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  Subjects -> EDUCATION (Total: 2184 journals)
    - ADULT EDUCATION (25 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (28 journals)
    - EDUCATION (1857 journals)
    - HIGHER EDUCATION (135 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (39 journals)

EDUCATION (1857 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: 3)
(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: 2)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 63)
Academic Psychiatry     Full-text available via subscription   (Followers: 28)
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: 58)
Accounting & Finance     Hybrid Journal   (Followers: 55)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 22)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 8)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 66)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 41)
Action Research     Hybrid Journal   (Followers: 48)
Active Learning in Higher Education     Hybrid Journal   (Followers: 313)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 193)
Adult Education Quarterly     Hybrid Journal   (Followers: 184)
Advanced Education     Open Access   (Followers: 13)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 32)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 4)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 6)
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: 5)
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  
Akademos     Open Access  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access  
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 Educational Research Journal     Hybrid Journal   (Followers: 183)
American Journal of Business Education     Open Access   (Followers: 13)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 221)
American Journal of Educational Research     Open Access   (Followers: 64)
American Journal of Health Education     Hybrid Journal   (Followers: 32)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
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)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access  
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     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: 18)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 22)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 26)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 6)
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: 3)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 170)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 44)
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  
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 6)
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: 9)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 30)
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: 40)
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: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 474)
Australian Journal of Teacher Education     Open Access   (Followers: 26)
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: 304)
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: 2)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
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)
Bio-Lectura     Open Access  
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  
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 46)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 211)
British Journal of Educational Studies     Hybrid Journal   (Followers: 172)
British Journal of Educational Technology     Hybrid Journal   (Followers: 175)
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: 61)
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)
Buletin Fisika     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 20)
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 Estudos e Pesquisa na Educação Básica     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: 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: 16)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 11)
Canadian Journal of Higher Education     Open Access   (Followers: 25)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Academic Medicine
Journal Prestige (SJR): 2.53
Citation Impact (citeScore): 2
Number of Followers: 63  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1040-2446
Published by LWW Wolters Kluwer Homepage  [305 journals]
  • The Influence of Technology on Health Professions Education and Health
           Care Delivery: New Opportunities and Responsibilities for Health
           Professions Educators
    • Authors: Sklar; David P.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Health Information Counselors Help Avoid Automatized Decisions in Health
           Care
    • Authors: Miguel Beriain; Iñigo de
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Acts Committed and Omitted: Acknowledging Racial and Gender Bias in
           Medicine
    • Authors: Rao; Sandhya
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Where Is the Patient Voice in Clinical Clerkship Evaluations'
    • Authors: Abudu; Boya
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • The Real Core Competencies in Premed Culture
    • Authors: Ahmed; Ahmed M.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Close the Gap: A Call for Pay Parity in Academic Medicine
    • Authors: Carvajal; Diana Nicole; Reavis, Kristin Powell; Rodriguez, José E.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • In Reply to Carvajal et al
    • Authors: Garcia; Andrea N.; Kuo, Tony; Pérez-Stable, Eliseo J.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Medical Oath Taking
    • Authors: Halperin; Edward C.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • In Reply to Halperin
    • Authors: Scheinman; Steven J.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • History in the Core Curriculum'
    • Authors: Magoon; Katherine; Rethy, Leah
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Rebuilding Trust in the Surgeon–Patient Relationship: Need for
           Transparency
    • Authors: Wu; James X.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Transparency of Medication Costs: A Method of Building Patient Trust
    • Authors: Rikhi; Rishi
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Trust in Training: I Would Rather Not
    • Authors: Heffron; Anna
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Getting Our Priorities Right: Social Determinants of Health in Medical
           Education
