12,154 results match your criteria Academic Medicine[Journal]


How to Support Residents During the COVID-19 Pandemic.

Authors:
Sean Love

Acad Med 2020 Jun 29. Epub 2020 Jun 29.

Third-year resident in a combined anesthesiology residency and adult critical care medicine fellowship program, Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; email: Twitter:

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http://dx.doi.org/10.1097/ACM.0000000000003563DOI Listing

There is No Place like Home: Rethinking Away Rotations.

Acad Med 2020 Jun 29. Epub 2020 Jun 29.

MD/MPH student, Northwestern University Feinberg School of Medicine, Chicago, Illinois; email: MD/MPH student, Northwestern University Feinberg School of Medicine, Chicago, Illinois.

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http://dx.doi.org/10.1097/ACM.0000000000003564DOI Listing

For Your Service... Commentary on "For Your Service..."

Acad Med 2020 Jun 30. Epub 2020 Jun 30.

Q.R. Youmans is a fellow in cardiology, Department of Medicine, Northwestern University, Feinberg School of Medicine, Chicago, Illinois; email: twitter: @QuentinYoumans; ORCID: https://orcid.org/0000-0001-5818-8091.

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http://dx.doi.org/10.1097/ACM.0000000000003562DOI Listing

Professional Identity Formation: A Role for Patients as Mentors.

Acad Med 2020 Jun 30. Epub 2020 Jun 30.

C.C. Kline is research coordinator, Patient and Community Partnership for Education, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0003-2254-0721. S. Park is a family medicine resident, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0002-0088-8527. W.J. Godolphin is professor emeritus, Department of Pathology and Laboratory Medicine, Faculty of Medicine, and codirector, Patient and Community Partnership for Education, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0003-0113-1339. A. Towle is associate professor, Department of Medicine, Faculty of Medicine, and co-director, Patient and Community Partnership for Education, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0002-7164-0959.

Purpose: Medical education should foster professional identity formation, but there is much to be learned about how to support learners to develop their professional identity. This study examined the role that patients can play in supporting professional identity development during the University of British Columbia Interprofessional Health Mentors Program (HMP), a longitudinal preclinical elective in which patients, or their caregivers, act as mentors and educate students about their lived experience of a chronic condition or disability.

Method: The authors interviewed 18 medical residents in 2016, 3 to 4 years after they completed the HMP. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003561DOI Listing

Exploring the Contributions of Combined Model Regional Medical Education Campuses to the Physician Workforce.

Acad Med 2020 Jun 30. Epub 2020 Jun 30.

J. Bates was professor emerita, Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada, at the time this work was done. ORCID: http://orcid.org/0000-0001-6940-2946. P. Grand'Maison is professor, Departments of Family Medicine and Emergency Medicine, Université de Sherbrooke, Sherbrooke, Quebec, Canada. S.R. Banner was CEO, Canadian Resident Matching Service, from 1986-2016, and is Director of Admissions for Canada, St. George's Medical School, Ottawa, Ontario, Canada. C.Y. Lovato is professor, School of Population and Public Health, University of British Columbia, Vancouver, British Columbia, Canada. K.W. Eva is professor and director of education research and scholarship, Department of Medicine, and associate director and senior scientist, Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada. ORCID: http://orcid.org/0000-0002-8672-2500.

Purpose: Physician shortages and maldistribution, particularly within family medicine, have led many medical schools worldwide to create regional medical campuses (RMCs) for clerkship training. However, Canadian medical schools have developed a number of RMCs in which all years of training (i.e. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003560DOI Listing

Reliable Assessment of Surgical Technical Skills Is Dependent on Context: An Exploration of Different Variables Using Generalizability Theory.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

S.A.W. Andersen is postdoc, Copenhagen Academy for Medical Education and Simulation (CAMES), Center for HR & Education, the Capital Region of Denmark, and otorhinolaryngology resident, Department of Otorhinolaryngology-Head & Neck Surgery, Rigshospitalet, Copenhagen, Denmark; ORCID: http://orcid.org/0000-0002-3491-9790. Y.S. Park is associate professor, Department of Medical Education, University of Illinois - College of Medicine at Chicago, Chicago, Illinois; ORCID: http://orcid.org/0000-0001-8583-4335. M. S. Sørensen is professor of otorhinolaryngology, Department of Otorhinolaryngology-Head & Neck Surgery, Rigshospitalet, Copenhagen, Denmark, and head of the Visible Ear Simulator project. L. Konge is professor of medical education, University of Copenhagen, Denmark, and head of research, Copenhagen Academy for Medical Education and Simulation (CAMES), Center for HR & Education, the Capital Region of Denmark.

Purpose: Reliable assessment of surgical skills is vital for competency-based medical training. Several factors influence not only the reliability of judgements but also the number of observations needed for making judgments of competency that are both consistent and reproducible. The aim of this study was to explore the role of various conditions-through the analysis of data from large-scale, simulation-based assessments of surgical technical skills-by examining the effects of those conditions on reliability using Generalizability theory. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003550DOI Listing

Selecting Instruments for Measuring the Clinical Learning Environment of Medical Education: A Four-Domain Framework.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

D.M. Irby is professor emeritus of medicine and education scientist, Center for Faculty Educators, University of California, San Francisco, San Francisco, California; and affiliate faculty member, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; ORCID: http://orcid.org/0000-0001-5753-8918. B.C. O'Brien is professor of medicine and education scientist, Center for Faculty Educators, University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0001-9591-5243. T. Stenfors is associate professor, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; ORCID: http://orcid.org/0000-0002-0854-8631. P.J. Palmgren is university lecturer and educational scientist, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; ORCID: http://orcid.org/0000-0001-7499-9329.

