Shofler David, Chuang Taijung, Argade Nina
Assistant Professor, Department of Podiatric Medicine, Surgery, and Biomechanics, Western University College of Podiatric Medicine, Pomona, CA.
Podiatric Medical Student, Department of Podiatric Medicine, Surgery, and Biomechanics, Western University College of Podiatric Medicine, Pomona, CA.
J Foot Ankle Surg. 2015 Jul-Aug;54(4):607-14. doi: 10.1053/j.jfas.2015.03.008. Epub 2015 May 13.
The podiatric medicine and surgery residency is currently characterized by 3 years of comprehensive training. Contemporary issues have recently influenced the direction of training in the profession of podiatric medicine. Formal investigation into the residency training experience has, nonetheless, been limited. The purpose of the present study was to conduct a learning needs assessment of podiatric residency training. An electronic survey was developed, with comparable versions for program directors and residents. The specific topics investigated included the use of minimum activity volume numbers, learning resources, duty hours, strengths and weaknesses of residents, motivation of hosting student externship positions, noncognitive residency traits, meetings between residents and directors, resident satisfaction, and director satisfaction. A total of 197 program directors nationwide were sent the survey electronically, and 109 (53%) responded. Of 230 residents receiving the survey, 159 (78%) responded. Several statistically significant differences, and notable similarities, were observed between the 2 groups encompassing many aspects of the survey. A majority opinion, among both directors and residents, was found that the use of procedural assessment tools might improve resident evaluation. The responding directors and residents agreed that the following 3 topics were weaknesses in podiatric training: practice management, biomechanics, and performing podiatric research. Direct feedback immediately after surgery was the most valuable learning resource reported by the residents. The results of our study reflect the current status of the podiatric medicine and surgery residency and could facilitate improvement in the residency training experience.
足病医学与外科学住院医师培训目前的特点是为期3年的全面培训。当代问题最近影响了足病医学专业的培训方向。然而，对住院医师培训经历的正式调查一直很有限。本研究的目的是对足病住院医师培训进行学习需求评估。开发了一项电子调查，针对项目主任和住院医师有可比的版本。调查的具体主题包括最低活动量数字的使用、学习资源、值班时间、住院医师的优势和劣势、接收学生实习岗位的动机、非认知住院医师特质、住院医师与主任之间的会面、住院医师满意度和主任满意度。全国共有197名项目主任通过电子邮件收到了调查问卷，109人（53%）做出了回应。在收到调查问卷的230名住院医师中，159人（78%）做出了回应。在涵盖调查多个方面的两组之间观察到了一些统计学上的显著差异和明显的相似之处。主任和住院医师中大多数人的意见是，使用程序评估工具可能会改善对住院医师的评估。做出回应的主任和住院医师一致认为，以下3个主题是足病培训中的薄弱环节：实践管理、生物力学和进行足病研究。住院医师报告说，术后立即得到的直接反馈是最有价值的学习资源。我们的研究结果反映了足病医学与外科学住院医师培训的现状，并有助于改善住院医师培训经历。
