Problem neurology residents

Tabby, David; Majeed, Muhammad Hassan; Schwartzman, Robert J.

doi:10.1212/wnl.0b013e31821f4636

Cited by 32 publications

(34 citation statements)

References 22 publications

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“…(Yates and James 2006;Tabby et al 2011;Steinert 2013;Winston et al 2014). In this paper we will use the term ''struggler'' to mean a student who progresses with difficulty, which may or may not involve a strenuous effort.…”

Section: Introductionmentioning

confidence: 99%

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

O’Neill

Mørcke

Εika

2016

Adv in Health Sci Educ

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Early identification and support of strugglers in medical education is generally recommended in the research literature, though very little evidence of the diagnostic qualities of early teacher judgments in medical education currently exists. The aim of this study was to examine the validity of early diagnosis of struggling in medical school based on informal teacher judgements of in-class behavior. The study design was a prospective cohort study and the outcomes/truth criteria were anatomy failure and medical school drop out. Six weeks into an anatomy course, student tutors attempted to identify medical students, who they reckoned would fail the anatomy course or drop out, based on their everyday experiences with students in a large group educational setting. In addition, they were asked to describe the indicators of struggling they observed. Sixteen student tutors evaluated 429 medical students for signs of struggling. By week six, the student tutors were able to detect approximately 1/4-1/3 of the students who eventually failed or dropped out, and for ¾ of the strugglers they identified, they were correct in their judgments. Informal student tutor's judgements showed incremental validity for both outcomes when controlling for grades obtained in preceeding exams. Lack of participation, lack of commitment, poor academic performance, poor social interactions and general signs of distress were the main indicators of struggling identified. Teachers' informal judgements of in-class behavior may be an untapped source of information in the early identification of struggling medical students with added value above and beyond formal testing.

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Section: Introductionmentioning

confidence: 99%

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

O’Neill

Mørcke

Εika

2016

Adv in Health Sci Educ

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“…[5][6][7] In a survey, pediatrics program directors reported that residents terminated after failed remediation were significantly more likely to have deficiencies in ICS and professionalism, 8 while neurology program directors noted that the most prevalent issue for ''problem neurology residents'' was professionalism, as demonstrated by inappropriate interactions with colleagues and staff. 9 Among program directors in emergency medicine, 80% noted that deficiencies in professionalism were harder to remediate than deficiencies in other core competencies. 10 Clinical skills examination scores for Canadian medical students showed a predictive relationship between students who scored poorly on communication and future complaints in their medical practice, with students in the bottom quartile accounting for a significantly higher percentage of patient complaints.…”

Section: The Problemmentioning

confidence: 99%

Remediation Methods for Milestones Related to Interpersonal and Communication Skills and Professionalism

Regan

Hexom

Nazario

et al. 2016

Journal of Graduate Medical Education

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“…often. 3 The difference in the frequency of MK deficits may be due to underlying differences in the population of neurology and pediatrics residents, or it may be due to differences in the requirements for competence or assessment of MK in neurology and pediatrics residencies. With the exception of MK and SBP, which was not measured in the neurology study, the patterns seen in the study of neurology residents needing remediation were similar to those found in this study of pediatrics residents requiring remediation.…”

Section: Deficiencies In Core Competencies Among Residents Requiring mentioning

confidence: 99%

“…However, few studies have addressed the impact of the competencies on remediation, the process of correcting knowledge deficits or other deficiencies in trainees with the ultimate goal of producing well-trained and competent attending physicians. 3,4 Remediation was recently described as occurring in 3 steps: (1) the identification of deficiencies in an individual's performance; (2) an attempt to provide remedial education to that individual; and (3) reassessment to determine the impact of the education. 5 This conceptual model of remediation was used to develop a survey of pediatrics residency program directors in order to study remediation Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation.…”

Section: Introductionmentioning

confidence: 99%

Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

Riebschleger¹,

Haftel²

2013

Journal of Graduate Medical Education

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Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation. Methods We obtained data via an anonymous online survey of pediatrics residency program directors. For the purposes of the survey, remediation was defined as “any form of additional training, supervision, or assistance above that required for a typical resident.” Respondents were asked to quantify 3 groups of residents: (1) residents requiring remediation; (2) residents whose training was extended for remediation purposes; and (3) residents whose training was terminated owing to issues related to remediation. For each group, the proportion of residents with deficiencies in each of the 6 competencies was calculated. Results In all 3 groups, deficiencies in medical knowledge and patient care were most common; deficiencies in professionalism and communication were moderately common; and deficiencies in systems-based practice and practice-based learning and improvement were least common. Residents whose training was terminated were more likely to have deficiencies in multiple competencies. Conclusion Although medical knowledge and patient care are reported most frequently, deficiencies in any of the 6 competencies can lead to the need for remediation in pediatrics residents. Residents who are terminated are more likely to have deficits in multiple competencies. It will be critical to develop and refine tools to measure achievement in all 6 competencies as the graduate medical education community may be moving further toward individualized training schedules and competency-based, rather than time-based, training.

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Problem neurology residents

Abstract: The prevalence of problem residents in neurology is similar to other disciplines, and various resources are available to remediate them.

Cited by 32 publications

References 22 publications

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

Remediation Methods for Milestones Related to Interpersonal and Communication Skills and Professionalism

Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

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