The Effect of a Global Surgery Resident Rotation on Physician Practices Following Residency: The Mount Sinai Experience

Flatow, Virginia; Trinidad, Stephen M; Zhang, Linda P.; Marin, Michael L.; Divino, Celia M.

doi:10.1016/j.jsurg.2018.08.005

Cited by 12 publications

(17 citation statements)

References 12 publications

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“…Additionally, physicians who engage specifically in GH training are more likely to care for underserved populations in the United States 12 . Furthermore, training in GH/STEGH have been shown to have positive influences on knowledge, skills, and attitudes and to affect future job choice 12,13,28,29 . As a result, STEGH have become an increasingly important part of Graduate Medical Education (GME).…”

Section: Discussionmentioning

confidence: 99%

“…12 Furthermore, training in GH/STEGH have been shown to have positive influences on knowledge, skills, and attitudes and to affect future job choice. 12,13,28,29 As a result, STEGH have become an increasingly important part of Graduate Medical Education (GME). The Association of American Medical Colleges (AAMC) found that 65% of resident applicants desire STEGH during their training.…”

Section: Discussionmentioning

confidence: 99%

“…Three studies between 2013 and 2016 showed that number to range between 74 and 91% of residency programs 8–10 . Furthermore, the opportunity for STEGH during residency has been shown to positively affect residency ranking, especially in medical students already with prior experience as well as job choice following residency 11–13 . According to Bazemore and colleagues, 12 participation in these experiences may even make residents more likely to practice in underserved areas in the future.…”

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confidence: 99%

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Global Health Training in U.S. Emergency Medicine Residency Programs

Rybarczyk

Muck

Kolkowitz

et al. 2020

AEM Education and Training

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Objectives: Formal education in global health (GH) and short-term experiences in GH (STEGH) are offered by many emergency medicine (EM) residency programs in the United States. In an increasingly connected world, training in GH and STEGH can provide essential knowledge and practical skills to trainees, particularly at the graduate medical education level. The current core programmatic components and the essential competencies and curricula that support ethical and effective STEGH, however, still vary widely. The authors conducted a survey of the 228 EM residency programs in the United States to describe the current state of GH training and STEGH.Methods: An online survey was developed in REDCap by a team of GH faculty. In July 2018, programs were invited to participate via individual invitation of program directors from a directory. The programs received two reminders to participate until January 2019.Results: Of the 84 programs that responded, 75% offer STEGH and 39% have longitudinal GH curricula. Within these programs, only 55% have dedicated GH faculty and only 70% have dedicated sites. Both faculty and residents encounter funding and insurance barriers; most notably, only 20% of programs that offer STEGH provide evacuation insurance for their residents. Most residents (95%) engage in clinical work along with teaching and other activities, but 24% of programs do not allow these activities to fulfill any residency requirements. Finally, only 80 and 85% of programs offer preparatory and debriefing activities for residents, respectively. Conclusions:While the results of this survey show progress relative to prior surveys, there are still barriers to implementing GH curricula and supporting safe, ethical, and effective STEGH, particularly in the form of continued financial and logistic support for faculty and for residents, in U.S. EM training programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Global Health Training in U.S. Emergency Medicine Residency Programs

Rybarczyk

Muck

Kolkowitz

et al. 2020

AEM Education and Training

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“…GHEs often place participants in settings that are higher acuity and more resource-limited than their home sites, and at the very least require participants to learn new ways of accessing familiar resources (e.g., access to different formularies). Learning from local mentors, GHE participants report boosted clinical resourcefulness and problem-solving 6 , 10 , 11 as well as improved physical exam and procedural skills, with less reliance on testing and imaging 5 . During the pandemic, these attributes have been important when dealing with shortages in lab and imaging capacity, or the need to use available resources in new ways (e.g., reprocessing single-use equipment or repurposing transport ventilators for inpatient use).…”

Section: Introductionmentioning

confidence: 98%

“…This awareness allows physicians to better consider the needs of the hospital, health system, and community when acting as stewards of scarce resources. The ethics of equitably distributing scarce resources is a cornerstone of global health learning 6 , 10 , 13 , 14 .…”

Section: Introductionmentioning

confidence: 99%

Global Health Crisis, Global Health Response: How Global Health Experiences Prepared North American Physicians for the COVID-19 Pandemic

et al. 2021

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The COVID-19 pandemic plunged hospital systems into resource-deprived conditions unprecedented since the 1918 flu pandemic. It brought forward concerns around ethical management of scarcity, racism and distributive justice, cross-disciplinary collaboration, provider wellness, and other difficult themes. We, a group of medical educators and global health educators and clinicians, use the education literature to argue that experience gained through global health activities has greatly contributed to the effectiveness of the COVID-19 pandemic response in North American institutions. Support for global health educational activities is a valuable component of medical training, as they build skills and perspectives that are critical to responding to a pandemic or other health system cataclysm. We frame our argument as consideration of three questions that required rapid, effective responses in our home institutions during the pandemic: How can our health system function with new limitations on essential resources? How do we work at high intensity and volume, on a new disease, within new and evolving systems, while still providing high-quality, patient-centered care? And, how do we help personnel manage an unprecedented level of morbidity and mortality, disproportionately affecting the poor and marginalized, including moral difficulties of perceived care rationing?

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Medical Students and Global Surgery Efforts at Academic Medical Centers

Villavisanis

Trinidad

Zhang

2019

JAMA Otolaryngol Head Neck Surg

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In Reply First of all, we would like to thank Dr Ghadami for his interest and comments on our research. 1 And also, we agree with his opinion that sleep problems may contribute to the development of depression and anxiety in patients with chronic rhinosinusitis (CRS). Importantly, as we emphasized in our research, we found that patients with CRS without nasal polyp showed a higher risk of developing depression and anxiety than those with CRS with nasal polyps. However, we could not compare the degree of sleep impairment between patients in the 2 groups because the database used does not provide information from sleep-related medical charts or polysomnography data. For these reasons, we could not suggest sleep problems as a possible cause in this study.

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The Effect of a Global Surgery Resident Rotation on Physician Practices Following Residency: The Mount Sinai Experience

Cited by 12 publications

References 12 publications

Global Health Training in U.S. Emergency Medicine Residency Programs

Global Health Training in U.S. Emergency Medicine Residency Programs

Global Health Crisis, Global Health Response: How Global Health Experiences Prepared North American Physicians for the COVID-19 Pandemic

Medical Students and Global Surgery Efforts at Academic Medical Centers

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