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Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a natural, but underexplored, fit between internships management and project management. Building on the rational that project management can enhance the efficiency and effectiveness of higher education internships, this study argues that the benefits of internships are only fulfilled if initiation, planning, execution, and monitoring processes are developed in true dialogue and articulation between HEIs and host institutions. The increase of non-linear learning pathways and the shift from curricula and qualifications into skills demand new languages, more clarity, and a shared vision between HEIs and employers. With a focus on marketing internships, this article examines the need and relevance of building a common skills-based language, internally, within HEIs, and externally, with employers. Through an exploratory case study this work examines a specific HEI with increasing complexity, scale and diversity of marketing courses, training levels, students´ profiles and host institutions, placing language at the centre of internship management, reducing ambiguities and confusion. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, it was necessary to implement remote teaching at universities and work from home (WFH) to maintain social distancing. Given these circumstances, many students had their first professional experience working remotely at companies. The objective of this paper is to analyze the impacts caused by this change on how novice professionals entered the labor market and to understand the advantages and disadvantages involved in the WFH setting. In addition, we investigate possible points to improve the remote work experience of intern students and novice professionals. This study conducted a survey to understand the point of view of computer science students from Brazilian higher education institutions, who are interns or work remotely in local and international companies. The survey was answered by 117 individuals. From the results of the survey, we observed that the experience of students in remote work is generally positive. Respondents have frequent and clear communication with their teammates, have access to resources and tools needed to work remotely, and have positive feelings when carrying out their activities in this work format. In addition, the advantages and disadvantages of the home office were also defined from the perspective of students. Finally, based on the participants' opinions, we present recommendations that may optimize the experience of novice professionals in remote work. [ABSTRACT FROM AUTHOR]

Virtual reality training has demonstrated the capacity to improve resident performance with certain surgical skills. Mixed reality (MR) devices such as the Hololens 2 could theoretically be used in a similar way for medical education and skill acquisition. Our hypothesis is that a patient specific preprocedure MR training program for 10-15 minutes followed by glenoid guidewire placement with MR holographic assistance can improve guide pin placement enough to be significantly better than freehand (FH) guidewire placement. Thirty glenoid models with a Walch B2 glenoid defect were 3D printed using ABS filament. Resident trainees were selected and randomized to FH guidewire placement or MR training cohorts that were matched by experience. An app was created and installed on the Hololens 2 to allow practice of glenoid guidewire placement in a pseudo-immersive environment and comparison to the desired plan. This was used for 10-15 minutes prior to definitive placement of the glenoid guidewire in the B2 models by the resident in the MR cohort and a 3D hologram was available during guidewire placement. The volunteers each placed 10 guidewires in B2 glenoid models. The models were 3D scanned back to 3D digital files. The digital models were aligned using the automated iterative closest point method. Measurements were taken in each axis to determine the deviation from the surgical plan in version and inclination in degrees and start point in mm. Average starting point difference from the plan for the FH group was 2.52 ± 0.82 mm, and 1.49 ± 0.71 mm for the MR group, P =.02. The absolute value average version difference from the plan for the FH group was 11.69 ± 8.02 degrees, and 5.3 ± 3.57 degrees for the MR group, P ≤.0001. The absolute value average inclination difference from the plan for the FH group was 8.4 ± 6.68 degrees, and 7.11 ± 4.96 degrees for the MR group, P =.27. Preprocedure MR training improves execution of the surgical plan for guidewire version and start point in a B2 glenoid model compared to FH. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are too few oncologists to meet the increasing burden imposed by the rising incidence of cancer. This results from issues with the retention of established oncologists and longstanding challenges to the recruitment of adequate numbers of trainees. To counter this, the British Oncology Network for Undergraduate Societies (BONUS) devised an online oncology careers event for medical students and junior doctors who are yet to select a specialty. An online careers event was devised with a focus on oncology practice and related subspecialties, as well as research. Event attendees were asked to respond to piloted pre- and post-event surveys. Knowledge and attitudes towards a career in oncology were evaluated using Likert scale and multiple-choice questions. A systematic literature search was carried out to contextualise these data. Of the 73 attendees, 44 (60%) participants completed both the pre- and post-event surveys; 79.5% of attendees believed that information on a career in oncology is lacking in medical training. This viewpoint was supported by the systematic review, which highlighted a need for relevant focussed interventions targeted at medical students and fledgling doctors. The education event led to an increase in the median reported understanding of the oncology career pathway from 6.0 to 8.0 (P < 0.05 and P < 0.001), as well as the likelihood of pursuing a career in oncology (8.0–9.0; P < 0.05). It was also associated with a proportional increase in medical and surgical oncology interest, albeit with a fall in interest in clinical and interventional oncology as well as academia. A targeted online careers event increases knowledge of and interest in a career in oncology, albeit predominantly for medical and surgical subspecialties. Broader initiatives based on our model should be developed and careers in academia as well as clinical and interventional oncology emphasised. • Most attendees reported undergraduate oncology rotations were 2 weeks or less in duration. • Attendees reported limited knowledge on what a career in oncology entails. • Targeted online events increase knowledge of and interest in a career in oncology. • Interest in medical and surgical oncology increased post-event. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The COVID-19 pandemic resulted in training programs restructuring their curricula. Fellowship programs are required to monitor each fellow's training progress through a combination of formal evaluations, competency tracking, and measures of knowledge acquisition. The American Board of Pediatrics administers subspecialty in-training examinations (SITE) to pediatric fellowship trainees annually and board certification exams at the completion of the fellowship. The objective of this study was to compare SITE scores and certification exam passing rates before and during the pandemic. METHODS: In this retrospective observational study, we collected summative data on SITE scores and certification exam passing rates for all pediatric subspecialties from 2018 to 2022. Trends over time were assessed using analysis of variance (ANOVA) analysis to test for trends across years within one group and t-test analysis to compare groups before and during the pandemic. RESULTS: Data were obtained from 14 pediatric subspecialties. Comparing prepandemic to pandemic scores, Infectious Diseases, Cardiology, and Critical Care Medicine saw statistically significant decreases in SITE scores. Conversely, Child Abuse and Emergency Medicine saw increases in SITE scores. Emergency Medicine saw a statistically significant increase in certification exam passing rates, while Gastroenterology and Pulmonology saw decreases in exam passing rates. CONCLUSIONS: The COVID-19 pandemic resulted in restructuring didactics and clinical care based on the needs of the hospital. There were also societal changes affecting patients and trainees. Subspecialty programs with declining scores and certification exam passing rates may need to assess their educational and clinical programs and adapt to the needs of trainees' learning edges. [ABSTRACT FROM AUTHOR]

