Evaluation of a clinical skills orientation program for residents

Nielsen, Peter E.; Holland, Robert H.; Foglia, Lisa M.

doi:10.1067/s0002-9378(03)00624-0

Cited by 10 publications

(13 citation statements)

References 1 publication

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“…Vaginal examinations are an area of concern because they involve the genital area [2][3][4] and obstetric management. However, being able to perform vaginal examinations correctly is recognized as an essential skill in labor management [5] and several studies have reported low levels of accuracy in vaginal examinations performed by interns working in gynecology and obstetrics departments [6]. This low reliability in examination techniques is due, in particular, to the fact that these techniques cannot be learnt by observation alone; students need to perform multiple vaginal examinations on pregnant patients.…”

Section: Introductionmentioning

confidence: 99%

A prospective study into the benefits of simulation training in teaching obstetric vaginal examination

Arias

Tran

Bréaud

et al. 2016

Intl J Gynecology & Obste

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Section: Introductionmentioning

confidence: 99%

A prospective study into the benefits of simulation training in teaching obstetric vaginal examination

Arias

Tran

Bréaud

et al. 2016

Intl J Gynecology & Obste

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“…The jump from resident to subspecialty fellow has been less well explored. As was seen with many of our survey respondents, traditional orientation programs often focus exclusively on an introduction to the institution and faculty, although some programs have begun to use this transition period to train and assess procedural competency [3, 5]. …”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have examined some of these transitions: medical student to resident [2,3,4,5] and intern to second year resident [6]. The jump from resident to subspecialty fellow has been less well explored.…”

Section: Discussionmentioning

confidence: 99%

Survey of Current Practices in Fellowship Orientation

Lucarelli

Lucey²,

Mastronarde³

2006

Respiration

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Background: The transition from medical resident to subspecialty fellow is a critical time period in fellowship training that has not been well described. The current practices of fellow orientation in pulmonary and critical care training programs are not known. Objectives: The aim of this study was to describe orientation practices for training programs in the United States. Methods: A 10-question survey was sent via e-mail to program directors of pulmonary/critical care fellowship programs identified on the American Thoracic Society (ATS) webpage of current programs. Results: Eighty-seven programs responded (61.7%), of which 86% had a formal orientation program. The mean time spent in fellow orientation was 5–10 h in didactic sessions and 0–5 h in wet labs. The most frequent didactic sessions were bronchoscopy in 69 programs (80.2%), pulmonary function testing in 63 programs (73.3%) and orientation to hospital services in 63 programs (73.3%). The most frequent use of wet labs was in bronchoscopy training in 60 programs (81.1%) and ventilators in 45 programs (60.8%). Simulators were used in 37 programs (43%). The majority reported that these areas were covered with on the job training, without a formal designated orientation. Conclusion: This survey demonstrated that early fellow training differs across programs in both time spent and clinical and procedural topics covered. An early, standardized approach to clinical and procedural training can assure appropriate exposure that cannot be guaranteed by on the job training. To provide justification for such an approach, clinical outcomes need to be correlated with training methods.

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“…13 What has not traditionally occurred during those days and weeks is a baseline assessment of the actual patient care skills that will enable new trainees to survive and succeed in their new roles. [14][15][16] Accrediting organizations and influential bodies such as the Institute of Medicine 17 and Medicare Payment Advisory Commission 18 have called for sweeping reforms of the educational and assessment enterprises in health care. Some of the primary focus areas are the improvement of patient safety, assessment of both learner and patient outcomes, and the use of those outcomes to inform continuous quality-improvement efforts.…”

Section: Introductionmentioning

confidence: 99%