12,913 results match your criteria Academic Medicine[Journal]


Embracing Vulnerability.

Authors:
Eric Kutscher

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

E. Kutscher is a resident physician, Department of Internal Medicine, NYU Langone Health, New York, New York; email: Twitter:

View Article and Full-Text PDF

Learning the Lesson of Inaction.

Authors:
Pallavi Juneja

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

P. Juneja is a fourth-year medical student, Wake Forest School of Medicine, Winston Salem, North Carolina; email: Twitter:

View Article and Full-Text PDF

Finding Light in the Uncertain.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

K.P. Callahan is a neonatology fellow, The Children's Hospital of Philadelphia, and ELSI Genomics Fellow, Department of Medical Ethics and Health Policy, University of Pennsylvania, Philadelphia, Pennsylvania; email: Twitter: E.G. Salazar is a neonatology fellow, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; email: Twitter:

View Article and Full-Text PDF

A Novel Curriculum Assessment Tool, Based on AAMC Competencies, to Improve Medical Education About Sexual and Gender Minority Populations.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

A.C. Zumwalt is associate professor, Department of Anatomy & Neurobiology, Boston University School of Medicine, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-4557-4273. E.E. Carter is a is a resident, Division of Urology, Department of Surgery, University of Utah, Salt Lake City, Utah, and, when this report was written, a fourth-year medical student, Boston University School of Medicine, Boston, Massachusetts; ORCID: http://orcid.org/0000-0003-2043-4474. I.M. Gell-Levey is a third-year medical student, Boston University School of Medicine, Boston, Massachusetts. ORCID: https://orcid.org/0000-0003-0756-7563. N. Mulkey is a resident, Department of Psychiatry, University of Vermont, Burlington, Vermont, and when this report was written, a fourth-year medical student, Boston University School of Medicine, Boston, Massachusetts. ORCID: https://orcid.org/0000-0003-4399-6074. C. Streed Jr. is assistant professor, Section of General Internal Medicine and research lead, Center for Transgender Medicine & Surgery, Boston Medical Center, Boston, Massachusetts; ORCID: https://orcid. org/0000-0003-3075-253X. J. Siegel is assistant professor, Section of General Internal Medicine, and director, Center for Transgender Medicine & Surgery, Boston Medical Center, Boston, Massachusetts. ORCID: https://orcid.org/0000-0002-5517-8004.

Problem: Medical education aspires to mitigate bias in future professionals by providing robust curricula that include perspectives of and practices for caring for sexual and gender minority (SGM) populations; however, implementation of these ideals remains challenging. Medical school leaders motivated to improve curricula on caring for SGM populations must survey their school's current curricula to identify strengths and opportunities for improvement. In 2014, the Association of American Medical Colleges (AAMC) published 30 SGM competencies that curricula should address. Read More

View Article and Full-Text PDF

The MCAT was a Barrier to Diversity Long Before COVID-19.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Assistant dean for undergraduate medical education admissions, and associate professor of emergency medicine, Oregon Health & Science University School of Medicine, Portland, Oregon; Associate dean for undergraduate medical education, and associate professor of pediatrics, Oregon Health & Science University School of Medicine, Portland, Oregon. Senior associate dean for education, and professor of medicine, Oregon Health & Science University School of Medicine, Portland, Oregon.

View Article and Full-Text PDF

The COVID-19 Pandemic is an Opportunity to Enhance Research on Remote Digital Anatomy Teaching Platforms.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Assistant professor of functional anatomy, Department of Physiotherapy, University of Peloponnese, Sparta, Greece; Associate professor of anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece. Professor of anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece.

View Article and Full-Text PDF

It is Time for the Internationalization of Medical Education to be at Home and Accessible for All.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Associate professor, Department of Pathology and Cell Biology, Roy and Diana Vagelos College of Physicians and Surgeons, Columbia University, New York, New York; ORCID: http://orcid.org/0000-0001-7341-7200. Professor emeritus, Department of Education, La Trobe University, Melbourne, Australia. Associate professor and chief, Division of Anatomy, Department of Surgery, University of California San Diego School of Medicine, La Jolla, California. Professor emeritus and Distinguished Fellow, Center for International Higher Education, Lynch School of Education and Human Development, Boston College, Boston, Massachusetts.

