Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Sample Physician Recruitment Interview Evaluation Form - PowerPoint by opr16421


Sample Physician Recruitment Interview Evaluation Form document sample

More Info
									Developing a Summer Research
Program for Medical Students:
    From Development to
  J. Ferrante, S. Rovi, C. Brazeau,
     M. Vega, P. Chen, L. Boyd
  UMDNJ-New Jersey Medical School
       Newark, New Jersey
         Modified due to time constraints
 Obtaining  funding
 Selection of research projects
 Recruitment of students

Formal curriculum

   See handout for information on these objectives
 Shortage of primary care researchers
 Need to train future primary care
 Exposure to Family Medicine research
 Lack of non-bench research opportunities
 Increase the department’s research
    Summer Research Program
 8-week program
 Students recruited and selected to work on
  faculty’s projects
 Formal research curriculum
 Opportunity to shadow physician
Curriculum for 8-week Summer
      Research Program
   Prior to summer
      Completion of mandatory Human Subjects

        Protection course
   1st week
      Daily didactic sessions with faculty each
      Individual meeting with the sponsor faculty
        each afternoon
Curriculum for 8-week Summer
      Research Program
   Weeks 2 –7
     Weekly didactic sessions

     Student sharing of project process

     Meetings with faculty sponsor as negotiated

   Week 8
     Presentations of research projects by students

     Poster presentation

     Submission of abstract at end of summer
          Aim of curriculum
 To promote students’ interest in primary
  care research
 To develop students’ knowledge in primary
  care research
 To enhance students’ skills in primary care
 To promote mentorship with family
        Curriculum Objectives
Students will understand:
 Importance of doing research in Family Medicine
 Principles of study design in primary care research
 Tools for finding research information
 Responsible conduct of research
 Managing data and significance of statistical
  analysis in primary care research
 Presentation of scientific results
            Evaluation of
    Summer Research Program (SRP)
 Curricular topics for SRP (2003-2005)
 Student Satisfaction with SRP (2003-2005)
 Pre and Post Assessment of Student’s
  Research Knowledge, Attitudes and
  Practice (KAP) (2004-2005)
 Anonymous written comments & facilitated
  discussion of SRP
Number of students participating in SRP
  for all 3 years: 22
        Evaluation of Curriculum

 Students  anonymously scored 10-12
  didactic sessions provided each
 Overall mean score: 3.55 (0.35)
     Scale: 1=“not very informative” to
            4=“very informative”
 Median=3.63       (2.67 - 4.00)
Student Satisfaction with SRP

 Students anonymously rated 10 items
  of the SRP on satisfaction
 Overall mean score: 4.57 (0.38)
     Scale: 1=“not very satisfied” to
            5=“very satisfied”
 Median=4.67        (3.67 -5.00)
          Satisfaction with program
          ASPECTS OF PROGRAM                   SCORE
Curriculum overall                               4.6
Coordination of the program                     4.6
Faculty supervision                             4.8
Interactions with other DFM faculty             4.5
Facilitation of informal weekly discussions     4.3
Shadowing experience                            4.7
Your designated role on the research project    4.3
Preparation for student presentations           4.8
Student presentations (i.e., doing/hearing      4.8
Overall satisfaction                            4.8
    Pre & Post Surveys on Research Knowledge,
              Attitudes & Practices (KAP)*
   Administered in 2004 & 2005 (N=16)
   29 items : LOW (1), MODERATE (2) or HIGH (3)
      Knowledge

      Willingness to Engage (Attitudes)

      Performance (Skills)

   Sample items
      Formulating a research question

      Developing a hypothesis

      Recruiting patients

      Writing an abstract

* Kleber, E. Self Report of Research Skills and Knowledge of Health
  Professionals. New Jersey Nurse. 2002; 32(6):11.
   Pre and Post KAP Surveys
   Overall Mean Scores PRE & POST SRP

                   PRE      POST     p-value
Knowledge           1.8      2.3     0.037
                   (0.32)   (0.27)
Attitudes           2.6      2.7     0.238
                   (0.34)   (0.22)
Practices/Skills    1.8      2.4     0.008
                   (0.50)   (0.41)
    Selected Students’ Comments

