The United States Medical Scientist Training Program.
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Academic Medical Centers↗
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Results for “Academic Training”
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
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Foreign medical graduates who return home after U.S. residency training: the Peruvian case.
With few exceptions, reports on foreign medical graduates (FMGs) are concerned with their academic, clinical, and adaptational problems during their training at American hospitals and universities. This report, part of a study of FMGs from Peru who have completed postgraduate training in the United States in the past 10 years, is concerned with the psychosocial and professional stresses of adaptation experienced by a group of 21 Peruvian doctors who have returned home to practice. The authors discuss the "push" factors and "pull" factors that motivated these physicians to return to Peru to pursue careers in academic medicine, private practice, and government service in contrast to many of their colleagues who have remained in the United States.
Adaptation, Psychological↗
Optimism for perilous times: a survey of American Association of Obstetricians and Gynecologists Foundation and Reproductive Scientist Development Program postdoctoral research fellows.
OBJECTIVE: Our purpose was to survey fellows of the American Association of Obstetricians and Gynecologists Foundation and Reproductive Scientist Development Program regarding their successes and problems and to solicit suggestions for improvement. STUDY DESIGN: A survey was mailed to each past and current fellow participating in the research fellowships sponsored by the two organizations. The survey requested from each respondent information regarding current research, funding, and academic status and problems they have encountered. Additionally, each respondent was encouraged to make specific suggestions on how to improve these programs. RESULTS: Of the 54 surveys sent, all were returned (100%). Of these respondents, 30 had American Association of Obstetricians and Gynecologists Foundation fellowships and 24 were in the Reproductive Scientist Development Program, representing 29 different academic programs. Forty-nine (91 %) had academic appointments and 6 were either division directors or departmental chairs. Of 39 graduates, 23 (59%) received funding from the National Institutes of Health. Thirty-one past fellows continued basic research and 23 (73%) work in their own or departmental laboratories. Of all respondents, 78% felt that they had good to excellent chances of obtaining funding, and 94% felt that participating in the research training fellowships was critically important for their academic careers. CONCLUSIONS: Research training fellowships sponsored by the American Association of Obstetricians and Gynecologists Foundation and the Reproductive Scientist Development Program have been extremely successful at keeping talented young obstetricians and gynecologists in academic medicine. Most fellows continue basic science research and have obtained extramural funding. In spite of the current stresses in academic medicine regarding financial restructuring and research funding, these fellowships continue to provide outstanding opportunities for motivated young obstetricians and gynecologists to achieve academic success.
Data Collection↗
Relationships among perceptual-motor, self-concept, and academic measures for children in kindergarten, grades one and two.
Most studies reporting correlations of psychomotor and cognitive measures deal with perceptual-training programs for the remediation of academic deficiencies. This study provided additional information about the relationships of perceptual-motor ability and academic achievement for children in kindergarten through the second grade, and included self-concept. A small positive relationship between perceptual-motor ability and academic ability was observed for all three grade levels. There was little indication of any significant relationship between self-concept and academic ability, which provides no basis for the hypothesis proposing self-concept as an intervening variable in the relationship between the perceptual-motor and academic areas, at least for such young subjects.
Achievement↗
Cognitive self-instruction for the control of impulsive classroom behavior: ensuring the treatment package.
The practical utility of cognitive self-instruction training in facilitating the work habits and academic performance of impulsive first-graders was assessed in the context of the regular classroom. The training paradigm was modified and environmental conditions were arranged to facilitate the transfer of the cognitive self-instruction strategy to the classroom. Following training, there were no significant increases in on-task behavior or in academic performance within the context of a group design . On the basis of this and other studies, a drastic revision of the cognitive self-instruction paradigm seems indicated. Not only must training become broader based, but models must be developed that take into account the requisite cognitive processes for task completion as well as the cognitive abilities of the youngsters to whom training is addressed. In general, the incorporation of information from the developmental and cognitive process literature would appear to facilitate the development of more effective training models.
Achievement↗
Educational models for producing more management engineers.
Academic programs that attract and train health systems management professionals need the help of the profession working through our technical societies. We need to seek ways to interest IE and other faculty in these programs. Interactions between health care institutions and academic programs can be an important way for students to discover the wealth of opportunities that exist in health systems management.
Curriculum↗
[Medical schools and general practice medicine in the Czech Republic].
This article is a contribution to a discussion about the position of general medicine in the Czech Republic. Possibilities for development of this branch as a regular academic discipline, entirely comparable with classical medical branches of the Medical Faculty, are given. Some problems and differences in primary care in comparison with clinical medicine are stressed. New potential possibilities for participation of the medical faculties' academic work places in specialization training according to on-going legislative changes are presented. The specificities of the research and the problems in primary care are pointed out. This research will help the general medicine to achieve equality with other academic disciplines.
Czech Republic↗
Specialty and training differences in the reported use of endocarditis prophylaxis at an academic medical center.
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Academic Medical Centers↗
Historical aspects of some surgical training programs: a plea to retain the surgical generalist in the academic arena.
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Antisepsis↗
The Canadian Urology Fair: a model for minimizing the financial and academic costs of the residency selection process.
