Pub Date : 2019-10-09DOI: 10.5772/intechopen.84235
A. Cooper, Steven G. Allen
Autonomy in medical training is required to develop independent and competent physicians. The way in which this incremental level of independence is granted to a trainee must be thoughtful and deliberate to ensure appropriate supervision and patient safety. Theories that support the role of autonomy will be introduced and discussed in this chapter. Ethical considerations that describe the implications of balancing the necessary independence for trainees and an attending physician’s responsibility to the patient and the patient’s safety will also be considered. The level of autonomy that is granted is the responsibility of both the attending physician and trainee so that it is not only appropriate but also wellearned. There are multiple tools that may be used to objectively measure one’s competence and necessary level of autonomy based on performance that will be discussed within this chapter. Finally we will demonstrate that encouraging and striking the balance of supervision and autonomy may be done safely with appropriate patient outcomes and trainee development into independent physicians. These outcomes will help to encourage autonomy amongst medical trainees, no matter one’s specialty, to train and develop competent, independent physicians of the future.
{"title":"Resident Autonomy","authors":"A. Cooper, Steven G. Allen","doi":"10.5772/intechopen.84235","DOIUrl":"https://doi.org/10.5772/intechopen.84235","url":null,"abstract":"Autonomy in medical training is required to develop independent and competent physicians. The way in which this incremental level of independence is granted to a trainee must be thoughtful and deliberate to ensure appropriate supervision and patient safety. Theories that support the role of autonomy will be introduced and discussed in this chapter. Ethical considerations that describe the implications of balancing the necessary independence for trainees and an attending physician’s responsibility to the patient and the patient’s safety will also be considered. The level of autonomy that is granted is the responsibility of both the attending physician and trainee so that it is not only appropriate but also wellearned. There are multiple tools that may be used to objectively measure one’s competence and necessary level of autonomy based on performance that will be discussed within this chapter. Finally we will demonstrate that encouraging and striking the balance of supervision and autonomy may be done safely with appropriate patient outcomes and trainee development into independent physicians. These outcomes will help to encourage autonomy amongst medical trainees, no matter one’s specialty, to train and develop competent, independent physicians of the future.","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115382331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-09DOI: 10.5772/intechopen.84349
Bess Connors, C. Horne, V. Vilchez, Sofya H. Asfaw
{"title":"Physician Burnout","authors":"Bess Connors, C. Horne, V. Vilchez, Sofya H. Asfaw","doi":"10.5772/intechopen.84349","DOIUrl":"https://doi.org/10.5772/intechopen.84349","url":null,"abstract":"","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121985577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-09DOI: 10.5772/INTECHOPEN.86097
S. Stawicki, M. Firstenberg, James P. Orlando, T. Papadimos
{"title":"Introductory Chapter: A Quest to Transform Graduate Medical Education into a Seamless Journey toward Practice Readiness","authors":"S. Stawicki, M. Firstenberg, James P. Orlando, T. Papadimos","doi":"10.5772/INTECHOPEN.86097","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.86097","url":null,"abstract":"","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125134892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-07DOI: 10.5772/INTECHOPEN.84138
Tracy Butryn, Parampreet Kaur, Vikas Yellapu, Alyssa M. Green, James Dalkiewicz
Continuous advancements in the medical field and the need to promote scientific evidence has increased the concern for educators to ensure that physician trainees are provided with the appropriate tools and experiences to develop the skills necessary to enhance scientific discovery. To address this requirement, the Accreditation Council for Graduate Medical Education (ACGME) implemented core competencies, inclusive of scholarly activity requirements, for accreditation of Graduate Medical Education (GME) programs. These changes have challenged institutions to educate differently and incorporate scholarly activity and research into their curriculum through novel and creative approaches. One such mechanism is the development of post-doctoral research programs which utilize research fellows to provide the necessary support for research productivity across multiple specialties. In the following chapter, the authors will provide some background information on the goals and function of the ACGME, detail the development of the new research requirements, the utilization of post-doctoral research fellows to support the scholarly activity requirement laid out by the ACGME, and potential measures of performance and success.
