for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 2008 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (25 journals)
    - EDUCATION (1700 journals)
    - HIGHER EDUCATION (127 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (32 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (36 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1700 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: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 1)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 26)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 53)
Accounting & Finance     Hybrid Journal   (Followers: 54)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 21)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 6)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Educationis Generalis     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 62)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 282)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 176)
Adult Education Quarterly     Hybrid Journal   (Followers: 156)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 28)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 8)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 3)
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: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 4)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 165)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 196)
American Journal of Educational Research     Open Access   (Followers: 62)
American Journal of Health Education     Hybrid Journal   (Followers: 31)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 24)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 22)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 24)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 150)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 42)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 25)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 36)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 8)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 5)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 455)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 280)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 7)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 7)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 188)
British Journal of Educational Studies     Hybrid Journal   (Followers: 161)
British Journal of Educational Technology     Hybrid Journal   (Followers: 145)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 48)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     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   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
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: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 25)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 17)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
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: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 2)
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: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 32)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 11)

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Academic Medicine
Journal Prestige (SJR): 2.53
Citation Impact (citeScore): 2
Number of Followers: 62  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1040-2446
Published by LWW Wolters Kluwer Homepage  [307 journals]
  • Implementing Curriculum Change: Choosing Strategies, Overcoming
           Resistance, and Embracing Values
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • The Need to Control for Learning Effects in Simulation Studies
    • Authors: Kendall; Mark C.; Castro-Alves, Lucas J.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • In Reply to Kendall and Castro-Alves
    • Authors: Barsuk; Jeffrey H.; Cohen, Elaine R.; Wayne, Diane B.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Hearing the Patient Voice: Patients as Educators in Medical Education
    • Authors: Wald; Hedy S.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • In Reply to Wald
    • Authors: Shi; Connie R.; Nambudiri, Vinod E.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Creating Structured Opportunities for Social Interactions to Promote
           Wellness: One Residency Program’s Experience
    • Authors: Hernandez; Raquel G.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • In Reply to Hernandez
    • Authors: Ziegelstein; Roy C.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Paving the Way to More NIH Funding for Clinician–Researchers
    • Authors: Garcia; Catherine R.; Villano, John L.
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Toward a More Perfect Match: Improving the Residency Application Process
    • Authors: Coleman; Jonathan
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • It Is Time to Implement Comprehensive Graduate Monitoring Programs
    • Authors: Jorm; Christine; Bleasel, Jane; Haq, Inam
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Repeal and Replace' A Note of Caution for Medical School Curriculum
           Reformers
    • Authors: Stevens; Carl D.
      Abstract: The sudden, dramatic collapse of the seven-year struggle in Congress to repeal and replace the Affordable Care Act holds important lessons for all would-be reformers, including those advocating fundamental changes in medical education. In this Invited Commentary, the author draws parallels between reform initiatives in health policy and those in medical education, highlighting that, in both settings, stakeholders rarely support “repeal” in the absence of a superior replacement, even when they view the status quo as deeply flawed.For more than three decades, reformers have worked to overhaul the preclerkship medical school curriculum. The author compares two broad categories of these reform initiatives. First, pedagogical reforms largely preserve existing curricular content, instead seeking to maximize active learning principles from educational psychology. By contrast, content reformers attribute the traditional curriculum’s shortcomings mainly to what students are taught, rather than how they learn, and seek to swap out significant portions of the existing basic science curriculum to make room for more clinically relevant material. While pedagogical innovations currently dominate reform efforts, few medical education research studies have rigorously proved the impact of different teaching strategies on the outcome of greatest interest to future patients and the public at large: Do new teaching methods yield better doctors'The persistent reliance of residency programs on United States Medical Licensing Examination Step 1 scores in the resident selection process constitutes the single greatest barrier to fundamental paradigm shifts in undergraduate medical education. The author concludes by proposing a solution to overcome this barrier.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Curricular Transformation: The Case Against Global Change
    • Authors: Borkan; Jeffrey M.; George, Paul; Tunkel, Allan R.
      Abstract: imageIn this Commentary, the authors make the case for medical schools to pursue more circumscribed solutions to curricular redesign for undergraduate medical education rather than whole system changes—at least as first steps and perhaps as ultimate solutions. Although they focus primarily on the experience at the Warren Alpert Medical School of Brown University (AMS), they believe that the insights gleaned from their experiences are generalizable to other innovations and other medical schools. The authors describe the implementation of the Primary Care–Population Medicine track at AMS as a working example of implementing circumscribed rather than global change, and they discuss the advantages and disadvantages of such an approach to curriculum transformation.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Curricular Transformation in Health Systems Science: The Need for Global
           Change
    • Authors: Gonzalo; Jed D.; Wolpaw, Terry; Wolpaw, Dan
      Abstract: In this Invited Commentary, the authors propose a counterperspective to the article by Borkan and colleagues, who advocate for a circumscribed, piloted, choice-focused approach to introducing curricular redesign options in undergraduate medical education, particularly in the area of health systems science. In making this case, Borkan and colleagues cluster several kinds of innovative curricular changes that the authors of this commentary believe are best separated by the scope of change and associated educational strategy: (1) innovations customized to student interest and motivation, which are best served by focused programmatic interventions; (2) innovations such as longitudinal integrated clerkships that represent creative and needed educational strategies but may be difficult to expand because of complex barriers; and (3) innovations that are truly transformational, with critical connections far beyond the boundaries of the medical school curriculum, which must be addressed in a comprehensive approach—despite the challenges, frustrations, and difficulties. The authors situate health systems science squarely into the third category, and address three important questions addressing the nature and demands of this change. In making these arguments, the authors draw from experiences at the Penn State College of Medicine and collaborations with other U.S. medical schools related to large-scale curricular transformation and challenges that impact this change. The authors contend that medical education needs to navigate this major change for all students in a way that not only succeeds for learners but, more important, addresses the needs of patients seeking care in rapidly evolving systems of care.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • A Prognosis for Health Systems Science Courses: Observations From Current
           Students
    • Authors: Pines; Andrew R.; Khurana, Aditya; Mastorakos, George M.; Richter, Kent R.; Asprey, Walker L.
