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Program Directors (program + director)

Distribution by Scientific Domains

Medical Sciences	90%
Humanities and Social Sciences	4%
2 Other Domains	6%

Kinds of Program Directors

residency program director

Selected Abstracts

How to Treat Hypertension in Patients With Coronary Heart Disease disease.

JOURNAL OF CLINICAL HYPERTENSION, Issue 5 2008
Marvin Moser MD
Following a hypertension symposium in Los Angeles in October 2007, a panel was convened to discuss how to treat hypertension in patients with coronary artery disease or with evidence of multiple major risk factors for coronary heart disease. Marvin Moser, MD, Clinical Professor of Medicine at the Yale University School of Medicine, New Haven, CT, moderated the discussion. Jackson T. Wright Jr, MD, PhD, Professor of Medicine, Program Director of William T. Dahms Clinical Research, and Director of the Clinical Hypertension Program at Case Western Reserve University, Cleveland, OH; Ronald G. Victor, MD, Professor and Division Chief, Hypertension, University of Texas Southwestern Medical Center, Dallas, TX; and Joel Handler, MD, Hypertension Lead, Care Management Institute, Kaiser Permanente, Anaheim, CA, participated in the discussion. [source]

Characteristics of Emergency Medicine Program Directors

ACADEMIC EMERGENCY MEDICINE, Issue 2 2006
Michael S. Beeson MD
Objectives: To characterize emergency medicine (EM) program directors (PDs) and compare the data, where possible, with those from other related published studies. Methods: An online survey was e-mailed in 2002 to all EM PDs of programs that were approved by the Accreditation Council of Graduate Medical Education. The survey included questions concerning demographics, work hours, support staff, potential problems and solutions, salary and expenses, and satisfaction. Results: One hundred nine of 124 (88%) PDs (69.7% university, 27.5% community, and 2.8% military) completed the survey; 85.3% were male. Mean age was 43.6 years (95% confidence interval [CI] = 42.6 to 44.7 yr). The mean time as a PD was 5.7 years (95% CI = 4.9 to 6.5 yr), with 56% serving five years or less. The mean time expected to remain as PD is an additional 6.0 years (95% CI = 5.2 to 6.8). A 1995 study noted that 50% of EM PDs had been in the position for less than three years, and 68% anticipated continuing in their position for less than five years. On a scale of 1 to 10 (with 10 as highest), the mean satisfaction with the position of PD was 8.0 (95% CI = 7.2 to 8.3). Those PDs who stated that the previous PD had mentored them planned to stay a mean of 2.0 years longer than did those who were not mentored (95% CI of difference of means = 0.53 to 3.53). Sixty-five percent of PDs had served previously as an associate PD. Most PDs (92%) have an associate or assistant PD, with 54% reporting one; 25%, two; and 9%, three associate or assistant PDs. A 1995 study noted that 62% had an associate PD. Ninety-two percent have a program coordinator, and 35% stated that they have both a residency secretary and a program coordinator. Program directors worked a median of 195 hours per month: clinical, 75 hours; scholarly activity, 20 hours; administrative, 80 hours; and teaching and residency conferences, 20 hours; compared with a median total hours of 220 previously reported. Lack of adequate time to do the job required, career needs interfering with family needs, and lack of adequate faculty help with residency matters were identified as the most important problems (means of 3.5 [95% CI = 3.2 to 3.7], 3.4 [95% CI = 3.2 to 3.6], and 3.1 [95% CI = 2.9 to 3.3], respectively, on a scale of 1 to 5, with 5 as maximum). This study identified multiple resources that were found to be useful by >50% of PDs, including national meetings, lectures, advice from others, and self-study. Conclusions: Emergency medicine PDs generally are very satisfied with the position of PD, perhaps because of increased support and resources. Although PD turnover remains an issue, PDs intend to remain in the position for a longer period of time than noted before this study. This may reflect the overall satisfaction with the position as well as the increased resources and support now available to the PD. PDs have greater satisfaction if they have been mentored for the position. [source]