Learning environments shape the experiences of learners and practitioners, making them an important component of program evaluation. However, educators find it challenging to decide whether to measure clinical learning environments with existing instruments or to design their own new instrument and, if using an existing instrument, which to choose. To assist educators with these decisions, the authors compared clinical learning environment instruments based on their characteristics, underlying constructs, and degree to which items reflect 4 domains (personal, social, organizational, material) from a recently developed model for conceptualizing learning environments in the health professions. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003551DOI Listing

Establishing a Multi-Institutional Quality and Patient Safety Consortium: Collaboration Across Affiliates in a Community-Based Medical School.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

E. Hillman is assistant professor of emergency medicine and director, Simulation, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri. ORCID: http://orcid.org/0000-0001-7557-9879. J. Paul was, during the development of the consortium described, vice president, Quality and Patient Safety, Department of Quality, Saint Luke's Health System, director, Quality, Quality Resources, Saint Luke's Hospital of Kansas City, Kansas City, Missouri. M. Neustadt is director, Risk Management, and associate general counsel, Saint Luke's Hospital of Kansas City, Kansas City, Missouri. M. Reddy is associate professor of pediatrics, University of Missouri-Kansas City School of Medicine, medical director, Quality and Performance Improvement, Center for Clinical Effectiveness, Children's Mercy Hospital of Kansas City, Kansas City, Missouri; ORCID: http://orcid.org/0000-0001-5345-2631. D. Wooldridge is associate professor of medicine and program director, Internal Medicine Residency, Department of Medicine, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri; ORCID: http://orcid.org/0000-0003-2082-0949. L. Dall is professor of medicine and assistant dean, Medical Student Research, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri. B. Drees is professor of medicine, dean emerita, program director, Endocrinology, Diabetes, and Metabolism Fellowship, University of Missouri-Kansas City School of Medicine, and president, Graduate School of the Stowers Institute for Medical Research, Kansas City, Missouri; ORCID: http://orcid.org/0000-0003-3673-7509.

The landscape of health care delivery and medical education is evolving. Institutions must continually reassess priorities, strategies, and partnerships to align the knowledge and skills of the health care workforce with the delivery of quality, socially accountable, collaborative health care that meets the needs of diverse populations in communities. This article describes the development, implementation, and early outcomes of the University of Missouri-Kansas City's (UMKC) Health Care Quality and Patient Safety Consortium. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003552DOI Listing

When a Specialty Becomes "Women's Work": Trends in and Implications of Specialty Gender Segregation in Medicine.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

E. Pelley is associate professor, Division of Endocrinology, Diabetes, and Metabolism, Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin. M. Carnes is professor, Departments of Medicine, Psychiatry, and Industrial & Systems Engineering and Director, Center for Women's Health Research, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin.

The gender composition of physician specialties varies dramatically with some becoming increasingly female-predominant while others remain overwhelmingly male. In their analysis of physician workforce data, the authors demonstrate that despite large increases in the number of female physicians over 4 decades, the degree of gender segregation between specialties has not declined. The authors describe lessons from the highly gender-segregated U. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003555DOI Listing

To Be Seen, Heard, and Valued: Strategies to Promote a Sense of Belonging for Women and Underrepresented in Medicine Physicians.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

A.N. Haggins is assistant clinical professor, Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan.

Lingering unconscious biases and daily cues continue to permeate and persist in academic medicine environments in the form of the exclusion of physicians who are women or racially/ethnically underrepresented in medicine. Academic medicine environments must change so that women and underrepresented in medicine racial/ethnic groups are seen, heard, and valued. A shared awareness among faculty, administrators, and trainees can inform the development of intentional strategies to alter individual behaviors, academic spaces, and institutional processes to cultivate a sense of belonging. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003553DOI Listing

UC Davis Train-the-Trainer Primary Care Pain Management Fellowship: Addressing the Pain Management Education Gap.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

S.M. Fishman is Fullerton Endowed Chair in Pain Medicine and professor, Department of Anesthesiology and Pain Medicine, School of Medicine, University of California, Davis, and director, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California Davis, Davis, California; ORCID: https://orcid.org/0000-0001-8717-8300. D. Copenhaver is associate professor and chief, Department of Anesthesiology and Pain Medicine, Division of Pain Medicine, School of Medicine, University of California, Davis, and associate director, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California Davis, Davis, California. K. Lorenzen is associate director, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California Davis, Davis, California. E. Schlingman is research associate, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California Davis, Davis, California. C. Chung is education program specialist, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California Davis, Davis, California.

Problem: Primary care providers are responsible for the majority of pain care and opioid prescribing, but they are often inadequately trained. Training current providers to address the crisis of excessive opioid prescribing and inadequate pain management is a substantial workforce problem that requires urgent action. This educational need is vast and requires a staged solution to amplify its effect. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003554DOI Listing

A Brief History of Women in Academic Medicine.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

K.M. Ludmerer is professor of medicine, professor of history, and the Mabel Dorn Reeder Distinguished Professor of the History of Medicine, Washington University in St. Louis, St. Louis, Missouri.

