Following a five-year period after a curriculum overhaul to an integrated 18-month pre-clerkship module, we observed no significant differences in student pediatric clerkship performance regarding clinical knowledge and skills across 11 diverse geographical teaching sites, controlling for prior academic achievement. To maintain consistency across multiple teaching sites within an expanding network, specialty-focused curriculum materials, faculty training resources, and learning outcome evaluations can serve as a guiding framework.
An analysis of the career paths of USU medical school alumni was previously conducted using survey data collected from USU alumni. This research investigates the link between military retention and achievements, such as military career progression and academic successes, to understand if these accomplishments are correlated with military retention.
By analyzing the alumni survey data sent to USU graduates from 1980 to 2017, researchers investigated the connection between items like military rank, medical specialties, and operational experience and military retention.
From those respondents with deployment histories supporting operational missions, 206 (671 percent) elected to extend their active duty service beyond their initial commitments or planned to extend it. The retention rate for fellowship directors (65 individuals, representing 723%) exceeded that of other positions. The retention rate among PHS alumni (n=39, 69%) reached the highest mark within the military branches, yet physicians focusing on high-demand medical specialties, including otolaryngology and psychiatry, experienced lower retention.
To improve retention of highly skilled military physicians, future research should investigate the reasons behind the lower retention rates observed among full-time clinicians, junior physicians, and those in high-demand medical specialties.
Future research exploring the underlying causes of lower retention among full-time clinicians, junior physicians, and physicians in high-demand medical specialties will provide stakeholders with the data necessary to address the factors needed to sustain the retention of highly skilled physicians in the military.
The USU School of Medicine (SOM) employs a yearly program director (PD) evaluation survey, designed in 2005, to assess the results of its training program. This survey involves PDs assessing graduates in their first (PGY-1) and third (PGY-3) post-graduate training years. The survey's last review and revision, undertaken in 2010, sought to achieve a better alignment with the competencies set forth by the Accreditation Council for Graduate Medical Education, but it has not been subjected to further assessment or modification. This research project sought to improve the psychometric properties of the survey, drawing on 12 years of accumulated data, while simultaneously aiming to make it more concise. To bolster current objectives, a secondary aim was to refine the language of existing survey questions and add new aspects for evaluating health systems science competencies.
The survey, circulated to PDs supervising USU SOM graduates of 2008 to 2019 (n=1958), yielded 997 responses for the PGY-1 PD survey and 706 responses for the PGY-3 PD survey. The data from 334 complete PGY-1 survey responses and 327 responses from the PGY-3 survey underwent an exploratory factor analysis (EFA). Experienced PDs' survey responses, alongside EFA results, were reviewed by a team of PDs, USU Deans, and health professions education scholars, who then used an iterative process to develop a new survey proposal.
Factor analysis (EFA), performed on data from both PGY-1 and PGY-3, yielded three factors; in these surveys, a total of seventeen items were identified displaying cross-loading among these factors. oncology and research nurse Items failing to meet standards of clean loading, clarity, redundancy-free state, or assessment ease as judged by PDs, required revision or elimination. Addressing the requirements of the SOM curriculum, certain items were altered or added, especially concerning the integration of the new health systems science competencies. To reduce the item count from 55 to 36, the revised survey strategically allocated items across six competency domains: patient care, communication and interpersonal skills, medical knowledge, professionalism, system-based practice, and practice-based learning and improvement, as well as the military-specific areas of practice, deployment, and humanitarian missions. Each domain featured at least four items.
The USU SOM has reaped the rewards of over 15 years of PD survey results. We determined which questions functioned effectively within the survey, and these were improved and supplemented to optimize survey performance and close the knowledge gaps regarding graduate performance. Determining the performance of the modified set of questions will necessitate efforts to increase the completion rate to 100% and ensure the highest possible response rate, with a subsequent EFA to be conducted after approximately 2-4 years. USu graduates should be followed, longitudinally, after their residency to analyze if PGY-1 and PGY-3 survey assessments predict the long-term quality of their care and outcomes for their patients.
