Join Logan and Dr. Nachbor, University of Minnesota Medical Student and soon to be Ophthalmology Resident as they discuss Dr. Nachbor’s work on making milestone evaluations more meaningful

LINKS

• Podcast Website
• ACGME Website
• Dedicated Milestone Page
• Milestones by Specialty
• Find the Complete Transcription here

Question & Time

• Could you explain your project and the work you did with milestones? 1:09
• Were the Milestone levels what you reworded and changed? 03:05
• When you are coming up with these examples to put in the supplemental milestone guide for these milestone evaluations, did you work with any faculty in those subspecialty areas? 5:05
• Have you been able to put these milestone evaluations into practice yet? 06:31
• Is there just one institution that you're going to pilot your form of milestone evaluations to start, or can it be sent out to everybody? 09:18
• Is there flexibility to your milestones? 13:54
• Is there anything that maybe I missed or that you wanted to highlight or talk about? 16:27

Join Logan and Dr. Gulrajani, Program Director for Forensic Psychiatry Fellowship at the University of Minnesota, as they discuss faculty and resident scholarly project program requirements.

Links

• Podcast Website
• Program Director Website
• A Ban By Any Other Name (article mentioned around 15:00)
• ACGME Specialty Specific Scholarly Project Requirements
• For the complete transcript, click here.

Question and Time

• When in your career did you first hear about scholarly projects? 01:28
• what types of scholarly projects are fellows or other trainees required to do? 02:18
• What counts as a scholarly activity? 03:03
• Do you find that it is hard to start original research and get it published within a year? 04:00
• Is there a required number of projects that every trainee must get during their time at the program? 05:14
• Do you find that a lot of your trainees come in motivated to start and complete these scholarly projects? 06:14
• How do you keep track of trainees completing their scholarly projects and keep them on track for completing it? 06:28
• Is your timeline you mention something that you created or the Department of Psychiatry or the ACGME recommends? 07:16
• How would you recommend that timeline to a program that maybe has 30/40 plus trainees? 07:38
• How do you identify a trainee that isn't making the progress that they should be in their scholarly project? 08:51
• How do you continue to help that struggling trainee progress through their project and timeline? 10:14
• What happens if you get to the end of a trainees training, and you find out that they did nothing on their scholarly activity? 11:12
• Have you had any experience with programs with 30/40 plus trainees and any recommendations on how to track their projects and progress through it? 12:27
• How do you set up the warm, calming environment so that the trainee feels comfortable coming to you with any issues, problems, or concerns they might have with their scholarly project? 14:27
• So, it sounds like you really foster this environment of the trainee coming up with their own idea and you're not pushing them into any idea? 17:02
• Do you have any recommendations for dealing with faculty and getting their scholarly projects? 17:55

Join Logan and Dr. Culican, Designated Institutional Official at the University of Minnesota Medical School, as they discuss preparing for the ACGME Self-Study and utilizing the Program Evaluation Committee (PEC).

Links

• Podcast Website
• Program Director Website
• For the full transcript, click here
• ACGME Self Study Page
• Email gme@umn.edu for help with the self-study

Question and Time

• Besides members of the program evaluation committee, what other members should be included on this self-study group? 01:31
• How did you bring up asking a patient to join the self-study group? 03:36
• Where do you start in self-study? 05:01
• What was your timeline from getting the group together to finishing it and submitting it? 06:51
• When you did this self-study, like what seemed to work best for you? 07:48
• Was there anything that you found surprising during this process or anything that you thought I'm not going to do this way again? 08:18
• Did you have to delegate certain tasks to a certain group of people or just one person in general? And how did you know to make sure everybody was staying on track? 09:34
• How can Annual Program Evaluations be either phrased, rewritten, or put in a way that streamlines the self-study process? 10:30
• Are there differences between the self-study and the annual program evaluation? 12:05
• How do programs come up with future program aims that maybe the ACGME is looking for, or their program is needing? 14:31
• Is the ACGME looking for anything specific when they're reviewing the self-study? 17:02
• How do you manage and store all the data to get ready for your self-study? 18:01
• After you finish and submit the self-study to the ACGME, do they come back in a year or two to see how your progress is going on achieving the program aims? 20:59
• Besides the ACGME, are there any other resources that the University of Minnesota has for programs needing to do self-study? 21:46