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University of Texas Health Science Center at San Antonio July 11, 2013 Jeanette Calli, M.S.

Medical Student Career Advising: Helping Students Find Their Fit. University of Texas Health Science Center at San Antonio July 11, 2013 Jeanette Calli, M.S. Program Manager. Introduction & Objectives. Become familiar with the national Careers in Medicine program and structure

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University of Texas Health Science Center at San Antonio July 11, 2013 Jeanette Calli, M.S.

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  1. Medical Student Career Advising: Helping Students Find Their Fit University of Texas Health Science Center at San Antonio July 11, 2013 Jeanette Calli, M.S. Program Manager

  2. Introduction & Objectives • Become familiar with the national Careers in Medicine program and structure • Describe the resources available to assist you in your advising role • Obtain basic skills in advising and working with students in their specialty decisions

  3. Influences on Specialty Choice Percentage of students responding * Source: 2012 AAMC Graduation Questionnaire

  4. Students need… • to know if their interests, values and personality fit with the specialty. • good specialty information and early opportunities to explore their options. • trained mentors and advisors who can guide students through the process.

  5. Making a specialty decision BMJ Specialty decision algorithm Or the ever-popular GTI (Goo Tolerance Index) Premise: 1. The practice of medicine involves a lot of goo. 2. Goo is yucky. 3. Tolerance to goo is as good a predictor as any of what specialty one is suited for. CMAJ December 4, 2007 vol. 177 no. 12 doi: 10.1503/cmaj.071435 • BMJ 2005;331:1529

  6. What is Careers in Medicine? • A career-planning program to help students • Identify career goals • Explore specialty and practice options • Choose a specialty • Select and apply to residency programs • Make good career decisions

  7. The Career Planning Process • Helps students effectively gather and use information about themselves and their options to make decisions that meet their career and educational goals.

  8. Careers in Medicine model

  9. Careers in Medicine timeline Year 1 Year 2 Year 3 Year 4 Understand Yourself Explore Options Choose a Specialty Land a Residency

  10. Careers in Medicine model • Understand yourself

  11. Understand Yourself • First step in the career planning process • The “foundation for fit” • Focus is on self-assessment • Helps students gather a baseline of information about themselves • What do I like to do? • What is important to me? • What are my greatest strengths?

  12. Find your fit: Interests and Values • Medical Specialty Preference Inventory, Revised Edition (MSPI-R) • Measures interest in various activities, tasks, and experiences found in medicine • Ratings on 150 items provides the probability of entering 16 medical specialties and preference for 18 areas of medical practice • Physician Values in Practice Scale (PVIPS) • Identifies priorities regarding six values (Autonomy, Management, Prestige, Service, Lifestyle, and Scholarly Pursuits) • Used to compare to various environments and activities in medical practice.

  13. Careers in Medicine model • Explore options • Understand yourself

  14. Explore Options • Second step in the career planning process • Focus is on learning about: • Specialties • Practice setting • Academic medicine • Alternatives careers

  15. Careers in Medicine model • Choose a specialty • Explore options • Understand yourself

  16. Choose a Specialty • Third step in the career planning process • Focus is on decision-making • Helps students integrate what they have learned about themselves with what they have learned about specialties • What is the best fit for me? • What other things do I need to consider? • How realistic am I being in my decision?

  17. Land a residency Careers in Medicine model • Choose a specialty • Explore options • Understand yourself

  18. Land a Residency • Final step in the career planning process • Focus is on the transition to residency • Helps students get the information they need to apply to residency and go through the Match • How do I apply to programs? • How do I decide the best programs for me? • How do I have a successful Match?

  19. Program features Website that includes • self assessments and assessment tracker • descriptions and data for more than 120 specialties/medical fields • specialty comparison tool • descriptions of practice options, including academia and non-clinical jobs • clinical and research opportunities for medical students • tons of advice School-based advising and programs Choices, CiM’s quarterly newsletter www.aamc.org/cim

  20. That’s all good but… • Advising is the cornerstone of a successful Careers in Medicine program. • That’s where you come in!

  21. Common Student Pitfalls • Premature decisions (foreclosure) • Lack of personal awareness • Limited knowledge of training requirements and competitiveness • Failure or inability to integrate information

  22. Helping Students with Career Planning

  23. Career Advising • A developmental process which assists • students in: • the clarification of their life/career goals and • the development of educational plans for the realization of these goals. • Advising is ongoing, multi-faceted, and the responsibility of both the student and advisor • David S. Crockett, Ed.   (1987). Advising Skills, Techniques and Resources: A Compilation of Materials Related to the Organization and Delivery of Advising Services.   Iowa City, Iowa . ACT Corporation.

