Enhancing Teamwork Between Chief Residents and Residency Program Directors: Description and Outcomes of an Experiential Workshop (original) (raw)
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2021
Background The Accreditation Council for Graduate Medical Education (ACGME) Internal Medicine Residency Program Guidelines identifies leadership as a core competency. The definition of strong resident leadership is not clearly defined. Prior studies have identified characteristics of resident leadership from the perspective of residency program leaders with little emphasis on the resident point of view. Objective This study aims to identify qualities of effective resident leadership from the perspective of Internal Medicine (IM) residents. Methods Participants were recruited through email invitations. An online focus group with five IM residents was conducted in September 2020. The transcribed discussion was inductively analyzed using thematic data analysis.Results Analysis resulted in four main themes of strong resident leadership: mentorship, team ownership, communication, and emotional intelligence. All four themes were further characterized by subthemes. Being a mentor as a resi...
Medical Education Online, 2006
Background: The authors describe the scope and impact of a professional development program for residency and fellowship program coordinators (PCs) at the University of Arkansas for Medical Sciences (UAMS) College of Medicine. PCs are vital in the success of their residency programs, yet few articles to date have addressed their increasingly complex roles. Purpose: This exploratory study examines PCs' professional characteristics, perceptions that influence professional development meeting attendance, and the impact of the Program Coordinators' Organization (PCO). Methods: All 44 PCs serving 53 residency and fellowship programs at UAMS were surveyed about their perceptions of the PCO in January 2006. Results: The majority of respondents agreed that the PCO has improved their abilities and interactions with their supervisors, colleagues, and residents and that the PCO has made an institution-wide impact on residency education. Conclusions: Sponsoring a PCO may be an effective tool for organizations to enhance the role of PCs and their graduate medical education programs.
Development of Evaluations to Assess the Quality of Residency Program Directors
Academic Psychiatry, 2018
Objective The objective was to develop residency program director specific evaluation tools with face validity for identifying areas of excellence and opportunities for improvement. Methods Investigators conducted standardized interviews with graduate medical education (GME) leadership, department chairs, program directors, and senior residents assessing their perspectives on the desirable qualities of program directors. Responses were categorized by theme to create benchmarked evaluation tools. Results Residents and faculty emphasized communication, mentorship, and role modeling. Faculty emphasized maintenance of accreditation and resident discipline, while residents emphasized wellness, approachability, and maintenance of the learning environment. The investigators then developed a 10-item assessment for residents and a similar 12-item assessment for department chairs and GME leadership with face validity. Conclusion Although the responsibilities of residency training directors are numerous and variable by specialty, the investigators were able to develop valid program director evaluation tool templates that can highlight the successes and opportunities for improvement of these academicians.
Journal of community hospital internal medicine perspectives, 2014
The role of the internal medicine chief resident includes various administrative, academic, social, and educational responsibilities, fulfillment of which prepares residents for further leadership tasks. However, the chief resident position has historically only been held by a few residents. As fourth-year chief residents are becoming less common, we considered a new model for rotating third-year residents as the chief resident. Online surveys were given to all 29 internal medicine residents in a single university-based program after implementation of a leadership curriculum and specific job description for the third-year chief resident. Chief residents evaluated themselves on various aspects of leadership. Participation was voluntary. Descriptive statistics were generated using SPSS version 21. Thirteen junior (first- or second-year) resident responses reported that the chief residents elicited input from others (mean rating 6.8), were committed to the team (6.8), resolved conflict...
Building Capacity Within a Residency Program
The chief resident plays a critical role in the educational, administrative, service, and research mission of the residency program. As the future leaders in academic medicine, we felt it was prudent to nurture the leadership skills and capacities of residents in ways that would serve and support the health of the program both during their time with us, but also as they move forward into their professional lives. A review of past practices had revealed weaknesses. For example, in the selection processes, there was a lack of clear role defini-tions, eligibility criteria, a transparent selection process, training or support for the role, or even clearly delineated responsibilities. Despite the ambiguity, past chief residents have all succeeded in their roles and have provided excellent role models for our newer chiefs; however, the training committee decided that this was an area that could be strengthened. A goal was established to conduct a needs assessment and then to research and document a plan to address the shortcomings. Our research revealed that our lack of attention to this area was actually quite common; few programs had clear processes, criteria, or policies in place. There also appeared to be conflicts between the ways in which the chief resident's role was conceptualized, compared to how it was carried out in practice.
Journal of Graduate Medical Education, 2009
The chief resident plays an important role in internal medicine residencies, being positioned at the nexus between faculty and residents. The position is considered one of honor and prestige and provides a mark of distinction when applying for fellowship positions. 1,2 The job description may differ from one program to the next, ranging from a junior faculty position with high clinical demands to a more administrative office with expectations to lead recruiting efforts. It traditionally has a heavy didactic responsibility. Administrative, management, and personnel skills are crucial for a successful chief resident. 3 Chief residents act as role models, 4 build teamwork, 5 identify problem residents, and give constructive feedback. 6 Chief residents act as a link and advocate for residents to the program administrationcomparable to a ''middle manager.'' 7,8 They also organize grand rounds, facilitate morning reports, and provide bedside teaching while attending on hospital wards. 9 To date, no studies have addressed the demographics and dayto-day work life of chief residents. Our study attempted to provide these data using a nationwide survey of internal medicine program directors. Methods The Survey Committee of the Association of Program Directors in Internal Medicine (APDIM) is charged with developing questionnaires to track the baseline characteristics of the internal medicine residencies in the United States and to address current issues facing residencies and residency directors. The Survey Committee designed the questionnaire used in this study to include a section with
Chief Residents as Educators: An Effective Method of Resident Development
Http Dx Doi Org 10 1080 10401330802384722, 2008
The importance of teaching residents how to instruct medical students is recognized, but time and logistics challenge the implementation of teaching skills programs. No study has described a dissemination model with chief residents as trainers and managers of a teaching skills program. Description: All chief residents in three departments (n = 16), participated in an 8-hr train-the-trainer teaching skills program and then trained 178 residents through seven 1-hr sessions. Outcome was measured through student surveys using a validated instrument with seven teaching domains and overall assessment of teaching effectiveness. Evaluation: Survey results revealed a significant improvement in the vast majority of teaching domains 9 months after implementation of the program in all three departments. Student perceptions of overall teaching effectiveness improved in two departments and trended upwards in the third. Conclusion: A resident teaching skills program utilizing chief residents as trainers resulted in improved 3rd-year medical student ratings of resident teaching.
Journal of general internal medicine, 2017
A practical instrument is needed to reliably measure the clinical learning environment and professionalism for residents. To develop and present evidence of validity of an instrument to assess the culture of residency programs and the clinical learning environment. During 2014-2015, we surveyed residents using the C - Change Resident Survey to assess residents' perceptions of the culture in their programs. Residents in all years of training in 34 programs in internal medicine, pediatrics, and general surgery in 14 geographically diverse public and private academic health systems. The C - Change Resident Survey assessed residents' perceptions of 13 dimensions of the culture: Vitality, Self-Efficacy, Institutional Support, Relationships/Inclusion, Values Alignment, Ethical/Moral Distress, Respect, Mentoring, Work-Life Integration, Gender Equity, Racial/Ethnic Minority Equity, and self-assessed Competencies. We measured the internal reliability of each of the 13 dimensions and ...