Dataset Information

Residency evaluation and adherence design study: Young ophthalmologists' perception of their residency programs - Clinical and surgical skills.

ABSTRACT:

Background

Residency training is the basis of good clinical and surgical practice.

Purpose

The aim is to know the demographics, training experience, and perception of young ophthalmologists to improve the present residency programs in India.

Setting

Young ophthalmologists trained in India.

Methods

A survey was conducted by the Academic and Research Committee of the All India Ophthalmology Society, in 2014-2016 of young ophthalmologists (those trained between 2002 and 2012, with 2-10 years' postresidency experience) to gauge teaching of clinical and surgical skills during the postgraduate residency program.

Statistical analysis

Statistical Package for Social Sciences version 16.

Results

Of the 1005 respondents, 531 fulfilled inclusion criteria. Average age was 32.6 years (standard deviation [SD] 4). On a scale of 0-10, clinical skills teaching was graded as (mean, SD): Slit lamp examination (7.2, SD 2.8), indirect ophthalmoscopy (6.2, SD 3.3), gonioscopy (5.7, SD 3.4), perimetry (6.2, SD 3.2), optical coherence tomography (4.6, SD 4), and orthoptic evaluation (4.3, SD 3.1). The mean (SD) and median of surgeries performed independently was intracapsular cataract extraction 3.0 (14.9), 0; extracapsular cataract extraction 39.9 (53.2), 18; small incision cataract surgery 75.3 (64.4), 55; phacoemulsification 30 (52.6), 1; pterygium excision 31.5 (43.5), 15; dacryocystectomy 20.3 (38.1), 4; dacryocystorhinostomy 11.7 (26.2), 2; chalazion 46.4 (48.3), 30; trabeculectomies 4 (14.9), 0; strabismus correction 1.4 (4.9), 0; laser-assisted in situ Keratomileusis 1.5 (12.2), 0; retinal detachment 1.5 (12.5), 0; vitrectomy 3.0 (17.0), 0; keratoplasty 5.2 (17.8), 0; eyelid surgery 8.6 (18.9), 2 and ocular emergencies 41.7 (52.4), 20. Observed and assisted surgeries were more common. However, the range of grading was 0-10 in all categories.

Conclusion

Residency training in India varies considerably from program to program. Standardization is needed to assure all graduates are competent and render consistent quality of service.

SUBMITTER: Gogate P

PROVIDER: S-EPMC5508454 | biostudies-literature | 2017 Jun

REPOSITORIES: biostudies-literature

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Publications

Residency evaluation and adherence design study: Young ophthalmologists' perception of their residency programs - Clinical and surgical skills.

Gogate Parikshit P Biswas Partha P Natarajan Sundaram S Ramamurthy Dandapani D Bhattacharya Debashish D Golnik Karl K Nayak Barun Kumar BK

Indian journal of ophthalmology 20170601 6

<h4>Background</h4>Residency training is the basis of good clinical and surgical practice.<h4>Purpose</h4>The aim is to know the demographics, training experience, and perception of young ophthalmologists to improve the present residency programs in India.<h4>Setting</h4>Young ophthalmologists trained in India.<h4>Methods</h4>A survey was conducted by the Academic and Research Committee of the All India Ophthalmology Society, in 2014-2016 of young ophthalmologists (those trained between 2002 and ...[more]