In this Invited Commentary, the author applies a historical lens to explore a fundamental paradox in U.S. medical education: the fact that long after women gained parity with men in matriculation to medical school, women remain highly underrepresented in leadership positions in academic medicine. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003556DOI Listing

The University of Miami Infectious Disease Elimination Act (IDEA) Syringe Services Program: A Blueprint for Student Advocacy, Education, and Innovation.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

H. Tookes is assistant professor, Department of Medicine, University of Miami Miller School of Medicine, Miami, Florida; ORCID: https://orcid.org/0000-0002-2369-360X. T.S. Bartholomew is a PhD candidate, Department of Public Health Sciences, University of Miami Miller School of Medicine, Miami, Florida; ORCID: https://orcid.org/0000-0002-9384-0812. J.E. St. Onge is associate professor, Department of Medicine, University of Miami Miller School of Medicine, Miami, Florida. H. Ford is dean and chief academic officer, University of Miami Miller School of Medicine, Miami, Florida.

After the closure of pill mills and implementation of Florida's Prescription Drug Monitoring Program in 2010, high demand for opioids was met with counterfeit pills, heroin, and fentanyl. In response, medical students at the University Of Miami Miller School Of Medicine embarked on a journey to bring syringe services programs (SSPs) to Florida through an innovative grassroots approach. Working with the Florida Medical Association, students learned patient advocacy, legislation writing, and negotiation within a complex political climate. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003557DOI Listing

Reconsidering Systems-Based Practice: Advancing Structural Competency, Health Equity, and Social Responsibility in Graduate Medical Education.

Acad Med 2020 Jun 23. Epub 2020 Jun 23.

E.G. Castillo is assistant professor, Jane and Terry Semel Institute for Neuroscience and Human Behavior at UCLA, Center for Social Medicine and Humanities, Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, UCLA, Los Angeles, California; and a psychiatrist, Los Angeles County Department of Mental Health, Los Angeles, California. ORCID: https://orcid.org/0000-0002-3807-1125. J. Isom is a community psychiatrist, Codman Square Health Center, Dorchester, Massachusetts. K.L. DeBonis is assistant professor, Jane and Terry Semel Institute for Neuroscience and Human Behavior at UCLA, Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, UCLA, Los Angeles, California. A. Jordan is assistant professor, Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut; and addiction psychiatrist, Community Mental Health Center, New Haven, Connecticut. ORCID: https://orcid.org/0000-0002-7850-8096. J.T. Braslow is professor, Jane and Terry Semel Institute for Neuroscience and Human Behavior at UCLA, Center for Social Medicine and Humanities, Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, UCLA, Los Angeles, California. R. Rohrbaugh is professor, Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut. ORCID: https://orcid.org/0000-0002-4969-4352.

Health inequities stem from systematic, pervasive social and structural forces. These forces marginalize populations and create the circumstances that disadvantage these groups, as reflected in differences in outcomes like life expectancy and infant mortality and in inequitable access to and delivery of health care resources. To help eradicate these inequities, physicians must understand the political and economic structures that create and sustain inequalities and give rise to structural vulnerability, racism, sexism, oppression, historical marginalization, implicit bias, power, and privilege. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003559DOI Listing

Fully Present.

Authors:
Victor Hsiao

Acad Med 2020 Jul;95(7):1081

V. Hsiao is a third-year student, Keck School of Medicine of the University of Southern California, Los Angeles, California; email:

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http://dx.doi.org/10.1097/ACM.0000000000003358DOI Listing

Fostering a Feedback Mindset: A Qualitative Exploration of Medical Students' Feedback Experiences With Longitudinal Coaches.

Acad Med 2020 Jul;95(7):1057-1065

B.M. Bakke is a third-year medical student, University of California, San Francisco, School of Medicine, San Francisco, California. L. Sheu is assistant professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K.E. Hauer is professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California; ORCID: https://orcid.org/0000-0002-8812-4045.

Purpose: Feedback is important for medical students' development. Recent conceptualizations of feedback as a dialogue between feedback provider and recipient point to longitudinal relationships as a facilitator of effective feedback discussions. This study illuminates how medical students experience feedback within a longitudinal relationship with a physician coach. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003012DOI Listing

Promoting Readiness for Residency: Embedding Simulation-Based Mastery Learning for Breaking Bad News Into the Medicine Subinternship.

Acad Med 2020 Jul;95(7):1050-1056

J.H. Vermylen is assistant professor, Department of Medicine and Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, Illinois. D.B. Wayne is professor, Department of Medicine and Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, Illinois. E.R. Cohen is research associate, Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois. W.C. McGaghie is professor, Department of Medical Education and Department of Preventive Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois. G.J. Wood is associate professor, Department of Medicine and Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, Illinois.

Purpose: It is challenging to add rigorous, competency-based communication skills training to existing clerkship structures. The authors embedded a simulation-based mastery learning (SBML) curriculum into a medicine subinternship to demonstrate feasibility and determine the impact on the foundational skill of breaking bad news (BBN).

Method: All fourth-year students enrolled in a medicine subinternship at Northwestern University Feinberg School of Medicine from September 2017 through August 2018 were expected to complete a BBN SBML curriculum. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003210DOI Listing

Commentary on "Under Pressure".

Authors:
Bharat Kumar

Acad Med 2020 Jul;95(7):1037

B. Kumar is associate program director, Rheumatology Fellowship, Division of Immunology, University of Iowa, Iowa City; telephone: (319) 356-2413; email: Twitter:

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http://dx.doi.org/10.1097/01.ACM.0000684260.79610.e8DOI Listing

Artist's Statement: Clinical Vision.

Acad Med 2020 Jul;95(7):1035

S.B. Madanes is a second-year psychiatry resident, NYU Langone Health, New York, New York. At the time of writing and creating the artwork, she was a fourth-year medical student, Columbia University College of Physicians and Surgeons, New York, New York;

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http://dx.doi.org/10.1097/ACM.0000000000003363DOI Listing

Men of Color in America-An Endangered Species.

