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  Subjects -> EDUCATION (Total: 1719 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1434 journals)
    - HIGHER EDUCATION (115 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1434 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 1)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 57)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 53)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 45)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 14)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 55)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 236)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 143)
Adult Education Quarterly     Hybrid Journal   (Followers: 136)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 5)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 137)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 160)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 26)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 18)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 124)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 30)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 398)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 187)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 166)
British Journal of Educational Studies     Hybrid Journal   (Followers: 150)
British Journal of Educational Technology     Hybrid Journal   (Followers: 125)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 38)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 98)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 24)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 17)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Compass : Journal of Learning and Teaching     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover Academic Medicine
  [SJR: 2.202]   [H-I: 107]   [57 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1040-2446
   Published by LWW Wolters Kluwer Homepage  [285 journals]
  • Just Because I Am Teaching Doesn’t Mean They Are Learning: Improving Our
           Teaching for a New Generation of Learners
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • More on the Causes of Errors in Clinical Reasoning
    • Authors: Croskerry; Pat
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • More on the Causes of Errors in Clinical Reasoning
    • Authors: Patel; Jayshil J.; Bergl, Paul
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • In Reply to Croskerry and to Patel and Bergl
    • Authors: Norman; Geoffrey; Sherbino, Jonathan; Ilgen, Jonathan S.; Monteiro, Sandra D.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Perspectives on the Single GME Accreditation System
    • Authors: Buser; Boyd R.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Perspectives on the Single GME Accreditation System
    • Authors: Shannon; Stephen C.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • In Reply to Buser and to Shannon
    • Authors: Cummings; Mark
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Gender Equality in Academic Medicine Requires Changes for Both Men and
           Women
    • Authors: Adamson; Rosemary; Brady, Anna K.; Aitken, Moira L.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Earlier Introduction to the Wards: Are the Medical Students or the
           Educators Too Green'
    • Authors: Panda; Nikhil
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Married to Medical School' How to Maintain Relationships as a Medical
           Student
    • Authors: Amundsen; Tyson
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Students: More Than Receivers of Education or Subjects of Medical
           Education Research
    • Authors: Punjabi; Lavisha S.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • On Overcoming Imposter Syndrome
    • Authors: Russell; Rebecca
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Identity Capital and Identifying Learners at Risk for Marginalization
    • Authors: Dyster; Timothy Gordon
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Socioeconomic Diversity Gap in Medical Education
    • Authors: Le; Hai H.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Ramifications of Recruiting Medical Students From Lower Socioeconomic
           Backgrounds
    • Authors: Starcher; Rachael Whitley
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • A Culture of Supremacy in Medicine
    • Authors: Ferrel; Vanessa K.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Barriers to Medical School for DACA Students Continue
    • Authors: Arias; Fernando Daniel
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • A Call for Critical Race Theory in Medical Education
    • Authors: Tsai; Jennifer; Crawford-Roberts, Ann
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Need for Anti-Racism Training in Medical School Curricula
    • Authors: Ahmad; N. Jia; Shi, Marc
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • An Argument for Flexible Specialty Board Exam Dates: Reducing Gender
           Disparity and Improving Learner Wellness
    • Authors: Webb; Allison M.B.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Leadership Case for Investing in Continuing Professional Development
    • Authors: McMahon; Graham T.
      Abstract: Continuing medical education (CME) has the power and capacity to address many challenges in the health care environment, from clinician well-being to national imperatives for better health, better care, and lower cost. Health care leaders who recognize the strategic value of education and engage their people in education can expect a meaningful return on their investment—not only in terms of the quality and safety of their clinicians’ work but also in the spirit and cohesiveness of the clinicians who work at their institution. To optimize the benefits of education, clinical leaders need to think of accredited CME as the professional development vehicle that can help them drive change and achieve goals, in consort with quality improvement efforts, patient safety projects, and other systems changes. An empowered CME program, with its multiprofessional scope and educational expertise, can contribute to initiatives focused on both clinical and nonclinical areas, such as quality and safety, professionalism, team communication, and process improvements. In this Invited Commentary, the author describes principles and action steps for aligning leadership and educational strategy and urges institutional leaders to embrace the continuing professional development of their human capital as an organizational responsibility and opportunity and to view engagement in education as an investment in people.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Continuing Professional Development for Faculty: An Elephant in the House
           of Academic Medicine or the Key to Future Success'
    • Authors: Davis; David A.; Rayburn, William F.; Smith, Gary A.