 “I was very satisfied with the summer
  program in every aspect.”
 “The weekly meetings were very effective
  because they were interactive.”
 “I liked the freedom I was provided while
  working on my project and that my input
  was respected.”
              Summary of
     Student Evaluations of the SRP
   Didactic sessions: “very informative”
   Satisfaction: “very satisfied”
   Research Knowledge and Practice/Skills increased
    significantly from Pre-SRP to Post-SRP
   ANOVA comparisons by year for all evaluations
    showed similar results
   Students comments were positive overall and
    helpful in making modifications to the SRP
         Benefits of program
 Build relationships with students
 Expand research reputation of Department
 Gain valuable assistance with small projects
    Great source for pilot data and grant
 Incentive to complete project
 Publications and presentations from studies
       Challenges of Program
 Time intensive for research faculty and
  project faculty
 Space restrictions
 Comparison of different projects
 Extra funding to support enough students to
  make it worthwhile
 BrHP/HRSA 1 D16 HP 00141-01
 UMDNJ- New Jersey Medical School
  Summer Research Program
 AAFP Foundation G0309
 AAFP Foundation G0211RS
 Department of Family Medicine,
  UMDNJ-NJMS, Newark
 Jeanne Ferrante, MD

 Sue Rovi, PhD
Thank you
Objectives and other material not
presented due to time constraints.
 Obtaining funding
 Selection of Research Topics
 Recruitment and Selection of Students
 Formal curriculum: Design, Workshops
 Sample presentations and publications
          Obtaining Funding
 Multiple funding sources key
 UMDNJ summer research program:
  Yearly, competitive
  Faculty applies, research office selects the
 NJAFP/AAFP joint summer program:
  Yearly, competitive
  Student applies, NJAFP selects the projects
          Obtaining Funding
  Community service, research mentor
 BHPr/HRSA grant:
  Grant obtained for 3 years, covering part of
  student stipend (due to federal limits)
  Family medicine department covers rest of
  stipends and selects the projects
  Funded educational research projects
    Selection of Research Projects
 Limited time to complete individual project
 Students work on faculty’s projects
 Faculty submit internal proposal
 Same as school’s application
 Selection of Research Projects
 Research   committee reviews proposals
   Scientific merit
   Role of student

   Maximize research funding

   Number of positions available

   Number of sites
           Examples of Projects
   Rates of Breast and Cervical Cancer Screening in
    Obese Women
   The Medical Management of Sexual Assault
    Victims in the Emergency Department
   Improving Identification of Child Abuse &
    Neglect Through Analysis of Associated
    Diagnoses Using National Hospitalization Data
   Evidence Based Medicine: A Survey of NJ
    Physicians’ Practices
           Examples of Projects
   Readability of Cancer Related Patient Education
   Primary Care Physician’s Knowledge and
    Practices Regarding Chronic Hepatitis
   Domestic Violence in Family Practice Settings:
    A Comparison of 3 Screening Protocols
   Multimethod Assessment of Preceptor Feedback
    and Teaching Style during the Family Medicine
   Family Medicine funded projects
      Email to students

      Flyers in 1st years’ mailboxes

      In-class announcements

   School-funded projects also used
      Website listing of projects

         On-line application form

      Group orientation meeting with students

   Yield: 30 applications for 8 positions this year
   Unique to Family Medicine Projects
     Formal research curriculum

     Shadowing a physician

        Invited to work with a faculty
         physician at least once during the
        Selection of Students
 Students contact individual faculty
 Faculty interview students
 Preference given for students interested in
  Family Medicine or primary care careers
 Interest in particular subject matter
Process of Curriculum Design
 DFM research committee meetings to
  discuss structure and content of curriculum
 Scheduling of faculty to present workshops
Workshops – Week 1
   Bagels and donuts: Introductions and overview
   Importance of doing research in FM
   Overview of HRSA grant
   Who’s doing what: Discussion of individual
   Reviewing the Literature
           Workshops – Week 1
   Research questions and research designs
   IRB issues: 10 questions led to discussion
   Evidence-Based Medicine
   Dealing with data: Data abstraction, missing data,
    data cleaning, data coding, variable creation,
    recoding, etc.
        Workshops – Weeks 2-8
   Survey research
   Focus group research
   Statistical analysis
   Writing an abstract
   Preparing an oral presentation
   Preparing a poster and PowerPoint presentation
   Presentations by students with faculty invited
           Sample Presentations
   National Centers of Excellence in Women’s Health 2003:
    Chen, Rovi, Vega, Jacobs, Johnson. “Health Status
    Differences between Victims of Domestic Violence and
    Non-Victims in Primary Care Settings.”
   NYS Regional Society for Academic Medicine 2003:
    Rajwani, Scarpone, Rovi, Atkin. “Provision of
    prophylaxis to rape victims in an Emergency Department.”
   Victimization of Children and Youth International
    Research Conference 2004: Rovi, Burrows, Chen,
    Johnson. “Diagnoses Associated with Hospitalizations of
    Child Sexual Abuse.”
   WONCA 2004: Ferrante, Chen, Jacobs. “Breast and
    Cervical Cancer Screening in Obese Minority Women.”

To top