Acad Med 2020 Jul;95(7):983

I. Genao is associate professor of internal medicine, Yale School of Medicine, New Haven, Connecticut; email: Twitter: D. Boatright is assistant professor of emergency medicine, Yale School of Medicine, New Haven, Connecticut.

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http://dx.doi.org/10.1097/ACM.0000000000003350DOI Listing

A Foot in the Door: Foreign International Medical Students' Obstacles to Hands-On Clinical Electives in the United States.

Authors:
Roi Anteby

Acad Med 2020 Jul;95(7):973-974

Fourth-year medical student, Tel Aviv Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel;

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http://dx.doi.org/10.1097/ACM.0000000000003361DOI Listing

"Digital Health" in Medical School.

Acad Med 2020 Jul;95(7):973

Preclinical course director, Mayo Clinic Alix School of Medicine, Rochester, Minnesota; ORCID: https://orcid.org/0000-0002-5924-0776. Former chief of digital innovation, Digital Health, Seattle Children's Hospital, Seattle, Washington;

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http://dx.doi.org/10.1097/ACM.0000000000003359DOI Listing

In Reply to Goetz.

Authors:
Ralph Snyderman

Acad Med 2020 Jul;95(7):972-973

Chancellor emeritus, Duke University, and James B. Duke Professor of Medicine and executive director, Center for Personalized Health Care, Duke University School of Medicine, Durham, North Carolina;

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http://dx.doi.org/10.1097/ACM.0000000000003368DOI Listing

Cultivating Compassion While Battling Exhaustion.

Authors:
Teddy G Goetz

Acad Med 2020 Jul;95(7):972

Fourth-year medical student, College of Physicians and Surgeons, Columbia University, New York, New York; ORCID: https://orcid.org/0000-0002-1138-6602.

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http://dx.doi.org/10.1097/ACM.0000000000003360DOI Listing

Formal Training for Practice: How Much Is Too Much?

Authors:
James F Cawley

Acad Med 2020 Jul;95(7):972

Professor, School of Physician Assistant Practice, Florida State University, Tallahassee, Florida, and visiting professor and scholar-in-residence, University of Maryland, Baltimore, Baltimore, Maryland;

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http://dx.doi.org/10.1097/ACM.0000000000003362DOI Listing

Sacred Trespass.

Acad Med 2020 Jul;95(7):971

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http://dx.doi.org/10.1097/ACM.0000000000003339DOI Listing

Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers.

Acad Med 2020 Jun 16. Epub 2020 Jun 16.

J.Q. Young is professor of psychiatry and vice chair for education, Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, and Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York R. Sugarman is a research assistant, Department of Psychiatry, Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York J. Schwartz is a resident, Department of Psychiatry, Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York P.S. O'Sullivan is professor, Department of Medicine, and director of research and development in medical education, University of California, San Francisco, School of Medicine, San Francisco, California.

Purpose: Implementation of workplace-based assessment programs has encountered significant challenges. Faculty and residents alike often have a negative view of these programs as "tick-box" or "jump through the hoops" exercises. A number of recommendations have been made to address these challenges. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003543DOI Listing

Childbearing Decisions in Residency: A Multicenter Survey of Female Residents.

Acad Med 2020 Jun 16. Epub 2020 Jun 16.

S.W. Stack is assistant professor of medicine, associate director, Medicine Student Programs, and director, Medical Student Scholarship, University of Washington School of Medicine, Seattle, Washington; ORCID: https://orcid.org/0000-0001-6586-9266. R. Jagsi is professor of radiation oncology, program director, Radiation Oncology Residency Program, and director, Center for Bioethics and Social Sciences in Medicine, University of Michigan, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0001-6562-1228. J.S. Biermann is professor of orthopedic surgery and associate dean of graduate medical education, University of Michigan Medical School, Ann Arbor, Michigan. G.P. Lundberg is associate professor of medicine, Division of Cardiology, Emory University School of Medicine, and clinical director, Emory Women's Heart Center, Atlanta, Georgia; ORCID: https://orcid.org/0000-0002-8011-7094. K.L. Law is associate professor of medicine, program director, Internal Medicine Residency Program, and associate vice chair of education, Department of Medicine, Emory University School of Medicine, Atlanta, Georgia. C.K. Milne is professor of medicine, program director, Internal Medicine Residency Program, and vice chair for education, University of Utah, Salt Lake City, Utah; ORCID: https://orcid.org/0000-0002-4782-1901. S.G. Williams is assistant professor of reproductive medicine, University of California at San Diego, San Diego, California. T.C. Burton is assistant professor of pediatrics, University of South Florida College of Medicine, Tampa, Florida. C.L. Larison is research consultant, Department of Health Services, University of Washington School of Public Health, Seattle, Washington; ORCID: https://orcid.org/0000-0002-1412-5993. J.A. Best is associate professor of medicine, associate program director, Internal Medicine Residency Program, and associate dean of graduate medical education, University of Washington School of Medicine, Seattle, Washington.

Purpose: To characterize how female residents make decisions about childbearing, factors associated with the decision to delay childbearing, and satisfaction with these decisions.

Method: In 2017, the authors sent a voluntary, anonymous survey to 1,537 female residents enrolled across 78 graduate medical education programs, consisting of 25 unique specialties, at 6 U.S. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003549DOI Listing

COVID-19: Lessons From the Disaster That Can Improve Health Professions Education.