INTRODUCTION: In 1994, the Canadian urology residency training programs designed the "Canadian Urology Fair"--a single-site (Toronto, Ont.), 1-day fair to conduct the personal interview portion of the residency selection process. The objective of the current study was to evaluate the success of the Urology Fair in achieving its original goals of decreasing the financial burden and minimizing time away from medical training for applicants and faculty. METHODS: Both candidates and Canadian urology training programs were surveyed regarding the financial and academic costs (days absent) of attending the 2001 Urology Fair. Data from the 2001 Canadian Resident Matching Service (CaRMS) was used to compare the financial and academic costs of attending personal interviews incurred by candidates declaring urology as their first-choice discipline to candidates interviewing with other surgical specialties throughout Canada. RESULTS: Financial costs incurred by candidates to attend the Urology Fair (mean Can dollar 367) were significantly lower than candidates' estimated costs of attending on-site interviews at the individual programs (mean Can dollar 2065). The financial costs of attending personal interviews by CaRMS applicants declaring urology as their first-choice discipline (mean Can dollar 2002) were significantly lower than the costs incurred by applicants interviewing with other surgical disciplines (mean Can dollar 2744). Financial costs to urology programs attending the fair (mean Can dollar 1931) were not significantly greater than the programs' estimated costs of conducting on-site interviews at their respective program locations (mean Can dollar 1825). Days absent from medical school to attend interviews were significantly lower among CaRMS applicants declaring urology as their first-choice discipline (3 d) compared with applicants who interviewed with other surgical specialties (9.1 d). CONCLUSION: The Canadian Urology Fair represents an innovative and efficient method for residency programs to conduct the personal interview portion of the residency selection process and should serve as a model for making the interview process less expensive and time-consuming for both candidates and faculty.
Absenteeism↗
Training the physician-scholar in otolaryngology-head and neck surgery.
The Resident Education Committee of the Society of University Otolaryngologists constructed a questionnaire for young academic otolaryngologist-head and neck surgeons to better understand their training background and to garner their opinions concerning adequacy or deficiencies in various aspects of that training. The questionnaire was mailed to 145 individuals who were in academic posts for 5 years or fewer in 1997. There was an overall response rate of 88.3%. Of the 128 respondents, 89% identified additional training, most commonly a clinical fellowship, in preparation for an academic career. The median number of hours per week devoted to professionally related activity was 61, of which two thirds was spent in direct patient care. The most common source of funds to pursue research activities was intradepartmental resources. Most individuals were satisfied with their jobs, although one quarter were considering leaving academic practice within the year. The single most important reason motivating selection of an academic career was a desire to teach. Details of the specific training and competencies and recommendations for improvement in resident training were obtained. Specific recommendations were generated for improving the training of future academic otolaryngologists; these recommendations include clarity of job description, a single track for clinical training for academicians and nonacademicians, more training in pertinent skills including research training, protected time for research, and amelioration of some of the downsides of academic life.
Adult↗
A blueprint for academic obstetrics and gynecology.
A consensus conference sponsored by the Council of University Chairs of Obstetrics and Gynecology in February 1997 formulated the organization's response to the many external issues affecting academic medicine and obstetrics and gynecology including 1) a new practice model based on "wellness," 2) reimbursement changes that have jeopardized traditional revenue sources, 3) an emphasis on quality assurance based on outcomes research and evidence-based medicine, 4) the concept of lifelong learning dictated by an expanding knowledge base and new technology, 5) insufficient resources for basic and clinical investigation in obstetrics and gynecology, 6) workforce statistics indicating stabilization in the number of subspecialists, 7) the increasing diversity of the United States population. Recommendations were developed that are intended to foster change and contribute to the design of academic programs. These include appropriate training for residents as providers of primary care, with an emphasis on continuity clinics, an interdisciplinary curriculum in women's health for medical students; promotion of gender, racial, and ethnic diversity at all levels of medical education and academic leadership; creation of clinical trials research units; and the development of expanded opportunities for research in obstetrics and gynecology supported by the National Institutes of Health.
Consensus Statements as Topic↗
[Midwives' perception of reproductive risk factors].
Midwives in rural areas of the State of Morelos are one of the most important resources used by rural women for health care of pregnancy, delivery and the puerperium. This work was aimed at identifying midwives perceptions of pregnant women's risk factors, in order to include this knowledge in reproductive health programs which articulate institutional and traditional health systems. We applied a questionnaire to all midwives in the Municipalities of Ocuituco, yecapixtla and Zacualpan, Morelos (n = 35). Four key informants were selected and interviewed. These instruments enabled us to measure variability in perception of risk factors. Knowledge of risk factors is defective among midwives. Previous training made a big difference. Sixty three per cent of midwives who attended training courses are better qualified from an academic medicine point of view. Only 28.7 per cent of non-trained midwives (43% for both groups), indicating that sociocultural aspects prevail over technical training in midwives perceptions of reproductive risk factors.
Adult↗
Training osteopathic geriatric academicians: impact of a model geriatric residency program.
