Browsing by Subject "Internship"

Now showing 1 - 4 of 4
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    A Critical Disconnect: Residency Selection Factors Lack Correlation With Intern Performance
    (Accreditation Council for Graduate Medical Education, 2020) Burkhardt, John C.; Parekh, Kendra P.; Gallahue, Fiona E.; London, Kory S.; Edens, Mary A.; Humbert, A.J.; Pillow, M. Tyson; Santen, Sally A.; Hopson, Laura R.; Emergency Medicine, School of Medicine
    Background: Emergency medicine (EM) residency programs want to employ a selection process that will rank best possible applicants for admission into the specialty. Objective: We tested if application data are associated with resident performance using EM milestone assessments. We hypothesized that a weak correlation would exist between some selection factors and milestone outcomes. Methods: Utilizing data from 5 collaborating residency programs, a secondary analysis was performed on residents trained from 2013 to 2018. Factors in the model were gender, underrepresented in medicine status, United States Medical Licensing Examination Step 1 and 2 Clinical Knowledge (CK), Alpha Omega Alpha (AOA), grades (EM, medicine, surgery, pediatrics), advanced degree, Standardized Letter of Evaluation global assessment, rank list position, and controls for year assessed and program. The primary outcomes were milestone level achieved in the core competencies. Multivariate linear regression models were fitted for each of the 23 competencies with comparisons made between each model's results. Results: For the most part, academic performance in medical school (Step 1, 2 CK, grades, AOA) was not associated with residency clinical performance on milestones. Isolated correlations were found between specific milestones (eg, higher surgical grade increased wound care score), but most had no correlation with residency performance. Conclusions: Our study did not find consistent, meaningful correlations between the most common selection factors and milestones at any point in training. This may indicate our current selection process cannot consistently identify the medical students who are most likely to be high performers as residents.
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    National Pediatric Subspecialty Recruitment Sessions Increase Program Visibility and Impact Candidate Application Choices
    (Allen Press, 2023) Gans, Hayley A.; Boyer, Debra; Bales, Melissa; Fussell, Jill; Pediatrics, School of Medicine
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    Resident Research Mentoring Teams: A Support Program to Increase Resident Research Productivity
    (Allen Press, 2023) Haas, David M.; Hadaie, Bachar; Ramirez, Mirian; Shanks, Anthony L.; Scott, Nicole P.; Obstetrics and Gynecology, School of Medicine
    Background: Scholarly activity is a requirement for most graduate medical education training programs. However, barriers exist for residents to accomplish projects. Objective: To evaluate the correlation between a resident research mentoring team (RRMT) program and meeting presentations and publications of resident research projects. We further plan to report feasibility of the RRMT. Methods: We performed a before-and-after study of meeting presentations and/or publication of resident research projects before institution of the RRMT (2004-2011) and post-RRMT implementation (2016-2019). The RRMT is a diverse group of faculty, statisticians, and research staff who meet regularly with residents to provide guidance for their research studies. It is part of overall research support from the department, which also includes biostatistics, database and regulatory help, travel funds, and project budget funds. Data on meeting presentations and publications were collected from Google Scholar, PubMed, Scopus, and the IUPUI ScholarWorks institutional repository, using resident and faculty names and titles of projects. Comparisons of pre- and post-RRMT groups were made. Results: Seventy-four residents were in the pre-RRMT group and 40 were in the post-RRMT group. Post-RRMT residents published, presented, and combined published or presented their projects more frequently than those in pre-RRMT group (57.5% vs 28.4%, P=.002; 50% vs 16.2%, P=.001; 67.5% vs 37.8%, P=.002). Controlling for winning a Research Day award and pursuing a fellowship, being in the post-RRMT group was independently associated with presentation or publication of the resident research project (OR 3.62, 95% CI 1.57-8.83). Conclusions: Support of resident scholarly activity, such as thorough implementation of a program like the RRMT, is associated with increased presentations and publications of research projects.
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    Visual Reflective Journaling for Graduate Art Therapy Students
    (2019) Scott, Jenna; Leigh, Heather
    This qualitative, art-based, single subject study explored the lived experience of graduate art therapy student’s experiences with a visual reflective journaling process. The study was conducted over the course of six weeks through a three-part process: journaling, art making, and reflection writing. At the end of the single subject study, the individual and two additional reviewers completed a thematic analysis of each individual part of the journaling process generating codes and themes. The findings indicated that visual reflective journaling can be helpful in reducing stress, improving coping skills, and creating distance, allowing the individual to see the bigger picture and shifting perspectives.