Years Of Residency Training Research Articles

Impact of COVID-19 Pandemic on Training and Well-Being in Radiology Residency: A National Survey of Diagnostic Radiology Trainees in Saudi Arabia

To understand and report the perceived impact of the COVID-19 pandemic on radiology residents in Saudi Arabia with respect to their education, clinical activities, and personal well-being. The survey questionnaire was designed by a team of experts based on a review of the literature and was distributed electronically through the Saudi Commission for Health Specialties to residents registered in all radiology residency training programs in Saudi Arabia during the academic year 2019 to 2020. Categorical variables were presented as counts and percentage. Numerical variables were presented as mean and standard deviation if normally distributed. Chi-square testing was used to compare categorical variables with the perceived impact of the COVID-19 pandemic. Spearman correlation was used to correlate numerical variables at the level of significance p-value < 0.05. A total of 109 residents completed the online survey during the study period, with a response rate of 32.2% (109/337). The mean age was 27.3 years (standard deviation, 1.86). The majority of respondents (71.5%, 78/109) reported either a severe or moderate negative impact on educational activities. Also, the majority (73.4%, 80/109) reported either a minimal or moderate negative impact on clinical activities. Residents training in the western province perceived a statistically higher negative impact on educational activities compared to their peers in other regions (p = 0.01). Residents in their second year of residency training perceived a statistically higher negative impact on their participation in clinical activities (p = 0.014). Less than half of the respondents (45.9%, 50/109) reported that they were redeployed to work in another department. The majority (80%, 40/50) reported a negative impact on their well-being. The majority of radiology residents in Saudi Arabia reported a negative impact of the COVID-19 pandemic on their education, clinical activities, and personal well-being. Our study also identified and explored some of the innovative solutions and strategies implemented by the training programs and the SCFHS to mitigate the negative effects on trainees.

Hot off the press: Diagnostic testing differences between advanced practice providers and physicians.

Emergency departments (EDs) increasingly incorporate advanced practice providers (APPs), including physician assistants and nurse practitioners, into their staffing models.1, 2 APPs receive different medical education and training than emergency physicians. Notably, the required length of training in the United States is approximately 2 years for APPs compared with 7 years (4 years of medical education followed by 3–4 years of residency training). Some have postulated that differences in training may increase diagnostic test utilization and hospital admission among APPs. Given the significant burden of diagnostic evaluation on health care costs, discrepancies in testing could have important impacts. This is an observational cohort study that analyzes 3 years of data from approximately 90 EDs, including 663,599 patient visits for chest pain and 946,042 patient visits for abdominal pain.3 The authors used inverse propensity score weights to adjust for measured confounders in the assignment of a visit to an APP or physician. The primary outcomes assessed were laboratory tests, electrocardiograms, imaging studies, and hospital admissions. Observational studies have several limitations, most notably, the existence of both measured and unmeasured confounders. In this study, the authors used propensity scores in an attempt to mitigate the impact of unmeasured confounders. This included clinician-level variables (e.g., time in practice), patient-level variables (e.g., age, sex, insurance, Emergency Severity Index [ESI] level), and visit-level variables (e.g., time of day, day of week). Despite this statistical adjustment, it is possible that other variables that could not be accounted for influenced the diagnostic evaluation or admission rates. Additionally, the two chief complaints evaluated in this study, chest pain and abdominal pain, often have somewhat protocolized evaluations. Often adults with chest pain are evaluated to exclude acute coronary syndromes, pulmonary embolism, or aortic dissection. Diagnostic evaluation including blood work, electrocardiogram, and chest radiographs are often initiated by nursing protocols. Thus, it may not be surprising to find no significant difference between groups. Overall, physicians saw more patients over age 55 (28.1% vs. 17.4% for abdominal pain, 46.2% vs. 29.2% for chest pain) and more patients triaged as an ESI level 2 (7.6% vs. 2.9% for abdominal pain, 47.4% vs. 30.1% for chest pain). After adjustment, the average treatment effect of APP management on the probability of common laboratory, radiology, and hospital admission orders demonstrated little variation from the reference standard (physician). In this study of visits for chest and abdominal pain, APPs did not have higher rates of imaging or hospital admission; however, these results may not be generalized in all practice settings or patient presentations. Justin Hensley, MD FAWM (@EBMgoneWILD): This one is tough. The "chest pain" workup is so standardized in today's US medicolegal climate that you could probably do that study as "doctor" versus "kid with an order sheet that says ‘chest pain’ and ‘not chest pain'". Similarly for abdominal pain. Ryan Radecki, MD MS (@emlitofnote): I’m also not surprised it's hard to find a difference between MD/DOs and APPs when MD/DO practice variation is so profound, in general. Tanker_PA_Dave: Did the authors have the ability to differentiate between practice years for APPs and also for APPs who have gone through post graduate training in EM (fellowships/residencies)? Like all physicians coming out of school PAs and NPs are very green and comparing new PAs and NPs to residency graduate EM physicians is not very equitable. Additionally what is considered supervised in this system, is it case presentations, co-signing charts, full 100% chart reviews or a percentage of charts reviewed? Jesse M. Pines, M.D.: Hi Dave – We did use clinician time in practice in the inversion propensity weights (i.e. it was controlled for in the study), however, we did not have data on additional post-graduate training (i.e., what additional fellowships either physicians or APPs may have done). In terms of supervision, that varied across sites. However, the traditional practice is for physicians to be available for questions rather than staffing every case. In this retrospective observational study evaluating patients with chest pain and abdominal pain in the ED, physicians and APPs had similar practice patterns with regard to diagnostic test ordering and admission rates. The authors have no potential conflicts to disclose. Lauren M. Westafer drafted the manuscript. Christopher Bond and William Milne contributed to its revision.