  24. Developmental Advisors help students to: • • Learn about their interests, values, abilities, and learning patterns, and integrate this knowledge into their specialty choice • • Learn about current specialty choice trends and realities • • Set academic and career goals • • Develop plans to meet academic and career goals and support students in achieving those goals • • Understand the relationship between academic and specialty information and make informed decisions

  25. Your advising role…

  26. Discussion: Defining advising • Clarify roles • How does your institution define advising? • What do students see as your role? • Define individual expectations • What is the student expecting from you? • What support are you capable of providing? • Develop goals • Share goals and gain agreement

  27. Resources and data are key • CiM Specialty info • Charting Outcomes in the Match • FREIDA • NRMP Program Director’s Survey • CiM Residency Preference Exercise • ERAS & NRMP Guidance • Fellow Veritas& MiMadvisors • Specialty specific advisors

  28. Making a good decision – Match 2013 Applicants 34, 355 active applicants • 17,487 U.S. M.D. Seniors (960 more than in 2012) • 2677 Osteopaths • 5095 U.S. IMGs • 7568 IMGs Positions 29,171 total positions • 26,392 PGY1 • 2799 PGY2 MatchRates 25,463 (74.1%) applicants matched • 16,390 (93.7%) of U.S. M.D. Seniors (95% in 2012) • 2019 (75.4%) of Osteopaths (74.7% in 2012) • 2706 (53.1%) of U.S. IMGs (49.1% in 2012) • 3601 (47.6%) of IMGs (40.6% in 2012) NRMP, Advanced Data Tables: 2013 Main Residency Match

  29. The Match is becoming more competitive NRMP,Advanced Data Tables: 2013 Main Residency Match

  30. U.S. M.D. Seniors in SOAP 2013 • 13,000 total applicants eligible for SOAP • 2,076 U.S. M.D. seniors either completely or partially unmatched 980 completely unmatched • 452 obtained positions • 528 with no position at the end of SOAP • 97 percent overall match rate (98.5% in 2012) • 61 positions unfilled, most in child neurology (17) & prelim surgery (10) NRMP, 2013 Post-Match Press Release

  31. Highly competitive specialties: Ratio Step 1 Mean # of ranks Plastic surgery1.6 249 10.7 Orthopedic surgery 1.2 240 11.5 Otolaryngology 1.1 243 11.7 Radiation oncology 1.1 240 10.8 Dermatology 1.0 244 9.0 Neurological surgery 1.0 239 15.2 Ratio of U.S. seniors ranking the specialty first to available positions; mean Step 1 scores; and mean number of ranks for matched seniors AAMC & NRMP, Charting Outcomes in the Match, August 2011 32

  32. Moderately competitive specialties: Ratio Step 1 Mean # of ranks Med/Peds 0.9 230 8.6 General surgery 0.9 227 11.2 Emergency medicine 0.9 223 10.8 Radiology 0.8 240 13.3 Anesthesiology 0.8 226 13.2 Ob/Gyn 0.8 220 11.0 Ratio of U.S. seniors ranking the specialty first to available positions; mean Step 1 scores; and mean number of ranks for matched seniors AAMC & NRMP, Charting Outcomes in the Match, August 2011 33

  33. Less competitive specialties: Ratio Step 1 Mean # of ranks Pediatrics 0.7 221 9.6 Internal Medicine 0.6 226 9.6 Neurology 0.6 225 10.2 Psychiatry 0.6 214 8.5 Pathology 0.5 226 8.9 PM & R 0.5 214 10.9 Family Medicine 0.5 213 8.0 Ratio of U.S. seniors ranking the specialty first to available positions; mean Step 1 scores; and mean number of ranks for matched seniors AAMC & NRMP, Charting Outcomes in the Match, August 2011 34

  34. Common Advising Challenges • Advising the: • undecided student • under-qualified student • unrealistic student

  35. The Undecided Student • They come in several different varieties: • Not ready to commit • Want the “perfect choice” or someone to tell them the “right choice.” • Too many areas of interest or too few • Don’t know where to find the information they need • Chronically indecisive

  36. Advising the Undecided Student* • Step 1: Help the student determine why he or she is undecided • Step 2: Help the student organize a plan for exploring • Step 3: Help the student integrate all the information • Step 4: Help the student initiate an action plan • Step 5: Support the student in their decision-making • *Adapted from: • Gordon, V.N. (1995). The undecided college student: An academic and career advising challenge (2nd ed.). Springfield, IL: Charles C. Thomas