      Abstract: imageCertain medical schools have begun teaching courses in health systems science (HSS) to train medical students in skills aimed to improve health care in the United States. Although substantial research has been done on the potential benefit of HSS courses, reactions from students have not been reported. In this Invited Commentary, five medical students who have completed the first year of a longitudinal HSS course at the Arizona campus of the Mayo Clinic School of Medicine offer their observations of how early exposure to HSS affected their reactions to subsequent course work and current events in health care. The authors describe the HSS course and outline three benefits they have observed from their experience so far: (1) thinking more critically about health care delivery during all educational experiences, (2) gaining a better understanding of the complexity of the health care system, and (3) having a greater consideration for the many facets of health care delivery. The HSS course helped the authors identify health systems problems, develop solutions that incorporated diverse domains of health care delivery, and recognize the role and responsibility of the physician as an agent of change in a health care system.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Untying the Interprofessional Gordian Knot: The National Collaborative for
           Improving the Clinical Learning Environment
    • Authors: Brandt; Barbara F.; Kitto, Simon; Cervero, Ronald M.
      Abstract: The National Collaborative for Improving the Clinical Learning Environment (NCICLE) is a growing group of over 40 organizations representing a variety of health professions. NCICLE is beginning a discussion of issues related to culture in health care, specifically how the current culture inhibits optimal outcomes, and the discordance between current early interprofessional education (IPE) curricula in health professions schools and traditional practice models in health care. In October 2017, the Accreditation Council for Graduate Medical Education and the Josiah Macy Jr. Foundation sponsored an NCICLE symposium on optimizing interprofessional clinical learning environments. In this Invited Commentary, the authors observe that interprofessional practice and education is a decades-long field that has presented a “Gordian knot” of intractable, complex problems to solve because medicine has often not been at the table for conversations about IPE. The NCICLE symposium represented an important opportunity for medicine to signal that finding new solutions for unraveling the interprofessional Gordian knot and creating optimal clinical learning environments requires meaningful participation from all health professions. Those solutions need to build on the long history of experience and research in IPE and collaborative practice. After the NCICLE symposium provided a promising beginning, the authors propose three essential issues and one key practical step forward to move the interprofessional agenda forward.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Et Tu'
    • Authors: Klyce; Walter
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Interprofessional Practice and Education in Clinical Learning
           Environments: Frontlines Perspective
    • Authors: Uhlig; Paul N.; Doll, Joy; Brandon, Kristy; Goodman, Christopher; Medado-Ramirez, Josephine; Barnes, Michael A.; Dolansky, Mary A.; Ratcliffe, Temple A.; Kornsawad, Kanapa; Raboin, W. Ellen; Hitzeman, Maggie; Brown, Jeffrey; Hall, Les
      Abstract: imageThis Invited Commentary is written by coauthors working to implement and study new models of interprofessional practice and education in clinical learning environments. There are many definitions and models of collaborative care, but the essential element is a spirit of collaboration and shared learning among health professionals, patients, and family members. This work is challenging, yet the benefits are striking. Patients and family members feel seen, heard, and understood. Health care professionals are able to contribute and feel appreciated in satisfying ways. Learners feel included. Care interactions are richer and less hierarchical, and human dimensions are more central. A crucial insight is that collaborative care requires psychological safety, so that people feel safe to speak up, ask questions, and make suggestions. The most important transformation is actively engaging patients and families as true partners in care creation. A leveling occurs between patients, family members, and health professionals, resulting from closer connections, deeper understandings, and greater mutual appreciation. Leadership happens at all levels in collaborative care, requiring team-level capabilities that can be learned and modeled, including patience, curiosity, and sharing power. These abilities grow as teams work and learn together, and can be intentionally advanced by reconfiguring organizational structures and care routines to support collective team reflection. Collaborative care requires awareness and deliberate practice both individually and as a team together. Respectful work is required, and setbacks should be considered normal at first. Once people have experienced the benefits of collaborative care, most “never want to go back.”
