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The Accreditation Council for Graduate Medical Education (ACGME) plays a pivotal role in ensuring the quality of graduate medical education (GME) training across the United States. Central to the success of this mission are designated institutional officials (DIOs), who usually serve as chief GME officers within the ACGME-accredited sponsoring institutions (SIs). Despite the critical role of DIOs, the qualifications, level of administrative support, and responsibilities of DIOs are not defined and vary significantly among SIs.
View Article and Find Full Text PDFOtolaryngology Resident Education: Beyond Procedural Case Logs-A 10-Year Single Institutional Review.
Otolaryngol Head Neck Surg
January 2025
Department of Head and Neck Surgery, Kaiser Permanente Oakland Medical Center, Oakland, California, USA.
Objective: To quantify the otolaryngologic diagnoses encountered in outpatient clinics by otolaryngology-head and neck surgery (OHNS) residents during their 5 years of postgraduate training.
Methods: This is a retrospective review at a single institution following 5 consecutive graduating resident cohorts throughout their training. The electronic health record was queried for OHNS clinic encounters from 2013 through 2022 during which the resident physicians were included as the visit provider or assistant to an attending physician.
A Cross-Sectional Evaluation of Opioid Dispensing Competencies in Final-Year Pharm-D Students: A Multicenter Study from Punjab, Pakistan.
Drug Healthc Patient Saf
December 2024
Pharmacology and Therapeutics, University Medical & Dental College, the University of Faisalabad, University of Birmingham, Birmingham, UK.
Background: The opioid crisis continues to be a public health concern worldwide due to the high rates of misuse and associated mortality. Opioid dispensing competencies are critical for pharmacy graduates to promote the rational use of opioids.
Purpose: To evaluate the opioids dispensing competencies among the final year Pharm-D students in Punjab, Pakistan.
Education Research: Utilization of Simulation in Residency Programs: A Survey of Adult Neurology Residency Program Directors.
Neurol Educ
December 2024
From the Department of Neurology (S.G., I.A., J.B., M.B., I.K.), Columbia University Vagelos College of Physicians and Surgeons, New York, NY; Department of Neurology (C.S.W.A.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (N.A. Malhotra, A.K.), NYU Grossman School of Medicine, New York; Department of Neurology (R.S.), Johns Hopkins School of Medicine, Baltimore, MD; Department of Neurology (J.F., Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; Department of Neurology (N.M.), University of Miami Leonard M. Miller School of Medicine, FL; Department of Neurology (B.W.), University of Florida College of Medicine, Gainesville; Department of Neurology (Z.T.), F. Edward Hebert School of Medicine, Uniformed Services University, Bethesda, MD; and Department of Neurology (N.A. Morris), University of Maryland School of Medicine, Baltimore.
Background And Objectives: Previous research has demonstrated that simulation-based medical education (SBME) can improve neurology trainees' confidence, knowledge, and competence. However, a general needs assessment and review of current SBME used within neurology are needed to guide SBME curriculum development. The objective of this study was to describe the current use of SBME in resident education and to assess perceived barriers to expanding SBME interventions.
View Article and Find Full Text PDFCurriculum Innovations: A Novel Neurology Clinician-Educator Program.
Neurol Educ
December 2024
From the Department of Neurology, Mayo Clinic, Rochester, MN.
Background And Objectives: Neurology residents serve as frontline teachers for junior trainees but often lack formal training in medical education. We developed a novel longitudinal curriculum to enhance the teaching skills and educational leadership of residents interested in pursuing careers as clinician-educators.
Methods And Curriculum Description: We developed and piloted a Neurology Clinician-Educator Program (NCEP) with the following goals: (1) improve resident satisfaction with opportunities to develop teaching skills, (2) improve resident satisfaction with opportunities to transition into a clinician-educator role after training, and (3) enhance resident teaching skills using evidence-based strategies.
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