Browsing by Subject "Graduate Medical Education"
Now showing 1 - 10 of 12
Results Per Page
Sort Options
Item 2024 Graduate Medical Education Exit Survey Report(2025-01) Kochhar, Komal; Ho, MonlingIndiana University School of Medicine regularly gathers information about medical students' plans after graduation. Understanding where residents and fellows choose to practice after completing their training, along with the factors influencing those decisions, has become increasingly important—particularly in light of the physician shortage and maldistribution in our state. This report aims to provide valuable insights that will assist policymakers in enhancing efforts to recruit and retain physicians in underserved areas across the state.Item 2024 Indiana Family Medicine Residencies Exit Survey Report(2024-11) Kochhar , Komal; Ho, MonlingTo create successful healthcare workforce development strategies, it's crucial to grasp why Indiana family medicine residents select certain practice locations. By gaining insights into the factors that influence their choices, we can enhance our efforts to recruit and retain family medicine physicians in underserved areas across the state. Beginning in 2012, data were gathered from residents in the eleven Indiana family medicine residency programs to document their graduates’ contribution in meeting the medical care needs of the residents of Indiana and the communities where they will practice. Since 2018, three more programs have been added. Thus, data were collected from fourteen programs statewide. The 2024 Indiana Family Medicine Residencies Exit Survey© marks the 13th consecutive year of determining what these physicians plan to do after graduation; and, for those planning to primarily provide clinical care, to determine where they plan to practice. In addition, the survey also obtained overall feedback on the residents’ training and their program’s curricula, as well as ideas and suggestions for improvement.Item Career Mentors & 5-Year Data on the IUSM Anesthesiology Match(2022-09-17) Yu, Corinna J.; Ye, Jian; Boyer, Tanna J.; Mitchell, Sally A.Item Connecting with GME: Building on previous efforts, structuring outreach, and increasing engagement with Graduate Medical Education(2022-05-05) Stumpff, Julia C.Background: After intermittent outreach to Graduate Medical Education (GME) residents, fellows, and faculty, a medical school library assigned one librarian to be the liaison to GME. After designating a GME liaison, engagement with GME students and departments improved with increased numbers of orientations. Further outreach approaches were diversified and designed to meet the needs of students, staff and faculty. An MLA 2020 poster highlighted the lack of literature about GME liaison librarians and their experiences. This paper provides a variety of ideas for librarians who want to connect with GME stakeholders in a medical school. Description: Previous outreach to the GME consisted of tabling during general new resident orientations, email offers for library orientations sent to resident coordinators, and regular search consultations provided to two departments' residents who lead journal clubs. To increase contact, the liaison librarian expanded previous efforts by designing a robust multipronged outreach approach, including: scheduling earlier communication to GME departments, providing updated lists of contacts to departmental liaisons, collecting and sharing GME news and information with other liaisons, reaching out to newly-established residencies across the state, working with colleagues to develop a scholarly publishing research guide, establishing a regular class with Family Medicine residents, and implementing assessment of resident library orientations. When GME general orientations were held online during the pandemic, a Zoom room was created and an interactive handout was developed. Interaction was incentivized with "swag bags" sent through campus mail. Conclusions: In 2018, seven sessions with new residents were provided after twenty-seven emails to 27 GME departments were sent in June. After tracking email timing 2018-2020, the GME liaison determined that communication sent March-April before residents arrive in June received the most responses from resident coordinators. In 2021, GME departmental information and tracking sheets were reorganized to better match liaison departmental areas. Forty GME departments were contacted via 48 individualized emails (including follow-up emails to non-responders), and 16 library orientations were scheduled for new residents and fellows. During the pandemic, more than thirty-seven residents and fellows attended the library's general orientation Zoom room in 2020. Twenty-nine residents and fellows interacted with the library's ORCiD handout in 2021. Additional GME initiatives since 2019 include: a Scholarly Publishing Research Guide, a Family Medicine Scholarship Rotation instruction, and GME Scholarship tracking projects.Item Enhancing resident scholarship with a library partnership.