BACKGROUND: Global health (GH) opportunities in pediatric residencies are prevalent. Debriefing trainees after a GH experience is a tool to optimize educational processing, identify post-return stressors, and facilitate coping skills; however, there are no consensus recommendations for debriefing in this context. OBJECTIVE: Our objective was to develop structure and content guidelines for standardized debriefing of residents returning from short-term clinical GH rotations abroad. METHODS: Through a modified Delphi methodology, we developed a standardized consensus-based debriefing tool. Eleven pediatric GH education experts were recruited. Experts were individuals with leadership experience in GH education who demonstrated academic engagement by either primary or senior authorship of a publication or relevant presentation at a conference. The expert panel (EP) completed 4 surveys that were amended after each round based on qualitative data, which was assessed for emergent themes. In the final round, the EP rated each consensus recommendation in importance using a 4-point Likert scale. RESULTS: Ten of the 11 panelists completed all study rounds. The EP achieved consensus that residents should complete post-return debriefing and rated 32 consensus recommendations in importance. Twelve recommendations were deemed "essential"; these debriefing recommendations focused on timing and preparation, reflection and feedback, trainee wellbeing and coping skills, ethical concerns, and the need to provide mental health support and resources for trainees with psychological distress. CONCLUSIONS: According to GH experts, all residents who participate in GH experiences should participate in a post-return debrief. Thirty-two consensus recommendations regarding content, timing, structure, and actions for post-return debriefing were formulated. [ABSTRACT FROM AUTHOR]

BACKGROUND: We sought to evaluate changes in In-Training Examination (ITE) scores and associations with clinical work during the COVID-19 pandemic. We hypothesized that residents saw a decrease in clinical encounters during the pandemic and that this would be associated with smaller gains in ITE scores. METHODS: We compared ITE score changes with data on patient notes for three classes of pediatric residents at four residency programs: one not exposed to the pandemic during their intern year who entered residency in 2018, one partially exposed to COVID-19 in March of their intern year (2019-2020), and one that was fully exposed to the pandemic, starting residency in June of 2020. RESULTS: ITE scores on average improved from the PGY1 to PGY2 year in the "no covid" and "partial COVID" cohorts. The "full COVID" cohort had little to no improvement, on average. The total number of patient encounters was not associated with a change in ITE scores from PGY1 to PGY2. There was a small but statistically significant association between change in ITE score and number of inpatient H+P notes. CONCLUSIONS: A drop in ITE scores occurred in pediatric residents who entered residency during the COVID-19 pandemic. This change was largely unrelated to clinical encounter number changes. [ABSTRACT FROM AUTHOR]

La dernière année de l'internat d'oncologie-radiothérapie en France est devenue une phase d'autonomisation, dite de « docteur junior », permettant aux internes la validation d'actes réservés auparavant uniquement aux médecins séniors. Cette étude s'est focalisée sur les responsabilités données à la première promotion de docteur junior et à leur opinion sur ce nouveau de statut. Une enquête transversale a été réalisée par les associations françaises d'internes et de jeunes médecins en oncologie, l'Association pour l'enseignement et la recherche des internes en oncologie (Aerio) et la Société française des jeunes radiothérapeutes oncologues (SFjRO). Un questionnaire a été adressé aux référents de promotion de chaque ville pour transmission aux docteurs juniors de l'année 2021–2022 du 1er septembre au 30 novembre 2022. Les questions concernaient la formation, les modalités de cette année et les impressions. Les réponses ont été analysées anonymement via le logiciel R. 4.3.1. Pour l'oncologie–radiothérapie, 33 réponses ont été obtenues, de 21 villes. Pour l'essentiel des docteurs juniors, trois ou quatre localisations (51 %) ont été réalisées avec en moyenne cinq nouveaux patients par semaine. Les contours ont été revus soit systématiquement (51 %), soit uniquement au début (32 %). La dosimétrie a été rapportée comme jamais contresignée chez 19 %. Quatre-vingt pour cent des docteurs juniors ont déclaré avoir été seul(e) oncologue radiothérapeute lors de réunion de concertation pluridisciplinaire. Les deux axes principaux d'amélioration étaient la formation théorique (45 %) et sur les cadres légaux/contrats (42 %). L'analyse des résultats portant sur cette première promotion montre une globale concordance avec les recommandations du Collège national des enseignants en cancérologie (Cnec). Les retours des docteurs juniors sont positifs. La supervision des activités de curiethérapie et de dosimétries, la présence seule en réunion de concertation pluridisciplinaire restent des points de vigilance. The last year of the radiotherapy oncology internship in France has become a phase of empowerment, called "junior doctor", allowing interns to validate acts previously reserved only for senior doctors. This study focused on the responsibilities given to the first promotion of junior doctors in France and their feelings on this new status. A cross-sectional survey was carried out by the French associations of interns and young doctors in oncology, Aerio and SFjRO. A questionnaire was sent to the class referents of each city for transmission to the junior doctors of the year 2021–2022 from September 1st to November 30th, 2022. The questions concerned training, the modalities of this year and the feelings. Responses were analyzed anonymously using R. 4.3.1 software. For radiation oncology, 33 responses were obtained from 21 cities. For most junior doctors, three to four localizations (51%) were performed with an average of five new patients per week. The contours were reviewed either systematically (51%) or only at the beginning (32%). Dosimetry was reported as never countersigned in 19%; 80% of junior doctors described having been the only radiation oncologist during multidisciplinary staff meetings. The two main areas of improvement were theoretical training (45%) and legal frameworks/contracts (42%). These results relating to the first class of junior doctors showed an overall agreement with the recommendations of the Cnec. Feedback from interns was positive. The supervision of brachytherapy and dosimetry activities, the presence alone in multidisciplinary panel remained points of vigilance. [ABSTRACT FROM AUTHOR]

