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AAMC’s Careers in Medicine Program First Year Experience at CCOM

AAMC’s Careers in Medicine Program First Year Experience at CCOM. Tana N. Drefcinski, BA Education Coordinator Liaison, CiM Program Donald J. Sefcik, DO, MBA Associate Dean, CCOM. Overview. Students Decisions The “Match” Physicians in Practice . Overview. Students Decisions

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AAMC’s Careers in Medicine Program First Year Experience at CCOM

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  1. AAMC’s Careers in Medicine Program First Year Experience at CCOM Tana N. Drefcinski, BA Education Coordinator Liaison, CiM Program Donald J. Sefcik, DO, MBA Associate Dean, CCOM

  2. Overview • Students • Decisions • The “Match” • Physicians in Practice

  3. Overview • Students Decisions The “Match” • Physicians in Practice CiM Program

  4. Decisions Controllable Lifestyle (more important) 1. Personnel time free of practice 2. Total weekly hours of professional responsibility Traditional Motivators (less important) 1. Remuneration 2. Prestige 3. Length of Training Influence of Controllable Lifestyle on Recent Trends in Specialty Choice Dorsey ER, Jarjoura D, Rutnecki GW. JAMA 2003;290:1173-1178

  5. The “Match” Residency Selection Process and the Match: Does Anyone Believe Anyone? Carek PJ, Anderson KD. JAMA 2001;285:2784-2785

  6. CiM ProgramFour-Phase Career Development Model • Decisions 1. Understanding Yourself 2. Exploring Options 3. Choosing a Specialty • The “Match” 4. Getting into Residency

  7. CiM ProgramInaugural Year (“The Plan”) • Costs • Financial • Other • Logistics (Kano Analysis) • Satisfiers • Delighters • Dissatsifiers

  8. Kano Analysis Satisfaction Satisfier Absolutely Necessary

  9. Kano Analysis Satisfaction Delighters Absolutely Necessary Dissatisfiers

  10. Pilot Testing • MS4s – Focus Groups; email • MS3s – Focus Groups; email • MS2s – Lectures; Q&A sessions; email • MS1s – Lectures; Q&A sessions; email • Career Development Course • N=20 (OMS1s) (57 applicants) • Independent Study • N=2 (OMS1s)

  11. Satisfiers • Benefits • Resources • Convenience • Timeline

  12. Delighters • Content • Very good resource • Thought-provoking • Website: 24/7/365 • Saves time in MS3 & MS4 years

  13. Dissatisfiers • Extra Costs • Self-assessment tools • Miscellaneous • Time intensive • Learning the system • Inadequate advisors/mentors • Number, Availability & Training • Need more housestaff involvement • Limitations • Insufficient subspecialty information

  14. Lessons Learned • Appropriate time to introduce program • Offer as a longitudinal process • Phases I – IV • Introduce as a starting point for students • Not an end-all, be-all • Assure availability of Liaison/Support staff

  15. Our Future Plans • Enhance Communication (Dialogue) • F2F time • Appointments • Group meetings • Q&A sessions • Emails • More often • Scheduled • Advisor/Mentor Training

  16. Questions

  17. References Basco WT, Reigart R. When Do Medical Students Identify Career-influencing Physician Role Models? Acad Med. 2001;76:380-382 Burack JH et al. A Study of Medical Students’ Specialty-choice Pathways: Trying on Possible Selves. Acad Med. 1997;72:534-541

  18. References Leigh JP et al. Physician Career Satisfaction Across Specialties. Arch Int Med. 2002;162:1577-1584 Vogt HB, Thanel FH, Hearns VL. The Audition Elective and Its Relation to Success in the NRMP. Teaching & Learning in Medicine. 2000;12(2):78-80

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