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1.
Ann Plast Surg ; 88(1): 118-121, 2022 01 01.
Artigo em Inglês | MEDLINE | ID: mdl-34928245

RESUMO

BACKGROUND: There are increasingly prevalent formal educational programs for physicians who seek to be better trained to advance their fields. Although higher education and advanced degrees are not necessarily linked to leadership, we hypothesize that leaders in plastic surgery commonly have dual degrees. We sought to evaluate the prevalence of and association between additional advanced degrees in academic plastic surgery and plastic surgery leadership. METHODS: Plastic surgery faculty from 96 academic training programs and all executive committee and board of directors' members from national, regional, and local plastic surgery societies were evaluated. Surgeons' institutional online profile pages, personal web pages, societal websites, and LinkedIn profiles were all evaluated for current/past leadership roles, as well as for advanced degree. Odds ratios (ORs) were used to determine if the presence of extra degrees increased their likelihood of leadership roles. RESULTS: A total of 1036 plastic surgeons were evaluated. Sixteen percent of academic faculty have a dual degree. Furthermore, 25.5% of plastic surgeons holding formal academic leadership roles have a dual degree (OR, 2.15; P = 0.043), as do 34.4% of those serving on the executive committee or board of directors in national plastic surgery societies (OR, 2.23; P = 0.026) and 29.2% of those serving in local/regional societal leadership roles (OR, 1.96; P = 0.043). Among all dual degrees, Masters in Business Administration has the highest association with leadership roles (OR, 3.45; P = 0.002). CONCLUSIONS: Academic plastic surgeons with dual degrees are approximately twice as likely to hold a formal academic or societal leadership role. Additional studies are needed to determine if causative relationships exist.


Assuntos
Internato e Residência , Cirurgiões , Cirurgia Plástica , Docentes de Medicina , Humanos , Liderança , Cirurgia Plástica/educação , Estados Unidos
3.
West J Emerg Med ; 22(6): 1355-1359, 2021 Oct 26.
Artigo em Inglês | MEDLINE | ID: mdl-34787562

RESUMO

INTRODUCTION: Leadership positions occupied by women within academic emergency medicine have remained stagnant despite increasing numbers of women with faculty appointments. We distributed a multi-institutional survey to women faculty and residents to evaluate categorical characteristics contributing to success and differences between the two groups. METHODS: An institutional review board-approved electronic survey was distributed to women faculty and residents at eight institutions and were completed anonymously. We created survey questions to assess multiple categories: determination; resiliency; career support and obstacles; career aspiration; and gender discrimination. Most questions used a Likert five-point scale. Responses for each question and category were averaged and deemed significant if the average was greater than or equal to 4 in the affirmative, or less than or equal to 2 in the negative. We calculated proportions for binary questions. RESULTS: The overall response rate was 55.23% (95/172). The faculty response rate was 54.1% (59/109) and residents' response rate was 57.1% (36/63). Significant levels of resiliency were reported, with a mean score of 4.02. Childbearing and rearing were not significant barriers overall but were more commonly reported as barriers for faculty over residents (P <0.001). Obstacles reported included a lack of confidence during work-related negotiations and insufficient research experience. Notably, 68.4% (65/95) of respondents experienced gender discrimination and 9.5% (9/95) reported at least one encounter of sexual assault by a colleague or supervisor during their career. CONCLUSION: Targeted interventions to promote female leadership in academic emergency medicine include coaching on negotiation skills, improved resources and mentorship to support research, and enforcement of safe work environments. Female emergency physician resiliency is high and not a barrier to career advancement.


Assuntos
Medicina de Emergência , Médicas , Docentes , Docentes de Medicina , Feminino , Humanos , Liderança , Mentores , Sexismo
4.
Pol Merkur Lekarski ; 49(293): 321-324, 2021 Oct 22.
Artigo em Polonês | MEDLINE | ID: mdl-34800015

RESUMO

Evidence Based Medicine (EBM) is a core competence for clinicians and should be taught in all medical faculties. AIM: The aim of the study was to survey how EBM is taught in medical faculties in Poland. MATERIALS AND METHODS: We conducted a questionnaire study, asking the deans of medical faculties to fill it. RESULTS: We got a response from all medical faculties. Teaching of EBM is carried out in all medical faculties in Poland, apart from Kopernicus University in Torun. EBM is a separate subject in 7 faculties (from 5 to 36 hours). The most often EBM is taught on the IIIrd to the Vth course of the study with exception of Kielce, where it is held on the IInd course. In the most faculties teaching EBM is obligatory. In Lodz and Krakow, apart of being obligatory, EBM may be continued facultatively. Teachers are competent in EBM and continuosly trained. EBM study ends with a credit in 3 faculties. Some faculties intend to introduce EBM as a separate subject or extend number of hours. CONCLUSIONS: Our study showed that EBM is generally taught in medical faculties in Poland although in various length (5-36 hours). It should be extended to 30 hours and unified within a separate subject which ends with a credit.


