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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
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: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
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: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
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  
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)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
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: 131)
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: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
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)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
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: 29)
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: 17)
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: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
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: 11)
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: 18)
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: 28)
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: 375)
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: 176)
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: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
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: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
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: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
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  
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: 97)
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: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
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: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
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: 6)
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: 16)
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)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Academic Medicine
  [SJR: 2.202]   [H-I: 107]   [58 followers]  Follow
   Full-text available via subscription Subscription journal  (Not entitled to full-text)
   ISSN (Print) 1040-2446
   Published by LWW Wolters Kluwer Homepage  [284 journals]
  • What Can We Learn From the Letters of Students and Residents About
           Improving the Medical Curriculum?
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001603
  • Assessing for Learner Shame Should Be a Routine Part of Remediation for
           Unprofessional Behavior
    • Authors: Bynum; William E.
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001585
  • In Reply to Bynum
    • Authors: Mak-van der Vossen; Marianne; van Mook, Walther; Croiset, Gerda; Kusurkar, Rashmi
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001605
  • Beyond the Controversy About Advocacy
    • Authors: Reardon; Claudia L.; Davis, Sarah; Jacklitz, Jill; Navsaria, Dipesh; Pillai, Parvathy; Schapiro, Renie; Seibert, Christine
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001586
  • In Reply to Reardon et al
    • Authors: Law; Marcus; Mylopoulos, Maria; Veinot, Paula
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001604
  • Clinical Reasoning and Threshold Concepts
    • Authors: Ma; Charmaine; Tabarsi, Nazlee; Chen, Luke
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001587
  • In Reply to Ma et al
    • Authors: McBee; Elexis; Schuwirth, Lambert; Durning, Steven J.
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001615
  • To Take Care of Patients Well, Physicians Must Take Care of Themselves
    • Authors: Taekman; Jeffrey M.
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001588
  • Applying Design Thinking to Curriculum Reform
    • Authors: Anderson; Jordan; Calahan, Christopher F.; Gooding, Holly
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001589
  • Do Students Really Have an Inability to Concentrate During Lectures?
    • Authors: Bradbury; Neil
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001584
  • Choosing the Right Words in the Curriculum and Beyond
    • Authors: Cremer; Nicole; Neva, Jennifer; Schuler, Andrew
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001594
  • Are the Didactic Years an Artifact of Ancestral Medicine? Updating the
           Curriculum to Meet Modern Needs
    • Authors: Nichols; Brady
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001595
  • The Role of E-Learning in Medical Education
    • Authors: Huynh; Roy
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001596
  • Build or Buy? Curricular Design and External Basic Sciences Learning
    • Authors: Gamlin; Ryan
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001597
  • Effective Collaboration on Skin Disease Starts With Medical Education
    • Authors: Hussain; Aamir; Kaiser, Rebecca
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001598
  • Student Research in the Medical Curriculum: Experiences From Norway
    • Authors: Müller; Karl Erik; Solberg, Carl Tollef
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001599
  • Quality Improvement in Medical Education: Implications for Curriculum
    • Authors: Abdel Malak; Marina
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001600
  • LGBTQ Health Education: Where Are We Now?
    • Authors: Johnson; Nicolas
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001601
  • Teaching Physicians to Teach: The Underappreciated Path to Improving
           Patient Outcomes
    • Authors: Stull; Matthew J.; Duvivier, Robbert J.
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001613
  • Improving Medical Education by Improving Its Instructors
    • Authors: Lam; Keng
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001608
  • Reflection Fatigue Among Medical Students
    • Authors: Trumbo; Silas P.
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001609
  • A Grassroots Student–Faculty Coalition on Curriculum Change
    • Authors: Bakhai; Neha; Gorfinkle, Naomi; Ramos, Julia
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001614
  • The Illness of Present Histories
    • Authors: Kumar; Andre D.; Chi, Jeffrey
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001611
  • Stroke Education Is Underrepresented in U.S. Undergraduate Clinical
    • Authors: Feroze; Rafey; Prabhu, Arpan V.; Agarwal, Nitin
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001610
  • Health Systems Education: A Call for National Medical Curriculum Reform
    • Authors: Bhatt; Vatsal; Arya, Akanksha
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001607
  • Engaging Learners to Advance Medical Education
    • Authors: Burk-Rafel; Jesse; Jones, R. Logan; Farlow, Janice L.
