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\"This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes narratives from multiple perspectives as well as tools we have used within the program to support and build change, providing readers with both real cases of how an urban teacher residency can impact school systems, and concrete tools and examples to help the reader understand and replicate aspects of the process. Capturing both the successes but also the tensions and challenges, we offer a kaleidoscopic view of the rich, complex, and multi-layered ways in which multiple stakeholders work together to make enduring educational change in urban schools. Our third space NMUTR has been a fragile utopian enterprise, one that has relied on a shared commitment of all involved, and a deep sense of hope that working collaboratively has the potential, even if not perfect, to make a difference.\"--Publisher's website.

Violet Jiménez Sims, Kerry Lord, Marlene Megos, and Ushawnda Mitchell describe a new approach to addressing the gap between the racial diversity of teachers and students in U.S. public schools. The Connecticut Teacher Residency program (CT-TRP) is a grow-your-own approach to teacher training, certification, and retention that combines an academic program with a residency model while centering cultural competency. The program breaks down common barriers to the teaching profession by covering the cost of tuition, paying a living wage to candidates during their one-year residency, and helping them prepare for certification exams.

Professionalism is a core competency in the medical profession. In this paper, we aimed to confirm the validity, reliability and acceptability of the Professionalism Mini-Evaluation Exercise (P-MEX) instrument for the emergency medicine (EM) residency program. Twenty-two EM attending physicians completed 383 P-MEX forms (the Persian version) for 90 EM residents. Construct validity was assessed via structural equation modeling (SEM). The reliability coefficient was estimated by the generalizability theory, and acceptability was assessed using two researcher-made questionnaires to evaluate the perspectives of residents and assessors. There was a consensus among the participants regarding the content of P-MEX. According to the results of SEM, the first implementation of the original model was associated with a moderate fit and high item loadings. The model modified with correlated error variances for two pairs of items showed an appropriate fit. The reliability of P-MEX was 0.81 for 14 occasions. The perception survey indicated high acceptability for P-MEX from the viewpoint of the residents and increasing satisfaction with P-MEX among the assessors over time. According to the results of the research, P-MEX is a reliable, valid, and acceptable instrument for assessing professionalism in EM residents.

Background: The unexpected COVID-19 crisis has disrupted medical education and patient care in unprecedented ways. Despite the challenges, the health-care system and patients have been both creative and resilient in finding robust “temporary” solutions to these challenges. It is not clear if some of these COVID-era transitional steps will be preserved in the future of medical education and telemedicine. Objectives: The goal of this commentary is to address the sometimes substantial changes in medical education, continuing medical education (CME) activities, residency and fellowship programs, specialty society meetings, and telemedicine, and to consider the value of some of these profound shifts to “business as usual” in the health-care sector. Methods: This is a commentary is based on the limited available literature, online information, and the front-line experiences of the authors. Results: COVID-19 has clearly changed residency and fellowship programs by limiting the amount of hands-on time physicians could spend with patients. Accreditation Council for Graduate Medicine Education has endorsed certain policy changes to promote greater flexibility in programs but still rigorously upholds specific standards. Technological interventions such as telemedicine visits with patients, virtual meetings with colleagues, and online interviews have been introduced, and many trainees are “technoomnivores” who are comfortable using a variety of technology platforms and techniques. Webinars and e-learning are gaining traction now, and their use, practicality, and cost-effectiveness may make them important in the post-COVID era. CME activities have migrated increasingly to virtual events and online programs, a trend that may also continue due to its practicality and cost-effectiveness. While many medical meetings of specialty societies have been postponed or cancelled altogether, technology allows for virtual meetings that may offer versatility and time-saving opportunities for busy clinicians. It may be that future medical meetings embrace a hybrid approach of blending digital with face-toface experience. Telemedicine was already in place prior to the COVID-19 crisis but barriers are rapidly coming down to its widespread use and patients seem to embrace this, even as health-care systems navigate the complicated issues of cybersecurity and patient privacy. Regulatory guidance may be needed to develop safe, secure, and patient-friendly telehealth applications. Telemedicine has affected the prescribing of controlled substances in which online counseling, informed consent, and follow-up must be done in a virtual setting. For example, pill counts can be done in a video call and patients can still get questions answered about their pain therapy, although it is likely that after the crisis, prescribing controlled substances may revert to face-to-face visits. Limitations: The health-care system finds itself in a very fluid situation at the time this was written and changes are still occurring and being assessed. Conclusions: Many of the technological changes imposed so abruptly on the health-care system by the COVID-19 pandemic may be positive and it may be beneficial that some of these transitions be preserved or modified as we move forward. Clinicians must be objective in assessing these changes and retaining those changes that clearly improve health-care education and patient care as we enter the COVID era. Key words: Continuing medical education, COVID-19, fellowship program, medical education, medical meetings, residency program, telehealth, telemedicine

