Share Your Passion for Nephrology: Ten Tips to Invigorate Attending Rounds and Precepting Sessions

Hoenig, Melanie P.

doi:10.1053/j.ajkd.2015.03.027

Cited by 11 publications

(8 citation statements)

References 30 publications

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“…Our findings also agree with previous findings that a lack of active learning competence often translates into a low level of integration of modern theories of adult education in nephrology teaching despite a strong desire by faculty to educate learners and create interest in nephrology training for clinical and research career promotion. 14 Furthermore, they agree with the previous assertion that nephrology education lags behind the research and innovations prevalent in other specialities. 31 Interestingly, in our study, faculty reflected on these gaps and showed intention to innovate.…”

Section: Discussionsupporting

confidence: 81%

“…During the past decade, there has been a rising clarion call from postgraduate nephrology education circles, including the American Society of Nephrology, for adoption of remediating instructional innovations based on active learning formats. 2 , 8 , 9 , 10 , 11 , 12 , 13 , 14 Active learning can be defined as an andragogical construct encompassing behavioral, cognitive, and social dimensions geared toward life-long, self-directed, reflective, and collaborative learning and real-life problem solving. 15 , 16 It is exemplified by techniques such as team-based and problem-based learning and interactive case-based lectures.…”

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confidence: 99%

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Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study

et al. 2019

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Background: Active learning is an effective instructional tool in medical education. However, its integration by nephrology faculty remains limited despite residents' declining interest in nephrology. Study Design: A sequential explanatory mixedmethods study design was used to explore nephrology faculty understanding of difficult teaching topics and active learning integration using the theory of planned behavior as theoretical framework. Setting & Participants: Nephrology faculty at 6 residency sites in Singapore were recruited. Methodology: A 28-item questionnaire was administered to conveniently sampled faculty followed by 1-to-1 semi-structured interviews of a purposively sampled subset. Analytical Approach: Quantitative data were analyzed using descriptive and regression statistics. Qualitative data were analyzed using thematic analysis in line with the theory of planned behavior constructs (attitude, subjective norm, perceived behavioral control, intention, and behavior). Results: 49 of 82 invited faculty responded, with 49% and 42% perceiving self-directed learning and interactive lectures, respectively, as active learning formats. Fluid, electrolyte, and acid-base disturbances; transplantation immunology; Complete author and article information provided before references.

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Section: Discussionsupporting

confidence: 81%

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confidence: 99%

Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study

et al. 2019

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“…In our study, 23.8% of residents agreed that renal pathophysiology is “too complex.” A lack of mastery may feed the perception of complexity: 23% of our surveyed residents felt that medical school prepared them poorly to care for renal patients. Nephrology educators should focus on effective teaching strategies to improve student and resident confidence and sense of mastery [ 16 , 17 ].…”

Section: Discussionmentioning

confidence: 99%

Career interest and perceptions of nephrology: A repeated cross-sectional survey of internal medicine residents

et al. 2017

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BackgroundInterest in nephrology careers among internal medicine residents in the United States is declining. Our objective was to assess the impact of the presence of a nephrology fellowship training program on perceptions and career interest in nephrology among internal medicine residents. A secondary objective was to identify commonly endorsed negative perceptions of nephrology among internal medicine residents.MethodsThis was a repeated cross-sectional survey of internal medicine residents before (Group 1) and 3 years after (Group 2) the establishment of nephrology fellowship programs at two institutions. The primary outcome was the percentage of residents indicating nephrology as a career interest in Group 1 vs. Group 2. Secondary outcomes included the frequency that residents agreed with negative statements about nephrology.Results131 (80.9%) of 162 residents completed the survey. 19 (14.8%) residents indicated interest in a nephrology career, with 8 (6.3%) indicating nephrology as their first choice. There was no difference in career interest in nephrology between residents who were exposed to nephrology fellows during residency training (Group 2) and residents who were not (Group 1). The most commonly endorsed negative perceptions of nephrology were: nephrology fellows have long hours/burdensome call (36 [28.1%] of residents agreed or strongly agreed), practicing nephrologists must take frequent/difficult call (35 [27.6%] agreed or strongly agreed), and nephrology has few opportunities for procedures (35 [27.3%] agreed or strongly agreed). More residents in Group 2 agreed that nephrology is poorly paid (8.9% in Group 1 vs. 20.8% in Group 2, P = 0.04), whereas more residents in Group 1 agreed that nephrologists must take frequent/difficult call (40.0% in Group 1 vs. 18.1% in Group 2, P = 0.02).ConclusionsThe initiation of a nephrology fellowship program was not associated with an increase in internal medicine residents’ interest in nephrology careers. Residents endorsed several negative perceptions of nephrology, which may affect career choice.

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“…Teaching nephrology is a demanding, complex and often frustrating task, a task many nephrologists assume without proper preparation. To face this problem, nephrologists who assume a teaching role should not only be familiar with best existing teaching practices but should also consider novel strategies to adapt to the changing need of today's learner [ 5 – 7 ]. However, the literature of best teaching practices pertinent to nephrology education is very scarce.…”

Section: Introductionmentioning

confidence: 99%

Applying effective teaching and learning techniques to nephrology education

Rondon‐Berrios

Johnston

2016

Clin Kidney J

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The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.

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Share Your Passion for Nephrology: Ten Tips to Invigorate Attending Rounds and Precepting Sessions

Cited by 11 publications

References 30 publications

Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study

Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study

Career interest and perceptions of nephrology: A repeated cross-sectional survey of internal medicine residents

Applying effective teaching and learning techniques to nephrology education

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