11,023 results match your criteria Academic Medicine[Journal]


The Consultation Observed Simulated Clinical Experience: Training, Assessment, and Feedback for Incoming Interns on Requesting Consultations.

Acad Med 2018 Jun 19. Epub 2018 Jun 19.

S.K. Martin is assistant professor of medicine and associate program director, Internal Medicine Residency Program, University of Chicago Pritzker School of Medicine, Chicago, Illinois. K. Carter is associate professor of medicine and assistant dean of admission, University of Chicago Pritzker School of Medicine, Chicago, Illinois. N. Hellermann was a student, College of the University of Chicago, Chicago, Illinois, at the time of writing. The author is now a research assistant, Veterans Affairs Medical Center New York-Manhattan Campus, New York, New York. L. Glick is a third-year student, University of Chicago Pritzker School of Medicine, Chicago, Illinois. S. Ngooi is a research coordinator, Department of Medicine, University of Chicago Pritzker School of Medicine, Chicago, Illinois. M. Kachman is a second-year student, University of Chicago Pritzker School of Medicine, Chicago, Illinois. J.M. Farnan is associate professor of medicine and associate dean, evaluation and continuous quality improvement,, University of Chicago Pritzker School of Medicine, Chicago, Illinois. V.M. Arora is professor of medicine, assistant dean for scholarship and discovery, and director of clinical learning environment innovation, University of Chicago Pritzker School of Medicine, Chicago, Illinois.

Problem: Formal education in requesting consultations is inconsistent in medical education. To address this gap, the authors developed the Consultation Observed Simulated Clinical Experience (COSCE), a simulation-based curriculum for interns using Kessler et al's 5Cs of Consultation model to teach and assess consultation communication skills.

Approach: In June 2016, 127 interns entering 12 University of Chicago Medicine residency programs participated in the COSCE pilot. Read More

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How Small Differences in Assessed Clinical Performance Amplify to Large Differences in Grades and Awards: A Cascade With Serious Consequences for Students Underrepresented in Medicine.

Acad Med 2018 Jun 19. Epub 2018 Jun 19.

A. Teherani is professor, Department of Medicine, education researcher, Center for Faculty Educators, and director of program evaluation, University of California, San Francisco, School of Medicine, San Francisco, California; ORCID: http://orcid.org/0000-0003-2936-9832. K.E. Hauer is professor, Department of Medicine, and associate dean for assessment, University of California, San Francisco, School of Medicine, San Francisco, California; ORCID: https://orcid.org/0000-0002-8812-4045. A. Fernandez is professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. T.E. King Jr is professor, Department of Medicine, and dean, University of California, San Francisco, School of Medicine, San Francisco, California. C. Lucey is professor of medicine and vice dean for education, University of California, San Francisco, School of Medicine, San Francisco, California.

While students entering medical schools are becoming more diverse, trainees in residency programs in competitive specialties and academic medicine faculty have not increased in diversity. As part of an educational continuous quality improvement (ECQI) process at the University of California, San Francisco, School of Medicine, the authors examined data for the classes of 2013-2016 to determine whether differences existed between underrepresented in medicine (UIM) and not-UIM students' clinical performance (clerkship director ratings and number of clerkship honors grades awarded) and honor society membership--all of which influence residency selection and academic career choices.This analysis demonstrated differences that consistently favored not-UIM students. Read More

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"We're Not Too Busy": Teaching with Time Constraints on Rounds.

Acad Med 2018 Jun 19. Epub 2018 Jun 19.

assistant professor professor and director of undergraduate medical education, Department of Medicine, Perelman School of Medicine at the University of Pennsylvania.

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Scholarly Research Projects Benefit Medical Students' Research Productivity and Residency Choice: Outcomes From the University of Pittsburgh School of Medicine.

Acad Med 2018 Jun 19. Epub 2018 Jun 19.

M.B Conroy is professor of medicine and chief, Division of General Internal Medicine, University of Utah School of Medicine, Salt Lake City, Utah. S. Shaffiey is a surgery resident, University of Pittsburgh Medical Center / University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. S. Jones is instructor of medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. D.J. Hackam is professor of pediatric surgery and surgeon-in-chief, Johns Hopkins Children's Center, Baltimore, Maryland. G. Sowa is professor and chair of physical medicine and rehabilitation at University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. D.G. Winger is a statistician, University of Pittsburgh Clinical and Translational Science Institute, Pittsburgh, Pennsylvania. L. Wang is a statistician, University of Pittsburgh Clinical and Translational Science Institute, Pittsburgh, Pennsylvania. M.L. Boninger is professor of physical medicine and rehabilitation at University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. A.K. Wagner is associate professor of physical medicine and rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. A.S. Levine is senior vice chancellor for health sciences and dean, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania.

Purpose: Many medical schools require scholarly research projects. However, outcomes data from these initiatives are scarce. The authors studied the impact of the Scholarly Research Project (SRP), a four-year longitudinal requirement for all students at the University of Pittsburgh School of Medicine (UPSOM), on research productivity and residency match. Read More

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How Theory Can Inform Our Understanding of Experiential Learning in Quality Improvement Education.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

J. Goldman is scientist, Centre for Quality Improvement and Patient Safety, and assistant professor, Department of Medicine, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada. A. Kuper is associate professor, Department of Medicine, scientist and associate director, Wilson Centre for Research in Education, University Health Network, University of Toronto Faculty of Medicine, and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada. B. M. Wong is associate professor, Department of Medicine, University of Toronto Faculty of Medicine; associate director, Centre for Quality Improvement and Patient Safety, University of Toronto Faculty of Medicine; and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada.

It is widely accepted that quality improvement (QI) education should be experiential. Many training programs believe that making QI learning "hands-on" through project-based learning will translate into successful learning about QI. However, this pervasive and overly simplistic interpretation of experiential QI learning, and the general lack of empirical exploration of the factors that influence experiential learning processes, may limit the overall impact of project-based learning on educational outcomes. Read More

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Interprofessional Care in Teaching Practices: Lessons From "Bright Spots".

