JAOA/AACOM. Residency Program Directors’ Interview Methods and Satisfaction With Resident Selection Across Multiple Specialties

VanOrder, Tonya; Robbins, Wayne; Zemper, Eric D.

doi:10.7556/jaoa.2017.040

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…Methods of resident selection for graduate medical training have been widely studied, with prior work examining factors used by programs to select residents as well as exploring predictors of resident success during training 1,2. One driver for the numerous analyses of the residency selection process is that training programs invest a significant amount of effort and resources to recruit and develop successful residents 3,4.…”

Section: Introductionmentioning

confidence: 99%

Why Residents Quit: National Rates of and Reasons for Attrition Among Emergency Medicine Physicians in Training

Lu¹,

Hartman²,

Druck³

et al. 2019

WestJEM

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Introduction Recruiting and retaining residents who will complete their emergency medicine (EM) training is vital, not only because residency positions are a limited and costly resource, but also to prevent the significant disruptions, increased workload, and low morale that may arise when a resident prematurely leaves a program. We investigated national rates of EM resident attrition and examined the reasons and factors associated with their attrition. Methods In this retrospective, observational study we used national data from the American Medical Association National Graduate Medical Education Census for all residents who entered Accreditation Council for Graduate Medical Education-accredited EM programs between academic years 2006–2007 and 2015–2016. Our main outcome was the annual national rate of EM resident attrition. Secondary outcomes included the main reason for attrition as well as resident factors associated with attrition. Results Compared to the other 10 largest specialties, EM had the lowest rate of attrition (0.8%, 95% confidence interval [CI] [0.7–0.9]), or approximately 51.6 (95% CI [44.7–58.5]) residents per year. In the attrition population, 44.2% of the residents were women, a significantly higher proportion when compared to the proportion of female EM residents overall (38.8%, p=0.011). A greater proportion of Hispanic/Latino (1.8%) residents also left their programs when compared to their White (0.9%) counterparts (p<0.001). In examining reasons for attrition as reported by the program director, female residents were significantly more likely than male residents to leave due to “health/family reasons” (21.5% vs 9.6%, p=0.019). Conclusion While the overall rate of attrition among EM residents is low, women and some under-represented minorities in medicine had a higher than expected rate of attrition. Future studies that qualitatively investigate the factors contributing to greater attrition among female and some ethnic minority residents are necessary to inform efforts promoting inclusion and diversity within the specialty.

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Section: Introductionmentioning

confidence: 99%

Why Residents Quit: National Rates of and Reasons for Attrition Among Emergency Medicine Physicians in Training

Lu¹,

Hartman²,

Druck³

et al. 2019

WestJEM

View full text Add to dashboard Cite

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“…Program directors now more than ever have the difficult task of sorting through stacks of excellent applications to identify applicants who not only have academic markers of success but also have letters of recommendation that speak highly of clinical skills and other qualities or interests that would match their specific program 11 . Although this process is arduous, it allows programs to have some control over the residents they will spend the next 6 to 7 years training.…”

Section: Discussionmentioning

confidence: 99%

Charting the Effect of the Universal Offer Date on Plastic Surgery Residency Matches

et al. 2022

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In 2019, the plastic surgery residency match changed their method for inviting students to interview. Instead of offering interview invitations and scheduling interviews on a first come, first served basis, all plastic surgery residency programs sent out secured interview spots on the same day. This universal offer date was intended to remove student worry that surrounded not scheduling an interview fast enough, as well as cause students to more carefully select which interview invitations to accept, increasing the likelihood that residency programs could interview only those students most interested in matching at their institutions. The effect of universal offer date was studied through analysis of available National Residency Match Program data, with a focus on the mean number of contiguous programs students ranked to match, as well as the mean number of applicants who residency programs ranked to fill each available position. Historical trends in plastic surgery match, trends in the match in other competitive surgical subspecialties, and applicant qualifications were also analyzed. In breaking with the general trend among all surgical subspecialties toward ranking more applicants per residency position, in 2020, fewer plastic surgery applicants were ranked by residency programs per available position, suggesting a more effective interview process and match. Matched applicant qualifications remained excellent across the period studied.

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“…Their aim is to provide realistic information about the specialties and to identify applicants who would be a particularly good fit [ 18 ]. Besides interviews with the candidates, the selection process is mainly based on objective criteria such as assessment scores and academic performance [ 19 ]. Other aspects like personality [ 20 ] or assessment of psychomotor skills for surgical activities [ 21 – 23 ] have also been used for applicant selection.…”

Section: Introductionmentioning

confidence: 99%

Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study

2022

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Background Medical graduates should have acquired basic competences that enable them to practice medicine independently as physicians and to enter postgraduate training in any specialty they wish. Little is known about advanced undergraduate medical students' perceptions of basic medical competences needed to start postgraduate training and about specialty-specific competences. This qualitative study aims to identify medical students’ perceptions of basic medical competences and specific competence requirements for different specialties. Methods In December 2020, sixty-four advanced undergraduate medical students participated in the role of a resident in a competence-based telemedicine training simulating a first day in postgraduate training. After the training, eight focus group interviews were conducted about students’ perceptions of basic medical competences and specialty-specific competences using a semi-structured interview guide. The interviews were transcribed and analysed thematically according to the six steps of Braun and Clarke. The analysis was carried out by an inductive search for themes, which were deductively assigned to the six competence areas of the requirement-tracking questionnaire (R-Track). Results Regarding basic medical competences, four R-Track competence areas could be identified as main themes. The students considered ‘Social-interactive competences’ to be particularly relevant for basic clinical work, including ‘Structuring information’, ‘Tactfulness’, and ‘Stress resistance’. Students especially emphasized ‘Concentration’ as an important aspect of the competence area ‘Mental abilities’. Among ‘Personality traits’, ‘Honesty’ was mentioned most frequently, and students were also aware that ‘Expertise’ is particularly important for ‘Motivation’. For different specialties, some competence areas were newly added to the competences needed for the respective specialty. For surgery, the competence areas ‘Sensory abilities’ and ‘Psychomotor & multitasking abilities’ were mentioned anew. ‘Sensory abilities’ were also newly attributed to radiology. ‘Mental abilities’ were mentioned as new competence area for psychiatry and internal medicine, while for anaesthesiology, 'Psychomotor & multitasking abilities' were newly added. Conclusions Advanced students seem to be well aware of basic competences needed for clinical practice. Good consensus between students and physicians was only found for psychiatry-specific competences. Medical schools should support their students in matching their perceptions of competences needed for specific specialties with specialty-specific requirements for a realistic choice of a specialty for postgraduate training.

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JAOA/AACOM. Residency Program Directors’ Interview Methods and Satisfaction With Resident Selection Across Multiple Specialties

Cited by 11 publications

References 28 publications

Why Residents Quit: National Rates of and Reasons for Attrition Among Emergency Medicine Physicians in Training

Why Residents Quit: National Rates of and Reasons for Attrition Among Emergency Medicine Physicians in Training

Charting the Effect of the Universal Offer Date on Plastic Surgery Residency Matches

Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study

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