{"title":"The Importance of Post-Doctoral Program to GME in an Academic Medical Center","authors":"Tracy Butryn, Parampreet Kaur, Vikas Yellapu, Alyssa M. Green, James Dalkiewicz","doi":"10.5772/INTECHOPEN.84138","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84138","url":null,"abstract":"Continuous advancements in the medical field and the need to promote scientific evidence has increased the concern for educators to ensure that physician trainees are provided with the appropriate tools and experiences to develop the skills necessary to enhance scientific discovery. To address this requirement, the Accreditation Council for Graduate Medical Education (ACGME) implemented core competencies, inclusive of scholarly activity requirements, for accreditation of Graduate Medical Education (GME) programs. These changes have challenged institutions to educate differently and incorporate scholarly activity and research into their curriculum through novel and creative approaches. One such mechanism is the development of post-doctoral research programs which utilize research fellows to provide the necessary support for research productivity across multiple specialties. In the following chapter, the authors will provide some background information on the goals and function of the ACGME, detail the development of the new research requirements, the utilization of post-doctoral research fellows to support the scholarly activity requirement laid out by the ACGME, and potential measures of performance and success.","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"42 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113939502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-08DOI: 10.5772/INTECHOPEN.85736
J. Yanoff
{"title":"Leadership in Graduate Medical Education","authors":"J. Yanoff","doi":"10.5772/INTECHOPEN.85736","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.85736","url":null,"abstract":"","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126568005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-29DOI: 10.5772/INTECHOPEN.82618
A. Remde, S. DeTurk, T. Wojda
This chapter explores how integrating holistic and reductionistic approaches to care may better optimize value based care. First, we define the terms ‘Holistic,’ ‘Reductionistic’ and ‘Integrative’. Then we explore their scope in the arenas of teaching and patient care, with the advantages, disadvantages and pitfalls of each approach. We review how these styles are embedded in and interact with the cultures of medicine and western societies at large. As an example of a balanced care approach, we focus on the example of chronic low back pain (CLBP), an increas-ingly common and expensive medical problem. We present practical examples of teaching and practicing these different styles, Holism and Reductionism, illustrating when each may be appropriate to optimize value of patient care. Study questions are included. A list of further readings and resources is included for the interested reader.
{"title":"Teaching Balanced Patient Care Using Principles of Reductionism and Holism: The Example of Chronic Low Back Pain","authors":"A. Remde, S. DeTurk, T. Wojda","doi":"10.5772/INTECHOPEN.82618","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.82618","url":null,"abstract":"This chapter explores how integrating holistic and reductionistic approaches to care may better optimize value based care. First, we define the terms ‘Holistic,’ ‘Reductionistic’ and ‘Integrative’. Then we explore their scope in the arenas of teaching and patient care, with the advantages, disadvantages and pitfalls of each approach. We review how these styles are embedded in and interact with the cultures of medicine and western societies at large. As an example of a balanced care approach, we focus on the example of chronic low back pain (CLBP), an increas-ingly common and expensive medical problem. We present practical examples of teaching and practicing these different styles, Holism and Reductionism, illustrating when each may be appropriate to optimize value of patient care. Study questions are included. A list of further readings and resources is included for the interested reader.","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134156244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-04DOI: 10.5772/INTECHOPEN.82343
R. Quiros, E. Black
There has been a cultural shift in the state of residency training over the past two decades. While the traditional view of trainees heavily emphasized the service component of residency, training programs are gaining an increasing awareness of the trainees’ well-being as crucial to their functioning, the success of the training program, and ultimately, to the care of patients. To this end, work-hour limitations have been imposed universally. Additionally, some programs have established interventions that allow residents to lead balanced lives with emphasis on time away from work, sleep, and outside activities. A paradigm shift recognizing the importance of wellness in residency may reduce the risk of physician burnout in the long term.