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

T. Bodenheimer is the Founding Director of the Center for Excellence in Primary Care, University of California, San Francisco, San Francisco, California. M. Knox is the Transforming Teaching Practices project manager at the Center for Excellence in Primary Care, University of California, San Francisco, San Francisco, California. S. Syer is a practice coach, trainer, and consultant at the Center for Excellence in Primary Care, University of California, San Francisco, San Francisco, California.

In this issue, Brandt and colleagues and Uhlig and colleagues highlight barriers faced by health professional schools implementing interprofessional education and describe how clinical learning environments can overcome those obstacles. Primary care residency teaching clinics provide an excellent opportunity for interprofessional education and patient care, with teachers and learners from various professions caring for patients together. This Invited Commentary offers three interprofessional education strategies used by five "bright spot" family medicine teaching clinics: (1) separate clinics for patients with complex healthcare needs during which learners from various professions see patients together; (2) interprofessional interactions in day-to-day patient care; and (3) case conferences across professions to discuss patients. Read More

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Academic Medical Centers and High-Need, High-Cost Patients: A Call to Action.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

D. Blumenthal is president, The Commonwealth Fund, New York, New York. D. McCarthy is senior research director, The Commonwealth Fund, New York, New York. T.B. Shah is assistant vice president of delivery system reform, The Commonwealth Fund, New York, New York.

Health care delivery systems, including academic medical centers (AMCs), are increasingly focused on improving care for vulnerable, high-need, high-cost patients, in part because value-based payment models offer the promise of financial returns, or the avoidance of losses, for doing so. AMCs and other providers that have participated in Medicare and Medicaid demonstrations and value-based payment programs have important insights to offer about the features of successful and promising programs for high-need, high-cost patients. As more AMCs embrace value-based payment, they may have greater flexibility to provide services that address the medical and non-medical needs of clinically complex patients and thereby reduce avoidable health care utilization. Read More

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Dialogues on the Threshold: Dialogical Learning for Humanism and Justice.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

A.K. Kumagai is professor and vice chair for education, University of Toronto Faculty of Medicine, Department of Medicine, and a researcher, Wilson Centre. He holds the F.M Hill Chair in Humanism Education, Women's College Hospital and University of Toronto, Toronto, Ontario, Canada. L. Richardson is assistant professor and faculty co-lead in person-centred care, University of Toronto Faculty of Medicine, Department of Medicine, and researcher and an Indigenous Health Scholar, Wilson Centre, University of Toronto, Toronto, Ontario, Canada. S. Khan is a third-year resident in medicine, University of Toronto Faculty of Medicine, Department of Medicine, Toronto, Ontario, Canada. A. Kuper is associate professor of medicine and faculty co-lead in person-centred care, University of Toronto Faculty of Medicine, Department of Medicine, scientist and associate director, Wilson Centre for Research in Education, University Health Network, University of Toronto, and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada.

Given the constant pressures of overflowing clinics, hospital wards, and emergency departments; shortened duty hours; and increased accreditation requirements, over-burdened clinician teachers ask, "how does one teach for humanism and justice?" How does one step away-even momentarily-and focus teaching on the individual in front of us, the person who requires our attention and care? This approach must not only involve content (the patient's perspective of illness, social context, and life story) but it also must be tightly linked with the ways in which these lessons in living are learned and taught. In this article, the authors propose recognition and use of a style of communication that is already implicitly present in clinical conversations and that is uniquely capable of stimulating reflection on the human dimensions of medicine: that of dialogue.Dialogue involves committing one's whole self to communicative exchange and emphasizes interpersonal relationships and trust. Read More

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Blockchain Technology: A Data Framework to Improve Validity, Trust, and Accountability of Information Exchange in Health Professions Education.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

E. Funk is a chief resident, Mayo Clinic School of Medicine, Rochester, Minnesota. J. Riddell is assistant professor of clinical emergency medicine, Keck School of Medicine of the University of Southern California, Los Angeles, California. F. Ankel is professor of emergency medicine, University of Minnesota Medical School, Minneapolis, Minnesota; and vice president for healthcare professions education, HealthPartners, Saint Paul, Minnesota. D. Cabrera is associate professor of emergency medicine, Mayo Clinic School of Medicine, Rochester, Minnesota.

Health professions educators face multiple challenges, among them the need to adapt educational methods to new technologies. In the last decades multiple new digital platforms have appeared in the learning arena, including massive open online courses and social media-based education. The major critique of these novel methods is the lack of the ability to ascertain the origin, validity, and accountability of the knowledge that is created, shared, and acquired. Read More

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The Changing Face of HIV Care: Expanding HIV Training in Internal Medicine Residency Program.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

L. Aoun Barakat is associate professor of medicine, Department of Internal Medicine, Section of Infectious Disease, Yale School of Medicine, New Haven, Connecticut. D.W. Dunne is associate professor of medicine, Department of Internal Medicine, Section of Infectious Disease, Yale School of Medicine, New Haven, Connecticut. J.M. Tetrault is associate professor of medicine, Department of Internal Medicine, Section of General Internal Medicine, Yale School of Medicine, New Haven, Connecticut. S. Soares is assistant professor of medicine, Department of Internal Medicine, Section of General Internal Medicine, Yale School of Medicine, New Haven, Connecticut. D. Chia is assistant clinical professor of medicine, Department of Internal Medicine, Zuckerberg San Francisco General, and University of California, San Francisco, School of Medicine, San Francisco, California. O.E. Ogbuagu is assistant professor of medicine, Department of Internal Medicine, Section of Infectious Disease, Yale School of Medicine, New Haven, Connecticut. J.P. Moriarty is associate professor of medicine, Department of Internal Medicine, Section of General Internal Medicine, Yale School of Medicine, New Haven, Connecticut. S.J. Huot is professor of medicine, Department of Internal Medicine, Section of Nephrology, Yale School of Medicine, New Haven, Connecticut. M.L. Green is professor of medicine, Department of Internal Medicine, and director of student assessment, Teaching and Learning Center, Yale School of Medicine, New Haven, Connecticut.