    • Authors: Raddatz; Michael A.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • On Trust in Training: A Medical Student Considers Her Trust Education
    • Authors: DeMarsilis; Antea
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Becoming Trustworthy Physicians: Learning About Relationships With
           Industry
    • Authors: Reid; Carmen M.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Embracing the Clunk: Fostering Trust by Encouraging a “Growth
           Mindset”
    • Authors: Zhong; Connie S.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Building Self-Trust Through Nonevaluative Medical Mentorship
    • Authors: Shenoy; Ganesh; Zaki, Peter; Law, Christina
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • In Autonomy We Trust: Increasing Intraoperative Learning to Produce Better
           Surgeons
    • Authors: Mu; Scott Z.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Practical Implications of Compassionate Off-Ramps for Medical Students
    • Authors: Aagaard; Eva M.; Moscoso, Lisa
      Abstract: Attrition from medical school remains uncommon even when a medical student performs poorly, has a change in interests, or experiences an unexpected life event that alters his/her ability to succeed as a physician. In this issue, Bellini and colleagues describe the scope of this problem and make recommendations to support the implementation of compassionate off-ramps for students. These recommendations include enabling ongoing assessment of commitment to career path via a professional identity formation curriculum; implementing competency-based education and training to identify struggling learners; using career advisors and coaches who understand alternative career pathways; providing credit or credentials for competencies already achieved; requiring financial counseling and supporting debt forgiveness; and requiring schools to report on their remediation programs and handling of debt. In this Invited Commentary, the authors describe a representative student—a composite of several students they have counseled whose medical school paths have been impacted by poor performance, unanticipated life events and stressors, changing career interests, and/or physical and mental health issues—who may have benefited from these recommendations. The authors elaborate on Bellini and colleagues’ recommendations and describe what they think would be necessary to ensure that the recommendations effectively meet the goal of providing compassionate off-ramps for students in need. The authors describe the potential impact of the recommendations on the representative and similar students. Although this impacts a small proportion of students, the recommendations would help schools achieve the moral imperatives of humanistic care for students while honoring the social contract of the medical profession.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Artist’s Statement: Under the Spotlight
    • Authors: Levenberg; Kate
      Abstract: imageNo abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Why We Needn’t Fear the Machines: Opportunities for Medicine in a
           Machine Learning World
    • Authors: Li; David; Kulasegaram, Kulamakan; Hodges, Brian D.
      Abstract: Recently in medicine, the accuracy of machine learning models in predictive tasks has started to meet or exceed that of board-certified specialists. The ability to automate cognitive tasks using software has raised new questions about the future role of human physicians in health care. Emerging technologies can displace people from their jobs, forcing them to learn new skills, so it is clear that this looming challenge needs to be addressed by the medical education system. While current medical education seeks to prepare the next generation of physicians for a rapidly evolving health care landscape to meet the needs of the communities they serve, strategic decisions about disruptive technologies should be informed by a deeper investigation of how machine learning will function in the context of medicine. Understanding the purpose and strengths of machine learning elucidates its implications for the practice of medicine. An economic lens is used to analyze the interaction between physicians and machine learning. According to economic theory, competencies that are complementary to machine prediction will become more valuable in the future, while competencies that are substitutes for machine prediction will become less valuable. Applications of machine learning to highly specific cognitive tasks will increase the performance and value of health professionals, not replace them. To train physicians who are resilient in the face of potential labor market disruptions caused by emerging technologies, medical education must teach and nurture unique human abilities that give physicians a comparative advantage over computers.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Remembering the Heart of a Teacher
    • Authors: Servey; Jessica T.
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Cyberbullying in Academic Medicine: A Framework for Managing Social Media
           Attacks
    • Authors: Cain; Jeff; Linos, Eleni; Chretien, Katherine C.
      Abstract: imageCriticism, scathing comments, and harassment are becoming more common elements of social media discourse. Recent coordinated public attacks directed at higher education faculty illustrate these troubling trends. In several cases, these attacks have been politically motivated by participants who disagree with a faculty member’s statements regarding sensitive subjects. Whereas most high-profile cases have included faculty teaching at the undergraduate level who use social media to promote scholarly discussion, medical school faculty may also be at risk, especially if their scholarly pursuits pertain to politically charged issues (e.g., race and diversity, firearms, vaccinations, the health of transgender populations). In today’s digital environment of cellphone recordings, forwarded e-mails, and open-access manuscripts, any faculty member who discusses or engages in scholarship of politically sensitive issues on- or offline may be at risk. In this Invited Commentary, the authors discuss the multifaceted problem of cyberbullying of medical school faculty and provide recommendations to faculty and administrators about how to mitigate and manage these situations.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Developing a Culture of Mentorship to Strengthen Academic Medical Centers
    • Authors: Choi; Augustine M.K.; Moon, Jennifer E.; Steinecke, Ann; Prescott, John E.
