Search our Database of Scientific Publications and Authors

I’m looking for a

    10617 results match your criteria Academic Medicine[Journal]

    1 OF 213

    Encouraging Reflexivity in a Residency Leadership Development Program: Expanding Outside the Competency Approach.
    Acad Med 2017 Sep 14. Epub 2017 Sep 14.
    J.T. Clapp is research associate, Department of Anesthesiology and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. E.K.B. Gordon is assistant professor, Department of Anesthesiology and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. D.Y. Baranov is assistant professor, Department of Anesthesiology and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. B. Trey is president, Vector Group Consulting USA, and an organizational psychologist, Philadelphia, Pennsylvania. F.J. Tilin is director, Graduate Organization Development and Leadership Programs, Saint Joseph's University, Philadelphia, Pennsylvania, and senior consultant, Vector Group Consulting USA, Philadelphia, Pennsylvania. L.A. Fleisher is Robert Dunning Dripps Professor and chair, Department of Anesthesiology and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania.
    Problem: While leadership development is increasingly a goal of academic medicine, it is typically framed as competency acquisition, which can limit its focus to a circumscribed set of social behaviors. This orientation may also reinforce the cultural characteristics of academic medicine that can make effective leadership difficult, rather than training leaders capable of examining and changing this culture. Expanding leadership development so it promotes social reflexivity presents a way to bolster some of the weaknesses of the competency paradigm. Read More

    When Listening Is Better Than Reading: Performance Gains on Cardiac Auscultation Test Questions.
    Acad Med 2017 Sep 14. Epub 2017 Sep 14.
    K. Short is program officer, National Board of Medical Examiners, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0001-9602-3124. S. Deniz Bucak is manager, National Board of Medical Examiners, Philadelphia, Pennsylvania; http://orcid.org/0000-0002-4370-8266. F. Rosenthal is senior editor, National Board of Medical Examiners, Philadelphia, Pennsylvania. M.R. Raymond is research director and principal assessment scientist, National Board of Medical Examiners, Philadelphia, Pennsylvania.
    Purpose: In 2007, the United States Medical Licensing Examination embedded multimedia simulations of heart sounds into multiple-choice questions. This study investigated changes in item difficulty as determined by examinee performance over time. The data reflect outcomes obtained following initial use of multimedia items from 2007 through 2012, after which an interface change occurred. Read More

    A New Community Health Center/Academic Medicine Partnership for Medicaid Cost Control, Powered by the Mega Teaching Health Center.
    Acad Med 2017 Sep 14. Epub 2017 Sep 14.
    R.E. Rieselbach is professor emeritus of medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, and past president, Association of Program Directors in Internal Medicine. T. Epperly is president and chief executive officer, Family Medicine Residency of Idaho, clinical professor of family medicine, University of Washington School of Medicine, Seattle, Washington, and past president and board chair, American Academy of Family Physicians. A. Friedman is professor emeritus of pediatrics, past vice president, Health Sciences, and former dean, University of Minnesota Medical School, Minneapolis, Minnesota, and former board chair, American Board of Pediatrics. D. Keahey is chief advocacy and research officer, Physician Assistant Education Association, and adjunct associate professor, University of Utah School of Medicine, Utah Physician Assistant Program, Salt Lake City, Utah; ORCID: http://orcid.org/0000-0003-3107-3678. E. McConnell is associate professor, Duke University School of Nursing, clinical nurse specialist and nurse scientist, Geriatric Research, Education and Clinical Center, Department of Veterans Affairs Medical Center, Durham, North Carolina, director, Center of Excellence in Geriatric Nursing Education, and codirector, Health Resources and Services Administration-funded Duke Geriatric Workforce Enhancement Program; ORCID: http://orcid.org/0000-0002-2896-8596. K. Nichols is professor of internal medicine and dean, Chicago College of Medicine, Downers Grove, Illinois, past president, American Osteopathic Association, and president, Institute of Medicine of Chicago; ORCID: http://orcid.org/0000-0002-4960-4118. G. Nycz is executive director, Family Health Center of Marshfield, Inc., Marshfield, Wisconsin; ORCID: http://orcid.org/0000-0001-6151-0336. J. Roberts is professor and former dean, School of Pharmacy, and director, Center for Interprofessional Practice and Education, University of Wisconsin-Madison, Madison, Wisconsin; ORCID: http://orcid.org/0000-0002-2309-7621. K. Schmader is professor of medicine and chief, Division of Geriatrics, Department of Medicine, Duke University Medical Center, director, Geriatric Research, Education and Clinical Center, and associate chief of staff, Geriatrics and Extended Care, Department of Veterans Affairs Medical Center, Durham, North Carolina. P. Shin is associate professor, Health Policy and Management, George Washington University, Washington, DC, and director, Geiger Gibson Program in Community Health, RCHN Community Health Foundation. D. Shtasel is founding director, Kraft Family National Center for Leadership and Training in Community Health, Massachusetts General Hospital Michele and Howard J. Kessler Chair in Public and Community Psychiatry, and associate professor of psychiatry, Harvard Medical School, Boston, Massachusetts; ORCID: http://orcid.org/0000-0002-8932-8066.
    Community health centers (CHCs), a principal source of primary care for over 24 million patients, provide high-quality affordable care for medically underserved and lower-income populations in urban and rural communities. The authors propose that CHCs can assume an important role in the quest for health care reform by serving substantially more Medicaid patients. Major expansion of CHCs, powered by mega teaching health centers (THCs) in partnership with regional academic medical centers (AMCs) or teaching hospitals, could increase Medicaid beneficiaries' access to cost-effective care. Read More

    Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force.
    Acad Med 2017 Sep 14. Epub 2017 Sep 14.
    S.B. Fazio is associate professor, Department of Internal Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts. C.H. Ledford is professor, Department of Internal Medicine and Pediatrics, Ohio State University Wexner Medical College, Columbus, Ohio. P.B. Aronowitz is professor, Department of Internal Medicine, University of California, Davis School of Medicine, Sacramento, California. S.G. Chheda is associate professor, Department of Internal Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin. J.H. Choe is associate professor, Department of Internal Medicine, University of Washington School of Medicine, Seattle, Washington. S.A. Call is professor, Department of Internal Medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. S.D. Gitlin is professor, Department of Internal Medicine, University of Michigan and Veterans Affairs Health System, Ann Arbor, Michigan. M. Muntz is associate professor, Department of Internal Medicine, Medical College of Wisconsin, Milwaukee, Wisconsin. L.J. Nixon is professor, Department of Internal Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota. A.G. Pereira is associate professor, Department of Internal Medicine, University of Minnesota Medical School, Minneapolis, Minnesota. J.W. Ragsdale is assistant professor, Department of Internal Medicine, University of Kentucky College of Medicine, Lexington, Kentucky. E.A. Stewart is associate professor, Department of Internal Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania. K.E. Hauer is professor, Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California.
    As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship. Read More

    Factors Associated With Medical School Graduates' Intention to Work With Underserved Populations: Policy Implications for Advancing Workforce Diversity.
    Acad Med 2017 Sep 14. Epub 2017 Sep 14.
    A.N. Garcia is a fellow with the National Clinician Scholars Program at the University of California, Los Angeles. At the time of submission, the author was a general and preventive medicine resident, California Department of Public Health, Sacramento, California, assigned to the Division of Chronic Disease and Injury Prevention, Los Angeles County Department of Public Health, Los Angeles, California. The project was conceived while the author was a medical student at the University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0001-9284-3790. T. Kuo is adjunct associate professor of epidemiology, UCLA Fielding School of Public Health, and health sciences associate professor of family medicine, David Geffen School of Medicine at UCLA, Los Angeles, California. The author also directs the Division of Chronic Disease and Injury Prevention and the Office of Senior Health, Los Angeles County Department of Public Health, Los Angeles, California; ORCID: http://orcid.org/0000-0002-4120-8559. L. Arangua is a policy analyst, Division of Chronic Disease and Injury Prevention, Los Angeles County Department of Public Health, Los Angeles, California; ORCID: http://orcid.org/0000-0001-9105-3885. E.J. Pérez-Stable is director, National Institute on Minority Health and Health Disparities, National Institutes of Health, Bethesda, Maryland. This project was conceived while the author was professor of medicine and chief, Division of General Internal Medicine, Department of Medicine, and director, Medical Effectiveness Research Center for Diverse Populations, University of California, San Francisco, San Francisco, California.
    Purpose: Given projected U.S. physician shortages across all specialties that will likely impact underserved areas disproportionately, the authors sought to explore factors most correlated with medical school graduates' intention to work with underserved populations (IWUP). Read More

    Medical Education and Health Care Delivery: A Call to Better Align Goals and Purposes.
    Acad Med 2017 Sep 14. Epub 2017 Sep 14.
    D.P. Sklar is distinguished professor emeritus, University of New Mexico School of Medicine, Albuquerque, New Mexico, and editor in chief, Academic Medicine. P.A. Hemmer is professor of medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland. S.J. Durning is professor of medicine and pathology, Uniformed Services University of the Health Sciences, Bethesda, Maryland, and deputy editor for research, Academic Medicine.
    The transformation of the U.S. health care system is under way, driven by the needs of an aging population, rising health care spending, and the availability of health information. Read More

    Governance of Academic Medical Centers Is Indeed a Complex and Unique Operation.
    Acad Med 2017 Sep 12. Epub 2017 Sep 12.
    D.S. Guzick is senior vice president for health affairs, University of Florida, Gainesville, Florida, and president, UF Health, Gainesville and Jacksonville, Florida. D.E. Wilson is dean emeritus, University of Maryland School of Medicine, Baltimore, Maryland, former vice president for medical affairs, University of Maryland, Baltimore, Baltimore, Maryland, and former senior vice president for health sciences, Howard University, Washington, DC.
    As academic medical centers (AMCs) have extended their operations into their communities, partnered with new organizations, and developed new modes of operation to achieve their missions, new governance approaches are required. Chari and colleagues, in this issue of Academic Medicine, describe the development and application of criteria to evaluate governance options for the University of California (UC), which has a number of public AMCs, almost all of which are components of individual UC universities. Although many of these criteria may also be applicable to smaller AMCs, a more individual approach to governance is required-that is, one must step back and first ask about the organization, structure, and goals of the entities to be governed. Read More

    Governing Academic Medical Center Systems: Evaluating and Choosing Among Alternative Governance Approaches.
    Acad Med 2017 Sep 12. Epub 2017 Sep 12.
    R. Chari is policy researcher, RAND Corporation, Arlington, Virginia; ORCID: http://orcid.org/0000-0002-6805-0974. C. O'Hanlon is assistant policy researcher, RAND Corporation, and a doctoral candidate, Pardee RAND Graduate School, Santa Monica, California; ORCID: http://orcid.org/0000-0001-6398-5845. P. Chen is physician policy researcher, RAND Corporation, Santa Monica, California. K. Leuschner is research communications analyst, RAND Corporation, Santa Monica, California. C. Nelson is senior political scientist, RAND Corporation, and professor of policy analysis, Pardee RAND Graduate School, Santa Monica, California.
    The ability of academic medical centers (AMCs) to fulfill their triple mission of patient care, medical education, and research is increasingly being threatened by rising financial pressures and resource constraints. Many AMCs are, therefore, looking to expand into academic medical systems, increasing their scale through consolidation or affiliation with other health care systems. As clinical operations grow, though, the need for effective governance becomes even more critical to ensure that the business of patient care does not compromise the rest of the triple mission. Read More

