Making Milestones

Development and Implementation of a Formal Socioeconomic Curriculum in a Neurosurgical Residency Training Program

Brett E. Youngerman, Brad Zacharia, Zachary L. Hickman, Jeffrey N. Bruce, Robert A. Solomon, Deborah L. Benzil

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Background: Improved training in the socioeconomic aspects of medicine is a priority of the Accreditation Council for Graduate Medical Education and the American Board of Neurological Surgeons. There is evidence that young neurosurgeons feel ill equipped in these areas and that additional education would improve patient care. OBJECTIVE: To present our experience with the introduction of a succinct but formal socioeconomic training course to the residency curriculum at our institution. METHODS: A monthly series of twelve 1-hour interactive modules was designed to address the pertinent Accreditation Council for Graduate Medical Education-American Board of Neurological Surgeons outcomes-based educational milestones. Slide-based lectures provided a comprehensive overview of social, legal, and business issues, and a monthly forum for open discussion allowed residents to draw on their applied experience. Residents took a 20-question pre-and postcourse knowledge assessment, as well as feedback surveys at 6 and 12 months. RESULTS: Residents were able to participate in the lectures, with an overall attendance rate of 91%. Residents felt that the course goals and objectives were well defined and communicated (4.88/5) and rated highly the content, quality, and relevance of the lectures (4.94/5). Performance on the knowledge assessment improved from 58% to 66%. CONCLUSION: Our experience demonstrates the feasibility of including a formal socioeconomic course in neurosurgical residency training with positive resident feedback and achievement of outcomes-based milestones. Extension to a 2-year curriculum cycle may allow the course to cover more material without compromising other residency training goals. Online modules should also be explored to allow for wider and more flexible participation.

Original languageEnglish (US)
Pages (from-to)492-497
Number of pages6
JournalNeurosurgery
Volume79
Issue number3
DOIs
StatePublished - Sep 1 2016

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Internship and Residency
Curriculum
Graduate Medical Education
Accreditation
Education
Patient Care
Medicine
Neurosurgeons

All Science Journal Classification (ASJC) codes

  • Surgery
  • Clinical Neurology

Cite this

Youngerman, Brett E. ; Zacharia, Brad ; Hickman, Zachary L. ; Bruce, Jeffrey N. ; Solomon, Robert A. ; Benzil, Deborah L. / Making Milestones : Development and Implementation of a Formal Socioeconomic Curriculum in a Neurosurgical Residency Training Program. In: Neurosurgery. 2016 ; Vol. 79, No. 3. pp. 492-497.
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abstract = "Background: Improved training in the socioeconomic aspects of medicine is a priority of the Accreditation Council for Graduate Medical Education and the American Board of Neurological Surgeons. There is evidence that young neurosurgeons feel ill equipped in these areas and that additional education would improve patient care. OBJECTIVE: To present our experience with the introduction of a succinct but formal socioeconomic training course to the residency curriculum at our institution. METHODS: A monthly series of twelve 1-hour interactive modules was designed to address the pertinent Accreditation Council for Graduate Medical Education-American Board of Neurological Surgeons outcomes-based educational milestones. Slide-based lectures provided a comprehensive overview of social, legal, and business issues, and a monthly forum for open discussion allowed residents to draw on their applied experience. Residents took a 20-question pre-and postcourse knowledge assessment, as well as feedback surveys at 6 and 12 months. RESULTS: Residents were able to participate in the lectures, with an overall attendance rate of 91{\%}. Residents felt that the course goals and objectives were well defined and communicated (4.88/5) and rated highly the content, quality, and relevance of the lectures (4.94/5). Performance on the knowledge assessment improved from 58{\%} to 66{\%}. CONCLUSION: Our experience demonstrates the feasibility of including a formal socioeconomic course in neurosurgical residency training with positive resident feedback and achievement of outcomes-based milestones. Extension to a 2-year curriculum cycle may allow the course to cover more material without compromising other residency training goals. Online modules should also be explored to allow for wider and more flexible participation.",
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Making Milestones : Development and Implementation of a Formal Socioeconomic Curriculum in a Neurosurgical Residency Training Program. / Youngerman, Brett E.; Zacharia, Brad; Hickman, Zachary L.; Bruce, Jeffrey N.; Solomon, Robert A.; Benzil, Deborah L.

In: Neurosurgery, Vol. 79, No. 3, 01.09.2016, p. 492-497.

Research output: Contribution to journalArticle

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