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Interprofessional Care in Teaching Practices: Lessons From “Bright
           Spots”
    • Authors: Bodenheimer; Thomas; Knox, Margae; Syer, Sara
      Abstract: In this issue, Brandt and colleagues and Uhlig and colleagues highlight barriers faced by health professional schools implementing interprofessional education and describe how clinical learning environments can overcome those obstacles. Primary care residency teaching clinics provide an excellent opportunity for interprofessional education and patient care, with teachers and learners from various professions caring for patients together. This Invited Commentary offers three interprofessional education strategies used by five “bright spot” family medicine teaching clinics: (1) separate clinics for patients with complex health care needs during which learners from various professions see patients together; (2) interprofessional interactions in day-to-day patient care; and (3) case conferences across professions to discuss patients. The vignettes presented here demonstrate how the concepts outlined by Brandt and colleagues and Uhlig and colleagues can be put into practice.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Policy Change From the Centers for Medicare and Medicaid Services Provides
           an Opportunity to Improve Medical Student Education and Recruit Community
           Preceptors
    • Authors: Power; David V.; Byerley, Julie Story; Steiner, Beat
      Abstract: As U.S. medical educators know, it has been exceedingly difficult over the past decade to train medical students to document in the electronic health record (EHR) yet remain compliant with Centers for Medicare and Medicaid Services (CMS) guidelines. Indeed, some institutions have interpreted the guidelines to prohibit all medical student documentation in the EHR. This has been particularly challenging since the Association of American Medical Colleges has recommended that all medical school graduates be entrusted with 13 specific professional activities, two of which directly require student use of the EHR. Furthermore, critical efforts by clerkship directors to recruit community physicians as preceptors of medical students have been significantly hampered by the medical students’ inability to document encounters. Therefore, the CMS policy transmittal Pub 100-04 Medicare Claims Processing Manual, released on February 2, 2018, which now explicitly allows appropriately supervised student documentation to be submitted for billing, is a welcome policy change. U.S. medical educators need to seize this opportunity, encourage their health systems to revise their internal precepting practices, and widely advertise to community preceptors that students can now add value in the clinical setting by assisting with documentation in the EHR.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Academic Health Centers and Medicaid: Advance or Retreat'
    • Authors: Henderson; Mark C.; Kizer, Kenneth W.; Kravitz, Richard L.
      Abstract: The expansion of Medicaid under the Affordable Care Act has strained the capacity of many academic health centers (AHCs) to deliver primary and specialty care to this traditionally underserved population. The authors, longtime faculty members in the University of California, Davis Health (UCDH) system, discuss the challenges of UCDH’s participation in Medi-Cal, the nation’s largest Medicaid program, and their institution’s controversial decision in 2015 to withdraw from its last Medi-Cal primary care contract, which has had untoward effects on UCDH’s social and educational missions. The authors call on AHCs to leverage their considerable intellectual and human capital as well as their focus on education and research to aggressively pursue innovative models of high-value primary care for underserved populations in their local communities, highlighting several recent successful examples of such programs. The UCDH experience has implications for other AHCs grappling with the financial realities of an increasingly competitive, value-based health care marketplace and the inherent difficulty in balancing educational, research, patient care, and social or community service missions.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Birds of Prey
    • Authors: Decker; Dominic
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Medicaid Innovations and the Role of Academic Health Centers
    • Authors: Retchin; Sheldon M.; Xu, Wendy Yi
      Abstract: Although they represent less than 8% of all U.S. hospitals, academic health centers (AHCs) deliver almost 40% of the inpatient care for Medicaid beneficiaries. However, because of low Medicaid reimbursement rates, AHCs have had to rely on supplemental funding sources, such as disproportionate share hospital (DSH) payments and upper payment limit (UPL) payments. Recent legislative efforts and changes to payment structures have made these sources vulnerable to severe reductions. For instance, DSH payments are scheduled to be cut by $8 billion by 2021, and UPL payments are a diminishing resource for many states because the program is based on a fee-for-service model and most states are moving to managed care.In this Invited Commentary, the authors argue that cuts to supplemental funding sources would harm AHCs. They advocate instead for restructuring traditional supplemental payments to accommodate novel reimbursement models. They cite Medicaid’s Delivery System Reform Incentive Payment program as an example of work to leverage supplemental payments to transform the delivery of care for Medicaid beneficiaries. AHCs should be at the epicenter of such innovations in population health for Medicaid beneficiaries. To that end, the authors encourage AHCs to build new partnerships with community-based primary care physicians and community health centers to balance the specialty composition of their faculty providers to assume the risk for Medicaid beneficiaries and other vulnerable populations.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Beyond the Lamppost: A Proposal for a Fourth Wave of Education for
           Collaboration
    • Authors: Paradis; Elise; Whitehead, Cynthia R.
