use leads to minimal participation in a training curriculum. Although there are several simulation tools, there is no clear evidence of the superiority of one tool over the other in skill acquisition. The purpose of this study was to explore resident perceptions, training experiences, and preferences regarding laparoscopic simulation training. Our goal was to profile resident participation in surgical skills simulation, recognize potential barriers to voluntary simulator use, and identify simulation tools and tasks preferred by residents. Furthermore, this study may help to inform whether mandatory/protected training time, as part of the residents' curriculum is essential to enhance participation in the simulation laboratory. A cross-sectional study on general surgery residents (postgraduate years 1-5) at Yale University School of Medicine and the University of Toronto via an online questionnaire was conducted. Overall, 67 residents completed the survey. The institutional review board approved the methods of the study. Overall, 95.5% of the participants believed that simulation training improved their laparoscopic skills. Most respondents (92.5%) perceived that skills learned during simulation training were transferrable to the operating room. Overall, 56.7% of participants agreed that proficiency in a simulation curriculum should be mandatory before operating room experience. The simulation laboratory was most commonly used during work hours; lack of free time during work hours was most commonly cited as a reason for underutilization. Factors influencing use of the simulation laboratory in order of importance were the need for skill development, an interest in minimally invasive surgery, mandatory/protected time in a simulation environment as part of the residency program curriculum, a recommendation by an attending surgeon, and proximity of the simulation center. The most preferred simulation tool was the live animal model followed by cadaveric tissue. Virtual reality simulators were among the least-preferred (25%) simulation tools. Most residents (91.0%) felt that mandatory/protected time in a simulation environment should be introduced into resident training protocols. Mandatory and protected time in a simulation environment as part of the resident training curriculum may improve participation in simulation training. A comprehensive curriculum, which includes the use of live animals, cadaveric tissue, and virtual reality simulators, may enhance the laparoscopic training experience and interest level of surgical trainees.

Child Welfare Training in Child Psychiatry Residency: A Program Director Survey

This study surveys child psychiatry residency program directors in order to 1) characterize child welfare training experiences for child psychiatry residents; 2) evaluate factors associated with the likelihood of program directors' endorsing the adequacy of their child welfare training; and 3) assess program directors' familiarity with some existing child welfare training and information resources. Program directors of American College of Graduate Medical Education (ACGME)-accredited child psychiatry residency programs were surveyed anonymously. Participants characterized their program's child welfare training curriculum and indicated their awareness of selected child welfare information and training resources. In all, 68% of program directors responded; 90% of respondents indicated that their residents encounter child welfare-involved youth very frequently or frequently. Just over half of the respondents reported inadequate training materials, and half were aware of at least one of the three queried child welfare information resources. However, nearly 40% of respondents who were familiar with the queried child welfare resources still reported having inadequate training materials. Respondents with adequate training materials were more likely to classify their program as devoting enough time to child welfare training. Respondents at sites that spent less than 5 hours on non-didactic child welfare training during residency were more likely to indicate that not enough time was spent on training. The findings of this study suggest that increasing child psychiatry program director awareness of existing child welfare information resources and providing 6-or-more hours of non-didactic child welfare training, two feasible and relatively low resource actions, may improve child welfare training in child psychiatry residencies.

A Preliminary Report on the Initiation of a Clinical Research Program in an Orthopaedic Surgery Department: Roadmaps and Tool Kits