View Article and Full-Text PDF

Medical Student Government Breaks COVID-19 Communication Barrier Between UK Students and Administrators.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Third-year medical student, Warwick Medical School, University of Warwick, Coventry, United Kingdom; ORCID: https://orcid.org/0000-0003-2451-1967. Third-year medical student, Warwick Medical School, University of Warwick, Coventry, United Kingdom; ORCID: https://orcid.org/0000-0002-1208-4104.

View Article and Full-Text PDF

COVID-19's Impact on Residency Applicants.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Fourth-year medical student, University of Southern California Keck School of Medicine, Los Angeles, California; ORCID: http://orcid.org/0000-0002-2494-0369. Fourth-year medical student, University of Southern California Keck School of Medicine, Los Angeles, California; ORCID: http://orcid.org/0000-0002-8052-4327.

View Article and Full-Text PDF

Clinical Support and Practice: UK Medical Students as Clinical Support Workers During COVID-19.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Third-year medical student, University of Warwick Faculty of Medicine, University of Warwick Medical School, Coventry, United Kingdom; ORCID: https://orcid.org/0000-0001-5927-2463. Third-year medical student, University of Warwick Faculty of Medicine, University of Warwick Medical School, Coventry, United Kingdom.

View Article and Full-Text PDF

Cardiac Coaches: A Student-Led Inpatient Cardiac Rehabilitation Program in the COVID-19 Era.

Acad Med 2021 Jun 8. Epub 2021 Jun 8.

Second-year medical student, University of Maryland School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-0226-5518. Second-year medical student, University of Maryland School of Medicine, Baltimore, Maryland. Second-year medical student, University of Maryland School of Medicine, Baltimore, Maryland. Second-year medical student, University of Maryland School of Medicine, Baltimore, Maryland. Second-year medical student, University of Maryland School of Medicine, Baltimore, Maryland. Second-year medical student, University of Maryland School of Medicine, Baltimore, Maryland. Assistant professor, University of Maryland School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-4798-1665.

View Article and Full-Text PDF

Commentary on "Doctor's Office First Week in This Country".

Authors:
Irène P Mathieu

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

I.P. Mathieu is assistant professor, Department of Pediatrics, and affiliate faculty, Center for Health Humanities & Ethics, University of Virginia, Charlottesville, Virginia; email: Twitter:

View Article and Full-Text PDF

Evaluations of Continuing Health Provider Education Focused on Opioid Prescribing: A Scoping Review.

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

A. Sud is assistant professor, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada ORCID: https://orcid.org/0000-0001-8354-6153. G.R. Molska is research coordinator, Bridgepoint Collaboratory for Research and Innovation, Lunenfeld-Tanenbaum Research Institute, Toronto, Ontario, Canada. F. Salamanca-Buentello is postdoctoral fellow, Bridgepoint Collaboratory for Research and Innovation, Lunenfeld-Tanenbaum Research Institute, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-3666-7785.

Purpose: Continuing health provider education (HPE) is an important intervention supported by health policy to counter the opioid epidemic; knowledge regarding appropriate program design and evaluation is lacking. The authors aim to provide a comprehensive understanding of evaluations of opioid-related continuing HPE programs and their appropriateness as interventions to improve population health.

Method: In January 2020, the authors conducted a systematic search of 7 databases, seeking studies of HPE programs on opioid analgesic prescribing and overdose prevention. Read More

View Article and Full-Text PDF

An Auxiliary Medical Education: Learning Through the Evolution of a Medical Student-Founded Not-for-Profit Organization in Response to the COVID-19 Era Personal Protective Equipment Shortage.

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

M.L. Baker is a third-year medical student, Georgetown University School of Medicine, Washington, DC, and cofounder, Medical Supply Drive; ORCID: https://orcid.org/0000-0003-4042-0707. T. Peesay is a third-year medical student, Georgetown University School of Medicine, Washington, DC, and cofounder, Medical Supply Drive; ORCID: https://orcid.org/0000-0001-7441-1572. A. Rooney is a third-year medical student, Georgetown University School of Medicine, Washington, DC, and cofounder, Medical Supply Drive; ORCID: https://orcid.org/0000-0002-0046-4935. A. Sayyed is a third-year medical student, Georgetown University School of Medicine, Washington, DC, and cofounder, Medical Supply Drive; ORCID: https://orcid.org/0000-0001-7998-5970. Z. Syed is a third-year medical student, Georgetown University School of Medicine, Washington, DC, and cofounder, Medical Supply Drive; ORCID: https://orcid.org/0000-0003-4104-0992.

