Browsing by Subject "Internship and Residency"

Now showing 1 - 6 of 6
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    Assessing the relationship between medical residents’ perceived barriers to SBIRT implementation and their documentation of SBIRT in clinical practice
    (Elsevier, 2014-08) Agley, J.; Gassman, R. A.; Vannerson, J.; Crabb, D.; Department of Medicine, Division of General Internal Medicine, IU School of Medicine
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    Dr Nurnberger and Colleagues Reply
    (Physicians Postgraduate Press, Inc., 2019-04-09) Jr., John I. Nurnberger; Austin, Jehannine; Berrettini, Wade H.; Besterman, Aaron D.; DeLisi, Lynn E.; Grice, Dorothy E.; Kennedy, James L.; Moreno-De-Luca, Daniel; Potash, James B.; Ross, David A.; Psychiatry, School of Medicine
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    Finding the elusive balance between reducing fatigue and enhancing education: perspectives from American residents
    (Springer (Biomed Central Ltd.), 2014) Hanna, John; Gutteridge, Daniel; Kudithipudi, Venu; Department of Medicine, IU School of Medicine
    Duty hour restrictions for residency training were implemented in the United States to improve residents' educational experience and quality of life, as well as to improve patient care and safety; however, these restrictions are by no means problem-free. In this paper, we discuss the positive and negative aspects of duty hour restrictions, briefly highlighting research on the impact of reduced duty hours and the experiences of American residents. We also consider whether certain specialties (e.g., Emergency Medicine, Radiology) may be more amenable than others (e.g., Surgery) to duty hour restrictions. We conclude that feedback from residents is a crucial element that must be considered in any future attempts to strike a balance between reducing fatigue and enhancing education.
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    Impact of Dobbs Decision on Retention of Indiana Medical Students for Residency
    (Elsevier, 2023-10-08) Hulsman, Luci; Bradley, Paige K.; Caldwell, Amy; Christman, Megan; Rusk, Debra S.; Shanks, Anthony L.
    Background: As medical students consider residency training programs, access to comprehensive training in abortion care and the legal climate influencing abortion care provision are likely to affect their decision process. Objective: This study aimed to determine medical students' desire to stay in a state with an abortion ban for residency. Study design: A cross-sectional survey was distributed to all medical students at a large allopathic medical school. Anonymous survey questions investigated the likelihood of seeking residency training in states with abortion restrictions and the likelihood of considering obstetrics and gynecology as a specialty. Qualitative responses were also captured. Results: The survey was distributed to 1424 students, and 473 responses yielded a 33.2% completion rate; 66.8% of students were less likely to pursue residency training in Indiana following a proposed abortion ban. Moreover, 70.0% of students were less likely to pursue residency in a state with abortion restrictions. Approximately half of respondents (52.2%) were less likely to pursue obstetrics and gynecology as a specialty after proposed abortion restrictions. Qualitative remarks encompassed 6 themes: comprehensive health care access, frustration with the political climate, impact on health care providers, relocation, advocacy, and personal beliefs and ethical considerations. Conclusion: Most medical students expressed decreased likelihood of remaining in Indiana or in states with abortion restrictions for residency training. The field of obstetrics and gynecology has been negatively affected, with medical students indicating lower likelihood to pursue obstetrics and gynecology. Regardless of specialty, the physician shortage may be exacerbated in states with abortion restrictions. The overturn of Roe v Wade has the potential for significant effects on medical student plans for residency training location, thereby shaping the future of the physician workforce.
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    Mastering Stress: Mental Skills and Emotional Regulation for Surgical Performance and Life
    (Elsevier, 2021-07) Anton, Nicholas E.; Lebares, Carter C.; Karipidis, Theoklitos; Stefanidis, Dimitrios; Surgery, School of Medicine
    Mental skills and emotional regulation training are gaining acceptance in surgical education as vital elements of surgeon development. These skills can effectively enhance technical skill development, improve well-being, and promote career longevity. There is evidence emerging in the surgical education literature to support the incorporation of mental skills and emotional regulation training curricula in residency training. In this study, we present the existing evidence supporting the use of this training with high performers to reduce stress and optimize well-being and performance. We also consider the recent research emerging in surgical education that offers validity evidence for use of mental skills training with surgeons. Finally, we provide a framework to guide the incorporation of these skills throughout the career of a surgeon and suggest methods to promote the development of mental skills training efforts nationally.
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    Prospective Comparison of Ultrasound-Guided Versus Palpation Techniques for Arterial Line Placement by Residents in a Teaching Institution
    (Accreditation Council for Graduate Medical Education, 2019-04) Yeap, Yar Luan; Wolfe, John W.; Stewart, Jennifer; Backfish, Kevin M.; Anesthesia, School of Medicine
    Background: Arterial line insertion is traditionally done by blind palpation. Residents may need multiple attempts for successful insertion, leading to longer procedure times and many failed attempts. Objective: We hypothesized that ultrasound guidance (USG) would be faster and more successful than traditional blind palpation (TBP) for radial artery line placement by residents. Methods: Patients undergoing elective surgery requiring a radial arterial line were randomized to either the USG or TBP groups. Exclusion criteria included a need for arterial line placement in an awake patient, emergent surgery, or American Society of Anesthesiologists (ASA) physical status class VI. After the induction of anesthesia, a postgraduate year 3 (PGY-3) or PGY-4 anesthesia resident placed an arterial line by either USG or TBP. Results: A total of 412 patients and 85 of 106 residents (80%) in the training program were included. The 2 groups were similar with respect to sex, weight, height, ASA class, baseline systolic blood pressure, and baseline heart rate. USG was faster than TBP (mean times 171.1 ± 16.7 seconds versus 243.6 ± 23.5 seconds, P = .012), required fewer attempts (mean 1.78 ± 0.11 versus 2.48 ± 0.15, P = .035), and had an improved success rate (96% versus 90%, P = .012). Conclusions: We found that residents using USG in an academic institution resulted in significantly faster placement of the arterial lines, fewer attempts, and fewer catheters used.