Simulation provides an effective learning strategy to offset real-world training. Immersive virtual reality (IVR) is a form of simulation that incorporates unique software and hardware to create interactive, 3-dimensional (3D) virtual worlds to practice surgical procedures. In shoulder arthroplasty, IVR has shown consistent improvements in both technical skill and knowledge acquisition relative to traditional learning formats for trainees. The purpose of this review is to describe the current availability and application of IVR for shoulder arthroplasty education, and to describe future uses. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To describe differences in agentic (achievement) and communal (relationship) terms in letters of recommendation (LORs) for pediatric residency candidates by applicant and letter writer demographics and to examine if LOR language is associated with interview status. METHODS: A random sample of applicant profiles and LORs submitted to one institution were analyzed from the 2020--21 Match. Letters of recommendation text was inputted into a customized natural language processing application which determined the frequency of agentic and communal words in each LOR. Neutral LORs were defined as having < 5% surplus of agentic or communal terms. RESULTS: We analyzed 2094 LORs from 573 applicants: 78% were women, 24% were under-represented in medicine (URiM), and 39% were invited to interview. Most letter writers were women (55%) and of senior academic rank (49%). Overall, 53% of LORs were agency biased, 25% communal biased, and 23% neutral. There was no difference in agency and communally biased LORs by an applicant's gender (men 53% agentic vs women 53% agentic, P = .424), race or ethnicity (non-URiM 53% agentic vs URiM 51% agentic, P = .631). Male letter writers used significantly more agentic terms (8.5%) compared to women (6.7% agentic) or writers of both genders (3.1% communal) (P = .008). Applicants invited to interview were more likely to have a neutral LOR; however, no significant association existed between language and interview status. CONCLUSIONS: No significant differences in language were found by applicant gender or race among pediatric residency candidates. Identifying potential biases within pediatric residency selection processes is important in creating an equitable approach to application review. [ABSTRACT FROM AUTHOR]

• Using an experimental approach, this study explored if video-based coaching improves preservice teachers' interactional skills and how the prior level of preservice teachers' beliefs about children, effective teaching knowledge, ability of identifying effective teaching behavior, and interactional practices predict the change in interactional skills. • Fifty-six preservice teachers from a Chinese university participated in this study during their internship. • After one semester of coaching, preservice teachers improved in the Emotional Support domain of teacher-child interactions. • Preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. Based on the Teaching Through Interaction (TTI; Hamre et al., 2013) framework and the observational tool Classroom Assessment Scoring System (CLASS; Pianta, La Paro, et al., 2008), some professional development (PD) programs combined with video-based coaching had been developed. Previous studies have well-documented the effects of these PD programs on in-service teachers' mastery of interactional skills; however, little research has been done on the effects for preservice teachers. In the current study, we aimed to explore: (1) if video-based coaching improves preservice teachers' interactional skills, and (2) how the personal characteristics of teachers (whether they attend coaching or not) predict the change of interactional skills during their practicum. Using an experimental approach, the study recruited 56 preservice teachers from a Chinese university to participate in the assessment and intervention. Results showed that preservice teachers in the coaching group who received one semester of sustained and individualized coaching support demonstrated a greater improvement in teacher-child interaction skills in the Emotional Support domain than those in the control group. Further, preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. These findings shed light on how to design effective preparation programs for preservice teachers during their practicum. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Pediatric residency programs prioritize clinical learning environment components depending on resource availability, institutional constraints and culture, and accreditation requirements. However, there is limited literature on the landscape of implementation and maturity of clinical learning environment components across programs nationally. METHODS: We used Nordquist's clinical learning environment conceptual framework to craft a survey around the implementation and maturity of learning environment components. We performed a cross-sectional survey of all pediatric program directors enrolled in the Pediatric Resident Burnout-Resiliency Study Consortium. RESULTS: Components with the highest implementation rates were resident retreats, in-person social events, and career development, while components least likely to be implemented were scribes, onsite childcare, and hidden curriculum topics. The most mature components were resident retreats, anonymous systems for reporting patient safety events, and faculty-resident mentoring programs, while the least mature components were use of scribes and formalized mentorship for trainees underrepresented in medicine. Learning environment components included in the Accreditation Council of Graduate Medical Education Program Requirements were significantly more likely to be implemented and mature than non-required components. CONCLUSIONS: To our knowledge, this is the first study to use an iterative and expert process to provide extensive and granular data about learning environment components for pediatric residencies. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Mastery learning orientation, conceptualized as a growth mindset, can be beneficial to learners in medical education and is supported by a program's learning environment. Currently, there are no instruments which reliably assess the learning orientation of a graduate medical education program's learning environment. OBJECTIVE: To explore the reliability and validity of the Graduate Medical Education Learning Environment Inventory (GME-LEI). METHODS: Leaders of the Education in Pediatrics Across the Continuum (EPAC) project revised Krupat's Educational Climate Inventory to create the GME-LEI. We investigated the GME-LEI's reliability and validity through confirmatory factor and parallel factor analyses and calculated Cronbach's alpha for each subscale. We compared mean subscale scores between residents in traditional programs and the EPAC project. As EPAC is known to foster a mastery-focused learning orientation, we hypothesized differences detected between resident groups would strengthen the instrument's validity. RESULTS: One hundred and twenty-seven pediatric residents completed the GME-LEI. The final 3-factor model was an acceptable fit to the data, and Cronbach's alpha for each subscale was acceptable (Centrality: 0.87; Stress: 0.73; Support: 0.77). Mean scores on each subscale varied by program type (EPAC vs traditional) with EPAC residents reporting statistically significant higher scores in the Centrality of Learning subscale (2.03, SD 0.30, vs 1.79, SD 0.42; P = .023; scale of 1-4). CONCLUSIONS: The GME-LEI reliably measures 3 distinct aspects of the GME learning environment with respect to learning orientation. The GME-LEI may be used to help programs better monitor the learning environment and make changes to support mastery-oriented learning. [ABSTRACT FROM AUTHOR]

What do private practitioners perceive to be the benefits, barriers, costs and risks of hosting physiotherapy students on clinical placement? What models of placement are used and what support would private practitioners like to enable them to continue hosting students? A national mixed-methods study comprising a survey and four focus groups. Forty-five private practitioners from six states and territories who host on average 208 students per year (approximately one-third of all physiotherapy private practice placements in Australia) completed the survey. Fourteen practitioners participated in focus groups. Participants reported that hosting placements helped to recruit graduates and assisted private practitioners in developing clinical and educator knowledge and skills. Cost (both time and financial) and difficulties securing a sufficient caseload for students were perceived barriers to hosting placements. Hosting placements was perceived to be low risk for clients due to supervised care, but there was potential for risk to business reputation and income when hosting a poorly performing student. Participants mostly described a graded exposure placement model whereby final-year students progressed from observation to shared care to providing care under supervision. Participants perceived that they could be assisted in hosting placements if they were to receive additional financial and personalised support from universities. Private practitioners perceived hosting students to be beneficial for the practice, the profession, staff and clients; however, they did report them to be costly and time-consuming. Universities are perceived to play a vital role in providing training, support and communication with educators and students for ongoing placement provision. [ABSTRACT FROM AUTHOR]