      Abstract: The scope of change required by academic medical centers (AMCs) to maintain their viability and achieve their tripartite mission in the future is large; such reform is affected by numerous global, national, and local forces. Most AMCs focus their transformational efforts on organizational infrastructure (e.g., undertaking payment reform, developing new organizational structures, investing in information technology) and educational programs (with subsequent changes in undergraduate and graduate medical education curricula). Although useful, these efforts have failed to produce the kind of change required for AMCs to succeed in the future.The authors of this Invited Commentary describe a key element missing from most of these reform efforts—the preparation of faculty for new models of health care and educational practice. To address this issue, they call for the effective, system-aligned presence of continuing professional development (CPD) programs. CPD combines continuing medical education, with its focus on content knowledge, and faculty development, with its focus on evidence-based learning methodologies, across the institution to produce a more robust, system- and outcomes-oriented program to facilitate both individual and organizational learning. If sufficiently supported, CPD programs can provide a platform for the human changes necessary to ensure the smooth transition of AMCs to new models of education, clinical research, and ultimately patient care.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Problem and Goals Are Global, the Solutions Are Local: Revisiting
           Quality Measurements and the Role of the Private Sector in Global Health
           Professions Education
    • Authors: Hamdy; Hossam
      Abstract: The shortage of a competent health workforce is a global challenge. However, its manifestations and proposed solutions are very much context related (i.e., local). In addition to the shortage of health professionals, the quality of health professions education programs, institutions, and graduates, and how to measure quality, are also problematic. Commonly used metrics like the Credit Hours System and the European Credit Transfer and Accumulation System have limitations (e.g., being more focused on quantity than quality).In this Invited Commentary, the author discusses the need to revisit quality measurements in health professions education and the issue of whether the private sector has a role to play in narrowing the ever-increasing gap between the demand for health care professionals and the health care workforce shortage.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Seven Dirty Words: Hot-Button Language That Undermines Interprofessional
           Education and Practice
    • Authors: Cahn; Peter S.
      Abstract: imageAn increasingly common goal of health professions education is preparing learners to collaborate with the full range of members on a health care team. While curriculum developers have identified many logistical and conceptual barriers to interprofessional education, one overlooked factor threatens to undermine interprofessional education and practice: language. Language reveals the mental metaphors governing thoughts and actions. The words that faculty members and health care providers use send messages that can—consciously or not—undermine explicit lessons about valuing each member of the care team. Too often, word choices make visible hierarchies in health care that may contradict overt messages about collaboration.In this Perspective, the author draws on his experience as an outsider coming to academic medicine, noticing that certain words triggered negative responses in colleagues from different professions. He reflects on some of the most charged (or hot-button) words commonly heard in health care and educational settings and suggests possible alternatives that have similar denotations but that also have more collaborative connotations. By exploring seven of these dirty words, the author intends to raise awareness about the unintended effects of word choices. Changing exclusionary language may help promote the adoption of new metaphors for professional relationships that will more easily facilitate interprofessional collaboration and reinforce the formal messages about collaborative practice aimed at learners.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Stupid Consult
    • Authors: Kersun; Jonathan
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Charter on Professionalism for Health Care Organizations
    • Authors: Egener; Barry E.; Mason, Diana J.; McDonald, Walter J.; Okun, Sally; Gaines, Martha E.; Fleming, David A.; Rosof, Bernie M.; Gullen, David; Andresen, May-Lynn
      Abstract: In 2002, the Physician Charter on Medical Professionalism was published to provide physicians with guidance for decision making in a rapidly changing environment. Feedback from physicians indicated that they were unable to fully live up to the principles in the 2002 charter partly because of their employing or affiliated health care organizations. A multistakeholder group has developed a Charter on Professionalism for Health Care Organizations, which may provide more guidance than charters for individual disciplines, given the current structure of health care delivery systems.This article contains the Charter on Professionalism for Health Care Organizations, as well as the process and rationale for its development. For hospitals and hospital systems to effectively care for patients, maintain a healthy workforce, and improve the health of populations, they must attend to the four domains addressed by the Charter: patient partnerships, organizational culture, community partnerships, and operations and business practices. Impacting the social determinants of health will require collaboration among health care organizations, government, and communities.Transitioning to the model hospital described by the Charter will challenge historical roles and assumptions of both its leadership and staff. While the Charter is aspirational, it also outlines specific institutional behaviors that will benefit both patients and workers. Lastly, this article considers obstacles to implementing the Charter and explores avenues to facilitate its dissemination.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Proposing a Model of Co-Regulated Learning for Graduate Medical Education
    • Authors: Rich; Jessica V.
