Journal of graduate medical education最新文献_第4页

A Novel Longitudinal Training Experience in Obesity Medicine for Internal Medicine Residents. 内科住院医师肥胖症医学纵向培训新体验。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00243.1

Melissa Neuman, Jamie Kane, Myriam Kline, Rebecca Shafer, Douglas C Lambert

{"title":"A Novel Longitudinal Training Experience in Obesity Medicine for Internal Medicine Residents.","authors":"Melissa Neuman, Jamie Kane, Myriam Kline, Rebecca Shafer, Douglas C Lambert","doi":"10.4300/JGME-D-24-00243.1","DOIUrl":"10.4300/JGME-D-24-00243.1","url":null,"abstract":"Background Treatment of obesity is a public health priority. However, little training in obesity medicine is currently integrated into residency programs. We integrated a 12-month obesity medicine training experience within a New York internal medicine residency program. Objective We describe the structure, feasibility and acceptability, resident assessments, and patient weight loss outcomes of an optional longitudinal obesity medicine training experience for internal medicine residents. Methods Between July 2016 and June 2021, 26 second-year residents participated in the 12-month program, which comprised 10 educational/clinical sessions overseen by obesity medicine attendings. Residents completed baseline and post-program 5-point surveys of knowledge, competence, and attitudes. Differences at 12 months were analyzed using paired t tests. Resident patient weight loss was analyzed using the Wilcoxon signed rank test. Results The training experience was successfully integrated over the study period and remains ongoing at present, demonstrating feasibility and acceptability. Fourteen of 26 (54%) residents completed post-program surveys. Significant improvements in all measures of knowledge and competence were seen. The greatest improvements were in comfort discussing weight loss with patients (+1.1; 95% CI 0.8-1.5; P<.001) and prescribing weight loss medications (+1.4; 95% CI 1.1-1.6; P<.001). The 98 patients seen by residents lost an average of 4.5 kilograms (95% CI 3.0-6.0; P<.001). Conclusions The training experience was feasible and acceptable, and demonstrated improvements in resident outcomes and patient weight.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6","pages":"735-739"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11641881/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Characteristics of ADHD in Struggling Residents and Fellows. 苦苦挣扎的住院医师及其同事ADHD的特征。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00449.1

Karen M Warburton, Joanna S Yost, Stephanie D Bajo, James R Martindale, Andrew S Parsons, Michael S Ryan

{"title":"Characteristics of ADHD in Struggling Residents and Fellows.","authors":"Karen M Warburton, Joanna S Yost, Stephanie D Bajo, James R Martindale, Andrew S Parsons, Michael S Ryan","doi":"10.4300/JGME-D-24-00449.1","DOIUrl":"10.4300/JGME-D-24-00449.1","url":null,"abstract":"Background Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition that often results in poor academic performance. Little is known about how ADHD manifests in residents and fellows. Objective To describe the prevalence and phenotype of ADHD among residents and fellows referred to a centralized remediation program. Methods We conducted a retrospective review of data obtained from referrals to a single-center centralized graduate medical education remediation program from 2017 to 2023. Data included demographic variables, ADHD and mental health history, and training performance characteristics. ADHD was determined by self-report, clinical diagnosis by mental health provider, or neuropsychological testing. Results A total of 173 trainees were referred in the study period. The prevalence of ADHD was 20% (35 of 173). ADHD was most commonly diagnosed in childhood (57%, 20 of 35); however, 26% (9 of 35) were diagnosed during or after medical school. Only 37% (13 of 35) were on medication, and 69% (24 of 35) disclosed at least one concomitant mental health diagnosis. Performance deficits were common in professionalism (69%, 24 of 35), organization/efficiency (O/E; 63%, 22 of 35), and medical knowledge (46%, 16 of 35). Repeated errors in patient care were made by 34% (12 of 35); 29% (10 of 35) failed at least one board examination, and 20% (7 of 35) required extension of residency or fellowship training. When compared to referrals without ADHD, residents and fellows with ADHD were more likely to struggle with O/E, failure to engage, and repeated errors. Conclusions One in 5 trainees referred to a GME remediation program had ADHD, and most were not being treated for ADHD when referred. The deficits identified suggest an ADHD phenotype in GME which may be considered for struggling residents and fellows.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6","pages":"730-734"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11641885/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing Program Requirements for a New Generation of Pediatricians: A Writing Group's Journey. 设计新一代儿科医生的项目要求：一个写作小组的旅程。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00932.1