Assuntos
Medicina Baseada em Evidências , Docentes de Medicina , Humanos , Polônia , Inquéritos e Questionários
5.
BMC Med Educ ; 21(1): 574, 2021 Nov 12.
Artigo em Inglês | MEDLINE | ID: mdl-34772406

RESUMO

BACKGROUND: Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method. METHODS: A team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants' reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018. RESULTS: The development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants' recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education. CONCLUSIONS: The application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.


Assuntos
Ciências do Comportamento , Educação Médica , Currículo , Docentes , Docentes de Medicina , Pesquisa sobre Serviços de Saúde , Humanos , Ensino
6.
J Grad Med Educ ; 13(5): 675-681, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34721797

RESUMO

Background: General surgery residents may be underprepared for practice, due in part to declining operative autonomy during training. The factors that influence entrustment of autonomy in the operating room are unclear. Objective: To identify and compare the factors that residents and faculty consider influential in entrustment of operative autonomy. Methods: An anonymous survey of 29-item Likert-type scale (1-7, 1 = strongly disagree, 7 = strongly agree), 9 multiple-choice, and 4 open-ended questions was sent to 70 faculty and 45 residents in a large ACGME-approved general surgery residency program comprised of university, county, and VA hospitals in 2018. Results: Sixty (86%) faculty and 38 (84%) residents responded. Faculty were more likely to identify resident-specific factors such as better resident reputation and higher skill level as important in fostering entrustment. Residents were more likely to identify environmental factors such as a focus on efficiency and a litigious malpractice environment as impeding entrustment. Both groups agreed that work hour restrictions do not decrease autonomy and entrustment does not increase risk to patients. More residents considered low faculty confidence level as a barrier to operative autonomy, while more faculty considered lower resident clinical skill as a barrier. Improvement in resident preparation for cases was cited as an important intervention that could enhance entrustment. Conclusions: Differences in perspectives exist between general surgery residents and faculty regarding entrustment of autonomy. Residents cite environmental and attending-related factors, while faculty cite resident-specific factors as most influential. Residents and faculty both agree that entrustment is integral to surgical training.


Assuntos
Cirurgia Geral , Internato e Residência , Cirurgiões , Competência Clínica , Docentes de Medicina , Cirurgia Geral/educação , Humanos , Percepção , Autonomia Profissional
8.
Artigo em Inglês | MEDLINE | ID: mdl-34736297

RESUMO

This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby's 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to "clinical or practical teacher" and the lowest score to "curriculum planner" for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to "on the job role model" and the lowest score to "student assessor." They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members' preferences are needed.


Assuntos
Centros Médicos Acadêmicos , Docentes de Medicina , Papel do Médico , Estudos Transversais , Docentes de Medicina/educação , Humanos , República da Coreia , Inquéritos e Questionários
10.
Med Teach ; 43(9): 981-983, 2021 09.
Artigo em Inglês | MEDLINE | ID: mdl-34607504
11.
Artigo em Russo | MEDLINE | ID: mdl-34665561

RESUMO

The article considers the organization of postgraduate education and clinical activities within the framework of functioning of the North-Caucasian Scientific and Educational Medical Cluster. The analysis of obtained data revealed shortcomings in training of physicians at all stages of their professional career, as well as inadequately effective mechanisms of employment of graduates from medical faculties. To eliminate these shortcomings, the measures have been developed within the framework of NOMK that include computer programs for operational monitoring of public health indices, innovative technologies of education and advanced training of of physicians, exemplified by the Tutor project. The conclusion is made that scientific and educational cluster is an effective tool in area of training and retraining of physicians .


