Table 6.
Educational strategies (234 fellows responded)
| How Likely Are You to Participate in the Following Educational Strategies as a Fellow? (1–5 Likert Scale, with 1 Indicating Very Unlikely, 3 Indicating Neither Unlikely nor Likely, and 5 Indicating Very Likely) | Mean (SD) Likelihood of Participation |
|---|---|
| Renal pathology conferences | 4.30 (0.86) |
| Dedicated time for renal physiology, pathophysiology, and/or clinical nephrology review | 4.03 (1.03) |
| Training in performing ultrasound | 3.75 (1.26) |
| Fellow-led in-person case-based pathophysiology/management discussions (“morning report style”) | 3.73 (1.16) |
| Formal teaching opportunities (e.g., medical school, IM residency lectures) | 3.67 (1.14) |
| Formalized “pre-tending” as a fellow (acting as an attending during consultation rotations with minimized formal attending supervision) | 3.65 (1.22) |
| Key article reading list with fellow-authored article summaries | 3.64 (1.17) |
| Computer simulation exercises of HD/PD cases where you can alter prescriptions and follow results | 3.62 (1.27) |
| Watching online recordings of lectures, grand rounds, or journal clubs | 3.50 (1.27) |
| Simulated renal biopsy training | 3.50 (1.28) |
| Communications training for end of life care and dialysis decision making | 3.49 (1.20) |
| Conferences between local fellowships (e.g., in New England) targeted at fellows | 3.45 (1.27) |
| Simulated catheter placement training | 3.44 (1.29) |
| Fellow-led online case-based pathophysiology/management discussions where fellows share and contribute to cases on a regular basis | 3.41 (1.24) |
| Interventional nephrology training | 3.41 (1.33) |
| Case-based debates between specialties (e.g., rheumatology and nephrology fellows) | 3.39 (1.26) |
| Problem sets (“homework”) on various topics | 3.37 (1.16) |
| Formal education in “how to teach” | 3.34 (1.26) |
IM, internal medicine; HD, hemodialysis.