Canadian medical education journal最新文献

Introduction: Transitions within medical education are challenging and mark significant changes in responsibility and independence. The transition from junior to senior surgical resident has been sparsely examined. The purpose of this study was to evaluate the timing of this transition in Canadian surgical programs and the factors used to guide this decision.

Methods: We developed a cross-sectional, single-stage survey and distributed it to all Canadian surgical program directors. We analyzed survey responses using quantitative methods.

Results: Forty-seven program directors responded, representing all ten surgical disciplines. The most frequent period of transition from junior to senior resident was July of PGY-3. Programs that employ a formal "transition" curriculum for juniors had a significantly earlier transition, while programs that use staff feedback to guide the transition decision had a significantly later transition. Program directors identified year of training and experience, technical ability, and clinical competence as key features of a senior surgical resident.

Conclusions: Surgical residency programs largely use a time-based model to determine when residents transition from junior to senior resident. Future qualitative studies should examine the factors used to make transition decisions and explore how programs define a senior surgical resident.

We developed and implemented an interdisciplinary workshop to increase confidence amongst pre-medical students when transitioning to medical school. We were inspired by the collaborative small-group Case Based Learning (CBL) sessions from the pre-clerkship curriculum at our medical school. By involving medical student volunteers as group facilitators, this workshop was a feasible and sustainable addition to medical school preparation for undergraduate students enrolled in an integrated medical pathway. Furthermore, our model suggests advantages for similar programs at other institutions, providing early exposure to clinical expectations.

Despite the benefits of palliative care, a number of myths still persist, hindering its implementation. This led to the idea of innovating how we teach through a project that aims to improve understanding of palliative care using theatrical art. This article describes the co-creation of a play and its presentation in medical and nursing courses. To assess the impact of the intervention on the level of interest and knowledge of palliative care, we used a pre- and post-performance questionnaire, the result of which suggests an improvement in these two elements. Feedback received after the event suggests that the process was enriching for both teachers and learners. Several screenings of the play are planned, for which residents of the palliative care program will be involved.

Background: Professionalism is vital in medicine, yet gaps exist in its teaching within post-graduate medical education.

Methods: We developed an eight-session curriculum on professionalism for geriatrics residents at the University of Toronto. Topics included personal-professional identity, physician well-being, communication, and leadership, incorporating a focus on self-reflection throughout. We evaluated the curriculum in two ways: (1) we captured immediate reactions using standard evaluations with Likert-scale questions on teaching effectiveness. (2) Graduated residents participated in semi-structured interviews to assess deeper reactions and longer-term impacts on professional identity and practice. Interview transcripts were rigorously analyzed using thematic.

Results: The teaching effectiveness scores averaged from 80 written evaluations were excellent: 4.45/5 (89%). We interviewed 12 of 22 eligible graduates (55%). Thematic analysis demonstrated that the curriculum impacted residents in three key thematic areas: (1) it led participants to understand their role as physicians in a more comprehensive way, while staying consistent with their personal values and strengths. (2) Communication skills training in particular equipped learners with important skills needed to enact their professional standards. (3) Through developing a supportive community and practicing mindful self-reflection, participants reported improvements in their well-being.

Conclusions: This paper demonstrates that professionalism can and should be integrated into the formal curriculum of post-graduate medical education. Key success factors in our study included a focus on fostering peer support and training in communication skills as a concrete method to actualize personal professional standards.