      Abstract: Mentorship is central to academic medicine and its missions, and it has long played a critical role in the training and career development of physicians and scientists. A growing body of literature has documented the positive impact of mentorship on various outcomes, including research productivity, academic promotion, faculty retention, and career satisfaction. These benefits span academic medical centers’ missions and have the potential to enhance biomedical research, patient care, education, and faculty diversity and leadership.In this Invited Commentary, the authors argue that a dynamic culture of mentorship is essential to the success of academic medical centers and should be elevated to the level of a major strategic priority. This culture of mentorship would capitalize on an institution’s intellectual resources and seek to develop leaders in biomedical discovery, patient care, and education. The bidirectional transmission of knowledge between mentors and mentees, through both formal programs and informal relationships, can foster the growth of faculty members needed to meet the complex challenges currently confronting medical schools and teaching hospitals.Developing a culture of mentorship requires a strong commitment by leaders at all levels to nurture the next generation of physicians and scientists as well as grassroots efforts by trainees and faculty to seek out and create mentorship opportunities. The authors conclude by outlining possible mechanisms and incentives for elevating mentorship to the level of a strategic priority to strengthen academic medical centers across their missions.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Open Access Medical Journals: Promise, Perils, and Pitfalls
    • Authors: Baker; Eileen F.; Iserson, Kenneth V.; Aswegan, Andrew L.; Larkin, Gregory L.; Derse, Arthur R.; Kraus, Chadd K.; for the American College of Emergency Physicians Ethics Committee
      Abstract: imageThe number of both print and electronic open access (OA) journals has increased dramatically. Although electronic availability of information on the Internet may offer greater potential for information sharing, it also gives rise to “predatory” journals and deceptive publishers. In this Invited Commentary, the authors describe both the opportunities and potential perils that come with OA publications.Definitions for four models of legitimate OA are provided: the gold model, the green model, the platinum model, and the hybrid model. Benefits and risks of each model are discussed. The authors also distinguish between legitimate OA journals and predatory journals, highlighting several existing tools and resources for distinguishing between the two.Finally, the authors provide a checklist to help authors evaluate the policies and processes of journals and thereby avoid predatory publications.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Thoughts From the Trauma Bay
    • Authors: Peng; Theodore
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • A Reflection Upon the Impact of Early 21st-Century Technological
           Innovations on Medical School Admissions
    • Authors: Hanson; Mark D.; Eva, Kevin W.
      Abstract: The authors describe influences associated with the incorporation of modern technologies into medical school admissions processes. Their purpose is not to critique or support specific technologies but, rather, to prompt reflection on the evolution that is afoot. Technology is now integral to the administration of multiple admissions tools, including the Medical College Admission Test, situational judgment tests, and standardized video interviews. Consequently, today’s admissions landscape is transforming into an online, globally interconnected marketplace for health professions admissions tools. Academic capitalism and distance-based technologies combine to enable global marketing and dissemination of admissions tests beyond the national jurisdictions in which they are designed. As predicted by disruptive business theory, they are becoming key drivers of transformative change. The seeds of technological disruption are present now rather than something to be wary of in the future. The authors reflect on this transformation and the need for tailoring test modifications to address issues of medical student diversity and social responsibility. They comment on the online assessment of applicants’ personal competencies and the potential detriments if this method were to replace admissions methods involving human contact, thanks to the ease with which institutions can implement them without cost to themselves and without adequate consideration of measurement utility or contextual appropriateness. The authors advocate for socially responsible academic capitalism within this interconnected admissions marketplace: Attending to today’s transformative challenges may inform how health professions education responds to tomorrow’s admissions technologies and, in turn, how tomorrow’s health professionals respond to their patients’ needs.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • It’s Time to Wikify Clinical Documentation: How Collaborative Authorship
           Can Reduce the Burden and Improve the Quality of the Electronic Health
           Record
    • Authors: Warner; Jeremy L.; Smith, Jeffery; Wright, Adam
      Abstract: Electronic health records (EHRs) have become ubiquitous tools and represent the standard of care for 96% of hospitals and 86% of ambulatory physicians in the United States. With adoption of EHRs came the promise of improved efficiency, higher-quality care, and lower costs. Unfortunately, some clinicians are now spending twice as much time on documentation as they spend seeing patients, and the documentation paradigm of problem-oriented medical records is contributing to this imbalance. It is time to consider new innovations. The collaborative wiki format offers many opportunities to ease the burden of documentation as well as to increase the usefulness of the recorded clinical data. Wikis support multiple authorship, have built-in features to track edits and changes, allow for contextual linkages (e.g., linking medical problems to their treatment), and support new technologies such as application programming interfaces, which allow for safe and secure exchange of information. In this Perspective, the authors describe the rationale for considering this approach to clinical documentation and propose a pilot to learn about its effectiveness. They believe wiki-based documentation will become increasingly attractive, especially as new legislation and directives from policymakers seek to reduce the crushing documentation burden and as the U.S. health care system transitions from an episode-based payment structure to a value-based, outcomes-focused system.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Recruiting and Training a Health Professions Workforce to Meet the Needs