    Characteristics of Interim Deans at U.S. Medical Schools: Implications for Institutions and Individuals.
    Acad Med 2017 Sep 12. Epub 2017 Sep 12.
    S.A. Bunton is research director, Medical School Operations, Association of American Medical Colleges, Washington, DC. P. Sass is professor, Department of Family Medicine, SUNY Downstate College of Medicine, Brooklyn, New York. R.A. Sloane is Faculty Roster coordinator, Association of American Medical Colleges, Washington, DC. R.K. Grigsby is senior director, Member Organizational Development, Association of American Medical Colleges, Washington, DC.
    Purpose: To provide a baseline, descriptive understanding of individuals serving as interim deans at U.S. medical schools. Read More

    Academic Medicine and Medical Professionalism: A Legacy and a Portal Into An Evolving Field of Educational Scholarship.
    Acad Med 2017 Sep 5. Epub 2017 Sep 5.
    F.W. Hafferty is professor of medical education, Division of General Internal Medicine and Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota; ORCID: https://orcid.org/0000-0002-5604-7268.
    In this Invited Commentary, the author examines two curated Academic Medicine volumes showcasing foundational research and key writings on professionalism in medicine and medical education, collectively spanning from 1994 to 2016. The author reviews the beginnings of the medical professionalism movement and examines how the trends and themes reflected in the first volume-specifically the work to define, assess, and institutionalize professionalism-capture key elements in this movement. He then examines how the trends and themes in the second volume align with and build on those from the first, noting two themes that extend across a number of second volume articles: a unit-of-analysis issue and the challenge of context. Read More

    Evaluating the Impact of the Medical Education Partnership Initiative at the University of Zimbabwe College of Health Sciences Using the Most Significant Change Technique.
    Acad Med 2017 Sep;92(9):1264-1268
    S.C. Connors is associate director, The Evaluation Center, School of Education and Human Development, University of Colorado Denver, Denver, Colorado.S. Nyaude is monitoring and evaluation specialist, Regional Office for Southern Africa, Humanist Institute for Co-operation with Developing Countries (Hivos), Harare, Zimbabwe.A. Challender is education coordinator, Colorado Family Medicine Residencies, Denver, Colorado.E. Aagaard is professor of medicine, Division of General Internal Medicine, Department of Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado.C. Velez is senior evaluation specialist, The Evaluation Center, School of Education and Human Development, University of Colorado Denver, Denver, Colorado.J. Hakim is professor of medicine, Department of Medicine, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe.
    Problem: In medical education, evaluating outcomes from programs intended to transform attitudes or influence career trajectories using conventional methods of monitoring is often difficult. To address this problem, the authors adapted the most significant change (MSC) technique to gain a more comprehensive understanding of the impact of the Medical Education Partnership Initiative (MEPI) program at the University of Zimbabwe College of Health Sciences.

    Approach: In 2014-2015, the authors applied the MSC to systematically examine the personal significance and level of positive transformation that individuals attributed to their MEPI participation. Read More

    Commentary on an Excerpt From A Tale of Two Cities.
    Acad Med 2017 Sep;92(9):1249
    M.A. Kumarasamy is analytics program manager, Office of Quality & Risk, Emory Healthcare, Atlanta, Georgia. G.J. Esper is director, New Care Models, Emory Healthcare, Atlanta, Georgia. W.A. Bornstein is chief medical officer and chief quality officer, Emory Healthcare, Atlanta, Georgia; e-mail: Twitter:

    A Closer Look at Regional Medical Campuses.
    Acad Med 2017 Sep;92(9):1221
    Director, Medical Education and Student Services, Huntsville Regional Campus, UAB School of Medicine, Huntsville, Alabama; Associate dean, Windsor Campus, Schulich School of Medicine & Dentistry, Western University, Windsor, Ontario, Canada. Associate dean for medical education, Duluth Regional Campus, University of Minnesota Medical School, Duluth, Minnesota.

    In Reply to Quinn and Zelenski.
    Acad Med 2017 Sep;92(9):1219
    Research professor of psychiatry and human behavior and director of the Jefferson Longitudinal Study of Medical Education, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania; Distinguished professor of medicine, emeritus dean, and founder, Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania.

    The High-Value Care Rounding Tool: Development and Validity Evidence.
    Acad Med 2017 Aug 29. Epub 2017 Aug 29.
    C.E. McDaniel is clinical assistant professor, Department of Pediatrics, University of Washington, Seattle, Washington. A.A. White is associate professor, Department of Medicine, University of Washington, Seattle, Washington. M.C. Bradford is a biostatistician, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington. C.D. Sy is clinical instructor, Department of Medicine, University of Washington, Seattle, Washington. T. Chen is clinical instructor, Department of Medicine, University of Washington, Seattle, Washington. D. Brock is associate professor, Department of Family Medicine, University of Washington, Seattle, Washington. J. Foti is clinical associate professor, Department of Pediatrics, University of Washington, Seattle, Washington. J.B. Beck is assistant professor, Department of Pediatrics, University of Washington, Seattle, Washington.
    Little is known about current practices in high-value care (HVC) bedside teaching. A lack of instruments for measuring bedside HVC behaviors confounds efforts to assess the impact of curricular interventions. The authors aimed to define observable HVC concepts by developing an instrument to measure the content and frequency of HVC discussions. Read More