      Abstract: imageLearners are a pillar of academic medicine, yet their voice is seldom heard in national and international scholarly conversations on medical education. However, learners are eager to contribute: in response to a recent open call from Academic Medicine, medical students and residents representing 98 institutions across 11 countries submitted 224 Letters to the Editor on wide-ranging topics. In this Invited Commentary, the authors—three medical students serving in national leadership roles—contextualize several themes discussed in these learner-authored letters.The authors first explore the unique voice learners contribute to educational innovation, highlighting the value learners add to curricular and systemic educational reform efforts. They then turn to the broader implications of the many submitted letters addressing the culture and humanism of medicine, proposing that learners can be powerful catalysts and partners in cultural change. Despite these benefits, the authors note that learners are largely untapped change agents who are particularly underrepresented in medical education scholarship, finding that students were just 2.8% (39/1,396) of authors and 3.5% (12/340) of first authors among all print publications in Academic Medicine in 2016. The authors conclude by offering tangible steps for the academic medical community to engage learners in leadership, advocacy, and scholarship.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001602
  • Doctors Without Borders
    • Authors: Wass; Val; Southgate, Lesley
      Abstract: The unprecedented demands of patient and population priorities created by globalization and escalating health and social inequities will not be met unless medical education changes. Educators have failed to move fast enough to create an education framework that meets current population needs. A new common set of professional values around global social accountability is necessary. Education borders must be broken down at three levels—societal-institutional, interpersonal, and individual.At a societal-institutional level, global health must be embraced as part of a philosophy of population needs, human rights, equity, and justice. A move from informative acquisition of knowledge and skills to formative learning where students socialize around values, develop leadership attributes, and become agents for change is needed. At an interpersonal level, radical changes in curriculum delivery, which move away from the well-defined borders of specialty rotations, are required. Students must develop an integrated understanding of the future of health care and the patient’s journey through health care delivery, within the context of population needs. At an individual level, doctors need to understand the boundaries of the professional values they hold within themselves and develop a deeper understanding of their own internal prejudices and conflicts. Opening the borders between the sciences and humanities is essential. Fostering and mentoring that emphasize that resilience, leadership, flexibility, and the ability to cope with uncertainty are needed to tackle the complexities of current, as well as future, health care. Doctors need to understand the restraints within themselves to work effectively without borders.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001618
  • Hittability: The Leader’s Edge
    • Authors: Souba; Wiley
      Abstract: imageMastery of any discipline entails both the requisite skills and the ability to see things as “hittable.” However, the concept of “hittability,” which, in the context of leadership, refers to whether or not a specific leadership challenge shows up as hittable (or solvable) for those who are responsible for taking it on, is consistently overlooked. Nevertheless, it is a critical determinant of leadership effectiveness. Hittability is a function of the framing lenses—a person’s beliefs, values, and worldviews—which frame the way a person “sees” a leadership challenge. Additionally, the future a person is “living into” is the framing lens for the present. In other words, a person’s view of the future shapes his or her view of the present and his or her actions within it. Because the beliefs, values, and worldviews that constitute our framing lenses are constituted in and accessible through language (i.e., in the day-to-day stories, or narratives, a person tells him- or herself), reframing them to create a new future requires a new narrative. The ability to shift the previously unhittable to the hittable won’t be, primarily, due to some newly acquired knowledge. Rather, it will be the result of reframing our challenges so they show up as hittable.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001498
  • Using National Health Care Databases and Problem-Based Practice Analysis
           to Inform Integrated Curriculum Development
    • Authors: Baker; Amy J.; Raymond, Mark R.; Haist, Steven A.; Boulet, John R.