      Abstract: imagePrimarily grounded in Zimmerman’s social cognitive model of self-regulation, graduate medical education is guided by principles that self-regulated learning takes place within social context and influence, and that the social context and physical environment reciprocally influence persons and their cognition, behavior, and development. However, contemporary perspectives on self-regulation are moving beyond Zimmerman’s triadic reciprocal orientation to models that consider social transactions as the central core of regulated learning. Such co-regulated learning models emphasize shared control of learning and the role more advanced others play in scaffolding novices’ metacognitive engagement.Models of co-regulated learning describe social transactions as periods of distributed regulation among individuals, which instrumentally promote or inhibit the capacity for individuals to independently self-regulate. Social transactions with other regulators, including attending physicians, more experienced residents, and allied health care professionals, are known to mediate residents’ learning and to support or hamper the development of their self-regulated learning competence. Given that social transactions are at the heart of learning-oriented assessment and entrustment decisions, an appreciation for co-regulated learning is likely important for advancing medical education research and practice—especially given the momentum of new innovations such as entrustable professional activities.In this article, the author explains why graduate medical educators should consider adopting a model of co-regulated learning to complement and extend Zimmerman’s models of self-regulated learning. In doing so, the author suggests a model of co-regulated learning and provides practical examples of how the model is relevant to graduate medical education research and practice.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Impact of a National Faculty Development Program Embedded Within an
           Academic Professional Organization
    • Authors: Baldwin; Constance D.; Gusic, Maryellen E.; Chandran, Latha
      Abstract: imageA sizeable literature describes the effectiveness of institution-based faculty development programs in nurturing faculty educators as scholars, but national programs are less common and seldom evaluated. To fill this role, the Educational Scholars Program (ESP) was created within the Academic Pediatric Association (APA) in 2006. It is a national, three-year, cohort-based certification program focused on fostering educational scholarship. This article describes the development and outcomes of an innovative program embedded within the framework of a national professional organization, and offers a model for potential adaptation by similar organizations to enhance their support of educators.After 10 years, 171 scholars have enrolled in the ESP, and 50 faculty have participated. Scholars are assigned a faculty advisor and participate in three full-day sessions at a national meeting; online, interactive learning modules; and a mentored, scholarly project. The program receives support from the APA in four organizational frames: structural, human resource, political, and symbolic. The self-perceived scholarly proficiency of the scholars in Cohort 1 increased significantly over time, and their productivity and collaborations increased during and after the program. Scholars wrote enthusiastically about their experience in yearly and postprogram evaluations. In interviews, eight past APA presidents explained that the ESP strengthened the APA’s mission, created new leaders, and provided a new model for other APA programs. Outcomes of the ESP suggest that a longitudinal faculty development program embedded within a national professional organization can create a social enterprise not only within the organization but also within the broader national community of educator–scholars.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • SimZones: An Organizational Innovation for Simulation Programs and Centers
           
    • Authors: Roussin; Christopher J.; Weinstock, Peter
      Abstract: imageThe complexity and volume of simulation-based learning programs have increased dramatically over the last decade, presenting several major challenges for those who lead and manage simulation programs and centers. The authors present five major issues affecting the organization of simulation programs: (1) supporting both single- and double-loop learning experiences; (2) managing the training of simulation teaching faculty; (3) optimizing the participant mix, including individuals, professional groups, teams, and other role-players, to ensure learning; (4) balancing in situ, node-based, and center-based simulation delivery; and (5) organizing simulation research and measuring value. They then introduce the SimZones innovation, a system of organization for simulation-based learning, and explain how it can alleviate the problems associated with these five issues.Simulations are divided into four zones (Zones 0–3). Zone 0 simulations include autofeedback exercises typically practiced by solitary learners, often using virtual simulation technology. Zone 1 simulations include hands-on instruction of foundational clinical skills. Zone 2 simulations include acute situational instruction, such as clinical mock codes. Zone 3 simulations involve authentic, native teams of participants and facilitate team and system development.The authors also discuss the translation of debriefing methods from Zone 3 simulations to real patient care settings (Zone 4), and they illustrate how the SimZones approach can enable the development of longitudinal learning systems in both teaching and nonteaching hospitals. The SimZones approach was initially developed in the context of the Boston Children’s Hospital Simulator Program, which the authors use to illustrate this innovation in action.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Artist’s Statement: In the Face of Hunger
    • Authors: McAdams; Ryan M.
