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Academic Medicine
Journal Prestige (SJR): 2.53  Citation Impact (citeScore): 2 Number of Followers: 82  Hybrid journal (It can contain Open Access articles)ISSN (Print) 1040-2446 - ISSN (Online) 1938-808X Published by LWW Wolters Kluwer  [301 journals]
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- A Novel Professional Development Opportunity Enabling Editorial Experience
With Our Journal-
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Authors: DeVilbiss; Mary Beth; Gallo, Toni F.; Roberts, Laura Weiss
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Use Application Phases Instead of Interview Caps: Help Applicants Match
Into Programs in Which They Are Genuinely Interested-
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Authors: Mattson; Christopher D.; Farina, Evan M.
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- In Reply to Mattson and Farina
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Authors: Haque; Waqas Z.; Hammoud, Maya M.
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Resident Family and Medical Leave During the First Year of the American
Board of Anesthesiology’s Extended Leave Policy-
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Authors: Sun; Huaping; Dainer, Rupa J.; Warner, David O.; Macario, Alex
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Creating an Equitable Parental Leave Policy Using Financial Incentive: A
Pilot Study at a Cardiology Fellowship Program-
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Authors: Martin; Lila; Raber, Inbar
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Medical Specialty Family/Medical Leave Policies Should Abide by Title VII
of the Civil Rights Act and the Pregnancy Discrimination Act-
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Authors: Arleo; Elizabeth Kagan; Deitte, Lori A.
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Recognizing Faculty Value Through the Educational Value Unit Framework
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Authors: Wattenbarger; Sara L.
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Everyone Wins When Retiring Faculty of Health Professions Schools Are
Supported-
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Authors: Baumgartner; William; Ziminski, Carol; Van Beek, Jennifer; Rand, Cynthia
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Mutual Rewards: Engaging the Field and Creating a Path Toward Academic
Journal Editorship-
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Authors: Thompson; Paula Y.; Bynum, William E. IV; Schumacher, Daniel J.; Park, Yoon Soo; Alexandraki, Irene; Balmer, Dorene F.
Abstract: In this commentary, the inaugural cohort of Academic Medicine assistant editors shares their experiences in this role and the value of creating a path toward academic journal editorship for early- and mid-career scholars. They are a group with diverse backgrounds and a common commitment to advance scholarship in medical education. They collectively describe how they have contributed to the journal in multiple ways, reflect on how they navigated onboarding challenges in the midst of a pandemic, and, most important, share why this role matters for the medical education scholarship community. They express how the assistant editor role has been mutually rewarding, allowing the assistant editors to gain entry to academic journal editorship while also serving the journal and its community.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- What the COVID-19 Pandemic Can Teach Health Professionals About Continuing
Professional Development-
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Authors: Sklar; David; Yilmaz, Yusuf; Chan, Teresa M.
Abstract: The world’s health care providers have realized that being agile in their thinking and growth in times of rapid change is paramount and that continuing education can be a key facet of the future of health care. As the world recovers from the COVID-19 pandemic, educators at academic health centers are faced with a crucial question: How can continuing professional development (CPD) within teams and health systems be improved so that health care providers will be ready for the next disruption' How can new information about the next disruption be collected and disseminated so that interprofessional teams will be able to effectively and efficiently manage a new disease, new information, or new procedures and keep themselves safe' Unlike undergraduate and graduate/postgraduate education, CPD does not always have an identified educational home and has had uneven and limited innovation during the pandemic. In this commentary, the authors explore the barriers to change in this sector and propose 4 principles that may serve to guide a way forward: identifying a home for interprofessional continuing education at academic health centers, improving workplace-based learning, enhancing assessment for individuals within health care teams, and creating a culture of continuous learning that promotes population health.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Artist’s Statement: Heart Attack
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Authors: Bergen; Halley
Abstract:
The world’s health care providers have realized that being agile in their thinking and growth in times of rapid change is paramount and that continuing education can be a key facet of the future of health care. As the world recovers from the COVID-19 pandemic, educators at academic health centers are faced with a crucial question: How can continuing professional development (CPD) within teams and health systems be improved so that health care providers will be ready for the next disruption? How can new information about the next disruption be collected and disseminated so that interprofessional teams will be able to effectively and efficiently manage a new disease, new information, or new procedures and keep themselves safe? Unlike undergraduate and graduate/postgraduate education, CPD does not always have an identified educational home and has had uneven and limited innovation during the pandemic. In this commentary, the authors explore the barriers to change in this sector and propose 4 principles that may serve to guide a way forward: identifying a home for interprofessional continuing education at academic health centers, improving workplace-based learning, enhancing assessment for individuals within health care teams, and creating a culture of continuous learning that promotes population health.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- The Importance of Formalized, Lifelong Physician Career Development:
Making the Case for a Paradigm Shift-
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Authors: Collins; R. Thomas II; Sanford, Rania
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The value of structured development processes has been recognized and implemented in formal physician training programs such as residencies and fellowships. Physicians are seemingly viewed as a “finished product” upon completing formal training. In recent years, a number of academic medical centers have implemented formalized early-career development programs for physicians, largely those who have a major research focus. However, beyond the early stage of physicians’ careers, formalized and intentional physician career development programs are rare. The lack of a philosophy of intentional, career-long individual development at academic medical centers reflects a narrow understanding of the implicit contract between employers and employees. The resulting gap leads the vast majority of physicians to fall short of their potential, further leading to long-term loss for the academic medical centers, their physicians, and society as a whole. Based on the framework of analyze-design-develop-implement-evaluate, the authors propose a robust, iterative model for physician career development that goes beyond skills and knowledge maintenance toward leveraging a broad range of individual capabilities, needs, and contexts along the career lifespan. The model provides a means for harnessing physicians’ strengths and passions in concert with the needs of their organization to create greater physician fulfillment and success, which in turn would benefit the patients they care for and the academic medical centers in which they work.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Everyday Heroism: Maintaining Organizational Cultures of Wellness and
Inclusive Excellence Amid Simultaneous Pandemics-
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Authors: Fassiotto; Magali; Valantine, Hannah; Shanafelt, Tait; Maldonado, Yvonne
Abstract: Health care professionals and the institutions in which they work are being stretched to their limits amidst the current COVID-19 pandemic. At the same time, a second longstanding pandemic has been brought to the fore: the entrenched system of racial injustice and oppression. The first pandemic is new, and to date, substantial resources have been allocated to urgently addressing its mitigation; the second has a long history with inconsistent attention and resources but has recently been spotlighted more intensely than at any time in the nation’s recent past. The authors contend that these 2 simultaneous pandemics have brought forth the need for institutions in the United States to make a renewed commitment to respect, wellness, diversity, and inclusion. While investment and leadership in these domains have always been essential, these have largely been viewed as a “nice-to-have” option. The events of much of 2020 (most notably) have illustrated that committing to and investing in policies, programs, centers, and leadership to drive change in these domains are essential and a “need-to-have” measure. The authors outline the necessity of investing in the promotion of cultures of inclusive excellence at both individual and organizational levels to coordinate a united response to the simultaneous pandemics. It is in the interests of health care systems to consider the wellness of the workforce to overcome the longer-term economic, systemic, and social trauma that will likely occur for years to come at both the individual and institutional levels. Maintaining or augmenting investment is necessary despite the economic challenges the nation faces. Now is the time to cultivate resilience and wellness through a renewed commitment to cultures of respect, diversity, and inclusion. This commitment is urgently needed to support and sustain the health care workforce and maintain outstanding health care systems for future generations.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- The Association of American Medical Colleges’ Local Area Physician
Workforce Modeling Project-
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Authors: Dill; Michael J.; Hirsch, Gary B.
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Physician workforce planning must address multiple concerns such as having sufficient numbers and adequate geographic distribution of physicians and pressures for physicians to adapt to new models of care and payment. Though there are national workforce planning tools, planning tools for local areas have been scarce. This article describes a dynamic simulation model developed as a pilot project to support physician workforce planning in 2 metropolitan areas, Cleveland and Albuquerque (February 2014–June 2016). This model serves as a prototype for planning tools that could be used by medical educators and local health systems to project the effect of different policies on physician supply and demand.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Returning to Growth: One Academic Medical Center’s Successful Five-Step
Approach to Change Management-
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Authors: Vickers; Selwyn M.; Agarwal, Anupam; Patel, Nisha; Benveniste, Etty N.; Bulgarella, Dawn; Fouad, Mona N.; Hoesley, Craig; Jones, Keith; Kimberly, Robert P.; Rogers, David A.; Larson, Jean Ann; Leeth, Toni R.; Mack, LaKisha; Dorman, Paige; Furgerson, Tyler; Longshore, Jane; Watts, Ray L.
