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Medical School to Residency: How Can We Trust the Process?
Background To say that the transition from undergraduate medical education (UME) to graduate medical education (GME) is under scrutiny would be an understatement. Findings from a panel discussion at the 2018 Association of American Medical Colleges Annual meeting entitled, “Pass-Fail in Medical Scho...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cureus
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8121123/ https://www.ncbi.nlm.nih.gov/pubmed/34007741 http://dx.doi.org/10.7759/cureus.14485 |
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author | Beck Dallaghan, Gary L Alexandraki, Irene Christner, Jennifer Keeley, Meg Khandelwal, Sorabh Steiner, Beat Hemmer, Paul A |
author_facet | Beck Dallaghan, Gary L Alexandraki, Irene Christner, Jennifer Keeley, Meg Khandelwal, Sorabh Steiner, Beat Hemmer, Paul A |
author_sort | Beck Dallaghan, Gary L |
collection | PubMed |
description | Background To say that the transition from undergraduate medical education (UME) to graduate medical education (GME) is under scrutiny would be an understatement. Findings from a panel discussion at the 2018 Association of American Medical Colleges Annual meeting entitled, “Pass-Fail in Medical School and the Residency Application Process and Graduate Medical Education Transition” addressed what and when information should be shared with residency programs, and how and when that information should be shared. Materials and Methods Over 250 participants representing UME and GME (e.g. leadership, faculty, medical students) completed worksheets addressing these questions. During report-back times, verbal comments were transcribed in real time, and written comments on worksheets were later transcribed. All comments were anonymous. Thematic analysis was conducted manually by the research team to analyze the worksheet responses and report back comments. Results Themes based on suggestions of what information should be shared included the following: 1) developmental/assessment benchmarks such as demonstrating the ability/competencies to do clinical work; 2) performance on examinations; 3) grades and class ranking; 4) 360 evaluations; 5) narrative evaluations; 6) failures/remediation/gaps in training; 7) professionalism lapses; 8) characteristics of students such as resiliency/reliability; and 9) service/leadership/participation. In terms of how this information should be shared, the participants suggested enhancements to the current process of transmitting documents rather than alternative methods (e.g., video, telephonic, face-to-face discussions) and information sharing at both the time of the match and again near/at graduation to include information about post-match rotations. Discussion Considerations to address concerns with the transition from medical school to residency include further enhancements to the Medical Student Performance Evaluation, viewing departmental letters as ones of evaluation and not recommendation, a more meaningful educational handoff, and limits on the number of residency applications allowed for each student. The current medical education environment is ready for meaningful change in the UME to GME transition. |
format | Online Article Text |
id | pubmed-8121123 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Cureus |
record_format | MEDLINE/PubMed |
spelling | pubmed-81211232021-05-17 Medical School to Residency: How Can We Trust the Process? Beck Dallaghan, Gary L Alexandraki, Irene Christner, Jennifer Keeley, Meg Khandelwal, Sorabh Steiner, Beat Hemmer, Paul A Cureus Medical Education Background To say that the transition from undergraduate medical education (UME) to graduate medical education (GME) is under scrutiny would be an understatement. Findings from a panel discussion at the 2018 Association of American Medical Colleges Annual meeting entitled, “Pass-Fail in Medical School and the Residency Application Process and Graduate Medical Education Transition” addressed what and when information should be shared with residency programs, and how and when that information should be shared. Materials and Methods Over 250 participants representing UME and GME (e.g. leadership, faculty, medical students) completed worksheets addressing these questions. During report-back times, verbal comments were transcribed in real time, and written comments on worksheets were later transcribed. All comments were anonymous. Thematic analysis was conducted manually by the research team to analyze the worksheet responses and report back comments. Results Themes based on suggestions of what information should be shared included the following: 1) developmental/assessment benchmarks such as demonstrating the ability/competencies to do clinical work; 2) performance on examinations; 3) grades and class ranking; 4) 360 evaluations; 5) narrative evaluations; 6) failures/remediation/gaps in training; 7) professionalism lapses; 8) characteristics of students such as resiliency/reliability; and 9) service/leadership/participation. In terms of how this information should be shared, the participants suggested enhancements to the current process of transmitting documents rather than alternative methods (e.g., video, telephonic, face-to-face discussions) and information sharing at both the time of the match and again near/at graduation to include information about post-match rotations. Discussion Considerations to address concerns with the transition from medical school to residency include further enhancements to the Medical Student Performance Evaluation, viewing departmental letters as ones of evaluation and not recommendation, a more meaningful educational handoff, and limits on the number of residency applications allowed for each student. The current medical education environment is ready for meaningful change in the UME to GME transition. Cureus 2021-04-14 /pmc/articles/PMC8121123/ /pubmed/34007741 http://dx.doi.org/10.7759/cureus.14485 Text en Copyright © 2021, Beck Dallaghan et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Medical Education Beck Dallaghan, Gary L Alexandraki, Irene Christner, Jennifer Keeley, Meg Khandelwal, Sorabh Steiner, Beat Hemmer, Paul A Medical School to Residency: How Can We Trust the Process? |
title | Medical School to Residency: How Can We Trust the Process? |
title_full | Medical School to Residency: How Can We Trust the Process? |
title_fullStr | Medical School to Residency: How Can We Trust the Process? |
title_full_unstemmed | Medical School to Residency: How Can We Trust the Process? |
title_short | Medical School to Residency: How Can We Trust the Process? |
title_sort | medical school to residency: how can we trust the process? |
topic | Medical Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8121123/ https://www.ncbi.nlm.nih.gov/pubmed/34007741 http://dx.doi.org/10.7759/cureus.14485 |
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