           of Tomorrow’s Health Care System
    • Authors: Raffoul; Melanie; Bartlett-Esquilant, Gillian; Phillips, Robert L. Jr
      Abstract: The quality of any health care system depends on the caliber, enthusiasm, and diversity of the workforce. Yet, workforce research often focuses on the number and type of health professionals needed and anticipated shortages compared with anticipated needs. These projections do not address whether the workforce will have the requisite social, intellectual, cultural, and emotional capital needed to deliver care in an increasingly complex health care system.Building a workforce that can deliver care in such a system begins by recruiting individuals with the requisite knowledge, skills, and attributes. To address this and other workforce needs, the authors argue that health professions education programs must make purposeful changes to their admissions criteria, such as focusing on emotional intelligence and diversity and recruiting students from the communities where they will return to work; partner with communities; ensure that accreditation systems support these goals of fostering diversity; recruit students who can bridge the gap between public health and health care; and invest in health professions education research.In this article, they contemplate how health professions education programs can recruit and educate talented health professionals to create a high-performing workforce that is capable of serving in the complex health care system of tomorrow. They provide examples of successful programs to highlight the potential effects of their recommendations.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Providing Compassionate Off-Ramps for Medical Students Is a Moral
           Imperative
    • Authors: Bellini; Lisa M.; Kalet, Adina; Englander, Robert
      Abstract: It is highly unusual for learners to leave medical training in the United States even though some individuals’ goals may change and others may not achieve expected competence. There are a number of possible reasons for this: (1) Students may feel that they have progressed too far into their careers and amassed too much debt to leave medical training; (2) students may be allowed to graduate despite marginal performance; and (3) students may have entered medical training with risk factors for poor performance that were not addressed. As stewards of the educational process, medical educators have an ethical obligation to students and the public to create off-ramps, or points along the educational continuum at which learners can reassess their goals and educators can assess competence, that allow students to leave medicine.Given the nationwide focus on physician health and wellness, the authors believe the creation of options to leave medical training without compromising one’s self-esteem or incurring unmanageable debt (i.e., compassionate off-ramps) is a moral imperative. The practice of medicine should not be an exercise in survival; it should allow people to develop and thrive over the course of their careers. Offering students options to make use of the medical competencies they have accumulated in other attractive careers would enable medical educators to behave compassionately toward individual students and fulfill their societal obligation to graduate competent and committed physicians. To this end, the authors present six recommendations for consideration.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Future Directions of Training Physician–Scientists: Reimagining and
           Remeasuring the Workforce
    • Authors: Bensken; Wyatt P.; Nath, Avindra; Heiss, John D.; Khan, Omar I.
      Abstract: imageIn academic medicine, the attrition of the physician–scientist workforce has been significantly discussed for the past three decades, with substantial attention and funding targeted to stop this attrition and attempt to reinvigorate the workforce. Despite these concerns and efforts, the attrition has not been stopped or even significantly slowed, and thus a further understanding of the physician–scientist workforce is needed with a closer look at how this workforce is measured and quantified. Through reviewing three methods by which physician–scientists are identified and understood, limitations in these definitions arise, leading to the basic question: Who qualifies to be a physician–scientist? Answering this question may lead to developing more comprehensive and less restrictive approaches when qualifying and measuring the physician–scientist workforce and appreciating the varying contributions physicians make to research. Through suggesting an expanded appreciation of these research contributions, recognition of collaboration, and funding models that support both of these aspects, the authors hope to add to the conversation by challenging traditional approaches and encouraging movement toward forward-looking definitions that encourage and promote all physicians to engage with research. This reimagining of physician–scientists will result not just in a remeasuring of the workforce but, subsequently, in strengthening the clinical and translational research continuum as well.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • The Integration of Clinical and Research Training: How and Why
           MD–PhD Programs Work
    • Authors: Ng; Enoch; Jones, Andrea A.; Sivapragasam, Milani; Nath, Siddharth; Mak, Lauren E.; Rosenblum, Norman D.
