Evaluation and Remediation Strategies for Struggling Residents Within Oral & Maxillofacial Surgery Residency Programs

IF 1.6 4区医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Journal of Dental Education Pub Date : 2025-02-17 DOI:10.1002/jdd.13840

Samuel J Daley, Syed Raza, Hunter J Martin, Joshua D Segal, Andrew R Salama

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Abstract

Purpose/Objectives

Several studies have evaluated resident and trainee remediation strategies across various surgical subspecialties. However, limited research exists on this topic within the Oral and Maxillofacial Surgery (OMS) literature. The purpose of this study was to identify cross-sectional patterns of evaluation and remediation strategies for underperforming OMS residents in the United States.

Methods

A cross-sectional cohort study was conducted using a 22-question survey administered to OMS residency Program Directors of all programs approved by the Commission on Dental Accreditation (CODA) within the United States. The predictor variables included the demographics and resident assessment methods of responding programs. The outcome variables included the results of remediation strategies and corrective action plans for residents identified as struggling over the preceding 10 years. Responses were anonymized, and descriptive statistics were used to analyze the collected data.

Results

Completed surveys were obtained from 29 (29%) CODA-approved programs. Twenty-five of 29 (86%) programs reported placing 64 residents on corrective action plans. Nine of 29 (31%) programs reported that 14 residents were dismissed during that period. The most common deficiencies in residents requiring corrective action plans were cognitive skills (37.9%), clinical skills (20.7%), and interpersonal skills (20.7%). Residents were almost always given a warning prior to initiating remediation or probation (96.6%), with verbal (46.4%) and written (53.4%) warnings being used with nearly equivalent frequency. Remedial action most often included general counseling (15.9%), more frequent feedback sessions (15.9%), assignment of a mentor (15.2%), didactic remediation (13.3%), psychiatric/psychologic counseling (11.26%), and lengthened training time (6.6%). Most programs reported utilization of a formal remediation protocol (75.9%) and 85.7% of programs subjectively felt their process was effective. Almost one-quarter of respondents (24.1%) stated that no formal remediation protocol exists at their institution.

Conclusions

Most OMS programs utilized some form of remediation protocols, but their usage was inconsistent and infrequent. The evaluation and remediation processes among OMS residency programs have significant variability, relying heavily on program or institution-specific protocols.

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口腔颌面外科住院医师项目中困难住院医师的评估和补救策略。

目的/目的：几项研究评估了住院医生和实习医生在不同外科专科的补救策略。然而，在口腔颌面外科（OMS）文献中，关于这一主题的研究有限。本研究的目的是确定美国表现不佳的OMS居民的评估和补救策略的横截面模式。方法：采用横断面队列研究，对美国牙科认证委员会（CODA）批准的所有OMS住院医师项目主任进行了22个问题的调查。预测变量包括人口统计和居民评估方法的响应方案。结果变量包括修复策略和纠正行动计划的结果，被确定为在过去10年中挣扎的居民。回答是匿名的，并使用描述性统计来分析收集到的数据。结果：完成了29个（29%）coda批准项目的调查。29个项目中有25个（86%）报告将64名居民纳入纠正行动计划。29个项目中有9个（31%）报告说，在此期间有14名住院医生被解雇。最常见的缺陷是认知技能（37.9%）、临床技能（20.7%）和人际交往能力（20.7%）。居民几乎总是在开始补救或缓刑之前得到警告（96.6%），口头警告（46.4%）和书面警告（53.4%）的使用频率几乎相当。最常见的补救措施包括一般咨询（15.9%）、更频繁的反馈会议（15.9%）、分配导师（15.2%）、说教式补救（13.3%）、精神病学/心理咨询（11.26%）和延长培训时间（6.6%）。大多数项目报告使用了正式的补救方案（75.9%），85.7%的项目主观地认为他们的过程是有效的。近四分之一的受访者（24.1%）表示，他们的机构没有正式的补救方案。结论：大多数OMS程序使用某种形式的补救协议，但是它们的使用是不一致和不频繁的。OMS住院医师项目的评估和补救过程具有显著的可变性，严重依赖于项目或机构特定的协议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Dental Education 医学-牙科与口腔外科

CiteScore

3.50

自引率

21.70%

发文量

274

审稿时长

3-8 weeks

期刊介绍： The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.