Abstract:
The University of Alabama at Birmingham academic medical center (UAB AMC) had achieved great success and growth during the 50 years since its founding. However, the challenging and more competitive environment of the 2000s left the UAB AMC on a downward trajectory. The UAB AMC had to overcome difficult internal cultural and structural barriers that stood in the way of the transformational change needed to remain competitive. Competition rather than collaborative and strategic financial investment were the primary cultural barriers for the UAB AMC, while people were the primary structural barrier. Leadership identified 5 steps that were critical for the transformation that occurred between 2013 and 2018: alignment of leadership; creating a compelling and credible shared vision; identifying cultural and structural barriers; creating a thoughtful, data-driven intervention; and improved communication and accountability. Following these steps enabled the UAB AMC to transform its institutional structure and culture. As a result, the UAB AMC thrived, returning to substantial growth in research and clinical care. UAB AMC School of Medicine grew by $100 million in National Institutes of Health funding and moved up 10 spots in ranking. In 2018, UAB Hospital had 10 specialties ranked by U.S. News & World Report, 7 more than in 2013. This article outlines the approach taken and provides a conceptual framework for other AMCs eager to transform their structure and culture and position themselves for growth.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Pregnancy Is Like Nature: Cultural Arts to Navigate the Unexpected
Cesarean Delivery-
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Authors: Darivemula; Shilpa; Shah, Virali; Amanjee, Kritika
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Oncoplastic Surgery: A Perspective From the Patient, the Surgeon, and the
Artist-
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Authors: Cohen; Stephanie; Palm, Elizabeth; Chatterjee, Abhishek
Abstract:
No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Commentary on Oncoplastic Surgery: A Perspective From the Patient, the
Surgeon, and the Artist-
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Authors: Cohen; Stephanie; Palm, Elizabeth; Chatterjee, Abhishek
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- 2021 Hope Babette Tang Humanism in Healthcare Essay Contest: Third Place
Nursing Student Essay: Empty Beds-
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Authors: Grey; Jessica
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- 2021 Hope Babette Tang Humanism in Healthcare Essay Contest: Third Place
Medical Student Essay: Someone Else’s Mother-
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Authors: Bell; Fletcher
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Rapid Dissemination of a COVID-19 Airway Management Simulation Using a
Train-the-Trainers Curriculum-
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Authors: Peterson; William J.; Munzer, Brendan W.; Tucker, Ryan V.; Losman, Eve D.; Harvey, Carrie; Hatton, Colman; Sefa, Nana; Bassin, Ben S.; Hsu, Cindy H.
Abstract:
Problem The most effective way to train clinicians to safely don and doff personal protective equipment (PPE) and perform aerosol-generating procedures (AGPs), such as intubations, is unknown when clinician educators are unavailable, as they have been during the COVID-19 pandemic. Proper PPE and airway management techniques are critical to prevent the transmission of respiratory illnesses such as COVID-19.Approach In March 2020, the authors implemented a structured train-the-trainers curriculum to teach PPE techniques and a modified airway management algorithm for suspected COVID-19 patients. A single emergency medicine physician trainer taught 17 subsequent emergency medicine and critical care physician trainers the proper PPE and airway management techniques. The initial trainer and 7 of the subsequent trainers then instructed 99 other emergency medicine resident and attending physicians using in situ simulation. Trainers and learners completed retrospective pre–post surveys to assess their comfort teaching the material and performing the techniques, respectively.Outcomes The surveys demonstrated a significant increase in the trainers’ comfort in teaching simulation-based education, from 4.00 to 4.53 on a 5-point Likert scale (P < .005), and in teaching the airway management techniques through simulation, from 2.47 to 4.47 (P < .001). There was no difference in the change in comfort level between those learners who were taught by the initial trainer and those who were taught by the subsequent trainers. These results suggest that the subsequent trainers were as effective in teaching the simulation material as the initial trainer.Next Steps Work is ongoing to investigate clinician- and patient-specific outcomes, including PPE adherence, appropriate AGP performance, complication rate, and learners’ skill retention. Future work will focus on implementing similar train-the-trainers strategies for other health professions, specialties, and high-risk or rare procedures.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Unspoken Challenges
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Authors: Thong; Edwin Wei Sheng
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- ALiEM Connect: Large-Scale, Interactive, Virtual Residency Programming in
Response to COVID-19-
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Authors: Rose; Christian C.; Haas, Mary Rose Calderone; Yilmaz, Yusuf; Alvarez, Al’ai; Mott, Sarah E.; Landry, Adaira I.; Gisondi, Michael A.; Ankel, Felix; Lin, Michelle; Chan, Teresa M.