A formal research program enhances resident training experience, productivity and hones critical appraisal skills. This initiative sought to investigate if an academic orthopaedic surgery department could implement a clinical research program, with the goal of increasing resident scholarly activity, a requirement of the Resident Review Committee, and achieve a parallel aim of enhancing the research focus of faculty. A multifaceted intervention including a needs assessment, appropriation of dedicated research staffing, development of tracking tools and policies, and a formalized research curriculum, followed by additional research time for residents was planned and implemented. The impact of all of these efforts is measured with specific outcomes, pre and post implementation. The North Shore-LIJ Orthopaedic Surgery Department is a high volume clinical and education program with 17 fulltime core faculty and 18 residents at 2 tertiary hospitals. Residents were the focus of the intervention. The participation of faculty as principal investigators and sponsors was a key component to ensure success. The following outcomes were observed post intervention: increases in institutionally-required research training for faculty/residents, number of IRB protocols submitted, abstracts submitted to national meetings, percentage of time faculty report they spend on research activities, additional hours allocated to the new Department sponsored research curriculum and an additional research rotation for trainees. The official inception of a formalized program (2012) with a structured research process, invigorated faculty and trainees to formulate clinical research inquiries, generate hypotheses, create protocols and design and implement protocols. Structured tools, an experienced clinical research "champion" and commitment from departmental leadership were demonstrated as effective in transforming the focus of a clinical department into one with a nascent clinical research program, with demonstrable outcomes.

Comparison of virtual microscopy and glass slide microscopy among dermatology residents during a simulated in‐training examination

Virtual microscopy is increasingly being used in dermatopathology educational settings. The objective is to evaluate diagnostic accuracy and attitudes between virtual microscopy and traditional glass slide microscopy among dermatology residents. A 48-question dermatopathology examination was administered to 35 dermatology residents at three different dermatology residency training sites during the 2011-2012 academic year with half (n = 24) of the questions using the gold standard of glass slide microscopy and half (n = 24) using whole, scanned virtual slides. Correct number of questions using glass slides and virtual slides was evaluated. Participants were surveyed regarding previous experience with digital slide imaging; quality, ease of use, and speed of slide review; and overall microscopy preferences. Overall, diagnostic accuracy was better with glass slides than virtual slides (p = 0.01). However, no statistically significant difference was found in diagnostic accuracy of first-year trainees (p > 0.99) or trainees with exposure to virtual microscopy greater than two times per month (p = 0.27). There was no overall personal preference for glass slide vs. virtual microscopy. Different cases and questions were used for glass slides and virtual microscopy. Diagnostic accuracy with virtual microscopy is dependent on year of residency training and prior experience with virtual microscopy.

Surgical Residency and Attrition: Defining the Individual and Programmatic Factors Predictive of Trainee Losses

Voluntary resident attrition remains problematic despite recent changes in postgraduate general surgery training, including reduction of work hours. We conducted a prospective study of all postgraduate year (PGY)-1 and -2 trainees on the 2008 American Board of Surgery resident roster (ABS-RR) who completed the National Study of Expectations and Attitudes of Residents in Surgery (NEARS) survey after the American Board of Surgery In-Training Examination (ABSITE) in 2008 or 2009. Among 2,222 PGY-1 and -2 residents on the 2008 ABS-RR, 2,033 completed the NEARS survey in 2008 or 2009 (91.5%). The only demographic or programmatic variables associated with voluntary attrition on univariate analysis were PGY-1 status (9.4% risk vs 4.5% risk for PGY-2, p < 0.001) and program location (p = 0.03). Response differences (p < 0.01) were noted in 23 survey items. In multivariate modeling, PGY-2 status was protective against voluntary attrition (p < 0.001, hazard ratio [HR] 0.41), while programs located outside of the South (Northeast: p = 0.006, HR 2.39; Midwest: p = 0.01, HR 2.37; West: p = 0.10, HR 1.76) were associated with higher attrition. The attrition group more frequently reported that they had considered leaving training (p < 0.001, HR 2.59), that the personal cost of training was too great (p < 0.001, HR 2.89), that they were dissatisfied with their operative experience (p = 0.002, HR 1.89), and that they were not committed to completing their training (p < 0.001, HR 3.96). Using the estimated regression coefficient for each variable in the multivariate models, we calculated a risk score for individual residents; these scores were used to construct covariate-adjusted survivorship functions. Resident attitudes, PGY-1 status, and program location are most frequently associated with voluntary attrition. Our risk score calculation represents a novel potential tool for programs to quantify deficiencies in the training experience of residents, and develop targeted strategies to limit disaffection and improve resident retention.