      Abstract: imageFor over 60 years, MD–PhD programs have provided integrated clinical and research training to produce graduates primed for physician–scientist careers. Yet the nature of this integrated training is poorly characterized, with no program theory of MD–PhD training to guide program development or evaluation. The authors address this gap by proposing a program theory of integrated MD–PhD training applying constructs from cognitive psychology and medical education. The authors argue that integrated physician–scientist training requires development of at least three elements in trainees: cognitive synergy, sense of self, and professional capacity. First, integrated programs need to foster the cognitive ability to synergize and transfer knowledge between the clinical and research realms. Second, integrated programs need to facilitate development of a unique and emergent identity as a physician–scientist that is more than the sum of the individual roles of physician and scientist. Third, integrated programs should develop core competencies unique to physician–scientists in addition to those required of each independently. The authors describe how programs can promote development of these elements in trainees, summarized in a logic model. Activities and process measures are provided to assist institutions in enhancing integration. Specifically, programs can enact the proposed theory by providing tailored MD–PhD curricula, personal development planning, and a supportive community of practice. It is high time to establish a theory behind integrated MD–PhD training as the basis for designing interventions and evaluations to develop the foundations of physician–scientist expertise.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Correction: Commentary on “Sunset in Santa Rosa After the Northern
           California Firestorm”
    • Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Defining and Adopting Clinical Performance Measures in Graduate Medical
           Education: Where Are We Now and Where Are We Going'
    • Authors: Smirnova; Alina; Sebok-Syer, Stefanie S.; Chahine, Saad; Kalet, Adina L.; Tamblyn, Robyn; Lombarts, Kiki M.J.M.H.; van der Vleuten, Cees P.M.; Schumacher, Daniel J.
      Abstract: imageAssessment and evaluation of trainees’ clinical performance measures is needed to ensure safe, high-quality patient care. These measures also aid in the development of reflective, high-performing clinicians and hold graduate medical education (GME) accountable to the public. Although clinical performance measures hold great potential, challenges of defining, extracting, and measuring clinical performance in this way hinder their use for educational and quality improvement purposes. This article provides a way forward by identifying and articulating how clinical performance measures can be used to enhance GME by linking educational objectives with relevant clinical outcomes. The authors explore four key challenges: defining as well as measuring clinical performance measures, using electronic health record and clinical registry data to capture clinical performance, and bridging silos of medical education and health care quality improvement. The authors also propose solutions to showcase the value of clinical performance measures and conclude with a research and implementation agenda. Developing a common taxonomy of uniform specialty-specific clinical performance measures, linking these measures to large-scale GME databases, and applying both quantitative and qualitative methods to create a rich understanding of how GME affects quality of care and patient outcomes is important, the authors argue. The focus of this article is primarily GME, yet similar challenges and solutions will be applicable to other areas of medical and health professions education as well.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • From Modules to MOOCs: Application of the Six-Step Approach to Online
           Curriculum Development for Medical Education
    • Authors: Chen; Belinda Y.; Kern, David E.; Kearns, Robert M.; Thomas, Patricia A.; Hughes, Mark T.; Tackett, Sean
      Abstract: imageOnline curricula can make high-quality health professions education accessible in virtually any setting. They can enhance teaching and learning by both standardizing curricular resources and individualizing curricular experiences. Despite growing demand for and institutional interest in online curricula for medical education, many medical educators lack a framework for online curriculum development. Without rigorous and thoughtful development, online curricula can waste opportunity and resources by leading to education that is inferior to traditional methods. In this article, the authors describe a systematic approach to online curriculum development based on the Six-Step Approach for Curriculum Development for Medical Education, a widely used method that has led to successful implementation of a variety of traditional and online curricula. In each step, special considerations for curricula with larger and more diverse learner audiences—characteristic of many online curricula—are highlighted. Four common online curricular formats are also discussed: blended curricula, instructor-led fully online curricula, self-paced modules, and massive open online courses (MOOCs). The authors emphasize factors that differentiate one online format from another, including the budgetary, technical, and human resource requirements for each. The article concludes by urging medical educators to pursue opportunities to study and disseminate online curricular work.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Medical School: A Mental Battle