    Critical Thoughts About the Core Entrustable Professional Activities in Undergraduate Medical Education.
    Acad Med 2017 Aug 29. Epub 2017 Aug 29.
    E. Krupat is associate professor, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts. At the time of writing, the author was also director, Center for Evaluation, Harvard Medical School, Boston, Massachusetts.
    The Core Entrustable Professional Activities for Entering Residency (Core EPAs) have taken a strong hold on undergraduate medical education (UME). This Perspective questions their value added and considers the utility of the Core EPAs along two separate dimensions: (1) the ways they change the content and focus of the goals of UME; and (2) the extent to which entrustable professional activity (EPA)-based assessment conforms to basic principles of measurement theory as practiced in the social sciences. Concerning content and focus, the author asks whether the 13 Core EPAs frame UME too narrowly, putting competencies into the background and overlooking certain aspirational, but important and measurable, objectives of UME. Read More

    Competency-Based Medical Education and the Ghost of Kuhn: Reflections on the Messy and Meaningful Work of Transformation.
    Acad Med 2017 Aug 29. Epub 2017 Aug 29.
    E.S. Holmboe is senior vice president, Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois.
    The transition, if not transformation, to outcomes-based medical education likely represents a paradigm shift struggling to be realized. Paradigm shifts are messy and difficult but ultimately meaningful if done successfully. This struggle has engendered tension and disagreements, with many of these disagreements cast as either-or polarities. Read More

    Can We Increase the Value and Decrease the Cost of Clinical Skills Assessment?
    Acad Med 2017 Aug 22. Epub 2017 Aug 22.
    W.P. Burdick is vice president of education, Foundation of Advancement of International Medical Education and Research, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0002-6040-6112. J.R. Boulet is vice president of research and data resources, Educational Commission for Foreign Medical Graduates, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0003-3703-5613. K.E. LeBlanc is executive director, Clinical Skills Evaluation Collaboration, National Board of Medical Examiners and Educational Commission for Foreign Medical Graduates, Philadelphia, Pennsylvania.
    Although the authors do not agree with medical students' bid to end the United States Medical Licensing Examination Step 2 Clinical Skills or Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation tests, they concur with Ecker and colleagues that conducting further research to support the validity argument, providing greater feedback on performance, and exploring options to reduce costs are important for addressing students' concerns. Evidence to support the validity of clinical skills exam scores and associated inferences already exists. What is lacking, and would help further justify the use of these examinations, is more evidence to support the "extrapolation" argument-that is, is performance on these examinations related to actual patient care? Enhanced feedback on exam performance should also be considered. Read More

    Primary Care Residents in Teaching Health Centers: Their Intentions to Practice in Underserved Settings After Residency Training.
    Acad Med 2017 Aug 22. Epub 2017 Aug 22.
    Z. Talib is associate professor of medicine and of health policy and management, George Washington University School of Medicine & Health Sciences, Washington, DC. M.M. Jewers is a doctoral candidate and research scientist, Department of Health Policy & Management, George Washington University Milken Institute School of Public Health, Washington, DC. J.H. Strasser is a doctoral candidate and senior research associate, Department of Health Policy & Management, George Washington University Milken Institute School of Public Health, Washington, DC. D.K. Popiel is assistant professor of medicine, George Washington University School of Medicine & Health Sciences, Washington, DC. D.G. Goldberg is associate professor, Department of Health Administration and Policy, George Mason University, Fairfax, Virginia. C. Chen is director, Division of Medicine and Dentistry, Health Resources and Services Administration, Rockville, Maryland. H. Kepley is special assistant to the director, National Center for Health Workforce Analysis, Health Resources and Services Administration, Rockville, Maryland. F. Mullan is a professor of health policy and management, Department of Health Policy & Management, George Washington University Milken Institute School of Public Health, a professor of pediatrics, George Washington University School of Medicine & Health Sciences, and codirector, George Washington University Health Workforce Institute, Washington, DC. M. Regenstein is professor, Department of Health Policy & Management, George Washington University Milken Institute School of Public Health, Washington, DC.
    Purpose: To describe the residents who chose to train in teaching health centers (THCs), which are community-based ambulatory patient care sites that sponsor primary care residencies, and their intentions to practice in underserved settings.

    Method: The authors surveyed all THC residents training in academic years 2013-2014, 2014-2015, and 2015-2016, comparing their demographic characteristics with data available for residents nationally, and examined THC residents' intentions to practice in underserved settings using logistic regression analysis.

    Results: The overall survey response rate was 89% (1,031/1,153). Read More

    Barriers to Career Flexibility in Academic Medicine: A Qualitative Analysis of Reasons for the Underutilization of Family-Friendly Policies, and Implications for Institutional Change and Department Chair Leadership.
    Acad Med 2017 Aug 22. Epub 2017 Aug 22.
    K. Shauman is professor, Department of Sociology, University of California, Davis, Davis, California. L.P. Howell is professor and chair, Department of Pathology and Laboratory Medicine, University of California, Davis School of Medicine, Davis, California. D.A. Paterniti is assistant professor, Sociology Department, Sonoma State University, Sonoma, California. L.A. Beckett is distinguished professor and chief, Division of Biostatistics, Department of Public Health Sciences, University of California, Davis School of Medicine, Davis, California. A.C. Villablanca is professor of cardiovascular medicine, Department of Internal Medicine, University of California, Davis School of Medicine, Davis, California.
    Purpose: Academic medical and biomedical professionals need workplace flexibility to manage the demands of work and family roles and meet their commitments to both, but often fail to use the very programs and benefits that provide flexibility. This study investigated the reasons for faculty underutilization of work-life programs.

