All 107 residents from the baseline and intervention groups completed the self-efficacy survey. The intervention group had significantly higher changes in scores across all self-efficacy domains than the baseline group. On the curriculum feedback survey, residents rated the curriculum very highly, between 4.4 and 4.8 on a 5-point Likert scale.

Our blended curriculum increased learners’ self-efficacy and promoted learner competence in tracheostomy management. Residents scored more than 80% across all aspects of simulation assessment and reported higher self-efficacy scores following our curricular intervention.

Our blended curriculum increased learners’ self-efficacy and promoted learner competence in tracheostomy management. S-Adenosyl-L-homocysteine Residents scored more than 80% across all aspects of simulation assessment and reported higher self-efficacy scores following our curricular intervention.

While residents must meet standardized educational milestones to graduate, individualized mentorship and guidance can help them achieve personal and career goals. A novel mentor, advisor, and coach (MAC) program was created for residents of the Yale University Traditional Internal Medicine Residency Program to help them attain these goals.

Internal medicine faculty were recruited into the MAC program and matched with residents, with each faculty paired with one to three mentees. A structured roadmap was used to guide program content (including topics of mentoring, advising, and coaching), and meetings were individualized to cater to the needs of residents. During the 2017-2018 academic year, online surveys and focus groups were used to obtain feedback from participants.

Survey responses were obtained from 50 of the 116 residents (43%) and 21 of the 49 MAC faculty (43%). Thirteen residents and five MAC faculty participated in in-person focus groups. Most participants (92% of interns, 83% of residents, and 95% of MAC faculty) felt the program was beneficial and should continue. Individualized relationships and meeting content were key to the program’s success. Areas for improvement included clarification of the program’s purpose and each party’s responsibilities in scheduling meetings. MAC faculty also requested faculty development tools to help them meet expectations of being a MAC.

The MAC program provided a successful avenue for mentorship and guidance for residents. Central themes to enhance participants’ experience were individualization and flexibility, mutual agreement of the ground rules, and enhanced communication from program leadership.

The MAC program provided a successful avenue for mentorship and guidance for residents. Central themes to enhance participants’ experience were individualization and flexibility, mutual agreement of the ground rules, and enhanced communication from program leadership.

The Accreditation Council for Graduate Medical Education requires residency programs to support residents’ well-being via established policies and programs. Imposter syndrome has been linked to burnout in residents, and understanding how to combat it may help improve resiliency in residents.

We held a facilitator-guided, interactive discussion session for internal medicine residents on the topic of imposter syndrome as part of a larger series of discussion sessions on resident wellness. We repeated the session to capture a different group of residents. A psychologist or chief resident led each 30- to 45-minute session with the option to include an attending physician. Residents, faculty, and a clinical psychologist developed instructions for leading this session. At the end of each session, the facilitator provided attendees with a handout with take-home points and an optional postsurvey to assess learning objectives and ask whether they felt this was an effective intervention to promote resident wellness.

We collected data from 21 residents who attended the small-group discussion sessions. Ninety-six percent of residents felt comfortable recognizing imposter syndrome in themselves, and 62% knew the appropriate next steps after identifying imposter syndrome. Eighty-one percent of residents felt that the imposter syndrome wellness session was an effective intervention to promote resident wellness.

Imposter syndrome has been linked to resident burnout, and discussing imposter syndrome was viewed as an effective intervention to promote resident wellness and resiliency. When creating wellness interventions, other programs should consider addressing imposter syndrome.

Imposter syndrome has been linked to resident burnout, and discussing imposter syndrome was viewed as an effective intervention to promote resident wellness and resiliency. When creating wellness interventions, other programs should consider addressing imposter syndrome.

With 70.8 million people displaced worldwide, there is an increasing need for medical professionals to provide medical care to refugees. Insufficient training on refugee health poses a barrier to effective care delivery.

This workshop addressed common challenges in providing family-centered pediatric refugee care in community settings as well as barriers related to policy changes. Presentations covered prearrival experiences, medical screening, and trauma-based care. In small groups, participants discussed cases that featured medical, behavioral health, social, and cultural factors impacting the provision of family-centered pediatric care that was culturally respectful and included shared decision-making. After the breakout session, each small group informed the larger group of topics discussed. Facilitators identified themes and reinforced key learning points. At the workshop’s conclusion, participants were guided to create their own personalized action plan.

This workshop was presented at two international conferences to more than 47 participants, including clinicians, nurse practitioners, pediatric residents, and medical students. Evaluations were completed by 34 individuals. Participants’ overall comfort level with taking care of refugee patients increased from 3.3 to 4.0 (on a 5-point scale,

= .24) during the 3-hour version of the workshop and from 3.8 to 4.0 (

= .43) in the 1-hour version of the workshop. Mean overall ratings of the 3- and 1-hour workshop versions on conference-administered evaluations were 4.8 and 4.2, respectively, on a 5-point scale.

This workshop was well received and equipped participants with knowledge, tools, and strategies regarding pediatric refugee health in a community setting.

This workshop was well received and equipped participants with knowledge, tools, and strategies regarding pediatric refugee health in a community setting.