      Abstract: imageInterprofessional education (IPE) is an increasingly popular educational model that aims to educate health care students to be better collaborators by enabling them to learn with, from, and about each other. IPE’s rising popularity is evident in the increase in scholarship on this topic over the last few decades. In this Perspective, the authors briefly describe three historical “waves” of IPE: managing the health workforce through shared curriculum, maximizing population health through health workforce planning, and fixing individuals to fix health care. Using insights from the social sciences and past practice, they then discuss six reasons why the current third wave of IPE is likely to fall short of meeting its goals, including that (1) IPE is logistically complex and costly, (2) IPE is developmentally inappropriate, (3) the link between IPE and key outcomes is still missing, (4) IPE insufficiently engages with theory, (5) IPE rarely addresses power and conflict, and (6) health care is an inertial system that IPE is unlikely to change. The authors conclude by sharing their vision for a fourth wave of education for collaboration, addressing workplace systems and structures, which would combine undergraduate, uniprofessional education for collaboration with practice-based interventions.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Artist’s Statement: Physicians Must Speak for the Voiceless and the
           Vulnerable
    • Authors: Christy; Alicia Yvonne
      Abstract: imageNo abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • The Matrix: Moving From Principles to Pragmatics in Medical School
           Curriculum Renewal
    • Authors: Jarvis-Selinger; Sandra; Hubinette, Maria
      Abstract: imageMany medical programs embarking on curriculum renewal begin with overarching goals and principles, but struggle with how to translate these into an implementable curriculum and assessment practices. This article describes the Matrix, a tool developed as a means of transforming high-level pedagogic principles into a concrete curriculum while addressing the complexities of curriculum content, context, people, and places. Using a known framework as an analytic lens, the authors explore the Matrix’s intended and unintended impacts on the University of British Columbia Medical Doctor Undergraduate Program (MDUP).The Matrix is a graphical representation of the 130 weeks of the renewed MDUP curriculum. Its focus is on week-level objectives, which are mapped to year-level milestones and deconstructed into individual session objectives via virtual course books.The Matrix had several predictable outcomes. It served as a tool for translating principles into a pragmatic curriculum. It created a curriculum map that reflected the original vision for renewal, enabled curriculum drift monitoring, and provided a high-level yet detailed visual representation. However, this innovation had unexpected system impacts with respect to multiple levels of governance, and it enabled realignment of the MDUP’s governance structure with the functionality required to administer the renewed curriculum.The Matrix created a foundation for curriculum mapping at the MDUP. It has transitioned from the curriculum development and renewal phase into a useful implementation framework. The authors propose that it could be adapted by others for local use.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Faculty Development Revisited: A Systems-Based View of Stakeholder
           Development to Meet the Demands of Entrustable Professional Activity
           Implementation
    • Authors: Lupi; Carla S.; Ownby, Allison R.; Jokela, Janet A.; Cutrer, William B.; Thompson-Busch, Angela K.; Catallozzi, Marina; Noble, James M.; Amiel, Jonathan M.; for the Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency Faculty Development Concept Group
      Abstract: imageIn 2015, the Association of American Medical Colleges implemented an interinstitutional pilot of 13 core entrustable professional activities (EPAs) for entering residency, activities that entering residents should be expected to perform with indirect supervision. The pilot included a concept group on faculty development; this group previously offered a shared mental model focused on the development of faculty who devote their efforts to clinical teaching and assessment for learning and entrustment decision making. In this article, the authors draw from the literature of competency-based education to propose what is needed in overall approaches to faculty development to prepare institutions for undergraduate EPA implementation.Taking a systems-based view that defines the necessary tasks of EPA implementation, the authors move beyond the variably used term “faculty” and enumerate a comprehensive list of institutional stakeholders who can meaningfully support and/or engage in the relationships and organizational processes required for EPA learning and assessment. They consider each group’s responsibilities and development needs according to five domains delineated by Steinert: teaching improvement, leadership and management, research-building capacity, academic career building, and organizational change.The authors argue that the EPA framework addresses barriers posed with the use of a competency-based framework. By facilitating the communication required for organizational change, enabling valid assessment with comprehensive yet feasible levels of faculty development, and incorporating all relevant data on student professional behavior into summative assessment decisions, EPAs may offer a clearer path toward the goal of competency-based education.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Magnetism: [Excerpt]
    • Authors: de Maupassant; Guy
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Commentary on an Excerpt From “Magnetism”
    • Authors: Vergnes; Jean-Noel; Apelian, Nareg; Bedos, Christophe
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • 2018 Hope Babette Tang Humanism in Healthcare Essay Contest: Third Place
           Medical Student Essay
    • Authors: Cheng; Evaline
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • 2018 Hope Babette Tang Humanism in Healthcare Essay Contest: Third Place
           Nursing Student Essay The Fish Tank
    • Authors: R. Frank; Lucy
      Abstract: No abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Creation and Implementation of a Taxonomy for Educational Activities: A
           Common Vocabulary to Guide Curriculum Mapping
    • Authors: Stoddard; Hugh A.; Brownfield, Erica D.
      Abstract: imageProblem Undergraduate medical education (UME) has trended toward outcomes-based education, unveiling new issues for UME program organization and leadership. Using a common language for categorizing and linking all program components is essential. The Emory Curriculum Alignment Taxonomy (ECAT) was designed as a common vocabulary for curriculum mapping in the outcomes-based environment of the Emory University School of Medicine.Approach The ECAT, developed in 2016, uses a set of 291 controlled identifiers, or “tags,” to describe every educational activity’s content, instruction, assessment, and outcomes, and thereby to align teaching inputs with student outcomes. Tags were drawn from external frameworks or developed by local stakeholders. A key feature is the arrangement of tags into eight categories, with the aim of balancing specificity and parsimony. Tags from multiple categories can be combined using Boolean operators to search for specific topics across the curriculum.Outcomes In 2016–2017, all educational activities were tagged, including classroom events, workplace learning, mentored research, and student assessments. Tagging was done by two assistant deans and course/clerkship directors, which reinforced the importance of aligning instruction with assessment and aligning both of these with student outcomes.Next Steps Using the ECAT tags has linked instruction with achievement of student outcomes, has shown the compromises between specificity and parsimony were workable, and has facilitated comprehensive program management and evaluation. As the ECAT tags can be modified, other programs could adapt this approach to suit their context. Next steps will include aggregating data into a centralized repository to support reporting and research.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Creating a Quality Improvement Course for Undergraduate Medical Education:
           Practice What You Teach
    • Authors: Bradham; Tamala S.; Sponsler, Kelly C.; Watkins, Scott C.; Ehrenfeld, Jesse M.