PMID: 28643708

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Project description:PurposeTo gauge the differences in ophthalmology residency training, academic, clinical and surgical, in the last three decades of the 20th century and the first decade of the 21st century.MethodsA survey was conducted by the Academic and Research Committee of the All India Ophthalmological Society, in 2014-2016, using a prevalidated questionnaire, which was circulated to ophthalmologists to gauge the practicality of the teaching protocols of clinical and surgical skills during postgraduate residency program.ResultsOf the 1005 respondents, 320 ophthalmologists who completed residency between 1967 and 2002 (20th century trained) and 531 who completed a residency in 2003-2012 (21st century trained) fulfilled the inclusion criteria. The average age was 49.2 years (standard deviation [SD] 4) and 32.6 years (SD 4), respectively. Twenty-first century trained ophthalmologists rated their training significantly better than the 20th century trained ophthalmologists for slit lamp examination (P = 0.001), indirect ophthalmoscopy, gonioscopy, automated perimetry, optical coherence tomography, and fundus photography (all having P < 0.001), while the 20th century trained rated their teaching of refraction, synoptophore, diplopia charting better (all P < 0.001). The range of grading was 0-10 in all categories. The median number of surgeries performed independently by 20th century and 21st century trained (during their training period) were: intracapsular cataract extraction (ICCE) 10, 0; extracapsular cataract extraction (ECCE) 43, 18; small incision cataract surgery (SICS) 5, 55; phacoemulsification (Phaco) 0, 1; pterygium excision 20, 15; dacryocystectomy 11, 4; dacryocystorhinostomy 11, 2; chalazion 35, 30; trabeculectomies 5, 0; strabismus correction 0, 0; vitrectomy 0, 0; keratoplasty 0, 0; eyelid surgery 6, 2; and ocular emergencies 18, 20.ConclusionTeaching of many clinical skills had improved over decades. Cataract surgery training has shifted from ICCE and ECCE to SICS and Phaco, but other surgeries were still taught sparingly. There was an enormous variation across the country in residency training which needs immediate attention.

Project description:IntroductionSurgery and the training of young surgeons face various challenges. Work hour restrictions, demographic changes, medicolegal demands, as well as economic constraints have led to changes in patient care and thus changed surgical residency. In addition to the daily training at work, several theoretical and practical courses are offered to surgical residents. The aim of this manuscript is to provide an overview of the existing courses and programs for surgical residents in Germany. It describes the current structure of surgical training in Germany for 10 subspecialties and sets out existing approaches to implement structured surgical training by professional associations as well as by commercial providers.Materials and methodsThe official homepages of 10 surgical associations were analyzed for information on structured surgical training and a Google search for surgical training programs was conducted. Then, the websites of two commercial providers were searched for information in courses. In addition, the members of the German Young Surgeons Association were asked open questions about the existence of structured resident training and additional training opportunities in their specialty. The courses were analyzed for structural characteristics such as the price and type of course (single course, exam preparatory course, and structured program). A structured program was defined as a set of courses based on learning objectives that are designed to cover all aspects of the specialty and include some form of summative or formative assessment.ResultsSeveral courses are offered by varied providers; some of them associated with surgical associations and some commercial. Seven of 10 professional associations offer single courses and six of them offer exam preparatory courses. Commercial providers only offer single courses. All of these courses are optional; there is no requirement to take part in any of them. None of them is free of charge, but most offer discounts for members of surgical societies. Only one structured program exists for orthopedics and trauma surgery. A fixed schedule does not exist for any surgical subspecialty, but it is rather the responsibility of the trainee or his/her supervisor to pick or suggest a course that suits their personal state of knowledge.DiscussionUntil now, it depends on personal motivation and the generosity of hospitals whether or not surgical residents will receive training outside of their training hospital. Various external courses are offered in all surgical subspecialties to complement on-the-job training. It is unknown how many residents take part in them. The implementation of new, competence-based specialist training regulations in Germany in 2018 may facilitate a change in surgical education. Simulation-based education can promote the acquisition and consolidation of surgical skills. Additional training possibilities and structured programs should be implemented in surgical resident training to foster competence-based education and surgical proficiency.

