The Education Chief Resident in Medical Student Education: Indicators of Success

Roman, Brenda; Khavari, Andrew; Hart, David S.

doi:10.1176/appi.ap.34.4.253

Cited by 14 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Innovative educational programs about psychotherapy are desperately needed within the junior clerkship yet the demands of a four to six week experience rarely permit much beyond a passing discussion about psychotherapy. However, on a positive note, this may be more likely to occur in those limited residency programs that support chief residency positions in medical student teaching (Roman, Khavari, & Hart, 2010). The necessity therefore for providing opportunities almost always falls to the senior year elective in psychiatry most often, but not always, subscribed to by those students with a stronger interest in psychiatry.…”

Section: Current State Of Psychotherapy Training 565 Exposure To Psycmentioning

confidence: 99%

Current State of Psychotherapy Training: Preparing for the Future

Kay¹,

Myers²

2014

Psychodynamic Psychiatry

View full text Add to dashboard Cite

This article provides an overview of what is currently being taught in psychiatry residency programs about psychotherapy in general, and to evolving changes in the field related to mental health parity and the Affordable Care Act (ACA) in particular. Future psychiatrists must have a firm grasp of not only the principles of psychotherapy but also the development of increasingly effective and evidence-based psychotherapies if they are to be effective health care leaders. We review what attracts medical students to psychiatry and how much their decision to train in psychiatry is rooted in a desire to learn both dynamic psychiatry and psychotherapy in its various modalities. It is no secret that the quality of teaching and learning psychotherapy is variable in our training programs. One reason for this can be attributed to trainees who ascribe more to the biological dimensions of our field and have less interest and commitment to more than basic skills in psychotherapy. In addition, in some settings there is a dearth of teachers trained in the various forms of psychotherapy who are committed to this pedagogical imperative. We conclude with several recommendations to residency training programs and to residents themselves regarding what we deem essential in both the curricular and clinical exposure to the challenges and shortcomings of the mental health parity and Affordable Care Act. Tomorrow's psychiatrists have a fiduciary responsibility of advocating for their complex and chronically ill patients that must include providing psychotherapy.

show abstract

Section: Current State Of Psychotherapy Training 565 Exposure To Psycmentioning

confidence: 99%

Current State of Psychotherapy Training: Preparing for the Future

Kay¹,

Myers²

2014

Psychodynamic Psychiatry

View full text Add to dashboard Cite

show abstract

“…The more time residents spend with students specifically in small-group settings, the higher the student satisfaction. 8,9 Although our study did not note an increase in student satisfaction with the clerkship overall, students who chose to comment on the review session viewed it positively as informative and a productive use of their time. They appreciated the time commitment of the involved residents and mentioned the residents by name.…”

Section: Discussionmentioning

confidence: 58%

Residents as Teachers: A Paradigm Viewed Positively by Medical Students in Obstetrics and Gynecology

Stohl

Bienstock

Wilson

et al. 2012

ANN BEHAV SCI MED EDUC

View full text Add to dashboard Cite

Medicine conducted a voluntary review session for medical students. Demographic information, NBME subject exam scores, and end-of-clerkship evaluation forms were collected for all students. Bivariate comparisons for students who attended and did not attend the sessions were performed. We considered a p-value < 0.05 as significant.Results: Seventy-eight students attended one of the review sessions. Attendance was not associated with an improvement in NBME exam scores; however, the session was uniformly viewed positively by medical students.Conclusion: Creating structured educational formats to enhance resident teaching and medical student learning should be encouraged. The benefits may not be measurable by improvement in student performance on the NBME subject examination.

show abstract

“…Section three asked the participant to rank 10 qualities from most important to least important from a provided list. We created this 10-item list in conjunction with a medical librarian and an expert in medical education by reviewing literature pertaining to CRs, academic medicine, and general leadership, generating an initial list of 71 qualities we thought might be important in a CR [2][3][4][5][6][7][8][9][10][11][12][13]. Then, we iteratively categorized, batched, and narrowed the terms to a list of 10 items that were widely represented in the literature, represented a broad range of quality types, and were felt to be important by all team members.…”

Section: Survey Development and Distributionmentioning

confidence: 99%

“…SAEM Annual Meeting. 1998) [1][2][3][4][5]. It is intuitive that different qualities will be valued differently by various stakeholders selecting CRs and different qualities will vary in importance based on specific responsibilities.…”

Section: Introductionmentioning

confidence: 99%

Qualities Important in the Selection of Chief Residents

Turner¹,

Litzau²,

Mugele³

et al. 2020

Cureus

View full text Add to dashboard Cite

Background Chief resident selection occurs by numerous methods. Chief residents also fulfill multiple roles, requiring a broad skill set. However, there is little literature on which qualities various stakeholders value in chief resident selection. The objective of this study was to identify the qualities that residents and faculty believe are important for chief residents. Methods Following a literature review, educational experts conducted a multi-institutional survey that asked participants to name the qualities they felt were most important in chief residents and to rank-order a predefined list of 10 qualities. Associations were calculated between rank-order and participant age, gender, institutional position, and history of serving as a chief resident. Results The response rate for the survey was 43.9% (385/877). Leadership, organization, and communication skills were named by all participants among the most common responses. Residents additionally named approachability, advocacy, and listening skills among their most valued qualities, whereas faculty named strong clinical skills and integrity. Dependability and trustworthiness were the most valued qualities in the rank-order list, whereas strong clinical skills and self-reflection were the least valued. Females valued the ability to manage multiple demands more whereas males valued dependability more. The faculty valued strong clinical skills more than residents. Conclusion A variety of qualities are seen as being valuable in chief residents. Additional research is needed to understand what qualities are associated with effective chief resident performance.

show abstract

The Education Chief Resident in Medical Student Education: Indicators of Success

Abstract: The position of education chief was viewed as valuable to the medical student experience in the psychiatry clerkship, and the education chiefs felt that the position enhanced their professional and educational development.

Cited by 14 publications

References 14 publications

Current State of Psychotherapy Training: Preparing for the Future

Current State of Psychotherapy Training: Preparing for the Future

Residents as Teachers: A Paradigm Viewed Positively by Medical Students in Obstetrics and Gynecology

Qualities Important in the Selection of Chief Residents

Contact Info

Product

Resources

About