      Abstract: imageNo abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Golden Years
    • Authors: Collins; Billy
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Commentary on “The Golden Years”
    • Authors: Farris; Grace
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The MD–MEd Joint-Degree Program at Vanderbilt University: Training
           Future Expert Medical Educators
    • Authors: Sullivan; William M.; DeVolder, Jacob; Bhutiani, Monica; Neal, Kristen W.; Miller, Bonnie M.
      Abstract: imageProblem: Some medical students are drawn to medical education as an area of academic specialization. However, few options exist for medical students who wish to build a scholarly foundation for future careers in medical education.Approach: In 2011, Vanderbilt University School of Medicine (VUSM) and Peabody College of Education and Human Development at Vanderbilt University partnered to establish a novel dual-degree program that, through transfer of credit, allows students to graduate with both an MD and a master of education (MEd) degree in five years. The MD–MEd joint-degree program equips students with robust knowledge and skills related to general education while providing opportunities through independent studies and capstone projects to contextualize these ideas in medical education.Outcomes: This innovation at Vanderbilt University demonstrates the feasibility of an MD–MEd joint-degree program. MD–MEd graduates’ demonstrated commitment to medical education and credentials will allow them to take on greater educational responsibilities earlier in their careers and quickly gain experience. The three author participants feel their experiences allowed them to achieve desired competencies as educators. They have each gained early experience by chairing the Student Curriculum Committee and contributing to major curricular reform at VUSM.Next Steps: The authors plan to integrate specific medical education competencies into the program, which will require MD–MEd students to develop and demonstrate proficiency in the knowledge and skills expected of dedicated medical educators. Graduates’ career trajectories will be tracked to explore whether they become medical educators, conduct educational research, and assume leadership positions.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Encouraging Student Interest in Teaching Through a Medical Student
           Teaching Competition
    • Authors: DeSimone; Ariadne K.; Haydek, John P.; Sudduth, Christopher L.; LaBarbera, Vincent; Desai, Yaanik; Reinertsen, Erik; Manning, Kimberly D.
      Abstract: imageProblem: Clinician educators have realized the value not only of assigning teaching roles to medical students but also of offering explicit training in how to teach effectively. Despite this interest in the development of medical students’ teaching skills, formal teaching instruction and opportunities for practice are lacking.Approach: To encourage medical student interest in teaching, the authors developed and implemented a medical student teaching competition (MSTC) at Emory University School of Medicine during the summers of 2014, 2015, and 2016. Each year, eight student finalists were each paired with a physician “teaching coach” and given one month to prepare for the MSTC. During the competition, each finalist delivered an eight-minute presentation to a panel of seven physician and resident judges. The authors describe the development, implementation, and assessment of the MSTC.Outcomes: Approximately 150 medical students and faculty members attended the MSTC each year. The students in attendance felt that the MSTC made them more likely to seek out opportunities to learn how to teach effectively and to practice teaching. Additionally, some students are now more interested in learning about a career in academic medicine than they were before the MSTC.Next Steps: Given the need for more formal initiatives dedicated to improving the teaching skills of doctors-in-training, including medical students, innovative solutions such as the MSTC may enhance a medical school’s existing curriculum and encourage student interest in teaching. The MSTC model may be generalizable to other medical schools.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Using Organizational Philosophy to Create a Self-Sustaining Compensation
