Transcript Slide 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
Overview
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
Students
– Decisions
– The “Match”
Physicians in Practice
Overview

Students
Decisions
The “Match”

CiM Program
Physicians in Practice
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
The “Match”
Program
Directors
Lied
~ 31%
Residency
Applicants
~ 44%
Lied to
~ 91%
~ 67%
Residency Selection Process and the
Match: Does Anyone Believe Anyone?
Carek PJ, Anderson KD.
JAMA 2001;285:2784-2785
CiM Program
Four-Phase Career Development Model

Decisions
1. Understanding Yourself
2. Exploring Options
3. Choosing a Specialty
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The “Match”
4. Getting into Residency
CiM Program
Inaugural Year (“The Plan”)
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Costs
– Financial
– Other

Logistics (Kano Analysis)
– Satisfiers
– Delighters
– Dissatsifiers
Kano Analysis
Satisfaction
Satisfier
Absolutely
Necessary
Kano Analysis
Satisfaction
Delighters
Absolutely
Necessary
Dissatisfiers
Pilot Testing
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MS4s
MS3s
MS2s
MS1s
–
–
–
–
Focus Groups; email
Focus Groups; email
Lectures; Q&A sessions; email
Lectures; Q&A sessions; email
 Career Development Course
• N=20 (OMS1s) (57 applicants)
 Independent Study
• N=2 (OMS1s)
Satisfiers

Benefits
– Resources
– Convenience
– Timeline
Delighters

Content
– Very good resource
– Thought-provoking
– Website: 24/7/365
– Saves time in MS3 & MS4 years
Dissatisfiers
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Extra Costs
– Self-assessment tools
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Miscellaneous
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Time intensive
– Learning the system
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Inadequate advisors/mentors
– Number, Availability & Training
Need more housestaff involvement
 Limitations
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– Insufficient subspecialty information
Lessons Learned
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Appropriate time to introduce program
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Offer as a longitudinal process
– Phases I – IV
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Introduce as a starting point for students
– Not an end-all, be-all
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Assure availability of Liaison/Support staff
Our Future Plans
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Enhance Communication (Dialogue)
– F2F time
Appointments
 Group meetings
 Q&A sessions
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– Emails
More often
 Scheduled
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– Advisor/Mentor Training
Questions
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
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