      Abstract: imageOne challenge when implementing case-based learning, and other approaches to contextualized learning, is determining which clinical problems to include. This article illustrates how health care utilization data, readily available from the National Center for Health Statistics (NCHS), can be incorporated into an educational needs assessment to identify medical problems physicians are likely to encounter in clinical practice. The NCHS survey data summarize patient demographics, diagnoses, and interventions for tens of thousands of patients seen in various settings, including emergency departments (EDs), clinics, and hospitals.Selected data from the National Hospital Ambulatory Medical Care Survey: Emergency Department illustrate how instructional materials can be derived from the results of such public-use health care data. Using fever as the reason for visit to the ED, the patient management path is depicted in the form of a case drill-down by exploring the most common diagnoses, blood tests, diagnostic studies, procedures, and medications associated with fever.Although these types of data are quite useful, they should not serve as the sole basis for determining which instructional cases to include. Additional sources of information should be considered to ensure the inclusion of cases that represent infrequent but high-impact problems and those that illustrate fundamental principles that generalize to other cases.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001456
  • Medical Students’ Perspectives on Implementing Curriculum Change at
           One Institution
    • Authors: Yengo-Kahn; Aaron M.; Baker, Courtney E.; Lomis, Kimberly D.
      Abstract: imageTraining physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM’s Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage “The Bulge” of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001569
  • Population Health Science: A Core Element of Health Science Education in
           Sub-Saharan Africa
    • Authors: Hiatt; Robert A.; Engmann, Natalie J.; Ahmed, Mushtaq; Amarsi, Yasmin; Macharia, William M.; Macfarlane, Sarah B.; Ngugi, Anthony K.; Rabbani, Fauziah; Walraven, Gijs; Armstrong, Robert W.
      Abstract: imageSub-Saharan Africa suffers an inordinate burden of disease and does not have the numbers of suitably trained health care workers to address this challenge. New concepts in health sciences education are needed to offer alternatives to current training approaches.A perspective of integrated training in population health for undergraduate medical and nursing education is advanced, rather than continuing to take separate approaches for clinical and public health education. Population health science educates students in the social and environmental origins of disease, thus complementing disease-specific training and providing opportunities for learners to take the perspective of the community as a critical part of their education.Many of the recent initiatives in health science education in sub-Saharan Africa are reviewed, and two case studies of innovative change in undergraduate medical education are presented that begin to incorporate such population health thinking. The focus is on East Africa, one of the most rapidly growing economies in sub-Saharan Africa where opportunities for change in health science education are opening. The authors conclude that a focus on population health is a timely and effective way for enhancing training of health care professionals to reduce the burden of disease in sub-Saharan Africa.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001320
  • Acquired and Participatory Competencies in Health Professions Education:
           Definition and Assessment in Global Health
    • Authors: Eichbaum; Quentin
      Abstract: imageMany health professions education programs in high-income countries (HICs) have adopted a competency-based approach to learning. Although global health programs have followed this trend, defining and assessing competencies has proven problematic, particularly in resource-constrained settings of low- and middle-income countries (LMICs) where HIC students and trainees perform elective work. In part, this is due to programs failing to take sufficient account of local learning, cultural, and health contexts.A major divide between HIC and LMIC settings is that the learning contexts of HICs are predominantly individualist, whereas those of LMICs are generally collectivist. Individualist cultures view learning as something that the individual acquires independent of context and can possess; collectivist cultures view learning as arising dynamically from specific contexts through group participation.To bridge the individualist–collectivist learning divide, the author proposes that competencies be classified as either acquired or participatory. Acquired competencies can be transferred across contexts and assessed using traditional psychometric approaches; participatory competencies are linked to contexts and require alternative assessment approaches. The author proposes assessing participatory competencies through the approach of self-directed assessment seeking, which includes multiple members of the health care team as assessors.The proposed classification of competencies as acquired or participatory may apply across health professions. The author suggests advancing participatory competencies through mental models of sharing. In global health education, the author recommends developing three new competency domains rooted in participatory learning, collectivism, and sharing: resourceful learning; transprofessionalism and transformative learning; and social justice and health equity.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001382