PURPOSE: Residency programs must ensure resident competence for independent practice. The coronavirus disease-19 (COVID-19) pandemic disrupted health care delivery, impacting pediatric residencies. This study examines the impact on pediatric resident education. METHODS: The authors conducted a mixed methods national survey of pediatric residency program directors (PDs) from May 2020 to July 2020. Data analysis included descriptive statistics, chi-square, and Wilcoxon rank sum tests. Multivariable modeling identified factors associated with resident preparation for more senior roles. Thematic analysis was performed on open-ended questions about PD COVID-19 pandemic recommendations to peers, Accreditation Council for Graduate Medical Education and American Board of Pediatrics. RESULTS: Response rate was 55% (110/199). PDs reported the COVID-19 pandemic negatively affected inpatient (n = 86, 78.2%), and outpatient education (n = 104, 94.5%), procedural competence (n = 64; 58.2%), and resident preparation for more senior roles (n = 50, 45.5%). In bivariate analyses, increasingly negative impacts on inpatient and outpatient education were associated with an increasingly negative impact on resident preparation for more senior roles (P = .03, P = .008), these relationships held true in multivariable analysis. Qualitative analysis identified 4 themes from PD recommendations: 1) Clear communication from governing bodies and other leaders; 2) Flexibility within programs and from governing bodies; 3) Clinical exposure is key for competency development; 4) Online platforms are important for education, communication, and support. CONCLUSIONS: The COVID-19 pandemic negatively impacted inpatient and outpatient education. When these were more negatively impacted, resident preparation for more senior roles was worse, highlighting the importance of competency based medical education to tailor experiences ensuring each resident is competent for independent practice. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The Stanford Pediatrics Advancing Anti-Racism Coalition (SPAARC) was created to promote a culture of anti-racism through immediate action, development of nimble systems, and longitudinal commitment toward equity. Evaluate gaps in the Stanford Department of Pediatrics (DoP) efforts to advance anti-racism and form a coalition of faculty, staff, and trainees to prioritize, design, and implement targeted activities with immediate and long-term measurable outcomes. METHODS: A needs assessment was conducted across all DoP members in July to August 2020 to identify gaps in anti-racism efforts. Listening sessions were recorded and transcribed to extrapolate key themes and 2 rounds of consensus surveys were done to identify and prioritize actions. Actions teams were created and co-led by faculty-staff dyads with trainee representation. A final activity survey was conducted in January 2021 to determine the specific activities (ie, interventions) each team would design and implement. RESULTS: Ten small group listening sessions (70 participants) and 3 surveys (1005 responses) led to the creation of 7 action teams with associated activities 1) training, 2) community engagement and research, 3) communication, 4) faculty and staff recruitment and advancement, 5) leadership representation, 6) human resources, and 7) staff engagement. Four hundred forty-three (41%) DoP members were directly involved in SPAARC through participation in the needs assessment, action teams, and/or implementation of activities. CONCLUSION: SPAARC can serve as an adaptable framework for how a DoP can create a coalition to identify gaps in anti-racism efforts and create and implement targeted activities with associated outcomes. [ABSTRACT FROM AUTHOR]

OBJECTIVE: We sought to assess whether the change from in-person to virtual interviews was associated with differences in applicant and match location geography. METHODS: We conducted a retrospective study of all U.S. applicants to a large pediatric residency. Distances from applicants to our residency program (applicant-to-program) and residency location (applicant-to-match) were compared across demographic subgroups and eras, defined as pre-COVID (2018-2020) and COVID (2021-2022). RESULTS: Applicant-to-program distance (pre-COVID median 737 miles, IQR 265, 1254; COVID median 739 miles; IQR 268, 1284, P = .31) did not change across eras. While overall applicant-to-match distance (pre-COVID median 425 miles, IQR 88, 1142; COVID median 354 miles; IQR 80, 1084, P = .11) did not change, subgroup analysis revealed that applicant-to-match distance for those not participating in a couples match was farther during the pre-COVID era (430 vs 340 miles, P = .04). CONCLUSIONS: A transition to virtual interviews was associated with shorter distance between applicants and residency location for those matching alone at a large, urban pediatric residency. While decisions about where to apply appeared unchanged, rank list decisions may have been impacted by virtual interviews for these applicants. Further study to describe geographic considerations in the virtual era are needed to inform advancement of larger workforce goals. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The Accreditation Council of Graduate Medical Education requires an "individualized curriculum" (IC) in pediatric residency. A shared understanding across programs of methods to evaluate the IC is lacking. We explored pediatric program leaders' perceptions of assessment and evaluation within the IC to further understand and inform most useful practices. METHODS: We conducted a phenomenology study using semi-structured interviews to 1) determine what IC assessment and evaluation strategies are utilized in pediatric residency programs, and 2) explore program leaders' perceptions of the feasibility and value of assessment and evaluation in the IC. We recruited a purposive sample of leaders from 15 pediatric residency programs of various sizes and regions. Interviews were recorded and transcribed. Data were analyzed to produce themes. RESULTS: Three themes arose from our analysis: 1) Systematic assessment of the IC, though desired, is not robust in pediatric residency training; 2) Program differences present unique barriers and facilitators that impact the feasibility of assessment within the IC; and 3) Meaningfulness of assessment in the IC varies by stakeholder. Themes reflected perspectives on individual learner assessment and program evaluation. CONCLUSIONS: While systematic assessment and evaluation of the IC in pediatric residency training is lacking, program leaders desire feasible strategies that are meaningful to the resident, the program, and its leadership team. Leveraging current assessment and evaluation tools and aligning new assessment strategies could promote the integration of IC assessment with other assessments, minimizing burden. More structured IC assessment and evaluation could inform how to best achieve curricular goals of the IC. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of social media on the residency application experience, with topics including pediatric resident perspectives, the role of social media in program selection, and the influence on rank list decisions. The study reveals that while social media is essential for increasing knowledge about a program, it does not replace direct interaction with residents and faculty, even in a virtual setting.

We describe the demand for interns in the U.S. using ads from an internship-specific website. We find that internships are more likely to be paid when more closely associated with a specific occupation, when the local labor market has lower unemployment, and when the local and federal minimum wage are the same. A résumé audit study with about 11,000 applications reveals that employers are more likely to respond positively when internship applicants have previous internship experience. Particularly for unpaid internships, employers are also less likely to respond to applicants with black-sounding names and when the applicant is more distant from the firm. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To evaluate associations between faculty gender and milestone-based teaching assessment scores assigned by residents. METHODS: We performed a retrospective cohort study of milestone-based clinical teaching assessments of pediatric faculty completed by pediatric residents at a mid-sized residency program from July 2016 to June 2019. Assessments included 3 domains (Clinical Interactions, Teaching Skills, Role Modeling/Professionalism) comprised of a total of 11 sub-competency items. We used multilevel logistic regression accounting for repeat measures and clustering to evaluate associations between faculty gender and assessment scores in the 1) top quartile, 2) bottom quartile, or 3) top-box (highest score). Findings were adjusted for faculty rank and academic track, and resident year and gender. RESULTS: Over 3 years, 2889 assessments of 104 faculty were performed by 91 residents. Between assessments of women and men faculty, there were no significant differences in the odds of receiving a score in the top quartile for the 3 domains (Clinical aOR 0.99, P = .86; Teaching aOR 0.99, P = .93; Role Modeling aOR 0.87, P = .089). However, assessments of women were more likely to receive a score in the bottom quartile in both Teaching (aOR 1.23, P = .019) and Role Modeling (aOR 1.26, P = .008). Assessments of women also had lower odds of receiving the highest score in 6 of 11 sub-competencies. CONCLUSION: Results suggest that gender bias may play a role in resident assessments of pediatric faculty. Future studies are needed to determine if findings are replicated in other settings and to identify opportunities to reduce the gender gap in pediatric academic medicine. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