Abstract:
Problem The COVID-19 pandemic restricted in-person gatherings, including residency conferences. The pressure to quickly reorganize educational conferences and convert content to a remote format overwhelmed many programs. This article describes the pilot event of a large-scale, interactive, virtual educational conference modeled, designed, and implemented by Academic Life in Emergency Medicine (ALiEM), called ALiEM Connect.Approach The pilot ALiEM Connect event was conceptualized and implemented within a 2-week period in March 2020. The pilot was livestreamed via a combination of Zoom and YouTube and was archived by YouTube. Slack was used as a backchannel to allow interaction with other participants and engagement with the speakers (via moderators who posed questions from the backchannel to the speakers live during the videoconference).Outcomes The RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework was used for program evaluation, showing that 64 U.S. Accreditation Council for Graduate Medical Education–accredited emergency medicine residency programs participated in the pilot event, with 1,178 unique users during the event (reach). For effectiveness, 93% (139/149) of trainees reported the pilot as enjoyable and 85% (126/149) reported it was equivalent to or better than their usual academic proceedings. Adoption for ALiEM Connect was fairly good with 64/237 (27%) of invited residency programs registering and participating in the pilot event. Implementation was demonstrated by nearly half of the livestream viewers (47%, 553/1,178) interacting in the backchannel discussion, sending a total of 4,128 messages in the first 4 hours.Next Steps The final component of the RE-AIM framework, maintenance, will take more time to evaluate. Further study is required to measure the educational impact of events like the ALiEM Connect pilot. The ALiEM Connect model could potentially be used to replace educational conferences that have been canceled or to implement and/or augment a large-scale, shared curriculum among residency programs in the future.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Learning to Show Patients You Are Listening From 3,000 Miles Away
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Authors: Kutzer; Katherine M.
Abstract: No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Doing More With Written Feedback: Improving Learner Satisfaction and
Reflection With the LEAF (Learner-Engaged Analysis of Feedback) Method-
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Authors: Saddawi-Konefka; Daniel; Sullivan, Amy; Beltran, Christine; Baker, Keith
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Problem Written feedback is often overly positive, nonspecific, and difficult to interpret. Learner satisfaction with written feedback is low and obtaining written feedback that encourages self-reflection is challenging. Improving feedback quality is laborious and only modestly effective.Approach The authors developed the LEAF (Learner-Engaged Analysis of Feedback) method to improve learner satisfaction with, and reflection on, existing written feedback. The method pairs a learner and coach to methodically identify themes in the learner’s written feedback. Themes occurring more frequently or less frequently than typical offer areas for reflection, as they may identify learners’ relative strengths or weaknesses. The method was introduced at the Massachusetts General Hospital in 2017 during program director (PD) meetings with anesthesiology residents. In 2018, resident satisfaction was measured (1 to 5 Likert-type questions, 1 = “not at all satisfied,” 5 = “extremely satisfied”) for 4 feedback sources, 2 related to the LEAF method (PD meetings, written feedback) and 2 unrelated (verbal feedback, mentor feedback). Residents’ comments were qualitatively assessed to explore the impact on self-reflection.Outcomes Residents who had participated in a LEAF session (n = 54), compared with those who had not (n = 11), reported higher satisfaction with written feedback (mean 3.1 versus 2.5, d = 0.53, P = .03) and PD meeting feedback (mean 3.8 versus 2.8, d = 0.80, P = .03). There were no significant differences between groups for satisfaction with feedback unrelated to the LEAF method. Qualitative analysis of comments suggested that residents found the method useful for providing holistic self-assessment, facilitating goal setting, uncovering blind spots, and improving feedback interpretation.Next Steps Next steps should include studies determining if the association between increased learner satisfaction with written feedback and the LEAF method is causal, and whether this feedback process changes learners’ subsequent behaviors.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Virtual Telesimulation for Medical Students During the COVID-19 Pandemic
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Authors: Ray; Jessica M.; Wong, Ambrose H.; Yang, Thomas J.; Buck, Samuel; Joseph, Melissa; Bonz, James W.; Auerbach, Marc A.; Couturier, Katherine; Tomassoni, Anthony J.; Schwartz, Michael L.; Evans, Leigh V.