Problem: HIV-infected patients are living longer and are at increased risk of comorbidities. A qualified physician workforce is needed to care for this growing HIV population.

Approach: This report describes the first 5 years of the development and implementation of a novel 3-year HIV Training Track (HIV TT) within the Primary Care Residency Program from 2012 to 2017. Read More

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Untying the Interprofessional Gordian Knot: The National Collaborative on Improving the Clinical Learning Environment.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

B.F. Brandt is director, National Center for Interprofessional Practice and Education, and associate vice president and professor, Pharmaceutical Care and Health Systems, University of Minnesota, Minneapolis, Minnesota. S. Kitto is professor, Department of Innovation in Medical Education, and director of research, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. R.M. Cervero is professor and associate director, Remote Campus Education, Graduate Programs in Health Professions Education, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

The National Collaborative for Improving the Clinical Learning Environment (NCICLE) is a growing group of over 40 organizations representing a variety of health professions. NCICLE is beginning a discussion of issues related to culture in health care, specifically how the current culture inhibits optimal outcomes, and the discordance between current early interprofessional education (IPE) curricula in health professions schools and traditional practice models in health care. In October 2017, the Accreditation Council for Graduate Medical Education and the Josiah Macy Jr. Read More

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Organizational Factors Contributing to Incivility at an Academic Medical Center and Systems-Based Solutions: A Qualitative Study.

Acad Med 2018 Jun 12. Epub 2018 Jun 12.

R. Pattani is a staff physician, Division of General Internal Medicine, St. Michael's Hospital, Toronto, and assistant professor, Department of Medicine, University of Toronto, Toronto, Ontario, Canada. S. Ginsburg is a staff physician, Division of Respirology, Mount Sinai Hospital and University Health Network, Toronto, Canada; professor, Department of Medicine, University of Toronto; and a scientist, Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario, Canada. A. Mascarenhas Johnson is research coordinator, Knowledge Translation (KT) Program, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, Ontario, Canada. J.E. Moore is program manager, Team for Implementation, Evaluation, and Sustainability (TIES), KT Program, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, Ontario, Canada. S. Jassemi is research assistant, KT Program, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, Ontario, Canada. S.E. Straus is a staff physician, Division of Geriatrics, St. Michael's Hospital; physician-in-chief, Department of Medicine, St. Michael's Hospital; division director of geriatrics, University of Toronto; professor, Department of Medicine and Institute of Health Policy, Management, and Evaluation, University of Toronto; and director, KT Program, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, Ontario, Canada.

Purpose: A rise in incivility has been documented in medicine, with implications for patient care, organizational effectiveness, and costs. This study explored organizational factors that may contribute to incivility at one academic medical center and potential systems-level solutions to combat it.

Method: The authors completed semi-structured individual interviews with full-time faculty members of the department of medicine (DOM) at the University of Toronto Faculty of Medicine, Toronto, Canada, with clinical appointments at six affiliated hospitals, between June and September 2016. Read More

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Chief Resident Immersion Training in the Care of Older Adults: A Successful National Replication of an Interspecialty Educational Intervention.

Acad Med 2018 Jun 5. Epub 2018 Jun 5.

S.A. Levine is director, Medical Education Innovations, Geriatrics, and professor, Section of Geriatrics, Department of Medicine, Boston University School of Medicine and Boston Medical Center, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-7208-6021. S.H. Chao is chief, Division of Geriatrics, Cambridge Health Alliance and instructor of medicine, Harvard Medical School, Cambridge, Massachusetts. L.B. Caruso is director, Quality and Patient Safety, Department of Medicine, and assistant professor, Section of Geriatrics, Department of Medicine, Boston University School of Medicine and Boston Medical Center, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-2301-3790. A.H. Jackson is associate dean for student affairs, and assistant professor, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts; ORCID: https://orcid.org/0000-0001-8009-1835. M.L. Russell is instructor of medicine, Harvard Medical School, and associate chief, Geriatrics and Extended Care, and medical director, Community Living Center, VA Boston Healthcare, Brockton Division, Brockton, Massachusetts. M.E. Young is assistant dean of student affairs, and assistant professor, Section of Geriatrics, Department of Medicine, Boston University School of Medicine and Boston Medical Center, Boston, Massachusetts. B. Brett ran Brett Consulting Group, Somerville, Massachusetts, at the time this study was conducted.

Purpose: Nongeriatricians must acquire skills and knowledge in geriatric medicine to ensure coordinated care of older adults' complex conditions by interspecialty and interprofessional teams. Chief residents (CRs) are an ideal target for an educational intervention. This study examined whether the Boston Medical Center (BMC) Chief Resident Immersion Training (CRIT) in the Care of Older Adults was replicable at diverse medical institutions. Read More

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The ALiEM Faculty Incubator: A Novel Online Approach to Faculty Development in Education Scholarship.

Acad Med 2018 Jun 5. Epub 2018 Jun 5.

T.M. Chan is assistant professor, McMaster University, Division of Emergency Medicine, Department of Medicine, program director, the McMaster Clinician Educator Area of Focused Competency program, and an adjunct scientist, McMaster Program for Education Research, Innovation, and Theory, Hamilton, Ontario, Canada. Dr. Chan is chief academic officer and member, editorial board, Academic Life in Emergency Medicine Faculty Incubator; ORCID ID: http://orcid.org/0000-0001-6104-462X. M. Gottlieb is assistant professor and director of emergency ultrasound, Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois. Dr. Gottlieb is chief operating officer, Academic Life in Emergency Medicine Faculty Incubator; ORCID ID: http://orcid.org/0000-0003-3276-8375. J. Sherbino is associate professor, McMaster University, Division of Emergency Medicine, Department of Medicine, and assistant dean, Education Research, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. R. Cooney is residency program director, Department of Emergency Medicine, Geisinger Medical Center, Danville, Pennsylvania. M. Boysen-Osborn is associate professor, vice chair of education, and residency program director, Department of Emergency Medicine, University of California Irvine, Orange, California; ORCID ID: https://orcid.org/0000-0001-6676-6429. A. Swaminathan is assistant professor, New York University, Department of Emergency Medicine, New York, New York. He is the editor-in-chief of the Core EM blog. F. Ankel is vice-president of health professions education, HealthPartners Institute, and professor of emergency medicine, the University of Minnesota Medical School, Minneapolis, Minnesota. He is also senior advisor, Academic Life in Emergency Medicine; ORCID ID: https://orcid.org/0000-0002-7329-5095. L.M. Yarris is professor, Oregon Health Sciences University, Department of Emergency Medicine, Portland, Oregon. Dr. Yarris is chief strategic officer, Academic Life in Emergency Medicine Faculty Incubator; ORCID ID: https://orcid/0000-0003-1277-2852.