At the outset of the COVID-19 pandemic, many medical students were removed from clinical duties and had their education put on hold. Some found novel ways to join efforts to respond to the pandemic. Georgetown University School of Medicine medical students created Medical Supply Drive (MSD or MedSupplyDrive), a 501(c)(3), on March 17, 2020, in response to the national shortage of personal protective equipment (PPE). Read More

View Article and Full-Text PDF

The End of Step 2 CS Should Be the Beginning of a New Approach to Clinical Skills Assessment.

Authors:
Timothy K Baker

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

T.K. Baker is senior associate dean for academic affairs and associate professor, Department of Internal Medicine, University of Nevada, Reno School of Medicine, Reno, Nevada.

The discontinuation of the United States Medical Licensing Examination Step 2 Clinical Skills (CS) in 2020 in response to the COVID-19 pandemic marked the end of a decades-long debate about the utility and value of the exam. For all its controversy, the implementation of Step 2 CS in 2004 brought about profound changes to the landscape of medical education, altering the curriculum and assessment practices of medical schools to ensure students were prepared to take and pass this licensing exam. Its elimination, while celebrated by some, is not without potential negative consequences. Read More

View Article and Full-Text PDF

Recent Trends in Faculty Promotion in U.S. Medical Schools: Implications for Recruitment, Retention, and Diversity and Inclusion.

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

I.M. Xierali is associate professor, Department of Family and Community Medicine, University of Texas Southwestern Medical Center, Dallas, Texas; ORCID: https://orcid.org/0000-0002-3378-8063. M.A. Nivet is executive vice president, Institutional Advancement, University of Texas Southwestern Medical Center, Dallas, Texas. Z.A. Syed is associate professor and director, Family Medicine Residency Program, Department of Family and Community Medicine, University of Texas Southwestern Medical Center, Dallas, Texas. A. Shakil is professor, Department of Family and Community Medicine, University of Texas Southwestern Medical Center, Dallas, Texas. F.D. Schneider is professor and chair, Department of Family and Community Medicine, University of Texas Southwestern Medical Center, Dallas, Texas.

Purpose: Faculty promotion is important for retention and has implications for diversity. This study provides an update on recent trends in faculty promotion in U.S. Read More

View Article and Full-Text PDF

The Importance of Formalized, Lifelong Physician Career Development: Making the Case for a Paradigm Shift.

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

R.T. Collins is clinical associate professor, Departments of Pediatrics and Internal Medicine, Stanford University School of Medicine, Palo Alto, California; ORCID: http://orcid.org/0000-0002-3387-6629. R. Sanford is director, Faculty Professional Development, Stanford University School of Medicine, Palo Alto, California.

The value of structured development processes has been recognized and implemented in formal physician training programs such as residencies and fellowships. Physicians are seemingly viewed as a "finished product" upon completing formal training. In recent years, a number of academic medical centers have implemented formalized early-career development programs for physicians, largely those who have a major research focus. Read More

View Article and Full-Text PDF

Grounded in Justice: An Equity Framework for Chief Residents.

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

C.A. Gilliam is pediatric hospital medicine fellow, Division of Hospital Medicine, Department of Pediatrics, Seattle Children's Hospital/University of Washington, Seattle, Washington. A.E. Olszewski is pediatric bioethics fellow, Treuman Katz Center for Pediatric Bioethics, Seattle Children's Hospital/University of Washington, Seattle, Washington. J.E. McDade is hospitalist, Division of Critical Care, Department of Pediatrics, Seattle Children's Hospital/University of Washington, Seattle, Washington. P. Homer is pediatric hospitalist, St. Joseph's Hospital, Bellingham, Washington. H.M. Grow is associate professor, Department of Pediatrics, University of Washington School of Medicine, and general pediatrics attending, continuity clinic director, and associate director, Pediatric Residency Program, Seattle Children's Hospital/University of Washington, Seattle, Washington. H.A. McPhillips is professor of pediatrics and director, Pediatric Residency Program, Seattle Children's Hospital/University of Washington, Seattle, Washington. S.N. Rooholamini is assistant professor, Department of Pediatrics, and associate director, Pediatric Residency Program, Seattle Children's Hospital/University of Washington, Seattle, Washington.