Abstract:
Problem In March 2020, the novel coronavirus 2019 (COVID-19) became a global pandemic. Medical schools around the United States faced difficult decisions, temporarily suspending hospital-based clerkship rotations for medical students due to potential shortages of personal protective equipment and a need to social distance. This decision created a need for innovative, virtual learning opportunities to support undergraduate medical education.Approach Educators at Yale School of Medicine developed a novel medical student curriculum converting high-fidelity, mannequin-based simulation into a fully online virtual telesimulation format. By using a virtual videoconferencing platform to deliver remote telesimulation as an immersive educational experience for widely dispersed students, this novel technology retains the experiential strengths of simulation-based learning while complying with needs for social distancing during the pandemic. The curriculum comprises simulated clinical scenarios that include live patient actors; facilitator interactions; and real-time assessment of vital signs, labs, and imaging. Each 90-minute session includes 2 sets of simulation scenarios and faculty-led teledebriefs. A team of 3 students performs the first scenario, while an additional team of 3 students observes. Teams reverse roles for the second scenario.Outcomes The 6-week virtual telesimulation elective enrolled the maximum 48 medical students and covered core clinical clerkship content areas. Communication patterns within the virtual telesimulation format required more deliberate turn-taking than normal conversation. Using the chat function within the videoconferencing platform allowed teams to complete simultaneous tasks. A nurse confederate provided cues not available in the virtual telesimulation format.Next Steps Rapid dissemination of this program, including online webinars and live demonstration sessions with student volunteers, supports the development of similar programs at other universities. Evaluation and process improvement efforts include planned qualitative evaluation of this new format to further understand and refine the learning experience. Future work is needed to evaluate clinical skill development in this educational modality.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Fully Integrated Readiness for Service Training (FIRST): An Accelerated
Medical Training Program for Rural and Underserved North Carolina-
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Authors: Coe; Catherine L.; Baker, Hannah M.; Byerley, Julie S.; Page, Cristen P.
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Problem The U.S. primary care workforce remains inadequate to meet the health needs of the U.S. population. Effective programs are needed to provide workforce development for rural and other underserved areas.Approach At the University of North Carolina (UNC) School of Medicine (SOM), between November 2014 and July 2015, the authors developed and implemented the Fully Integrated Readiness for Service Training (FIRST) Program, an accelerated curriculum focused on rural and underserved care that links 3 years of medical school with a conditional acceptance into UNC’s 3-year family medicine residency, followed by 3 years of practice support post-graduation. Students are recruited to the FIRST Program during the fall of their first year of medical school. The FIRST Program promotes close faculty mentorship and familiarity with the health care system, includes a longitudinal quality improvement project with an assigned patient panel, includes early integration into the clinic, and fosters a close cohort of fellow students.Outcomes As of March 2020, the FIRST Program had successfully recruited 5 classes of medical students, and 3 of those classes had matched into residency. In total, as of March 2020, 18 students had participated in the FIRST Program.Next Steps The FIRST Program will be expanded to additional clinical sites across North Carolina and to specialties beyond family medicine, including pediatrics, general surgery, and psychiatry.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Recent Trends in Faculty Promotion in U.S. Medical Schools: Implications
for Recruitment, Retention, and Diversity and Inclusion-
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Authors: Xierali; Imam M.; Nivet, Marc A.; Syed, Zubair A.; Shakil, Amer; Schneider, F. David