Susie Buchter, Gabriel M Daniels, Stephanie B Dewar, Caroline Fischer, Jason Jay Homme, Jennifer Kesselheim, Adam Rosenberg, Shawna Segraves Duncan, Judith Shaw

引用次数: 0

Preparing Physicians for the Climate Crisis: Next Steps for the Graduate Medical Education Community. 为气候危机准备医生：研究生医学教育界的下一步。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00920.1

Rebecca Philipsborn, Matthew G Tuck, Thomas Cooney, Colleen Y Colbert

引用次数: 0

INTERNATIONAL CONFERENCE ON RESIDENCY EDUCATION ABSTRACTS. 国际住院医师教育大会摘要。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00931.1

引用次数: 0

Strategies for Successfully Changing Specialty During Training. 在培训期间成功转换专业的策略。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00394.1

Elizabeth M Thackeray, Mark J Harris

引用次数: 0

International Planetary Health Education in Undergraduate and Graduate Medical Curricula: A Scoping Review. 医学本科生和研究生课程中的国际行星健康教育：范围审查。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00027.1

Rajajee Selvam, Niève Séguin, Lisa Zhang, Ariane Lacaille-Ranger, Lindsey Sikora, Isabelle Raiche, Daniel I McIsaac, Husein Moloo

{"title":"International Planetary Health Education in Undergraduate and Graduate Medical Curricula: A Scoping Review.","authors":"Rajajee Selvam, Niève Séguin, Lisa Zhang, Ariane Lacaille-Ranger, Lindsey Sikora, Isabelle Raiche, Daniel I McIsaac, Husein Moloo","doi":"10.4300/JGME-D-24-00027.1","DOIUrl":"10.4300/JGME-D-24-00027.1","url":null,"abstract":"Background Climate change is a public health emergency, yet planetary health education is absent for many medical and health professions trainees. Objective To perform a scoping review exploring the inclusion of planetary health in undergraduate and graduate medical education. Methods A search strategy was developed with a health sciences librarian and run on 6 databases from their inception to February 2022: MEDLINE, Embase, APA PsycInfo, CINAHL, Global Health, and Scopus. The Arksey and O'Malley framework was employed to broadly select publications that described the implementation of planetary health in undergraduate and postgraduate medical education. Commentaries were included if they outlined a potential curriculum. Extracted data was grouped thematically using an iterative approach based on competencies described, key considerations, and anticipated barriers. Results After screening 2407 articles, 42 were included. Thirty articles involved medical education at undergraduate or postgraduate levels, while 10 discussed multidisciplinary education including veterinary medicine, public health, and nursing. Two articles discussed planetary heath education for staff physicians. Reported competencies included eco-medical literacy, environmental inequity, and planetary health advocacy. Key considerations for curricular development included longitudinal implementation, interprofessional collaboration, and experiential learning through quality improvement projects. Barriers to implementation included time constraints and the lack of knowledgeable educators and administrative support for curricular change. Conclusions This scoping review outlines key recommendations and barriers to help facilitate the implementation of planetary health education in medical training.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6 Suppl","pages":"58-68"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11644581/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Incorporating Climate Change Education Into Residency: A Focus on Community Risks and Resources. 将气候变化教育纳入住院实习：关注社区风险和资源。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00061.1

