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Lessons learned in allergy and immunology training: a survey analysis.

Chloe Cyr¹, Michael Cyr², Jaclyn Quirt²

¹Medical Sciences Undergraduate Program, Dalhousie University, 5657 Spring Garden Rd, Suite 503, Halifax, Canada. chloe_c@live.ca.

Allergy, Asthma, and Clinical Immunology : Official Journal of the Canadian Society of Allergy and Clinical Immunology

|February 1, 2022

Summary

Canadian Clinical Immunology and Allergy (CIA) residents feel well-prepared in medical expert skills but less so in intrinsic roles. Further training focus is recommended for better practice transition.

Keywords:

Allergy and immunology Competence by Design Preparedness Traditional time-based training Transition to practice

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Area of Science:

Medical Education Research
Allergy and Immunology Training
Competency-Based Medical Education

Background:

Limited Canadian data exists on the preparedness of Clinical Immunology and Allergy (CIA) residents post-training.
Assessing the effectiveness of traditional residency programs in preparing graduates for practice is crucial.

Purpose of the Study:

To evaluate the self-perceived preparedness of Canadian CIA residency graduates.
To identify specific areas of strength and weakness in resident training.

Main Methods:

An electronic survey was distributed to 2018 and 2019 graduates of Canadian CIA programs.
The survey was conducted in the summer of 2020 by the Canadian Society of Allergy and Clinical Immunology (CSACI).

Main Results:

Graduates reported strong preparedness in Medical Expert competencies.
Lower preparedness was noted in intrinsic roles: Leader, Communicator, Collaborator, Health Advocate, Scholar, and Professional.
Most intrinsic competencies were acquired post-residency through mentorship and on-the-job learning.

Conclusions:

Canadian CIA residents are well-prepared in core medical expert areas but require enhanced training in intrinsic competencies.
Residency programs should consider curriculum adjustments to better prepare graduates for practice transition.
Current academic half-day sessions may not be effective for teaching intrinsic competencies, necessitating new pedagogical strategies.