Virtual orientation for international medical graduates: A resident‐led initiative
Notice bibliographique
Résumé
18% of trainees in the Internal Medicine (IM) programme at a large academic training programme are International Medical Graduates (IMGs). Previous scholarly work1 found that a major challenge for IMGs was navigating their initial months of residency. IMGs stated feelings of disorientation due to cultural and knowledge differences in the new academic setting, healthcare system and country. IMGs identified a need for mentorship and a desire to help other IMGs.1 This work informed the design of the current Longitudinal Collaborative IMG Mentorship Programme to facilitate the transition of IMGs into IM residency. Resident feedback also suggested that the orientation phase of the mentorship programme, which is usually delivered in the first 2 weeks of residency, occurred too late to mitigate disorientation during the first weeks of residency. It was hypothesised that moving orientation to a pre-residency stage would better prepare IMGs for the beginning of residency. The shift to virtual education during the COVID-19 pandemic provided this opportunity. The IMG Pre-Residency Orientation Curriculum was delivered as two 2-hour virtual sessions in June 2021 in the IM programme. Attendance was optional. The curriculum, which was based on an earlier needs assessment study,1 focussed on CanMEDS roles necessary for the first weeks of residency; Clinical Teaching Unit, roles in the interdisciplinary team, call, consulting and paging etiquette, verbal and written communication, study resources, formal assessment of IMG performance, wellness, and the medico-legal system in Canada. The curriculum was co-developed by senior IM IMG residents with supervision from the Faculty Lead of the IM IMG mentorship programme. The use of online software allowed for the editing and sharing of curricular content by multiple users longitudinally. Administrative support was provided by the IM programme. Participants were surveyed to evaluate the course. Overall, the course was a success. Ten residents attended, making up approximately 75% of the IMG Post-Graduate Year (PGY) 1 cohort. The participants who completed the survey all rated curriculum effectiveness as good or superior and strongly suggested its continuation in the future. The effectiveness of virtual teaching formats was a key learning point: (i) PGY 1 residents could attend the course regardless of their geographical location and timezone; (ii) sessions were recorded so that materials were available online for those who could not attend; (iii) the curriculum could be shared and edited online for future years. The resident-led nature of the sessions also contributed to success. Co-creation and delivery of curricular content by senior IMG residents reduced the burden of work for faculty in the IM programme. Senior IMG residents are well positioned to modify this curriculum given the recency of their experiences transitioning into residency as PGY1s. The evaluation of the curriculum should be improved. The survey was completed immediately after the course and had a low completion rate. Seeking feedback longitudinally during PGY1 would give further insight into the transition to residency for IMGs and promote curriculum improvement. This curriculum is now a regular part of the IMG mentorship programme.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,003 | 0,014 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».