{"title":"Wellness in Residency: A Paradigm Shift","authors":"R. Quiros, E. Black","doi":"10.5772/INTECHOPEN.82343","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.82343","url":null,"abstract":"There has been a cultural shift in the state of residency training over the past two decades. While the traditional view of trainees heavily emphasized the service component of residency, training programs are gaining an increasing awareness of the trainees’ well-being as crucial to their functioning, the success of the training program, and ultimately, to the care of patients. To this end, work-hour limitations have been imposed universally. Additionally, some programs have established interventions that allow residents to lead balanced lives with emphasis on time away from work, sleep, and outside activities. A paradigm shift recognizing the importance of wellness in residency may reduce the risk of physician burnout in the long term.","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124934699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-15DOI: 10.5772/INTECHOPEN.81531
N. Lam, E. Black
Transitions from medical school training to residency and then on to practice can be very challenging. An important but often overlooked aspect of medical education is the development of strategies to improve and sustain individual well-being so that trainees can successfully complete their training and transition into practice. In this chapter, we will be discussing ways in which physician and trainee well-being can be objectively assessed through the use of a burnout and work engagement index, as well as components of a wellness curriculum that can help to maintain and improve physician well-being across the continuum of training. Establishing a framework and wellness curriculum can help to prevent physician burnout and improve physician and trainee work engagement and well-being.
{"title":"Implementing Wellness Curriculum in Residency","authors":"N. Lam, E. Black","doi":"10.5772/INTECHOPEN.81531","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.81531","url":null,"abstract":"Transitions from medical school training to residency and then on to practice can be very challenging. An important but often overlooked aspect of medical education is the development of strategies to improve and sustain individual well-being so that trainees can successfully complete their training and transition into practice. In this chapter, we will be discussing ways in which physician and trainee well-being can be objectively assessed through the use of a burnout and work engagement index, as well as components of a wellness curriculum that can help to maintain and improve physician well-being across the continuum of training. Establishing a framework and wellness curriculum can help to prevent physician burnout and improve physician and trainee work engagement and well-being.","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114174476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-05DOI: 10.5772/INTECHOPEN.81532
S. Li-Sauerwine, A. King
Curriculum development has undergone many transitions since the inception of medical education in the United States in the 1800’s. In this chapter, we briefly review the history of curriculum development in medical education. We discuss the landmark models of curriculum development including the concept of a curriculum map and Harden’s SPICES model of educational strategy, detail the six steps of Kern’s foundational framework, and provide an overview of the PRISMS strategy. We address the importance of adult learning theory and the advancing understanding of education for the millennial generation, including implementation of the flipped classroom model of education. Finally, we turn our focus on contemporary applications of curriculum design, including the application of simulation to medical education, the rise of massive open online courses (MOOC), and the implementation of free open access medical education (FOAM) within undergraduate and graduate medical curricula.
{"title":"Curriculum Development: Foundations and Modern Advances in Graduate Medical Education","authors":"S. Li-Sauerwine, A. King","doi":"10.5772/INTECHOPEN.81532","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.81532","url":null,"abstract":"Curriculum development has undergone many transitions since the inception of medical education in the United States in the 1800’s. In this chapter, we briefly review the history of curriculum development in medical education. We discuss the landmark models of curriculum development including the concept of a curriculum map and Harden’s SPICES model of educational strategy, detail the six steps of Kern’s foundational framework, and provide an overview of the PRISMS strategy. We address the importance of adult learning theory and the advancing understanding of education for the millennial generation, including implementation of the flipped classroom model of education. Finally, we turn our focus on contemporary applications of curriculum design, including the application of simulation to medical education, the rise of massive open online courses (MOOC), and the implementation of free open access medical education (FOAM) within undergraduate and graduate medical curricula.","PeriodicalId":437992,"journal":{"name":"Contemporary Topics in Graduate Medical Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129291286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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