Monitoring stress levels in postgraduate medical training

THE LARYNGOSCOPE, Issue 1 2009
Justin D. Hill MD
Abstract Objectives: The Accreditation Council for Graduate Medical Education (ACGME) mandates that residency Program Directors (PD) monitor resident well-being, including stress. Burnout, as a measure of work-related stress, is defined by a high degree of emotional exhaustion and depersonalization, and a low degree of personal accomplishment using the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). The purpose of this study is to describe the use of the MBI-HSS as a method of monitoring stress levels in an academic otolaryngology residency training program and introduce this survey as a tool for wider use in meeting ACGME requirements. Methods: The MBI-HSS was administered to residents in an academic otolaryngology residency training program on three separate occasions: at the beginning, middle, and end of different academic years. In addition, at the time of the third administration, the MBI-HSS was completed by faculty and staff in the same department. Surveys were completed and collected anonymously. Responses were scored against normative data from the MBI-HSS overall sample and the medicine subscale. Low, average, and high levels of burnout were identified for the individual categories of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA); average levels for each category were calculated. Results: Twenty-two residents completed the first survey, taken near the end of an academic year; 19 completed the second administration in the middle of the following academic year; and 24 completed the third survey at the beginning of the subsequent academic year. Thirteen faculty and 23 staff also completed the third survey. We found that three, one, and one residents reported high levels of burnout on the first, second, and third surveys, respectively. These figures compare to one faculty member and no staff members in the same department reporting high levels of burnout. Conclusions: The MBI-HSS is an established and validated tool for identifying burnout in resident physicians. Residency PDs may find the MBI-HSS useful as an aid in monitoring resident well-being and stress. In our own department, we found levels of burnout comparable to those previously reported for residents and faculty in this specialty. Laryngoscope, 119:75,78, 2009 [source]

Need for Standardized Sign-out in the Emergency Department: A Survey of Emergency Medicine Residency and Pediatric Emergency Medicine Fellowship Program Directors

ACADEMIC EMERGENCY MEDICINE, Issue 2 2007
Madhumita Sinha MD
Objectives To determine the existing patterns of sign-out processes prevalent in emergency departments (EDs) nationwide. In addition, to assess whether training programs provide specific guidance to their trainees regarding sign-outs and attitudes of emergency medicine (EM) residency and pediatric EM fellowship program directors toward the need for the development of standardized guidelines relating to sign-outs. Methods A Web-based survey of training program directors of each Accreditation Council for Graduate Medical Education (ACGME),accredited EM residency and pediatric EM fellowship program was conducted in March 2006. Results Overall, 185 (61.1%) program directors responded to the survey. One hundred thirty-six (73.5%) program directors reported that sign-outs at change of shift occurred in a common area within the ED, and 79 (42.7%) respondents indicated combined sign-outs in the presence of both attending and resident physicians. A majority of the programs, 119 (89.5%), stated that there was no uniform written policy regarding patient sign-out in their ED. Half (50.3%) of all those surveyed reported that physicians sign out patient details "verbally only," and 79 (42.9%) noted that transfer of attending responsibility was "rarely documented." Only 34 (25.6%) programs affirmed that they had formal didactic sessions focused on sign-outs. A majority (71.6%) of program directors surveyed agreed that specific practice parameters regarding transfer of care in the ED would improve patient care; 80 (72.3%) agreed that a standardized sign-out system in the ED would improve communication and reduce medical error. Conclusions There is wide variation in the sign-out processes followed by different EDs. A majority of those surveyed expressed the need for standardized sign-out systems. [source]

Characteristics of Emergency Medicine Program Directors

Accessibility of Addiction Treatment: Results from a National Survey of Outpatient Substance Abuse Treatment Organizations

HEALTH SERVICES RESEARCH, Issue 3 2003
Peter D. Friedmann
Objectives This study examined organization-level characteristics associated with the accessibility of outpatient addiction treatment. Methods Program directors and clinical supervisors from a nationally representative panel of outpatient substance abuse treatment units in the United States were surveyed in 1990, 1995, and 2000. Accessibility was measured from clinical supervisors' reports of whether the treatment organization provided "treatment on demand" (an average wait time of 48 hours or less for treatment entry), and of whether the program turned away any patients. Results In multivariable logistic models, provision of "treatment on demand" increased two-fold from 1990 to 2000 (OR, 1.95; 95 percent CI, 1.5 to 2.6), while reports of turning patients away decreased nonsignificantly. Private for-profit units were twice as likely to provide "treatment on demand" (OR, 2.2; 95 percent CI, 1.3 to 3.6), but seven times more likely to turn patients away (OR, 7.4; 95 percent CI, 3.2 to 17.5) than public programs. Conversely, units that served more indigent populations were less likely to provide "treatment on demand" or to turn patients away. Methadone maintenance programs were also less likely to offer "treatment on demand" (OR, .65; 95 percent CI, .42 to .99), but more likely to turn patients away (OR, 2.4; 95 percent CI, 1.4 to 4.3). Conclusions Although the provision of timely addiction treatment appears to have increased throughout the 1990s, accessibility problems persist in programs that care for indigent patients and in methadone maintenance programs. [source]

Are Internal Medicine Residency Programs Adequately Preparing Physicians to Care for the Baby Boomers?

JOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 10 2006
A National Survey from the Association of Directors of Geriatric Academic Programs Status of Geriatrics Workforce Study
Patients aged 65 and older account for 39% of ambulatory visits to internal medicine physicians. This article describes the progress made in training internal medicine residents to care for older Americans. Program directors in internal medicine residency programs accredited by the Accreditation Council for Graduate Medical Education were surveyed in the spring of 2005. Findings from this survey were compared with those from a similar 2002 survey to determine whether any changes had occurred. A 60% response rate was achieved (n=235). In these 3-year residency training programs, 20 programs (9%) required less than 2 weeks of clinical instruction that was specifically structured to teach geriatric care principles, 48 (21%) at least 2 weeks but less than 4 weeks, 144 (62%) at least 4 weeks but less than 6 weeks, and 21 (9%) required 6 or more weeks. As in 2002, internal medicine residency programs continue to depend on nursing home facilities, geriatric preceptors in nongeriatric clinical ambulatory settings, and outpatient geriatric assessment centers for their geriatrics training. Training was most often offered in a block format. The mean number of physician faculty per residency program dedicated to teaching geriatric medicine was 3.5 full-time equivalents (FTEs) (range 0,50), compared with a mean of 2.2 FTE faculty in 2002 (P,.001). Internal medicine educators are continuing to improve the training of residents so that, as they become practicing physicians, they will have the knowledge and skills in geriatric medicine to care for older adults. [source]

Barriers to the implementation of competency-based education and assessment: A survey of otolaryngology program directors,

THE LARYNGOSCOPE, Issue 6 2010
Kulsoom Laeeq MD
Abstract Objectives/Hypothesis: To identify the barriers faced by otolaryngology program directors as they implement competency-based education and assessment and to identify preferred approaches to meet these challenges as suggested by program directors. Study Design: A national survey of otolaryngology,head and neck surgery program directors. Methods: We developed a 20-item questionnaire that was distributed to 102 otolaryngology program directors through SurveyMonkey. Nonrespondents were reminded by follow-up email and phone calls. Results were analyzed by descriptive statistical analysis. Results: A total of 88 (86%) program directors responded to the survey. There was a marked discrepancy between the income received and time spent performing the duties of the program director. Program director workload was recognized as the most important barrier to the implementation of competency-based education. Creating a practical clearinghouse of existing and emerging assessment tools was given the highest rating among the approaches to meet the challenges faced by program directors. Conclusions: Program directors in otolaryngology do not have sufficient financial support, protected time, and personnel to fulfill their administrative and educational responsibilities. They should be provided with additional institutional assistance to help them achieve the goals of the Accreditation Council for Graduate Medical Education outcome project. [source]

Chairperson and Faculty Gender in Academic Emergency Medicine Departments

ACADEMIC EMERGENCY MEDICINE, Issue 8 2006
David Cheng MD
Objectives: Despite the influx of female physicians in academic medicine departments, there are a small number of women in faculty and departmental leadership positions in emergency medicine (EM). The objective of this study was to determine if the gender of the chairperson of an academic EM department is associated with the gender of the residency program director (RPD) and gender proportion of its faculty. Methods: This was a retrospective analysis of 133 academic EM departments using the Society for Academic Emergency Medicine online residency catalog, program Web site, or e-mail. Main outcome measures were proportion of female EM faculty and gender of the RPD. Results: Data were available for 133 academic departments. Women chaired 7.5% (n= 10) of departments and comprised 22.3% of all faculty and 15.0% (n= 20) of RPD positions. EM departments that were chaired by women had a significantly higher percentage of female faculty compared with those led by men (31% vs. 22%; p = 0.01). Similarly, departments that were chaired by women had a significantly higher proportion of female RPDs compared with those chaired by men (50% vs. 12%; p < 0.01). Compared with departments chaired by men, the RPD was 5.0 times (95% confidence interval = 1.9 to 27.8; p < 0.01) more likely to be a woman if the chairperson was also a woman. Conclusions: An academic EM department was more likely to have a higher proportion of female faculty and a female RPD when the department chairperson was female. [source]

Barriers to the implementation of competency-based education and assessment: A survey of otolaryngology program directors,

Emergency Medicine Residency Applicant Views on the Interview Day Process

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Nicole M. DeIorio MD
Abstract Objectives:, Emergency medicine (EM) residency programs spend significant time and money offering an interview day experience for their applicants. The day may include a range of activities, although which are most important from the applicants' point of view are not known. Methods:, An anonymous web-based survey was sent to all applicants to an EM residency program from the 2006/07 cycle. The study assessed factors about the interview day that were most helpful to applicants in assessing goodness of fit and preparing their rank list of programs. Results:, When considering whether a program was a good fit for them, the respondents chose (from most to least important) how happy the residents seem, faculty,resident relationships, how well the residents work together, resident and faculty values match my own, the residents spend time together outside of the residency, and the residents share my outside interests. Applicants most value assessing program "personality," informal off-campus gatherings with residents, and interviewing with the program director as ways to decide where a program will reside on their rank list. Touring off-campus emergency departments and off-service facilities received the lowest rating averages. Conclusions:, Residency programs have the opportunity to control two of the three most important ways in which applicants use the interview day to assess programs by offering off-campus gatherings with residents and ensuring that every candidate interviews with the program director. Residency programs may use this knowledge to optimize interview day resources. [source]