    • Authors: Mohammed; Raihan; Ojha, Utkarsh
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Commentary on “Medical School: A Mental Battle”
    • Authors: Mohammed; Raihan; Ojha, Utkarsh
      Abstract: No abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Postapplication Advisement for U.S. Medical School Reapplicants: One
           School’s Program
    • Authors: Ballejos; Marlene P.; Schmitt, Cheryl L.; McKinney, Kara L.; Sapien, Robert
      Abstract: imageProblem Reapplicants make up over one-quarter of U.S. medical school applicants. Postapplication advisement (PAA) can provide potential reapplicants with concrete strategies for improvement, a contextualized basis for their scores, and a realistic idea of their chances for success. However, more data showing the effectiveness of PAA and an analysis of best practices are needed for PAA programs to be more widely adopted.Approach In 2010, the University of New Mexico School of Medicine (UNM SOM) created a PAA program that involves a postapplication seminar (PAS), mandatory self-assessment and action plan development, and an individual consult with an admissions dean to prepare participants for reapplication.Outcomes From 2010 to 2016, 892 applicants who interviewed and were rejected at UNM SOM were eligible to participate in PAA. Of these, 478 (53.6%) chose to participate in PAA over the seven-year period. Males had a higher participation rate (246/430; 57.2%) compared with females (232/461; 50.3%; P = .04). African Americans had a higher participation rate (12/17; 70.6%) and American Indian/Alaska Natives had a lower participation rate (17/64; 26.6%) than any other race/ethnicity. Of reapplicants who were subsequently accepted, 140/178 (78.7%) attended PAS and a consult, and 7/178 (3.9%) attended PAS only, compared with 31/178 (17.4%) of subsequently accepted reapplicants who did not participate in any PAA (P < .001).Next Steps Additional research should focus on the best approach for assisting reapplicants with prioritizing areas for improvement in their application. Demographic data may be used to target outreach to specific populations.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Fostering Transformative Learning in a Social Pediatrics Research Summer
           Studentship
    • Authors: Talarico; Susanna; Zubairi, Mohammad; Daneman, Denis; Punnett, Angela; Martimianakis, Maria Athina (Tina
      Abstract: imageProblem Teaching future doctors the skills necessary to address health disparities is a challenge for medical educators. In response, the authors developed and implemented the Social Pediatrics Research Summer Studentship (SPReSS) program for medical students at the University of Toronto.Approach The curriculum incorporated research and clinical placements into a formal seminar series. Participating students were required to complete a research project and to write a reflection describing a situation that challenged their thinking. The authors and curriculum developers applied transformative learning principles not only to facilitate critical reflection and learning in the students but also as an innovative approach to program development and evaluation. The authors conducted a thematic analysis of the reflections of 23 students participating in the program in June and July 2013, 2014, and 2015 to evaluate the SPReSS program.Outcomes The analysis revealed students’ empathic responses to marginalized patients, and these responses acted as triggers for critical reflection. Students described feeling empowered to act as advocates and wrote that these feelings were reinforced through faculty members’ role modeling. According to their reflections, students found the program both challenging and rewarding, particularly the integration of the clinical and research experiences which made broader sociopolitical phenomena introduced through assigned readings and seminar discussions concrete.Next Steps The authors are exploring models, including a fourth-year selective or multiyear longitudinal experience, to support more students. They also hope to involve more community partners and to evaluate long-term outcomes of participants.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Designated Interpreters: A Model to Promote the Diversity and Inclusion of
           Deaf Professionals in Academic Medicine
    • Authors: Hall; Wyatte C.; Elliott, Marlene; Cullen, John P.