Assuntos
Educação Médica , Médicos , Educação de Pós-Graduação , Docentes de Medicina , Humanos , Organizações
12.
GMS J Med Educ ; 38(6): Doc101, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34651059

RESUMO

Aim: Using a comparison of digital teaching in medicine before and after the COVID-19 outbreak, the aim of the study was to examine how ad hoc digitization has changed (1) the design of digital teaching, (2) the attitudes toward and the capabilities of digital teaching and learning and (3) the future importance of individual digital teaching elements. Methods: Students and lecturers from the Medical Faculty of Ulm were asked to voluntarily participate in online surveys during the summer semesters of 2019 and 2020. The data was subsequently analyzed from a longitudinal and cross-sectional view descriptively as well as by using t-tests and Chi2-tests. In addition, using regression analyses, the results were controlled for associations with age, study progress, and media affinity. Results: In the summer semester 2019, 163 students (6.1% response rate) and 56 lecturers (11.5%) participated in the surveys. In the following year, the participation increased to 285 students (10.4%) and 64 lecturers (12.8%). Video-based teaching elements such as videoconferencing and lecture recordings were increasingly used after the COVID-19 outbreak and considered more significant for future teaching. In contrast, virtual reality, augmented reality and 360°-videos, grouped under the term extended reality (XR), are descriptively becoming less important. Most lecturers would like to teach more digitally even after the pandemic but fear a decrease in learning effectiveness and contact with students, who tend to prefer asynchronous learning opportunities. Conclusion: Video-based teaching elements proved to be a low-threshold and time-efficient solution during the lockdown and were also recommended for future use. The XR technology has been put on the back burner for the time being, but in view of the increased digital teaching motivation and capabilities, it can be assumed that lecturers will recognize and use the potential of XR as soon as they have the freedom to design innovative teaching again.


Assuntos
COVID-19 , Tecnologia Digital , Educação Médica , Ensino , Estudos Transversais , Tecnologia Digital/tendências , Surtos de Doenças , Educação Médica/métodos , Docentes de Medicina , Alemanha , Humanos , Estudantes de Medicina , Ensino/tendências
13.
Med Teach ; 43(10): 1103-1105, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34689691
15.
Artigo em Inglês | MEDLINE | ID: mdl-34705737

RESUMO

INTRODUCTION: The purpose of this study was to survey current orthopaedic department chairs at ACGME-accredited orthopaedic surgery programs in the United States to determine whether department chairs valued the importance of formal leadership training and, if so, to understand the leadership development opportunities available along with the benefits of these program for their orthopaedic faculty. METHODS: An anonymous online, voluntary, self-administered questionnaire containing 27 questions was distributed to current orthopaedic department chairs at ACGME-accredited orthopaedic surgery programs in the United States. RESULTS: Thirty-eight responses were received for a response rate of 27.1%. Twenty-three of 38 (60.5%) department chairs believed leadership training is very important for their orthopaedic faculty. Thirty-six of 38 (94.7%) department chairs did not believe that all their current faculty have strong leadership skills. Twenty-eight of 38 (73.6%) respondents have specific training programs for leadership development at their institution. DISCUSSION: Most department chairs (92.1%) viewed leadership training for their orthopaedic faculty as either important or very important. Seventy-four percent of orthopaedic surgery department chairs surveyed indicated that they had a leadership development program in place, with 59.1% being developed within the past 10 years. Benefits of these programs included improved listening and communication skills and management of staff.


Assuntos
Procedimentos Ortopédicos , Ortopedia , Docentes de Medicina , Humanos , Liderança , Inquéritos e Questionários , Estados Unidos
17.
Adv Physiol Educ ; 45(4): 679-684, 2021 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-34498932

RESUMO

Small group learning (SGL) is a discussion-based teaching strategy that can improve critical thinking, analytical skills, problem-solving, and interpersonal skills. This study aimed to evaluate student satisfaction in two SGL models among third-year medical students enrolled in a blood and lymphoid systems II course at the Faculty of Medicine Siriraj Hospital, Mahidol University in Bangkok, Thailand. A total of 318 students were divided into 12 groups, and each group had one facilitator. All included students and groups were exposed to both the central summary (CS) model and the individual facilitator summary (IFS) model (both SGLs). A questionnaire was developed to evaluate student rating of learning activities, perceived benefit, timing, workload, and satisfaction. Medical students rated the IFS model superior to the CS model for four of five parameters [confidence in performing and interpreting a laboratory test (83.6% vs. 78.8%), guidance for self-learning (52% vs. 39.5%), increased understanding of a disease (87.7% vs. 72.1%), and application of knowledge (77.4% vs. 70.2%), respectively]. Moreover, the IFS model was rated as having more suitable timing and workload and better satisfaction than the CS model. The results of this study suggest a strong preference for the IFS model over the CS model among medical students.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Currículo , Docentes , Docentes de Medicina , Hospitais , Humanos , Aprendizagem Baseada em Problemas , Ensino , Tailândia , Universidades
18.
Med Ref Serv Q ; 40(3): 274-291, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34495806

RESUMO

Medical faculty are among the most important user groups at any academic medical library. Knowing how medical faculty identify, access, and use information is important for collection development and instruction. This study found that medical faculty at an institution in Qatar identified information access and use as vital in their professional duties. However, they also noted limitations that warrant attention by the library to better serve this user group. Further, the results of this study were compared to a similar study of medical faculty in the United States, with noted similarities and differences in their access and use of information.


