A resident's self-assessment of milestones became a constituent part of the updated milestone assessment procedure, which was implemented in the fall of 2020, and served as the initial evaluation point for CCC assessment. fungal infection We calculated the mean and standard deviation of the average milestone scores for each postgraduate year (PGY), examining both self-assessment and CCC data. Within- and between-subject effects were examined via repeated measures analysis of variance.
For 30 postgraduate trainees during the spring 2020 and fall 2021 terms, both self-assessment and CCC assessments were executed, amounting to a total of 60 self-assessments and 60 CCC assessments. The CCC score exhibited a similarity to the self-assessment. gluteus medius The resident self-assessment scores showed more substantial fluctuations than the CCC scores. Self-assessment scores benefited from PGY involvement, but there was no disparity in the scores across the spring and fall semesters. Our findings revealed a notable three-way interaction effect encompassing assessors, terms, and PGYs.
Resident self-assessments regarding milestones empower their involvement in the evaluation procedure. When discrepancies arise between self-assessments and those from the CCC, specific feedback can be provided based on the individual skills addressed in the milestones. Across postgraduate years (PGY), our research documented a progression, independent of the assessor, but the CCC assessment alone showed significant variations between terms.
Resident self-assessment milestones empower residents to contribute to the evaluation process. Variations between self-reported and CCC-determined assessments generate tailored feedback tailored to each resident's milestone competencies. While our study unveiled progression among PGY residents, regardless of the evaluating physician, the CCC assessment was the sole metric discerning significant differences between semesters.

Clerkship directors (CDs) who excel must possess a wide array of leadership, administrative, educational, and interpersonal abilities. Family medicine CDs' professional development needs for successful roles are investigated in relation to career stage, institutional support, and essential resources in this study.
From April 29th, 2021, to May 28th, 2021, a cross-sectional survey regarding CDs was carried out at qualified medical schools situated within the United States and Canada. Cyclosporin A supplier In commencing a CD role, the inquiries focused on particular training programs, professional development experiences that fostered success, supplementary professional development competencies crucial for CD excellence, and forthcoming development initiatives. Analyses involved the application of the square test and the Mann-Whitney U test for comparisons.
Of the 75 CDs surveyed, 488% completed the surveys. Only 333 percent of respondents claimed to have received training designed for their CD roles. Respondents commonly recognized informal mentoring and conference attendance as vital components of their professional development; nevertheless, none of them considered graduate degrees the most important method.
These results point to a lack of formal training programs for CDs, reinforcing the value of supplementary informal learning and conference attendance for career development.
These findings suggest a gap in formal training for CDs, thereby highlighting the importance of informal training opportunities and conference attendance for career development.

The pursuit of promotion stands as a major objective in the evolving career of an academic physician. Gaining knowledge of the factors influencing academic promotion is vital to offering effective guidance and resources.
The CERA (Council of Academic Family Medicine Educational Research Alliance) embarked upon a broad-reaching, multi-component survey of family medicine department chair figures. Recent promotion rates within departments were a subject of inquiry for participants, coupled with questions about the existence of a promotion committee, the frequency of faculty meetings with the department chair on promotion preparedness, whether faculty were mentored, and the attendance of faculty at national academic conferences.
The survey's response rate amounted to 54%. The majority of chairs fell into the categories of male (663%), White (779%), and aged 50-59 (413%) or 60-69 (423%) years. Promotions from assistant to associate professor were more frequent among those who attended professional meetings. In departments equipped with committees dedicated to guiding faculty promotions, a more significant portion of assistant and associate professors transitioned successfully to associate and full professors, respectively, than in departments without such committees. Promotion was unaffected by assigned mentorship, chair support, departmental or institutional support of faculty development related to promotion, or the yearly evaluations of advancement towards promotion.
The presence of a departmental promotions committee, coupled with attendance at professional meetings, can be instrumental in securing academic promotion. Despite the assigned mentor, no positive impact was observed.
Professional meeting attendance and departmental promotion committee involvement can contribute positively to academic advancement. Finding the assigned mentor to be beneficial proved unfounded.