Authors:
David P Sklar

Acad Med 2020 Jun 15. Epub 2020 Jun 15.

D.P. Sklar is professor, Arizona State University, College of Health Solutions, Phoenix, Arizona, and emeritus professor, University of New Mexico Health Sciences Center, Albuquerque, New Mexico.

COVID-19 has disrupted every aspect of the U.S. health care and health professions education systems, creating anxiety, suffering, and chaos and exposing many of the flaws in the nation's public health, medical education, and political systems. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003547DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7309647PMC

Reorganizing a Medicine Residency Program in Response to the COVID-19 Pandemic in New York.

Acad Med 2020 Jun 15. Epub 2020 Jun 15.

D.K. Manson is chief resident, Internal Medicine Residency Program, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. S. Shen is chief resident, Internal Medicine Residency Program, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. M.P. Lavelle is chief resident, Internal Medicine Residency Program, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. H.S. Lumish is chief resident, Internal Medicine Residency Program, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. D.H. Chong is former program director, Internal Medicine Residency Program, and associate professor of medicine, Division of Pulmonary, Allergy and Critical Care Medicine, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. M.H. De Miguel is associate program director, Internal Medicine Residency Program, and assistant professor of medicine, Division of General Internal Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. K. Christianer is associate program director, Internal Medicine Residency Program, and assistant professor of medicine, Division of General Internal Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. E.J. Burnett is associate program director, Internal Medicine Residency Program and instructor of medicine, Division of General Internal Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. K.G. Nickerson is vice chair of education, Department of Medicine, and professor of medicine, Division of Rheumatology, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York. S. Chandra is program director, Internal Medicine Residency Program, associate vice chair of education, Department of Medicine, and associate professor of medicine, Division of Pulmonary, Allergy and Critical Care Medicine, Department of Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, New York.

The COVID-19 pandemic has been particularly severe in New York City, resulting in a rapid influx of patients into New York-Presbyterian Hospital/Columbia University Irving Medical Center. The challenges precipitated by this pandemic have required urgent changes to existing models of care. Internal medicine residents are at the forefront of caring for patients with COVID-19, including the critically ill. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003548DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7309644PMC

The Relationship Between Residents' Perceptions of Residency Program Leadership Team Behaviors and Resident Burnout and Satisfaction.

Acad Med 2020 Jun 9. Epub 2020 Jun 9.

L.N. Dyrbye is professor of medicine and medical education, and co-director, Mayo Clinic Program on Physician Well-Being, Mayo Clinic, Rochester, Minnesota. A.N. Leep Hunderfund is assistant professor of neurology, Mayo Clinic, and director for learning environment and educational culture, Mayo Clinic Alix School of Medicine, Rochester, Minnesota. R.C. Winters is assistant professor of emergency medicine and medical director of professional leadership development, Mayo Clinic Care Network, Mayo Clinic, Rochester, Minnesota. S.M. Moeschler is associate professor of anesthesiology, Mayo Clinic, Rochester, Minnesota. B.E. Vaa Stelling is assistant professor of medicine, Mayo Clinic, Rochester, Minnesota. E.J. Dozois is professor of surgery, Mayo Clinic, Rochester, Minnesota. D.V. Satele is statistician, Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota. C.P. West is professor of medicine, medical education, and biostatistics, and co-director, Mayo Clinic Program on Physician Well-Being, Mayo Clinic, Rochester, Minnesota.

Purpose: To explore the relationship between residents' perceptions of residency program leadership team behaviors and resident burnout and satisfaction.

Method: In February 2019, the authors surveyed all residents across the 77 graduate medical education training programs at Mayo Clinic's multiple sites. Survey items measured residents' perceptions of program director and associate program director behaviors (using a composite residency program leadership team score), resident burnout, and resident satisfaction with the program and organization. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003538DOI Listing

Adverse Childhood Experiences in Trainees and Physicians With Professionalism Lapses: Implications for Medical Education and Remediation.

Acad Med 2020 Jun 9. Epub 2020 Jun 9.

B.W. Williams is clinical program director, Professional Renewal Center, Lawrence, Kansas, and clinical associate professor, University of Kansas School of Medicine, Department of Psychiatry, Kansas City, Kansas. D. Welindt is research assistant, Wales Behavioral Assessment and Professional Renewal Center, Lawrence, Kansas. F.W. Hafferty is professor of medical education, Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota. A. Stumps is an intern, Spaulding Rehabilitation Hospital Neurorehabilitation Lab, Charlestown, Massachusetts. P. Flanders is clinical psychologist, Professional Renewal Center, Lawrence, Kansas, M.V. Williams is principal, Wales Behavioral Assessment, Lawrence, Kansas.

Purpose: Unprofessional behavior, which can include failure to engage, dishonest and/or disrespectful behavior, and poor self-awareness, can be demonstrated by medical trainees and practicing physicians. In the authors' experience, these types of behaviors are associated with exposure to adverse childhood experiences (ACEs). Given this overlap, the authors studied the percentage of ACEs among trainees and physicians referred for fitness-for-duty evaluations and patterns between the types of ACEs experienced and the reason for referral. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003532DOI Listing

A Long, Adventurous Journey: Reflecting on 50 Years as a Woman in Academic Medicine.

Acad Med 2020 Jun 9. Epub 2020 Jun 9.

C.D. DeAngelis is University Distinguished Service Professor Emerita and professor of pediatrics emerita, Johns Hopkins University School of Medicine, professor of health policy and management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, and editor-in-chief emerita of JAMA, The Journal of the American Medical Association.