    Method: As part of a National Institutes of Health-funded study, in 2010 the authors investigated attitudes of clinical and/or research biomedical faculty at the University of California, Davis, toward work-life policies, and the rationale behind their individual decisions regarding use of flexibility policies. Read More

    Step Up-Not On-The Step 2 Clinical Skills Exam: Directors of Clinical Skills Courses (DOCS) Oppose Ending Step 2 CS.
    Acad Med 2017 Aug 22. Epub 2017 Aug 22.
    D.J. Ecker is assistant professor of medicine, assistant director of education, Hospital Medicine Group, and director, Integrated Clinicians Course, University of Colorado School of Medicine, Aurora, Colorado, and chair, Advocacy and Advancement Subcommittee, Directors of Clinical Skills Courses (DOCS); ORCID: http://orcid.org/0000-0002-1530-0079. F.B. Milan is professor of medicine and director, Ruth L. Gottesman Clinical Skills Center and Introduction to Clinical Medicine Program, Albert Einstein College of Medicine, Bronx, New York, and president, Directors of Clinical Skills Courses (DOCS). T. Cassese is associate professor of medical science and director, Clinical Arts and Sciences Course, Frank H. Netter MD School of Medicine, Quinnipiac University, North Haven, Connecticut, and president-elect, Directors of Clinical Skills Courses (DOCS). J.M. Farnan is assistant dean, Curricular Innovation and Evaluation, associate professor of medicine, and director, Clinical Skills Education, University of Chicago Pritzker School of Medicine, Chicago, Illinois, and secretary, Directors of Clinical Skills Courses (DOCS); ORCID: http://orcid.org/0000-0002-1138-9416. W.S. Madigosky is associate professor of family medicine and director, Foundations of Doctoring Curriculum, University of Colorado School of Medicine, Aurora, Colorado, and chair, Nominations Subcommittee, Directors of Clinical Skills Courses (DOCS); ORCID: http://orcid.org/0000-0003-0714-4114. F.S. Massie Jr is professor of medicine, director, Introduction to Clinical Medicine Curriculum, and director, Clinical Skills Scholars Program, University of Alabama School of Medicine, Birmingham, Alabama, and past president (2014-2015), Directors of Clinical Skills Courses (DOCS). P. Mendez is associate dean, Clinical Curriculum, associate professor of medicine, and director, Clinical Skills Program, University of Miami Miller School of Medicine, Miami, Florida, and representative, Southern Group on Educational Affairs, Directors of Clinical Skills Courses (DOCS). S. Obadia is associate dean, Clinical Education and Services, associate professor of internal medicine, and codirector, Medical Skills Courses, A.T. Still University, School of Osteopathic Medicine, Mesa, Arizona, and chair, Program Planning Subcommittee, Directors of Clinical Skills Courses (DOCS). R.K. Ovitsh is assistant dean, Clinical Competencies, and assistant professor of pediatrics, State University of New York Downstate School of Medicine, Brooklyn, New York, and representative, Northeast Group on Educational Affairs, Directors of Clinical Skills Courses (DOCS). R. Silvestri is assistant professor of medicine and site director, Practice of Medicine Clinical Skills Course, Harvard Medical School, Boston, Massachusetts, and chair, Research Subcommittee, Directors of Clinical Skills Courses (DOCS). T. Uchida is associate professor of medicine and medical education and director, Clinical Skills Education, Northwestern University Feinberg School of Medicine, Chicago, Illinois, and treasurer, Directors of Clinical Skills Courses (DOCS). M. Daniel is assistant dean, Curriculum, and assistant professor of emergency medicine and learning and health sciences, University of Michigan Medical School, Ann Arbor, Michigan, and past president (2015-2016), Directors of Clinical Skills Courses (DOCS); ORCID: http://orcid.org/0000-0001-8961-7119.
    Recently, a student-initiated movement to end the United States Medical Licensing Examination Step 2 Clinical Skills and the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation has gained momentum. These are the only national licensing examinations designed to assess clinical skills competence in the stepwise process through which physicians gain licensure and certification. Therefore, the movement to end these examinations and the ensuing debate merit careful consideration. Read More

    The Decanal Divide: Women in Decanal Roles at U.S. Medical Schools.
    Acad Med 2017 Aug 22. Epub 2017 Aug 22.
    N.F. Schor is William H. Eilinger Chair, Department of Pediatrics, and professor, Departments of Pediatrics, Neurology, and Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, New York.
    Purpose: To test the hypotheses that women in medical school dean-level (decanal) positions occupy lower-rank and more image- and education-focused positions than men, and that state and woman-led schools have more women in decanal positions.

    Method: Data were collected on September 10-18, 2016, from Web sites of 136 allopathic, U.S. Read More

    Class-Wide Access to a Commercial Step 1 Question Bank During Preclinical Organ-Based Modules: A Pilot Project.
    Acad Med 2017 Aug 16. Epub 2017 Aug 16.
    J.H. Baños is assistant dean, Student Success Programs, Department of Medical Education, University of Alabama School of Medicine, Birmingham, Alabama. M.E. Pepin is a doctoral student, Department of Biomedical Engineering, Medical Scientist Training Program, University of Alabama School of Medicine, Birmingham, Alabama. N. Van Wagoner is assistant dean for students, Department of Medical Education, University of Alabama School of Medicine, Birmingham, Alabama.
    Purpose: The authors examined the usefulness of a commercially available Step 1 question bank as a formative academic support tool throughout organ-based modules in an integrated preclinical medical curriculum. The authors also determined the extent to which correlation between question bank utilization and academic metrics varied with Medical College Admission Test (MCAT) scores.