Family medicine residency programs are supported by Reproductive Health Education in Family Medicine (RHEDI) to incorporate a mandatory rotation in sexual and reproductive health, encompassing abortion care. Post-residency practice patterns of family physicians, assessed 2 to 6 years later, provided the data to evaluate long-term training effects. We sought to identify whether and how their provision of abortion and other medical practices differed based on prior enhanced SRH training.
Seeking input on residency training and current SRH service provision, 1949 family physicians who finished their residency training programs between 2010 and 2018 were invited to complete an anonymous online survey.
714 completed surveys represented a 366% response rate. Among those who completed their residency with standard abortion training (n=445), 24% subsequently performed abortions, significantly exceeding the 13% provision rate of those who did not receive training and vastly surpassing the 3% rate found in a recently conducted representative study. Respondents who had received training in abortion were statistically more likely to have offered other forms of SRH care, compared to the comparison group. In the case of both medication and procedural abortions, respondents trained in family medicine settings were markedly more likely to perform abortions after completing residency than those educated solely in dedicated abortion clinics (31% vs 18%, and 33% vs 13%, respectively).
Post-residency abortion provision by family physicians is demonstrably connected to their abortion training during residency, highlighting the critical role this training plays in comprehensive reproductive healthcare.
Abortion training embedded within family medicine residencies exhibits a strong link to subsequent abortion provision, and is fundamental in preparing family physicians to effectively meet the full scope of their patients' reproductive healthcare requirements.

The cognitive upsides of longitudinal curricula and interleaving methods have been observed in a variety of academic domains. However, a common arrangement in residency programs is the block format. No clear, universally accepted definition exists for longitudinal programs, leading to difficulties in comparing the efficacy of different curricula. This study sought to converge on a shared understanding of Longitudinal Interleaved Residency Training (LIRT) within family medicine.
To reach a shared definition, a national workgroup convened by the Delphi method between October 2021 and March 2022.
The twenty-four invitations distributed yielded eighteen initial confirmations of attendance. The final workgroup (n=13) served as a representative sample of the national diversity in family medicine residency programs, demonstrating high congruence with geographic location (P=.977) and population density (P=.123). LIRT's approved curricular design and program structure comprises graduated, concurrent clinical experiences focused on the core competencies of the specialty. The comprehensive scope of practice and continuous care of the specialty is expertly modeled by LIRT. LIRT's methods apply training to enhance retention of knowledge, skills, and attitudes long-term in all care settings, and program goals are reached by utilizing a longitudinal curriculum interlaced with spaced repetition. This article's body provides a more thorough explanation of additional technical criteria and definitions of terms.
A national team of representatives, dedicated to consensus building, defined Longitudinal Interleaved Residency Training (LIRT) in family medicine, a program model grounded in emerging evidence-based cognitive science.
A program structure for Longitudinal Interleaved Residency Training (LIRT) in family medicine, based on emerging evidence-based cognitive science, was defined by a representative national workgroup through consensus.

To ensure generalizable conclusions, a survey response rate of at least 70% is necessary. Unfortunately, survey studies involving health professionals are experiencing a marked drop in the rate of responses. Residents and residency directors have been subjects of our survey research for over a period exceeding thirteen years. Optimal response rates in residency training research collaborations were obtained using the following strategies.
To evaluate the pilot studies “Preparing the Personal Physician for Practice” and “Length of Training”, both involving residency training redesign, we administered over 6000 surveys spanning from 2007 to 2019. Program directors, clinic managers, residents, graduates, supervising physicians, and clinic staff members were all included in the survey recipients. A comprehensive evaluation of survey administration was conducted, along with an in-depth analysis of approaches, to refine and optimize strategic initiatives.