Financial Considerations Associated With a Fourth Year of Residency Training in Family Medicine: Findings From the Length of Training Pilot Study.

The feasibility of funding an additional year of residency training is unknown, as are perspectives of residents regarding related financial considerations. We examined these issues in the Family Medicine Length of Training Pilot. Between 2013 and 2019, we collected data on matched 3-year and 4-year programs using annual surveys, focus groups, and in-person and telephone interviews. We analyzed survey quantitative data using descriptive statistics, independent samples t test, Fisher's Exact Test and χ2. Qualitative analyses involved identifying emergent themes, defining them and presenting exemplars. Postgraduate year (PGY)-4 residents in 4-year programs were more likely to moonlight to supplement their resident salaries compared to PGY-3 residents in three-year programs (41.6% vs 23.0%; P=.002), though their student debt load was similar. We found no differences in enrollment in loan repayment programs or pretax income. Programs' descriptions of financing a fourth year as reported by the program director were limited and budget numbers could not be obtained. However, programs that required a fourth year typically reported extensive planning to determine how to fund the additional year. Programs with an optional fourth year were budget neutral because few residents chose to undertake an additional year of training. Resources needed for a required fourth year included resident salaries for the fourth year, one additional faculty, and one staff member to assist with more complex scheduling. Residents' concerns about financial issues varied widely. Adding a fourth year of training was financially feasible but details are local and programs could not be compared directly. For programs that had a required rather than optional fourth year much more financial planning was needed.

Parental Leave Policies in Canadian Residency Education

In recent decades, the gender makeup of Canadian medical residents has approached parity. As residency training years coincide closely with childbearing years and paid parental leave is associated with numerous benefits for both parents and children, it is important for there to be clarity about parental leave benefits. We aimed to conduct a comprehensive review of maternity and parental leave policies in all residency education programs in Canada, to highlight gaps that might be improved or areas in which Canadian programs excel. We searched websites of the 8 provincial housestaff organizations (PHOs) for information regarding pregnancy workload accommodations, maternity leave, and parental leave policies in each province in effect as of January 2020. We summarized the policies and analyzed their readability using the Flesch Reading Ease. All Canadian PHOs provide specific accommodations around maternity and parental leave for medical residents. All organizations offer at least 35 weeks of total leave, while only 3 PHOs offer extended leave of about 63 weeks, in line with federal regulations. All but 2 PHOs offer supplemental income to their residents, although not for the full duration of offered leave. All PHOs offer workplace accommodations for pregnant residents in their second and/or third trimester. Although all provinces had some form of leave, significant variability was found in the accommodations, duration of leave, and financial benefits provided to medical residents on maternity and parental leave across Canada. There is a lack of clarity in policy documents, which may be a barrier to optimal uptake.