New graduates account for the highest numbers of nurses entering and exiting the profession. Turnover is costly, especially in specialty settings. Nurse residency programs are used to retain new graduates and assist with their transition to nursing practice. The purpose of this systematic review of the literature was to examine new graduate nurse residency programs, residents’ perceived satisfaction, and retention rates, and to make recommendations for implementation in perioperative settings. Results indicate increased retention rates for new graduates participating in residency programs and that residency participants experienced greater satisfaction with their orientation than those not participating in residency programs. Residency participants also perceived the residency as beneficial. Because residency programs vary in curricula and length, effectively comparing outcomes is difficult. More longitudinal data are needed. Data on residency programs specific to perioperative nursing are lacking. Considering the aging perioperative nursing workforce, residency programs could address critical needs for succession planning.

A Nurse Practitioner is an Advanced Practice Registered Nurse (APRN) with a master's or doctorate and advanced clinical training obtained through didactic and clinical courses beyond initial professional Registered Nurse (RN) preparation. As many newly graduated Nurse Practitioners (NP) enter the workforce, they face difficulty transitioning from experienced Registered Nurses (RN) to novice NP roles. The literature was reviewed to examine the benefits of participating in an NP residency, and a program evaluation was conducted in the Veterans Healthcare Administration. Current NP residents of the South Texas Veteran Healthcare System's first NP Residency have shared their personal experiences through the trials of a first-year program and the COVID-19 pandemic. Residency programs offer an excellent postgraduate experience to newly graduated NPs, including hands-on training and mentorship, mitigating risk, and facilitating the transition; however, opportunities for improvement were identified for program enhancement.

Background: Many newly graduated nurses struggle to transition into professional practice due to insufficient training. Nurse residency programs have been implemented in some countries to facilitate smoother role transitions for these nurses. An effective and standardized program must be developed to facilitate the use of support programs by new nurses. Purpose: The aim of this study was to develop a 1-year competency-based nurse residency program, assess educational needs, and evaluate its effectiveness when applied to newly graduated nurses transitioning into the workforce. Methods: A competency-based nurse residency program was developed based on the analysis, design, development, implementation, and evaluation of the instructional model. Program outcomes were assessed in accordance with the four-level Kirkpatrick model using standardized posttraining questionnaires, observational surveys, and a review of institutional data. All of the study data were analyzed using descriptive statistics. Results: The developed 1-year competency-based nurse residency program covered four modules: introductory education, clinical preceptorship, core competency-building education, and mentoring. The outcomes revealed a high satisfaction with introductory education (4.67–4.90 out of 5) among the participants and a significant increase in participant knowledge, skills, and performance. Also, the nurse turnover rate decreased to ＜10% within 6 months after completing the program. and nursing errors decreased by 1.46 per 100 working days. Conclusions: A significant percentage of newly graduated nurses leave their jobs during the first several years of work because of difficulties experienced in transitioning into practice. A competency-based nurse residency program that includes emotional support and core competency strength programs was shown in this study to help newly graduated nurses transition smoothly into practice.

