Singhealth residency program singapore

Residents received 3 reminders to maximize the response rate. One author A. Consent was obtained from participants for audio-recording and verbatim transcribing of interviews. The summary of the interview transcript was made available to the interviewees for an accuracy check, which did not yield any revisions.

Two authors A. The SingHealth Centralised Institutional Review Board declared the study exempt from formal ethical board review as no patient information was included. After checking the data for normal distribution, using the unpaired Student's t test for parametric quantitative data comparisons, the Wilcoxon signed rank test for nonparametric quantitative data, and analysis of variance with post-hoc Bonferroni corrections for multiple group comparisons. Cronbach's alpha was 0. Female respondents also reported fewer clinical learning opportunities overall and less enjoyment from their job.

These differences were not statistically significant provided as online supplemental material. While there were no differences in overall PHEEM and subscale scores by level of training, there were statistically significant differences for several individual questions. The 3-year Singhealth IM program has limited training positions.

Thus, some trainees had applied for several years, had worked in the interim, and were in higher PGYs with more prior work experience.

While there were no differences in overall PHEEM and subscale scores between for residents with added prior work experience provided as online supplemental material , we found differences for selected questions. Residents beyond PGY-5 did not share these perceptions. They are summarized below with illustrative quotations. Residents perceived that excessive workload contributed to a lack of protected educational time. Trainees reported they need to log educational hours, and if are not able to attend or fully participate, this may compound their frustration over not being able to participate.

Excessive workload and the repetitive nature of the job caused some senior residents to feel discouraged. So I go there just to sign my attendance, or else I get an angry e-mail. Many [trainees] are just doing the bare minimum to survive, so that they can have a balanced life.

So why am I trying so hard? Residents commented on infrequent contact with their supervising faculty, along with their perception that this contributed to inadequate feedback. I've only met one such supervisor… [and] I only met my residency supervisor halfway into my residency.

Some [residents] have never met their supervisors. What did I do wrong? I'm working my butt off. If you think I'm just average, at least say what else I can improve on. Residents at varying levels training had different perceptions and expectations, suggesting differing needs that must be met by the CLE. Junior residents' comments were more critical of teaching programs, while specific concerns for third-year residents included a perception of unfair work distribution and the pressure of pending postgraduate examinations.

So you want focused and effective teaching. The more senior you are, the better your work must be. Your senior expects more from you and it is quite marked. Responsibilities include consents, giving sedation, which a PGY-1 cannot do. Also, the senior residents also have research going, and [staff] also asks them to do more because they are more familiar with them. In a large internal medicine program in Singapore, resident perceptions of the CLE were more positive than negative, yet we identified areas for improvement.

We found differences by subgroup in perceptions of selected attributes of the CLE. For our qualitative analysis, we relied on information from narrative responses and the focus group. This facilitated the exploration of concepts not easily explained by quantitative data and identified 3 themes that contributed to negative perceptions of the CLE: 1 excessive workload; 2 infrequent contact with faculty; and 3 unmet needs for different resident subgroups.

Our findings regarding inappropriate telephone calls, duty hour compliance, problems with attendance at didactic sessions, and the need for examination preparation collectively suggest residents consider the balance between work, training and learning, and personal needs an important attribute of a positive CLE.

The results are consistent with published reports that residents view excessive service obligations as detrimental to their learning. Other solutions include ensuring more equal distribution of senior and junior residents on teams or finding creative ways to incorporate additional educational activities into service rotations.

Education Resources. Education Facilities. Page Content. Allied health residency programmes incorporate both direct patient care and practice leadership. The residency programmes provide allied health professionals with advanced clinical and skills training. Through a structured competency-based training framework and curriculum that incorporates opportunities to work with a wide range of patients under the guidance of experienced mentor s , trainees can achieve professional and clinical competence in their respective advanced areas of practice.

In June , a steering committee was set up to look into the development of an Allied Health residency framework. The steering taskforce aims to:. Develop a residency framework relevant to SingHealth allied health professionals Establish guidelines on residency curriculum development Formulate training on development of residency programme Develop strategies to raise awareness of residency among SingHealth allied health professionals Promote interprofessional collaboration within residency programmes.

For more information on residency programmes and how to apply, you may contact us at alliedhealth singhealthacademy. Residency Steering Committee. Subcribe to our mailing list to get the latest education updates.

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