OBJECTIVE: Significant gaps exist in the pediatric resident (PR) procedural experience. Graduating PRs are not achieving competency in the 13 ACGME recommended procedures. It is unclear why PR are not able to achieve competency, or how existing gaps may be addressed. METHODS: We performed in-depth one-on-one semistructured interviews with 12 pediatric residency program directors (PPDs). The interviews were audio-recorded, and transcribed verbatim. Coding of the data using conventional content analysis led to generation of categories, which were validated through consensus development. RESULTS: We identified 4 main categories, including (1) programs struggle to ensure adequate training in procedural skills for PRs, with various barriers reported; (2) programs develop individualized strategies to address challenges in procedural skills training, and multiple options are necessary; (3) PPDs face challenges defining procedural competency and standardizing expectations; and (4) expectations for PR procedural training may require modification based upon current practice environments. Solutions include simulation, procedural boot camps, and procedural/subspecialty electives. CONCLUSIONS: Numerous methods to combat challenges in PR procedural training have been identified by participating PPDs, including simulation, tailoring electives, and developing institutional guidelines. However, accreditation bodies may need to update procedural expectations based on individual resident career goals and realities of current day practice. [ABSTRACT FROM AUTHOR]

A clinical internship is currently required by the American Board of Radiology prior to Radiology residency. The purpose of this investigation is to evaluate practicing radiologists' perspectives on the value of the internship and their recommendations for optimization. A five-minute online survey was distributed via email to practicing radiologist members of the American College of Radiology. A total of 566 completed responses (11.3% response rate) were received. Most respondents agreed that their internship was essential for improving non-radiology clinical knowledge (84%) and affirming their decision to become a radiologist (74%). Most respondents (59%) disagree that the one-year internship before residency should be eliminated. Most (53%) of the radiologists in an academic practice agreed that internship should be integrated into Radiology residency. If radiologists were to redesign the internship ("PreRad Internship"), a majority of the respondents would include training in other medical specialties (71%), working along technologists (55%) and informatics/AI/computer science (54%). While the greatest proportion (50%) of interventional radiologists reported a Surgery internship would be the most beneficial for their primary subspecialty (50%), diagnostic radiologists most commonly (27%) reported the PreRad Internship would be the most beneficial. The greatest proportions of Abdominal-, Breast-, and Neuroradiology-trained respondents reported a PreRad Internship would be the most beneficial internship for their primary field of subspecialty Radiology practice (32%, 36%, and 33%, respectively). The internship before Radiology residency offers some benefits but could be further optimized. There is support from practicing radiologists for a redesigned, more Radiology-specific PreRad Internship. • If radiologists were to redesign the internship ("PreRad Internship"), most would include training in other specialties and working with technologists. • Diagnostic radiologists most commonly reported a PreRad internship would be the most beneficial for their primary subspecialty. [ABSTRACT FROM AUTHOR]

Des inquiétudes grandissent depuis plusieurs années chez nos maîtres, quant à la qualité et à la quantité de la formation en chirurgie plastique en France. Elles se basent principalement sur la diminution du temps de travail des internes, l'apparition de nouveaux internes de la Génération Z à former, et enfin la pluridisciplinarité de la chirurgie plastique dans le contexte actuel de surspécialisation des services formateurs. Afin d'objectiver ces inquiétudes, un sondage a été réalisé parmi les internes et jeunes chefs de chirurgie plastique français pour évaluer leur formation à la spécialité depuis 2019. Nous avons ensuite recherché dans la loi, des possibilités pour pallier ces inquiétudes. Tous les répondants pensent que leur formation à la spécialité est incomplète, et peu d'entre eux ont pu la compléter par des stages hors subdivision ou des visites de praticiens privés. Or, dans la loi, il est possible de réaliser trois stages hors subdivisions, des stages hors Centre Hospitalo-Universitaire (CHU) en établissements privés de santé, et des stages ou échanges internationaux. Au terme de cette analyse, nous proposons trois solutions pour optimiser la formation en chirurgie plastique en France : un système d'échange d'internes, l'ouverture de terrains de stage dans des établissements privés de santé, et enfin, faciliter la réalisation d'aides opératoires auprès de praticiens libéraux. Avec ces solutions, le champ de formation des internes pourrait s'étendre d'une région à la France entière. Ces solutions pourraient aisément s'appliquer à d'autres spécialités, chirurgicales et médicales. Concerns have been growing for several years among masters, as to the quality and quantity of training in plastic surgery in France. They are mainly based on the reduction in the working time of residents, the appearance of new residents from generation Z to be trained, and finally the multidisciplinarity of plastic surgery in the current context of overspecialization of training center. In order to objectify these concerns, a survey was carried out among French residents and young heads of plastic surgery to assess their training in the specialty since 2019. We then looked in the law for possibilities to alleviate these concerns. All the respondents think that their training in the specialty is incomplete, and few of them have been able to supplement it with rotations outside the subdivision or visits from private practitioners. However, in the law, it is possible to carry out: three residents rotations outside the subdivision, clinics rotations and international exchanges. At the end of this analysis, we propose three solutions to optimize training in plastic surgery in France: a system of exchange of residents, the opening of residents rotations in clinics, and finally, to facilitate the realization of operating aids with private practitioners. With these solutions, the field of training for residents could extend from one region to the whole of France. These solutions could easily be applied to other specialties, surgical and medical. [ABSTRACT FROM AUTHOR]