  37. Advising the Under-qualified Student • Providing a reality check vs. crushing dreams • Use good, up-to-date data • Charting Outcomes in the Match • School-specific Match information • Brainstorm options • Encourage a parallel plan

  38. Advising the Unrealistic Student • Unrealistic students are determined to stay the course, despite advising to the contrary • Refer to another advisor so they get multiple perspectives • Give examples of students from previous years who faced similar situations and their outcomes • Discuss candidly the options if they don’t match

  39. Case Study #1 • Charlie, a first year medical student, has an interest in family medicine but is still in the process of exploring other choices. He would like some guidance about choosing a specialty – which experiences can help him learn more about his options, how he should go about making a decision, and what to do to make his application strong. He also notes that he has a high level of undergraduate debt ($80,000), and that his total debt burden when he finishes medical school will exceed $250,000. He is concerned about whether he will make enough money to have a family and a comfortable lifestyle after residency.

  40. Case Study #2 • Shalini is a second year student and has come to you for guidance about her performance in medical school. She doesn’t seem to be doing very well and is unsure what effect this will have on her career prospects. She is not sure that she even wants to practice medicine since she has an interest in policy. She is also getting pressure from her family (her father is a successful neurosurgeon) about her performance and her non-clinical interests.

  41. Case Study #3 • Marie is not sure what specialty to choose. She is leaning toward internal medicine and would like to do a fellowship although she’s concerned her academic performance will limit her options. Her USMLE Step I score was 212. Her performance during the first two years as well as her clinical performance in the core clerkships was “Satisfactory”. She did a clinical research project in gastroenterology and is working on the final paper for publication. She is about to begin her 4th year and would like your advice on applying. She has considered a few other specialty options (psychiatry and family medicine) but she is having difficulty with her decision.

  42. Case Study #4 • James is a third year who has wanted to be a surgeon since before medical school. He initially failed Step I but then passed it on a retake with a score of 191. He received a satisfactory on all his third year core clerkships, but had to retake the shelf exam in ob-gyn. He received a satisfactory on his surgery rotation. Several comments from different clerkships (including surgery) mentioned a defensive and sometimes confrontational attitude. He has received remedial counseling from student affairs for academic performance and professionalism. James has plenty of excuses (some perhaps legitimate – his parents are divorcing) for the clerkship comments and his overall performance. He asks you for advice on matching in surgery.

  43. Case Study #5 • Charlotte is a fourth year medical student who has done well thus far in medical school. She intends to apply in anesthesiology. She has a Step I score of 250, received favorable comments from faculty and several Honors in the third year core clerkships. She is married and her husband has accepted a junior faculty member position at Arizona State University. She will have a significant geographic restriction in applying to residency. There are two anesthesiology programs in Arizona. She asks for advice on a strategic plan to ensure a successful match. • What if Charlotte was an average student? Does this change your advice?

  44. Case Study #6 • Adam is a rising fourth year who is tired of being away from home. He has a wife and kids and wants to get back to the west coast. He doesn’t seem committed to one particular specialty. There are several he likes--FM, IM, and Ob/gyn--and he can see himself enjoying any of them after doing the majority of his 3rd year clerkships. His top priority is really location so if he ends up back in San Francisco, he’ll be happy in any of those fields. His Step 1 score was a 215. He comes to you for advice on applying to multiple specialties in the San Francisco area.

  45. Case Study #7 • Peter and Julia are both early fourth year medical students couples matching into emergency medicine (EM). Peter performed at a satisfactory level throughout medical school (USMLE Step I 210), including receiving only a Pass in EM. Julia (USMLE Step I 256) has obtained many Honors and favorable written evaluation comments in her third year and received a Honors in EM. Julia is very competitive and would like a strong residency. They are planning to get married after graduation. • What advice would you give in this situation? What advice would you give in general to students interested in couples matching?

  46. Career Advising Resources • CiM Web Site – www.aamc.org/cim • AMA’s FREIDA – www.ama-assn.org • AAMC & NRMP report – Charting Outcomes in the Match • NRMP – Program Director Survey • CiM List serve – cim@lists.aamc.org • Training and Development opportunities • CiM Workshop October 3-4, 2013 in Washington, DC

  47. Follow us on our Facebook and Twitter accounts • CareersinMedicine @careersinmed

  48. Getting Started • Medical students go to www.aamc.org/cim and sign in with your AAMC account (used for MCAT, AMCAS, ERAS, etc.) • Faculty and Staff need an access email to register and use the site. • Access emails will be available through Dave Henzi and Norma Fox (CiM Liaisons).

  49. Thanks! • Please complete the evaluation and feel free to contact me with any questions. Jeanette Calli CiM Program Manager 202-862-6270 jcalli@aamc.org

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