As part of a special collection of articles on women in academic medicine, the author reflects on her 50 years in medicine as a trainee, faculty member, administrator, and editor-in-chief of the Journal of the American Medical Association (JAMA). She uses personal experiences to illustrate several lessons learned. First, good leaders share 4 characteristics of good leaders, each of which begins with the letter "T" (tenacity, tough mindedness-not toughness, thick skin, and tender heart). Read More

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http://dx.doi.org/10.1097/ACM.0000000000003541DOI Listing

Accelerated Graduation and the Deployment of New Physicians During the COVID-19 Pandemic.

Acad Med 2020 Jun 9. Epub 2020 Jun 9.

T.R. Flotte is professor of pediatrics, the Celia and Isaac Haidak Professor, executive deputy chancellor, provost, and dean, School of Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. A.C. Larkin is associate professor of surgery and senior associate dean of educational affairs, School of Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. M.A. Fischer is professor of medicine, associate dean for undergraduate medical education, simulation, and curriculum innovation, School of Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. S.N. Chimienti is associate professor of medicine, vice provost for student life and enrollment management, and associate dean for student affairs, School of Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. D.M. DeMarco is professor of medicine, senior associate dean for clinical affairs, and associate dean for graduate medical education, School of Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. P.-Y. Fan is professor and vice chair of medicine, School of Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. M.F. Collins is professor of population and quantitative health sciences, professor of medicine, and senior vice president for the health sciences, School of Medicine, University of Massachusetts, and chancellor, University of Massachusetts Medical School, Worcester, Massachusetts.

The COVID-19 pandemic has presented unprecedented challenges and opportunities for medical schools in the United States. In this Invited Commentary, the authors describe a unique collaboration between the University of Massachusetts Medical School (UMMS), the only public medical school in the state; the University of Massachusetts Memorial Medical Center (UMMMC); and the Commonwealth of Massachusetts. Through this partnership, UMMS was able to graduate fourth-year medical students 2 months early and deploy them to UMMMC to care for patients and alleviate workforce shortages during the COVID-19 surge, which peaked in Massachusetts in April 2020. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003540DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7302071PMC

The Role of Medical Student Government in Responding to COVID-19.

Acad Med 2020 Jun 9. Epub 2020 Jun 9.

S. Schuiteman is a third-year medical student and Vice President of the Medical Student Council in AY 2020-2021, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-6280-9847. N. I. Ibrahim is a fourth-year medical student and President of the Medical Student Council in AY 2019-2020, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0003-4914-0736. A. Hammoud is a third-year medical student and President of the Medical Student Council in AY 2020-2021, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-7865-6320. L. Kruger is a fourth-year medical student and Vice President of the Medical Student Council in AY 2019-2020, University of Michigan Medical School, Ann Arbor, Michigan. R.S. Mangrulkar is Marguerite S. Roll professor of medical education, associate dean for medical student education and associate professor, Departments of Internal Medicine and Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0003-0139-0357. M. Daniel is assistant dean for curriculum and associate professor, Departments of Emergency Medicine and Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0001-8961-7119.

The COVID-19 outbreak has sown clinical and administrative chaos at academic health centers throughout the country. As COVID-19-related burdens on the health care system and medical schools piled up, questions from medical students far outweighed the capacity of medical school administrators to respond in an adequate or timely manner, leaving students feeling confused and without clear guidance. In this Perspective, incoming and outgoing executive leaders of the University of Michigan Medical School Student Council and medical school deans outline the specific ways they were able to bridge the gap between medical students and administrators in a time of crisis. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003542DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7302065PMC

Pause, Persist, Pivot: Key Decisions Health Professions Education Researchers Must Make About Conducting Studies During Extreme Events.

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

B.C. O'Brien is professor, Department of Medicine, and education scientist, Center for Faculty Educators, University of California San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0001-9591-5243. A. Teherani is professor, Department of Medicine, education scientist, Center for Faculty Educators, and director of program evaluation, University of California San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0003-2936-9832. C.K. Boscardin is associate professor, Department of Medicine and Anesthesia, and education scientist, Center for Faculty Educators, University of California San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0002-9070-8859. P.S. O'Sullivan is professor, Department of Medicine and Surgery, endowed chair of surgical education, and director of research and development, Center for Faculty Educators, University of California San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0002-8706-4095.

When extreme events occur some research becomes a clear priority, but what becomes of all other research? Does it stop indefinitely, or can it be paused with plans to resume, persist with modifications, or pivot to address new priorities? Facing this dilemma and witnessing it among their fellow health professions education researchers, the authors recognized a need for guidance. This commentary presents a framework, organized as key questions related to the research stage and process, to assist health professions education researchers in making decisions about how to proceed with research that was planned or in progress when an extreme event occurred. Although at the time of this writing, the COVID-19 pandemic was the extreme event at hand, the authors intentionally created questions and discussed considerations that can be helpful for thinking through decisions in a variety of disruptions in health professions education research-many of which require similar difficult decisions and creative solutions to carry important research forward and maintain high quality. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003535DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288761PMC

Taking the Scholarly Approach One Step Further by Producing Education Scholarship.

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

assistant dean of education quality improvement director of curriculum and faculty support director of education research, University of Utah School of Medicine.

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http://dx.doi.org/10.1097/ACM.0000000000003536DOI Listing

Program Evaluation of the Research in Academic Pediatrics Initiative on Diversity (RAPID): Impact on Career Development and Professional Society Diversity.