Interventional Treatments Expand Psychiatrists’ Treatment Options

Interventional Treatments Expand Psychiatrists’ Treatment Options

Perceptions of differences in graduated autonomy between male and female surgical residents

The fundamental objective of surgical residency programs is to prepare physicians for certification by the American Board of Surgery and to meet the competency requirements of the Accreditation Council for Graduate Medical Education.1 Whether pursuing a surgical fellowship or going directly into practice, postresidency physicians are expected to competently and independently manage standard surgical cases.2 Graduated autonomy (GA) achieved by the final year of surgical residency training—or operative autonomy upon graduation from residency—is thus paramount in ensuring patient safety and should be carefully monitored within surgical residency programs.

Real-world virtual patient simulation to improve diagnostic performance through deliberate practice: a prospective quasi-experimental study.

Diagnostic errors are pervasive in medicine and most often caused by clinical reasoning failures. Clinical presentations characterized by nonspecific symptoms with broad differential diagnoses (e.g., dizziness) are especially prone to such errors. We hypothesized that novice clinicians could achieve proficiency diagnosing dizziness by training with virtual patients (VPs). This was a prospective, quasi-experimental, pretest-posttest study (2019) at a single academic medical center. Internal medicine interns (intervention group) were compared to second/third year residents (control group). A case library of VPs with dizziness was developed from a clinical trial (AVERT-NCT02483429). The approach (VIPER- Virtual Interactive Practice to build Expertise using Real cases) consisted of brief lectures combined with 9h of supervised deliberate practice. Residents were provided dizziness-related reading and teaching modules. Both groups completed pretests and posttests. For interns (n=22) vs. residents (n=18), pretest median diagnostic accuracy did not differ (33% [IQR 18-46] vs. 31% [IQR 13-50], p=0.61) between groups, while posttest accuracy did (50% [IQR 42-67] vs. 20% [IQR 17-33], p=0.001). Pretest median appropriate imagingdid not differ (33% [IQR 17-38] vs. 31% [IQR 13-38], p=0.89) between groups, while posttest appropriateness did (65% [IQR 52-74] vs. 25% [IQR 17-36], p<0.001). Just 9h of deliberate practice increased diagnostic skills (both accuracy and testing appropriateness) of medicine interns evaluating real-world dizziness 'in silico' more than ∼1.7 years of residency training. Applying condensed educational experiences such as VIPER across a broad range of common presentations could significantly enhance diagnostic education and translate to improved patient care.

Airway Management with the Laryngeal Mask Airway (LMA) in Emergency Medical Services

Background: Airway management is an important aspect of care in emergency medical services (EMS) used to prevent obstruction of the respiratory track and inadequate oxygenation. The laryngeal mask airway (LMA) is an easy-to-use supraglottic airway device developed in 1988 that has a high success rate in both adults and children. However, there have yet been no studies regarding LMA use in EMS in Thailand. Objective: To determine the success rate of LMA in EMS and factors associated with successful LMA insertion. Materials and Methods: This was a cross-sectional study consisting of Srinagarind Hospital EMS patients over 18 years of age who underwent LMA airway management between March 2016 and March 2020. Data were collected from the Srinagarind Hospital EMS operation database and hospital information database system. Results: A total of 154 patients were enrolled with a mean age of 43.1+8.5 years, 89 (57.8%) of whom were male. Non trauma patients accounted for 72.7% of all cases. The average oxygen saturation before and after LMA use were 71.4+12.3% and 94.4+3.2%, respectively (p = 0.022). Students in their first and third year of residency training were able to successfully perform LMA airway management on the first attempt in 83.3% and 98.4% of cases, respectively (p = 0.025). Conclusion: Airway management using the LMA had a high success rate on the first attempt, required less time for insertion than other comparable devices, and resulted in a high level of oxygen saturation. Keywords: Laryngeal mask airway, Emergency medical services, Airway management, Internship and residency

