Browsing by Subject "Fellowship"

Now showing 1 - 7 of 7
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    A Multimodal Educational Boot Camp for Training Fellows in Pediatric Extracorporeal Membrane Oxygenation (ECMO)
    (Association of American Medical Colleges, 2024-10-17) Park, Yujin; Hocutt, Gail; Wetzel, Elizabeth; Swinger, Nathan; Pearson, Kellie; Abulebda, Kamal; Gray, Brian; Surgery, School of Medicine
    Introduction: Pediatric extracorporeal membrane oxygenation (ECMO) management presents unique challenges in acute care settings, requiring specialized expertise to manage critically ill children. Medical and surgical fellows often manage these patients, but prior residency training rarely provides sufficient ECMO exposure. We developed and evaluated a multimodal pediatric ECMO boot camp for new fellows. Methods: This boot camp was implemented during 5-hour sessions in August 2021, August 2022, and August 2023. The curriculum included a 45-minute introductory didactics session, 30-minute hands-on circuit demonstration, and four 30-minute small-group activity stations. To assess knowledge acquisition, pre- and posttests were administered; participants also completed a post-boot camp survey to evaluate their confidence and provide feedback. Results: Forty-nine participants completed the boot camp, including 18 critical care, four cardiology, 11 pediatric surgery, 12 cardiothoracic surgery, and four pediatric emergency medicine fellows. Pre- and posttests demonstrated significant improvement in knowledge of ECMO circuit components and pressures (56% vs. 76%, p < .001). All of our participants agreed or strongly agreed that participating in the boot camp increased their confidence in troubleshooting ECMO emergencies. The inclusion of fellows from various clinical disciplines, offering a rich diversity of perspectives, was particularly valued by participants. Discussion: Our results demonstrate the feasibility and effectiveness of establishing a pediatric ECMO boot camp to train new surgical and medical fellows. The curriculum not only improved ECMO knowledge but also boosted learners' confidence in managing ECMO-related challenges.
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    Communication Training in Adult and Pediatric Critical Care Medicine. A Systematic Review
    (American Thoracic Society, 2020-07-14) Mendez, Michael P.; Patel, Harin; Talan, Jordan; Doering, Michelle; Chiarchiaro, Jared; Sternschein, Rebecca M.; Steinbach, Trevor C.; O’Toole, Jacqueline; Sankari, Abdulghani; McCallister, Jennifer W.; Lee, May M.; Carlos, W. Graham; Lyons, Patrick G.; Medicine, School of Medicine
    Background: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.Background: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.
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    Demand for Medical Toxicology Fellowship Training Is at an All‑Time High
    (Springer, 2023) Pizon, Anthony F.; Kao, Louise; Mycyk, Mark B.; Wax, Paul M.; Emergency Medicine, School of Medicine
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    Emerging from the Pandemic: AAIM Recommendations for Internal Medicine Residency and Fellowship Interview Standards
    (Elsevier, 2022) Luther, Vera P.; Wininger, David A.; Lai, Cindy J.; Dao, Anthony; Garcia, Maria M.; Harper, Whitney; Chow, Timothy M.; Correa, Ricardo; Gay, Lindsey J.; Fettig, Lyle; Dalal, Bhavin; Vassallo, Patricia; Barczi, Steven; Sweet, Michelle; Medicine, School of Medicine
    Perspectives Viewpoints: •New standards are needed moving forward to guide residency and fellowship interviews in response to Coalition for Physician Accountability recommendations and dramatic changes in the interview landscape over the past 2 years. •Processes should be based on principles of equity for applicants and programs while taking into consideration personal and public health and safety. •Ongoing evaluation of advantages and disadvantages of interview practices should continue with iterative adjustments in guidance based on available data.
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    Impact of the COVID-19 Global Pandemic on the Otolaryngology Fellowship Application Process
    (SAGE Publications, 2020-06-09) Nesemeier, Bradley R.; Lebo, Nicole L.; Schmalbach, Cecelia E.; Barnes, Kaitlyn J.; Vernon, Dominic J.; Ting, Jonathan Y.; Shipchandler, Taha Z.; Otolaryngology -- Head and Neck Surgery, School of Medicine
    On March 11, 2020, the World Health Organization declared coronavirus disease 2019 a global pandemic. In addition to massive social disruption, this pandemic affected the traditional fellowship interview season for otolaryngology subspecialties, including head and neck surgical oncology, facial plastic and reconstructive surgery, laryngology, rhinology, neurotology, and pediatric otolaryngology. The impact on the fellowship interview process, from the standpoint of the institution and the applicant, necessitated the use of alternative interview processes. This change may alter the future of how interviews and the match proceed for years to come, with nontraditional methods of interviewing becoming a mainstay. While the impact this pandemic has on the fellowship match process is not yet fully realized, this commentary aims to discuss the challenges faced on both sides of the equation and to offer solutions during these unprecedented times.