Residency Factors That Influence Pediatric In-Training Examination Score Improvement

The goal of this study was to determine which measurable factors of resident training experience contribute to improvement of in-training examination (ITE) and certifying examination (CE) scores. This is a descriptive retrospective study analyzing data from July 2003 through June 2006 at a large academic pediatric training program. Pediatric categorical residents beginning residency in July 2003 were included. Regression analyses were used to determine if the number of admissions performed, core lectures attended, acute care topics heard, grand rounds attended, continuity clinic patients encountered, or procedures performed correlated with improvement of ITE scores. These factors were then analyzed in relation to CE scores. Seventeen residents were included in this study. The number of general pediatric admissions was the only factor found to correlate with an increase in ITE score (P = .04). Scores for the ITE at pediatric levels 1 and 3 were predictive of CE scores. No other factors measured were found to influence CE scores. Although all experiences of pediatric residents likely contribute to professional competence, some experiences may have more effect on ITE and CE scores. In this study, only general pediatric admissions correlated significantly with an improvement in ITE scores from year 1 to year 3. Further study is needed to identify which elements of the residency experience contribute most to CE success. This would be helpful in optimizing residency program structure and curriculum within the limitations of duty hour regulations.

Computerised provider order entry and residency education in an academic medical centre

Many academic medical centres (AMCs) have introduced institutional policies, changed processes of care and implemented new technologies to improve health care quality. The impact of such changes on medical education has received little attention. We examine the impact of computerised provider order entry (CPOE) on the educational experiences of medical trainees who work and train in AMCs. We conducted semi-structured interviews of postgraduate trainees and attending physicians in internal medicine at five AMCs (two with CPOE, three without CPOE). Trainees routinely rotate from CPOE to non-CPOE AMCs, whereas some attending physicians work at both types of AMC and are therefore well positioned to reflect on differences between CPOE and non-CPOE learning environments. Data collection and analysis used grounded theory methods. We sampled purposively until we achieved theoretical saturation. Our study included 11 residents and six attending physicians. Computerised provider order entry had both positive and negative impacts on five aspects of postgraduate training: (i) learning (better for medication interactions and availability of learning resources; worse for learning medication doses); (ii) teaching (more medication information available to enhance case discussions; fewer face-to-face teaching opportunities); (iii) feedback (improved ability to observe medication ordering behaviours to inform feedback; less provision of direct feedback); (iv) clinical supervision (facilitates efficient and safe supervision from a distance; may impede trainee independence), and (v) trainee assessment (increased opportunity to assess clinical decision-making and organisational skills). We identify five key educational themes that are positively and negatively impacted by CPOE. These themes form a conceptual framework that could be applied to define the educational impact of other health care quality and patient safety practices. This will help educators to identify educational opportunities and protect the safety of the training experience of residents in AMCs.

Pediatric Training and Career Intentions, 2003–2009

To examine trends in pediatric residents' training and job search experiences from 2003 through 2009. Annual national random samples of 500 graduating pediatric residents from 2003 through 2005 and 1000 from 2006 through 2009 were surveyed. Responses were compared across years to identify trends. We examined resident demographics, training, satisfaction, career intentions, and job search experiences. Overall response rate was 61%. Between 2003 and 2009, there was an increase in the proportion of female graduating pediatric residents (69%-75%), residents from international medical schools (15%-23%), and levels of educational debt among the subgroup of residents with debt ($139 945 in 2003 to $166 972 in 2009). Residents consistently reported (>90% of residents) that they would choose pediatrics again if they had the choice. By 2009, the majority was very satisfied with the quality of their training in most areas, with ratings improving across years in caring for children with special health care needs, evidence-based medicine, and using information technology in practice. Although primary care remained the most common clinical practice goal, there was a modest decline in interest in primary care practice across survey years, whereas interest in subspecialty practice increased. Residents accepting both general pediatric practice and hospitalist positions reported less difficulty in their job search over time. Despite continually changing demographics of pediatric training programs, residents overall remain very satisfied with their decision to become pediatricians. Pediatricians continue to face difficult financial challenges associated with rising debt, but they also report increasing job search success.