Project description:ImportanceOver two-thirds of the adult population in the United States use Facebook. Despite the high interest in and use of social media by the general public, the presence and accessibility of health care organizations on social media has not yet been fully evaluated.ObjectiveTo determine the use and popularity of social media among otolaryngology residency programs in the United States.Design, setting, and participantsA cross-sectional study of the presence of accredited otolaryngology residency programs in the United States in an internet data repository was conducted. Programs were stratified by Doximity Residency Navigator reputation rankings (dividing programs into quartiles) and US News & World Report (comparing programs affiliated with hospitals ranked in the top 50 vs programs affiliated with unranked hospitals). Social media sites and activity for each program were assessed using internet searches. The study was conducted in April 2017.ResultsAmong 101 otolaryngology residency programs, 30 were found to have social media sites (29.7%). Facebook and Twitter were the most commonly used services, with 25 (24.8%) and 14 (13.9%) accounts, respectively. Based on Doximity Residency Navigator rankings, programs in the first quartile were more likely to have Facebook profiles than programs in the fourth quartile (42.3% vs 12.0%; absolute difference, 30%; 95% CI, 2.9% to 52.6%). First- and second-quartile programs showed increased Facebook activity. There was greater Twitter presence in first- vs fourth-quartile programs (19.2% vs 8.0%; absolute difference, 11.2%; 95% CI, -11.6% to 33.0%). Higher-quartile programs were more active on Twitter and exhibited increased numbers of likes and followers. Analysis of US News & World Report rankings revealed that ranked programs had higher rates of presence, activity, and popularity on both Facebook and Twitter. However, these were smaller differences than seen when comparing Doximity Residency Navigator rankings. Correlation between the 2 ranking systems was indicated (Spearman ??=?0.59; 95% CI, 0.34 to 0.76).Conclusions and relevanceThis study suggests that otolaryngology residency programs with higher Doximity Residency Navigator reputation rankings have a stronger presence on social media. Smaller trends were observed for programs in the top 50 US News & World Report rankings. Overall, social media use among otolaryngology programs seems relatively low, and this may present an opportunity to increase communication with the public via these technologies.

Project description:BackgroundThe Canadian Pharmacy Residency Board (CPRB) specifies the competencies that pharmacy residents must attain and the need for assessment and evaluation. Methods of assessment and evaluation are left to the discretion of individual programs. There is a scarcity of published literature compiling and comparing the strategies used by Canadian residency programs.ObjectivesTo determine curricular components used for assessment and evaluation; to describe the tools used by programs; to characterize the scheduling, frequency, and repetition of curricular components; and to determine the individuals or groups involved.MethodsCoordinators of hospital pharmacy residency programs with CPRB accreditation or accreditation pending were surveyed to collect information about the assessment and evaluation of select CPRB standards.ResultsFrom the 37 eligible residency programs, 20 unique responses (54%) were received. All respondents were general practice programs (100%) in predominantly multicentre organizations (70%). Programs were similar in terms of assessment components used, with all respondents citing care plan review, direct observation of patient care, journal clubs, creation of project timelines, and ethics submission. The predominant evaluation components were within-department presentations (100%), written manuscripts (95%), drug information rotations (85%), and longitudinal evaluations (75%). Standardized forms (70%-100%) defined by Bloom's taxonomy (65%) and the CPRB "levels and ranges" document (60%) were the principle means used. Assessments for patient care and for provision of education were generally carried out immediately (80% and 95%, respectively), whereas project management skills were assessed predominantly at final evaluation (75%). Self-assessment and assessment by pharmacy team members occurred for every competency, whereas patients (0%-10%) and allied health professionals (5%) were less frequently involved.ConclusionsThe assessment and evaluation strategies reported by programs were congruent. The results provide a summary of national practices and will allow existing and developing programs to examine their approach to assessment and evaluation for alignment with national standards.

Dataset Information

Residency evaluation and adherence design study: Young ophthalmologists' perception of their residency programs - Clinical and surgical skills.

Background

Purpose

Setting

Methods

Statistical analysis

Results

Conclusion

Publications

Residency evaluation and adherence design study: Young ophthalmologists' perception of their residency programs - Clinical and surgical skills.

Similar Datasets

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