  • Creating 21st-Century Laboratories and Classrooms for Improving Population
           Health: A Call to Action for Academic Medical Centers
    • Authors: DeVoe; Jennifer E.; Likumahuwa-Ackman, Sonja; Shannon, Jackilen; Steiner Hayward, Elizabeth
      Abstract: imageAcademic medical centers (AMCs) in the United States built world-class infrastructure to successfully combat disease in the 20th century, which is inadequate for the complexity of sustaining and improving population health. AMCs must now build first-rate 21st-century infrastructure to connect combating disease and promoting health. This infrastructure must acknowledge the bio-psycho-social-environmental factors impacting health and will need to reach far beyond the AMC walls to foster community “laboratories” that support the “science of health,” complementary to those supporting the “science of medicine”; cultivate community “classrooms” to stimulate learning and discovery in the places where people live, work, and play; and strengthen bridges between academic centers and these community laboratories and classrooms to facilitate bidirectional teaching, learning, innovation, and discovery.Private and public entities made deep financial investments that contributed to the AMC disease-centered approach to clinical care, education, and research in the 20th century. Many of these same funders now recognize the need to transform U.S. health care into a system that is accountable for population health and the need for a medical workforce equipped with the skills to measure and improve health. Innovative ideas about communities as centers of learning, the importance of social factors as major determinants of health, and the need for multidisciplinary perspectives to solve complex problems are not new; many are 20th-century ideas still waiting to be fully implemented. The window of opportunity is now. The authors articulate how AMCs must take bigger and bolder steps to become leaders in population health.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001385
  • Case-Based Suffering
    • Authors: Aronson; Louise
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001606
  • Three-Year MD Programs: Perspectives From the Consortium of Accelerated
           Medical Pathway Programs (CAMPP)
    • Authors: Cangiarella; Joan; Fancher, Tonya; Jones, Betsy; Dodson, Lisa; Leong, Shou Ling; Hunsaker, Matthew; Pallay, Robert; Whyte, Robert; Holthouser, Amy; Abramson, Steven B.
      Abstract: imageIn the last decade, there has been renewed interest in three-year MD pathway programs. In 2015, with support from the Josiah Macy Jr., Foundation, eight North American medical schools with three-year accelerated medical pathway programs formed the Consortium of Accelerated Medical Pathway Programs (CAMPP). The schools are two campuses of the Medical College of Wisconsin; McMaster University Michael G. DeGroote School of Medicine; Mercer University School of Medicine; New York University School of Medicine; Penn State College of Medicine; Texas Tech University Health Sciences Center School of Medicine; University of California, Davis School of Medicine; and University of Louisville School of Medicine. These programs vary in size and medical specialty focus but all include the reduction of student debt from savings in tuition costs. Each school’s mission to create a three-year pathway program differs; common themes include the ability to train physicians to practice in underserved areas or to allow students for whom the choice of specialty is known to progress more quickly. Compared with McMaster, these programs are small, but most capitalize on training and assessing competency across the undergraduate medical education–graduate medical education continuum and include conditional acceptance into an affiliated residency program. This article includes an overview of each CAMPP school with attention to admissions, curriculum, financial support, and regulatory challenges associated with the design of an accelerated pathway program. These programs are relatively new, with a small number of graduates; this article outlines opportunities and challenges for schools considering the development of accelerated programs.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001465
  • Artist’s Statement: Learning to Float
    • Authors: Laurence; Geoffrey
      Abstract: imageNo abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001593
  • Prozac Diary: [Excerpt]
    • Authors: Slater; Lauren
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001568
  • Commentary on an Excerpt From Prozac Diary
    • Authors: Lovell; Ben
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/01.ACM.0000515067.06720.8c
  • Design, Implementation, and Evaluation of a Simulation-Based Clinical
           Correlation Curriculum as an Adjunctive Pedagogy in an Anatomy Course
    • Authors: Coombs; Carmen M.; Shields, Ryan Y.; Hunt, Elizabeth A.; Lum, Ying Wei; Sosnay, Patrick R.; Perretta, Julianne S.; Lieberman, Rhett H.; Shilkofski, Nicole A.