The 2019-2020 academic year was unprecedented, with navigating the COVID-19 pandemic and meaningfully engaging with the causes and consequences of longstanding racism and social injustice in the United States. In this article, the authors, all former chief residents, reflect on how they carried out their role during this last year using an approach that was grounded in equity and justice. They describe a framework based on their experiences, including setting the tone and culture of the residency program; providing medical education, teaching, and feedback; advocating for resident well-being and inclusion; participating in quality improvement and hospital policymaking; and partnering for institutional change. Read More

View Article and Full-Text PDF

A Question of Scale? Generalizability of the Ottawa and Chen Scales to Render Entrustment Decisions for the Core EPAs in the Workplace.

Acad Med 2021 Jun 1. Epub 2021 Jun 1.

M.S. Ryan is associate professor and assistant dean for clinical medical education, Department of Pediatrics, Virginia Commonwealth University, Richmond, Virginia. ORCID: https://orcid.org/0000-0003-3266-9289. R. Khamishon is a fourth-year medical student, Virginia Commonwealth University, Richmond, Virginia. A. Richards is graduate student, Department of Biostatistics, Virginia Commonwealth University, Richmond, Virginia. R. Perera is associate professor, Department of Biostatistics, Virginia Commonwealth University, Richmond, Virginia. A. Garber is associate professor, Department of Internal Medicine, Virginia Commonwealth University, Richmond, Virginia. ORCID: https://orcid.org/0000-0002-7296-2896 S.A. Santen is professor and senior associate dean of assessment, evaluation, and scholarship, Department of Emergency Medicine, Virginia Commonwealth University, Richmond, Virginia https://orcid.org/0000-0002-8327-8002.

Purpose: Assessments of the Core Entrustable Professional Activities (Core EPAs) are based on observations of supervisors throughout a medical student's progression toward entrustment. The purpose of this study was to compare generalizability of scores from 2 entrustment scales; the Ottawa Surgical Competency Operating Room Evaluation (Ottawa) scale and an undergraduate medical education supervisory scale proposed by Chen and colleagues (Chen). A secondary aim was to determine the impact of frequent assessors on generalizability of the data. Read More

View Article and Full-Text PDF

Stories in the Time of COVID-19.

Acad Med 2021 May 25. Epub 2021 May 25.

A.K. Kumagai is professor and vice chair for education, Department of Medicine, Temerty Faculty of Medicine of the University of Toronto; researcher, The Wilson Centre, University Health Network; and the F.M Hill Chair in Humanism Education, Department of Medicine, Women's College Hospital and University of Toronto, Toronto, Ontario, Canada; ORCID: http://orcid.org/0000-0001-7088-0208. J. Baruch is professor of emergency medicine and director, Medical Humanities and Bioethics Scholarly Concentration, Warren Alpert Medical School, Brown University, Providence, Rhode Island.

The time of COVID-19 is the time of storytelling-stories of chaos, loss, and despair, but also of victories large and small, acts of kindness, and deep connections. Stories are a way to pass on meaning from one person to another, among communities and across generations. COVID-19 stories are being used in the education of physicians, but for whose benefit and to what end? What if the "heroic" frontline worker is experiencing burnout or working out of necessity rather than by choice? What if the battle against an invisible enemy does not end triumphantly but becomes an interminable war of attrition? It is important not only to propose new questions but also to create spaces for stories that do not fit conveniently into standard narratives. Read More

View Article and Full-Text PDF

A Broader View of Risk to Health Care Workers: Perspectives on Supporting Vulnerable Health Care Professional Households During COVID-19.

Acad Med 2021 May 25. Epub 2021 May 25.

J.H. Donroe is assistant professor of medicine, section of general internal medicine, Yale School of Medicine, New Haven, Connecticut. T.L. Rabin is associate professor of medicine, section of general internal medicine, Yale School of Medicine, New Haven, Connecticut. E. Hsieh is assistant professor of medicine, section of rheumatology, allergy, and immunology, Yale School of Medicine, New Haven, Connecticut. J.I. Schwartz is associate professor of medicine, section of general internal medicine, Yale School of Medicine, New Haven, Connecticut.

