Generating Competent Special Operations Clinicians From Military Graduate Medical Education

Hiller, Hugh M; Hill, Guyon J.; Shea, Shaun; Fernandes, Joel; Earl, Kaden; Knight, John; Schaffrinna, Andrew; Donham, Benjamin; Allen, Paul B

doi:10.55460/h073-bkvg

Cited by 2 publications

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“…34 Non-primary-based procedural specialties including psychiatry, family medicine, internal medicine and emergency medicine included more examples of operational training including field-based training, joint exercises and simulation training, likely owing the differences in overall training requirements set by civilian governing bodies. [35][36][37][38][39] For example, emergency medicine residencies are traditionally 3 years, but the military has 4-year programs that enable trainees to participate in asynchronous operational experiences through the program, given the flexibility with increased training time. 37 The variation in requirements across specialties shows the difficulty in creating a universal MUC, as each specialty has a different interpretation of which skills and additional training are necessary to prepare military physicians.…”

Section: Discussionmentioning

confidence: 99%

Developing the Ready Military Medical Force: military-specific training in Graduate Medical Education

Baird,

Lammers,

Betzold

et al. 2024

Trauma Surg Acute Care Open

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IntroductionGraduate Medical Education plays a critical role in training the next generation of military physicians, ensuring they are ready to uphold the dual professional requirements inherent to being both a military officer and a military physician. This involves executing the operational duties as a commissioned leader while also providing exceptional medical care in austere environments and in harm’s way. The purpose of this study is to review prior efforts at developing and implementing military unique curricula (MUC) in residency training programs.MethodsWe performed a literature search in PubMed (MEDLINE), Embase, Web of Science, and the Defense Technical Information Center through August 8, 2023, including terms “graduate medical education” and “military.” We included articles if they specifically addressed military curricula in residency with terms including “residency and operational” or “readiness training”, “military program”, or “military curriculum”.ResultsWe identified 1455 articles based on title and abstract initially and fully reviewed 111. We determined that 64 articles met our inclusion criteria by describing the history or context of MUC, surveys supporting MUC, or military programs or curricula incorporated into residency training or military-specific residency programs.ConclusionWe found that although there have been multiple attempts at establishing MUC across training programs, it is difficult to create a uniform curriculum that can be implemented to train residents to a single standard across services and specialties.

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Section: Discussionmentioning

confidence: 99%

Developing the Ready Military Medical Force: military-specific training in Graduate Medical Education

Baird,

Lammers,

Betzold

et al. 2024

Trauma Surg Acute Care Open

View full text Add to dashboard Cite

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A Comparison of HPSP and USU Graduates’ Preparation for Residency

et al. 2023

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Introduction Military medical students enter residency through two main pathways: (1) The Uniformed Services University (USU) and (2) the Armed Services Health Professions Scholarship Program (HPSP). The purpose of this study was to compare how these two pathways prepare military medical students for residency. Methods We conducted semi-structured interviews with 18 experienced military residency program directors (PDs) in order to explore their perceptions of the preparedness of USU and HPSP graduates. We used a transcendental phenomenological qualitative research design to bracket our biases and guide our data analysis. Our research team coded each of the interview transcripts. We then organized these codes into themes, which served as the results of our study. Results Five themes emerged from our data regarding the residents’ preparedness: (1) Ability to navigate the military culture, (2) understanding of the military’s medical mission, (3) clinical preparation, (4) ability to navigate the Military Health System (MHS), and (5) teamwork. The PDs described how USU graduates better understand the military’s medical mission and are more easily able to navigate the military culture and the MHS because of their lived experiences during military medical school. They also discussed the various levels of clinical preparation of HPSP graduates, in contrast to the USU graduates’ more consistent skills and abilities. Finally, the PDs believed both groups to be strong team players. Conclusions USU students were consistently prepared for a strong start to residency because of their military medical school training. HPSP students often experienced a steep learning curve because of the newness of the military culture and MHS.

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Generating Competent Special Operations Clinicians From Military Graduate Medical Education

Cited by 2 publications

References 0 publications

Developing the Ready Military Medical Force: military-specific training in Graduate Medical Education

Developing the Ready Military Medical Force: military-specific training in Graduate Medical Education

A Comparison of HPSP and USU Graduates’ Preparation for Residency

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