TMA’s survey as a woefully short amount of time for students to process the news about not matching and for faculty to help assess their potential for and inter- est in alternate programs. SOAP rules also prohibit schools and students from contacting residency programs unless asked by the program, making it nearly impossible for faculty members to advocate on behalf of their students, Dr. Berk says.
Call in the coach Like most medical schools, UT South- western Medical School in Dallas has a four-year career advising program with workshops to help students explore vari- ous specialties and align those interests with their own goals, values, strengths, and skills, Associate Dean for Student Affairs Angela Mihalic, MD, says. Advi- sors also offer self-assessment tools to help students with their career search and the application process. (See “Tools for Success,” at right.)
Each clinical department appoints a
faculty advisor who generally serves as the central resource for information re- garding that specialty, and in their third year, students are assigned an individual specialty advisor. The associate deans for student affairs also meet with the classes annually to review data from the annual match and provide advice and insight on the application process. Despite those efforts, Dr. Mihalic points to AAMC surveys of student af- fairs deans showing nonmatchers typi- cally do not follow the guidance from an advisor or dean’s office, have an ap- propriate backup plan, or rank enough programs. They also tend to receive low or failing USMLE scores, have poor in- terviewing or interpersonal skills, and not be competitive for their first-choice specialty.
That may mean schools have a tough job ahead of them. But Dr. Mihalic and fellow medical education leaders agree: More personalized coaching is impera- tive for students’ success. “Generic ad- vice to student groups is no longer fea- sible or successful.” Members of TMA’s Ad Hoc Council of Medical School Deans also firmly as- sented that given the competitive match
environment, such counseling must encourage students to have a second choice of specialty at the ready. With little to no published data on the competitiveness of individual resi-
dency programs, however, Dr. Mihalic says the task of advising students on the number and types of programs they should apply to is a difficult one. Schools do have access to AAMC data
Tools for success
Medical schools are adding to their toolboxes to help students maximize their potential for the annual Match Day. Here are some recommended resources (see all the live links on the TMA website at
www.texmed.org/matchtools):
Explore: The Association of American Medical Colleges (AAMC) Careers in Medicine (
www.aamc.org/cim) provides self-assessment tools and a wealth of information about each specialty to assist students in career exploration and later in the application process, says The University of Texas South- western Medical School Associate Dean for Student Affairs Angela Mihalic, MD.
Assess: Once students select a specialty, they can assess their competitiveness for that field using available data from:
• National Resident Matching Program’s (NRMP’s) 2014 Results and Data Book:
www.nrmp.org/wp-content/up loads/2014/04/Main-Match-Results-and-Data-2014.pdf;
• NRMP’s Charting Outcomes in the Match 2011:
www.nrmp .org/wp-content/uploads/2013/08/chartingoutcomes2011 .pdf; and
• AAMC’s Careers in Medicine’s Characteristics of Entering Residents:
www.aamc.org/cim.
Investigate: Students can learn about the various residency programs through their specialty advisors, as well as through the American Medical Association Fellowship and Residency Electronic Interactive Database (FREIDA Online)
www.ama-
assn.org/ama/pub/education-careers/graduate-medical-educa tion/
freida-online.page. Dr. Mihalic says the resource is search- able and allows applicants to explore various program features.
September 2014 TEXAS MEDICINE 49
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