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Purpose Faculty promotion is important for retention and has implications for diversity. This study provides an update on recent trends in faculty promotion in U.S. medical schools.Method Using data from the Association of American Medical Colleges Faculty Roster, the authors examined trends in faculty promotion over 10 years. Promotion status for full-time assistant and full-time associate professors who started between 2000 and 2009 inclusive was followed from January 1, 2010 to January 1, 2019. The authors used bivariate analyses to assess associations and promotion rates by sex, race/ethnicity, department, tenure status, and degree type.Results The promotion rate for assistant professors was 44.3% (2,330/5,263) in basic science departments, 37.1% (17,232/46,473) in clinical science departments, and 33.6% (131/390) in other departments. Among clinical departments, family medicine had the lowest rate of promoting assistant professors (24.4%; 484/1,982) and otolaryngology the highest rate (51.2%; 282/551). Faculty members who were male (38.9%; 11,687/30,017), White (40.0%; 12,635/31,596), tenured (58.7%; 98/167) or tenure-eligible (55.6%; 6,653/11,976), and holding MDs/PhDs (48.7%; 1,968/4,038) had higher promotion rates than, respectively, faculty who were female (36.3%; 7,975/21,998), minorities underrepresented in medicine (URM; 31.0%; 1,716/5,539), nontenured (32.5%; 12,174/37,433), and holding other/unknown degrees (20.6%; 195/948; all P < .001). These differences were less pronounced among associate professors; however, URM and nontenured faculty continued to have lower promotion rates compared with White, Asian, or tenured faculty at the associate professor level.Conclusions Promotion rates varied not only by faculty rank but also by faculty sex, race/ethnicity, department, tenure status, and degree type. The differences were more pronounced for assistant professors than associate professors. URM faculty members, particularly assistant professors, were promoted at lower rates than their White and Asian peers. More research to understand the drivers of disparities in faculty promotion seems warranted.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Sharing Reflections on Multisource Feedback in a Peer Group Setting:
Stimulating Physicians’ Professional Performance and Development-
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Authors: Bindels; Elisa; van den Goor, Myra; Scherpbier, Albert; Lombarts, Kiki; Heeneman, Sylvia
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Purpose Reflecting on and using feedback are important for physicians’ continuous professional development (CPD). A common format is the discussion of multisource feedback (MSF) in a one-on-one session with a trusted peer or coach. A new approach is to discuss MSF during a peer group session moderated by a professional facilitator. This qualitative study explored how physicians experience participation in these peer group sessions in the context of their CPD.Method Between March and July 2018, 26 physicians were interviewed about their experiences in a peer group session. These physicians represented 13 monospecialty physician groups from 5 general hospitals in the Netherlands. Interviews were transcribed verbatim and analyzed iteratively, following the interpretative phenomenological approach.Results Participation was experienced as a process of disclosing and sharing personal reflections with peers while striking a balance between interpersonal proximity to and distance from peers. Sharing reflections with peers rendered the feedback more meaningful, deepened collegial relationships, and created a sense of urgency for improvement. Improvement goals were mostly related to relational fine-tuning in collaboration; goals related to individual career management remained in the background. Influential factors for the perceived effectiveness of the group sessions were related to the facilitator’s expertise, group size, continuity and quality of collegial relationships, personal vulnerabilities, and the context of CPD policy.Conclusions Peer group sessions offered interactivity and established a clear link between individual physicians and their work environments. Sharing reflections on MSF in a peer group setting provided physicians with nuanced insight into their professional performance and fostered a community spirit that supported the implementation of intended changes. Future research should focus on the role of group dynamics and communication strategies and the application of coaching principles, such as drawing up a detailed plan of action and monitoring the follow-up process.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Using Natural Language Processing to Automatically Assess Feedback
Quality: Findings From 3 Surgical Residencies-
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Authors: Ötles; Erkin; Kendrick, Daniel E.; Solano, Quintin P.; Schuller, Mary; Ahle, Samantha L.; Eskender, Mickyas H.; Carnes, Emily; George, Brian C.