(2022-04-28) Stumpff, Julia C.; Delbridge, Emilee J.; Vetter, Cecelia J.Introduction: The ACGME requires that residents understand and participate in scholarly activities in order to meet graduation requirements. Although library support had historically been available to residents, there was no evidence that this resource was utilized in the past. The Family Medicine residency utilizes the library partnership in order to educate residents about the most effective methods to search for relevant literature and provide residents with an overview of pertinent library resources, including how to access full-text articles. A couple of years ago, the presenters developed a curriculum to provide residents with education on library resources, so that residents could effectively complete their scholarly activities by utilizing evidence-based literature. Study Objective: The study objective was to gather data from residents who have received education on IUSM library resources in order to describe what residents learned and what they identify are future educational needs. Methods: During 2 academic years, 23 second-year residents attended a one-hour library instruction session while on their scholarship rotation. Thirteen residents attended a session during October – February of the first academic year, and 10 residents attended a session during August – November of the second academic year. The goals for the session were that residents would: learn the basics of searching for literature on a topic, become familiar with library resources, and begin searching for literature related to their individual scholarly projects. This cross-sectional study used an 8-question survey given to all second and third-year residents at the end of the second year that the library instruction sessions were implemented. Results: Thirteen of the 23 residents responded to the survey (57%). Five of the respondents (38%) were second-year residents, and 8 of the respondents (62%) were third-year residents. All 13 residents responded that they learned about library resources during the session, and 11 residents said they learned the basics of searching for literature on a topic. Eight residents responded that they learned how to get access to full-text articles. Seven residents also responded that having a second session after the project is further along would be useful to them, and 6 residents responded that citation information would be useful for the librarians to cover. Conclusions: Results of the cross-sectional survey indicated that the goal of increasing residents' knowledge about library resources was met. As a result of the library instruction, residents used what they learned when searching for articles and when accessing the full-text of articles. Feedback from the survey suggested that an additional session and more instruction on citation information would be helpful. Future scholarship sessions will be modified to include an introduction to citation management software, and an additional session will be scheduled during the third core to focus more in-depth on citation management software, keyword searching, and any other questions residents may have. Pre-& post-tests to evaluate residents' change in confidence when literature searching and managing citations during their scholarly project will be implemented.Item Experiences of Residency Program Directors in Their Roles: Exploring Well-Being Through Burnout and Engagement(2022-11) Robertson, Kyle A.; Byram, Jessica N.; Hayes, Cleveland; Agosto, Elizabeth R.; McNulty, Margaret A.; Organ, Jason M.Recent literature on well-being of physicians in general, and residency program directors (PD) specifically, has demonstrated those meeting the criteria of burnout reaching almost 50% in physicians, and 20-30% in PDs. However, few studies have explored engagement, or the positive or meaningful aspects, in physicians and no studies have explored engagement in the PD and Assistant PD community. Therefore, this study employed a qualitative approach to explore the experiences of PDs and APDs as they encountered burnout, engagement, and every combination in between through their multifaceted, roles, responsibilities, and tasks embedded in their institutional context and personal lives. Phase 1 participants (n=3) included two PDs and one APD from Indiana University School of Medicine (IUSM). Participants in Phase 1 took part in three semi-structured interviews at 6-month intervals, and direct observations in their clinical, administrative, and education roles. Phase 2 participants (n=5) were PDs from IUSM who completed a single semi-structured interview based on preliminary results and exploration of Phase 1 participants’ experiences. Interviews and field notes from observations were analyzed using inductive thematic analysis, followed by a deductive application of Job Demands-Resources (JD-R) theory. Document analysis was incorporated to add context, understanding, and a rich description of the participants’ experiences. This study found multiple sub-themes situated within four major themes: It Takes a Village, Integration of the “Hats” They Wear, Motivation and the Meaning of Their Career, and Coping. Exploring the sub-themes to JD-R theory allowed contextualization of how job demands, job resources, personal resources, absence of resources, job crafting, recovery, self-undermining, and strain, interact to add context, nuance, and broader conceptualization of how PD and APD experienced their multifaceted roles. This study provides a rich description of the experiences of PDs and APDs embedded in their social context of roles, tasks, and responsibilities. These results indicated that understanding how the individual experiences their job demands as they interact with their experiences of job and personal resources, and how the individual proactively engages with their environment through job crafting and recovery enables for a nuanced appreciation of engagement and burnout.Item Exploring the publishing patterns and journal use of Graduate Medical Education (GME) residents in a large medical school.