The COVID-19 pandemic has highlighted both that frontline workers face a new set of personal hazards in health care settings and that there are not well-established recommendations to address the broader risks to these workers and their families. Particularly vulnerable households include dual health care professional households, single-parent health care professional households, and households with health care professionals responsible for a high-risk family member (i.e. Read More

View Article and Full-Text PDF

Medical Specialty Family/Medical Leave Policies must abide by Title VII of the Civil Rights Act and the Pregnancy Discrimination Act.

Acad Med 2021 May 25. Epub 2021 May 25.

Professor of radiology, Department of Radiology, New York-Presbyterian Hospital / Weill Cornell Medicine in New York, New York; Professor of radiology and radiological sciences, Vice Chair of Education, Department of Radiology, Vanderbilt University Medical Center, Nashville, Tennessee.

View Article and Full-Text PDF

Prevalence and Characteristics of Advocacy Curricula in U.S. Medical Schools.

Acad Med 2021 May 25. Epub 2021 May 25.

T.D. Brender is a medical student, Oregon Health & Science University, Portland, Oregon. W. Plinke is a me student, Oregon Health & Science University, Portland, Oregon. V.M. Arora is the Herbert T. Abelson Professor of Medicine and assistant dean, Scholarship and Discovery, University of Chicago School of Medicine in Chicago, Illinois; ORCID: http://orcid.org/0000-0002-4745-7599. J.M. Zhu is assistant professor of medicine, Division of General Internal Medicine, Oregon Health & Science University in Portland, Oregon; ORCID: http://orcid.org/0000-0002-4868-6078.

Purpose: Recent national events, including the COVID-19 pandemic and protests of racial inequities, have drawn attention to the role of physicians in advocating for improvements in the social, economic, and political factors that affect health. Characterizing the current state of advocacy training in U.S. Read More

View Article and Full-Text PDF

Challenges for Family Medicine Residents in Attaining the CanMEDS Professional Role: A Thematic Analysis of Preceptor Field Notes.

Acad Med 2021 May 25. Epub 2021 May 25.

G. Kazevman is a third-year medical student, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. J.C.Y. Ng is a graduate of the University of Toronto, Scarborough, Ontario, Canada. J.L. Marshall is a graduate of the University of Toronto, Scarborough, Ontario, Canada. M. Slater is a postdoctoral fellow, Department of Family Medicine, Queen's University School of Medicine, Kingston, Ontario, Canada. F.-H. Leung is associate professor, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. C.B. Guiang is assistant professor and resident academic project coordinator, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, and physician co-lead, Wellesley-St. James Town Health Centre, Unity Health Toronto, Toronto, Ontario, Canada.

Purpose: Among the roles of the competent physician is that of a professional, according to the CanMEDS framework, which describes the abilities physicians require to effectively meet the health care needs of the people they serve. Through examination of preceptor field notes on resident performance, the authors identified aspects of this role with which family medicine residents struggle.

Method: The authors used a structured thematic analysis in this qualitative study to explore the written feedback postgraduate medical learners receive at the University of Toronto Department of Family and Community Medicine. Read More

View Article and Full-Text PDF

Health Care Needs of Deaf Signers: The Case for Culturally Competent Health Care Providers.

Acad Med 2021 May 25. Epub 2021 May 25.

S.A. Jacob is research associate, Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, Scotland, and adjunct lecturer, School of Pharmacy, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0001-8012-7789. U.D. Palanisamy is associate professor, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID:https://orcid.org/0000-0002-8615-8241. J. Napier is professor, chair of intercultural communication, and director of research, School of Social Sciences, Heriot-Watt University, Edinburgh, Scotland; ORCID: https://orcid.org/0000-0001-6283-5810. D. Verstegen is programme director, Master of Health Professions Education Program, School of Health Professions Education, Maastricht University, Maastricht, Netherlands; ORCID: https://orcid.org/0000-0001-6811-175X. A. Dhanoa is associate professor, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0002-4541-4819. E.Y.-C. Chong is research assistant, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0001-9281-8667.