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

G. Flores is director, Health Services Research Institute, Connecticut Children's Medical Center, Hartford, Connecticut, professor, Department of Pediatrics, UConn Health, Farmington, Connecticut, and director and principal investigator, Research in Academic Pediatrics Initiative on Diversity. F. Mendoza is professor of pediatrics and associate dean of minority advising and programs, Stanford University School of Medicine and Lucile Salter Packard Children's Hospital, Stanford, California, and co-director of Research in Academic Pediatrics Initiative on Diversity. M. Brimacombe is senior biostatistician, Department of Research, Connecticut Children's Medical Center, Hartford, Connecticut. W. Frazier III is research program manager, Connecticut Children's Medical Center, Hartford, Connecticut.

Purpose: Despite a demographic surge in U.S. minority children, pediatric workforce diversity has failed to keep pace. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003531DOI Listing

Reporting a Pass/Fail Outcome for USMLE Step 1: Consequences and Challenges for International Medical Graduates.

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

J.R. Boulet is vice president, Research and Data Resources, Educational Commission for Foreign Medical Graduates and Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania; ORCID: https://orcid.org/0000-0003-3703-5613. W.W. Pinsky is president and CEO, Educational Commission for Foreign Medical Graduates, and chair, Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania.

After extensive stakeholder discussion, the Federation of State Medical Boards and the National Board of Medical Examiners announced in February 2020 that United States Medical Licensing Examination (USMLE) Step 1 will transition to a pass/fail exam. Program directors have historically used Step 1 scores in deciding which residency applicants to interview. The lack of numerical scores will force changes to the residency selection process, which could have both positive and negative consequences for international medical graduates (IMGs). Read More

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http://dx.doi.org/10.1097/ACM.0000000000003534DOI Listing

The "Uncurated Exposure" of Videoconferencing.

Authors:
Jennifer Cleland

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

Director, Medical Education Research and Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore; ORCID: https://orcid.org/ 0000-0003-1433-9323.

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http://dx.doi.org/10.1097/ACM.0000000000003533DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288763PMC

From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine.

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

A. Szulewski is associate professor, Departments of Emergency Medicine and Psychology, Queen's University, Kingston, Ontario, Canada; ORCID: https://orcid.org/0000-0002-3076-6221. D. Howes is professor, Departments of Emergency Medicine and Critical Care Medicine, Queen's University, Kingston, Ontario, Canada. J.J.G. van Merriënboer is professor, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands. J. Sweller is emeritus professor, School of Education, University of New South Wales, Sydney, Australia.

Cognitive load theory has become a leading model in educational psychology and has started to gain traction in the medical education community over the last decade. The theory is rooted in our current understanding of human cognitive architecture in which an individual's limited working memory and unlimited long-term memory interact during the process of learning. Though initially described as primarily a theory of learning, parallels between cognitive load theory and broader aspects of medical education as well as clinical practice are now becoming clear. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003524DOI Listing

Does Educational Handover Influence Subsequent Assessment?

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

V. Dory was, when this study occurred, assistant professor, Department of Medicine, assessment specialist for undergraduate medical education, and core member, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada, and then assistant professor, General Practice, Institut de Recherche Santé et Société and Centre académique de médecine générale, Université catholique de Louvain, Brussels, Belgium. She is currently an educationalist, Department of General Practice, Université de Liège, Liège, Belgium; ORCID: https://orcid.org/0000-0002-5814-5654. D. Danoff is affiliate member, Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. L.H. Plotnick is associate professor and associate chair, Department of Pediatrics, Faculty of Medicine, McGill University, and director, Division of Pediatric Emergency Medicine, Montreal Children's Hospital, McGill University Health Centre, Montreal, Quebec, Canada. She is also associate member, Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. B-A Cummings is associate professor, Department of Medicine, and associate member, Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada, ORCID: https://orcid.org/0000-0001-6565-6930. C. Gomez-Garibello is assistant professor, Department of Medicine and Institute of Health Sciences Education and assessment specialist, Postgraduate Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada; ORCID: http://orcid.org/0000-0003-0288-3081. N.E. Pal is research assistant, Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. S.T. Gumuchian is research assistant, Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. M. Young is associate professor, Institute of Health Sciences Education and Department of Medicine, Faculty of Medicine, McGill University, Montreal, Quebec, Canada; ORCID: http://orcid.org/0000-0002-2036-2119.

Purpose: Educational handover (i.e., providing information about learners' past performance) is controversial. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003528DOI Listing

Factors Associated With Family Medicine and Internal Medicine First-Year Residents' Ambulatory Care Training Time.

Acad Med 2020 Jun 2. Epub 2020 Jun 2.

J.G. Kim is lecturer, University of California, Berkeley School of Public Health, Berkeley, California, and Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Health Systems Science, Pasadena, California. H.P. Rodriguez is Henry J. Kaiser Endowed Chair in Organized Health Systems and professor, University of California, Berkeley School of Public Health, Berkeley, California. S.M. Shortell is Blue Cross of California Distinguished Professor of Health Policy and Management Emeritus, Dean Emeritus, and professor, Graduate School, University of California, Berkeley School of Public Health, Berkeley, California. B. Fuller is professor, Education and Public Policy, University of California, Berkeley, California. E.S. Holmboe is chief research, milestones development, and evaluation officer, Accreditation Council for Graduate Medical Education, Chicago, Illinois. D.R. Rittenhouse is senior fellow, Mathematica, and professor, University of California, San Francisco, California.

Purpose: Despite the importance of training in ambulatory care settings for residents to acquire important competencies, little is known about the organizational and environmental factors influencing the relative amount of time primary care residents train in ambulatory care during residency. The authors examined factors associated with postgraduate year 1 (PGY1) residents' ambulatory care training time in Accreditation Council for Graduate Medical Education (ACGME)-accredited primary care programs.

