PubMed · 17178360
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N Reed Dunnick. 2007. Expense reduction through distance learning.. https://doi.org/10.1016/j.acra.2006.10.019
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PURPOSE: This report analyzes Medical Genetics and Genomics (MGG) training trends from 2015 to 2024. Understanding such trends is vital for developing targeted recruitment and workforce development initiatives. METHODS: Matriculation data from the American Board of Medical Genetics and Genomics (ABMGG) and publicly available data from the National Resident Matching Program (NRMP) Main Residency and Specialty Matches were reviewed. Descriptive statistics and linear regression analysis were used to compare growth among MGG training pathways and to analyze trends. RESULTS: From 2015 to 2024, there has been a small, but not statistically significant, increase in the total number of individuals who have matched into categorical MGG, combined Pediatrics (Peds)-MGG, and combined Internal Medicine (IM)-MGG residency programs as a whole. This has been driven by an increase in the number of matches to combined Peds-MGG programs. Matriculation into training programs has exceeded the number of matches in categorical MGG as some positions have been filled outside of the NRMP Match. The average match rate for all applicants in categorical MGG (87%) has been higher than that for Peds-MGG (52%). CONCLUSION: Growth in applicants to combined programs and matriculation into residency programs after the NRMP Match has been promising; however, these increases are not enough to fulfill growing workforce demands.
This article describes a basic model for clinical research in a 3-year residency training program. Obstacles to research along with practical solutions are presented. Performing clinical research should be an integral part of residency training with publication being the ultimate goal for every resident research project.
Patient simulators have made their mark in medical education, and will be a permanent, integral part in the training of medical specialties. Their scope will always be increasing and changing as technology keeps improving the quality and the sophistication of the simulators. Studies have shown that patient care and treatment has improved with the use of simulators, allowing true mental and physical confidence of the practioners before and during patient care. The role of patient simulators has increased in podiatric education, and will now become an integral part during podiatric college, podiatric residency, and most likely as postgraduate continuing medical education credits.