      Abstract: imageProblem: Because reported use of simulation in preclinical basic science courses is limited, the authors describe the design, implementation, and preliminary evaluation of a simulation-based clinical correlation curriculum in an anatomy course for first-year medical students at Perdana University Graduate School of Medicine (in collaboration with Johns Hopkins University School of Medicine).Approach: The simulation curriculum, with five weekly modules, was a component of a noncadaveric human anatomy course for three classes (n = 81 students) from September 2011 to November 2013. The modules were designed around major anatomical regions (thorax; abdomen and pelvis; lower extremities and back; upper extremities; and head and neck) and used various types of simulation (standardized patients, high-fidelity simulators, and task trainers). Several methods were used to evaluate the curriculum’s efficacy, including comparing pre- versus posttest scores and comparing posttest scores against the score on 15 clinical correlation final exam questions.Outcomes: A total of 81 students (response rate: 100%) completed all pre- and posttests and consented to participate. Posttest scores suggest significant knowledge acquisition and better consistency of performance after participation in the curriculum. The comparison of performance on the posttests and final exam suggests that using simulation as an adjunctive pedagogy can lead to excellent short-term knowledge retention.Next Steps: Simulation-based medical education may prove useful in preclinical basic science curricula. Next steps should be to validate the use of this approach, demonstrate cost-efficacy or the “return on investment” for educational and institutional leadership, and examine longer-term knowledge retention.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001387
  • From Communication Skills to Skillful Communication: A Longitudinal
           Integrated Curriculum for Critical Care Medicine Fellows
    • Authors: Roze des Ordons; Amanda L.; Doig, Christopher J.; Couillard, Philippe; Lord, Jason
      Abstract: imageProblem: Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings.Approach: In 2014–2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods—including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians—supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum.Outcomes: CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback.Next Steps: More detailed accounts of fellows’, patients’, and family members’ experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001420
  • The Early Tech Development Course: Experiential Commercialization
           Education for the Medical Academician
    • Authors: Servoss; Jonathan; Chang, Connie; Fay, Jonathan; Ward, Kevin
      Abstract: imageProblem: Research produced by medical academicians holds promise for developing into biomedical innovations in therapeutics, devices, diagnostics, and health care information technology; however, the road to biomedical innovation is fraught with risk, including the challenge of moving from basic research insight onto a viable commercialization path. Compounding this challenge is the growing demand on medical academicians to be more productive in their clinical, teaching, and research duties within a resource-constrained environment.Approach: In 2014, the University of Michigan (UM) Medical School and College of Engineering codesigned and implemented an accelerated, biomedical-focused version of the National Science Foundation (NSF) Innovation Corps (I-Corps) program. The UM Early Tech Development (ETD) Course, designed for medical academicians exploring the commercial potential of early-stage ideas, covers the NSF I-Corps concept; supports the formation of teams of faculty, graduate, and medical students; and accommodates medical academicians’ schedules.Outcomes: From 2014 to 2015, the ETD Course graduated 39 project teams from UM and other institutions. One-third of the teams have continued to pursue their projects, receiving additional funding, engaging industry partners, or enrolling in the NSF I-Corps program.Next Steps: The ETD Course, a potential pipeline to the NSF I-Corps program, captures a target audience of medical academicians and others in academic medicine. To better understand the long-term effects of the course and its relationship to the NSF I-Corps program, the authors will conduct a study on the careers of all ETD Course graduates, including those who have enrolled in NSF I-Corps versus those who have not.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001515
  • A “Resident-as-Teacher” Curriculum Using a Flipped Classroom Approach:
           Can a Model Designed for Efficiency Also Be Effective?
    • Authors: Chokshi; Binny D.; Schumacher, Heidi K.; Reese, Kristen; Bhansali, Priti; Kern, Jeremy R.; Simmens, Samuel J.; Blatt, Benjamin; Greenberg, Larrie W.