Problem: Early- and mid-career clinician educators often lack a local discipline-specific community of practice (CoP) that encourages scholarly activity. As a result, these faculty members may feel disconnected from other scholars.

Approach: Academic Life in Emergency Medicine (ALiEM) piloted the Faculty Incubator. Read More

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Interventions to Improve the Breaking of Bad or Difficult News by Physicians, Medical Students, and Interns/Residents: A Systematic Review and Meta-Analysis.

Acad Med 2018 Jun 5. Epub 2018 Jun 5.

J. Johnson is joint lecturer, School of Psychology, University of Leeds, Leeds, and Bradford Institute for Health Research, Bradford, United Kingdom; ORCID: https://orcid.org/0000-0003-0431-013X. M. Panagioti is senior research fellow, National Institute for Health Research School for Primary Care Research, Manchester Academic Health Science Centre, University of Manchester, Manchester, United Kingdom; ORCID: https://orcid.org/0000-0002-7153-5745.

Purpose: To assess the effectiveness of news delivery interventions to improve observer-rated skills, physician confidence, and patient-reported depression/anxiety.

Method: MEDLINE, EMBASE, CINAHL, PsycINFO, and Cochrane Register of Controlled Trials databases were searched from inception to September 5, 2016 (updated February 2017). Eligible studies included randomized controlled trials (RCTs), non-RCTs, and controlled before-after studies of interventions to improve the communication of bad or difficult news by physicians, medical students, and residents/interns. Read More

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Spanish Language Concordance in U.S. Medical Care: A Multifaceted Challenge and Call to Action.

Authors:
Pilar Ortega

Acad Med 2018 Jun 5. Epub 2018 Jun 5.

P. Ortega is assistant professor, Departments of Emergency Medicine and Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, ORCID: http://orcid.org/0000-0002-5136-1805.

Patient-physician language discordance within the growing Spanish-speaking patient population in the United States presents a significant challenge for health systems. The Civil Rights Act, an Executive Order, and federal standards establish legal requirements regarding patients' legal right to access medical care in their language of origin and to culturally and linguistically appropriate services, and national competency standards for undergraduate and graduate medical education and licensing examinations support the importance of patient-physician communication. However, no requirements or guidelines currently exist for medical Spanish educational resources and there is no standardized process to assess the competency of medical students and physicians who use Spanish in patient care. Read More

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The Matrix: Moving From Principles to Pragmatics in Medical School Curriculum Renewal.

Acad Med 2018 Jun 5. Epub 2018 Jun 5.

S. Jarvis-Selinger is professor and associate dean, academic, Faculty of Pharmaceutical Sciences, and former director of curriculum, Undergraduate Program, Faculty of Medicine, The University of British Columbia, Vancouver, British Columbia, Canada. M. Hubinette is clinical associate professor, Department of Family Practice, The University of British Columbia, Vancouver, British Columbia, Canada.

Many medical programs embarking on curriculum renewal begin with overarching goals and principles, but struggle with how to translate these into an implementable curriculum and assessment practices. This article describes the Matrix, a tool developed as a means of transforming high-level pedagogic principles into a concrete curriculum while addressing the complexities of curriculum content, context, people, and places. Using a known framework as an analytic lens, the authors explore the Matrix's intended and unintended impacts on the University of British Columbia Medical Doctor Undergraduate Program (MDUP). Read More

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Reexamining the Call of Duty: Teaching Boundaries in Medical School.

Acad Med 2018 May 29. Epub 2018 May 29.

J.A. Chen is associate director, medical student education in psychiatry and assistant professor of psychiatry, Harvard Medical School, and medical director, ambulatory psychiatry services, Massachusetts General Hospital, Department of Psychiatry, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-1504-0094. L.B. Rosenberg is instructor in medicine, Harvard Medical School, and physician, Massachusetts General Hospital Division of Palliative Care, Boston, Massachusetts. B.J. Schulman is instructor in psychiatry, Harvard Medical School, and assistant director, Center for Psychodynamic Therapy, Massachusetts General Hospital Department of Psychiatry, Boston, Massachusetts. J.E. Alpert is professor of psychiatry, neuroscience, and pediatrics, and Silverman University Chair, Department of Psychiatry and Behavioral Science, Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, New York. R.J. Waldinger is clinical professor of psychiatry, Harvard Medical School, Boston, Massachusetts.

Although healthy physician-patient boundaries are essential to medical practice, published research on how to teach this important topic to medical students is lacking. Physician-patient boundaries, the interpersonal limits placed on behavior within a clinical relationship, protect providers and patients alike, and they represent a key component of professionalism. However, these boundaries may be difficult to teach and frequently are not presented as part of the formal curriculum, except in communication-focused specialties such as psychiatry and palliative care. Read More

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Training Pediatricians to Address Health Disparities: An Innovative Residency Track Combining Global Health with Community Pediatrics and Advocacy.

Acad Med 2018 May 29. Epub 2018 May 29.