(2023-05-19) Stumpff, Julia C.; Ramirez, Mirian; Ralston, Rick K.OBJECTIVE: Graduate Medical Education (GME) residents are required to meet ACGME-mandated scholarship requirements.(1) Often those residents are encouraged to publish the resulting scholarship, and librarians are asked for assistance during that process. We will investigate two things: the publication patterns of residents and the journals they cite in their publications. By examining publication patterns, we will learn which types of articles residents typically author, in which departments trainees publish, etc. This knowledge will help librarians better target guidance provided to residents. Likewise, the analysis of the cited journals will inform collection development efforts that support resident publishing. METHODS: This is a descriptive ‘baseline’ exploratory study. 266 residents who completed their training between July 1, 2018, and June 30, 2019, were searched in Scopus. Included in this analysis are case study/case series, original research, or review articles authored by residents and with our institution listed by any author. Articles were limited to publication dates that were one year after the trainee start date and 18 months after the trainee termination date. Excluded were published curriculum, editorials, conference papers, and conference posters. Articles were coded separately by two different authors (case study/case series, original research, or review articles). When there were disagreements, a third author made the final decision. The analysis included journals in which GME residents published, number of publications, number of residents publishing, number of publications cited, distribution of publishing among programs, and journals cited within publications. RESULTS: Out of the residents matriculating 2018-19, 34% published at least one article, and they published in 188 different journals. 291 total articles were published by residents, and of those articles, the majority, 60%, were original research. 41% of first authors were GME residents. Of resident program areas, Surgery had the highest number of publications and citations. When analyzing publications per resident, Urology and Otolaryngology tied for first with 8.33. Otolaryngology had the most citations per resident with 110.7. There were 8073 cited references in 2288 journals. The top 20 journals were cited more than 50 times. CONCLUSIONS: GME residents publish in a wide variety of journals. Libraries might provide guidance about publishing original research to support their scholarly publishing. Further, libraries can evaluate if their collections meet their residents’ research needs by examining journals cited in residents’ publications. The limitations of this study are that the analysis included one institution and one year of matriculating residents. Also, inter-program comparisons did not account for differing time-in-residency. Next steps are to analyze the inter-program data by time-in-residency, use the Chi-Squared test to look for relationships, and analyze journal data by program area. Eventually, other GME trainees’ publications will be analyzed. The analysis will then expand to trainees from multiple years for a more complete picture of GME trainee publishing. 1. Accreditation Council on Graduate Medical Education. ACGME Common Program Requirements (Residency). July 1, 2022. https://www.acgme.org/globalassets/pfassets/programrequirements/cprresidency_2022v3.pdfItem The scholarly activity of GME trainees: Early stages of a research project analyzing publication patterns(2022-05-05) Stumpff, Julia C.Poster presents the process author undertook during first nine months of a Medical Library Association Research Training Institute. Final objective: We will examine the publication patterns of residents, fellows, and graduate students at a large medical school in the Midwest. Methods: We will use a set of Graduate Medical Education (GME) trainees who graduated 2018-2019 in order to examine their publication productivity as well as to analyze in which journals they publish and which journals they cite in their reference lists.Item Supporting the GME scholarship requirement: A pilot study of two library interventions(2023-04-28) Stumpff, Julia C.; Vetter, Cecelia J.; Delbridge, Emilee J.Introduction ACGME continues to require Family Medicine (FM) residents to complete two Scholarly Projects.1 To increase residents’ library skills in searching for and identifying high-quality literature, a pilot study was created to determine the training needs of FM residents and the effectiveness of the targeted training. In the first year, residents were provided with training on efficiently locating targeted and relevant articles and were introduced to the myriad of library resources available. Based on feedback from the 2021-2022 intervention, librarian liaisons developed an asynchronous educational intervention focused on citation management software (e.g., EndNote, Mendeley). The intervention addressed EndNote skills and the utility of using EndNote to create a library of citations and to easily cite that literature in their scholarly presentations. This pilot study assessed differences in residents' knowledge, usage of resources, and confidence before and after library interventions. [Fig. 1] Hypothesis Family Medicine residents' knowledge and utilization of library resources and citation management tools will increase after the library interventions. Methods To capture Family Medicine (FM) residents' knowledge and confidence about their scholarship projects, library liaisons created a