      Abstract: imageProblem: The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek.Approach: In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions. The curriculum included four 1-hour workshops focusing on adult learning principles, giving feedback, teaching a skill, and orienting a learner. Each workshop, preceded by independent reading, featured peer co-teaching, application, and feedback. The authors evaluated the curriculum using pre- and postworkshop objective structured teaching examinations (OSTEs) and attitudinal and self-efficacy teaching questionnaires.Outcomes: Residents demonstrated statistically significant improvements in performance between pre- and postworkshop OSTEs on each of three core skills: giving feedback (P = .005), orienting a learner (P < .001), and teaching a skill (P < .001). Residents expressed positive attitudes surrounding teaching on the retrospective pre–post attitudinal instrument (P < .001) and rated themselves as more effective teachers (P < .001) after the training.Next Steps: The authors have demonstrated that the flipped classroom approach is an efficient and effective method for training residents to improve teaching skills, especially in an era of work hour restrictions. They have committed to the continuation of this curriculum and are planning to include assessment of its long-term effects on resident behavior change and educational outcomes.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001534
  • Training Internal Medicine Residents in Social Medicine and Research-Based
           Health Advocacy: A Novel, In-Depth Curriculum
    • Authors: Basu; Gaurab; Pels, Richard J.; Stark, Rachel L.; Jain, Priyank; Bor, David H.; McCormick, Danny
      Abstract: imageProblem: Health disparities are pervasive worldwide. Physicians have a unique vantage point from which they can observe the ways social, economic, and political factors impact health outcomes and can be effective advocates for enhanced health outcomes and health equity. However, social medicine and health advocacy curricula are uncommon in postgraduate medical education.Approach: In academic year (AY) 2012, the Cambridge Health Alliance internal medicine residency program transformed an elective into a required social medicine and research-based health advocacy curriculum. The course has three major innovations: it has a yearlong longitudinal curriculum, it is required for all residents, and all residents complete a group research-based health advocacy project within the curricular year. The authors describe the structure, content, and goals of this curriculum.Outcomes: Over the last four years (AYs 2012–2015), residents (17/32; 53%) have rated the overall quality of the course highly (mean = 5.2, where 6 = outstanding; standard deviation = 0.64). In each year since the new course has been implemented, all scholarly work from the course has been presented at conferences by 31 resident presenters and/or coauthors. The course seems to enhance the residency program’s capacity to recruit high-caliber residents and faculty members.Next Steps: The authors are collecting qualitative and quantitative data on the impact of the course. They will use their findings to advocate for a national health advocacy competency framework. Recommendations about how to initiate or further develop social medicine and health advocacy curricula are offered.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001580
  • Institutional Incentives for Mentoring at the U.S. Department of Veterans
           Affairs and Universities: Associations With Mentors’ Perceptions and
           Time Spent Mentoring
    • Authors: Maisel; Natalya C.; Halvorson, Max A.; Finney, John W.; Bi, Xiaoyu; Hayashi, Ko P.; Blonigen, Daniel M.; Weitlauf, Julie C.; Timko, Christine; Cronkite, Ruth C.
      Abstract: imagePurpose: Limited empirical attention to date has focused on best practices in advanced research mentoring in the health services research domain. The authors investigated whether institutional incentives for mentoring (e.g., consideration of mentoring in promotion criteria) were associated with mentors’ perceptions of mentoring benefits and costs and with time spent mentoring.Method: The authors conducted an online survey in 2014 of a national sample of mentors of U.S. Department of Veterans Affairs (VA) Health Services Research and Development Service (HSR&D) mentored career development award recipients who received an award during 2000–2012. Regression analyses were used to examine institutional incentives as predictors of perceptions of benefits and costs of mentoring and time spent mentoring.Results: Of the 145 mentors invited, 119 (82%) responded and 110 (76%) provided complete data for the study items. Overall, mentors who reported more institutional incentives also reported greater perceived benefits of mentoring (P = .03); however, more incentives were not significantly associated with perceived costs of mentoring. Mentors who reported more institutional incentives also reported spending a greater percentage of time mentoring (P = .02). University incentives were associated with perceived benefits of mentoring (P = .02), whereas VA incentives were associated with time spent mentoring (P = .003).Conclusions: Institutional policies that promote and support mentorship of junior investigators, specifically by recognizing and rewarding the efforts of mentors, are integral to fostering mentorship programs that contribute to the development of early-career health services researchers into independent investigators.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001507
  • Bringing Rounds Back to the Patient: A One-Year Evaluation of the
           Chiefs’ Service Model for Inpatient Teaching
    • Authors: Bennett; Nadia L.; Flesch, Judd D.; Cronholm, Peter; Reilly, James B.; Ende, Jack