    Method: In 2015, a cohort of 185 first-year medical students at University of Alabama School of Medicine were provided with 18-month full access to a commercially available Step 1 question bank of over 2,100 items throughout organ-based modules, although there were no requirements for use. Read More

    The Problems With Burnout Research.
    Acad Med 2017 Aug 16. Epub 2017 Aug 16.
    J. Eckleberry-Hunt is director of health psychology, executive health and wellness, Beaumont Health Department of Executive Health, Royal Oak, Michigan. H. Kirkpatrick is director of behavioral science, Department of Internal Medicine, Genesys Regional Medical Center, Flint, Michigan. T. Barbera is a clinical psychologist, Department of Family Medicine, St. Vincent Family Medicine Residency Program, Indianapolis, Indiana.
    Burnout among physicians and physicians-in-training is well established as a potential threat to the health and well-being of health care providers and patients. However, there are myriad problems with current burnout research and its ongoing measurement that threaten the validity of the conclusions. For example, researchers have used differing ways of defining and measuring burnout. Read More

    Challenges in Health Care Simulation: Are We Learning Anything New?
    Acad Med 2017 Aug 16. Epub 2017 Aug 16.
    K. Henriksen is senior advisor, Human Factors and Patient Safety, Center for Quality Improvement and Patient Safety, Agency for Healthcare Research and Quality, Rockville, Maryland. D. Rodrick is health scientist administrator, Center for Quality Improvement and Patient Safety, Agency for Healthcare Research and Quality, Rockville, Maryland. E.N. Grace is deputy director, Center for Quality Improvement and Patient Safety, Agency for Healthcare Research and Quality, Rockville, Maryland. P.J. Brady is director, Center for Quality Improvement and Patient Safety, Agency for Healthcare Research and Quality, Rockville, Maryland.
    The growth of health care simulation in schools of medicine and nursing is noteworthy, as is the increasingly sophisticated simulation technology, support from funding agencies and foundations for research, well-attended annual conferences, and continued interest of accreditation and certification groups. Yet there are concerns preventing the full value of health care simulation to be realized when examined from a patient safety perspective. Basic questions are asked by funders of patient safety research when assessing past simulation projects undertaken to advance patient safety: Are the safety and quality of care to patients actually improved, and is something new being learned regarding the optimal use of simulation? Concerns focus on pursuing the right research questions to learn something new about the most effective use of simulation; doing more with simulation than simply providing an interesting, stand-alone educational experience; attending more seriously to how skill acquisition, maintenance, and progression get managed; and encouraging investigators, funders, and reviewers to expand their vision regarding what constitutes important inquiry and evidence in health care simulation. Read More

    Beyond Citation Rates: A Real-Time Impact Analysis of Health Professions Education Research Using Altmetrics.
    Acad Med 2017 Aug 16. Epub 2017 Aug 16.
    L.A. Maggio is associate professor of medicine and associate director of distance learning and technology, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-2997-6133. H.S. Meyer is assistant professor of medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland; Twitter: @hollysmeyer; ORCID: http://orcid.org/0000-0001-8833-8003. A.R. Artino Jr is professor of medicine and deputy director, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; Twitter: @mededdoc; ORCID: http://orcid.org/0000-0003-2661-7853.
    Purpose: To complement traditional citation-based metrics, which take years to accrue and indicate only academic attention, academia has begun considering altmetrics or alternative metrics, which provide timely feedback on an article's impact by tracking its dissemination via nontraditional outlets, such as blogs and social media, across audiences. This article describes altmetrics and examines altmetrics attention, outlets used, and top article characteristics for health professions education (HPE) research.

    Method: Using Altmetric Explorer, a tool to search altmetrics activity, the authors searched for HPE articles that had at least one altmetrics event (e. Read More

    The Rising Challenge of Training Physician-Scientists: Recommendations From a Canadian National Consensus Conference.
    Acad Med 2017 Aug 16. Epub 2017 Aug 16.
    M.J. Strong is professor of clinical neurological sciences and dean, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. N. Busing is project lead, Future of Medical Education in Canada Postgraduate Project, and family physician, Ottawa, Ontario, Canada. D.L. Goosney is executive director, Tri-agency Institutional Programs Secretariat, Ottawa, Ontario, Canada. K.A. Harris is executive director, Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. A. Kuzyk was the 2015-2016 president, Clinical Investigator Trainee Association of Canada (CITAC), and is an MD/PhD candidate, Faculty of Medicine, University of Manitoba, Winnipeg, Manitoba, Canada. L. Lingard is professor and director, Center for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. W.V. Norman is associate professor and director, Clinician Scholar Program, Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada. N.D. Rosenblum is professor and Canada Research Chair in Developmental Nephrology, Department of Paediatrics, and associate dean, Physician Scientist Training, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. T. Saryeddine is executive director of research and innovation, HealthCareCAN, and adjunct professor, Telfer School of Management, University of Ottawa, Ottawa, Ontario, Canada. X. Wang is an MD/PhD candidate, University of Toronto, and was the 2014-2015 president, CITAC, Toronto, Ontario, Canada.
    Physician-scientists are individuals who actively participate in patient care, have undergone additional research training, and devote the majority of their time to research. Physician-scientists are traditionally the primary catalysts in bridging the translational gap-that is, the failure to link fundamental new knowledge in the pathobiology of disease with advances in health care and health policy in a timely manner. However, there has been a shift away from training physician-scientists, and financial support for the physician-scientist is diminishing globally, causing the translational gap to grow. Read More