      Abstract: imageProblem Deaf professionals who use American Sign Language (ASL) are a growing population in academic medicine. Reasonable accommodations for this group include providing an ASL interpreter. Many institutions contract with external agencies to provide ad hoc interpreters, but this model has hidden costs for deaf professionals and institutions.Approach The University of Rochester School of Medicine and Dentistry (URSMD) uses the designated interpreter model in which interpreters are on staff and embedded with deaf professionals so they can learn both the work environment and the deaf professionals’ specialized science and medicine content. This model addresses many of the limitations of the external agency approach and better facilitates the inclusion of deaf professionals in the institution.Outcomes This model has been in use at URSMD since 1990 but has seen exponential growth recently (increasing from 3 deaf professionals with designated interpreters in 2011 to a peak of 17 in 2016). Designated interpreters have worked in different research and clinical settings from dentistry and nursing to community and global health. This growth highlights the increasing number of deaf professionals in medicine and the need to train more designated interpreters.Next Steps In response to this growing demand, URSMD is developing an ASL Interpreting in Medicine and Science program, a master’s degree–level program to train interpreters who are bilingual in ASL and English to be designated interpreters. The designated interpreter model is one step toward creating an environment that is fully inclusive of deaf professionals to the benefit of the whole institution.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • The Social Media Editor at Medical Journals: Responsibilities, Goals,
           Barriers, and Facilitators
    • Authors: Lopez; Melany; Chan, Teresa M.; Thoma, Brent; Arora, Vineet M.; Trueger, N. Seth
      Abstract: imagePurpose To determine the responsibilities of journal social media editors (SMEs) and describe their goals and barriers and facilitators to their position.Method The authors identified SMEs using an informal listserv and snowball sampling. Participants were interviewed (June–July 2016) about their position, including responsibilities; goals; barriers and facilitators; and attitudes and perceptions about the position. Themes were identified through a thematic analysis and consensus-building approach. Descriptive data, including audience metrics and 2016 impact factors, were collected.Results Thirty SMEs were invited; 24 were interviewed (19 by phone and 5 via e-mail). SMEs generally had a track record in the social media community before being invited to be SME; many had preexisting roles at their journal. Responsibilities varied considerably; some SMEs also served as decision editors. Many SMEs personally managed journal accounts, and many had support from nonphysician journal staff. Consistently, SMEs focused on improving reader engagement by disseminating new journal publications on social media. The authors identified goals, resources, and sustainability as primary themes of SMEs’ perspectives on their positions. Editorial leadership support was identified as a key facilitator in their position at the journal. Challenges to sustainability included a lack of tangible resources and uncertainty surrounding, or a lack of, academic credit for social media activities.Conclusions Many of the participating SMEs pioneered the use of social media as a platform for knowledge dissemination at their journals. While editorial boards were qualitatively supportive, SMEs were challenged by limited resources and lack of academic credit for social media work.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • The Impact of Individual Mentored Career Development (K) Awards on the
           Research Trajectories of Early-Career Scientists
    • Authors: Nikaj; Silda; Lund, P. Kay
      Abstract: imagePurpose This analysis examined the role of a National Institutes of Health (NIH) individual Mentored Career Development Award (K01, K08, K23) on launching and sustaining independent research careers for early-career scientists, and investigated the effects of these awards during and after the doubling of the NIH budget.Method The authors used grants data from the NIH covering the period 1990 through 2016, and compared success in receipt of R01 equivalent awards (R01 Eq.) and Research Project Grants (RPGs) for K awardees and K applicants who did not receive funding. The analysis combined regression discontinuity design with coarsened exact matching, and regression.Results Overall, receipt of K award was associated with a 24.1% increase in likelihood of first independent NIH award (P < .01), and a larger number of R01 Eq. and RPG awards. After accounting for first major independent awards, K awards were uncorrelated with receiving second major independent research awards. Comparing different funding periods, K01 awards were predictive of subsequent R01 Eq. and RPG awards after but not during the NIH doubling, K08 awards were predictive only during the NIH doubling, and K23 awards were predictive during both periods.Conclusions Receipt of Mentored Career Development Awards was linked to increased likelihood that early-career scientists successfully transitioned to an independent research career. These findings indicate that extending funding to additional K award applicants with meritorious scores could significantly strengthen the pipeline of biomedical researchers. In addition, enhancing K awards may be relevant to sustaining research careers for clinician scientists.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • The North Carolina Community Preceptor Experience: Third Study of Trends
           Over 12 Years
    • Authors: Latessa; Robyn; Keen, Susan; Byerley, Julie; Foley, Kathleen A.; Payne, Lauren E.; Conner, Kirstie T.; Tarantino, Heather; Peyser, Bruce; Steiner, Beat D.
      Abstract: imagePurpose To measure community-based preceptors’ overall satisfaction and motivations, the influence of students on preceptors’ practices, and compare with 2005 and 2011 studies.Method North Carolina primary care preceptors across disciplines (physicians, pharmacists, advanced practice nurses, physician assistants) received survey invitations via e-mail, fax, postcard, and/or full paper survey. Most questions in 2017 were the same as questions used in prior years, including satisfaction with precepting, likelihood to continue precepting, perceived influence of teaching students in their practice, and incentives for precepting. A brief survey or phone interview was conducted with 62 nonresponders. Chi-square tests were used to examine differences across discipline groups and to compare group responses over time.Results Of the 2,786 preceptors contacted, 893 (32.1%) completed questionnaires. Satisfaction (816/890; 91.7%) and likelihood of continuing to precept (778/890; 87.4%) remained unchanged from 2005 and 2011. However, more preceptors reported a negative influence for patient flow (422/888; 47.5%) in 2017 than in 2011 (452/1,266; 35.7%) and 2005 (496/1,379; 36.0%) (P < .0001), and work hours (392/889; 44.1%) in 2017 than in 2011 (416/1,268; 32.8%) and 2005 (463/1,392; 33.3%) (P < .0001). Importance of receiving payment for teaching increased from 32.2% (371/1,152) in 2011 to 46.4% (366/789) in 2017 (P < .0001).Conclusions This 2017 survey suggests preceptor satisfaction and likelihood to continue precepting have remained unchanged from prior years. However, increased reporting of negative influence of students on practice and growing value of receiving payment highlight growing concerns about preceptors’ time and finances and present a call to action.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Mapping the Mission Statements of U.S. LCME-Accredited Medical Schools: An
           Exploration of Organizational Communalities
    • Authors: Hafferty; Frederic W.; Grbic, Douglas; Hafferty, Philip K.