pretest and a posttest, each with nine questions. Both tests were based on the Research Readiness-Focused Assessment Instrument developed by Rui Wang and outlined in the article “Assessment for One-Shot Library Instruction: A Conceptual Approach”2 Wang’s single-session assessment instrument was adapted to fit the multiple-session library intervention and questions specifically about citation management were added. Pre and posttests asked residents about their comfort using a citation manager and their level of confidence in completing the scholarship project. It also assessed database searching skills. Residents completed the pretest at the beginning of the first library intervention and the posttest directly after the second library intervention. The first library intervention was in-person in a library classroom where database searching skills were taught, and library resources were highlighted. The second library intervention was a 15-minute video about citation management and how to use EndNote software. QR codes were included in both library interventions which allowed residents to access the pretest and posttest on their phone. Data was collected and analyzed. Results Ten of 13 Family Medicine residents completed the pretest in 2022 before attending the first library session. Eleven of 12 remaining Family Medicine residents completed the posttest in 2023 after watching a 15-minute video on citation management tools and on EndNote, specifically. Pretest data confirmed: *residents lack knowledge in locating library resources. [Fig. 2] *residents are not comfortable with citation management tools. *some residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] Posttest data showed: *residents were clearer about where to search for sources for their research. [Fig 2] *all residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] *residents were more comfortable using citation managers. [Fig. 4] *residents identified more precise and suitable resources for scholarly research (ex. PubMed mentioned by 3 residents in the pretest and mentioned by 7 residents in the posttest) [Table 1] Conclusions These educational interventions provided residents with tools to meet the ACGME scholarship requirements. The majority of PGY-2 residents found the addition of a citation management session to provide useful information. Next Steps Seek IRB approval to conduct further research on this topic. Modify pre and posttests to only measure library resource knowledge and skills. Adjust timing of the 2nd library intervention to better fit into residents’ schedules. References Accreditation Council on Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Family Medicine. June 12, 2022. Wang R. Assessment for one-shot library instruction: A conceptual approach. portal: Libraries and the Academy. 2016;16(3):619-48.Item Use of Artificial Intelligence Program to Increase Resident Confidence and POCUS Use at the Bedside(2024-04-26) Wilcox, James; Lobo, Daniela; Hernandez, Reuben; Holley, Matthew; Renshaw, ScottIntroduction: Point of Care Ultrasound (POCUS) education continues to increase in undergraduate and graduate medical education, mostly fueled by clinical usefulness and increasing graduate medical education requirements. Many schools are now teaching POCUS as a core part of the curriculum. However, with the sudden rush of POCUS education, one barrier often identified in the literature is a lack of trained faculty to educate residents and medical students. Study Objective: Our team at the Family Medicine Department recruited an artificial intelligence program developed by Global Ultrasound Institute to assist POCUS instructors with resident ultrasound education. The research project would use AI programming and learning to allow residents to access timely answers to questions at the bedside while on rounds, when a trained POCUS instructor might not always be present. Since POCUS instructors cannot be available for every bedside patient examination in the hospital or residency clinic, this AI program would provide answers to needed bedside questions to give residents more confidence with performing more POCUS evaluations. Methods: We would deploy the AI program for interns who have completed at least 6 months of POCUS training and residents who had completed prior intern POCUS training. This program would be available on smart phone devices for when rounding in adult medicine, pediatrics, OBGYN, and in the outpatient residency clinic. Residents will have 24/7 access to a smart AI who will answer questions about POCUS technique, indications for use, interpretation questions, and many more. The program will give residents a quick and focused answer, as well as access to resources for further study if needed. Resident POCUS use will be tracked with the Butterfly IQ academy, as well as with resident procedure logging. Results: Since this is a very new program and relationship with Global Ultrasound Institute, no results are currently available. We anticipate preliminary results will be available by the presentation date in April. Conclusions: Artificial Intelligence is changing the way medical education is approached in the United States and the world. This particular program will allow residents to have access to timely answers to their POCUS practice questions at the bedside, while on rounds. We anticipate this will allow residents the opportunity to use the ultrasound devices for more cases and scenarios, as well as have improved confidence in their ultrasound acquisition abilities, with the support of the AI Education Assistant.