“I Have Nothing Else to Give”: A Qualitative Exploration of Emergency Medicine Residents’ Perceptions of Burnout

Phenomenon: Resident physicians experience high degrees of burnout. Medical educators are tasked with implementing burnout interventions, however they possess an incomplete understanding of residents’ lived experiences with this phenomenon. Attempts to understand burnout using quantitative methods may insufficiently capture the complexities of resident burnout and limit our ability to implement meaningful specialty-specific interventions. Qualitative studies examining how residents conceptualize burnout have been briefly examined in other specialties, however the specific stressors that characterize emergency medicine training may lead residents to experience burnout differently. This study used qualitative methodology to explore emergency medicine trainees’ perceptions of the complex phenomenon of burnout during their residency training years. Approach: In order to evaluate a novel wellness intervention at their emergency medicine residency program, the authors conducted four semi-structured focus groups with residents and recent alumni from May 2018 to August 2018. After the focus groups concluded, the authors noted that they lacked an insightful understanding of their residents’ own experiences with physician burnout. Thus, they performed a secondary analysis of data initially gathered for the curricular evaluation. They followed a reflexive thematic analysis approach, analyzing all focus group transcripts in an iterative manner, discussing and refining codes, and developing thematic categories. Findings: Residents described individual-level manifestations of burnout in their day-to-day lives, a calloused view of patient suffering in the clinical environment, and a fatalistic view toward burnout during their training. They experienced a pervasive negativity, emotional fragility, and neglect of self that bled into their social environments. Clinically, burnout contributed to the erosion of the therapeutic physician-patient relationship. Residents perceived burnout as an inevitable and necessary element of their residency training years. Insights: Residents’ lived experiences with burnout include nonclinical manifestations that challenge existing frameworks suggesting that burnout is restricted to the work domain. Burnout interventions in emergency medicine training programs may be more effective if educators inculcate habitual practices of self-monitoring in trainees and explicitly set resident expectations of patient acuity in the clinical environment. Supplemental data for this article is available online at https://doi.org/10.1080/10401334.2021.1875833.

What is a Pediatric Otolaryngologist?

Patient Education| 2021 What is a Pediatric Otolaryngologist? Connected Content Translation: ¿Qué es un Otolaringólogo Pediátrico?: (What is a Pediatric Otolaryngologist?) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Otolaryngologist?. Pediatric Patient Education 2021; 10.1542/peo_document167 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: ear, nose, otolaryngologists, pediatric otolaryngology, pharynx, ear, nose and throat disorders If your child needs surgical or complex medical treatment for illnesses or problems affecting the ear, nose, or throat, a Pediatric Otolaryngologist has the experience and qualifications to treat your child. Many general otolaryngologists provide surgical care for children. However, in many areas of the country, more specialized otolaryngology care is available for children. Pediatric otolaryngologists are medical doctors who have had At least 4 years of medical schoolOne year of surgical internshipOften 1 additional year of residency training in general surgeryAt least 3 to 4 additional years of residency training in otolaryngology and head and neck surgeryPediatric otolaryngologists often complete additional training in fellowship programs at a large children's medical center Pediatric otolaryngologists treat children from the newborn period through the teenage years. They choose to make pediatric care the core of their medical practice, and the... Copyright © 20002000American Academy of Pediatrics You do not currently have access to this content.

What is a Pediatric Geneticist?

Patient Education| 2021 What is a Pediatric Geneticist? Connected Content Translation: ¿Qué es un Geneticista Pediátrico?: (What is a Pediatric Geneticist?) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Geneticist?. Pediatric Patient Education 2021; 10.1542/peo_document156 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: academic medical centers, academic performance, achondroplasia, brain development, congenital abnormality, congenital heart disease, cystic fibrosis, disability, down syndrome, fetal alcohol syndrome Fortunately, most children are born healthy with no medical problems or birth defects. However, some children are born with differences in body structure, brain development, or body chemistry that can lead to problems with health, development, school performance, and/or social interaction. Pediatric Geneticists are trained to identify the causes and natural history of these disorders. They may suggest tests and treatments that can help in understanding and caring for your child's condition. Pediatric geneticists also can help families understand whether some conditions are hereditary (coming from the genes) and offer testing to family members who may be at risk for having children with similar problems. Pediatric geneticists are medical doctors who have had Four years of medical schoolAt least 2 years of residency training in pediatricsAt least 2 years of additional specialty training in medical geneticsCertification from the American... Copyright © 20022002American Academy of Pediatrics You do not currently have access to this content.