Factors Used by Program Directors to Select Obstetrics and Gynecology Fellows

To describe the factors and attributes that obstetrics and gynecology fellowship directors use in selecting applicants for interview and ranking. Anonymous questionnaires were completed by obstetrics and gynecology fellowship directors using a web-based survey (adapted from a previously published questionnaire) before match day 2011. Fellow selection practices were evaluated and included importance of prematch preparations, screening of applications, interview processes, and recommendations given to applicants. Fellowship directors were asked to grade selection factors based on a 5-point Likert-like scale (ranging from 1 being unimportant to 5 being essential). A total of 187 fellowship directors representing programs accredited by the American Board of Obstetrics and Gynecology, Inc. were surveyed, and 124 completed the survey (66% response rate). The factors in prematch preparations that 99-100% of program directors found in the essential to important range were a high-quality obstetrics and gynecology residency training program and experience with clinical research during residency or with clinical research after residency. Surgical experience was valued more by gynecologic oncologist respondents than by other subspecialty respondents, although this statistic did not reach statistical significance (P=.08). Education pedigree and research experience are important factors considered by fellowship directors when selecting fellowship applicants. For applicants, these data will allow for a critical self-analysis before applying or interviewing.

The more things change the more they stay the same: a case report of neurology residency experiences

This study compared the neurology residency training experience for a single neurology resident at the University of Pennsylvania from the years 2002-2005. The prevalence of encounters seen during this residency was compared to the prevalence of neurological disorders typically observed by ambulatory neurologists in the United States (US). A total of 1,333 patients were evaluated during this residency. Ischemic stroke/transient ischemic accident, epilepsy, metabolic encephalopathy, peripheral neuropathy, and multiple sclerosis were the most common neurological disorders observed. The four most common reasons for an outpatient visit to a neurologist (i.e., headache/migraine, epilepsy, cerebrovascular disease, and peripheral neuropathy) typically account for approximately 49-55% of all appointments, but only contributed to approximately 40% of patient encounters during this neurology residency. While these results reflect the encounters of a single neurology resident, both the total number and distribution of neurological diagnoses were similar to previous experiences over two decades ago at US academic medical centers despite significant changes in health care delivery and policy. This case report demonstrates that neurology residency programs continue to overemphasize acute management of inpatient neurological disorders compared to outpatient care of more prevalent neurological complaints. Additional measures could be instituted to ensure a broader range of experiences during residency (i.e., online resident log). These methods could allow residency coordinators to identify certain areas of deficiency with regards to exposure to patients for a resident and ensure greater competency during residency.

Best evidence calling for educational reform: will we do the right thing?

Best evidence calling for educational reform: will we do the right thing?

Effect of Program Type on the Training Experiences of 248 University, Community, and US Military-Based General Surgery Residencies

There is a paucity of research comparing resident training experiences of university, community, and military-affiliated surgical programs. We reviewed a cross-sectional national survey (NEARS) involving all US categorical general surgery residents (248 programs). Demographics and level of agreement regarding training experiences were collected. Statistical analysis included chi-square, ANOVA, and hierarchical logistic regression modeling (HLRM). There were 4,282 residents included (82.4% response rate). The majority (69%) trained in university programs. Types of programs differed by sex mix (p < 0.001), racial makeup (p = 0.005), marital status profile (p = 0.002), and parental status profile (p < 0.001). Community residents were most satisfied with their operative experience (community 84.5%, university 73.4%, military 62.4%; p < 0.001), most likely to feel their opinions are important (76.0% vs 69.4% vs 67.9%, respectively; p < 0.001), and least likely to believe attendings will think worse of them if residents asked for help with patient management (12.6% vs 15.9% vs 14.7%, respectively; p = 0.025). Military residents were least likely to report that surgical training is too long (military 7.4%, community 14.0%, university 23.8%; p < 0.001). On HLRM, community programs were independently associated with residents feeling their opinions are important (odds ratio [OR] 1.91; p < 0.001), and reporting satisfactory operative experience (OR 4.73; p < 0.001). Residents training at military programs (OR 0.23; p = 0.002) or community programs (OR 0.31; p < 0.001) were less likely to feel that surgical training is too long, or that attendings will think worse of them if asked for help with patient care (community OR 0.19; p < 0.001; military OR 0.27; p = 0.004). Residents at university, community, and military programs report distinct training experiences. These findings may inform programs of potential targeted strategies for enhanced support.