Background: Prevention education focused on prescription drug misuse through community-based organizations has been demonstrated as effective in reducing misuse within communities. Collaboration is an essential component to effective community prevention, and when paired with effective strategies like peer-to-peer education and skill building, communities see a shift in their substance use issues.Objective: This study aimed at promoting substance misuse prevention education in schools and high-risk communities through the implementation of a student pharmacist internship program at a regional Prevention Resource Center (PRC).Methods: A student pharmacist internship program was created in 2017 by a state PRC and a school of pharmacy (SOP) to deliver substance misuse prevention education to youth across high-risk counties while providing a valuable public health internship opportunity. Each year, the student pharmacist intern was responsible for implementing prevention and education services through the training of peers and other key community sectors using the Generation Rx program and collecting quality improvement data for their project. Interns were able to determine the approach to delivering the education based on individual interests.Results: Through the 5 years of the program, interns have been able to reach a total of 9195 participants across southwest Missouri with prevention education and training. Results from the Missouri Student Survey across 4 specific high-risk counties are reviewed for responses to questions about use, perception of harm of misuse, and availability of prescription and over-the-counter medications over time as compared with overall state responses.Conclusion: Collaborative partnerships between PRCs and SOPs may increase the reach and impact of prevention education targeting misuse to a wider audience while providing pharmacy students a unique public health experience. [ABSTRACT FROM AUTHOR]

• Hand therapy clinical educators desire students with strong interpersonal skills. • Hand therapy clinical educators want students to be honest about what they know. • Hand therapy clinical educators want students to be willing to self-study. • Professional behaviors, clinical reasoning skills, and cultural competence are desired characteristics. Study Design: Mixed method design. Introduction: Conceptualizing the desired characteristics of a student for a clinical site is vital information during the matching process. Purpose of the Study: The objective of this study was to identify the specific student characteristics preferred by the hand therapy clinician educator. Methods: A questionnaire was emailed to members of the American Society of Hand Therapists. A semi structured interview was developed to investigate the topic further. Data was collected and analyzed to determine descriptive statistics and themes regarding the preferred student characteristics. Results: The most common themes found regarding desired student characteristics by hand therapists were students that possess strong interpersonal skills, a willingness to self-study and learn independently, and students that exhibit professional behaviors. Discussion: If students are successfully matched to clinical placements, this may encourage sites to take students in the future and also reduce the need for the clinical educator or university to address problems that arise during the experience. Conclusion: Hand therapy clinical educators desire students with strong interpersonal skills, a willingness to self-study and learn independently, demonstrate professionalism and clinical reasoning skills, who possess a sincere interest in hand therapy and demonstrate cultural competence when interacting with patients from different backgrounds and social environments. Finally, hand therapy clinical educators want students to be honest about what they know and what they don't know regarding hand therapy. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Training disruptions, such as planned curricular adjustments or unplanned global pandemics, impact residency training in ways that are difficult to quantify. Informatics-based medical education tools can help measure these impacts. We tested the ability of a software platform driven by electronic health record data to quantify anticipated changes in trainee clinical experiences during the COVID-19 pandemic. METHODS: We previously developed and validated the Trainee Individualized Learning System (TRAILS) to identify pediatric resident clinical experiences (i.e. shifts, resident provider-patient interactions (rPPIs), and diagnoses). We used TRAILS to perform a year-over-year analysis comparing pediatrics residents at a large academic children's hospital during March 15-June 15 in 2018 (Control #1), 2019 (Control #2), and 2020 (Exposure). RESULTS: Residents in the exposure cohort had fewer shifts than those in both control cohorts (P < .05). rPPIs decreased an average of 43% across all PGY levels, with interns experiencing a 78% decrease in Continuity Clinic. Patient continuity decreased from 23% to 11%. rPPIs with common clinic and emergency department diagnoses decreased substantially during the exposure period. CONCLUSIONS: Informatics tools like TRAILS may help program directors understand the impact of training disruptions on resident clinical experiences and target interventions to learners' needs and development. [ABSTRACT FROM AUTHOR]

The article focuses on leveraging branding strategies, traditionally applied in business, to enhance pediatric residency program recruitment. Topics include the importance of core values in developing brand identity, the use of branding to navigate virtual recruitment challenges amid the COVID-19 pandemic, and a comprehensive guide on creating a brand message, experience, and auditing process to attract and retain the best-fit candidates for residency programs.

OBJECTIVE: Effective educational strategies to train and assess residents' skills in behavioral health competencies have been limited. We hypothesized that a training curriculum using virtual reality (VR) simulations would enhance residents' evidence-based skills related to behavioral health anticipatory guidance (BHAG) and motivational interviewing (MI). METHODS: We conducted a randomized controlled pilot trial of our curriculum within an urban academic clinic. Intervention and control groups received four 15-minute, monthly didactics on BHAG and MI followed by VR simulations to 1) deliberately practice delivering BHAG by verbally counseling avatars, who responded real-time (intervention group) or 2) assessing pediatric respiratory distress (control group). Two months post-VR training, all residents participated in a unique VR behavioral health scenario which was recorded and coded by pediatric psychologists via an observation instrument to assess residents' skills. Differences in BHAG and MI competencies were assessed via independent samples t tests for continuous variables and Fisher's exact tests for categorical variables. RESULTS: Sixty-six percent (n = 55) of eligible residents completed all study protocols comprising 35 intervention and 20 control participants. Intervention participants demonstrated an increase in BHAG skills (P = .002), percentage of open-ended questions asked (P = .04), and percentage of MI adherent behaviors (P = .04) when compared to the control group. CONCLUSIONS: VR may be an effective educational strategy for residents to acquire BHAG and MI skills though deliberate practice. Next steps will focus on assessing the generalizability of the VR curriculum as well as exploring the opportunities to enhance its scalability through artificial intelligence. [ABSTRACT FROM AUTHOR]

BACKGROUND: The Accreditation Council for Graduate Medical Education requires Milestone-based assessments of residents and fellows. In pediatrics, 11 subcompetencies are common to both residency and subspecialty fellowship training. It is unknown whether Milestone scores achieved during residency are related to Milestone scores achieved in early fellowship. OBJECTIVE: To assess the relationship between final residency Milestones scores and first-year fellowship Milestones scores in the 11 common subcompetencies (CSCs) across pediatric subspecialties. METHODS: This was a retrospective single-institution cohort study of pediatric fellows beginning fellowship training between July 2016 and July 2019. De-identified Milestone score sets for final residency scores (R), mid-year first-year fellowship scores (F1), and final first-year fellowship scores (F2) were collected. Spearman correlation and regression analyses were used to assess score relationships. RESULTS: Data for 85 of 98 eligible fellows were collected. Consistently, the F1 scores were lowest, and the R scores were highest. There was a weak positive correlation between the composite R scores and the composite F1 scores. There was a weak positive correlation between residency and fellowship scores for 6 CSCs and no significant correlation for the remaining 5. CONCLUSION: For the 11 pediatric CSCs, the final residency Milestone scores are consistently higher than and only weakly associated with early fellowship Milestone scores. There may be limitations to the use of residency scores for fellowship program directors in guiding individualized education for early fellows. This study provides groundwork for additional study of Milestone relationships and may help inform the next iteration of pediatric subspecialty Milestones. [ABSTRACT FROM AUTHOR]