What is a Pediatric Surgeon?

Patient Education| 2021 What is a Pediatric Surgeon? Connected Content Translation: ¿Qué es un Cirujano Pediátrico?: (What is a Pediatric Surgeon?) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Surgeon?. Pediatric Patient Education 2021; 10.1542/peo_document173 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: academic medical centers, american board of surgery, bronchoscopy, colonoscopy, congenital abnormality, endoscopic surgery, endoscopy, general surgery, gunshot wounds, hospitals, community If your child has an illness, injury, or disease that requires surgery, a Pediatric Surgeon has the experience and qualifications to treat your child. Surgical problems seen by pediatric surgeons are often quite different from those commonly seen by adult or general surgeons. Special training in pediatric surgery is important. Pediatric surgeons are medical doctors who have had At least 4 years of medical schoolFive additional years of general surgeryTwo additional years of residency training in pediatric surgeryCertification by the American Board of Surgery Pediatric surgeons treat children from the newborn stage through late adolescence. They choose to make pediatric care the core of their medical practice, and the unique nature of medical and surgical care of children is learned from advanced training and experience in practice. Pediatric surgeons diagnose, treat, and manage children's surgical needs including: Surgical repair... Copyright © 20002000American Academy of Pediatrics You do not currently have access to this content.

What is a Pediatric Pulmonologist?

Patient Education| 2021 What is a Pediatric Pulmonologist? Connected Content Translation: ¿Qué es un Pulmonólogo Pediátrico?: (What is a Pediatric Pulmonologist?) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Pulmonologist?. Pediatric Patient Education 2021; 10.1542/peo_document169 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: pulmonologists If your child has breathing problems, or a problem with his or her lungs, a Pediatric Pulmonologist has the experience and qualifications to treat your child. Pediatric pulmonologists diagnose, treat and manage children from birth to 21 years old with breathing and lung diseases. Pediatric pulmonologists are medical doctors who have had At least 4 years of medical schoolThree years of residency training in pediatricsAt least 3 more years of fellowship training in pediatric pulmonologyCertification from the American Board of Pediatrics in both pediatrics and the subspecialty of pediatric pulmonology Pediatric pulmonologists often treat children with the following conditions: Chronic coughDifficulty breathingRecurring pneumonia (infection of the lungs)Asthma (chronic inflammation of the airways)Cystic fibrosis (a genetic disease with pulmonary and nutritional symptoms)Apnea (when a child's breathing stops for a prolonged time)Chronic lung disease in... Copyright © 20022002American Academy of Pediatrics You do not currently have access to this content.

What is a Pediatric Dentist?

Patient Education| 2021 What is a Pediatric Dentist? Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Dentist?. Pediatric Patient Education 2021; 10.1542/peo_document152 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: dentists Pediatric Dentists are dedicated to the oral health of children from infancy through the teen years. They have the experience and qualifications to care for a child's teeth, gums, and mouth throughout the various stages of childhood. Children begin to get their baby teeth during the first 6 months of life. By age 6 or 7 years, they start to lose their first set of teeth, which eventually are replaced by secondary, permanent teeth. Without proper dental care, children face possible oral decay and disease that can cause a lifetime of pain and complications. Today, early childhood dental caries—an infectious disease—is 5 times more common in children than asthma and 7 times more common than hay fever. Pediatric dentists have completed at least Four years of dental schoolTwo additional years of residency training in dentistry for infants, children, teens, and children... Copyright © 20042004American Academy of Pediatrics You do not currently have access to this content.

