Surgeons as Educators A Guide for Academic Development and Teaching Excellence

527

databases and data reporting, 329
M&M/safety reporting, 330
OR etiquette and checklists, 330
surveys, 329
Quality of life (QOL), 489, 491

R
RALS. See Robot-assisted laparoscopic
surgery (RALS)
Randomized clinical trials (RCTs), 255
Rapid improvement events (RIEs)
education in QI, 326
workshops, 325
Reasonable decision-making process, 293
Relational behavior, 350
Relative value units (RVUs), 419
Remediation, 267–270
development, learner-centered, 284
sample, 297–302
Renal artery clipping exercise, BLUS, 60
Research, 249, 257–260
Academic Incentive Program (AIP), 250
benchtop type, 253–254
case reports, 254
clinical, 257
do’s and don’ts, 260
executing
limitations, 258–259
logistics, 257–258
formal research training and certifications,
256
infrastructure, 259
faculty, 259
research personnel, 260
statistics, 260
inspiring, 250–251
population studies, 255
prospective randomized, 255
quality outcomes, 254–255
regulations and research training, 255
regulatory and administrative rules, 256
retrospective chart reviews, 254
Southern Illinois University (SIU), 250
Research project
medical students, 252–253
residents, 252
Residency, 500–503, 510–517
build a career
cultivating academic reputation,
512–513
life balance, 513
make indispensable, 511–512
setting goals, 510–511

building a dossier, 504–505

financial planning, 513

building wealth, 517

debt, 516

disability, 514–515

housing, 513–514

interview, 505–508

job determination

lifestyle and spousal happiness, 501

location, 500

remuneration, 501–503

job satisfaction, 500–501

job search mechanics, 504

licensing, 508–509

practice type, 503–504

privileges and credentialing, 509–510

starting practice, 499–503

Residency boot camp curriculum, 218–220

Residency Review Committee (RRC), 22

Residency selection, interview process,

195–196

Residency training programs, 24

Resident burnout, 490, 492

Resident duty hours, 163

duty-hour requirements and adherence

rates, 174

historical perspective, 166–167

in non US training programs, 171–173

reforms, recent developments, 173–184

repercussions of 80-hour era, 171

restrictions in US training programs,

167–169

Resident factors, 332

Resident readiness curriculum, 221

Resident selection, 192–193

AOA, class rank, and Dean’s letters, 195

clerkship grades, 194

generational differences and, 189

letters of recommendation (LOR),

193–194

professionalism, 195

USMLE performance, 193

Resident wellness, 490, 492, 495

Resident wellness program (RWP), 495

Resident-reported satisfaction and perceptions,

176–178

Residents, 275–285, 289–291

academic law and resident due process,

291–293

appeal process, 296

final summative evaluation (FSE), 296

learning climate, impact, 286–287

misconduct, 293–295

nonreflective learner, 287

Index