S. Pak-Gorstein is associate professor, Department of Pediatrics, University of Washington, Seattle, Washington; ORCID: https://orcid.org/0000-0002-6194-895X . M. Batra is professor, Department of Pediatrics, University of Washington, Seattle, Washington. ORCID: https://orcid.org/0000-0003-0421-4332 B. Johnston is professor, Department of Pediatrics, University of Washington, Seattle, Washington. ORCID: https://orcid.org/0000-0002-6980-8775 H.M. Grow is associate professor, Department of Pediatrics, University of Washington, Seattle, Washington. ORCID: https://orcid.org/0000-0002-1667-2317 A. Grant is associate professor, Department of Pediatrics, University of Washington, Seattle, Washington. ORCID: https://orcid.org/0000-0002-7827-2239 R. Shugerman is professor, Department of Pediatrics, University of Washington, Seattle, Washington. ORCID: https://orcid.org/0000-0001-8542-2031 S. Lago is Program Coordinator, Resident Education in Advocacy and Child Health, Department of Pediatrics, University of Washington, Seattle, Washington. F.B. Stapleton is chair and professor, Department of Pediatrics, University of Washington, Seattle, Washington. H. McPhillips is professor, Department of Pediatrics, University of Washington, Seattle, Washington. ORCID: https://orcid.org/0000-0002-7126-3380.

Problem: Pediatric residency programs have been tasked to train a workforce of pediatricians with skills in community pediatrics and advocacy, and knowledge of global child health priorities.

Approach: In 2009, the University of Washington (UW) Seattle Children's Hospital pediatric residency program developed the Resident Education in Advocacy and Child Health (REACH) program, a combined pathway for global health (GH) and community pediatric (CP) training. After participating in a combined curriculum, residents complete a community immersion either in Kisii, Kenya (GH) or rural Washington (CP). Read More

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How Different Theories of Clinical Reasoning Influence Teaching and Assessment.

Acad Med 2018 May 29. Epub 2018 May 29.

assistant professor, Department of Medicine assistant professor, Department of Medicine assistant professor, Department of Neurology assistant professor, School of Physical and Occupational Therapy, Centre for Medical Education, Faculty of Medicine, McGill University.

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Framing Medicine as a Moral Practice: An Introductory Medical School Course.

Acad Med 2018 May 29. Epub 2018 May 29.

B.M. Allos is associate professor of medicine, Division of Infectious Diseases, and director of the Microbiology and Immunology course for first-year medical students, Vanderbilt University School of Medicine, Nashville, Tennessee. E.A. Yakes is associate professor of medicine, Vanderbilt University School of Medicine, Nashville, Tennessee. A. Fleming is associate professor of pediatrics and associate dean for medical student affairs, Vanderbilt University School of Medicine, Nashville, Tennessee. W.B. Cutrer is associate professor of pediatrics, director of learning communities, and associate dean for undergraduate medical education, Vanderbilt University School of Medicine, Nashville, Tennessee. M. Pilla is professor of clinical anesthesiology, Vanderbilt University School of Medicine, Nashville, Tennessee. W. Clair is associate professor of medicine, Division of Cardiology, Vanderbilt University School of Medicine, Nashville, Tennessee. M. Fowler is associate professor of medicine, Division of Endocrinology, Diabetes and Metabolism, and director of clinical skills development in undergraduate medical education, Vanderbilt University School of Medicine, Nashville, Tennessee. B. Miller is senior associate dean for health sciences education and executive vice president for educational affairs, Vanderbilt University School of Medicine, Nashville, Tennessee.

Problem: The transition into medical school represents a time of profound professional development for medical students. Many medical schools manage this transition with brief orientations followed by abrupt moves into the anatomy lab. Recognizing that early introduction of key humanistic concepts could have a lasting impact on students' attitudes, faculty at the Vanderbilt University School of Medicine created the Foundations of the Professions (FoP) course to frame medicine as a moral practice. Read More

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Hair Loss: It's Not Just a Cosmetic Concern.

Authors:
Ajay Kailas

Acad Med 2018 Jun;93(6):936

A. Kailas is a fourth-year medical student, University of Central Florida College of Medicine, Orlando, Florida; e-mail: YouTube: Ajay Kailas.

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Lessons From My Mother.

Authors:
Sarah Van Remmen

Acad Med 2018 Jun;93(6):919

S. Van Remmen is a first-year resident, Department of Psychiatry, University of Maryland-Sheppard Pratt, Baltimore, Maryland; e-mail:

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Commentary on Excerpts From "The Purloined Letter".

Acad Med 2018 Jun;93(6):897

A. Baxter-Stoltzfus is a fourth-year medical student, Emory University School of Medicine, Atlanta, Georgia; ORCID: http://orcid.org/0000-0003-1832-7493. M.B. Sahu is a fourth-year medical student, Emory University School of Medicine, Atlanta, Georgia; ORCID: http://orcid.org/0000-0001-8326-9475. A.C. Furman is professor of psychiatry and behavioral sciences and codirector, Lister Society, Emory University School of Medicine, Atlanta, Georgia; ORCID: http://orcid.org/0000-0001-9628-1406.

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In Search of Connection.

Authors:
Hsin Cindy Lee

Acad Med 2018 Jun;93(6):895

H. Lee is a first-year resident, Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan; e-mail: Twitter:

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Artist's Statement: Avenues of Color.

Authors:
Lauren Skerritt

Acad Med 2018 Jun;93(6):887

L. Skerritt is a second-year medical student, Drexel University College of Medicine, Philadelphia, Pennsylvania; e-mail:

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Do Sustained Personal Relationships Determine Resident Wellness?

Acad Med 2018 Jun;93(6):819

Clinical professor of psychiatry, Northwestern University Feinberg School of Medicine, Chicago, Illinois;

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Developing a Community-Centered Curriculum on Social Determinants of Health.

Acad Med 2018 Jun;93(6):818-819

Assistant professor of medicine, Feinberg School of Medicine, Northwestern University, Chicago, Illinois;

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On Teaching Health Centers and Underserved Care.

Acad Med 2018 Jun;93(6):818

Assistant professor, Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas; ORCID: https://orcid.org/0000-0003-3573-2845.

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In Reply to Kim.

