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Dyess NF, Liberio B, Bernstein S, Rent S, French H, Myers P. A national virtual job search series for neonatal-perinatal medicine fellows. BMC MEDICAL EDUCATION 2024; 24:633. [PMID: 38844936 PMCID: PMC11155180 DOI: 10.1186/s12909-024-05587-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Accepted: 05/22/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND A standardized approach to prepare trainees for the job search has not been described. The objective of this study was to describe and evaluate an educational series on the job search for Neonatal-Perinatal Medicine (NPM) fellows and identify participants' job search knowledge gaps. METHODS During the 2020-2021 academic year, we created a virtual, seven-part job search series for NPM fellows that required no funding. The series has been repeated annually. We use REDCap surveys to register participants, collect baseline/demographic information, and evaluate the series' impact at the beginning and end of the job search timeline. RESULTS In the 2021-2022 academic year, 290 individuals registered for the series, and 89% completed the baseline/demographic survey. The majority were NPM fellows (89%). Early career neonatologists, NPM hospitalists, and pediatric residents also utilized the series (11%). Less than 25% reported being "knowledgeable" or "very knowledgeable" of core job search components, including the timeline of the job search, contract negotiation, and the general roles and responsibilities of junior faculty. Of those who completed the final job search survey and underwent a job search (60%, 97 of 162), the majority (86%) felt that career planning during training was stressful and believed that job search preparation should be structured into the NPM fellowship curriculum (81%). Many felt that the Job Search Series was helpful in elucidating components of the job search. CONCLUSIONS We identified several knowledge gaps in NPM fellows' understanding of how to find, prepare for, and negotiate their first post-training job. We strongly believe these knowledge gaps are not unique to NPM fellows and that all graduate medical education trainees would benefit from a similar, easy-to-implement, no-cost series.
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Affiliation(s)
- Nicolle F Dyess
- Department of Pediatrics, Section of Neonatology, University of Colorado, 13121 East 17th Avenue, Mail Stop 8402, Room 4304, Aurora, Colorado, 80045, USA.
| | - Brianna Liberio
- Department of Pediatrics, Division of Neonatal-Perinatal Medicine, Indiana University, Indianapolis, Indiana, USA
| | - Sarah Bernstein
- Department of Pediatrics, Section of Neonatology, The University of Utah, Salt Lake City, Utah, USA
| | - Sharla Rent
- Department of Pediatrics, Section of Neonatology, Duke University, Durham, North Carolina, USA
| | - Heather French
- Department of Pediatrics, Section of Neonatology, The Children's Hospital of Philadelphia, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, USA
| | - Patrick Myers
- Department of Pediatrics, Section of Neonatology, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
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Torres Acosta MA, Chandra S, Li S, Yoon E, Selgrade D, Quinn J, Ardehali H. The impact of underrepresented minority or marginalized identity status on training outcomes of MD-PhD students. BMC MEDICAL EDUCATION 2023; 23:428. [PMID: 37291579 PMCID: PMC10251672 DOI: 10.1186/s12909-023-04399-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 05/25/2023] [Indexed: 06/10/2023]
Abstract
Dual-degree MD-PhD programs have historically lacked diversity of race, ethnicity, gender, sexual orientation, and other facets of identity. Like MD- and PhD-granting programs, MD-PhD program training environments are also marked by structural barriers that negatively impact measurable academic outcomes of underrepresented and/or marginalized students in academic medicine (racial and ethnic minority groups considered underrepresented by the National Institute of Health, sexual and gender minorities, individuals with disabilities, and individuals of low socioeconomic status). In this article, we review the existing literature on MD-PhD program disparities affecting students from these groups and provide recommendations grounded on the reviewed evidence. Our literature review identified four generalizable barriers that can impact the training outcomes of students from these marginalized and/or underrepresented groups: 1) discrimination and bias, 2) impostor syndrome and stereotype threat, 3) lack of identity-similar mentors, and 4) suboptimal institutional policies and procedures. We propose goal-oriented interventions that may begin to ameliorate the disparities present in MD-PhD program training environments that affect students from marginalized and/or underrepresented groups in academic medicine.
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Affiliation(s)
- Manuel A Torres Acosta
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA.