There is a need for culturally competent health care providers (HCPs) to provide care to deaf signers, who are members of a linguistic and cultural minority group. Many deaf signers have lower health literacy levels due to deprivation of incidental learning opportunities and inaccessibility of health-related materials, increasing their risk for poorer health outcomes. Communication barriers arise because HCPs are ill-prepared to serve this population, with deaf signers reporting poor-quality interactions. Read More

View Article and Full-Text PDF

Implementing Clinic First Guiding Actions Across 4 Family Medicine Residency Clinics.

Acad Med 2021 May 25. Epub 2021 May 25.

P. Adam is vice chair for clinical affairs and associate professor, Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, Minnesota. D. Hersch is research facilitator, Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, Minnesota. C.J. Peek is professor, Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, Minnesota.

Problem: Family medicine faculty and residents have observed that continuity clinic is often unsatisfying, attributed to a lack of patient and team continuity and erratic clinic schedules pieced together after the prioritization of hospital service and rotation schedules.

Approach: In 2019, a 3-year Clinic First project, called Clinic as Curriculum (CaC), was launched across the 4 family medicine residencies of the Department of Family Medicine and Community Health, University of Minnesota Medical School. The department began publishing quarterly CaC dashboard data. Read More

View Article and Full-Text PDF

Rapid Transition to a Virtual Multiple Mini-Interview Admissions Process: A New Medical School's Experience During the COVID-19 Pandemic.

Acad Med 2021 May 25. Epub 2021 May 25.

M.A. Carroll Turpin is clinical assistant professor, Department of Biomedical Sciences, University of Houston College of Medicine, Houston, Texas. K. Steele is assistant dean of diversity and outreach and clinical associate professor, Department of Health Systems and Population Health Sciences, University of Houston College of Medicine, Houston, Texas. O. Matuk-Villazon is clinical assistant professor, Department of Clinical Sciences, University of Houston College of Medicine, Houston, Texas. K. Rowland is clinical professor, Department of Biomedical Sciences, University of Houston College of Medicine, Houston, Texas. C. Dayton is director of admissions, Office of the Dean, University of Houston College of Medicine, Houston, Texas. K. Horn is associate dean of student affairs, admissions, and outreach, University of Houston College of Medicine, Houston, Texas.

Problem: The University of Houston College of Medicine (UH COM) began its first admissions cycle after receiving preliminary accreditation in February 2020. With the advent of remote learning in response to the COVID-19 pandemic, the school moved its admissions process, including the multiple mini-interview (MMI), from an in-person to online format in mid-March 2020.

Approach: The UH COM selected Zoom as the video conferencing platform for its virtual admissions process, including the MMI. Read More

View Article and Full-Text PDF

The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence.

Acad Med 2021 May 25. Epub 2021 May 25.

S. Brondfield is assistant professor, Department of Medicine, University of California, San Francisco, San Francisco, California. A. Blum is lecturer, Department of Special Education, San Francisco State University, San Francisco, California. K. Lee is professor, Department of Psychiatry, University of California, San Francisco, San Francisco, California. M. Linn is professor, Graduate School of Education, University of California, Berkeley, Berkeley, California. P.S. O'Sullivan is professor, Departments of Medicine and Surgery, University of California, San Francisco, San Francisco, California.

Purpose: Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Read More

View Article and Full-Text PDF

Commentary on "Caged Bird".

Authors:
Yoshiko Iwai

Acad Med 2021 06;96(6):849

Y. Iwai is a first-year medical student, University of North Carolina School of Medicine, Chapel Hill, North Carolina, and was, when this piece was written, a graduate student at Columbia University, Division of Narrative Medicine, New York, New York; email: ORCID: http://orcid.org/0000-0001-9759-384X.

View Article and Full-Text PDF

Diversifying the Research Workforce as a Programmatic Priority for a Career Development Award Program at Duke University.

Acad Med 2021 06;96(6):836-841

L.P. Svetkey is professor and vice chair for faculty development and diversity, Department of Medicine, Duke University School of Medicine, Durham, North Carolina.

The National Institutes of Health (NIH) has prioritized efforts to increase diversity in the biomedical research workforce. NIH-funded institutional career development awards may serve as one mechanism to facilitate these efforts. In 2013, the Duke University KL2 program, an internal career development program funded by the National Center for Advancing Translational Sciences, set a goal to increase the number of investigators from underrepresented racial and ethnic groups (UREGs) to ≥ 50% of KL2 awardees. Read More

View Article and Full-Text PDF