           Plan Without Harming Academic Missions
    • Authors: Leverence; Robert; Nuttall, Richard; Palmer, Rachel; Segal, Mark; Wood, Alicia; Yancey, Fay; Shuster, Jonathon; Brantly, Mark; Hromas, Robert
      Abstract: imageProblem: Academic physician reimbursement has moved to productivity-based compensation plans. To be sustainable, such plans must be self-funding. Additionally, unless research and education are appropriately valued, faculty involved in these efforts will become disillusioned, yet revenue generation in these activities is less robust than for clinical care activities.Approach: Faculty at the Department of Medicine, University of Florida Health, elected a committee of junior and senior faculty and division chiefs to restructure the compensation plan in fiscal year (FY) 2011. This committee was charged with designing a new compensation plan based on seven principles of organizational philosophy: equity, compensation coupled to productivity, authority aligned with responsibility, respect for all academic missions, transparency, professionalism, and self-funding in each academic mission.Outcomes: The new compensation plan was implemented in FY2013. A survey administered at the end of FY2015 showed that 61% (76/125) of faculty were more satisfied with this plan than the previous plan. Since the year before implementation, clinical relative value units per faculty increased 7% (from 3,458 in FY2012 to 3,704 in FY2015, P < .002), incentives paid per faculty increased 250% (from $3,191 in FY2012 to $11,153 in FY2015, P ≤ .001), and publications per faculty increased 15% (from 2.6 in FY2012 to 3.0 in FY2015, P < .001). Grant submissions, external funding, and teaching hours also increased per faculty but did not reach statistical significance.Next Steps: An important next step will be to incorporate quality metrics into the compensation plan, without affecting costs or throughput.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Academic RVU: Ten Years Developing a Metric for and Financially
           Incenting Academic Productivity at Oregon Health & Science University
    • Authors: Ma; O. John; Hedges, Jerris R.; Newgard, Craig D.
      Abstract: imagePurpose: Established metrics reward academic faculty for clinical productivity. Few data have analyzed a bonus model to measure and reward academic productivity. This study’s objective was to describe development and use of a departmental academic bonus system for incenting faculty scholarly and educational productivity.Method: This cross-sectional study analyzed a departmental bonus system among emergency medicine academic faculty at Oregon Health & Science University, including growth from 2005 to 2015. All faculty members with a primary appointment were eligible for participation. Each activity was awarded points based on a predetermined education or scholarly point scale. Faculty members accumulated points based on their activity (numerator), and the cumulative points of all faculty were the denominator. Variables were individual faculty member (deidentified), academic year, bonus system points, bonus amounts awarded, and measures of academic productivity. Data were analyzed using descriptive statistics, including measures of variance.Results: The total annual financial bonus pool ranged from $211,622 to $274,706. The median annual per faculty academic bonus remained fairly constant over time ($3,980 in 2005–2006 vs. $4,293 in 2014–2015), with most change at the upper quartile of academic bonus (max bonus $16,920 in 2005–2006 vs. $39,207 in 2014–2015). Bonuses rose linearly among faculty in the bottom three quartiles of academic productivity, but increased exponentially in the 75th to 100th percentile.Conclusions: Faculty academic productivity can be measured and financially rewarded according to an objective academic bonus system. The “academic point” used to measure productivity functions as an “academic relative value unit.”