- Northwestern University's Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA.
| | - Sidhanth Chandra
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- The Ken and Ruth Davee Department of Neurology, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Sophia Li
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- Northwestern University's Department of Biomedical Engineering, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Esther Yoon
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- The Ken and Ruth Davee Department of Neurology, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Daniel Selgrade
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- Northwestern University's Center for Genetic Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Jeanne Quinn
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- Northwestern University's Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Hossein Ardehali
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA.
- The Ken and Ruth Davee Department of Neurology, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA.
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Purnell SM, Bass BL, Benavides B, Martinez S, McNeil SG, Dickinson KJ. Template for a program tailored ACS/APDS phase 1 curriculum: From needs assessment to implementation. Am J Surg 2021; 223:257-265. [PMID: 33838868 DOI: 10.1016/j.amjsurg.2021.03.034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 02/04/2021] [Accepted: 03/15/2021] [Indexed: 11/01/2022]
Abstract
BACKGROUND The Phase 1 ACS/APDS skills curriculum standardizes intern training. Despite this, institutional implementation varies and is nationally low. We aimed to use Kern's six-steps to tailor this to our program, providing a framework to improve implementation. METHODS Problem identification and general needs assessment were performed. Targeted needs assessment (TNA) of incoming interns ('interns'), current residents, and attendings determined perceived importance of skills and intern's previous experience and confidence. Educational strategies were developed. Learner knowledge was assessed before and after modules, deficiencies identified enabled employment of active learning strategies. Modular and curricular evaluations were completed. RESULTS TNA determined all interns had been taught knot tying and suturing, and were most confident with suturing, knot tying, and urethral catheterization. Educational strategies included simulation and lectures. Evaluations demonstrated improvement in test scores (pre-v post-) and skills confidence on curricula completion. CONCLUSION Our framework utilizes institutional resources and expertise while focusing on determining existing knowledge, skill, and technical deficiencies of learners. This approach demonstrated improvement in knowledge and confidence, and could improve implementation rates of the Phase 1 curriculum.
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Affiliation(s)
- Shawn M Purnell
- Department of General Surgery, Houston Methodist Hospital, Houston, TX, USA
| | - Barbara L Bass
- George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Benjamin Benavides
- Department of General Surgery, Houston Methodist Hospital, Houston, TX, USA; Methodist Institute for Technology, Innovation and Education, Houston, TX, USA
| | - Sylvia Martinez
- Department of General Surgery, Houston Methodist Hospital, Houston, TX, USA
| | - Sara G McNeil
- College of Education, University of Houston, Houston, TX, USA
| | - Karen J Dickinson
- Department of General Surgery, Houston Methodist Hospital, Houston, TX, USA; Methodist Institute for Technology, Innovation and Education, Houston, TX, USA; Department of Surgery, University of Arkansas for Medical Sciences, Little Rock, AR, USA.
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Lucas R, Kothari P, Adams C, Jones L, Williams VN, Sánchez JP. We are All Leaders: Introducing Self-Leadership Concepts Through the Lens of Improving Diversity in the Health Care Workforce. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:11011. [PMID: 33204835 PMCID: PMC7666830 DOI: 10.15766/mep_2374-8265.11011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Accepted: 06/24/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Increasing faculty and leader diversity has been recommended as a way for health care organizations to achieve cultural competence in their patient care mission. Given the low numbers of underrepresented groups in medical school leadership positions, teaching diverse students and trainees the concept of leadership as influence may empower them to become more involved and bring diverse perspectives to their organizations. METHODS This 70-minute workshop consisted of a short presentation, a self-assessment, small- and large-group discussions, and case studies to: (1) describe the importance of diversity in medical school leadership, (2) define leadership, (3) define self-leadership, and (4) assess one's own self-leadership skills. The workshop was implemented at three US medical schools to diverse medical students and residents between September and December of 2019. Pre- and postworkshop evaluations were analyzed. RESULTS Greater than 95% of learners (n = 66) agreed that the workshop's learning objectives were met. Comments suggested participants appreciated learning about the lack of diversity among medical school leaders and the importance of cultivating their role in diversity in academic medicine. The case studies were highly rated and considered effective tools for learning. DISCUSSION This submission defined an empowering notion of leadership as influence. It taught learners that we can all lead (by influence) if we can improve our own self-leadership skills and become involved and bring diverse perspectives to health care organizations. Future research may focus on longer-term follow-up of participants to reassess their self-leadership skills and describe their level of involvement in their organizations.