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    The need for specialized training for adults with congenital urologic conditions: differences in opinion among specialties
    (Panstwowy Zaklad Wydawnictw Lekarskich, 2020-03-23) Roth, Joshua; Elliott, Sean; Szymanski, Konrad; Cain, Mark; Misseri, Rosalia; Urology, School of Medicine
    Introduction: The aim of this study was to survey pediatric urology fellowship directors (PFD) and adult reconstruction fellowship directors (AFD) to assess who they believe has sufficient training to care for adults with congenital urologic conditions (ACUC). Material and methods: An online survey was created to assess attitudes towards specific training to care for ACUC. The survey was administered to 27 PFD and 26 AFD [16 from genitourinary reconstructive surgery (GURS) and 10 from female pelvic medicine and reconstructive surgery (FPMRS)]. Both groups were asked if specific training is warranted, and if general urologists, pediatric urologists or adult reconstructive urologists were sufficiently trained to care for ACUC. Results: A total of 26 (96%) PFD and 10 (39%) AFD completed the survey. All PFD were fellowship trained in pediatrics. Of the AFD, 5 were GURS trained, 4 were FPMRS trained and 1 was not fellowship trained. The majority (65% PFD, 90% AFD) believed specific training is warranted. Few believed general urologists have sufficient training (8% PFD, 20% AFD). Most PFD believed pediatric urologists have sufficient training (85%), but a minority believed those with adult reconstructive training do (40%). Conversely, a minority of AFD believed that pediatric urologists have sufficient training (40%), while those with adult reconstructive training do (FPMRS: 67%, GURS: 60%). Conclusions: Both pediatric and adult reconstructive urologists believe specific training to care for adults with congenital urologic conditions is warranted. Neither group considers the other to be ideally suited to care for this com
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    The challenges and opportunities of offering and integrating training in clinical molecular genetics and clinical cytogenetics: A survey of LGG Fellowship Program Directors
    (Elsevier, 2024) Deignan, Joshua L.; Aggarwal, Vimla; Bale, Allen E.; Bellissimo, Daniel B.; Booker, Jessica K.; Cao, Yang; Crooks, Kristy R.; Deak, Kristen L.; Del Gaudio, Daniela; Funke, Birgit; Hoppman, Nicole L.; Horner, Vanessa; Hufnagel, Robert B.; Jackson-Cook, Colleen; Koduru, Prasad; Leung, Marco L.; Li, Shibo; Liu, Pengfei; Mao, Minjie Luo Rong; Mason-Suares, Heather; Mikhail, Fady M.; Moore, Stephen R.; Naeem, Rizwan C.; Pollard, Laura M.; Repnikova, Elena A.; Shao, Lina; Shaw, Brandon M.; Shetty, Shashirekha; Smolarek, Teresa A.; Spiteri, Elizabeth; Van Ziffle, Jessica; Vance, Gail H.; Vnencak-Jones, Cindy L.; Williams, Eli S.; Medical and Molecular Genetics, School of Medicine
    Purpose: The specialty of Laboratory Genetics and Genomics (LGG) was created in 2017 in an effort to reflect the increasing convergence in technologies and approaches between clinical molecular genetics and clinical cytogenetics. However, there has not yet been any formal evaluation of the merging of these disciplines and the challenges faced by Program Directors (PDs) tasked with ensuring the successful training of laboratory geneticists under the new model. Methods: An electronic multi-question Qualtrics survey was created and was sent to the PD for each of the Accreditation Council for Graduate Medical Education-accredited LGG fellowship programs at the time. The data were collected, and the responses were aggregated for each question. Results: All of the responding PDs had started training at least 1 LGG fellow. PDs noted challenges with funding, staff shortages, molecular/cytogenetics content integration, limited total training time, increased remote work, increased sendout testing, and a lack of prior cytogenetics knowledge among incoming fellows. Conclusion: This survey attempted to assess the challenges that LGG PDs have been facing in offering and integrating clinical molecular genetics and clinical cytogenetics fellowship training. Common challenges between programs were noted, and a set of 6 concluding comments are provided to facilitate future discussion.