PubMed · 5362296
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C L Holt. 1969-12-13. Junior intern training program--Memorial University.. https://pubmed.ncbi.nlm.nih.gov/5362296/
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PURPOSE: This report analyzes Medical Genetics and Genomics (MGG) training trends from 2015 to 2024. Understanding such trends is vital for developing targeted recruitment and workforce development initiatives. METHODS: Matriculation data from the American Board of Medical Genetics and Genomics (ABMGG) and publicly available data from the National Resident Matching Program (NRMP) Main Residency and Specialty Matches were reviewed. Descriptive statistics and linear regression analysis were used to compare growth among MGG training pathways and to analyze trends. RESULTS: From 2015 to 2024, there has been a small, but not statistically significant, increase in the total number of individuals who have matched into categorical MGG, combined Pediatrics (Peds)-MGG, and combined Internal Medicine (IM)-MGG residency programs as a whole. This has been driven by an increase in the number of matches to combined Peds-MGG programs. Matriculation into training programs has exceeded the number of matches in categorical MGG as some positions have been filled outside of the NRMP Match. The average match rate for all applicants in categorical MGG (87%) has been higher than that for Peds-MGG (52%). CONCLUSION: Growth in applicants to combined programs and matriculation into residency programs after the NRMP Match has been promising; however, these increases are not enough to fulfill growing workforce demands.
Of the many roles that residents fill, an important one is that of teacher. Residents spend many hours teaching a variety of learners-peers, patients, medical students, the general public-in a range of environments, from the bedside and clinic, to the OR, conference room and lecture hall. Such diverse audiences and surroundings almost command the use of a wide array of teaching strategies appropriate both to the setting and to the learner. This paper addresses how residents can learn to be effective teachers without taxing an already-overloaded schedule. This focus is on the process of developing a learning format that is appropriate to any given discipline by means of a partnership among an educator, a faculty member and residents from within a discipline. A brief review of the educational literature provides the basis on which are built actual teaching strategies for teaching residents to be teachers.
The author explains the history of the Professional Association of Internes and Residents of Ontario (PAIRO), Canada, founded in 1968-69 to represent postgraduate medical trainees in negotiations with the Ontario Hospital Association over issues of trainees' stipends. Over the years, the negotiations evolved to cover a number of other issues, including duty hours, and established the principle that binding arbitration would be used to resolve any disputes between the two parties that could not be resolved through negotiation. At present, PAIRO negotiates a biannual collective agreement with the Ontario Council of Teaching Hospitals (OCOTH), whose features the author describes. The most important provisions of the 2000-2002 PAIRO-OCOTH agreement on the limits of duty hours are described. The author then comments that while such limits have benefited programs and residents, there is concern that the limits decrease the opportunities for trainees to be involved in the care of patients with a wide variety of medical conditions. Also, the duty-hours limits have required some services to use attending physicians or outside health professionals to perform duties previously carried out by trainees, creating problems that the author describes.