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Affiliation(s)
- Raymond Lucas
- Associate Professor of Emergency Medicine and Associate Dean for Continuing Professional Education, School of Medicine and Health Sciences, George Washington University
| | - Pooja Kothari
- Fourth-year Medical Student, Rutgers New Jersey Medical School
| | - Clydell Adams
- Second-Year Medical Student, McGovern Medical School at The University of Texas Health Science Center at Houston
| | - Latanya Jones
- Associate Professor of Pediatrics and Associate Dean of Office and Diversity & Inclusion, McGovern Medical School at The University of Texas Health Science Center at Houston
| | - Valerie N. Williams
- Presidential Professor, Graduate College, University of Oklahoma Health Sciences Center; Former Associate Dean, Faculty Affairs, University of Oklahoma College of Medicine; Vice Provost, Academic Affairs and Faculty Development, University of Oklahoma Health Sciences Center
| | - John Paul Sánchez
- President, Building the Next Generation of Academic Physicians Inc.; Executive Director, Latino Medical Student Association Inc.; Professor, Emergency Medicine, University of New Mexico School of Medicine
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Gabr AM, Li N, Schenning RC, Elbarbary A, Anderson JC, Kaufman JA, Farsad K. Diagnostic and Interventional Radiology Case Volume and Education in the Age of Pandemics: Impact Analysis and Potential Future Directions. Acad Radiol 2020; 27:1481-1488. [PMID: 32703647 PMCID: PMC7372272 DOI: 10.1016/j.acra.2020.07.014] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 07/07/2020] [Accepted: 07/09/2020] [Indexed: 12/16/2022]
Abstract
RATIONALE AND OBJECTIVES To assess the immediate impact of the COVID-19 pandemic on Diagnostic and Interventional Radiology education, and to propose measures to preserve and augment trainee education during future crises. MATERIALS AND METHODS Diagnostic Radiology (DR) studies and Interventional Radiology (IR) procedures at a single tertiary-care teaching institution between 2015 and 2020 were reviewed. DR was divided by section: body, cardiothoracic, musculoskeletal (MSK), neuroradiology, nuclear medicine, pediatrics, and women's imaging. IR was divided by procedural types: arterial, venous, lymphatic, core, neuro, pediatrics, dialysis, cancer embolization or ablation, noncancer embolization, portal hypertension, and miscellaneous. Impact on didactic education was also assessed. ANOVA, t test, and multiple comparison correction were used for analysis. RESULTS DR and IR caseloads decreased significantly in April 2020 compared to April of the prior 5 years (both p < 0.0001). Case volumes were reduced in body (49.2%, p < 0.01), MSK (54.2%, p < 0.05), neuro (39.3%, p < 0.05), and women's imaging (75.5%, p < 0.05) in DR, and in arterial (62.6%, p < 0.01), neuro IR (57.6%, p < 0.01) and core IR (42.6%, p < 0.05) in IR. IR trainee average caseload in April 2020 decreased 51.9% compared to April of the prior 5 years (p < 0.01). Utilization of online learning increased in April. Trainees saw significant increases in overall DR didactics (31.3%, p = 0.02) and no reduction in IR didactics, all online. Twelve major national and international DR and IR meetings were canceled or postponed between March and July. CONCLUSION Decreases in caseload and widespread cancellation of conferences have had significant impact on DR/IR training during COVID-19 restrictions. Remote learning technologies with annotated case recording, boards-style case reviews, procedural simulation and narrated live cases as well as online lectures and virtual journal clubs increased during this time. Whether remote learning can mitigate lost opportunities from in-person interactions remains uncertain. Optimizing these strategies will be important for potential future restricted learning paradigms and can also be extrapolated to augment trainee education during unrestricted times.
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Affiliation(s)
- Ahmed M Gabr
- Dotter Department of Interventional Radiology, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland OR, 97239-3011; Radiology Department, Tanta University, Tanta, Egypt
| | - Ningcheng Li
- Dotter Department of Interventional Radiology, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland OR, 97239-3011
| | - Ryan C Schenning
- Dotter Department of Interventional Radiology, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland OR, 97239-3011
| | - Aly Elbarbary
- Radiology Department, Tanta University, Tanta, Egypt
| | - James C Anderson
- Dotter Department of Interventional Radiology, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland OR, 97239-3011
| | - John A Kaufman
- Dotter Department of Interventional Radiology, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland OR, 97239-3011
| | - Khashayar Farsad
- Dotter Department of Interventional Radiology, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland OR, 97239-3011.
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