Experience is an important requirement to apply for a qualified job. While employers need to find workers with the required skills, education institutions must design curricula which provide the skills demanded by the job market. Besides, along their careers, workers need to make good choices on continuing education courses. Current Bachelor and Master degrees follow programs which attempt to offer a practical perspective, but still from the academia point of view. To bridge the gap between academia and industry, University Extension Diploma in Food Technology (DEUTA) deepens into the Food sector seeking professional capacitation of participants. This is achieved by both first-hand know-how of food sector professionals and academics, along with an internship period in a food company. This paper reports the experience for more than fifteen years of this Diploma. Curriculum, students background, food sectors where internships are taken, student's opinion on the course management as well as on issues related to employability, development of professional skills and life-long learning are discussed. The analysis demonstrates how collaborative courses strengthen academia-industry bonds, and employability is boosted thanks to internships and the network created. This experience may be extrapolated to many sectors other than food, such as the chemical, environmental or biotechnological, and may help lecturers and institutions organize similar courses or diplomas to prepare competent and efficient technical workers, as well as help students and professionals orient their training and continuing education choices. • Collaborative courses strengthen academia-industry bonds. • Internships and collaborative courses boost employability. • Academia-industry collaboration enhances professional networks. • Students were interested in accessing de labour market or redirecting their careers. • DEUTA is a successful experience in the food sector. [ABSTRACT FROM AUTHOR]

The article focuses on providing an update on virtual residency recruitment during the COVID-19 pandemic. Topics include applicant perspectives, where virtual interviews led to reduced time and cost but posed challenges in assessing program culture; program perspectives, which highlight cost savings but difficulties in assessing fit and interpersonal skills; and the discussion of a potential hybrid format combining virtual and in-person components to address concerns and maintain equity.

Objective: To survey 2022 Urology Residency Match applicants on their away rotation experiences to better understand the impact of pandemic changes, including the one in-person away rotation limit, on interviews and match outcomes.Methods: An anonymous post-match online survey was distributed to applicants of study-participating institutions. Data was prospectively collected regarding respondent demographics, away rotation experiences, interviews, utilization of preference signaling, and overall match outcomes.Results: In total, 230 applicants completed the survey. Respondents prioritized geography (28.1%), program reputation (26.1%), and early notification (25.6%) as the top factors in determining whether to accept a rotation offer. The majority (93%) participated in a single away rotation, with nearly all respondents being offered a virtual interview from the program where they completed a visiting clerkship. Of those who declined away rotation offers, 56% were not offered an interview at the program they declined an offer from. The majority matched at either their home institution (20.8%), a program where they submitted a preference signal (22.2%), or a program where they completed an in-person away rotation (13%). Despite 46.3% of respondents reporting that their match outcome was negatively affected by the ability to rotate at only one away rotation, the majority were satisfied (70%) with their rotation selection based on match results.Conclusions: For applicants, participation in visiting rotations plays a significant role in the match process. Further research regarding mechanisms to optimize the away rotation application process is needed as the capacity to do visiting electives expands in the post-pandemic environment. [ABSTRACT FROM AUTHOR]

Caring for children with acute illness is a challenge in limited-resource settings, especially when diagnostic imaging is limited or unavailable. We developed a training program in cardiac and lung point-of-care ultrasound (POCUS) for pediatric patients in eastern Uganda. Fourteen trainees including physicians, resident physicians and midlevels received training in cardiac and lung POCUS. Training included formal lectures, hands-on skills practice and individualized teaching sessions. Assessment included written knowledge assessment, direct observation and longitudinal image review. Blinded review of 237 consecutive ultrasound studies revealed satisfactory image quality (94.2% for lung and 93% for cardiac) and accurate image interpretation. Sensitivity and specificity of image interpretation were 0.93 (0.75-0.99) and 0.94 (0.78-0.99) for lung and 0.86 (0.71-0.95) and 0.94 (0.84-0.99) for cardiac compared with expert review. All trainees passed written knowledge assessments. After training, 100% of trainees reported that they would use POCUS in clinical activity and thought it would improve patient outcomes. Our training program indicated that trainees were able to perform high-quality cardiac and lung POCUS for pediatric patients with accurate interpretation. This builds a foundation for future studies addressing how POCUS can change outcomes for children in limited-resource settings. [ABSTRACT FROM AUTHOR]

Aim: To investigate the level of statistical support available to UK radiology trainees, and to gather opinions regarding how support may affect their current and future research aspirations.Materials and Methods: An online survey was developed, piloted, and distributed to radiology trainees via the UK Radiology Academic Network for Trainees and training programme directors. Research experience, research aspirations, available and desired statistical support, and attitudes to statistics were surveyed and responses were collated.Results: Seventy-nine responses were received, only two (3%) of whom had allocated time for research. Only three (4%) respondents were content with their statistical support whereas 25 (32%) reported insufficient statistical support; 13 (52%) of these believed this impacted "considerably" on research aspirations. Sixty-six (84%) respondents desired dedicated statistical support, 40 (61%) of whom stated the amount required would likely be "moderate" and 26 (39%) "significant". Respondents believed support would be most helpful to analyse data already collected (41 responses, 54%) rather than research planning (25, 33%). Most respondents (60, 76%) had used self-help methods to learn research statistics but only 21 (35%) found this useful.Conclusion: Training schemes must improve the provision, access to, and awareness of statistical support so that any research efforts are performed to a high standard. Trainees should not be expected to participate in research without sufficient time, mentorship, and statistical support. [ABSTRACT FROM AUTHOR]