Integrating the Core Competencies: Proceedings from the 2005 Academic Assembly Consortium

ACADEMIC EMERGENCY MEDICINE, Issue 1 2007
Sarah A. Stahmer MD
Abstract The Accreditation Council for Graduate Medical Education mandated the integration of the core competencies into residency training in 2001. To this end, educators in emergency medicine (EM) have been proactive in their approach, using collaborative efforts to develop methods that teach and assess the competencies. The first steps toward a collaborative approach occurred during the proceedings of the Council of Emergency Medicine Residency Directors (CORD-EM) academic assembly in 2002. Three years later, the competencies were revisited by working groups of EM program directors and educators at the 2005 Academic Assembly. This report provides a summary discussion of the status of integration of the competencies into EM training programs in 2005. [source]

DOES CORRECTIONAL PROGRAM QUALITY REALLY MATTER?

CRIMINOLOGY AND PUBLIC POLICY, Issue 3 2006
THE IMPACT OF ADHERING TO THE PRINCIPLES OF EFFECTIVE INTERVENTION
Research Summary: This study analyzed data on 3,237 offenders placed in 1 of 38 community-based residential programs as part of their parole or other post-release control. Offenders terminated from these programs were matched to, and compared with, a group of offenders (N = 3,237) under parole or other post-release control who were not placed in residential programming. Data on program characteristics and treatment integrity were obtained through staff surveys and interviews with program directors. This information on program characteristics was then related to the treatment effects associated with each program. Policy Implications: Significant and substantial relationships between program characteristics and program effectiveness were noted. This research provides information that is relevant to the development of correctional programs, and it can be used by funding agencies when awarding contracts for services. [source]

Errors in the Interpretation of Mohs Histopathology Sections Over a 1-Year Fellowship

DERMATOLOGIC SURGERY, Issue 12 2008
MICHAEL E. MURPHY MD
BACKGROUND Errors can occur in the interpretation of Mohs histopathology sections. Errors in histology interpretation can lead to incomplete removal of cancer and cancer persistence or the unnecessary removal of uninvolved tissue. Extensive proctored training is necessary to reduce these errors to an absolute minimum level. OBJECTIVE To analyze and quantify the number of cases and the amount of time required to reach a satisfactory level of expertise in the reading and interpretation of Mohs histopathology. METHODS A single-institution pilot study was designed to track errors in the interpretation and mapping of Mohs histopathology sections. A Mohs surgery fellow independently preread Mohs cases and rendered his interpretation on the Mohs map. One of the Mohs program directors subsequently reviewed and corrected all cases. Errors were scored on a graded scale and tracked over the 1-year fellowship to determine the number of cases and amount of time necessary to reduce errors to a baseline minimal level. RESULTS One thousand four hundred ninety-one Mohs surgery cases were required to generate 1,347 pathology specimens for review and grading over 6 months of Mohs surgery fellowship before reducing errors to a minimum acceptable level of less than 1 critical error per 100 cases read. CONCLUSIONS The number of cases and time required to reduce errors in the interpretation of Mohs histology is substantial. Direct and immediate mentored correction of errors is essential for improvement. These results can act as a guide for Mohs surgery training programs to help determine the minimum number of directly proctored cases required to obtain expertise in this crucial component of Mohs surgery. [source]

Workforce Characteristics of Mohs Surgery Fellows

DERMATOLOGIC SURGERY, Issue 2 2004
Josephine C. Nguyen BS
Background. Anecdotal evidence from program directors and Mohs surgeons suggests that Mohs fellowships are becoming increasingly popular and competitive among dermatology trainees. Objective. To assess the characteristics and investigate the motivating factors of those pursuing Mohs fellowships. Methods. Anonymous surveys were distributed to recent dermatology residency graduates taking a board exam review course in years 1999,2002. Results. In 2002, 2001, and 1999, the percentages of recently trained dermatologists pursuing Mohs fellowships were 9.4%, 8.5%, and 8.8%, respectively. There were no significant differences between Mohs fellows and the rest of the recently graduated dermatologists in terms of debt levels, marital status, parenting status, and spousal employment status. The Mohs fellows were slightly more likely to be male than their non-Mohs counterparts. The factor considered the most important by both groups when choosing a job was location. Conclusions. Further research is needed to discover potential factors that may be playing a role in the increased popularity of Mohs surgery. The number of Mohs surgeons is increasing and is likely to expand over time. It remains to be seen what effect the growth will have on the supply of Mohs surgery and whether it will outpace the increased demand for services. [source]

