PD19-12 THE IMPACT OF REMOTE MONITORING AND SUPERVISION ON RESIDENT TRAINING USING NEW ACGME &amp; ABU UROLOGY MILESTONE CRITERIA

Safir, Ilan J.; Shrewsberry, Adam B.; Ogan, Kenneth; Ritenour, Chad W.M.; White, Catrina; Kimberl, Jane; Sullivan, Jeremy A.; Issa, Muta M.

doi:10.1016/j.juro.2015.02.711

Cited by 8 publications

(12 citation statements)

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“…In fairness, this may not be entirely correct. A number of models have been published suggesting that supervision can be enhanced without severely compromising trainee autonomy [ 9 , 19 , 25 , 26 ]. While the authors believe that this study reasonably measures important of aspects of supervision in the outpatient clinic setting, they concede that autonomy is a perception [ 14 , 27 , 28 ] and may be much more difficult to measure.…”

Section: Discussionmentioning

confidence: 99%

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Supervision and autonomy of ophthalmology residents in the outpatient Clinic in the United States: a survey of ACGME-accredited programs

et al. 2017

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BackgroundThe development and demonstration of incremental trainee autonomy is required by the ACGME. However, there is scant published research concerning autonomy of ophthalmology residents in the outpatient clinic setting. This study explored the landscape of resident ophthalmology outpatient clinics in the United States.MethodsA link to an online survey using the QualtricsTM platform was emailed to the program directors of all 115 ACGME-accredited ophthalmology programs in the United States. Survey questions explored whether resident training programs hosted a continuity clinic where residents would see their own patients, and if so, the degree of faculty supervision provided therein. Metrics such as size of the resident program, number of faculty and clinic setting were also recorded. Correlations between the degree of faculty supervision and other metrics were explored.ResultsThe response rate was 94%; 69% of respondents indicated that their trainees hosted continuity clinics. Of those programs, 30% required a faculty member to see each patient treated by a resident, while 42% expected the faculty member to at least discuss (if not see) each patient. All programs expected some degree of faculty interaction based upon circumstances such as the level of training of the resident or complexity of the clinical situation. 67% of programs that tracked the contribution of the clinic to resident surgical caseloads reported that these clinics provided more than half of the resident surgical volumes. More ¾ of resident clinics were located in urban settings. The degree of faculty supervision did not correlate to any of the other metrics evaluated.ConclusionsThe majority of ophthalmology resident training programs in the United States host a continuity clinic located in an urban environment where residents follow their own patients. Furthermore, most of these clinics require supervising faculty to review both the patients seen and the medical documentation created by the resident encounters. The different degrees of faculty supervision outlined by this survey might provide a useful guide presuming they can be correlated with validated metrics of educational quality. Finally, this study could provide an adjunctive resource to current international efforts to standardize ophthalmic residency education.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0941-0) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

“…In addition, residents have reported frequent instances in which they felt there was insufficient supervision [ 18 ]. However there is a significant concern that efforts are needed to ensure that a balance can be struck between supervision and autonomy so that patient safety and resident education are both maximized [ 19 – 21 ].…”

Section: Introductionmentioning

confidence: 99%

Supervision and autonomy of ophthalmology residents in the outpatient Clinic in the United States: a survey of ACGME-accredited programs

et al. 2017

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“…After removal of duplicates and screening of titles and abstracts, 157 full-text articles were assessed. A total of 66 studies were subsequently assessed as being suitable for inclusion 7-72 (Figure 1).…”

Section: Resultsmentioning

confidence: 99%

Telementoring of Surgeons: A Systematic Review

et al. 2018

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Background. Telementoring is a technique that has shown potential as a surgical training aid. Previous studies have suggested that telementoring is a safe training modality. This review aimed to review both the technological capabilities of reported telementoring systems as well as its potential benefits as a mentoring modality. Methods. A systematic review of the literature, up to July 2017, was carried out in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Study quality was assessed using the Oxford Levels of Evidence proforma. Data were extracted regarding technical capabilities, bandwidth, latency, and costs. Additionally, the primary aim and key results were extracted from each study and analyzed. Results. A total of 66 studies were identified for inclusion. In all, 48% of studies were conducted in general surgery; 22 (33%), 24 (36%), and 20 (30%) of studies reported telementoring that occurred within the same hospital, outside the hospital, and outside the country, respectively. Sixty-four (98%) of studies employed video and audio and 38 (58%) used telestration. Twelve separate studies directly compared telementoring against on-site mentoring. Seven (58%) showed no difference in outcomes between telementoring and on-site mentoring. No study found telementoring to result in poorer postoperative outcomes. Conclusions. The results of this review suggest that telementoring has a similar safety and efficacy profile as on-site mentoring. Future analysis to determine the potential benefits and pitfalls to surgical education through telementoring are required to determine the exact role it shall play in the future. Technological advances to improve remote connectivity would also aid the uptake of telementoring on a larger scale.

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“…6,10,11,17 Telemedicine offers a potential medium for enhancing remote supervision, education, and evaluation of residents without necessitating increased physical presence. [17][18][19][20][21][22][23][24][25][26][27][28][29][30] A variety of specialties have implemented conventional telemedicine in GME by assessing its feasibility for educating trainees via recorded videos 18,27,31 and live video-teleconferencing (VTC) with good feedback. 17,[19][20][21][23][24][25][26][27][28][29][30] However, stationary telemedicine end points are not always practical for supervising residents performing hands-on physical examinations or procedures in multiple clinical environments.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of the Use of Google Glass in Graduate Medical Education

Carrera

Wang

Clark

et al. 2019

Journal of Graduate Medical Education

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Background Graduate medical education (GME) has emphasized the assessment of trainee competencies and milestones; however, sufficient in-person assessment is often constrained. Using mobile hands-free devices, such as Google Glass (GG) for telemedicine, allows for remote supervision, education, and assessment of residents. Objective We reviewed available literature on the use of GG in GME in the clinical learning environment, its use for resident supervision and education, and its clinical utility and technical limitations. Methods We conducted a systematic review in accordance with 2009 PRISMA guidelines. Applicable studies were identified through a review of PubMed, MEDLINE, and Web of Science databases for articles published from January 2013 to August 2018. Two reviewers independently screened titles, abstracts, and full-text articles that reported using GG in GME and assessed the quality of the studies. A systematic review of these studies appraised the literature for descriptions of its utility in GME. Results Following our search and review process, 37 studies were included. The majority evaluated GG in surgical specialties (n = 23) for the purpose of surgical/procedural skills training or supervision. GG was predominantly used for video teleconferencing, and photo and video capture. Highlighted positive aspects of GG use included point-of-view broadcasting and capacity for 2-way communication. Most studies cited drawbacks that included suboptimal battery life and HIPAA concerns. Conclusions GG shows some promise as a device capable of enhancing GME. Studies evaluating GG in GME are limited by small sample sizes and few quantitative data. Overall experience with use of GG in GME is generally positive.

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PD19-12 THE IMPACT OF REMOTE MONITORING AND SUPERVISION ON RESIDENT TRAINING USING NEW ACGME & ABU UROLOGY MILESTONE CRITERIA

Cited by 8 publications

References 0 publications

Supervision and autonomy of ophthalmology residents in the outpatient Clinic in the United States: a survey of ACGME-accredited programs

Supervision and autonomy of ophthalmology residents in the outpatient Clinic in the United States: a survey of ACGME-accredited programs

Telementoring of Surgeons: A Systematic Review

A Systematic Review of the Use of Google Glass in Graduate Medical Education

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