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Impact of an Academy of Medical Educators on the Culture of an
           American Health Sciences Campus
    • Authors: Corral; Janet; Guiton, Gretchen; Aagaard, Eva
      Abstract: imagePurpose: During the last two decades in the United States, academies of medical educators (AMEs) have proliferated as formal organizations within faculties of health professions education to recognize teaching excellence, support faculty development, and encourage scholarly activity. AMEs have been effective at rewarding faculty for educational excellence and providing faculty development. However, the impact of an AME on campus culture remains unclear.Method: A qualitative case study asked, How has an AME shaped organizational culture? The authors investigated the University of Colorado health sciences campus AME given its clear mandate to impact organizational culture. The authors interviewed a purposeful sample of 26 AME members and non-AME campus faculty and educational leaders during the 2014–2015 academic year. Two reviewers employed content analysis to code the transcripts.Results: The AME has positively impacted organizational culture by being a symbol of institutional commitment to the educational mission, and by asserting education as an evidence-based practice. At the faculty member level, the AME’s impact includes creating a home and community for educators to network. Individual faculty influence departments and programs across campus through teaching and interpersonal connections. However, the AME has not impacted all of campus, due to only reaching self-identified educators, and the siloed nature of departments on campus.Conclusions: Although limited to a single campus and an early established AME, this study contributes significant insight by describing how an AME as a structural unit impacts individual faculty members, who in turn impact organizational campus culture regarding the educational mission.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Faculty–Resident “Co-learning”: A Longitudinal Exploration of an
           Innovative Model for Faculty Development in Quality Improvement
    • Authors: Wong; Brian M.; Goldman, Joanne; Goguen, Jeannette M.; Base, Christian; Rotteau, Leahora; Van Melle, Elaine; Kuper, Ayelet; Shojania, Kaveh G.
      Abstract: imagePurpose: To examine the effectiveness of co-learning, wherein faculty and trainees learn together, as a novel approach for building quality improvement (QI) faculty capacity.Method: From July 2012 through September 2015, the authors conducted 30 semistructured interviews with 23 faculty participants from the Co-Learning QI Curriculum of the Department of Medicine, Faculty of Medicine, University of Toronto, and collected descriptive data on faculty participation and resident evaluations of teaching effectiveness. Interviewees were from 13 subspecialty residency programs at their institution.Results: Of the 56 faculty participants, the Co-Learning QI Curriculum trained 29 faculty mentors, 14 of whom taught formally. Faculty leads with an academic QI role, many of whom had prior QI training, reinforced their QI knowledge while also developing QI mentorship and teaching skills. Co-learning elements that contributed to QI teaching skills development included seeing first how the QI content is taught, learning through project mentorship, building experience longitudinally over time, a graded transition toward independent teaching, and a supportive program lead. Faculty with limited QI experience reported improved QI knowledge, skills, and project facilitation but were ambivalent about assuming a teacher role. Unplanned outcomes for both groups included QI teaching outside of the curriculum, applying QI principles to other work, networking, and strengthening one’s QI professional role.Conclusions: The Co-Learning QI Curriculum was effective in improving faculty QI knowledge and skills and increased faculty capacity to teach and mentor QI. Findings suggest that a combination of curriculum and contextual factors were critical to realizing the curriculum’s full potential.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Impact of a Junior Faculty Fellowship Award on Academic Advancement
           and Retention
    • Authors: Connelly; Maureen T.; Sullivan, Amy M.; Chinchilla, Manuel; Dale, Margaret L.; Emans, S. Jean; Nadelson, Carol Cooperman; Notman, Malkah Tolpin; Tarbell, Nancy J.; Zigler, Corwin M.; Shore, Eleanor G.
      Abstract: imagePurpose: Academic faculty experience barriers to career development and promotion. In 1996, Harvard Medical School (HMS) initiated an intramural junior faculty fellowship to address these obstacles. The authors sought to understand whether receiving a fellowship was associated with more rapid academic promotion and retention.Method: Junior faculty fellowship recipients and all other instructor and assistant professors at HMS between 1996 and 2011 were identified. Using propensity score modeling, the authors created a matched comparison group for the fellowship recipients based on educational background, training, academic rank, department, hospital affiliation, and demographics. Time to promotion and time to leaving were assessed by Kaplan-Meier curves.Results: A total of 622 junior faculty received fellowships. Faculty who received fellowships while instructors (n = 480) had shorter times to promotion to assistant professor (P < .0001) and longer retention times (P < .0001) than matched controls. There were no significant differences in time to promotion for assistant professors who received fellowships (n = 142) compared with matched controls, but assistant professor fellowship recipients were significantly more likely to remain longer on the faculty (P = .0005). Women instructors advanced more quickly than matched controls, while male instructors’ rates of promotions did not differ.Conclusions: Fellowships to support junior faculty were associated with shorter times to promotion for instructors and more sustained faculty retention for both instructors and assistant professors. This suggests that relatively small amounts of funding early in faculty careers can play a critical role in supporting academic advancement and retention.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Recruiting and Retaining Community-Based Preceptors: A Multicenter