Characteristics of Emergency Medicine Program Directors

Patient Care Competency in Emergency Medicine Graduate Medical Education: Results of a Consensus Group on Patient Care

ACADEMIC EMERGENCY MEDICINE, Issue 11 2002
Randall W. King MD
"Patient Care" is the first listed core competency of the six new core competencies recently formulated by the Accreditation Council for Graduate Medical Education (ACGME) and, arguably, the most important. To assist emergency medicine (EM) program directors in incorporating and assessing this competency, the Council of Emergency Medicine Residency Directors (CORD-EM) held a consensus conference in March 2002. Definitions of this competency were generated that are specific for the training of practitioners in EM. These built upon the ACGME base definition, but include elements unique to or critically important in EM. In addition, all of the ACGME assessment tools were examined and prioritized for use in assessing the competency of EM residents in the area of patient care. Suggestions for an implementation process are also described. [source]

Redefining Emergency Medicine Procedures: Canadian Competence and Frequency Survey

ACADEMIC EMERGENCY MEDICINE, Issue 7 2001
FRCPC, Ken Farion MD
Objective: To redefine the Royal College of Physicians and Surgeons (RCPS) procedural skills list for Canadian emergency medicine (EM) residents through a national survey of EM specialists to determine procedural performance frequency and self-assessment of competence. Methods: The survey instrument was developed in three phases: 1) an EM program directors survey identified inappropriate or dated procedures, endorsing 127 skills; 2) a search of EM literature added 98 skills; and 3) an expert panel designed the survey instrument and finalized a list of 150 skills. The survey instrument measured the frequency of procedure performance or supervision, self-reported competence (yes/no), and endorsement of one of four training levels for each skill: undergraduate (UG), postgraduate (PG), knowledge only, or un-necessary (i.e., too infrequently performed to maintain competence). Results: All 289 Canadian EM specialists were surveyed by mail; 231 (80%) responded, 221 completed surveys, and 10 were inactive. More than 60% reported competence in 125 (83%) procedures, and 55 procedures were performed at least three times a year. The mean competence score was 121 (SD ± 17.7, median = 122) procedures. Competence score correlation with patient volume was r= 0.16 (p = 0.02) and with hours worked was r= 0.19 (p = 0.01). Competence score was not associated with year or route (residency vs grandfather) of certification. Each procedure was assigned to a training level using response consensus and decision rules (UG: 1%; PG: 82%; unnecessary: 17%). Conclusions: A survey of EM clinicians reporting competence and frequency of skill performance defined 127 procedural skills appropriate for Canadian RCPS postgraduate training and EM certification. [source]

Graduate Medical Education Downsizing: Perceived Effects of Participating in the HCFA Demonstration Project in New York State

ACADEMIC EMERGENCY MEDICINE, Issue 2 2001
Linda L. Spillance MD
Abstract. Objective: Financial support for graduate medical education (GME) is shrinking nationally as Medicare cuts GME funds. Thirty-nine hospitals in New York State (NYS) voluntarily participated in a Health Care Financing Administration demonstration project (HCFADP),the goal of which was to reduce total residency training positions by 4-5%/year over a five-year period, while increasing primary care positions. The objective of this study was to determine the effect of downsizing on emergency department (ED) staffing and emergency medicine (EM) residency training. Methods: Structured interviews and surveys of NYS program directors (PDs) were conducted in October,December 1999. Simple frequencies are reported. Results: One hundred percent of 17 PDs completed the interviews and seven of 12 participants in the HCFADP returned surveys. Twelve of 17 programs participated in HCFADP and two programs downsized outside HCFADP. Seven of 12 participants lost EM positions. Six of 12 programs were forced to exclude outside residents from rotating in their ED, leading to a need for one participating program and one non-participating program to find alternative sites for trauma. Five of 12 institutions provided resident staffing data, reporting a reduction in ED resident coverage in year 1 of the project of 9-40%. Programs compensated by increasing the number of shifts worked (4/12), increasing shift length (1/12), decreasing pediatric ED shifts (1/12), decreasing elective or research time (2/12), and decreasing off-service rotations (4/12). Six departments hired physician assistants or nurse practitioners, two hired faculty, and two hired resident moonlighters. Six of 12 programs withdrew from HCFADP and returned to previous resident numbers. Eight of 12 PDs thought that they had decreased time for clinical teaching. Conclusions: A 4-5% reduction in residency positions was associated with a marked reduction in ED resident staffing and EM residency curriculum changes. [source]

