Boot Camp for Rising Chief Residents
Rahul K. Shah, M.D., George Washington University School of Medicine, Children’s National Medical Center, Washington, D.C. As an academic pediatric otolaryngologist, I am fortunate to be able to work with students, residents and fellows. I was surprised to see the mutual excitement at the Rising Chief Resident Boot Camp on Saturday, May 14, 2011, at the University of Pennsylvania Surgical Simulation Center in Philadelphia. The course directors, Academy members, Ellen Deutsch, Sonya Malekzadeh, Kelly Malloy, and Luv Javia, enthusiastically prepared a day-long session for rising chief residents. The goal of the day, from my perspective, was two-fold. First, to have residents simulate techniques and patient management which they will be encountering as chief resident; and second, to help them with the non-academic part of transitioning to chief residency and beyond. The stations included virtual and real temporal bone stations, microvascular and plastic (local flap) suturing stations, a robotic surgery station, and mannequins for stations on management of mock cases. In attendance were approximately 16 residents and two dozen faculty members. The high ratio of faculty members to residents was fascinating in that the faculty members uniformly saw the immense value of the simulation course. The course not only provided immediate benefits for the attendees, but the faculty were also impressed by what the future holds for this modality of training for medical education and even for attendings. A decade prior, who would have considered that there would be a primer course for rising chief residents or for incoming residents (as this group also holds in July of each year)? Of course, there are many programs that have crash courses or brief update courses; however, to my knowledge, a simulation course with a one-day commitment toward focused education for a specific cohort of training level is novel. The American College of Surgeons has discussed the role of regional simulation centers that can be used for resident education, as well as maintenance of certification, and the model is very tempting for otolaryngologists. Many of the faculty teaching the course were excited to practice using the robot and to also refresh some of our knowledge in areas that we did not routinely see in our practice. There were simulation scenarios that had the participants participate in a mock case scenario with a mannequin. The atmosphere was jovial yet competitive – the residents wanted to do their best and were really focusing on optimizing the outcome for their mannequin. The faculty were shocked by the reality of the mannequins – the controllers were able to have the mannequins tongue swell, make the chest rise, and even allow participants to actually make a cricothyroidectomy. The technology of mannequins has progressed to such an extent that it helps the residents feel that they are caring for a real patient. Interestingly, it was illuminating to watch the residents during the “difficult conversations” with the patient and his or her family in a role-play situation after they participated in the case scenario. It is never easy to have these difficult conversations, and the residents were fortunate to have had this experience. The course directors should be applauded for putting this course on. I am sure in a few years when the downstream effects of the course manifest, our patients will ultimately benefit as the residents caring for these patients may have actually practiced the exact situation that they were in prior to seeing a specific patient. Furthermore, the course had a seminar on what the rising chief resident should be aware of when beginning a job search. Again, this portion of the course resonated with faculty members as we were wishing that we had this information at their level. We encourage members to write us with any topic of interest and we will try to research and discuss the issue. Members’ names are published only after they have been contacted directly by Academy staff and have given consent to the use of their names. Please email the Academy at qualityimprovement@entnet.net to engage us in a patient safety and quality discussion that is pertinent to your practice.
Rahul K. Shah, M.D., George Washington University School of Medicine, Children’s National Medical Center, Washington, D.C.
As an academic pediatric otolaryngologist, I am fortunate to be able to work with students, residents and fellows. I was surprised to see the mutual excitement at the Rising Chief Resident Boot Camp on Saturday, May 14, 2011, at the University of Pennsylvania Surgical Simulation Center in Philadelphia. The course directors, Academy members, Ellen Deutsch, Sonya Malekzadeh, Kelly Malloy, and Luv Javia, enthusiastically prepared a day-long session for rising chief residents. The goal of the day, from my perspective, was two-fold. First, to have residents simulate techniques and patient management which they will be encountering as chief resident; and second, to help them with the non-academic part of transitioning to chief residency and beyond.
The stations included virtual and real temporal bone stations, microvascular and plastic (local flap) suturing stations, a robotic surgery station, and mannequins for stations on management of mock cases. In attendance were approximately 16 residents and two dozen faculty members. The high ratio of faculty members to residents was fascinating in that the faculty members uniformly saw the immense value of the simulation course. The course not only provided immediate benefits for the attendees, but the faculty were also impressed by what the future holds for this modality of training for medical education and even for attendings.
A decade prior, who would have considered that there would be a primer course for rising chief residents or for incoming residents (as this group also holds in July of each year)? Of course, there are many programs that have crash courses or brief update courses; however, to my knowledge, a simulation course with a one-day commitment toward focused education for a specific cohort of training level is novel.
The American College of Surgeons has discussed the role of regional simulation centers that can be used for resident education, as well as maintenance of certification, and the model is very tempting for otolaryngologists. Many of the faculty teaching the course were excited to practice using the robot and to also refresh some of our knowledge in areas that we did not routinely see in our practice.
There were simulation scenarios that had the participants participate in a mock case scenario with a mannequin. The atmosphere was jovial yet competitive – the residents wanted to do their best and were really focusing on optimizing the outcome for their mannequin. The faculty were shocked by the reality of the mannequins – the controllers were able to have the mannequins tongue swell, make the chest rise, and even allow participants to actually make a cricothyroidectomy. The technology of mannequins has progressed to such an extent that it helps the residents feel that they are caring for a real patient. Interestingly, it was illuminating to watch the residents during the “difficult conversations” with the patient and his or her family in a role-play situation after they participated in the case scenario. It is never easy to have these difficult conversations, and the residents were fortunate to have had this experience.
The course directors should be applauded for putting this course on. I am sure in a few years when the downstream effects of the course manifest, our patients will ultimately benefit as the residents caring for these patients may have actually practiced the exact situation that they were in prior to seeing a specific patient.
Furthermore, the course had a seminar on what the rising chief resident should be aware of when beginning a job search. Again, this portion of the course resonated with faculty members as we were wishing that we had this information at their level.
We encourage members to write us with any topic of interest and we will try to research and discuss the issue. Members’ names are published only after they have been contacted directly by Academy staff and have given consent to the use of their names. Please email the Academy at qualityimprovement@entnet.net to engage us in a patient safety and quality discussion that is pertinent to your practice.