Assuntos
Docentes de Medicina , Bibliotecas Médicas , Humanos , Comportamento de Busca de Informação , Catar , Estados Unidos
20.
Clin Orthop Relat Res ; 479(12): 2576-2586, 2021 12 01.
Artigo em Inglês | MEDLINE | ID: mdl-34587147

RESUMO

BACKGROUND: Grit has been defined as "perseverance and passion for long-term goals" and is characterized by maintaining focus and motivation toward a challenging ambition despite setbacks. There are limited data on the impact of grit on burnout and psychologic well-being in orthopaedic surgery, as well as on which factors may be associated with these variables. QUESTIONS/PURPOSES: (1) Is grit inversely correlated with burnout in orthopaedic resident and faculty physicians? (2) Is grit positively correlated with psychologic well-being in orthopaedic resident and faculty physicians? (3) Which demographic characteristics are associated with grit in orthopaedic resident and faculty physicians? (4) Which demographic characteristics are associated with burnout and psychologic well-being in orthopaedic resident and faculty physicians? METHODS: This study was an institutional review board-approved interim analysis from the first year of a 5-year longitudinal study of grit, burnout, and psychologic well-being in order to assess baseline relationships between these variables before analyzing how they may change over time. Orthopaedic residents, fellows, and faculty from 14 academic medical centers were enrolled, and 30% (335 of 1129) responded. We analyzed for the potential of response bias and found no important differences between sites in low versus high response rates, nor between early and late responders. Participants completed an email-based survey consisting of the Duckworth Short Grit Scale, Maslach Burnout Inventory-Human Services (Medical Personnel) Survey, and Dupuy Psychological Well-being Index. The Short Grit Scale has been validated with regard to internal consistency, consensual and predictive validity, and test-retest stability. The Psychological Well-being Index has similarly been validated with regard to reliability, test-retest stability, and internal consistency, and the Maslach Burnout Inventory has been validated with regard to internal consistency, reliability, test-retest stability, and convergent validity. The survey also obtained basic demographic information such as survey participants' age, gender, race, ethnicity, marital status, current year of training or year in practice (as applicable), and region of practice. The studied population consisted of 166 faculty, 150 residents, and 19 fellows. Beyond the expected age differences between sub-populations, the fellow population had a higher proportion of women than the faculty and resident populations did. Pearson correlations and standardized ß coefficients were used to assess the relationships of grit, burnout, psychologic well-being, and continuous participant characteristics. RESULTS: We found moderate, negative relationships between grit and emotional exhaustion (r = -0.30; 95% CI -0.38 to -0.21; p < 0.001), depersonalization (r = -0.34; 95% CI -0.44 to -0.23; p < 0.001), and the overall burnout score (r = -0.39; 95% CI -0.48 to -0.31; p < 0.001). The results also showed a positive correlation between grit and personal accomplishment (r = 0.39; 95% CI 0.29 to 0.48; p < 0.001). We also found a moderate, positive relationship between grit and psychologic well-being (r = 0.39; 95% CI 0.30 to 0.49; p < 0.001). Orthopaedic surgeons with 21 years or more of practice had higher grit scores than physicians with 10 to 20 years of practice. Orthopaedic surgeons in practice for 21 years or more also had lower burnout scores than those in practice for 10 to 20 years. Married physicians had higher psychologic well-being than unmarried physicians did. CONCLUSION: Among orthopaedic residents, fellows, and faculty, grit is inversely related to burnout, with lower scores for emotional exhaustion and depersonalization and higher scores for personal accomplishment as grit increases. CLINICAL RELEVANCE: The results suggest that grit could be targeted as an intervention for reducing burnout and promoting psychologic well-being among orthopaedic surgeons. Other research has suggested that grit is influenced by internal characteristics, life experiences, and the external environment, suggesting that there is potential to increase one's grit. Residency programs and faculty development initiatives might consider measuring grit to assess for the risk of burnout, as well as offering curricula or training to promote this psychologic characteristic.


Assuntos
Esgotamento Profissional/psicologia , Docentes de Medicina/psicologia , Corpo Clínico Hospitalar/psicologia , Ortopedia/educação , Local de Trabalho/psicologia , Logro , Adulto , Feminino , Objetivos , Humanos , Internato e Residência , Estudos Longitudinais , Masculino , Pessoa de Meia-Idade , Escalas de Graduação Psiquiátrica
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