Charles Moon, Sandra Braganza, Eleanor Bathory

{"title":"Incorporating Climate Change Education Into Residency: A Focus on Community Risks and Resources.","authors":"Charles Moon, Sandra Braganza, Eleanor Bathory","doi":"10.4300/JGME-D-24-00061.1","DOIUrl":"10.4300/JGME-D-24-00061.1","url":null,"abstract":"Background: Graduate medical education (GME) focused on climate change (CC) health effects is essential. However, few CC education evaluations exist to guide residency programs looking to implement CC content.Objective: To evaluate the effect of an education session on residents' self-reported knowledge of CC health effects and confidence utilizing local CC anticipatory guidance and community resources with patients.Methods: A CC session was integrated into the pediatric, family medicine, and social medicine curricula at an urban academic medical center in 2023. A convenience sample of residents participated in 1 of 4 nonrandomized case-based or lecture-based sessions. Pre- and post-session 5-question Likert-scale surveys were used for assessment and analyzed using paired t tests.Results: Sixty-eight of 108 eligible residents completed the surveys (28 case-based, 40 lecture-based, 63% response rate). Residents' understanding and confidence to engage with patients on CC health effects after the educational session improved (Q1 mean difference 1.3, t 67=9.85, 95% CI 1.04-1.57, P<.001; Q2 1.5, t 67=9.98, 95% CI 1.20-1.82, P<.001; Q3 1.8, t 67=12.84, 95% QI 1.54-2.11, P<.001; Q4 2.1, t 67=16.25, 95% CI 1.84-2.36, P<.001; Q5 2.1, t 67=16.28, 95% CI 1.86-2.38, P<.001).Conclusions: Resident self-reported understanding of the health effects of CC and confidence utilizing local CC anticipatory guidance and resources with patients increased after a CC education session.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6 Suppl","pages":"86-91"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11644573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Non-Teaching Service Patients Versus Patients Without Teaching Value. 非教学服务患者与无教学价值患者。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00200.1

Parul Sud, Halina Kusz, Molly E Gabriel-Champine

引用次数: 0

Development and Implementation of a Climate Change and Health Curriculum Into Pediatric Residency Education. 气候变化与健康课程在儿科住院医师教育中的发展与实施。

Journal of graduate medical education Pub Date : 2024-12-01 Epub Date: 2024-12-13 DOI: 10.4300/JGME-D-24-00054.1

Christina L Padgett, Sarah J Ventre, Susan M Orrange

{"title":"Development and Implementation of a Climate Change and Health Curriculum Into Pediatric Residency Education.","authors":"Christina L Padgett, Sarah J Ventre, Susan M Orrange","doi":"10.4300/JGME-D-24-00054.1","DOIUrl":"10.4300/JGME-D-24-00054.1","url":null,"abstract":"Background There is an increasing body of evidence demonstrating the impacts of climate change on health. Physicians recognize the significance but feel unprepared to address it. Despite a call to action from prominent medical organizations, climate change and health (CCH) education has remained sparse. Objective To describe the development and feasibility of a formal climate change curriculum tailored to pediatric residency programs and to assess residents' pre-intervention knowledge and self-reported comfort with this topic. Methods We created a longitudinal, single-institution CCH curriculum for pediatric and combined internal medicine-pediatrics residents. Implementation and evaluation began in May 2023 and is ongoing. Several educational strategies are utilized, and assessment tools include knowledge- and attitudes-based assessments, case-based exercises, reflective writing, grading rubrics, and patient encounter assessments. Feasibility was tracked. Results Sixty-one residents were eligible for participation at the beginning of the study. Pre-intervention knowledge-based assessments were completed by 14 of the 61 residents (23.0%), and attitude-based questions were completed by 12 residents (19.7%). Baseline knowledge assessment showed varied proficiency in CCH topics, and attitudes data showed that while most respondents felt CCH education was important (11 of 12, 91.7%), no respondents felt \"very comfortable\" discussing these topics with patients. In the first year of the curriculum, after residents applied knowledge in a small-group, case-based exercise, most groups were graded as \"not yet competent\" in all categories utilizing a rubric. Conclusions This study demonstrates that a CCH curriculum can be feasibly designed and implemented.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6 Suppl","pages":"125-128"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11644591/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0