Abstract:
Purpose Learning is markedly improved with high-quality feedback, yet assuring the quality of feedback is difficult to achieve at scale. Natural language processing (NLP) algorithms may be useful in this context as they can automatically classify large volumes of narrative data. However, it is unknown if NLP models can accurately evaluate surgical trainee feedback. This study evaluated which NLP techniques best classify the quality of surgical trainee formative feedback recorded as part of a workplace assessment.Method During the 2016–2017 academic year, the SIMPL (Society for Improving Medical Professional Learning) app was used to record operative performance narrative feedback for residents at 3 university-based general surgery residency training programs. Feedback comments were collected for a sample of residents representing all 5 postgraduate year levels and coded for quality. In May 2019, the coded comments were then used to train NLP models to automatically classify the quality of feedback across 4 categories (effective, mediocre, ineffective, or other). Models included support vector machines (SVM), logistic regression, gradient boosted trees, naive Bayes, and random forests. The primary outcome was mean classification accuracy.Results The authors manually coded the quality of 600 recorded feedback comments. Those data were used to train NLP models to automatically classify the quality of feedback across 4 categories. The NLP model using an SVM algorithm yielded a maximum mean accuracy of 0.64 (standard deviation, 0.01). When the classification task was modified to distinguish only high-quality vs low-quality feedback, maximum mean accuracy was 0.83, again with SVM.Conclusions To the authors’ knowledge, this is the first study to examine the use of NLP for classifying feedback quality. SVM NLP models demonstrated the ability to automatically classify the quality of surgical trainee evaluations. Larger training datasets would likely further increase accuracy.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Developing Entrustable Professional Activities for the Training of
Translational Scientists: A Modified Delphi Study-
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Authors: Weggemans; Margot M.; ter Haar, Nienke M.; Prakken, Berent; ten Cate, Olle
Abstract: Purpose Improved training for translational scientists is important to help address the waste of resources and irreproducibility of research outcomes in current translational medicine. However, there are a lack of training programs that cover the full range of knowledge and skills translational scientists need to develop, and many translational research training programs struggle to develop competency frameworks and assessment tools. Entrustable professional activities (EPAs) have been successfully implemented to link competencies with everyday practice in training health care professionals but have not yet been developed for research training. The purpose of the current study was to develop EPAs for translational scientists that could be used for their training and assessment and help increase the transparency and reproducibility of research outcomes and methods by providing best practices for translational research.Method In 2019, a modified Delphi technique, preceded by a focus group held in 2018 using a nominal group technique, was used to reach consensus on EPA titles and content among an international panel of 22 translational experts. Mean, standard deviation, and level of agreement were calculated after each round. Consensus was defined as ≥ 80% agreement.Results Consensus was reached on 89% of the items after the first round and 100% after the second round. The final list of EPAs consists of 17 EPAs divided over 7 sections.Conclusions The concept of EPAs is new to the field of research training. The 17 EPA titles and their descriptions developed in this study may be used as a framework for improved training for translational scientists with the ultimate goal to contribute to closing the gap between bench and bedside, reducing resource waste in science, and increasing the reproducibility of research outcomes.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Is Academic Attainment or Situational Judgment Test Performance in Medical
School Associated With the Likelihood of Disciplinary Action' A
National Retrospective Cohort Study-
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Authors: Sam; Amir H.; Bala, Laksha; Westacott, Rachel J.; Brown, Celia
Abstract:
Purpose Disciplinary action imposed on physicians indicates their fitness to practice medicine is impaired and patient safety is potentially at risk. This national retrospective cohort study sought to examine whether there was an association between academic attainment or performance on a situational judgment test (SJT) in medical school and the risk of receiving disciplinary action within the first 5 years of professional practice in the United Kingdom.Method The authors included data from the UK Medical Education Database for 34,865 physicians from 33 U.K. medical schools that started the UK Foundation Programme (similar to internship) between 2014 and 2018. They analyzed data from 2 undergraduate medical assessments used in the United Kingdom: the Educational Performance Measure (EPM), which is based on academic attainment, and SJT, which is an assessment of professional attributes. The authors calculated hazard ratios (HRs) for EPM and SJT scores.Results The overall rate of disciplinary action was low (65/34,865, 0.19%) and the mean time to discipline was 810 days (standard deviation [SD] = 440). None of the physicians with fitness to practice concerns identified as students went on to receive disciplinary action after they qualified as physicians. The multivariate survival analysis demonstrated that a score increase of 1 SD (approximately 7.6 percentage points) on the EPM reduced the hazard of disciplinary action by approximately 50% (HR = 0.51; 95% confidence interval [CI]: 0.38, 0.69; P < .001). There was not a statistically significant association between the SJT score and the hazard of disciplinary action (HR = 0.84; 95% CI: 0.62, 1.13; P = .24).Conclusions An increase in EPM score was significantly associated with a reduced hazard of disciplinary action, whereas performance on the SJT was not. Early identification of increased risk of disciplinary action may provide an opportunity for remediation and avoidance of patient harm.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Academies in Health Professions Education: A Scoping Review
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Authors: Uijtdehaage; Sebastian; Ho, Ming-Jung; Harvey, Emily; Dorris, C. Scott; Huggett, Kathryn N.
