Residency training program: Perceptions of residents

Abstract

Majority of the residents are sponsored by the training institutions.

Trainee resident participation in health research in a resource-constrained setting in south-eastern Nigeria: perspectives, issues and challenges. A cross-sectional survey of three residency training centres

“…[6]. The consistency between the current study with other Nigerian studies [13-15] suggests that the observed gender distribution is not due to a peculiar gender distribution of the respondents. The similarities in study setting and respondent characteristics between the present survey and the Pakistani study, and the differences to the Boston study may explain some of the observations.…”

“…The observed pro-male gender disparity, which is unlikely to be influenced by the gender profile of non-responders because of the high response rate, is consistent with the gender ratio of trainee residents in Nigeria [13-15] and Pakistan [1], and is consistent with the general trend in academic medicine [18]. However, a female gender dominance was observed in Boston, Massachusetts.…”

“…Specifically, males more frequently participate in research and, by extension, have greater prospects for future careers in academic medicine [5]. In Nigeria, there is a pro-male bias in enrolment into residency training programmes [13-15], and this has favourable implications for residents in terms of participation in research [1,5] and choice of post-residency research careers [6]. Non-utilisation of research findings by healthcare providers and health policy makers, either because of impeded access [1,4] or limited understanding of their clinical or health policy implications [1,4], has a negative impact on future research effort and output.…”

Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

“…62,74,75,78,[89][90][91][92] Programs described tension between learning and service, with residents reporting inadequate bedside teaching and relying on each other for learning. 61,[93][94][95][96] A challenge faced by some university-based programs was difficulty in influencing the quality of clinical teaching, especially with faculty employed by the ministry of health or the hospital. 27,64,75,90,92 A number of publications reflected on the contribution of visiting faculty and factors that influence their contribution, including experience in different practice settings and the time needed to become familiar with the environment.…”

“…7,55,63,75 Other publications described suboptimal educational resources, including textbooks and difficulty accessing online lectures and videos due to internet connectivity problems. 32,35,82,90,95,[112][113][114] Reflections on financing PGME focused on the need to ensure that external funding was aligned with local capacity to sustain activities when funding ceased. Programs emphasized the need to adequately resource teaching hospitals to facilitate training and the importance of allocating funds to biomedical support as a component of equipment purchases and donations.…”