The purpose of this study was to evaluate the websites of general surgery residency programs in the United States and Puerto Rico. Electronic Residency Application Service (ERAS) websites (n = 254) were accessed between October 2016 and January 2017 and evaluated for content, including: education, resident and faculty information, program environment and specific recruitment incentives. General information, such as conference information, rotations, and faculty information were available for more than 80% of programs. However, specific details about residents, faculty, and applicant information were noticeably lacking. This included resident biographical data and research, faculty names and research endeavors, alumni locations and fellowship placement. Applicant information, specifically board score requirements, were present in less than half of websites nationally. Regionally, websites from the Midwest were the most detailed in the information they provided, while those from the Northeast were the least informative. As a primary information source for potential future residents, general surgery programs need to maximize the content and utility of their websites in order to attract prospective residents to their programs. •Website content varies between general surgery residency programs.•Variability also exists based on location of the program.•General program information is commonly present.•Specific details on the program websites were much less available.

Objective We aimed to investigate trends in residency program application and acceptance rates according to sex and race and ethnicity. Methods We collected data from the Journal of the American Medical Association Graduation Medical Education Reports. We extracted the data for 25 residency programs in the United States from 2005 to 2021 and conducted statistical analyses. Results Men were most matched for orthopedics (84.7%, 95% confidence interval [CI] 84.2%–85.1%), and women for oncology (78.7%, 95% CI 78.2%–79.2%). The most matched program was orthopedics for the White subgroup (43.5%, 95% CI 43.2%–43.9%), radiology for the Black subgroup (20%, 95% CI 18.9%–20.9%), general surgery for the Hispanic subgroup (11%, 95% CI 10.7%–11.2%), and internal medicine for the Asian subgroup (35.3%, 95% CI 34.9%–35.6%). Conclusion Match rates for women were lower than those for men in all programs except psychiatry, pediatrics, obstetrics and gynecology, and dermatology. Match rates were significantly lower for Black, Hispanic, and Asian subgroups than the White subgroup in all programs except for internal medicine, with the Asian subgroup being higher. We observed a significant increase in both application and acceptance rates for women and racial and ethnic minorities over the past 40 years.

Evidence-informed data may help students matching into competitive residency programs guide curricular activities, extracurricular activities, and residency career choices. We aimed to examine the characteristics of students applying to competitive surgical residencies and identify predictors of matching success. We identified the five lowest match rates for the surgical subspecialities listed in the 2020 National Resident Matching Program report to define a surgical residency as competitive. We analyzed a database from 115 United States medical schools regarding application data from 2017 to 2020. Multilevel logistic regression was used to determine predictors of matching. Statistical significance was set at p < 0.05.A total of 1,448 medical students submitted 25,549 applications. The five most competitive specialties included were plastic surgery (N = 172), otolaryngology (N = 342), neurological surgery (N = 163), vascular surgery (N = 52), orthopedic surgery (N = 679), and thoracic surgery (N = 40). We found that medical students with a geographical connection (adjusted OR, 1.65 [95% CI, 1.41 to 1.93]), and students who did an away rotation at the applied program (adjusted OR, 3.22 [95% CI, 2.75 to 3.78]) had statistically significantly increased odds of matching into a competitive surgical specialty. Furthermore, we found that students with a United States Medical Licensing Examination (USMLE) Step 1 score below 230 and Step 2 Clinical Knowledge (CK) score below 240 had increased odds of matching if they completed an away rotation at the applied program. Completing an away rotation and geographical connection to the institution may contribute more than academic criteria for selection into a competitive surgical residency after an interview. This finding may be due to less variation in academic criteria among this pool of high-performing medical students. Students with limited resources who apply to a competitive surgical specialty may be at a disadvantage given the financial burden of an away rotation.