Objective: The purpose of this study was to examine the impact of the resident duty-hour restriction on medical student education through a survey of faculty, residents, and interns, with interns providing experience as students relative to implementation of work-hour restrictions.
Methods: A survey was performed at two (one military and one civilian) obstetrics and gynecology residency programs. Additional surveys were obtained from an Association of Professors of Gynecology and Obstetrics workshop, which included military and nonmilitary attendees.
Results: The majority of faculty reported spending 5 to 10 hours per week in medical education before and after implementation of the work-hour restriction. Residents reported less time teaching students after work-hour restrictions were instituted. Nearly all interns, responding about their clinical clerkship experience as students, believed their educational experience would have been improved if residents were more involved in teaching.
Conclusion: This pilot study suggests residents are less involved in medical student education following implementation of the duty-hour restrictions.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.7205/milmed.172.10.1053 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Management of epilepsia partialis continua: A systematic review.
Seizure
January 2025
University of Adelaide, Adelaide SA 5005, Australia; Flinders University, Bedford Park SA 5042, Australia; Lyell McEwin Hospital, Elizabeth Vale SA 5112, Australia; Department of Neurology and the Center for Genomic Medicine, Massachusetts General Hospital and Harvard Medical School, Boston MA 02138, USA.
Purpose: Epilepsia partialis continua (EPC) is form of focal motor status epilepticus, with limited guidelines regarding effective pharmacological management. This systematic review aimed to describe previously utilized pharmacological management strategies for EPC, with a focus on patient outcomes.
Methods: A systematic review of the databases PubMed, EMBASE, and SCOPUS was performed from inception to May 2024.
Effectiveness of a program director for osteopathic medical education to support osteopathic recognition at a training site with multiple programs.
J Osteopath Med
January 2025
Director of Medical Education, OhioHealth/Doctors Hospital, Columbus, OH, USA.
Context: With the advent of the Single Accreditation System (SAS) within the Accreditation Council for Graduate Medical Education (ACGME), few programs have achieved Osteopathic Recognition (OR) status to date. OR is an accreditation that graduate medical education (GME) programs can achieve to distinctly acknowledge the additional focus on osteopathic training. There is an effort by national osteopathic organizations to determine barriers for programs to achieve OR and what innovative methods might help overcome them.
View Article and Find Full Text PDFComments on "Reflections on the Inclusion of Direct-Care Physicians as Educators in Community Hospitals".
Rev Col Bras Cir
January 2025
- Universidade de São Paulo, Anestesiologia - São Paulo - SP - Brasil.
We discuss the arguments exposed in the Letter to the Editor "Reflections on the Inclusion of Direct-Care Physicians as Educators in Community Hospitals", exploring the teaching competencies necessary for community preceptors in the context of medical education, highlighting the growing responsibility of these professionals in the training of future physicians in health-deprived regions. From a narrative review, we analyze faculty development (FD) programs, emphasizing their importance in improving teaching skills, creating support networks, and providing personalized content for specific challenges. Among the competence domains identified are teaching skills, evaluation criteria, professionalism, communication, and leadership/management.
View Article and Find Full Text PDFReflections on the Inclusion of Direct-Care Physicians as Educators in Community Hospitals.
Rev Col Bras Cir
January 2025
- Escola Bahiana de Medicina e Saúde Pública, Clínica Médica - Salvador - BA - Brasil.
This paper discusses the increasing trend of direct-care physicians taking on teaching roles in community hospitals, both in the United States and Brazil. It highlights the challenges faced by these physicians, who often lack formal pedagogical training and dedicated time for teaching. The text emphasizes the need for structured support, faculty development programs, and collaboration with academic centers to ensure the quality of education in these settings.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!