      Abstract: imagePurpose Mission statements (MSs) express an organization’s purpose and reflect the broader social environment in which they function. The authors analyze MS text to explore how medical schools can be relationally viewed and how particular thematic narratives within MSs can be deployed to associate schools in hithertofore unexplored ways.Method The authors analyzed the MSs (as of 1/1/2017) of 144 U.S. Liaison Committee on Medical Education–accredited schools. Using schools as their unit of analysis, they coded MSs using 44 themes. They employed content analysis to identify themes within MSs, factor analysis to identify core thematic dimensions embedded in MSs, and network analysis to examine relationships among schools based on these thematic dimensions. The authors used four standard school characteristics to examine the validity of their results.Results Content analysis revealed 20 core themes. Factor analysis identified four thematic dimensions: Primary Care/Diversity; Future Learning–External; Traditional; and Learning Environment–Internal. Based on the 20 core themes and using the MSs of 125 schools with nonextreme MS code counts, the authors found that schools form a complete network, and that schools form distinctive network-based clusters based on the identified factors. The four thematic dimensions were significantly differentiated across the four standard school characteristics.Conclusions The authors found distinctive patterns of MS linkages among schools along with thematic linkages within MS themes, supporting the contentions that medical schools can be both differentiated and connected based on their MSs and that understanding MS content must move beyond simple frequency counts of MS attributes.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Does Performance on Evidence-Based Medicine and Urgent Clinical Scenarios
           Assessments Deteriorate During the Fourth Year of Medical School'
           Findings From One Institution
    • Authors: Heidemann; Lauren A.; Keilin, Charles A.; Santen, Sally A.; Fitzgerald, James T.; Zaidi, Nikki L.; Whitman, Laurie; Jones, Elizabeth K.; Lypson, Monica L.; Morgan, Helen K.
      Abstract: imagePurpose The fourth year of medical school (M4) should prepare students for residency yet remains generally unstructured, with ill-defined goals. The primary aim of this study was to determine whether there were performance changes in evidence-based medicine (EBM) and urgent clinical scenarios (UCS) assessments before and after M4 year.Method University of Michigan Medical School graduates who matched into internship at Michigan Medicine completed identical assessments on EBM and UCS at the beginning of M4 year and 13 months later during postgraduate year 1 (PGY1) orientation. Individual scores on these assessments were compared using paired t test analysis. The associations of academic performance, residency specialty classification, and initial performance on knowledge changes were analyzed.Results During academic years 2014 and 2015, 76 students matched into a Michigan Medicine internship; 52 completed identical EBM stations and 53 completed UCS stations. Learners’ performance on the EBM assessment decreased from M4 to PGY1 (mean 93% [SD = 7%] vs. mean 80% [SD = 13%], P < .01), while performance on UCS remained stable (mean 80% [SD = 9%] vs. mean 82% [SD = 8%], P = .22). High M4 performers experienced a greater rate of decline in knowledge level compared with low M4 performers for EBM (−20% vs. −4%, P = .01). Residency specialty and academic performance did not affect performance.Conclusions This study demonstrated degradation of performance in EBM during the fourth year and adds to the growing literature that highlights the need for curricular reform during this year.
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
  • Ensuring the Quality of Multiple-Choice Tests: An Algorithm to Facilitate
           Decision Making for Difficult Questions
    • Authors: Dory; Valérie; Allan, Kate; Birnbaum, Leora; Lubarsky, Stuart; Pickering, Joyce; Young, Meredith
      Abstract: imageNo abstract available
      PubDate: Wed, 01 May 2019 00:00:00 GMT-
       
 
 
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