    Interprofessional QI Training Enhances Competency and QI Productivity Among Graduates: Findings From Nationwide Children's Hospital.
    Acad Med 2017 Aug 16. Epub 2017 Aug 16.
    T. Bartman is associate professor, Department of Pediatrics, Division of Neonatology, Ohio State University College of Medicine, director of quality improvement for neonatal services, and associate medical director for quality, Nationwide Children's Hospital, Columbus, Ohio. K. Heiser is vice president for education and designated institutional official, Nationwide Children's Hospital, Columbus, Ohio. A. Bethune is quality improvement services education coordinator, Department of Education, Nationwide Children's Hospital, Columbus, Ohio. W. Crandall is professor, Department of Pediatrics, Ohio State University College of Medicine, Division of Gastroenterology, and medical director for quality, Nationwide Children's Hospital, Columbus, Ohio. R. McClead is emeritus professor, Department of Pediatrics, Division of Neonatology, Ohio State University College of Medicine, and associate chief medical officer, Nationwide Children's Hospital, Columbus, Ohio. J.T. Davis is emeritus professor of clinical surgery, Ohio State University College of Medicine, and assistant to the chief medical officer, Nationwide Children's Hospital, Columbus, Ohio. R.J. Brilli is professor, Department of Pediatrics, Division of Critical Care Medicine at Ohio State University College of Medicine, and chief medical officer, Nationwide Children's Hospital, Columbus, Ohio.
    Purpose: Significant resources are expended on quality improvement (QI) training courses. The authors sought to determine whether education provided in QI course training improves self-assessed QI content competence and QI-related productivity among course graduates.

    Method: "Quality Improvement Essentials" is a four-month didactic and experiential course designed to prepare multidisciplinary professionals to participate in and lead QI efforts at Nationwide Children's Hospital (NCH). Read More

    Strategies for Supporting Physician-Scientists in Faculty Roles: A Narrative Review With Key Informant Consultations.
    Acad Med 2017 Aug 8. Epub 2017 Aug 8.
    L. Lingard is professor, Department of Medicine and Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. P. Zhang is a second-year medical student, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. M. Strong is professor and dean, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. M. Steele is professor and dean, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. J. Yoo is professor and chair, Department of Otolaryngology-Head and Neck Surgery, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. J. Lewis is professor, Department of Medicine, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada.
    Purpose: Physician-scientists are a population in decline globally. Solutions to reverse this decline often have focused on the training pipeline. Less attention has been paid to reducing attrition post training, when physician-scientists take up faculty roles. Read More

    Becoming a Physician-Scientist: A View Looking Up From Base Camp.
    Acad Med 2017 Aug 8. Epub 2017 Aug 8.
    R.D. Ganetzky is an attending physician, Division of Human Genetics & Metabolic Diseases, Children's Hospital of Philadelphia, and assistant professor, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania.
    The process of becoming a physician-scientist is a long and often harrowing one. The author reflects on her own experience deciding to commit to a career as a physician-scientist and setting out on that career path. She identifies the largest challenges as the lack of clear direction to becoming a physician-scientist; the long lag time between the end of graduate medical education and becoming faculty, resulting in lower wages, less job security, and conflicts with personal goals; and a tension between traditional definitions of success and her own areas of interest. Read More

    The Allure of Tenure.
    Acad Med 2017 Aug 8. Epub 2017 Aug 8.
    K.J. Gold is assistant professor, Department of Family Medicine and Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan.
    The tenure track is a common career path for clinician-scientists who focus on research, but it comes at a life stage in which there are multiple competing personal and academic demands. The stakes for tenure review are high, with pretenure faculty at many institutions facing job loss if they are denied tenure. In academic medicine, the exacting requirements and intense demands of the tenure track frequently merge with a physician population carrying high and even unreasonable personal self-expectations of achievement. Read More

    The Academy of Master Clinicians: Recognition of Clinical Excellence Within an Academic Medical Center.
    Acad Med 2017 Aug 8. Epub 2017 Aug 8.
    J.H. Glick is Madlyn and Leonard Abramson Professor of Clinical Oncology, Department of Medicine, and vice president, University of Pennsylvania Health System, Philadelphia, Pennsylvania. V. Mulhern is executive director, Office of Faculty Affairs and Professional Development, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. K.M. Olthoff is Donald Guthrie Professor of Surgery and Chief, Division of Transplantation, Department of Surgery, University of Pennsylvania Health System, Philadelphia, Pennsylvania. J. Ende is Schaeffer Professor of Medicine, Department of Medicine, and assistant vice president, University of Pennsylvania Health System, and assistant dean, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania.
    Problem: Academic health centers face increasing challenges in pursuing and maintaining clinical excellence in their tripartite mission. At Penn Medicine, an institution-wide strategic planning process was initiated in 2012. Among the recommendations that arose from that process was to enhance the recognition of Penn Medicine's most outstanding clinicians. Read More