      Abstract: imagePurpose: The Chiefs’ Service (CS), a structured approach to inpatient teaching rounds, focuses on resident education and patient-centered care without disrupting patient census sizes or admitting cycles. It has five key elements: morning huddles; bedside rounds; diagnostic “time-outs”; day-of-discharge rounds; and postdischarge follow-up rounds. The authors hypothesized the CS model would be well received by residents and considered more effective than more-traditional rounds.Method: The CS was implemented on Penn Presbyterian Medical Center’s general medicine inpatient service using a quasi-experimental design. Its first year (January 2013–January 2014) was evaluated with a mixed-methods approach. Residents completed end-of-rotation evaluation questionnaires; 20 CS and 10 traditional service (TS) residents were interviewed. Measures of resident agreement on questionnaire items were compared across groups using independent sample t testing. A modified grounded theory approach was used to assess CS residents’ perspectives on the CS elements and identify emergent themes.Results: The questionnaires were completed by 183/188 residents (response rate 97%). Compared with TS residents, CS residents reported significantly greater satisfaction in the domains of resident education and patient care, and they rated the overall value of the rotation significantly higher. The majority of CS residents found the CS elements to be effective. CS residents described the CS as focused on resident education, patient-centered care, and collaboration with an interdisciplinary team.Conclusions: The CS approach to inpatient rounding is seen by residents as valuable and is associated with positive outcomes in terms of residents’ perceptions of learning, interdisciplinary communication, and patient care.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001459
  • Do Medical Students’ Narrative Representations of “The Good Doctor”
           Change Over Time? Comparing Humanism Essays From a National Contest in
           1999 and 2013
    • Authors: Rutberg; Pooja C.; King, Brandy; Gaufberg, Elizabeth; Brett-MacLean, Pamela; Dinardo, Perry; Frankel, Richard M.
      Abstract: imagePurpose: To explore medical students’ conceptions of “the good doctor” at two points in time separated by 14 years.Method: The authors conducted qualitative analysis of narrative-based essays. Following a constant comparative method, an emergent relational coding scheme was developed which the authors used to characterize 110 essays submitted to the Arnold P. Gold Foundation Humanism in Medicine Essay Contest in 1999 (n = 50) and 2013 (n = 60) in response to the prompt, “Who is the good doctor?”Results: The authors identified five relational themes as guiding the day-to-day work and lives of physicians: doctor–patient, doctor–self, doctor–learner, doctor–colleague, and doctor–system/society/profession. The authors noted a highly similar distribution of primary and secondary relational themes for essays from 1999 and 2013. The majority of the essays emphasized the centrality of the doctor–patient relationship. Student essays focused little on teamwork, systems innovation, or technology use—all important developments in contemporary medicine.Conclusions: Medical students’ narrative reflections are increasingly used as rich sources of information about the lived experience of medical education. The findings reported here suggest that medical students understand the “good doctor” as a relational being, with an enduring emphasis on the doctor–patient relationship. Medical education would benefit from including an emphasis on the relational aspects of medicine. Future research should focus on relational learning as a pedagogical approach that may support the formation of caring, effective physicians embedded in a complex array of relationships within clinical, community, and larger societal contexts.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001531
  • What Attitudes and Values Are Incorporated Into Self as Part of
           Professional Identity Construction When Becoming a Surgeon?
    • Authors: Cope; Alexandra; Bezemer, Jeff; Mavroveli, Stella; Kneebone, Roger
      Abstract: Purpose: To make explicit the attitudes and values of a community of surgeons, with the aim of understanding professional identity construction within a specific group of residents.Method: Using a grounded theory method, the authors collected data from 16 postgraduate surgeons through interviews. They complemented these initial interview data with ethnographic observations and additional descriptive interviews to explore the attitudes and values learned by surgeons during residency training (2010–2013). The participants were attending surgeons and residents in a general surgical training program in a university teaching hospital in the United Kingdom.Results: Participating surgeons described learning personal values or attitudes that they regarded as core to “becoming a surgeon” and key to professional identity construction. They described learning to be a perfectionist, to be accountable, and to self-manage and be resilient. They discussed learning to be self-critical, sometimes with the unintended consequence of seeming neurotic. They described learning effective teamwork as well as learning to take initiative and be innovative, which enabled them to demonstrate leadership and drive actions and agendas forward within the health care organization where they worked.Conclusions: To the authors’ knowledge, this is the first study to systematically explore the learning of professional identity amongst postgraduate surgeons. The study contributes to the literature on professional identity construction within medical education. The authors conclude that the demise of the apprenticeship model and the rise of duty hours limitations may affect not only the acquisition of technical skills but, more important, the construction of surgeon professional identity.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001454
  • The Development and Evaluation of a Novel Instrument Assessing
           Residents’ Discharge Summaries
    • Authors: Hommos; Musab S.; Kuperman, Ethan F.; Kamath, Aparna; Kreiter, Clarence D.