Acad Med 2018 Jun;93(6):817-818

Professor and chair, Department of Humanities, Health, and Society, and associate dean, Community Engagement, Florida International University Herbert Wertheim College of Medicine, Miami, Florida; ORCID: http://orcid.org/0000-0001-6682-8204. Associate professor and chief, Division of Family and Community Medicine, and vice chair, Department of Humanities, Health, and Society, Florida International University Herbert Wertheim College of Medicine, Miami, Florida; ORCID: http://orcid.org/0000-0002-5361-6664. Associate professor and chief, Division of Policy and Community Development, Department of Humanities, Health, and Society, Florida International University Herbert Wertheim College of Medicine, Miami, Florida; ORCID: http://orcid.org/0000-0001-8067-3667.

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In Reply to Kim.

Acad Med 2018 Jun;93(6):817

Professor, Department of Family Medicine, Georgetown University School of Medicine, Washington, DC; ORCID: https://orcid.org/0000-0002-5785-0378.

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Social Empathy Lives Beyond the Classroom.

Authors:
Gina J Kim

Acad Med 2018 Jun;93(6):817

Assistant professor of clinical pediatrics, Keck School of Medicine of the University of Southern California, Los Angeles, California;

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In Reply to Abudu.

Acad Med 2018 Jun;93(6):816-817

Medical director, Casey House, Toronto, Ontario, Canada; Assistant professor, Department of Family and Community Medicine, Faculty of Medicine and Dalla Lana School of Public Health, University of Toronto, and clinician-scientist, Centre for Urban Health Solutions, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, Ontario, Canada. Professor and vice chair of education, Department of Medicine, University of Toronto, and FM Hill Chair in Humanism Education, Women's College Hospital, University of Toronto, Toronto, Ontario, Canada.

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Integrating Patient and Community Empowerment in the Medical School Curriculum.

Authors:
Boya Abudu

Acad Med 2018 Jun;93(6):816

Fourth-year medical student, University of California, San Diego School of Medicine, La Jolla, California; ORCID: https://orcid.org/0000-0002-7552-6141.

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June 2018
2 Reads

Sexual Harassment in Medical Schools: The Challenge of Covert Retaliation as a Barrier to Reporting.

Acad Med 2018 May 22. Epub 2018 May 22.

R. Binder is professor of psychiatry and associate dean of academic affairs, University of California, San Francisco, School of Medicine, San Francisco, California. P. Garcia is professor of neurology and associate dean of academic affairs, University of California, San Francisco, School of Medicine, San Francisco, California. B. Johnson is director, Office of Academic Affairs, University of California, San Francisco, School of Medicine, San Francisco, California. E. Fuentes-Afflick is professor of pediatrics and vice dean of academic affairs, University of California, San Francisco, School of Medicine, San Francisco, California.

Although Title IX, the federal law prohibiting sexual harassment in educational institutions, was enacted in 1972, sexual harassment continues to be distressingly common in medical training. In addition, many women who experience sexual harassment do not report their experiences to authorities within the medical school.In this article, the authors review the literature on the prevalence of sexual harassment in medical schools since Title IX was enacted and on the cultural and legal changes that have occurred during that period that have affected behaviors. Read More

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"Being on Both Sides": Canadian Medical Students' Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction.

Acad Med 2018 May 22. Epub 2018 May 22.

E. Stergiopoulos is a medical student, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. O. Fernando is a cultural anthropologist and clinical research project coordinator, The Hospital for Sick Children, Toronto, Ontario, Canada. M.A. Martimianakis is associate professor and director of medical education scholarship, Department of Pediatrics, and scientist and strategic lead international, The Wilson Centre, University of Toronto, Toronto, Ontario, Canada.

Purpose: Medical students with disabilities hold firsthand knowledge as healthcare recipients, yet face barriers to disclosure and support. Their experiences provide a unique lens for understanding professional identity construction; therefore, this study explored how disabled medical students experience training as both patients and trainees.

Method: The authors conducted qualitative interviews with 10 medical students at the University of Toronto Faculty of Medicine with self-identified disabilities. Read More

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Value-Added Activities in Medical Education: A Multi-Site Survey of First- and Second-Year Medical Students' Perceptions and Factors Influencing Their Potential Engagement.

Acad Med 2018 May 22. Epub 2018 May 22.

A.N. Leep Hunderfund is assistant professor of neurology, Mayo Clinic, and associate director, Mayo Clinic Program in Professionalism and Values, Rochester, Minnesota. S.R. Starr is associate professor of pediatrics and director, Science of Health Care Delivery Education, Mayo Clinic School of Medicine, Mayo Clinic, Rochester, Minnesota. L.N. Dyrbye is professor of medical education and medicine, Mayo Clinic, Rochester, Minnesota. J.D. Gonzalo is associate professor of medicine and public health sciences and associate dean, Health Systems Education, Pennsylvania State University College of Medicine, Hershey, Pennsylvania. P. George is associate professor of family medicine and associate professor of medical science, Alpert Medical School, Brown University, Providence, Rhode Island. B.M. Miller is professor of medical education and administration and professor of clinical surgery, associate vice chancellor, Health Affairs, and senior associate dean, Health Sciences Education, Vanderbilt University School of Medicine, Nashville, Tennessee. H.K. Morgan is associate clinic professor of obstetrics and gynecology and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan. A. Hoffman is assistant clinical professor of medicine, division of hospital medicine, University of California, San Francisco School of Medicine, San Francisco, California. E.G. Baxley is professor of family medicine and senior associate dean, Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina. B.L. Allen is associate professor of clinical medicine and senior associate dean, Medical Student Education, Indiana University School of Medicine, Indianapolis, Indiana. T.L. Fancher is associate professor of medicine, University of California Davis School of Medicine, Sacramento, California. J. Mandrekar is professor of biostatistics and neurology, Mayo Clinic, Rochester, Minnesota. S.E. Skochelak is group vice president for medical education, American Medical Association, Chicago, Illinois. D.A. Reed is associate professor of medical education and medicine and senior associate dean, Academic Affairs, Mayo Clinic School of Medicine, Mayo Clinic, Rochester, Minnesota.