           Qualitative Action Study of Pediatric Preceptors
    • Authors: Beck Dallaghan; Gary L.; Alerte, Anton M.; Ryan, Michael S.; Patterson, Patricia B.; Petershack, Jean; Christy, Cynthia; Mills, William A. Jr; Paul, Caroline R.; Peltier, Chris; Stamos, Julie K.; Tenney-Soeiro, Rebecca; Vercio, Chad
      Abstract: imagePurpose: The recruitment and retention of community preceptors to teach medical students is difficult. The authors sought to characterize the underlying motivational factors for becoming a preceptor and to identify strategies for recruiting and retaining community-based pediatric preceptors.Method: This multicenter qualitative action study included semistructured interviews with community-based pediatric preceptors affiliated with 12 institutions from August to December 2015. Only active preceptors were included, and participating institutions were diverse with respect to geographic location and class size. Interviews were conducted over the telephone and transcribed verbatim. Six investigators used deidentified transcripts to develop a codebook. Through a constant comparative method, codes were revised as data were analyzed and disagreements were resolved through discussion. All investigators organized the themes into dimensions.Results: Fifty-one preceptors were interviewed. Forty-one themes coalesced into four dimensions: (1) least liked aspects of teaching, (2) preparation to teach, (3) inspiration to teach, and (4) ways to improve recruitment and retention. Time constraints and patient care demands were the most commonly cited deterrents to teaching. Successful preceptors balanced their clinical demands with their desire to teach using creative scheduling. External rewards (e.g., recognition, continuing medical education credit) served as incentives. Internal motivation inspired participants to share their enthusiasm for pediatrics and to develop longitudinal relationships with their learners.Conclusions: Changes in health care delivery have imposed more time constraints on community-based preceptors. However, this study identified underlying factors motivating physicians to volunteer as preceptors. Strategies to recruit new and retain current preceptors must be collaborative.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Faculty Development for Medical School Community-Based Faculty: A Council
           of Academic Family Medicine Educational Research Alliance Study Exploring
           Institutional Requirements and Challenges
    • Authors: Drowos; Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W.; Baker, Dennis
      Abstract: imagePurpose: Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors’ time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed.Method: Data from the 2015 Council of Academic Family Medicine’s Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors.Results: Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty.Conclusions: Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery methods.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Need for Developing a Cultural Understanding With Underserved Minority
           Patients in Medicine
    • Authors: Kailas; Ajay; Taylor, Susan C.
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A
           Formal Needs Assessment to Structure Postgraduate Fellowships in Medical
           Education Scholarship and Leadership
    • Authors: Jordan; Jaime; Yarris, Lalena M.; Santen, Sally A.; Guth, Todd A.; Rougas, Steven; Runde, Daniel P.; Coates, Wendy C.
      Abstract: imagePurpose: Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs.Method: A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach.Results: Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology.Conclusions: Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Health Professions Education Scholarship Unit Leaders as Institutional
           Entrepreneurs
    • Authors: Varpio; Lara; O’Brien, Bridget; J. Durning, Steven; van der Vleuten, Cees; Gruppen, Larry; ten Cate, Olle; Humphrey-Murto, Susan; Irby, David M.; Hamstra, Stanley J.; Hu, Wendy
      Abstract: imagePurpose: Health professions education scholarship units (HPESUs) are organizational structures within which a group is substantively engaged in health professions education scholarship. Little research investigates the strategies employed by HPESU administrative leaders to secure and maintain HPESU success. Using institutional entrepreneurship as a theoretical lens, this study asks: Do HPESU administrative leaders act as institutional entrepreneurs (IEs)?Method: This study recontextualizes two preexisting qualitative datasets that comprised interviews with leaders in health professions education in Canada (2011–2012) and Australia and New Zealand (2013–1014). Two researchers iteratively analyzed the data using the institutional entrepreneurship construct until consensus was achieved. A third investigator independently reviewed and contributed to the recontextualized analyses. A summary of the analyses was shared with all authors, and their feedback was incorporated into the final interpretations.Results: HPESU leaders act as IEs in three ways. First, HPESU leaders construct arguments and position statements about how the HPESU resolves an institution’s problem(s). This theorization discourse justifies the existence and support of the HPESU. Second, the leaders strategically cultivate relationships with the leader of the institution within which the HPESU sits, the leaders of large academic groups with which the HPESU partners, and the clinician educators who want careers in health professions education. Third, the leaders work to increase the local visibility of the HPESU.Conclusions: Practical insights into how institutional leaders interested in launching an HPESU can harness these findings are discussed.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Whispers
    • Authors: Kheirbek; Raya Elfadel
      Abstract: No abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • The Impact of a Scholarly Concentration Program on Student Interest in
           Career-Long Research: A Longitudinal Study
    • Authors: Wolfson; Rachel K.; Alberson, Kurt; McGinty, Michael; Schwanz, Korry; Dickins, Kirsten; Arora, Vineet M.