Abstract:
Purpose Thirty years ago, academies were conceived as a sociocultural approach to revitalize the teaching mission of medical schools and to promote educators’ career advancement. The academy movement has grown rapidly and now reaches a broad range of health professions education organizations. The authors conducted a scoping review to map the literature and describe the evidence that guides the formation of new academies and justifies the continuation of existing ones.Method The authors searched MEDLINE (via Ovid), Embase (via Elsevier and Ovid), CINAHL (via EBSCOhost), and Web of Science (via Clarivate Analytics) from inception through March 6, 2020, for publications regarding academy-like organizations. They mapped the relevant literature using logic modeling as an organizing framework and included the mission, resources, activities, output, outcomes, and impact of the included academies.Results Of the 513 publications identified, 43 met the inclusion criteria, the oldest of which was published in 2000. Most publications were either case reports or perspective/opinion pieces (26, 57.8%), while studies presenting empirical findings were less common (11, 24.4%). Publications showed that academies were diversifying and increasingly were part of a broad range of organizations, including departments, hospitals, health science campuses, and national organizations. The mission, resources, and activities were similar across academies. Evaluation studies were largely limited to process measures, and rigorous studies examining outcomes (i.e., changes in academy participants) and impact on the organization at large were rare.Conclusions The increase in the number of academy-related publications parallels the accelerating speed of the academy movement. To sustain this movement, rigorous studies must provide evidence that academies contribute to the revitalization of organizations’ teaching mission and bring about an academic culture where educators thrive and where education is a legitimate career path.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- The Content Quality of YouTube Videos for Professional Medical Education:
A Systematic Review-
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Authors: Helming; Andrew G.; Adler, David S.; Keltner, Case; Igelman, Austin D.; Woodworth, Glenn E.
Abstract:
Purpose To evaluate the content quality of YouTube videos intended for professional medical education based on quality rating tool (QRT) scores and determine if video characteristics, engagement metrics, or author type are associated with quality.Method The authors searched 7 databases for English-language studies about the quality of YouTube videos intended for professional medical education from each database’s inception through April 2019. To be included, studies had to be published in 2005 (when YouTube was created) or later. Studies were classified according to the type of QRT used: externally validated, internally validated, or limited global. Study information and video characteristics and engagement metrics were extracted. Videos were classified by video author type.Results Thirty-one studies were included in this review. Three studies used externally validated QRTs, 20 used internally validated QRTs, and 13 used limited global QRTs. Studies using externally validated QRTs had average scores/total possible scores of 1.3/4, 26/80, and 1.7/5. Among the 18 studies using internally validated QRTs, from which an average percentage of total possible QRT score could be computed or extracted, the average score was 44% (range: 9%–71%). Videos with academic-physician authors had higher internally validated QRT mean scores (46%) than those with nonacademic-physician or other authors (26%; P < .05).Conclusions The authors found a wide variation in QRT scores of videos, with many low QRT scores. While videos authored by academic-physicians were of higher quality on average, their quality still varied significantly. Video characteristics and engagement metrics were found to be unreliable surrogate measures of video quality. A lack of unifying grading criteria for video content quality, poor search algorithm optimization, and insufficient peer review or controls on submitted videos likely contributed to the overall poor quality of YouTube videos that could be used for professional medical education.
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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- Improving the Evaluation of Faculty Development Programs
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Authors: Chen; Weichao; Berry, Andrea; Drowos, Joanna; Lama, Anna; Kleinheksel, A. J.
Abstract:
No abstract available
PubDate: Fri, 01 Oct 2021 00:00:00 GMT+
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