      Abstract: imageProblem More than half of U.S. medical schools have implemented curricula addressing quality improvement (QI); however, the evidence on which pedagogical methods are most effective is limited.Approach As of January 2015, students at Vanderbilt University School of Medicine are required to take a QI course consisting of three 1-month-long (4 hours per week) blocks during their third or fourth year, in which student-identified faculty sponsors are paired with highly trained QI professionals from Vanderbilt University Medical Center. The three blocks of the course include didactic instruction using Institute for Healthcare Improvement Open School modules, readings, weekly assignments, and experiential learning activities (i.e., students develop and implement a QI project with two Plan–Do–Study–Act cycles using a systematic approach that employs the principles of improvement science, which they present as a poster on the last day of the third block).Outcomes From January 2015 to January 2017, 132 students completed all three blocks, resulting in 110 completed QI projects. On evaluations (distributed after each completed block), a majority of students rated the clinical relevance of the blocks highly (191/273; 70%), agreed the blocks contributed to their development as physicians (192/273; 70%), and reported the blocks motivated them to continue to learn more about QI (168/273; 62%).Next Steps The authors have applied QI methods to improve the course and will aim to assess the sustainability of the course by tracking clinical outcomes related to the projects and students’ ongoing involvement in QI after graduation.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • The ALiEM Faculty Incubator: A Novel Online Approach to Faculty
           Development in Education Scholarship
    • Authors: Chan; Teresa M.; Gottlieb, Michael; Sherbino, Jonathan; Cooney, Robert; Boysen-Osborn, Megan; Swaminathan, Anand; Ankel, Felix; Yarris, Lalena M.
      Abstract: imageProblem Early- and midcareer clinician educators often lack a local discipline-specific community of practice (CoP) that encourages scholarly activity. As a result, these faculty members may feel disconnected from other scholars.Approach Academic Life in Emergency Medicine (ALiEM) piloted the Faculty Incubator. This longitudinal, asynchronous, online curriculum focused on developing a virtual CoP among 30 early- to midcareer medical educators (the “incubatees”), 8 core faculty mentors, and 10 guest mentors. The yearlong curriculum included 12 monthly modules focusing on core concepts in medical education scholarship. The initiative connected the incubatees with a virtual community of peers and mentors, with whom they completed multiple scholarly projects, sought mentorship, and engaged professionally. The authors used an online, closed, social media platform (Slack) to facilitate the exchange of ideas.Outcomes In the inaugural year (March 2016–February 2017), the mentorship team facilitated exceptional levels of online engagement among incubatees. All participants (incubatees, core mentors, and guest mentors) shared 1,081 files and exchanged a total of 22,665 messages (approximately 62 per day). Of these, 3,036 (13.4%) were via open channels, 5,483 (24.2%) via small groups, and 14,146 (62.4%) via direct messages.Next Steps The ALiEM Faculty Incubator represents a proof of concept, and initial outcomes show that it is possible to engage an international group of early- to midcareer medical educators to create a vibrant online CoP. The Faculty Incubator leaders plan to determine whether this engaged group of health professions educators will increase their scholarly output as a result of this initiative.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Navigating the Complexities of Undergraduate Medical Curriculum Change:
           Change Leaders’ Perspectives
    • Authors: Velthuis; Floor; Varpio, Lara; Helmich, Esther; Dekker, Hanke; Jaarsma, A. Debbie C.
      Abstract: imagePurpose Changing an undergraduate medical curriculum is a recurring, high-stakes undertaking at medical schools. This study aimed to explore how people leading major curriculum changes conceived of the process of enacting change and the strategies they relied on to succeed in their efforts.Method The first author individually interviewed nine leaders who were leading or had led the most recent undergraduate curriculum change in one of the eight medical schools in the Netherlands. Interviews were between December 2015 and April 2016, using a semistructured interview format. Data analysis occurred concurrently with data collection, with themes being constructed inductively from the data.Results Leaders conceived of curriculum change as a dynamic, complex process. They described three major challenges they had to deal with while navigating this process: the large number of stakeholders championing a multitude of perspectives, dealing with resistance, and steering the change process. Additionally, strategies for addressing these challenges were described. The authors identified an underlying principle informing the work of these leaders: being and remaining aware of emerging situations, and carefully constructing strategies for ensuring that the intended outcomes were reached and contributed to the progress of the change process.Discussion This empirical, descriptive study enriches the understanding of how institutional leaders navigate the complexities of major medical curriculum changes. The insights serve as a foundation for training and coaching future change leaders. To broaden the understanding of curriculum change processes, future studies could investigate the processes through alternative stakeholder perspectives.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Current and Optimal Training in High-Value Care in the Internal Medicine
           Clerkship: A National Curricular Needs Assessment
    • Authors: Cayea; Danelle; Tartaglia, Kim; Pahwa, Amit; Harrell, Heather; Shaheen, Amy; Lang, Valerie J.