What is a Pediatric Hematologist/Oncologist?

Patient Education| 2021 What is a Pediatric Hematologist/Oncologist? Connected Content Translation: ¿Qué es un Hematólogo/Oncólogo Pediátrico?: (What is a Pediatric Hematologist/Oncologist?) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Hematologist/Oncologist?. Pediatric Patient Education 2021; 10.1542/peo_document157 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: oncologists If your child or teen has a blood disease or cancer, a Pediatric Hematologist/Oncologist has the experience and qualifications to evaluate and treat your child or teen. The unique nature of care of children or teens with blood diseases and cancer is learned from advanced training and experience in practice. Pediatric hematologists/oncologists treat children and teens from birth through young adulthood. Pediatric hematologists/oncologists are medical doctors who have had At least 4 years of medical schoolThree years of residency training in pediatricsAt least 3 additional years of fellowship training in pediatric hematology/oncologyCertification from the American Board of Pediatrics Pediatric hematologists/oncologists diagnose, treat, and manage children and teens with the following: Cancers including leukemias, lymphomas, brain tumors, bone tumors, and solid tumorsDiseases of blood cells including disorders of white cells, red cells, and plateletsBleeding disorders Pediatric hematologists/oncologists practice... Copyright © 20022002American Academy of Pediatrics You do not currently have access to this content.

What is a Pediatric Plastic Surgeon?

Patient Education| 2021 What is a Pediatric Plastic Surgeon? Connected Content Translation: ¿Qué es un Cirujano Plástico Pediátrico?: (What is a Pediatric Plastic Surgeon?) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation What is a Pediatric Plastic Surgeon?. Pediatric Patient Education 2021; 10.1542/peo_document168 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Pediatric Specialist Handouts Topics: plastic surgery specialty If your child needs surgery to fix a deformity caused by a birth defect, injury, illness, or tumor, a Pediatric Plastic Surgeon has the experience and qualifications to treat your child. All children become ill or injured at one time or another. Most problems are simple and can be solved by your pediatrician. At times, however, special care from a pediatric plastic surgeon may be needed and may make the difference in achieving the best possible cosmetic result. If you think your child needs this kind of special care, request a visit with a pediatric plastic surgeon. Pediatric plastic surgeons are medical doctors who have had At least 4 years of medical schoolThree years of residency training in general surgery, or completion of a residency training program in general surgery, otolaryngology, urology, orthopedic surgery, neurosurgery, or a combined general surgery/oral surgery... Copyright © 20002000American Academy of Pediatrics You do not currently have access to this content.

Mental health and the COVID-19 pandemic: a study of medical residency training over the years

OBJECTIVES:This study aims to assess the symptoms of burnout, depression, and anxiety in Brazilian medical residents during the COVID-19 pandemic and to compare residents’ beliefs and clinical practices related to COVID-19 patients among all six years of medical residency training in Brazil.METHODS:A quantitative study was conducted in April 2020 with a convenience sample of medical resident volunteers from an anonymous online survey. This investigation collected sociodemographic information and used the Oldenburg Burnout Inventory (OLBI) to measure burnout, the Patient Health Questionnaire (PHQ-9) to measure depression, and the General Anxiety Disorders (GAD-7) to measure generalized anxiety disorder. This study also developed a COVID-19 Impact Questionnaire (CIQ-19) to assess the residents’ beliefs and clinical practices related to COVID-19 patients.RESULTS:Our sample comprised 3071 respondents. Depressive symptoms were the most common among second-year residents (70.5%), followed by anxiety symptoms (56.0%) and burnout (55.2%) among fourth-year residents. We also observed burnout symptoms (55.1%) among second-year residents.CONCLUSION:The COVID-19 pandemic increased the risk of mental illnesses in some years of residency. Our study could not conclude the reasons why the incidence varies among levels of physician training. Final year medical residents have avoided seeing COVID-19 patients.