Purpose: To describe attitudes of first- and second-year U.S. medical students toward value-added medical education, assess their self-reported desire to participate in various value-added activities, and identify potentially modifiable factors influencing their engagement. Read More

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A Conceptual Model for Understanding Academic Physicians' Performances of Identity: Findings From the University of Utah.

Acad Med 2018 May 22. Epub 2018 May 22.

C.J. Chow is a research associate, Utah Education Policy Center, University of Utah College of Education, Salt Lake City, Utah. C.L. Byington is the Jean and Thomas McMullin Professor and dean of Medicine, senior vice president, Health Science Center, and vice chancellor for health services, Texas A&M University, Bryan, Texas. L.M. Olson is professor, Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, Utah. K.P.G. Ramirez was a research assistant and graduate of the College of Health, University of Utah, Salt Lake City, Utah. S. Zeng is an undergraduate student and research assistant, University of Utah, Salt Lake City, Utah. A.M. López is professor, Department of Internal Medicine, University of Utah School of Medicine; associate director, Collaboration and Engagement, Utah Center for Clinical and Translational Science; and associate vice president for Health Equity and Inclusion, University of Utah Health Sciences, Salt Lake City, Utah.

Purpose: To explore how academic physicians perform social and professional identities and how their personal experiences inform professional identity formation.

Method: Semi-structured interviews and observations were conducted with 25 academic physicians of diverse gender and racial/ethnic backgrounds at the University of Utah School of Medicine from 2015-2016. Interviews explored the domains of social identity, professional identity, and relationships with patients and colleagues. Read More

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Faculty Development Revisited: A Systems-Based View of Stakeholder Development to Meet the Demands of Entrustable Professional Activity Implementation.

Acad Med 2018 May 22. Epub 2018 May 22.

C.S. Lupi is associate dean for faculty and professor of obstetrics and gynecology, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. A.R. Ownby is assistant dean for faculty and educational development and associate professor of pediatrics, McGovern Medical School, a part of The University of Texas Health Science Center at Houston, Houston, Texas. J.A. Jokela is acting regional dean, University of Illinois College of Medicine at Urbana-Champaign, Urbana, Illinois. W.B. Cutrer is assistant dean for undergraduate medical education and associate professor of pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. A.K. Thompson-Busch is community assistant dean and assistant professor of pediatrics and human development, Michigan State University College of Human Medicine, Grand Rapids, Michigan. M. Catallozzi is pediatric clerkship director and assistant professor of pediatrics and population and family health, Columbia University Medical Center, New York, New York. J.M. Noble is assistant professor of neurology at Columbia University Medical Center, New York, New York. J.M. Amiel is associate dean for curricular affairs and associate professor of psychiatry, Columbia University College of Physicians and Surgeons, New York, New York.

In 2015, the Association of American Medical Colleges implemented an inter-institutional pilot of the 13 core entrustable professional activities for entering residency (EPAs), activities that entering residents should be expected to perform with indirect supervision only. The pilot included a concept group on faculty development; this group previously offered a shared mental model focused largely on the development of faculty who devote their efforts to clinical teaching and assessment for learning and entrustment decision-making. In this article, the authors draw from the literature of competency-based education to propose what is needed in overall approaches to faculty development to prepare institutions for undergraduate EPA implementation. Read More

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Asking for Less and Getting More: The Impact of Broadening a Rater's Focus in Formative Assessment.

Acad Med 2018 May 22. Epub 2018 May 22.

W. Tavares is a scientist and assistant professor, The Wilson Centre, Department of Medicine and Post-MD Education, University Health Network / University of Toronto Faculty of Medicine, Toronto, Ontario, Canada; and a clinician scientist, Department of Community and Health Services, Paramedic and Senior Services, Regional Municipality of York, Newmarket, Ontario, Canada. A. Sadowski is a research associate, The Wilson Centre, University Health Network / University of Toronto Faculty of Medicine, Toronto, Ontario, Canada. K.W. Eva is senior scientist, Centre for Health Education Scholarship, and professor, Department of Medicine, University of British Columbia Faculty of Medicine, Vancouver, British Colombia, Canada.

Purpose: There may be unintended consequences of broadening the competencies across which health professions trainees are assessed. This study was conducted to determine if such broadening influences the formative guidance assessors provide to trainees and to test whether sequential collection of competency-specific assessment can overcome setbacks of simultaneous collection.

Method: A randomized between-subjects experimental design, conducted in Toronto and Halifax, Canada, in 2016-17 with paramedic educators experienced in observing/rating, in which observers' focus was manipulated. Read More

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Medicaid Innovations and the Role of Academic Health Centers.

Acad Med 2018 May 22. Epub 2018 May 22.

S.M. Retchin is professor of medicine and public health, The Ohio State University, Columbus, Ohio. W.Y. Xu is assistant professor of public health, The Ohio State University, Columbus, Ohio.

Although they represent less than 8% of all U.S. hospitals, academic health centers (AHCs) deliver almost 40% of the inpatient care for Medicaid beneficiaries. Read More

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Academic Health Centers and Medicaid: Advance or Retreat?

Acad Med 2018 May 22. Epub 2018 May 22.

M.C. Henderson is professor and associate dean for admissions, Department of Internal Medicine and Office of Medical Education, University of California, Davis, School of Medicine, Sacramento, California. K.W. Kizer is director, Institute for Population Health Improvement, and distinguished professor, Department of Emergency Medicine, University of California, Davis, School of Medicine and Betty Irene Moore School of Nursing, Sacramento, California. R.L. Kravitz is professor, Division of General Medicine, Department of Internal Medicine, University of California, Davis, School of Medicine, Sacramento, California.

