Another aspect of surgical residency training for future professional development through the application of mentorship program

Abstract

Background Traditionally, surgical residency training is more focused on obtaining surgical skills through a well-established coaching system worldwide. However, constant advances in medical science require surgeons to learn not only surgical skills but also the ability of scientific research to improve clinical practice and future professional development. The study aims to emphasize that professional education in terms of scientific research is also significant for surgical residency training. Methods All residents who entered the surgery residency program of the Department of Surgery in Linkou Chang Gung Memorial Hospital between years 2006 and 2015 were evaluated in the study. Generally, every resident is assigned to a mentor since the first year of residency. Then, the mentor would help the resident qualify a two-step evaluation in terms of scientific research during the residency training program. Results A total of 193 residents were evaluated in the study. All of them had completed the first step regarding oral presentation of their designated research, and the majority of residents obtained 80–90 points that were rated by referees. Overall, 102 residents (52.8%) had completed the second step with the publication of a research manuscript. The percentage of residents who had fulfilled the criteria of this two-step assessment ranged from 35.3–81.8% by year. Conclusions Surgical training has become more complex and challenging for residents nowadays. The continuing education for surgical residents should not be limited in coaching clinical practice. Scientific research is also essential for current surgical residency training, and a formal mentorship program may be beneficial for the future professional development of surgical residents.

Correlation Between Parenting Styles, Resilience, and Socioeconomic Status on Emotional Intelligence of College Students

“…The socioeconomic status is divided into a total score weighted (occupation level multiplied by 7, educational level multiplied by 4): 1st level 52-55 points, 2nd level 41-51, 3rd level 30-40, 4th level: 19 -29, fifth grade: 11-18. (3) Inventory of Adolescent Resilience (IAR) This study will use the adolescent resilience scale developed by Chan, et al[19], which is based on Arkoff's adaptation theory. Resilience is divided into four levels, DOI 10.18502/kss.v9i5.15207 ICAP-H including problem-solving ability, hope and optimism, empathy and interpersonal interaction, and emotional regulation.…”