      Abstract: imagePurpose The clinical skills needed to practice high-value care (HVC) are core to all medical disciplines. Medical students form practice habits early, and HVC instruction is essential to this formation. The purpose of this study was to describe the state of HVC instruction and assessment in internal medicine clerkships and identify needs for additional curricula.Method In 2014, the Clerkship Directors in Internal Medicine conducted its annual survey of 121 U.S. and Canadian medical schools. The authors evaluated a subset of questions from that survey asking clerkship directors about the perceived importance of HVC instruction, type and amount of formal instruction and assessment, achievement of student competence, prioritization of topics, and barriers to curriculum implementation. Descriptive statistics were used to summarize responses, and chi-square tests were used to examine associations between response categories.Results The overall response rate was 77.7% (94/121). The majority (85; 91.4%) agreed that medical schools have a responsibility to teach about HVC across all phases of the curriculum. Of respondents, 31 (32.9%) reported their curricula as having some formal instruction on HVC, and 66 (70.2%) felt the amount was inadequate. Highest-priority topics for inclusion included overuse of diagnostic tests and treatments, defining value and its application to clinical reasoning, and balancing benefit and harm. Only 11 (17.8%) assessed students’ competence in HVC.Conclusions Internal medicine clerkship directors reported that HVC is insufficiently taught and assessed in medical school, despite relevance to practice. Developing generalizable curricular materials, faculty development, and dedicated curricular time may enhance HVC education.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Relationship Between Institutional Investment in High-Value Care (HVC)
           Performance Improvement and Internal Medicine Residents’ Perceptions of
           HVC Training
    • Authors: Ryskina; Kira L.; Smith, Cynthia D.; Arora, Vineet M.; Zaas, Aimee K.; Halvorsen, Andrew J.; Weissman, Arlene; Wahi-Gururaj, Sandhya
      Abstract: imagePurpose To measure the association between institutional investment in high-value care (HVC) performance improvement and resident HVC experiences.Method The authors analyzed data from two 2014 surveys assessing institutions’ investments in HVC performance improvement as reported by program directors (PDs) and residents’ perceptions of the frequency of HVC teaching, participation in HVC-focused quality improvement (QI), and views on HVC topics. The authors measured the association between institutional investment and resident-reported experiences using logistic regression, controlling for program and resident characteristics.Results The sample included 214 programs and 9,854 residents (59.3% of 361 programs, 55.2% of 17,851 residents surveyed). Most PDs (158/209; 75.6%) reported some support. Residents were more likely to report HVC discussions with faculty at least a few times weekly if they trained in programs that offered HVC-focused faculty development (odds ratio [OR] = 1.19; 95% confidence interval [CI] 1.04–1.37; P = .01), that supported such faculty development (OR = 1.21; 95% CI 1.04–1.41; P = .02), or that provided physician cost-of-care performance data (OR = 1.19; 95% CI 1.03–1.39; P = .02). Residents were more likely to report participation in HVC QI if they trained in programs with a formal HVC curriculum (OR = 1.83; 95% CI 1.48–2.27; P < .001) or with HVC-focused faculty development (OR = 1.46; 95% CI 1.15–1.85; P = .002).Conclusions Institutional investment in HVC-related faculty development and physician feedback on costs of care may increase the frequency of HVC teaching and resident participation in HVC-related QI.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Changes in Teaching Hospitals’ Community Benefit Spending After
           Implementation of the Affordable Care Act
    • Authors: Alberti; Philip M.; Sutton, Karey M.; Baker, Matthew
      Abstract: imagePurpose U.S. teaching hospitals that qualify as 501(c)(3) organizations (a not-for-profit designation) are required to demonstrate community benefit annually. Increases in health insurance access driven by Affordable Care Act (ACA) implementation, along with new regulations, research opportunities, and educational expectations, may be changing hospitals’ allocations of community benefit dollars. This study aimed to describe changes in teaching hospitals’ community benefit spending between 2012 (pre-ACA implementation) and 2015 (post-ACA implementation), and to explore differences in spending changes between hospitals in Medicaid expansion and nonexpansion states.Method In 2017, for each teaching hospital member of the Association of American Medical Colleges’ (AAMC’s) Council of Teaching Hospitals and Health Systems required to submit Form 990s to the Internal Revenue Service, the authors sought community benefit spending data for 2012 and 2015 as reported on Schedule H.Results The analysis included 169 pairs of Form 990s representing 184 AAMC member teaching hospitals (93% of 198 eligible hospitals). Compared with 2012, hospitals in 2015 spent $3.1 billion (20.14%) more on community benefit despite spending $804 million (16.17%) less on charity care. Hospitals in Medicaid expansion states increased spending on subsidized health services and Medicaid shortfalls at rates higher than hospitals in nonexpansion states. The latter increased spending at higher rates on community health improvement and cash/in-kind contributions.Conclusions After ACA implementation, teaching hospitals increased their overall community benefit spending while their charity care spending declined. Changes in community benefit spending differed according to states’ Medicaid expansion status, demonstrating hospitals’ responsiveness to state and local realities.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Learning Through Boundary Crossing: Professional Identity Formation of
           Pharmacists Transitioning to General Practice in the Netherlands
    • Authors: Hazen; Ankie C.M.; de Groot, Esther; de Bont, Antoinette A.; de Vocht, Simone; de Gier, Johan J.; Bouvy, Marcel L.; de Wit, Niek J.; Zwart, Dorien L.M.