      Abstract: imagePurpose: To develop and determine the reliability of a novel measurement instrument assessing the quality of residents’ discharge summaries.Method: In 2014, the authors created a discharge summary evaluation instrument based on consensus recommendations from national regulatory bodies and input from primary care providers at their institution. After a brief pilot, they used the instrument to evaluate discharge summaries written by first-year internal medicine residents (n = 24) at a single U.S. teaching hospital during the 2013–2014 academic year. They conducted a generalizability study to determine the reliability of the instrument and a series of decision studies to determine the number of discharge summaries and raters needed to achieve a reliable evaluation score.Results: The generalizability study demonstrated that 37% of the variance reflected residents’ ability to generate an adequate discharge summary (true score variance). The decision studies estimated that the mean score from six discharge summary reviews completed by a unique rater for each review would yield a reliability coefficient of 0.75. Because of high interrater reliability, multiple raters per discharge summary would not significantly enhance the reliability of the mean rating.Conclusions: This evaluation instrument reliably measured residents’ performance writing discharge summaries. A single rating of six discharge summaries can achieve a reliable mean evaluation score. Using this instrument is feasible even for programs with a limited number of inpatient encounters and a small pool of faculty preceptors.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001450
  • Her Story of Present Illness
    • Authors: Prescott; Jessica Elaine
      Abstract: No abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001592
  • Transition to Independence: Characteristics and Outcomes of Mentored
           Career Development (KL2) Scholars at Clinical and Translational Science
           Award Institutions
    • Authors: Sweeney; Carol; Schwartz, Lisa S.; Toto, Robert; Merchant, Carol; Fair, Alecia S.; Gabrilove, Janice L.; on behalf of the CTSA Mentored-to-Independent Investigator Transition Working Group
      Abstract: imagePurpose: To describe the transition from mentored to independent research funding for clinical and translational scholars supported by institutional KL2 Mentored Career Development programs.Method: In 2013, faculty leaders at Clinical and Translational Science Award institutions completed an online survey, reporting characteristics of scholars in their KL2 programs from 2006 to 2013. The primary outcome variable was a report that the scholar had received independent funding as a principal investigator. Data analysis included descriptive summaries and mixed-effects regression models.Results: Respondents from 48 institutions (of 62 eligible; 77%) provided information about 914 KL2 scholars. Of those, 620 (68%) were medical doctors, 114 (12%) had other clinical training, and 177 (19%) were nonclinician PhDs. Fifty-three percent (487) were female; 12% (108/865) were members of racial or ethnic groups underrepresented in medicine (URM). After completing KL2 training, 96% (558/582) remained engaged in research. Among scholars who completed KL2 training two or more years earlier, 39% (149/374) received independent funding. Independent funding was from non-National Institutes of Health (NIH) sources (120 scholars) more often than from NIH (101 scholars). The odds of a nonclinician attaining independent funding were twice those of a clinician (odds ratio 2.05; 95% confidence interval 1.11–3.78). Female and URM scholars were as likely as male and non-URM scholars to attain independent funding.Conclusions: KL2 programs supported the transition to independent funding for clinical and translational scientists. Female and URM scholars were well represented. Future studies should consider non-NIH funding sources when assessing the transition to research independence.
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001473
  • Community Health Workers: An Underused Resource, Rediscovered
    • Authors: Whatley; Monica; Erikson, Clese; Sandberg, Shana; Jones, Karen
      Abstract: imageNo abstract available
      PubDate: Sat, 01 Apr 2017 00:00:00 GMT-
      DOI: 10.1097/ACM.0000000000001567
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