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///2018 Abstract Details
2018 Abstract Details2019-08-02T15:57:01-05:00

Assessing Resident Faculty Engagement in Anesthesiology and Obstetrics & Gynecology

Abstract Number: S5B-1
Abstract Type: Original Research

Manuel C. Vallejo MD, DMD1 ; David R. Saldivar MD2; Rebecca M. Elmo BS3; Ahmed F. Attaallah MD, PhD4; Nield S. Linda MD5; Norman D. Ferrari MD6

Introduction: Graduate medical education can vary across the sponsoring institution. The Clinical Learning Environment Review was launched in 2012 as a key component of the Accreditation Council for Graduate Medical Education’s (ACGME) Next Accreditation System with the intent to improve performance by providing formative feedback to sponsoring institutions on the effectiveness of resident and fellow engagement in 6 focused areas (supervision, patient safety, professionalism, healthcare quality, fatigue management, and transitions in care). Active resident-faculty engagement would indicate healthy institutional performance in faculty supervision as perceived by the residents. The purpose of this study is to determine the level of faculty-resident engagement in Anesthesiology and Obstetrics & Gynecology compared to the sponsoring institution.

Methods: After IRB approval, 3 questions from the annual ACGME Resident Survey (1. Residents can raise concerns without fear, 2. Faculty and staff are interested in residency education, and 3. Satisfied with a process to deal with problems and concerns) over a 4-year period from 2013 through 2017 were analyzed to determine differences in the level of resident-faculty engagement in Anesthesiology and Obstetrics & Gynecology compared to the sponsoring institution (Fig). Percentile scores in each department were compared to the institutional norm and national ACGME Survey norm. A value < 1st Quartile or > than the 3rd Quartile institutional norm was considered significant.

Results: Obstetrics & Gynecology had comparative scores with the institutional norm only scoring higher in question 1 in 2013-2014. Anesthesiology also had comparative scores, scoring lower in question 2 in 2013-2014 and 2016-2017, and on question 3 in 2016-2017. The institutional norm was the same or higher in all years compared to the national ACGME norm over the 4-year period.

Discussion: Validated surveys are an effective way to focus on problematic areas. Components of graduate medical education include experiential learning, active engagement, productive feedback, critical reflection, and appropriate supervision in a supportive environment. Our results indicate a high level of institutional resident-faculty engagement.

References: McCallum et al. 2013; Duffy 2009; Forneris & Peden-McAlpine 2009; Mohide & Matthew-Maich, 2007; Melrose & Shapiro 1999

SOAP 2018