      Abstract: imagePurpose To unravel boundary crossing as it relates to professional identity formation in pharmacists transitioning from a community pharmacy to working as nondispensing clinical pharmacists in general practice, with the aim of optimizing their education.Method This was a multiple-case study, including two-stage interviews, peer feedback, and individual reflection, that collected data in 2014–2016 from eight clinical pharmacists working in general practice in the Netherlands. These pharmacists acted—without a workplace role model—as pharmaceutical care providers in general practices during a 15-month training program. In within-case and cross-case analysis, data were collected regarding pharmacists’ role development in practice and perceptions of learning processes, and examined through the lens of professional identity formation and boundary crossing.Results Analysis of data collected during and after the training program demonstrated that the clinical pharmacists who applied the learning mechanisms of reflection and transformation developed a patient-care-oriented professional identity. Some clinical pharmacists, who learned mainly through the mechanism of identification, did not integrate the new patient-care-oriented role into their professional identity. They felt that their workplace provided limited opportunities for reflection and transformation. Learning with peers on formal training days was seen as highly valuable for professional identity formation; it counterbalanced the lack of a role model in the workplace.Conclusions Professional identity formation in the transition from community pharmacist to clinical pharmacist in general practice benefited from reflective, on-the-job training. This permitted transformative, boundary-crossing learning with peers and supported professional identity formation oriented to providing practice-based pharmaceutical care.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • A Conceptual Model for Understanding Academic Physicians’ Performances
           of Identity: Findings From the University of Utah
    • Authors: Chow; Candace J.; Byington, Carrie L.; Olson, Lenora M.; Ramirez, Karl Paulo Garcia; Zeng, Shiya; López, Ana María
      Abstract: imagePurpose To explore how academic physicians perform social and professional identities and how their personal experiences inform professional identity formation.Method Semistructured interviews and observations were conducted with 25 academic physicians of diverse gender and racial/ethnic backgrounds at the University of Utah School of Medicine from 2015 to 2016. Interviews explored the domains of social identity, professional identity, and relationships with patients and colleagues. Patient interactions were observed. Interviews and observations were audio-recorded, transcribed, and analyzed using grounded theory.Results Three major themes emerged: Physicians’ descriptions of identity differed based on social identities, as women and racially/ethnically minoritized participants linked their gender and racial/ethnic identities, respectively, to their professional roles more than men and white, non-Latino/a participants; physicians’ descriptions of professional practice differed based on social identities, as participants who associated professional practices with personal experiences often drew from events connected to their minoritized identities; and physicians’ interactions with patients corresponded to their self-described actions.Conclusions Professional identity formation is an ongoing process, and the negotiation of personal experiences is integral to this process. This negotiation may be more complex for physicians with minoritized identities. Implications for medical education include providing students, trainees, and practicing physicians with intentional opportunities for reflection and instruction on connecting personal experiences and professional practice.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • “Being on Both Sides”: Canadian Medical Students’ Experiences With
           
    • Authors: Stergiopoulos; Erene; Fernando, Oshan; Martimianakis, Maria Athina
      Abstract: imagePurpose Medical students with disabilities hold firsthand knowledge as health care recipients, yet face barriers to disclosure and support. Their experiences provide a unique lens for understanding professional identity construction; this study explored how disabled medical students experience training as both patients and trainees.Method The authors conducted qualitative interviews with 10 medical students at the University of Toronto Faculty of Medicine with self-identified disabilities. They performed textual analysis of documents concerning medical student wellness from 13 Canadian universities, including policies, student services, and student blogs (July 2016 to March 2017). Using principles of critical discourse analysis, the authors coded the interviews and texts to identify operating discourses and core themes, drawing from sociocultural theories of professional identity construction and the hidden curriculum.Results Two dominant discourses emerged from the interviews and texts, revealing institutionalized notions of the perceived “good student” and “good patient.” These roles held contradictory demands, demonstrating how institutions often implicitly and explicitly framed wellness as a means to optimal academic performance. Two additional themes, “identity compartmentalization” and “identity intersection,” captured students’ experiences navigating identities as patients and trainees. Although students lacked explicit opportunities to express their expertise as patients in the formal curriculum, their experiences in both roles led to improved communication, advocacy, and compassion.Conclusions Institutional discourses around disability and academic performance hold material implications for curricular content, clinical teaching, and availability of supports in medical school. By repositioning students’ experiences with disability as sources of expertise, this study highlights opportunities for teaching compassionate care.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Value-Added Activities in Medical Education: A Multisite Survey of First-
           and Second-Year Medical Students’ Perceptions and Factors Influencing
           Their Potential Engagement
    • Authors: Leep Hunderfund; Andrea N.; Starr, Stephanie R.; Dyrbye, Liselotte N.; Gonzalo, Jed D.; George, Paul; Miller, Bonnie M.; Morgan, Helen K.; Hoffman, Ari; Baxley, Elizabeth G.; Allen, Bradley L.; Fancher, Tonya L.; Mandrekar, Jay; Skochelak, Susan E.; Reed, Darcy A.
      Abstract: imagePurpose To describe attitudes of first- and second-year U.S. medical students toward value-added medical education, assess their self-reported desire to participate in value-added activities, and identify potentially modifiable factors influencing their engagement.Method The authors conducted a cross-sectional survey of first- and second-year students at nine U.S. medical schools in 2017. Survey items measured students’ attitudes toward value-added medical education (n = 7), desire to participate in value-added activities (n = 20), and factors influencing potential engagement (n = 18).Results Of 2,670 students invited to participate, 1,372 (51%) responded. Seventy-six percent (1,043/1,368) moderately or strongly agreed they should make meaningful contributions to patient care. Students’ desire to participate was highest for patient care activities approximating those traditionally performed by physicians, followed by systems improvement activities and lowest for activities not typically performed by physicians. Factors increasing desire to participate included opportunities to interact with practicing physicians (1,182/1,244; 95%), patients (1,177/1,246; 95%), and residents or fellows (1,166/1,246; 94%). Factors decreasing desire to participate included making changes to the health care system (365/1,227; 30%), interacting with patients via phone or electronic communication (410/1,243; 33%), and lack of curricular time (634/1,233; 51%).Conclusions First- and second-year medical students agree they should add value to patient care, but their desire to participate in value-added activities varies depending on the nature of the tasks. Medical schools may be able to increase students’ desire to participate by enabling face-to-face interactions with patients, embedding students in health care teams, and providing dedicated curricular time.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Organizational Factors Contributing to Incivility at an Academic Medical
           Center and Systems-Based Solutions: A Qualitative Study
    • Authors: Pattani; Reena; Ginsburg, Shiphra; Mascarenhas Johnson, Alekhya; Moore, Julia E.; Jassemi, Sabrina; Straus, Sharon E.