Selection Criteria for Emergency Medicine Residency Applicants

ACADEMIC EMERGENCY MEDICINE, Issue 1 2000
Joseph T. Crane MD
Abstract: Objectives: To determine the criteria used by emergency medicine (EM) residency selection committees to select their residents, to determine whether there is a consensus among residency programs, to inform programs of areas of possible inconsistency, and to better educate applicants pursuing careers in EM. Methods: A questionnaire consisting of 20 items based on the current Electronic Residency Application Service (ERAS) guidelines was mailed to the program directors of all 118 EM residencies in existence in February 1998. The program directors were instructed to rank each item on a five-point scale (5 = most important, 1 = least important) as to its importance in the selection of residents. Followup was done in the form of e-mail and facsimile. Results: The overall response rate was 79.7%, with 94 of 118 programs responding. Items ranking as most important (4.0-5.0) in the selection process included: EM rotation grade (mean ± SD = 4.79 ± 0.50), interview (4.62 ± 0.63), clinical grades (4.36 ± 0.70), and recommendations (4.11 ± 0.85). Moderate emphasis (3.0-4.0) was placed on: elective done at program director's institution (3.75 ± 1.25), U.S. Medical Licensing Examination (USMLE) step II (3.34 ± 0.93), interest expressed in program director's institution (3.30 ± 1.19), USMLE step I (3.28 ± 0.86), and awards/achievements (3.16 ± 0.88). Less emphasis (<3.0) was placed on Alpha Omega Alpha Honor Society (AOA) status (3.01 ± 1.09), medical school attended (3.00 ± 0.85), extracurricular activities (2.99 ± 0.87), basic science grades (2.88 ± 0.93), publications (2.87 ± 0.99), and personal statement (2.75 ± 0.96). Items most agreed upon by respondents (lowest standard deviation, SD) included EM rotation grade (SD 0.50), interview (SD 0.63), and clinical grades (SD 0.70). Of the 94 respondents, 37 (39.4%) replied they had minimum requirements for USMLE step I (195.11 ± 13.10), while 30 (31.9%) replied they had minimum requirements for USMLE step II (194.27 ± 14.96). Open-ended responses to "other" were related to personal characteristics, career/goals, and medical school performance. Conclusions: The selection criteria with the highest mean values as reported by the program directors were EM rotation grade, interview, clinical grades, and recommendations. Criteria showing the most consistency (lowest SD) included EM rotation grade, interview, and clinical grades. Results are compared with those from previous multispecialty studies. [source]

The Practicality and Efficiency of Web-Based Placement Testing for College-Level Language Programs

FOREIGN LANGUAGE ANNALS, Issue 3 2004
Elizabeth B. Bernhardt
A key component of the articulation process is an assessment of student language abilities. On college and university campuses this process is usually conducted via a placement test. As developments in proficiency research have progressed, it is clear that programs need information about a student's grammatical command of a language as well as about their integrative use of the language specifically in speaking. This article examines the process of having students test online before their arrival on campus and provides insights into efficiencies brought about by such testing. The data for the article were generated by 679 learners of Spanish and 78 learners of German as well as by their 14 instructors and 2 language program directors. [source]

Markers of Overcrowding in a Pediatric Emergency Department

ACADEMIC EMERGENCY MEDICINE, Issue 2 2010
Antonia S. Stang MD
Abstract Objectives:, The objective of this study was to identify markers of overcrowding in pediatric emergency departments (PEDs) according to expert opinion and then to use statistical methods to further explore the underlying construct of overcrowding. Methods:, A cross-sectional survey of all PED directors (n = 12) and pediatric emergency medicine fellowship program directors (n = 10) across Canada was conducted to elicit expert opinion on relevant markers of emergency department (ED) crowding. The list of markers was reduced to those specific to the ED for which data could be extracted from one tertiary care PED from an existing computerized patient tracking system. Data representing 2,190 consecutive shifts and 138,361 patient visits were collected between April 2005 and March 2007. Common factor analysis (CFA) was used to determine the underlying factors that best represented overcrowding as determined by markers identified by experts in pediatric emergency medicine Results:, The main markers of overcrowding identified by the survey included measures of patient volume (25%), ED operational processes (55%), and delays in transferring patients to inpatient beds (13%). Data collected on 41 markers were retained for the CFA. The results of the CFA indicated that the largest portion of variation in the data (48%) was accounted for by markers describing patient volumes and flow through the ED. Measures of admission delays accounted for a smaller proportion of variability (9%). Conclusions:, The results suggest that for this tertiary PED, markers of ED operational processes and patient volume may be more relevant for determination of overcrowding than markers reflecting delays in transferring patients to inpatient beds. This study provides a foundation for further research on markers of overcrowding specific to the pediatric setting. ACADEMIC EMERGENCY MEDICINE 2010; 17:151,156 © 2010 by the Society for Academic Emergency Medicine [source]

