The Transition From Residency to Fellowship: Enhancing Training by Increasing Transparency

Dua, Anisha B.

doi:10.1002/art.42158

“…There are numerous resources and support for medical students making the transition to residency; however, there are fewer national discussions and resources supporting residents transitioning to fellowship [ 3 – 5 ]. There is evidence showing medical students appreciate residency preparation courses (RPCs) during their 4th year of medical school, indicating that trainees appreciate transition-focused curriculum [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

“…Further, it is known that there is systemic bias and inequity in how residency programs review and select trainees because there can be an emphasis on inequitable measurement tools such as Alpha Omega Alpha (AΩA), clerkship grades, and the United States Medical Licensing Examination (USMLE) scores [ 3 , 7 , 8 ]. As fellowship programs consider where a candidate has completed residency training in selecting their own trainees, systemic biases and inequities in each transition of training likely have downstream and compounding effects affecting fellowship training as well [ 3 ]. URiM trends in Neonatal-Perinatal Medicine (NPM) have shown a decline in representation in recent years despite unchanged representation in pediatric residencies [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

The Neonatal-Perinatal Medicine fellowship application webinar series: a novel approach to helping applicants succeed

Bartlett,

Ribar,

Zheng

et al. 2023

BMC Med Educ

0

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Background In 2022, 13,586 candidates applied to subspecialty fellowships. Formal resources to inform candidates on subspecialty-specific fellowship application are limited. Candidates rely on residency application experience, informal advice, and online research for navigating the application process. Thus, a need exists for formal subspecialty-specific fellowship application guidance. The American Academy of Pediatrics Organization of Neonatal-Perinatal Medicine Training Program Directors (ONTPD) and Trainees and Early Career Neonatologists (TECaN) created a webinar-based curriculum to help educate trainees about the application process and recruit diverse fellowship applicants. Methods In 2022, ONTPD and TECaN co-hosted and implemented a four-part national webinar series focused on different aspects of the Neonatal-Perinatal Medicine (NPM) fellowship application and interview processes. Webinars were advertised through list-servs and social media, conducted in two time zones, and recorded for asynchronous viewing. Registration, demographic data, and questions for webinar panelists were collected via electronic survey. Program evaluation data was collected after each webinar and following the fellowship match. Results In the 2022 appointment year, 310 candidates participated in the NPM fellowship match and 250 individuals registered for the webinar series. A quarter (26%) of registrants identified as underrepresented in medicine. Most registrants reported minimal or no knowledge of the fellowship application (64%, 158/248) and interview (81%, 201/248) processes. The majority of registrants (70%, 173/248) were planning on applying to fellowship in 2022, and 91% of post-webinar respondents (43/47) felt the webinars were moderately or extremely helpful, a finding that was sustained beyond the match (37/42). Almost all respondents rated the quality of the webinars as good or higher and were likely or very likely to recommend them to peers (39/42). There was considerable variability amongst respondents in the number of fellowship programs applied to, interviewed at, and ranked, and factors influencing rank list. Conclusion We describe a virtual curriculum to prepare trainees for the NPM fellowship application and interview process. This webinar series provides needed education to fellowship candidates, bridges the gap between candidate knowledge and program director expectations, is generalizable to other specialties, and can be replicated with minimal resources.

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“…2 There are numerous resources and support for medical students making the transition to residency; however, there are fewer national discussions and resources supporting residents transitioning to fellowship. [3][4][5] There is evidence showing medical students appreciate residency preparation courses (RPCs) during their 4th year of medical school, indicating that trainees appreciate transition-focused curriculum. 6 There are no current needs assessment studies in the literature to support that residents transitioning to fellowship would appreciate similar structured guidance, which identi es a gap in knowledge in trainees' attitudes towards the fellowship application and transition process.…”

Section: Introductionmentioning

confidence: 99%

“…Further, it is known that there is systemic bias and inequity in how residency programs review and select trainees because there can be an emphasis on inequitable measurement tools such as Alpha Omega Alpha (AΩA), clerkship grades, and the United States Medical Licensing Examination (USMLE) scores. 3,7,8 As fellowship programs consider where a candidate has completed residency training in selecting their own trainees, systemic biases and inequities in each transition of training likely have downstream and compounding effects affecting fellowship training as well. 3 URiM trends in Neonatal-Perinatal Medicine (NPM) have shown a decline in representation in recent years despite unchanged representation in pediatric residencies.…”

Section: Introductionmentioning

confidence: 99%

The Neonatal-Perinatal Medicine Fellowship Application Webinar Series: A Novel Approach to Helping Applicants Succeed

Bartlett,

Ribar,

Zheng

et al. 2023

Preprint

0

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Background In 2022, 13,586 candidates applied to subspecialty fellowships. Formal resources to inform candidates on subspecialty-specific fellowship application are limited. Candidates rely on residency application experience, informal advice, and online research for navigating the application process. Thus, a need exists for formal subspecialty-specific fellowship application guidance. The American Academy of Pediatrics Organization of Neonatal-Perinatal Medicine Training Program Directors (ONTPD) and Trainees and Early Career Neonatologists (TECaN) created a webinar-based curriculum to help educate trainees about the application process and recruit diverse fellowship applicants. Methods In 2022, ONTPD and TECaN co-hosted and implemented a four-part national webinar series focused on different aspects of the Neonatal-Perinatal Medicine (NPM) fellowship application and interview processes. Webinars were advertised through list-servs and social media, conducted in two time zones, and recorded for asynchronous viewing. Registration, demographic data, and questions for webinar panelists were collected via electronic survey. Program evaluation data was collected after each webinar and following the fellowship match. Results In the 2022 appointment year, 310 candidates participated in the NPM fellowship match and 250 individuals registered for the webinar series. A quarter (26%) of registrants identified as underrepresented in medicine. Most registrants reported minimal or no knowledge of the fellowship application (64%, 158/248) and interview (81%, 201/248) processes. The majority of registrants (70%, 173/248) were planning on applying to fellowship in 2022, and 91% of post-webinar respondents (43/47) felt the webinars were moderately or extremely helpful, a finding that was sustained beyond the match (37/42). Almost all respondents rated the quality of the webinars as good or higher and were likely or very likely to recommend them to peers (39/42). There was considerable variability amongst respondents in the number of fellowship programs applied to, interviewed at, and ranked, and factors influencing rank list. Conclusion We describe a virtual curriculum to prepare trainees for the NPM fellowship application and interview process. This webinar series provides needed education to fellowship candidates, bridges the gap between candidate knowledge and program director expectations, is generalizable to other specialties, and can be replicated with minimal resources.

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“…Notably, these attributes are also important for retaining practitioners in our field. Recent focus on such transitions has identified many barriers in our education system including use of different evaluation instruments in UME and GME, bias and variable reliability and accuracy of faculty evaluations, and lack of transparency in communicating trainee progress between training phases, among others (9). Recent recommendations from the Coalition for Physician Accountability serve as an important first step to address the transitions challenge (10).…”

mentioning

confidence: 99%

Advancing Rheumatology Through Medical Education Research

Miloslavsky

¹

,

Jonas

²

2023

Arthritis Care & Research

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The Transition From Residency to Fellowship: Enhancing Training by Increasing Transparency

Cited by 3 publications

References 14 publications

The Neonatal-Perinatal Medicine fellowship application webinar series: a novel approach to helping applicants succeed

The Neonatal-Perinatal Medicine fellowship application webinar series: a novel approach to helping applicants succeed

The Neonatal-Perinatal Medicine Fellowship Application Webinar Series: A Novel Approach to Helping Applicants Succeed

Advancing Rheumatology Through Medical Education Research

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