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Objectives: To develop a novel "bootcamp" simulation-based curriculum to introduce common urologic procedures and to improve readiness for performing them at bedside.Methods: Three hundred twenty-five third-year medical students at our single institution participated in a hands-on simulation "boot camp" over a 2-year accrual period. This curriculum was designed to teach basic urologic bedside procedures (ie, Foley catheter placement, Bladder irrigation) to third year medical students prior to the start of their surgical clerkships in a live instructional setting with direct feedback from instructors. The objective aspects of the study consisted of a survey administered to study participants following participation in the simulation boot camp, as well as pre- and post-module assessments.Results: Medical students self-reported knowledge gains following the simulation session (P < .001), with 45.8% increase in procedural confidence. Additionally, students reported that the educational intervention was beneficial to their understanding of the subject matter (P < .001), were "very likely" to recommend the session to another medical student (P < .001), and felt that educational intervention better prepared them for an upcoming national exam (P < .001). Finally, the greatest gains were seen for those students who self-reported lower precurriculum knowledge (P < .001).Conclusions: Findings from our M3 "boot camp" led to self-reported gains in subject matter knowledge following the hands-on simulation curriculum, indicating that this type of educational intervention can be beneficial in preparing medical students for common bedside procedures. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the impact of an etonogestrel implant training program within a primary care Internal Medicine residency training program.Study Design: We surveyed graduates of our primary care Internal Medicine residency program in the Bronx, New York who performed implant procedures though the first 32 months after implementation of a monthly faculty-supervised resident implant clinic. We assessed the number of implants placed and removed per graduate, and surveyed graduates' satisfaction with the implant training program, perceived competence with implant procedures, and intent and ability to perform implant procedures and barriers to performing implant procedures postgraduation.Results: Between July 2017 and February 2020, 14 residents placed a total of 34 devices and removed four. All 14 program graduates completed the survey in August 2020. All but one respondent felt this training was valuable and 11 felt competent placing implants without supervision. Although 10 planned to provide implants following graduation, none have been able to, largely because of credentialing and clinic-practice level barriers.Conclusions: The primary care Internal Medicine program graduates we surveyed (n = 14) valued our etonogestrel implant training program and perceived competence, particularly with implant placement. However, even those who intended to provide etonogestrel implants postgraduation were unable to do so.Implications: Internal Medicine residents trained to place and remove etonogestrel implants are most comfortable with implant placement. However, these physicians may face barriers related to credentialing and ambulatory practice scope when attempting to provide this care in clinical practice. [ABSTRACT FROM AUTHOR]

Although the literature has documented helping-profession (HP) university students' intercultural experiences during internships and supervision, less is known about their experiences with diversity prior to beginning their training. This study aims to understand how psychology, social work, occupational therapy and midwifery university students experience human diversity before their integration internship (the start of their autonomous practice). In what contexts do they experience significant intercultural experiences? What consequences do these experiences have for these students? In this study, 32 students, mostly young women, were interviewed. Thematic and co-occurrence analyses revealed that participants' significant intercultural encounters occurred in the context of tourism, studies, personal (identity-related and interpersonal) or professional and social engagement experiences. These experiences generally strengthened participants' openness to the Other and their world. They also fostered some awareness of their own culture and relative wealth. All but their professional and social engagement experiences led participants to question or affirm their identity and values. Behavioral changes are infrequent consequences of identity-related, professional and engagement experiences. Reflections are provided on how HP university programs could be improved. [ABSTRACT FROM AUTHOR]

Background/purpose: The Accreditation Council for Graduate Medical Education (ACGME) milestones have been implemented in residency training worldwide. We investigated the development of individual competency in first-year residents (R1) and second-year postgraduate students (PGY2) who received internal medicine training in Taiwan.Methods: A multicenter observational cohort study was conducted to evaluate the competency-based milestone evaluation designed by the Taiwan Society of Internal Medicine in 2019. The evaluation was based on the ACGME-accredited milestone ratings. Periodic evaluation of milestone achievements of R1 and PGY2, who entered the internal medicine residency training at six medical centers, was performed. Each resident was evaluated every 3 months.Results: Among the 98 R1 enrolled in 2019, substantial improvement in sub-competencies, including skill in performing procedures (Patient Care 4), clinical knowledge (Medical Knowledge 1), knowledge of diagnostic testing and procedures (Medical Knowledge 2), and identify impact the cost of health care and practices cost-effective care (Systems Based Practice 3) during the two years of training. Among the 107 R1 and 46 PGY2 enrolled in 2020, no significant difference in baseline milestone ratings was observed. However, the milestone assessments of R1 in 2020 showed improvement in nearly all sub-competencies compared with the stationary status of PGY2 in 2020.Conclusion: We demonstrate the application of ACGME-based accredited milestone ratings to target the educational goals of internal medicine residency training in Taiwan. Differences in milestone ratings between different PGY training systems exist. The long-term impact of performance among different PGY training systems requires further investigation. [ABSTRACT FROM AUTHOR]

Objective: To identify factors associated with effective scholarly activity and identify barriers to research during urology residency.Methods: An online survey was sent to 134 urology residency program directors in the United States. The survey assessed program characteristics, available support, and barriers for scholarly activity. Logistic regression analysis was used to identify characteristics of programs in the top quintile for success in scholarly activity.Results: There was a 40% response rate (n = 40). The majority of programs (86%) were university affiliated. Nearly all programs (98%) require participation in scholarly activity as a requirement for graduation. There were 3 primary outcomes evaluated: participation in original research, published scholarly activity and presentation of scholarly activity. Factors significantly associated with participation in original research were required research time (P = 0.06), lack of experienced faculty (P = 0.006), statistical and IRB support (P = 0.03, P = 0.01), funding (P = 0.02), and research curriculum (P = 0.006). Factors significantly associated with publication in peer reviewed journals were lack of funding and experienced faculty (P = 0.07, P = 0.01). Factors significantly associated with presentation of scholarly activity included research director (P = 0.05), chairman support (P = 0.02), research training (P = 0.03), protected time for faculty (P = 0.07), and faculty /resident attitudes toward conducting scholarly activity (P = 0.08, P = 0.02) and resident promotion linked to scholarly activity (P = 0.01).Conclusion: Training urology residents in research is essential. Current methods and available resources are variable. Programs should identify resources and barriers that have the greatest impact on resident success in scholarly activity, and may implement changes to improve productivity within their program. [ABSTRACT FROM AUTHOR]

Objective: To describe the manufacture of the nonbiological kidney cavity puncture trainer under ultrasound control and its benefits during the 30-day learning course of junior residents.Methods: Ten junior residents were included in this work. Each participant performed a kidney puncture on the described simulator under ultrasound control every day for a 30-day practical course. Also, ten urologists were included in the work and performed punctures on the trainer; the results obtained were compared with the residents' results on the 1st and 30th days of the study. The Face, content, construct, and criterion validities of the simulator have been defined. The residents also assessed the change in tactile sensations after the simulator's integrity restore and the increase in their motivation for a more in-depth study of all aspects of kidney puncture.Results: All residents could independently perform a kidney puncture on the simulator through the calyx papilla, which was statistically significant compared with the results on day 1 of training. When comparing the final results of the residents with the urologists' ones, there were similar. Face, content, and construct validity were 4/5, 5/5, and 4.5/5. There was no change in tactile sensations during the everyday restoration of the simulator's integrity. All residents noted the positive effect of the described simulator on their motivation in mastering percutaneous kidney puncture.Conclusion: The described simulator allows young residents to gain experience performing punctures of the kidney cavity, which positively affects their motivation to improve obtained skills further. [ABSTRACT FROM AUTHOR]