Implementation of an “After Hours” Resident Educational Program in a General Surgery Residency: A Paradigm for Increasing Formal Didactic Training Outside of the Hospital Setting in the Era of the 80-Hour Workweek

Building Capacity in Laboratory Medicine in Africa by Increasing Physician Involvement

“…[16][17][18][19] Case-based learning in postgraduate training has been used as a way to expose residents to clinical scenarios they do not encounter frequently. [20][21][22] In particular, case-based curriculum is currently used to teach clinical microbiology in a multidisciplinary approach where faculty, residents, fellows, and students of different specialties meet during microbiology rounds. 23 To our knowledge, this is the first publication of a short course that uses a casebased curriculum highlighting general laboratory principles to clinicians in the postgraduate setting.…”

“The Benefits Make Up for Whatever Is Lost”

“…It may be necessary to further change practices to promote educational opportunities while maintaining improved continuity of patient care. Examples might include faculty staying later into the evening, 29 doing teaching sessions at less conventional times, 30 or changing supervision patterns. 16,31 Any proposed changes must be mindful of placing further demands on attending physicians.…”

Acute care of pediatric patients with sickle cell disease: A simulation performance assessment

“…Acute events in SCD are relatively infrequent in pediatric medicine , and limited patient encounters result in fewer educational opportunities for medical students and residents . Acquiring adequate skill for the medical care of individuals with SCD is further hampered by variable clinical exposure, patient geographic distribution, and restrictions on resident work hours . The low rate of acute events in SCD, while a testament to medical advances, paradoxically places pediatric residents at risk of being underprepared when such events do occur .…”