Patient Recall in Advanced Education in Prosthodontics Programs in the United States

JOURNAL OF PROSTHODONTICS, Issue 4 2010
Fatemeh S. Afshari DMD
Abstract Purpose: This study surveyed program directors of Advanced Education Programs in Prosthodontics (AEPP) in the United States to determine the extent, type, incidence, and perceived effectiveness of implemented recall systems. Material and Methods: Surveys were sent to AEPP directors across the United States to assess their program's recall protocol. This survey first identified whether an active recall program existed. For programs with recall systems, rigor in promoting ongoing oral health was surveyed by focusing on recall frequency, patient tracking protocol, involved personnel, interaction with other university departments, provided clinical procedures, and therapy completion protocol. Whether the directors perceived that their recall system was successful was also investigated. Results: Thirty-three of 46 programs responded, giving a response rate of 72%. Of these 33 programs, only 21 (64%) had an active recall system, although 30 (91%) believed recall to be important. Twelve (57%) directors with recall programs considered their system to be effective. Conclusions: Prosthodontic program directors felt their program's recall effectiveness could be improved. Due to the numerous potential benefits of an active recall system, AEPPs should consider implementing or enhancing their recall programs. Further studies are indicated to determine specific criteria that describe an effective recall system for prosthodontic programs within the context of patient health promotion, program curriculum, and financial ramifications. [source]

Advanced Education in Prosthodontics: Residents' Perspectives on Their Current Training and Future Goals

JOURNAL OF PROSTHODONTICS, Issue 2 2010
DMSc, Zeyad H. Al-Sowygh BDS
Abstract Purpose: The purposes of this study were to identify current prosthodontic residents' demographics and to document prosthodontic residents' perspectives on their clinical training and future goals. Materials and Methods: A 52-item survey was created and distributed to prosthodontic residents in the United States on February 8, 2007. The data collected were analyzed; the means and standard deviations were calculated and ranked. Statistical analysis was conducted using Chi-square and Mann-Whitney analysis (p= 0.05). Results: A 43% response rate was achieved, representing approximately 48% of the total population of prosthodontic residents in the United States. The majority of residents ranked clinical education as the most important factor in selecting their programs, were satisfied with their training, and planned to pursue the certification of the American Board of Prosthodontics. When asked how often they planned to work, 4 days a week was the most common answer. Conclusion: This is the first report identifying current prosthodontic residents' demographics and their perspectives on their clinical training and future goals. Several trends were identified, indicating a bright future for the specialty. By knowing the students' perceptions regarding their training and future goals, the American College of Prosthodontists and/or program directors will be able to use this information to improve residency programs and the specialty. [source]

Ethics in Neuroscience Graduate Training Programs: Views and Models from Canada

MIND, BRAIN, AND EDUCATION, Issue 1 2010
Sofia Lombera
Consideration of the ethical, social, and policy implications of research has become increasingly important to scientists and scholars whose work focuses on brain and mind, but limited empirical data exist on the education in ethics available to them. We examined the current landscape of ethics training in neuroscience programs, beginning with the Canadian context specifically, to elucidate the perceived needs of mentors and trainees and offer recommendations for resource development to meet those needs. We surveyed neuroscientists at all training levels and interviewed directors of neuroscience programs and training grants. A total of 88% of survey respondents reported general interest in ethics, and 96% indicated a desire for more ethics content as it applies to brain research and clinical translation. Expert interviews revealed formal ethics education in over half of programs and in 90% of grants-based programs. Lack of time, resources, and expertise, however, are major barriers to expanding ethics content in neuroscience education. We conclude with an initial set of recommendations to address these barriers which includes the development of flexible, tailored ethics education tools, increased financial support for ethics training, and strategies for fostering collaboration between ethics experts, neuroscience program directors, and funding agencies. [source]

Toward an Understanding of the Role of Applied Linguists in Foreign Language Departments

MODERN LANGUAGE JOURNAL, Issue 4 2005
STACEY KATZ
This article presents an analysis of the results of a survey conducted with foreign language program directors and coordinators in American university foreign language departments. The goal of the survey was twofold. First, it aimed to compile a profile of these individuals: their backgrounds, research, and teaching and coordinating responsibilities. A second objective was to investigate whether the participants consider themselves to be applied linguists. Despite the fact that most participants interviewed are arguably practicing applied linguists, many of them hesitated to identify themselves as such. This ambivalence reflects recent heated discussions about the field of applied linguistics, a debate that was sparked by Firth and Wagner's provocative (1997) article. We call for more voices in this ongoing dialogue. The future of the diverse field of applied linguistics depends upon a variety of perspectives, including more input from applied linguists within foreign language departments. [source]