      Abstract: imagePurpose: Concerns remain regarding the future of the physician-scientist workforce. One goal of scholarly concentration (SC) programs is to give students skills and motivation to pursue research careers. The authors describe SC and student variables that affect students’ career plans.Method: Medical students graduating from the University of Chicago SC program in 2014 and 2015 were studied. The authors measured change in interest in career-long research from matriculation to graduation, and used ordinal logistic regression to determine whether program satisfaction, dissemination of scholarship, publication, and gender were associated with increased interest in a research career.Results: Among students with low baseline interest in career-long research, a one-point-higher program satisfaction was associated with 2.49 (95% CI 1.36–4.57, P = .003) odds of a one-point-increased interest in a research career from matriculation to graduation. Among students with high baseline interest in career-long research, both publication (OR 5.46, 95% CI 1.40–21.32, P = .02) and female gender (OR 4.83, 95% CI 1.11–21.04, P = .04) were associated with increased odds of a one-point-increased interest in career-long research.Conclusions: The impact of an SC program on change in career plans during medical school was analyzed. Program satisfaction, publication, and female gender were associated with increased intent to participate in career-long research depending on baseline interest in career-long research. Two ways to bolster the physician-scientist workforce are to improve satisfaction with existing SC programs and to formally support student publication. Future work to track outcomes of SC program graduates is warranted.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Simulation Fellowship Programs: An International Survey of Program
           Directors
    • Authors: Natal; Brenda; Szyld, Demian; Pasichow, Scott; Bismilla, Zia; Pirie, Jonathan; Cheng, Adam; for the International Simulation Fellowship Training Investigators
      Abstract: imagePurpose: To report on the evolution of simulation-based training (SBT) by identifying the composition and infrastructure of existing simulation fellowship programs, describing the current training practices, disclosing existing program barriers, and highlighting opportunities for standardization.Method: Investigators conducted a cross-sectional survey study among English-speaking simulation fellowship program directors (September 2014–September 2015). They identified fellowships through academic/institutional Web sites, peer-reviewed literature, Web-based search engines, and snowball sampling. They invited programs to participate in the Web-based questionnaire via e-mail and follow-up telephone calls.Results: Forty-nine programs met the inclusion criteria. Of these, 32 (65%) responded to the survey. Most programs were based in the United States, but others were from Canada, England, and Australia. Over half of the programs started in or after 2010. Across all 32 programs, 186 fellows had graduated since 1998. Fellows and directors were primarily departmentally funded; programs were primarily affiliated with hospitals and/or medical schools, many of which had sponsoring centers accredited by governing bodies. Fellows were typically medical trainees; directors were typically physicians. The majority of programs (over 90%) covered four core objectives, and all endorsed similar educational outcomes. Respondents identified no significant universal barriers to program success. Most directors (18/28 [64%]) advocated standardized fellowship guidelines on a national level.Conclusions: Paralleling the fast growth and integration of SBT, fellowship training opportunities have grown rapidly in the United States, Canada, and beyond. This study highlights potential areas for standardization and accreditation of simulation fellowships which would allow measurable competencies in graduates.
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
  • Simulation Fellowship Programs in Graduate Medical Education
    • Authors: Ahmed; Rami A.; Frey, Jennifer A.; Hughes, Patrick G.; Tekian, Ara
      Abstract: imageNo abstract available
      PubDate: Tue, 01 Aug 2017 00:00:00 GMT-
       
 
 
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