The need for osteopathic geriatric academic leaders who are educators and researchers is well recognized. The University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine's Geriatric Residency program, a federally funded Faculty Training Project in Geriatric Medicine and Dentistry, has served as a model program in the osteopathic medical professional since its inception in 1989. Targeting internal medicine and family medicine physicians interested in academic careers in geriatrics, the program promotes interdisciplinary training, which develops clinical, research, and teaching/administrative skills. A survey of program graduates assessed their perceptions about the field of geriatrics and the impact of training on career choice and level of satisfaction. Results indicated that 100% of the former trainees entered the field of geriatrics; 57% hold full-time faculty appointments at an osteopathic medical school, and 43% practice as clinical geriatricians. Of those in an academic setting, all taught medical students and housestaff and were involved in research. All of the respondents wee satisfied with their career choice, although 71% indicated that a higher salary and greater respect for the discipline would further enhance their satisfaction. Greater than half perceived the need for additional geriatricians and ranked complexity of care, lower salaries, inadequate reimbursement, and indebtedness after medical school as significant barriers to entering the field. This program has been successful in training academic geriatricians, it has created role models for students, and it has responded to the shortage of osteopathic academic and clinical geriatricians. Financial incentives and reimbursement that is commensurate with complexity of care would serve to attract more trainees to this important primary care discipline.
Clinical Competence↗
A survey to determine the prevalence and characteristics of training in Evidence-Based Medicine in emergency medicine residency programs.
We conducted a survey to determine the prevalence, training methods, and allotment of time for teaching evidence-based medicine (EBM) skills within accredited Emergency Medicine (EM) residency programs in the United States. A survey was mailed to program directors of all 122 accredited Emergency Medicine residency programs. The survey was also sent to program directors using an e-mail listserv. Responses were obtained from 53% of programs; 80% (95% CI: 68-89) of EM programs reported teaching some EBM. Although respondents believed a median of 10 hours were required to adequately cover this topic, only 22% provided more than 5 hours per year. Sixtey-three percent (95% CI: 50-75) of respondents reported using the JAMA Users' Guides series in journal club and 83% reported efforts to link journal clubs to patient care. Perceived barriers to integrating EBM into teaching and patient care included lack of trained faculty, lack of time, lack of familiarity with EBM resources, insufficient funding, and lack of interested faculty. In summary, academic EM programs are attempting to train residents in EBM, but perceive a lack of trained faculty, time, and funding as barriers. Desired resources include a defined curriculum, on-line training for faculty, and defined strategies for integration of EBM into training and patient care.
Curriculum↗
Using case vignettes to train clinicians and utilization reviewers to make level-of-care decisions.
Dr. Rosenquist and his colleagues describe how their academically based health maintenance organization joined in training for level-of-care decision making with the external managed behavioral health organization that was providing utilization review and case management decisions. The academic department later took over its own utilization review and in so doing internalized the utilization review function. This development, which is beginning to occur in several states, is an important solution to the "assault" that many providers of care have experienced as a result of the utilization review process. Having taken this step to deal with the realities of 21st-century health care, the authors then seize the opportunity to use their own data to improve decision making within the clinic. This process is how we get to best practices.
Behavior Therapy↗
Multicenter, randomized, controlled trial of virtual-reality simulator training in acquisition of competency in colonoscopy.
BACKGROUND: The GI Mentor is a virtual reality simulator that uses force feedback technology to create a realistic training experience. OBJECTIVE: To define the benefit of training on the GI Mentor on competency acquisition in colonoscopy. DESIGN: Randomized, controlled, blinded, multicenter trial. SETTING: Academic medical centers with accredited gastroenterology training programs. PATIENTS: First-year GI fellows. INTERVENTIONS: Subjects were randomized to receive 10 hours of unsupervised training on the GI Mentor or no simulator experience during the first 8 weeks of fellowship. After this period, both groups began performing real colonoscopies. The first 200 colonoscopies performed by each fellow were graded by proctors to measure technical and cognitive success, and patient comfort level during the procedure. MAIN OUTCOME MEASUREMENTS: A mixed-effects model comparison between the 2 groups of objective and subjective competency scores and patient discomfort in the performance of real colonoscopies over time. RESULTS: Forty-five fellows were randomized from 16 hospitals over 2 years. Fellows in the simulator group had significantly higher objective competency rates during the first 100 cases. A mixed-effects model demonstrated a higher objective competence overall in the simulator group (P < .0001), with the difference between groups being significantly greater during the first 80 cases performed. The median number of cases needed to reach 90% competency was 160 in both groups. The patient comfort level was similar. CONCLUSIONS: Fellows who underwent GI Mentor training performed significantly better during the early phase of real colonoscopy training.
Clinical Competence↗
The effects of physicians' training and personality on test ordering for ambulatory patients.
We studied records of 351 hypertensive patients cared for by 30 internists in private office practice. We correlated the use of outpatient diagnostic tests with personal characteristics of the prescribing physicians. Doctors trained in medical schools with academic orientations used more tests than other physicians. Patterns of use were not strongly related to the number of years since medical school graduation, or physicians "intolerance of ambiguity" as measured by a standard psychological instrument. These findings suggest that certain types of training may predispose physicians to be high testers.
Adult↗