Sports Medicine Professionals (Care of the Young Athlete)

Patient Education| 2021 Sports Medicine Professionals (Care of the Young Athlete) Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Sports Medicine Professionals (Care of the Young Athlete). Pediatric Patient Education 2021; 10.1542/peo_document569 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Care of the Young Athlete Topics: athlete, sports medicine, physical therapists Athletes may deal with many different types of medical personnel after an injury. Athletes also may be referred by their primary care doctors to a sports medicine doctor or other sports medicine specialists for further evaluation and treatment. The following is information from the American Academy of Pediatrics about the most common sports medicine specialists. Primary care sports medicine doctors are pediatricians, family medicine doctors, and other doctors with special training in sports medicine. Training includes 4 years of medical school and 3 years of general residency training. In addition, some have 1 to 2 additional years of fellowship training in sports medicine and a Certificate of Added Qualification (CAQ). Primary care sports medicine doctors diagnose, treat, and manage musculoskeletal and medical problems, including the following: Sprains and strainsDislocationsLigament injuriesFracturesApophysitisTendinitisOveruse injuriesCartilage injuriesExercise-induced asthmaConcussions... Copyright © 20122012American Academy of Pediatrics You do not currently have access to this content.

Multi-institutional Validation of a Vaginal Hysterectomy Simulation Model for Resident Training

The purpose of the research was to both develop a vaginal hysterectomy model with surgically pertinent anatomic landmarks and assess its validity for simulation training. A low-cost, reproducible vaginal hysterectomy model with relevant anatomic landmarks for key surgical steps. Nine academic and community-based obstetrics and gynecology residency programs. One hundred sixty-nine obstetrics and gynecology residents. A vaginal hysterectomy model with surgically pertinent anatomic landmarks was developed and tested for construct validity. Of the 184 available residents, 169 (91%) participated in this study and performed a vaginal hysterectomy procedure on the described model. The validated objective 7-item global rating scale (GRS) and the 13-item task-specific checklist (TSC) were used as tools to assess performance. The median TSC and GRS scores correlated with year of training, prior experience, and trainee confidence. In addition, the TSC scores also correlated with the GRS scores (p <.001) with regard to performance and resident year of training. Receiver Operator Curves for identification of the residents meeting national residency accreditation minimum numbers for vaginal hysterectomy using the GRS and TSC scores had an area under the curve of 0.89 and 0.83, respectively. This reduced-cost vaginal hysterectomy model offers high construct validity and pertinence for simulation.

Impact of a health‐system longitudinal advanced pharmacy practice experience on student growth and postgraduate career placement

AbstractWhile most longitudinal advanced pharmacy practice experiences (LAPPEs) include sequential core rotations, programs vary regarding additional elements offered. Pharmacy residency programs have become increasingly competitive with applicants outnumbering available positions. LAPPEs can help students improve their candidacy for postgraduate training while also benefiting health systems.ObjectiveTo describe the health‐system perspective of a LAPPE designed to build professional skills in students to best prepare them for subsequent career pursuits.MethodsStudents enrolled in the Eskenazi Health (EH) LAPPE were asked to complete pre‐ and postprogram assessments regarding career interests, strengths, areas for improvement, and goals. Students were also asked to rank their comfort level with 27 clinical skills in four categories. Additionally, a survey was distributed to all program alumni to gather demographic and qualitative data.ResultsIn the 9 years since inception, 52 students have enrolled in the EH LAPPE. Of the 44 program graduates surveyed, 41 responded (93%). Of these, 95% completed postgraduate training in 18 different states and two obtained jobs directly following graduation. The majority (54%) applied for a postgraduate year one (PGY1) residency at our institution, of which 11 (27%) matched for at least 1 year of residency training. A total of 32 students completed the pre‐ and postprogram skills assessments which demonstrated a statistically significant increase in comfort level in all 27 skills, with a median increase of 1.5 on a 4‐point scale. Clinical research, mentors, and mock interviews were identified as most helpful to program alumni.ConclusionsThe EH LAPPE can serve as an example for health‐systems wishing to institute a similar program. Students experienced perceived growth and increased confidence in various patient care activities, and successful career placement suggests that students benefited from career preparation elements of the LAPPE. LAPPEs can provide benefits to health systems through student contributions and should be considered by sites looking for growth and unique precepting opportunities.