Method: U. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003522DOI Listing
June 2020
2.934 Impact Factor

The Father-Daughter Dinner Dance: A Waltz With Ethics and COVID-19 Commentary on "The Father-Daughter Dinner Dance: A Waltz With Ethics and COVID-19".

Acad Med 2020 May 29. Epub 2020 May 29.

S. Soklaridis is associate professor, Departments of Psychiatry and Family and Community Medicine, University of Toronto, and scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0001-5119-8473; email: Twitter:

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http://dx.doi.org/10.1097/ACM.0000000000003523DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288760PMC

MCAT Testing During the COVID-19 Pandemic.

Authors:
Barret Michalec

Acad Med 2020 May 29. Epub 2020 May 29.

Associate dean of interprofessional education, College of Health Sciences, University of Delaware, Newark, Delaware;

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http://dx.doi.org/10.1097/ACM.0000000000003526DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288772PMC

Honoring the Hippocratic Oath: Medical Student Perspective Amidst the COVID-19 Pandemic.

Authors:
Bright P Zhou

Acad Med 2020 May 29. Epub 2020 May 29.

Third-year medical student, Stanford University, Stanford, California; ORCID: https://orcid.org/0000-0002-0253-9179.

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http://dx.doi.org/10.1097/ACM.0000000000003527DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288767PMC

Disparities in Burnout and Satisfaction With Work-Life Integration in U.S. Physicians By Gender and Practice Setting.

Acad Med 2020 May 26. Epub 2020 May 26.

A.L. Marshall is associate professor of medicine, Division of Hematology, Department of Internal Medicine, Mayo Clinic, Rochester, Minnesota; ORCID: http://orcid.org/0000-0001-7388-0422. L.N. Dyrbye is professor of medicine and medical education, Division of Community Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, Minnesota. T.D. Shanafelt is Jeanie and Stewart Ritchie Professor of Medicine and associate dean, Stanford School of Medicine, Stanford, California. C.A. Sinsky is vice president of professional satisfaction, American Medical Association, Chicago, Illinois. D. Satele is a statistician, Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota. M. Trockel is clinical associate professor, Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California. M. Tutty is group vice president of professional satisfaction and practice sustainability, American Medical Association, Chicago, Illinois. C.P. West is professor of medicine, medical education, and biostatistics, Division of General Internal Medicine, Department of Internal Medicine, and Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota; ORCID: https://orcid.org/0000-0003-1628-5023.

Purpose: To explore the interaction between practice setting (academic practice [AP], private practice [PP]) and gender in relation to physician burnout and satisfaction with work-life integration (WLI).

Method: In 2017, the authors administered a cross-sectional survey of U.S. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003521DOI Listing

Promoting Value through Patient-Centered Communication: A Multisite Validity Study of Third-Year Medical Students.

Acad Med 2020 May 26. Epub 2020 May 26.

N. Natt is associate professor of medicine, Mayo Clinic, Rochester, Minnesota. M. Dekhtyar is former research associate, Medical Education Outcomes, American Medical Association, Chicago, Illinois. Y.S. Park is associate professor of medical education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois. K. Shinkai is professor of dermatology, University of California, San Francisco, San Francisco, California; ORCID: https://orcid.org/0000-0003-0384-1158. P.A. Carney is professor of family medicine, Oregon Health & Science University, Portland, Oregon; ORCID: https://orcid.org/0000-0002-2937-655X. T.L. Fancher is professor of medicine, Division of General Medicine, University of California Davis, Sacramento, California; ORCID: https://orcid.org/0000-0001-5486-6123. L. Lawson is associate professor of emergency medicine, Brody School of Medicine, East Carolina University, Greenville, North Carolina. A.N. Leep Hunderfund is assistant professor of neurology, Mayo Clinic, and associate director, Mayo Clinic Program in Professionalism and Values, Rochester, Minnesota; ORCID: https://orcid.org/0000-0002-7784-504X.

Purpose: To examine validity evidence for a standardized patient scenario assessing medical students' ability to promote value using patient-centered communication (in response to a patient requesting an unnecessary test) and to explore the potential effect of various implementation and curricular factors on student scores.

Method: Third-year medical students (N = 516) from 5 U.S. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003519DOI Listing

Proposed Changes to the 2021 Residency Application Process in the Wake of COVID-19.

Acad Med 2020 May 26. Epub 2020 May 26.

A.T. Gabrielson is a urology resident, The James Buchanan Brady Urological Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland. J.R. Kohn is a gynecology and obstetrics resident, Department of Gynecology and Obstetrics, Johns Hopkins University School of Medicine, Baltimore, Maryland. H.T. Sparks is a pediatrics resident, Department of Pediatrics, Children's National Hospital, Washington, DC. M.M. Clifton is assistant professor, female pelvic medicine and reconstructive surgery, and director, urology residency program, The James Buchanan Brady Urological Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland. T.P. Kohn is a urology resident, The James Buchanan Brady Urological Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland.

The COVID-19 pandemic has brought unique challenges to the delivery of undergraduate medical education, particularly for current third-year medical students who are preparing to apply to residency. In mid-March, medical schools suspended all clinical rotations for the remainder of the 2019-2020 academic year. As such, third-year medical students may not be able to complete sufficient clinical experiences to make important career choices before they have to submit their residency applications. Read More

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http://dx.doi.org/10.1097/ACM.0000000000003520DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7268839PMC