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

Join Logan and Dr. Culican, Designated Institutional Official at the University of Minnesota Medical School, as they discuss the structure and function of the Program Evaluation Committee (PEC).

Links

• Podcast Website
• Program Director Website
• For the full transcript, click here
• Email gme@umn.edu for additional questions and/or help with your PEC

Question and Time

• What values or traits should the program director be looking for when appointing new members?  01:08
• Should faculty included on the PEC be just from core rotations? 02:19
• Is there a max number of people that you can appoint to a committee? 02:57
• What is the ideal number and type of people that should be on a PEC? 04:00
• If there's a disagreement among an equal amount of the committee, who has the final say? 05:33
• How do you get someone to join a PEC that you feel could be beneficial to it? 06:57
• Should a new committee be chosen every year, or once the members are appointed, do they just stay on for the entire time with their program? 08:30
• Have you ever had a problem? Or do you know of anybody that's ever had a problem with maybe a committee member, really not doing what they should be doing on the committee? 11:22
• Is it smart for the program director to be the chair or maybe even beyond the committee? 12:01
• Is there a specific focus that the program evaluation committee should always discuss when they meet? 13:00
• Is there a certain number of times that the program evaluation committee should meet throughout the year? 16:27
• How do you ensure that the program evaluation committee is doing what they're supposed to be doing? 17:41
• Being the DIO, do you get to review the Annual Program Evaluations? 19:21
• Does that Annual Institution Review (identical to APE) survey also have kind of smart logic in a way where it reminds them of things that they need to include in the APE? 21:46
• Do you find any deficiencies in the AIRs (APEs) when you get them? 22:00
• With the AIRs/APEs, are there common, maybe errors that you find a lot? 23:11
• Are there other resources that the Graduate Medical Education Office offers for program directors or program evaluation committees to utilize? 24:55
• Is there a way that they can get in touch with the GME? 26:45
• Anything else that you wanted to mention? 27:01

Join Logan and Dr. Pitt, Program Director for the Pediatric Hospital Medicine Fellowship and Associate Program Director for the Pediatric Residency at the University of Minnesota, as they discuss the different ways of creating publications for academic promotion other than the introduction, methods, results, and discussion framework.

LINKS

• Podcast Website
• Find the Complete Transcription Here

Below are examples of each type of publication discussed during this episode.

Creating a publication on workshop you gave – 05:45

• Fiverr.com – logo creator

Academic Editorial – 08:55

• The Review of Systems, Electronic Health Record, and Billing
• 13 Things Pediatricians Should Know (And Do) About 13 Reasons Why

“How to” papers – 11:02

• Twelve Tips For Maximizing The Effectiveness of Game Based Learning
• Bringing Mini-Chalk Talks to the Bedside to Enhance Clinical Teaching
• The Minnesota Model: A Residency Global Health Track Framework
• Collaborating for Competency – A Model for Single Electronic Health Record Onboarding for Medical Students Rotating Among Separate Health Systems

New Approach or Framework – 14:50

• Magical Thinking: How Learning to Act Like a Magician can Make you a Better Physician
• Knowing Your Personal Brand: What Academics Can Learn From Marketing 101

Sharing of Ideas/Press Release – 18:02

• Creating Online Training for Procedures in Global Health with PEARLS (Procedural Education for Adaptation to Resource-Limited Settings)
• SugarPrep.org

Thought Piece – 22:35

• 13 Things Pediatricians Should Know (And Do) About 13 Reasons Why
• Using Simulation for Global Health Preparation

Scholarly Innovations/Brief Reports – 30:24

• Scholarly Innovations

Narrative Medicine – 32:15

Join Logan and Dr. Nijjar, Program Director Hospice and Palliative Medicine Fellowship at the University of Minnesota, as they discuss milestone evaluations – what are they, how to use them, and more.

LINKS

• Podcast Website
• ACGME Website
• Dedicated Milestone Page
• Milestones by Specialty
• Dr. Nijjar's Email: bloes001@umn.edu
• Find the complete transcription HERE 

Correction

• 13:17 - Fellowship Program Directors can view resident milestones, but only after the trainee matriculates into the fellowship and before the trainee has their first set of fellowship milestones entered.  See this link for more details. 

[Time] & Question

[00:02:03] When in your career did you first hear about milestone evaluations?

[00:02:22] And what was kind of your understanding of milestone evaluations at that time?

[00:02:57] About how long did it take you to kind of understand all the milestones for your specialty and how to use them appropriately for each resident and fellow?

[00:03:52] Is it just you that fills out the milestone evaluations, or are there committees or do other faculty fill out milestone evaluations for your trainees?

[00:04:48] Is it required for all faculty to fill out milestone evaluations, or is there some way that you or maybe require faculty or can ensure that all faculty are filling out of milestone evaluations?

[00:05:52] As far as trainees coming into the program, I know that there are different levels of milestones. Do all trainees start at the same level or can they be at different levels?

[00:07:22] And do you find that trainees are pretty honest with themselves to where they feel they are?

[00:08:17] So kind of on that same end. How do you guide your trainees to progress throughout these milestones?

[00:09:45] Approximately how much time did you or someone else or the Clinical Competence Committee spend each year each month going through all these milestone evaluations for each trainee?

[00:11:22] At what point do you identify that a trainee is struggling in a certain milestone? And you mentioned individualized learning plans, but how do you help them out or sit with them and help identify kind of what's been going on and how to help them progress?

[00:13:15] Can Fellowship's see milestone evaluations for prospective applicants?

[00:14:13] When do you start kind of consolidating all this data and entering it into ADS?

[00:14:59] Is there anything that maybe you wanted to mention briefly or anything that I maybe didn't mention that you were hoping to mention?

[00:17:00] And so to elaborate more on your pilot evaluation program, is this something that's different from milestone evaluations?

[00:17:48] And so how long have you been running this pilot program for?

[00:19:07] If you have any questions for Dr. Nijjar, you can reach out to her via email (found above).