The expansion of Medicaid under the Affordable Care Act has strained the capacity of many academic health centers (AHCs) to deliver primary and specialty care to this traditionally underserved population. The authors, longtime faculty members in the University of California Davis Health (UCDH) system, discuss the challenges of UCDH's participation in Medi-Cal, the nation's largest Medicaid program, and their institution's controversial decision in 2015 to withdraw from all Medi-Cal primary care contracts, which has had untoward effects on UCDH's social and educational missions. The authors conclude by suggesting an alternate approach for engaging with Medi-Cal. Read More

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Changes in Teaching Hospitals' Community Benefit Spending After Implementation of the Affordable Care Act.

Acad Med 2018 May 22. Epub 2018 May 22.

P.M. Alberti is senior director, Health Equity Research and Policy, Association of American Medical Colleges, Washington, DC. K.M. Sutton is a lead specialist, Health Equity Research and Policy, Association of American Medical Colleges, Washington, DC. M. Baker is a senior research analyst, Health Care Affairs, Association of American Medical Colleges, Washington, DC.

Purpose: U.S. teaching hospitals that qualify as 501(c)(3) organizations (a not-for-profit designation) are required to demonstrate community benefit annually. Read More

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Shifting and Sharing: Academic Physicians' Strategies for Navigating Underperformance and Failure.

Acad Med 2018 May 22. Epub 2018 May 22.

K.A. LaDonna is assistant professor, Department of Innovation in Medical Education and Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada. S. Ginsburg is professor, Department of Medicine, and scientist, Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario, Canada. C. Watling is professor, Department of Clinical Neurological Sciences; scientist, the Centre for Education Research and Innovation; and associate dean, postgraduate medical education, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada.

Purpose: Medical practice is uncertain and complex. Consequently, even outstanding performers will inevitably experience moments of underperformance and failure. Coping relies on insight and resilience. Read More

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Leveraging the Continuum: A Novel Approach to Meeting Quality Improvement and Patient Safety Competency Requirements Across a Large Department of Medicine.

Acad Med 2018 May 22. Epub 2018 May 22.

J.S. Myers is director, Center for Healthcare Improvement and Patient Safety, and professor and director of quality and safety education, Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. L.M. Bellini is professor and vice chair for education, Department of Medicine, and vice dean for academic affairs, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania.

Problem: Quality improvement (QI) and patient safety (PS) are now core competencies across the medical education continuum. A major challenge to developing and implementing these new curricular requirements is the lack of faculty expertise.

Approach: In 2015, the authors developed a centralized, vertically integrated, competency-based approach to meet the educational requirements in QI/PS across the continuum of graduate medical education in the Department of Medicine, Perelman School of Medicine, University of Pennsylvania. Read More

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May 2018
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Measuring Mindsets and Achievement Goal Motivation: A Validation Study of Three Instruments.

Acad Med 2018 May 22. Epub 2018 May 22.

D.A. Cook is professor of medicine and medical education; associate director, Mayo Clinic Online Learning; and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota; ORCID: https://orcid.org/0000-0003-2383-4633. B.L. Gas is education coordinator, Center for Clinical and Translational Science - Education Resources, Mayo Clinic, Rochester, Minnesota; ORCID: http://orcid.org/0000-0002-7140-4956. A.R. Artino Jr is professor, Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0003-2661-7853.

Purpose: To evaluate the validity of scores from three instruments measuring achievement goal motivation-related constructs: a shortened version of Dweck's Implicit Theories of Intelligence Scale (ITIS-S), measuring incremental and entity mindsets; Elliot's Achievement Goal Questionnaire-Revised (AGQ-R), measuring mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance achievement goals; and Midgley's Patterns of Adaptive Learning Scales (PALS), measuring mastery, performance-approach, and performance-avoidance achievement goals.

Method: High school students participating in a medical simulation training activity at the Mayo Clinic in May 2017 completed each instrument. The authors evaluated internal structure using reliability and factor analysis and relations with other variables using the multitrait-multimethod matrix. Read More

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May 2018
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The Relationship Between the Learning and Patient Safety Climates of Clinical Departments and Residents' Patient Safety Behaviors.

Acad Med 2018 May 15. Epub 2018 May 15.

M.E.W.M. Silkens is scientific researcher, Professional Performance Research Group, Department of Medical Psychology, Academic Medical Center/University of Amsterdam, Amsterdam, the Netherlands. O.A. Arah is professor, Department of Epidemiology, Fielding School of Public Health, and faculty associate, Center for Health Policy Research, University of California, Los Angeles, Los Angeles, California. C. Wagner is executive director, the Netherlands Institute for Health Services Research, Utrecht, the Netherlands, and professor in patient safety, VU Medical Center, Amsterdam, the Netherlands. A.J.J.A. Scherpbier is professor, Department of Educational Development and Research, and dean, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, the Netherlands. M.J. Heineman is professor, Department of Obstetrics and Gynecology, Academic Medical Center, and vice dean, Faculty of Medicine, Academic Medical Center/University of Amsterdam, Amsterdam, the Netherlands. M.J.M.H. Lombarts is professor, Professional Performance Research Group, Department of Medical Psychology, Academic Medical Center/University of Amsterdam, Amsterdam, the Netherlands.

Purpose: Improving residents' patient safety behavior should be a priority in graduate medical education to ensure the safety of current and future patients. Supportive learning and patient safety climates may foster this behavior. This study examined the extent to which residents' self-reported patient safety behavior can be explained by the learning climate and patient safety climate of their clinical departments. Read More

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Honoring Thy Self in the Transition to Online Teaching.

Acad Med 2018 May 8. Epub 2018 May 8.

L.A. Maggio is associate professor of medicine and associate director, Distributed Learning and Technology, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: https://orcid.org/0000-0002-2997-6133. B.J. Daley is professor of adult and continuing education, Department of Administrative Leadership, School of Education, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin: ORCID: https://orcid.org/0000-0002-3054-4071. D.D. Pratt is senior scholar, Centre for Health Education Scholarship and professor emeritus of education, University of British Columbia, Vancouver, British Columbia, Canada. D.M. Torre is associate professor of medicine and associate director, Evaluation and Long-Term Outcomes, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

Increasingly health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. Read More

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