      Abstract: imagePurpose A rise in incivility has been documented in medicine, with implications for patient care, organizational effectiveness, and costs. This study explored organizational factors that may contribute to incivility at one academic medical center and potential systems-level solutions to combat it.Method The authors completed semistructured individual interviews with full-time faculty members of the Department of Medicine (DOM) at the University of Toronto Faculty of Medicine, Toronto, Ontario, Canada, with clinical appointments at six affiliated hospitals, between June and September 2016. They asked about participants’ experiences with incivility, potential contributing factors, and possible solutions. Two analysts independently coded a portion of the transcripts until a framework was developed with excellent agreement within the research team, as signified by the Kappa coefficient. A single coder completed analysis of the remaining transcripts.Results Forty-nine interviews with physicians from all university ranks and academic position descriptions were completed. All participants had collegial relationships with colleagues but had observed, heard of, or been personally affected by uncivil behavior. Incivility occurred furtively, face-to-face, or online. The participants identified several organizational factors that bred incivility including physician nonemployee status in hospitals, silos within the DOM, poor leadership, a culture of silence, and the existence of power cliques. They offered many systems-level solutions to combat incivility through prevention, improved reporting, and clearer consequences.Conclusions Existing strategies to combat incivility have focused on modifying individual behavior, but opportunities may exist to reduce incivility through a greater understanding of the role of health care organizations in shaping workplace culture.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Exploring the Role of Self-Motives in Postgraduate Trainees’
           Feedback-Seeking Behavior in the Clinical Workplace: A Multicenter Study
           of Workplace-Based Assessments From the United Kingdom
    • Authors: Gaunt; Anne; Markham, Deborah H.; Pawlikowska, Teresa R.B.
      Abstract: imagePurpose To explore trainees’ feedback-seeking behavior in the postgraduate surgical workplace using a self-motives framework. Self-motives include self-assessment “to obtain accurate information about the self,” self-improvement “to improve one’s traits, abilities, and skills,” self-enhancement “to enhance the favorability of self views,” and self-verification “to maintain consistency between one’s central self-view and new self-relevant information.”Method This project constituted a further framework analysis of previously obtained qualitative focus group data that originally explored trainees’ perceptions and use of workplace-based assessment (WBA). Data were collected from multiple centers in the United Kingdom from 2012 to 2013. Content was analyzed to identify references in the data that reflected the above self-motives and in relation to contextual themes identified from within the data.Results Trainees’ motivations for seeking feedback broadly fit within a self-motives framework. Trainees’ feedback seeking using WBA related to self-enhancement and self-verification, whereas outside WBA trainees reported self-improvement and self-assessment motives. Where trainees perceived WBA represented an opportunity to learn, they described a self-improvement motive toward seeking feedback, whereas when WBA represented an assessment of learning, trainees described tensions between self-enhancement and self-improvement motives.Conclusions Surgical trainees’ motivations for seeking feedback can be explained using a conceptual self-motives framework. Trainees need to be motivated to seek accurate informational feedback so they can improve their performance within the clinical workplace. To achieve this, trainees need training; current assessment systems must change to allow trainees to seek such feedback without fear and concern about this information being used as an assessment of learning.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • Asking for Less and Getting More: The Impact of Broadening a Rater’s
           Focus in Formative Assessment
    • Authors: Tavares; Walter; Sadowski, Alexander; Eva, Kevin W.
      Abstract: imagePurpose There may be unintended consequences of broadening the competencies across which health professions trainees are assessed. This study was conducted to determine whether such broadening influences the formative guidance assessors provide to trainees and to test whether sequential collection of competency-specific assessment can overcome setbacks of simultaneous collection.Method A randomized between-subjects experimental design, conducted in Toronto and Halifax, Canada, in 2016–2017 with paramedic educators experienced in observing/rating, in which observers’ focus was manipulated. In the simultaneous condition, participants rated four unscripted (i.e., spontaneously generated) clinical performances using a six-dimension global rating scale and provided feedback. In three sequential conditions, participants were asked to rate the same performances and provide feedback but for only two of the six dimensions. Participants from these conditions were randomly merged to create a “full score” and set of feedback statements for each candidate.Results Eighty-seven raters completed the study; 23 in the simultaneous condition and 21 or 22 for each pair of dimensions in the sequential conditions. After randomly merging participants, there were 21 “full scores” in the sequential condition. Compared with the sequential condition, participants in the simultaneous condition demonstrated reductions in the amount of unique feedback provided, increased likelihood of ignoring some dimensions of performance, lessened variety of feedback, and reduced reliability.Conclusions Sequential or distributed assessment strategies in which raters are asked to focus on less may provide more effective assessment by overcoming the unintended consequences of asking raters to spread their attention thinly over many dimensions of competence.
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
  • “We’re Not Too Busy”: Teaching With Time Constraints on
           Rounds
    • Authors: Wang; Flint Y.; Kogan, Jennifer R.
      Abstract: imageNo abstract available
      PubDate: Mon, 01 Oct 2018 00:00:00 GMT-
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.166.130.157
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-