    Clinician-Investigator Training and the Need to Pilot New Approaches to Recruiting and Retaining This Workforce.
    Acad Med 2017 Aug 1. Epub 2017 Aug 1.
    A.K. Hall was deputy director, Division of Training, Workforce Development, and Diversity, National Institute of General Medical Sciences, Bethesda, Maryland, at the time this work was completed. She is now associate dean of research workforce development, George Washington University School of Medicine and Health Sciences, Washington, DC. ,S.L. Mills is director, Office of Extramural Programs, Office of Extramural Research, National Institutes of Health, Bethesda, Maryland. P.K. Lund is director, Division of Biomedical Research Workforce, Office of Extramural Programs, Office of Extramural Research, National Institutes of Health, Bethesda, Maryland.
    Clinician-investigators, also called physician-scientists, offer critical knowledge and perspectives that benefit research on basic science mechanisms, improved diagnostic and therapeutic approaches, population and outcomes medicine, health policy, and health services, yet few clinically trained health professionals pursue a research career. Sustaining this workforce requires attention to the unique challenges faced by investigators who must achieve clinical and research competence during training and their careers. These challenges include the duration of required clinical training, limited or discontinuous research opportunities, high levels of educational debt, balancing the dual obligations and rewards of clinical care and research, competition for research funding, and the need for leadership development after training. Read More

    The Road to Rural Primary Care: A Narrative Review of Factors That Help Develop, Recruit, and Retain Rural Primary Care Physicians.
    Acad Med 2017 Aug 1. Epub 2017 Aug 1.
    A.B. Parlier was research project coordinator, Center for Research, Mountain Area Health Education Center, Asheville, North Carolina, at the time of writing. As of August 2017, she will be a graduate student, Psychology Department, Virginia Commonwealth University, Richmond, Virginia. S.L. Galvin is director of research, Center for Research, Mountain Area Health Education Center, Asheville, North Carolina, and adjunct assistant professor, Department of Obstetrics and Gynecology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina. S. Thach is director of clinical and community outreach, Western North Carolina Rural Health Initiative, Mountain Area Health Education Center, Asheville, North Carolina. D. Kruidenier is research and clinical librarian, Center for Research, Mountain Area Health Education Center, Asheville, North Carolina. E.B. Fagan is chief education officer, Mountain Area Health Education Center (MAHEC), assistant program director, Family Medicine Residency Program, MAHEC, and assistant medical director, Department of Family Medicine, MAHEC, Asheville, North Carolina. He is also associate professor, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina.
    Purpose: To examine the literature documenting successes in recruiting and retaining rural primary care physicians.

    Method: The authors conducted a narrative review of literature on individual, educational, and professional characteristics and experiences that lead to recruitment and retention of rural primary care physicians. In May 2016, they searched MEDLINE, PubMed, CINAHL, ERIC, Web of Science, Google Scholar, the Grey Literature Report, and reference lists of included studies for literature published in or after 1990 in the United States, Canada, or Australia. Read More

    Mediators of Racial/Ethnic Disparities in Mentored K Award Receipt Among U.S. Medical School Graduates.
    Acad Med 2017 Aug 1. Epub 2017 Aug 1.
    D.A. Andriole is assistant dean for medical education and associate professor of surgery, Washington University School of Medicine, St. Louis, Missouri; ORCID: http://orcid.org/0000-0001-8902-1227. Y. Yan is professor of surgery and biostatistics, Washington University School of Medicine, St. Louis, Missouri; ORCID: http://orcid.org/0000-0002-5917-1475. D.B. Jeffe is professor of medicine and director, Health Behavior, Communication, and Outreach Core, Washington University School of Medicine, St. Louis, Missouri; ORCID: http://orcid.org/0000-0002-7642-3777.
    Purpose: Mentored K (K01/K08/K23) career development awards are positively associated with physicians' success as independent investigators; however, individuals in some racial/ethnic groups are less likely to receive this federal funding. The authors sought to identify variables that explain (mediate) the association between race/ethnicity and mentored K award receipt among U.S. Read More

    Situating Remediation: Accommodating Success and Failure in Medical Education Systems.
    Acad Med 2017 Aug 1. Epub 2017 Aug 1.
    R.H. Ellaway is professor, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: http://orcid.org/0000-0002-3759-6624. C.L. Chou is professor, Department of Clinical Medicine, University of California, San Francisco, and staff physician, San Francisco VA Health Care System, San Francisco, California; ORCID: http://orcid.org/0000-0002-2391-4337. A.L. Kalet is professor, Division of General Internal Medicine and Clinical Innovation, Departments of Medicine and Surgery, New York University, New York, New York; ORCID: http://orcid.org/0000-0003-4855-0223.
    There has been a widespread shift to competency-based medical education (CBME) in the United States and Canada. Much of the CBME discourse has focused on the successful learner, with relatively little attention paid to what happens in CBME systems when learners stumble or fail. Emerging issues, such as the well-documented problem of "failure to fail" and concerns about litigious learners, have highlighted a need for well-defined and integrated frameworks to support and guide strategic approaches to the remediation of struggling medical learners. Read More

    Making the First Cut: An Analysis of Academic Medicine Editors' Reasons for Not Sending Manuscripts Out for External Peer Review.
    Acad Med 2017 Aug 1. Epub 2017 Aug 1.
    H.S. Meyer is assistant professor, Department of Medicine, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland. S.J. Durning is professor, Department of Medicine, and director, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, and deputy editor for research, Academic Medicine, Washington, DC. D. Sklar is distinguished professor emeritus of emergency medicine, University of New Mexico School of Medicine, Albuquerque, New Mexico, and editor-in-chief, Academic Medicine, Washington, DC. L.A. Maggio is associate professor, Department of Medicine, and associate director for technology and distributed learning, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland.
    Purpose: Manuscripts submitted to Academic Medicine (AM) undergo an internal editor review to determine whether they will be sent for external peer review. Increasingly, manuscripts are rejected at this early stage. This study seeks to inform scholars about common reasons for internal editor review rejections, increase transparency of the process, and provide suggestions for improving submissions. Read More

    1 OF 213