The Bariatric Surgery Resident Training Experience: Results of a National Resident Survey

The Bariatric Surgery Resident Training Experience: Results of a National Resident Survey

Sleep Medicine Clinical and Surgical Training during Otolaryngology Residency: A National Survey of Otolaryngology Residency Programs

Objective: The vast majority of otolaryngologists are involved in the medical and surgical care of patients with obstructive sleep apnea. ABOTO residency curriculum has quite extensive sleep medicine requirements. We sought to assess resident training experiences in adult sleep medicine and sleep surgery during their residency in the United States. Method: This Internet survey study was emailed to the program directors from 103 US Accreditation Council for Graduate Medical Education (ACGME)-approved otolaryngology residency programs in 2010. Results: A total of 47 (46%) program directors responded. Only 24% of programs had faculty members who spent more than 50% of their clinical time on adult sleep medicine/surgery. The majority of programs (65%) had total training time less than 0.6 month during the residency training. While most residents were well prepared in commonly performed procedures for OSA, the training on hypopharyngeal surgeries such as hyoid suspension (51%), tongue suspension (40%), and geniotubercle advancement (26%) were less adequate. Only 29% of programs taught their residents both the interpretation of the study report and the original sleep study data. Conclusion: This survey suggests that current residency training in adult sleep medicine and sleep surgery is suboptimal to keep residents up to date with the evolution in this field in the majority of otolaryngology programs. The teaching on the evaluation and various therapeutic approaches should be improved during residency training.

Sleep Medicine Clinical and Surgical Training during Otolaryngology Residency

The authors sought to assess the otolaryngology residency training experiences in adult sleep medicine and sleep surgery in the United States. Internet survey. US academic otolaryngology residency programs. This Internet survey was emailed to the program directors of 103 US Accreditation Council for Graduate Medical Education (ACGME)-approved otolaryngology residency programs in 2010. A total of 47 program directors responded, representing 46% of programs surveyed. In 59% of these programs, there was at least 1 faculty member with clinical practice dedicated to adult medicine. Most commonly, these clinicians spent less than 50% of their clinical time on adult sleep medicine. While most otolaryngology residents were reported being well trained in commonly performed procedures such as septoplasty and uvulopalatopharyngoplasty (UPPP), the training on hypopharyngeal or multilevel surgeries, such as partial glossectomy, tongue base resection, hyoid or tongue suspension, or geniotubercle advancement, was considered less frequent. The overall exposure to education regarding the interpretation of original data of laboratory-based sleep studies or portable home monitoring devices was infrequent. A significant portion of respondents indicated that they would like to expand their residents' exposure to adult sleep medicine and sleep surgery. This survey provides a starting point to further assess the rigor of sleep medicine/sleep surgery training in US residency programs. Continued assessment and strengthening of the current curriculum are crucial to keep residents up to date with this evolving field. This result calls attention to the importance of bolstering sleep medicine and surgery curriculum to meet the academic requirements of otolaryngology training.

Surgery and Global Public Health: The UNC‐Malawi Surgical Initiative as a Model for Sustainable Collaboration

Addressing global health disparities in the developing world gained prominence during the first decade of the twenty-first century. The HIV/AIDS epidemic triggered much interest in and funding for health improvement and mortality reduction in low- and middle-income nations, particularly in sub-Saharan Africa. Alliances between U.S. academic medical centers and African nations were created through the departments of internal medicine and infectious disease. However, the importance of addressing surgical disease as part of global public health is becoming recognized as part of international health development efforts. We propose a novel model to reduce the global burden of surgical diseases in resource poor settings by incorporating a sustained institutional surgical presence with our residency training experience by placing a senior surgical resident to provide continuity of care and facilitate training of local personnel. We present the experiences of the University of North Carolina (UNC) Department of Surgery as part of the UNC Project in Malawi as an example of this innovative approach.