The USU SOM's progress has been fostered by the over 15-year accumulation of results from the PD surveys. Those questions that yielded strong results were identified, subsequently improved and supplemented to maximize survey effectiveness and bridge any knowledge gaps regarding graduate performance metrics. For assessing the revised survey's performance, efforts to achieve 100% response and completion will be implemented, and the EFA is planned to be repeated in 2 to 4 years. learn more Sustained longitudinal monitoring of USU graduates following residency is important to see whether the PGY-1 and PGY-3 survey measures predict their long-term performance and patient results.
The cultivation of physician leadership has received considerable emphasis throughout the United States. Programs for developing leaders in undergraduate medical education (UME) and graduate medical education (GME) have become more prevalent. In postgraduate years (PGY), graduates actively use their leadership skills acquired during medical school; yet, a robust relationship between medical school performance and success in GME is rarely investigated. For anticipatory assessment of future performance, it is important to develop and select experiences that evaluate leadership performance. The research's objective was to explore whether (1) a correlation can be found between leadership skills demonstrated in the fourth year of medical school and those displayed in PGY1 and PGY3, and (2) the leadership skills developed during the fourth year of medical school are linked to military leadership capabilities in PGY1 and PGY3, while also factoring in prior academic performance.
This research investigated the overall leadership performance of the medical students in the 2016-2018 classes during their fourth year of medical school, and also their leadership development after completing their medical education. The medical field practicum (UME leader performance) saw faculty assessing leader performance. At the end of PGY1 (N=297; 583%) and PGY3 (N=142; 281%), program directors assessed graduate leader performance. Pearson correlation analysis was used to analyze the interdependencies between UME leadership performance and the various aspects of PGY leadership performance. Moreover, multiple linear regression analyses, employing a stepwise approach, were used to investigate the connection between pre-clinical leadership skills and military leadership performance in the first and third post-graduate years, factoring in academic metrics.
Using Pearson correlation analysis, it was found that UME leader performance was correlated with three of ten variables at the PGY1 level, in comparison with PGY3, where the UME leader performance correlated with all ten variables. prostatic biopsy puncture Fourth-year medical school leadership significantly enhanced the predictive power of PGY1 leadership performance by 35%, above and beyond previous academic indicators (MCAT, USMLE Step 1 and Step 2 CK scores), as indicated by stepwise multiple linear regression. Conversely, the performance of leaders during their fourth year of medical school uniquely contributed an extra 109% to the variance in their PGY3 leadership performance, irrespective of their academic achievements. The predictive strength of UME leader performance for PGY leader performance surpasses that of the MCAT and USMLE Step exams.
Leader performance in the final year of medical school correlates positively with performance in PGY1 and the subsequent three years of residency, as indicated by the study. PGY3 residents demonstrated more robust correlations than their PGY1 counterparts. PGY1 residents may initially focus on becoming physicians and contributing to the team's success, while PGY3 residents, having achieved a deeper understanding of their responsibilities, are better prepared to take on leadership roles more comprehensively. Furthermore, this investigation also revealed that the scores obtained on the MCAT and USMLE Step exams did not accurately predict leadership performance in PGY1 or PGY3 residents. These research results demonstrate the potency of ongoing leadership training programs at UME and in various other settings.
Leader performance at the end of medical school is positively correlated with subsequent leadership performance during the first postgraduate year (PGY1) and the following three years of residency, according to the study's findings. The correlations' intensity was greater for PGY3 residents, showing a contrast to PGY1 residents. PGY1 residents, often focused on establishing their physician identities and effective team contributions, stand in contrast to PGY3 residents, who possess a stronger understanding of their professional roles and obligations and can confidently assume leadership roles. Subsequent to the analysis, this research concluded that the MCAT and USMLE Step scores did not show a significant correlation with leadership skills in the PGY1 and PGY3 physician residents.