Service Versus Education: Finding the Right Balance: A Consensus Statement from the Council of Emergency Medicine Residency Directors 2009 Academic Assembly "Question 19" Working Group

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Antonia Quinn DO
Abstract Many emergency medicine (EM) residency programs have recently received citations for their residents' responses to Question 19 of the Accreditation Council on Graduate Medical Education annual survey, which asks residents to rate their program's emphasis on clinical education over service obligations. To the best of our knowledge, no prior investigations or consensus statements exist that specifically address the appropriate balance between educational activity and clinical service in EM residency training. The objective of this project was to create a consensus statement based on the shared insights of academic faculty and educators in EM, with specific recommendations to improve the integration of education with clinical service in EM residency training programs. More than 80 EM program directors (PDs), associate and assistant PDs, and other academic EM faculty attending an annual conference of EM educators met to address this issue in a discussion session and working group. Participants examined the current literature on resident service and education and shared with the conference at large their collective insight and experience and possible solutions to this challenge. A consensus statement of specific recommendations and effective educational techniques aimed at balancing service and education requirements was created, based on the contributions of a diverse group of academic emergency physicians. Recommendations included identifying the teachable moment in all clinical service; promoting resident understanding of program goals and expectations from the beginning; educating residents about the ACGME resident survey; and engaging hospitals, institutional graduate medical education departments, and residents in finding solutions. [source]

Teaching Across the Generation Gap: A Consensus from the Council of Emergency Medicine Residency Directors 2009 Academic Assembly

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Lisa Moreno-Walton MD
Abstract Background:, Four distinct generations of physicians currently coexist within the emergency medicine (EM) workforce, each with its own unique life experience, perspective, attitude, and expectation of work and education. To the best of our knowledge, no investigations or consensus statements exist that specifically address the effect of intergenerational differences on undergraduate and graduate medical education in EM. Objectives:, To review the existing literature on generational differences as they pertain to workforce expectations, educational philosophy, and learning styles and to create a consensus statement based on the shared insights of experienced educators in EM, with specific recommendations to improve the effectiveness of EM residency training programs. Methods:, A group of approximately one hundred EM program directors (PDs), assistant PDs, and other academic faculty attending an annual conference of emergency physician (EP) educators gathered at a breakout session and working group to examine the literature on intergenerational differences, to share insights and discuss interventions tailored to address these stylistic differences, and to formulate consensus recommendations. Results:, A set of specific recommendations, including effective educational techniques, was created based on literature from other professions and medical disciplines, as well as the contributions of a diverse group of EP educators. Conclusions:, Recommendations included early establishment of clear expectations and consequences, emphasis on timely feedback and individualized guidance during training, explicit reinforcement of a patient-centered care model, use of peer modeling and support, and emphasis on more interactive and small-group learning techniques. [source]

Alternatives to the Conference Status Quo: Summary Recommendations from the 2008 CORD Academic Assembly Conference Alternatives Workgroup

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Annie T. Sadosty MD
Abstract Objective:, A panel of Council of Emergency Medicine Residency Directors (CORD) members was asked to examine and make recommendations regarding the existing Accreditation Council of Graduate Medical Education (ACGME) EM Program Requirements pertaining to educational conferences, identified best practices, and recommended revisions as appropriate. Methods:, Using quasi-Delphi technique, 30 emergency medicine (EM) residency program directors and faculty examined existing requirements. Findings were presented to the CORD members attending the 2008 CORD Academic Assembly, and disseminated to the broader membership through the CORD e-mail list server. Results:, The following four ACGME EM Program Requirements were examined, and recommendations made: 1The 5 hours/week conference requirement: For fully accredited programs in good standing, outcomes should be driving how programs allocate and mandate educational time. Maintain the 5 hours/week conference requirement for new programs, programs with provisional accreditation, programs in difficult political environs, and those with short accreditation cycles. If the program requirements must retain a minimum hours/week reference, future requirements should take into account varying program lengths (3 versus 4 years). 2The 70% attendance requirement: Develop a new requirement that allows programs more flexibility to customize according to local resources, individual residency needs, and individual resident needs. 3The requirement for synchronous versus asynchronous learning: Synchronous and asynchronous learning activities have advantages and disadvantages. The ideal curriculum capitalizes on the strengths of each through a deliberate mixture of each. 4Educationally justified innovations: Transition from process-based program requirements to outcomes-based requirements. Conclusions:, The conference requirements that were logical and helpful years ago may not be logical or helpful now. Technologies available to educators have changed, the amount of material to cover has grown, and online on-demand education has grown even more. We believe that flexibility is needed to customize EM education to suit individual resident and individual program needs, to capitalize on regional and national resources when local resources are limited, to innovate, and to analyze and evaluate interventions with an eye toward outcomes. [source]